《高中英語 Module3《My First Ride on a Train》Listening,Spenking and Writin教案7 外研版必修1》由會(huì)員分享，可在線閱讀，更多相關(guān)《高中英語 Module3《My First Ride on a Train》Listening,Spenking and Writin教案7 外研版必修1（5頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

111 《My First Ride on a Train》Listening,Spenking and Writin ?Teaching content: Senior Book I, Type of lesson: Reading and Speaking ? Teaching Objectives: Knowledge: 1. Learn the new words in this passage ?????????????????????????? ?2. Understand the general idea of the passage ????????????????? Abilities: 1. Develop the Ss' abilities of cooperative and creative learning ????????????????????? ?????2. Train the Ss' abilities of narrating ????????????????????????? ?3. Foster the Ss' reading strategy ????????????????? Emotion: Encourage the Ss' willingness to share personal experiences ? Main and difficult points: 1. Learn to skim to get the main idea of a passage. ?????????????????????? 2. Describe an event. ? Teaching methods: Student-focus and TBL approaches ? Interactive patterns: Teacher—class, individual, pairs, groups, ? Teaching aids: CAI facilities ? ? ? ? ? ? ? ? ? ? ? ? Teaching Design: ? Teaching procedures and contents Teacher’s activities Students’ activities Interactive Purpose of the design Warming-up, Free-talk lead- in. (8’) Show the pictures and ask the Ss: Which means of transport would you like to use to travel? Why? Respond to the T’s questions. e.g. I’d like to travel by plane, because it’s faster. ? Individual Go over the words for vehicles and get the Ss ready for learning new ones. T: Describe the first time you traveled a long distance. Say how old you were, where you went, how you traveled, who you went with, what you saw and did, whether you enjoyed the trip, etc. In a word, say as much as you like. Provide some pictures to help them. Walk around and offer help when necessary. ? Brainstorm or discuss to get prepared to speak. e.g. 1. I first traveled a long distance by train when I was six years old. I went with my parents from Shanghai to Beijing. 2. When I was 10 years old, I paid a visit to the Monkey Island. I traveled by bus. It was a long distance and it took us 2 hours. I saw many lovely monkeys and I fed them with corn. It was very interesting. Individual or pair-work Create a relaxed atmosphere and build up Ss’ self-confidence. Offer chances for the Ss to learn the words and expressions by using them. ? ? Pre-reading (6’) Show some pictures of Australian scenery and ask the Ss to describe them or ask some questions about Australia. Write down the new words and go over them. e.g. scenery, soil, desert, products, cassette, diamonds, abandoned farms, trained camels, kangaroo Watch the pictures and respond. Learn the new words. Individual or teacher-class Help the Ss to get a general background knowledge of Australia and at the same time learn more new words in the passage and get ready for reading the passage. While-reading (12’) Teach the strategy of reading. Ask the Ss to read the passage and discuss the following questions: 1.?????? What’s the passage about? 2.?????? How many parts can the passage be divided into? What’s the main idea of each part? 3. What’s the main idea of each paragraph? Read, think, discuss and respond to the T’s questions. Individual and pair or group-work ? Provide the Ss with chances of expressing their own opinions and train their communicating skill. Teach the Ss the skills of skimming to find the general idea and scanning to locate specific information quickly. ? Ask the Ss to read the passage again and do the fill-in-blank exercise. (See Appendix) Check the answer. Read the passage again and do the fill-in-blank exercise. individual Check the Ss’ reading comprehension and the skill of scanning. Play the recording of the passage for the Ss to listen and follow. Deal with language problems at the same time. Listen to the recording and follow. Teacher-class Use this chance to correct the Ss’ pronunciation and intonation ? Post-reading (14’) Require the Ss to retell the first part of the passage about Alice’s trip. Using key words provided by the T. Brainstorm and volunteer to retell the story in their own words. Individual Learn to remember facts and reorganize them. (input----output) Divide the Ss into groups of four and ask them to tell in turns about their personal experiences. Then ask each group to select one representative to perform in front of the class. Offer some titles for them to choose. 1. My trip to Holiday Beach 2.An unforgettable ride around Haikou 3.My journey to the moon (imaginative) Divide themselves into groups of four and tell in turns about their personal experiences. Then each group selects one representative to perform in front of the class. ? Group-work ? Learn to share personal experiences. Create an environment in which the Ss can use the target language to communicate. Train the Ss’ abilities of narrating. Ask the Ss to make up a trip plan to a tourist spot. Walk around and give help when necessary. Discuss in groups to make up a trip plan. Take notes and select a member to present their discussion result. Group-work Get the Ss to learn by doing and cultivate their idea of cooperative and creative learning. Assignments 1.?????? Tell each other stories about personal experiences. 2.? Write your description of an unforgettable trip. ? Appendix: Read the passage again and fill in the gap. ? Alice Thompson made her first long-distance train ride at the age of ____. She got on in ____ and got off in ____. They ate meals cooked by ____. They saw fields, soil, desert and ____ farms which were built over ____ years ago. On the train, Alice talked to other ____ and studied ____. She watched the night ____ and found ____, which shone like ____. Why is the train called the ____? It is short for ____. The Afghans trained the ____ to carry food and supplies. They did this until ____, when the ____ built a new railway line 111