高一教学设计必修1.doc

高中英语教学设计Module 3 My First Ride on a Train
Period 1 Introduction and Reading
Teaching Contents: Introduction and Reading
The first part is my understanding of this lesson.
Ⅰ. The analysis of teaching material
This period includes introduction and reading. It plays a very important part in this module. Introduction can serve as a warming up of Reading. There are 4 interesting activities related to our daily life in this part, which will attract the students’attention and develop their speaking ability. And activity 4 can be used as the transition from introduction to reading. The reading passage is a travel diary which will help the students learn something about Australia. It can also motivate the students’interest in learning the culture of foreign countries and develop positive life attitude and the love for our motherland.
Teaching aims of this period are the following:
1. Teaching aims:
⑴.Knowledge aims: Let the students learn some words and phrases and understand the main idea of the text. Master the following phrases: get on, get off, get into, get out (of), take off, look like, at midnight, be short for, not…any more, allow sb. to do sth.
⑵.Ability aims: Train the students’reading ability, especially the skills of scanning and summarizing.
⑶.Moral aims : Develop positive life attitude and the love for our motherland. And develop the students’awareness of protecting the environment when they travel.
2. Teaching important points:
Develop the students’speaking skills and improve the students’reading ability.
3. Teaching difficult points:
How to help the students understand the reading material better. In addition, we should keep something in mind about students:
4. The analysis of the students:
The students are familiar with some means of transport related to their daily life. But they are lack of vocabulary and not good at expressing themselves in English. What’s more, some students are not active in the class because they are afraid of making mistakes.
The second part is my teaching methods and aids.
While dealing with this lesson, I’ll do my best to make the students the real masters in class while I act as a director; combine the language structures with the language functions to make the students receive some moral aims.
Ⅱ. Teaching methods and aids:
Individual, pair or group work, students-centered teaching method to increase the opportunities of talking for individual student and encourage broader skills of cooperation and discussion.
To reach my teaching aims, I’ll take advantage of some teaching aids, such as multimedia, and a blackboard.
The third part is teaching procedures. I have designed the procedures to train the ability of listening, speaking, reading and writing, esp. reading ability.
Ⅲ. Teaching procedures: (It consists of 6 steps)
Step 1. Greetings and Lead-in:
1. Show some pictures on the screen and get the students to name the means
of transport as fast as possible. Lead in by using the pictures to attract the students’attention and motivate their interest.
设计意图：利用图片、声像以及多媒体技术使呈现的材料真实,贴进生活;迅速捉住学生的注意力,使学生了解学习的目标;通过对交通工具的学习,增大学生的语言输入量,为下面的活动打下基础.)
2. Get the students to fill in the table on the screen in pairs.
Q1: Which of the vehicles in activity 1 travel on roads?
Q2: Which of them travel on rails?
Q3: Which of them travel on water?
Q4: Which of them travel in the air?
Q5: Which of them can you use to travel a long distance?
(设计意图：结对问答活动充分体现学生为主体，教师为主导的新课程理念.培养学生分析信息，处理信息以及合作探究的能力.)
3. Practice in groups---A match game is used for the students to learn how to make use of the means of transport. The students can also be instructed to describe the first time they traveled a long distance, which can be used as the transition from introduction to reading.
get on , get off , get into , get out of , ride , drive,
take off , land .
bicycle, motorbike, bus, tram, train, car, taxi, plane, helicopter, ship, boat, ferry．

(设计意图：合作学习使小组成员之间互相尊重,互相关心,互相欣赏,有利于形成和谐的学习氛围, 培养他们的团队精神和合作能力.)
Step 2. Pre-reading
1. Get the Ss to identify the pictures and try to motivate the students’ interest and learn the culture of Australia.
2. Ask the students what other characteristics of Australia they know. Then let them answer some questions about Australia.
1). Do you know how many people live in Australia?
2). Do you know the name of the capital?
3). Where do you think most of the people live, in the central part of
the country or on the coast?
4). What do you think the central part of the country is like?
5). What Australian animals do you know about?
(设计意图：通过语言实践活动去发展英语语言能力.通过营造一个能进行交际实践的学习环境,努力扩大学生的知识面,帮助学生构建自己的自主学习模式.使学生形成以交际能力为核心的英语语言运用素质,在愉快轻松的氛围中达到运用英语交际的能力.)
3. Before we read the text, predict the contents of the text according to the words in the box on page 22. This step is a good preparation for reading.
Step 3. While-reading
The passage is a travel diary written by a girl named Alice Thompson who had her first ride on a long distance train in the middle of Australia. Here is her experience.
1. Scanning
Get the Ss to listen to the passage carefully, at the same time let them read the text following the tape in a low voice to develop the students’listening and reading ability and then choose the right answer to the question.
What’s the passage about?
A. a train ride to Sydney
B. taking the train to Australia
C. traveling to the central part of Australia
D. a child visiting her grandmother
2. Read the text carefully to help the students understand the text better and train students’scanning ability.
⑴ Ask the Ss to read the passage again carefully. Get the student to
judge the following sentences True(T) or False(F) on the screen.
①. It was the first time that Alice had her ride on a long-distance train.
②. Alice Springs is in the east of Australia.
③. The train is called the Ghan because of horses from Afghanistan.
④. The train was comfortable, but the food cooked by experts was bad.
⑤. In the 1920s, people used camels to carry food and other supplies.
⑥. Alice talked to other passengers, read books, listened to music and so on.
⑵ And then answer the following questions on the screen.
①. Did Alice travel on the train a long time ago?
②.
②. Was her destination on the coast of Australia?
③. Was the scenery the same during the whole journey?
④. Did she study while she was on the train?
⑤. Did the Australians use horses to travel to the central part of the country?
⑥. Do they still use camels to deliver goods?
⑶ let the Students say out the general idea of each paragraph.
Suggested answers:
Para 1：Information about the writer and her train ride.
Para 2: What the writer saw on the train.
Para 3: What the writer did on the train.
Para 4: Why is the train called the Ghan?
Para 5: The use of camels.
Para 6: What happened to the camels.
Step 4. Post-reading
The students will have a few minutes to prepare and then retell the passage in their own words to understand the text well and practice some useful expressions.
Step 5. Discussion
Time permitting, I’ll give the students two opening questions to motivate the students’imagination.
Step 6. Homework
Write a composition about a trip to train the students’writing ability.
The fourth part is my blackboard design.

Ⅳ. Blackboard design

Module 3 My First Ride on a Train

Period 1 Introduction and Reading

get on
look like
get off
at midnight
get into
be short for
get out (of)
not…any more
take off
allow sb. to do sth

【教学反思】 本教学设计根据《普通高中英语课程标准》的指导思想进行构思，所采用的教学法和步骤体现了“教师为主导，学生为主体”的原则，在课堂中充分体现了师生、生生之间的互动和合作学习。在以上的教学过程中，我创造一种开放的、和谐的、积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在轻松快乐中学习。充分发挥学生的主动性，注重学生间的合作交流，树立他们的自信心，培养他们的综合语言运用能力。我运用多媒体展示一些照片，目的是借此激起学生的兴趣，促使他们也想谈论自己的经历的欲望。我布置写作这一课后作业，是一个开放性的写作训练，目的是让他们把课堂上来不及讲的话写出来，同时也可通过写作练习巩固本课的词汇和句型。