Module 3 My First Ride on a Train教案

Module 3 My First Ride on a Train教案Period OneStep 1. Warming-upPut a picture which was taken in Beijing on the blackboard. Ask Ss to discuss about it. Tell Ss your experience to travel to Beijing by plane.Organize Ss to do some activities.1. Match the words in the box with the pictures.(1) There are different means of transport. Some take shorter time while some are safer and more pleased. There are some pictures of different means of transport. Ask Ss to choose the one that will satisfy your special needs and match the words in the box with the pictures.(2) Check the answers with the whole class.2. All these vehicles above, some travel on roads, some on water, some on rails and also some in the air. Ask Ss to classify them. And judge what verbs on the screen go with the vehicles.3. Describe the first time you travelled a long distance with where, when, who, how old, how…Step 2. Reading and vocabulary1. Lead-in: Show some pictures about Australia on the screen. Ask Ss to say something about Australia.2. Ask and answer some questions to learn more about Australia.3. Word study: Look at the words in Activity 2 on P 22.Step 3. Reading1. Listen to the tape and say what the passage is mainly about.2. Read the text quickly to find out the main idea of each part. Then draw the tourist route of the trip on the map.3. Read the passage carefully and answer the questions.4. Fill in the blanks to make up a short passage.5. Retell with some helpful pictures.Step 4. Homework1. Read the text aloud and find out some difficult language points.2. Talk about a trip you made to a tourist spot.3. Write your description of an unforgettable trip.Period TwoTeaching aims:1. Target languagea. Important words:abandoned, recently, midnightb. Grammar:The –ed form and past tense time expression.2. Ability goalsEnable the Ss to learn the –ed form used as adjective and past tense time.3. Learning abilityHelp the Ss learn how to use the –ed form as adjective and past tense tine expressions. Important points:Explain the –ed form used in the passage.Difficult point:Explaining and practicing.Teaching procedures:Step 1. RevisionGet the Ss to retell the passage about My Fitst Day on a Train. Then get Ss to show the sentences that contain the –ed form in the passage.Step 2. –ed form1. Read the sentences from the passage and answer the questions on page 24.2. Explanation: 过去分词用作形容词(1) 及物动词的过去分词表被动。

e.g. respected leader, excited children, steamed bread, closed windows, broken glass(2) 不及物动词的过去分词不表示被动，只表示动作的完成。

e.g. fallen leaves, risen sun, changed world, retired teacher(3) 使用动词的过去分词表示被修饰的人或物所处的状态，相当于一个形容词。

e.g. a puzzled look, disappointed children(4) 一般来说，单个的过去分词作定语时，放在被修饰的词之前，分词短语则放在被修饰的词之后。

e. g. polluted air, a letter written in pencil, a meal cooked by my brotherStep 3. Language points1. Australians needed a way to travel to the middle of the country. They tried riding horses, but the horses didn’t like the hot weather and sand.A. a way to do sth.做某事的方法、途径e.g. Is this the way you thought of to solve the problem?Our English teacher has an interesting way to make her class lively and attractive.B. try doing sth. 尝试做某事（看某种方法是否行得通）e.g.Try doing more exercises, you’ll soon lose weight.Try knocking at the back door if nobody hears you at the front door.2. Ghan is short for Afghanistan.be short for 为……的缩写e.g. CIA is short for Central Intelligence Agency.CCTV is short for Chinese Central Television.3. In 1925, they passed a law which allowed people to shoot the animals if they were a problem. allow sb. to do sth. 允许某人做某事e.g. My boss doesn’t allow me ot use the telephone.Period ThreeStep 1. Function: Being politeRetell the test My First Ride on a Train in your own words.1. Act and discuss (group work, winners rewarded)Students act out the dialogue. Discuss the questions in ② on page 25.(1) What do you think of the ticket inspector’s attitude?(2) What expressions could you use to change it?2. Say as many polite expressions as possible.3. Make new dialogues according to picture 1 or 2. Try to use the polite expressions in ③ and ④(Pictures provided)③ Excuse me…Could I (see your ticket)?Could I possible (see your ticket)?Would you mind (showing me your ticket)?Would you mind (if I saw your ticket)?I’m very sorry but (this is an old ticket).The fact is that (it’s out of date).④ What time does the train arrive at…?Where do I change to get to …?Is it possible to open the window?Is there a dining car on this train?Step 2. Reading & Speaking1. Read about people’s childhood memories.Which are happy and which are unhappy? (Individuals)2. Jigsaw reading and interviewingAsk some Ss to read and others to bring out questions.Step 3. Vocabulary1. Read the places and activities on page 25.2. Tell me your first time to…(when to do, what to do, who to go with, how to go, happy or unhappy)3. Let three students act as famous persons. One acts as TV host, talking bout their childhood memories.Step 4. HomeworkWrite about your childhood memories. (100~ 120 words)Period FourImportant points:a. Understand the listening materials and answer the questions.b. The use of everyday English.Difficult points:1. Retell the story of Mary Lennon according the questions after answering them.2. How to use everyday English correctly.Teaching methods:teacher-class, individuals, pair-work, team-workTeaching procedures:Step1. Greetings and Lead-in1. Greetings.2. Show a picture of Mary Lennon and get the Ss to guess the answers to the questions.Q1: When did she first go to America?Q2:How old was she?Q3: How did she get there?Q4: What did she do in New York?Step 2. Listening1. Listen to the tape and say True of False to the statements.( F ) (1) In 1935, Mary Lennon first went to America.( F ) (2) She went to New York by plane at the age of 18.( T ) (3) She met a lot of people and went to some parties in New York.( F ) (4) She got from New York to California by plane.( T) (5) She stopped in Chicago for a few days on the way.( F ) (6) The weather in Los Angeles was very cold.2. Match the questions with the answers in Activity 2 on P27.3. Retell the story of Marry Lennon according to the questions after answering them.Step 3. Pronunciation1. Listen to the conversation on P38 and underline the stressed words.2. First check the answers in pairs, then check them from the class.3. Read the dialogue in pairs, paying special attention to the stressed words. Then ask a pair to read it.Step 4. Everyday English1. Present some sentences said by the interviewer and Mary in the listening on the screen and answer the questions.2. Read these expressions in Activity 1 and complete each sentence with one of the expressions in Activity 1.3. Make a similar dialogue in pairs by using the expressions in Activity 1. Then ask some pairs toact out the dialogue.Step 5. HomeworkReview the extensive reading on P26, and “Cultural Corner” on P29.Period FiveTeaching aims:1. To introduce the features of descriptive genre.2. To be able to write a descriptive composition of 120 words.Important and difficult points:1. Write accurate and fluent sentences.2. Use correct verb tenses.3. Write a coherent descriptive composition.Teaching procedures:Step 1. Warming-up1. Complete the table by putting the means of transport in the correct column.2. Fill in the blanks with the correct words.(1) When all of the passengers had boarded, the ocean liner left the port and ____ to Hong Kong(2) The plane ________ from Tokyo Airport and six hours later, it landed in Bangkok.(3) How long did it take you to learn how to _____ a plane?(4) They _________ the taxi and ________ the plane.(5) I don’t know how to ______ a car.Step 2. Reading and speakingRead the description in pairs. Ask and answer the questions.(workbook: P.84 activity 16)1. Where did you go?2. When did you go?3. How did you travel there?4. Who did you go with?5. What did you do there?6. What did you see there?7. What did you eat there?8. Did you enjoy the trip?Step 3. Explanation1. Explains the features of a descriptive composition writing.2. Look at the pictures. Ask and answer in Step 2.Step 4. BrainstormingDivide the students into groups of four. Discuss and make an outline of a descriptive composition entitled My First Trip to …, imitating the sample passage. Include the six essential factors: when, where, who, what, why and how. Pay attention to the verb tenses and use the time expressions, such as recently, a long time ago, during the day, after lunch, one night, at midnight, …years ago, when I was …, the first time when …, etc.Step 5. WritingSs write the first draft, imitating the sample passage.Step 6. PresentationSs share their works and each group chooses a person to present their works before the class. Step 7. HomeworkCheck your draft careful and hand it in.。

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Module3 My First Ride on a Train教学设计

Module3 My First Ride on a Train教学设计School： Shanhe No. 1 Middle schoolTeacher： Sun YushiTeaching type： ReadingTeaching materials：Module3 My First Ride on a TrainⅠ、Teaching aims：1.Knowledge aim：1) Learn some new words and some useful expressions .2)Talking about a passage about traveling on a trainin Australia.2.Ability aim：1)Let the Ss know the general idea and the structu re of the passage by scanning and skimming.2)Know to describe the traveling experience on a tra in3.Moral aim：Help the students to be polite to others.Ⅱ、Teaching Key Points：Let the students learn how to improve the abilities of reading in a different ways.Ⅲ、 Teaching Difficult Points：The structure of the passageⅣ、Teaching tools： Screen、 pictures cards…Ⅴ、Teaching processes：Step 1 Leading inAsk Ss to talk about Australia. The teacher writes the word "Australia" on the blackboard to present any word the students like，using brainstorming.As we know, Many people travel everywhere during the holiday. Today I will take you to a beautiful country –Australia. Show the pictures about Australia on the screen.Step 2 VocabularyToday we are going to learn a story about the country. Before we read the text, le t’s look at the words in Activity 2 on page 22. Match some of the words in the box with these definitions. If possible, you can turn to your dictionary for help. Checkthe answers after the Ss finish it.Step 3 ReadingAt first ,let's listen to the screen about this story "My First Ride on a Train". All the students will pay attention to the speaker's tone and the intonation in it. and ask Ss what the passage is about.1. Fast reading：Read the passage quickly and catch the main idea of each paragraph.Para. 1 I had my first ride on a long-distance trainPara. 2 The train was wonderful and the food was great. Para. 3 The train was comfortable and the people were nice. Para. 4 Why is the train called the Ghan?Para. 5 The things about camelsPara. 6 telling facts about the fate of the camels nowadays After that ,the teacher will present some questions on the screen to get answers from the students.(All the questions are shown on the computer using classroom softwares)2. Detailed readingFind out appropriate information to fill in the form below：Put it in the right order and form a passage1.Camels were trained to carry supplies back from the central part.2.Camels were shot because of the new railway line built by the government.3.They brought camels from Afghanistan.4.Australians needed a way to the central country.5.They tried riding horses, but failed.3. Post readingRead the passage again, and finish Activity 4 on page 24. Step 4 SummaryRetell the passage again and fill in the gapAlice Thompson made her first long-distance train ride at the age of _____. She got on in _______ and got off in Alice Springs. They ate meals cooked by _______. They saw fields, soil, desert and _____________ farms which were built over 100 years ago. On the train, Alice talked to other ___________ and studied Chinese. She watched the night sky and found stars, which shone like__________.Why is the train called the Ghan? It is short for _____________. The Afghans trained the ________ to carry food and supplies. They did this until _________, when the ____________ built a new railway line.Step 5 DiscussionAsk Ss to discuss the following questions.(1) What sort of people do you think travel on the Ghan train?(2)What kind of towns and villages do you think the train passed?Step 6 HomeworkCollect more information about Australia using the search engine and write an essay"My Unforgettable Journey"。

Module-3-My-First-Ride-on-a-Train教案

Module 3 My First Ride on a Train教案最终版版

Module 3 My First Ride on a TrainPeriod 3 Language pointsBy YisiyuTeaching Aims1)Helping the students to learn and grasp new words and expressions and key sentences: long-distance ;get on;get off;journey;scenery;abandoned;be short for;supply;product;not...any more;allow;shoot.2)Understanding some important structures.3)Helping the students to understand the passage better.4)Enhancing students’ team work spirit.Teaching important pointsGet students know how to grasp the important words and phrases, etc.Teaching methods :Process Approach and Task-based Teaching MethodTeaching aids:Multimedia，blackboardTeaching ProceduresStep1 GreetingsStep2 RevisionPlay a short video to remind the students of the text.(students are asked to fill in the blanks after watch the short video)Step3 Discussion(group work)Students are divided into two groups and have a discussion.Task:find out some difficult words and expressions and write the words and expressionsfound on a piece of paper.Step4 DisplayAsk 2 students to present it.Step5 Language pointsMain language items:words.2)Go through the compound words and get to know their meanings.3)Guide Ss to guess the meaning of the phases with distance and finish the exercise.1) Guide Ss to review the structure of exclamatory sentences.2)Finish the exercise.1)Guide Ss to find out the meaning of get on and get off.2)Set some examples and let Ss have a discussion to guess the meaning of the phases with get in the sentences and take notes.*I t’s time I got down to some serious work.*He was disappointed at not getting the job, but he'll get over it.*I tried ringing you several times yesterday but I couldn't get through.*As soon as I get through with my work I'll join you.*We got in touch with each other again after 20 years.3)Invite some students to share their ideas.4)Read the sentences together.1)Guide Ss to learn the differences among scenery, scene, sight and view.2)Finish the exercise.5.During the day, I looked out of the window1)Guide Ss to find as many phases with the word “look〞as possible by themselves.2)Invite some students to share their answers and write them on the blackboard.1) Show some relevant phases.2)Finish the exercise.Step6 Homework。

(教案)Module 3 My First Ride on a Train

Module 3 My First Ride on a TrainⅠ. Analysis of the textIn this text students will learn how to read and get useful information from a passage, and get to know more geographical culture about Australia.Ⅱ.Teaching aims1.Knowledge aimStudents can understand and get familiar with the topic about train journey.2.Ability aimStudents can read for the general idea through fast reading and specific information through detailed reading.3.Emotional aimStudents will have the interest and desire of learning English, and be fond of taking part in kinds of class activities.Ⅲ. Teaching key & difficult pointsKey pointStudents are able to get the main idea of the passage and search some useful information about Alice’s train journey.Difficult pointFoster students’ interest and desire of learning English.Ⅳ. Teaching methodInteractive approachTask-based language teaching methodⅤ.Teaching aidsMulti-mediaⅥ. Teaching StepsStep 1 Warming-up & lead inWatch a short video about AustraliaAsk students some questions1.Which country is it in the video?2.Do you think it is a beautiful country?3.Do you want to travel to Australia?Step 2 Pre-readingDeal with new wordsRead the title of the passage and make a predictionStep 3 while-reading1. For the first time, students need to skim the passage and try to get the main idea of the passage.2. For the second time, students should scan the passage and search some detailed information, like how long did the train journey take? What did Alice see or do on the train? …3. For the third time, students listen to the tape and fill in the blanks on the paper. Step 4 post-readingTry to tell whether the statements are true or false.Step 5 summary & homework1.Summarize what we have learnt today2.HomeworkFinish exercise 4 on page 24.Ⅶ. Blackboard design。

Module 3 My First Ride on a Train优秀教案

Module 3 My First Ride on a Train一．Teaching Aims1.To make students master the key vocabulary: abandoned, desert, colorful, shoot,supply, product, etc;2.Students can improve their reading skills by skimming and scanning;3.Students can use what they have learned to describe a trip or one of theirexperience.二．Teaching Important & Difficult Points1.Teaching Important Pointsa.Make students master the usage of important words and phrasesb.Make students know about reading skills and know hout to use them.2.Teaching Difficult PointsEnable students to understand the passage clearly and learn to describe their own trip.三．Teaching MethodsSituational teaching method; Task-based teaching method四．Teaching AidsThe multi-media; the blackboard五．Teaching Procedures1.Lead-inIntroduce Australia to students, let students know some relevant expressions about Australia: country sitting on the minecart; country riding on sheep; Commonwealth of Australia; Oceania; koala bear; kangaroo; the Great Brrier Reef; coral; The Opera House; Sydney; coastal2.Fast-readingRead the passage for the first time to finish three questions: What’s the passage about? What is the type of thwe passage? Match the following paragraphs with their main ideas.3.Careful readingRead the passage for the second time to finish two questions and a grammar filling.1)The sentence “And what a ride!〞in the first paragraph means “___〞.A.She had nothing to see but desertB.That was a long and dangerous journeyC.The writer enjoyed the long journeyD.The writer was made too tired from the long ride.2)Australians used camels to travel on camels for _____.A.FarmingB.ShoppingC.BusinessD.pleasure3)grammar fillingRecently I had my first ride on a long-distance train. ____ train was wonderful and we ate great meals ____ (cook) by experts! For the first few hundred kilometers of the journey, the scenery was very _______ (wonder). We first _____ (see) fields with dark red soil, desert with no green things on and then _________ (abandon) farms ________ were built over a century ago. On the train I sometimes talked to other passengers. ____(we) train is called the Ghan, which is short ___ Afghanistan. For many years, trained camels from Afghanistan were once taken there ______ (carry) food and other supplies. In the 1920s, a new railway line ______ (build) and then the camels were no longer needed.4.Smart expressionscomfortable; color; expert; desert; product; shine; scenery; view; scene; supply; long-distance; dark; abandoned; be short for六．Blackborad DesignLive in comfortA color TVAn expert in/on/atBe expert in/on/atProduct, produce, productionBe short forBe short of七．Practice DesignThe reading of Day 1; 课时作业9八．ReflectionTeachers should let students speak more in class to practice their oral English. When explaining important language points, leave enough time to students to take notes.。

Module 3,My First Ride on a Train教案

英语微格教学教案设计表院（系）外语系专业班级学科教学（英语）1班学生姓名课题 M y First Ride on a Train测量技能讲解授课对象高中一年级教学技能目标1.Enable the students to improve their reading skills by skimming a nd scanning.2.Get the students to know details about Thompson's trip and theorigin of the name of the train.3.Help the students to describe a trip.时间分配教师行为教学技能学生行为教具或媒体30”•Good morning, boys and girls!•Today is a fine day and do youexpect a trip? What kind ofvechicles do you know?•Good. Let's play a matchinggame.Greeting引起学生注意,引入下一环节•Good morning,teacher!•Train, bicycle,plane, bus, taxi andso on.1' 00”•Lood at the picture, can youmatch the pictures with thewords?•Ok, the first picture is? Andwhat about the second? And thethird, fourth and so on?•Yes, you are right. Today, wewill talk about Thompson's firstride on a train.提问讨论引起学生兴趣•Yes, we can.•The first ismotorbike, secondis ferry, thrid istram. Train, planeand so on.PPT2'00” OK, now read the passage, thenmatch the main ideas of eachparagraph in right order on theppt.you can disscuss in groups andchoose one to present the result.将学生带入新内容,教给学生总结段落大意阅读文章Students present theirresult of the mainideas’PPT2’3 0”•We have seen the right order andyou have given the correctanswers. That’s perfect.•Now, let's find" who, when,what, where, how" of thenarration in first paragraph.•Now, do you knowthe origin of the nameof the famous Ghan train?表扬学生，增强学生自信心并提高学习兴趣,根据段落大意掌握文章大意•Listen toteachercarefully.•Thompson,recently, hadhis first ride,from Sydneyto AliceSprings, on theGhan train.•Yes, it's shortfor Afganistan.PPT1’30”•Good. Do you have someexperience of trips?•Can you share with us yourexperience? You canfollwo the way of thepassage.•Very good! Sit down,please.引导学生学会描述自己的旅行经历，加深对文章的理解。

Module3 My first ride on a train英文教案

Lesson PlanningModule 3 My First Ride on a Train Background informationSchool: _High School Affiliated to South West University_Teacher: _Zhang Lu__Students: 53 senior high school students, Class 15, Grade 1Materials: Student’s Book 1_Type of lesson: Reading Class_Lesson duration: 40 minsAids : Blackboard, PPTObjectives:1. Instructional objectives1) Students should be able to read and mater the words of transportation.2) Students should be able to use past tense to describe a long distancejourney.3) Students should be able to understand the content, structure and the typeof the passage through teaching activities.4) Students should be able to know how to write an article about travel.2. Educational objectives1) Arouse students’ interest and confidence in learning English2) Develop students’ reading skills: predicti ng, skimming, scanning andreading for details.3) Enable students to know how transportation developed.3) Let students know some basic information about Australia.(Population,famous spots, national flag…)3. Personal objectivesTeacher should be able to use correct, natural and frequent language toteach.Contents:1. V ocabulary: helicopter, motorbike, tram, distance, abandoned, camel, cassette,desert, diamond, soil, experts2. Structure: past tense3. Dialogue or Reading（Title）: My First Ride on a TrainFocal points:Let students get main idea and detail information about the passage.Difficult points:1. Enable students to use different reading skills to finish reading.2. How to write a composition about travel.Procedures and Time AllotmentStage 1 Getting students ready for learning (5 mins) Step 1. GreetingsT: Good morning, boys and girlsSs: Good morning, Miss Zhang.T: How are you today?Ss: Fine. Thank you. And you?T: Pretty good. Are you ready for class?Ss: Yes!Step 2. Routine taskT: Who’s on duty today?S1: I am.T: Ok, let’s welcome S1 give his presentation to us.Stage 2 Warming up (5 mins) Step 1. Look at the short video and think how transportation developed.(Teacher will show a short video about history of transportationand guide them to think the words )Step 2. Look at pictures and fill in the blanks. (Giving some pictures of transportation to students and let them say the spelling of thesewords)Step 3. Describe the first time you travelled a long distance. (Let students stand up to describe)Example: I first travelled a long distance by train when I was sixyears old. I went with my parents from Shanghai to Beijing.Stage 3 Pre-reading (7 mins) Step 1 Look at the pictures and guess which country it is? (Teacher would show some pictures about Australia and let students guess thecountry. Then teacher should give a brief introduction of thesepictures.)Step 2 Look at the pictures and get some basic information about Australia.Step 3 Check the meaning of these words and match some of the words with these definitions.(Finish exercise 2 in page 22)Step 4 Look at the title of the passage and predict what the author wants to talk about.Stage 4 While-reading (10 mins) Developing reading skills through tasksStep1. SkimmingTask1: Try to find out the main idea or topic sentence of eachparagraph.Task2: Divide the passage into 3 parts and match the main idea ofeach part.Step2. ScanningTask1: Choose the right answer.Task2: Read the passage again carefully and answer the questions. Stage 5 Post-reading (10 mins) Step 1. Oral workTask1: Read the passage again carefully and fill in the gapTask2: Work in pairs and retell the passage.Step 2. Written workTask: Discuss your one of your travel. ( When discussing, studentsshould mention When, Where, With whom, How did you gothere, What did you do and see, What’s your feeling)Stage 6 Assigning homework (3 mins) Step 1. ConclusionTeacher should guide students to review the new words and thewhole passage.Step 2. HomeworkWrite a composition about your journey。

My First Ride on a Train教案

My First Ride on a Train教案《My First Ride on a Train 教案》一、教学目标1、知识目标学生能够理解并掌握与火车旅行相关的词汇和短语，如“railway station”（火车站）、“platform”（站台）、“ticket office”（售票处）等。

学生能够理解描述火车旅行经历的文章，并从中获取关键信息。

2、技能目标学生能够运用所学词汇和句型，口头和书面描述自己的火车旅行经历。

学生能够提高听力和阅读理解能力，通过听、读获取有关火车旅行的信息。

3、情感目标激发学生对旅行的兴趣，培养他们积极探索世界的精神。

让学生体会不同的交通方式带来的不同体验，增强对生活的热爱。

二、教学重难点1、教学重点掌握与火车旅行相关的重点词汇和句型。

理解并能够运用过去时态描述火车旅行经历。

2、教学难点如何引导学生准确、流利地用英语表达自己的火车旅行经历。

帮助学生理解一些复杂的句子结构和语法点。

三、教学方法1、任务型教学法通过布置任务，让学生在完成任务的过程中学习和运用语言知识。

2、情景教学法创设火车旅行的情景，让学生身临其境，感受语言的实际运用。

3、互动教学法鼓励学生之间、学生与教师之间进行互动交流，提高语言表达能力。

四、教学过程1、导入（5 分钟）通过展示一些火车的图片或视频，引起学生的兴趣，提问学生是否有过坐火车的经历，引导学生进入主题。

2、词汇学习（10 分钟）展示与火车旅行相关的词汇图片，如火车站、火车车厢、铁轨等，讲解词汇的发音和意思，让学生跟读和记忆。

然后进行词汇小游戏，如单词拼写比赛、词汇接龙等，巩固所学词汇。

3、阅读文章（15 分钟）分发一篇描述火车旅行的短文，让学生阅读。

设置一些问题，如：Where did the author go? What did the author see during the ride? 学生阅读后回答问题，检查对文章的理解。

Module3 My First Ride on a Train教案

Teaching Plan for Module 3 (NSEFC Book 1)The Second Period, Reading: “My First Ride on a Train ”I. Teaching Objectives1. Language Objectives(1)Important words and phrasesRecently, during the day, a long time ago, for many years, allow sb to do sth(2)Important sentence patternsa. Recently, I had my first ride on a long-distance train.b. What + N + S + Vc. How + Adj/Adv + S + V2. Ability Objectives(1)Students will develop the ability to adopt appropriate and effective reading strategies;(2)Students will learn to show their personal ideas upon some details in the text.3. Moral Objectives(1) Help students to be familiar with the general configuration of the earth’s surface;(1)Help students to learn that animals are our good friends, and we should protect them.II. Important Points1. Help students to get some background information about Australia;2. Help students to understand the important words, phrases and sentence patterns.III. Difficult Points1. How to use discrete reading skills to grasp the main idea of the text, to extract the relevant information from the text, and to understand text organization;2. How to connect the information from the written message with the student s’ own knowledge to arrive at an understanding.IV. Teaching Methods1. skimming, scanning, pair work, group work, asking and answering.2. Teaching Aids: blackboard, pictures, computer and multi-medium.V. Teaching ProceduresStep I Greetings (1 min)Greet the whole class as usual.Step II Lead-in and Activity1 (6 mins)Show some pictures to the students and introduce the general information about Australia.T: Please look at here. Where do you think the pictures are taken?Ss: Australia.T: You’re so clever. What is Australia famous for?S: Kangaroo and koala bear.T: Right. (Write the words on the blackboard) Just now you mentioned the animals, do you know any other animals in Australia?S: …T: Yes, we can also see duck-billed platypus, possums and dingoes there. (show the pictures to them) Do you know any buildings in Australia?S: I know Sydney Opera.T: Good! Sydney Opera is famous in the world. Now I have a question: Is Sydney the capital city of Australia?Ss: No.T: Then, what’s the capital city?Ss: Canberra.T: Super! Canberra is the capital city of Australia, and Sydney is the biggest city there. Please keep this in mind. Now, look at the map of Australia. Where do you think most of the people live, in the central part of the country or on the coast?S: They live on the coast.T: You figured that out fast. From the map, you can find that most people live on the east/southeast coast. Much of the central and western part of the country is uninhabitable, why? Ss: Because the centre and west is arid desert and semi-desert.T: That’s right. Australia is the 6th largest country in the world, but has a relatively small population. Only about 20 million people there. Now, I’m sure you’ve had a general idea about Australia. Please go through the five questions in Activety1 to review what we talked about just now, and exchange the answers with your partner.Step III Pre-reading (2 mins)T: Now please look at the map again. If you live in Sydney, and you want to pay a visit to AliceSprings, how can you get there? By train or by plane? Give me the reason.S: I’ll take a train there, because it’s cheap.S: I’ll take a plane there, because it’s fast.Step IV Skimming and Scanning (8 mins)T: Different people hold different ideas. Let’s see what is Alice’s choice. Please read the text quickly, and focus on the information about“who, where, when, what, how”.T: (3 minutes later) Finished? Who did the text talk about?S: Alice Thompson and her friends.T: Yes. Where did they go?S: Alice Springs.T: Good. When did they go?S: Recently.T: Right. How did they get there?S: They took the Ghan train.T: Exactly! We can find all the answers in paragraph one, right? So what is paragraph one about?S: It tells us the general information about the writer and her train takes.T: That’s it! What did they see and do on the train?S: They saw colorful scenery and abandoned farms. They met different people on the train. S: They ate great meals. Alice talked to the passengers, read books and studied.T: Very good! You can find the answers in paragraph two and three. Then can you tell me what are the two paragraphs about?S: What did Alice and her friend see and do on the train.T: You’ve just about mastered it. How about the last three paragraphs? What can you learn from them?S: I got some information about the Ghan train.T: Good for you. Ghan is short for Afghanistan, right? And we can also know the fate of the camels. Now the structure of this text is clear. Who can tell us your understanding?S: Paragraph one is the first part. Paragraph two and three is the second part. The last three paragraphs is the third part.T: Perfect! Look at the four choices above the title. Can you tell me what’s the passage about? Ss: Travelling to the central part of Australia.Step V Careful Reading (15 mins)T: Wonderful! That’s the most specific answer. Now please read the passage again carefully and answer the questions on page 24. If your answer is “no”, please correct it.T: (4 minutes later) OK, let’s check the answers. Did Alice travel on the train a long time ago? Was her destination on the coast of Australia?S: No. Recently Alice traveled on a long-distance train. No, her destination is Alice Springs, right in the middle of Australia.T: Yes, we can find the answer in paragraph one, right? Please pay attention to the word “recently”. It is used to relate past action. Can you find any other words or phrases in this passage that has the same function as “recently”?S: “During the day; one night, at about midnight; a long time ago; a hundred and fifty years ago; for many years; until the 1920s; in 1925;in 1935.”T: Good work! All of these sentences express action completed in the past. Except that, we also have “ last week/month/year; the other day; just now; at that time” so long so forth. Next time when you meet them, please pay attention to the sequence of tense. How was their ride? Can you find the answer in paragraph one?Ss: I don’t know.T: Please look at the next sentence: And what a ride! You can’t find the subject and predicate, right? What does it mean? Can you complete it?S: …T: The answer is “What a (beautiful) ride it was!”. This is an exclamatory sentence. It is a sentence that expresses astonishment or extreme emotion. It ends with an exclamation mark. The structure is “What + N + S + V or How + Adj/Adv + S + V”. I’ll show you some examples: What a shame! How good you are! How fast she speaks! Now, can you give me any examples? S: …T: Question three and four: Was the scenery the same during the whole journey? Did she study while she was on the train?S: No, at first there were fields, then it was desert. Yes, she studied Chinese.T: Well done! How about the last two questions?S: At first, they used horses, but the horses didn’t like the hot weather. Now, they use the train. T: You’re doing a good job! What is the camel’s fate since they use the train now?S: In 1925, they passed a law which allowed people to shoot the animals if they were a problem.T: That’s great. Please find this sentence in the last paragraph. The phrase “allow sb to do sth”means: to let sb do sth. For instance: I allow you to go home now.Step VI Discussion (10 mins)T: Look at Activity 5: Discuss these questions with other students. For this part, I want you to do it after class. Now, let’s talk about the fate of the animals. It’s very cruel to make it legal to shoot the animals if they were a problem, right? Please work in groups to make a survey about the fate of the animals around you, and summarize the attitude we should take towards animals.S: …T: Yes, we have no right depriving animals of their lives. Animals are our friends, and we should protect them.Step VII Summery and Homework Assignment(3 mins)T: I want to invite someone to tell me what he or she has learnt in this class. Any volunteer? S: …T: You’re really learning a lot! Please review them after class, OK?Ss: OK!T: Your homework is to write a short passage about your first trip on a train. Class is over. Goodbye!Ss: Goodbye!VI. Blackboard Design。

高中英语Module 3 My First Ride on a Train 教案

Module 3 My First Ride on a TrainI. Teaching objectives(1)Language and skill objectives(a)Enable students to master some important words and phrases in this module: distance, abandoned, desert, camel, scenery, journey, soil…(b) Enable students to know something about the Ghan and Australia.(c) Enable students to master the reading skills and grasp the main idea of the passage.(2) Affective objectives(a) Cultivate students’ cooperative awareness.(b) Help students set the confidence of facing something unfamiliar bravely.(3) Strategy objectivesEnable students to participate actively in group activities and cooperate with group members to solve the problem.II. Teaching contentMy First Ride on a Train, from module 3 of Senior English Book 1, is a reading class.III. Teaching key points(a) To master the vocabulary: abandoned, journey, scenery, desert...(b) To grasp the main idea of the passage.IV. Teaching difficult pointEnable students to find the clues of the writer’s first ride on a train and to describe the trip experience in their life.VI. Teaching aidsa projector and a computer, blackboard, textbookVII. Teaching proceduresStep 1 GreetingT: Good afternoon, class!Ss: Good afternoon, teacher!Step 2 ReviewT: Last class, we learned some words. Today, let’s review them together. distance,abandoned,camel,desert,diamond,product,scenery,soil,journey(The teacher will present these words on the screen.)Step 3 Lead inT: What do you think the topic is according to the title?Ss: Trip and travel.T: Great! I will show you some pictures about my trip. Okay, last summer, I went to Langzhong with my friends. It’s an ancient town. We got there by train. The scenery was wonderful and we visited some places. Although we just stayed two days and one night, we had fun! So this was my trip and how about you?(The pictures are presented on the screen.)T: Look at the screen and discuss the questions with your partner.Q1: Have you ever travelled ?Q2: Where have you travelled? And why?Q3: Which transportation did you choose?(The teacher will invite two students to share their trips.)Step 4 Pre-readingT: Some students haven’t travelled before. Today I will take you to Australia to travel. Before travelling, we should know something about Australia.Q1. Do you know the name of the capital city?(Canberra)Q2. Where do you think most of the people live, in the central part of the country or on the coast?(On the east coast and the southeast coast)Q3. What Australian animals do you know about?(Kangaroo, koala bear)Step 5 Fast reading1.T: Read the passage quickly and then tell the main idea of the passage.(The teacher will present four possible answers on the screen and ask one student to answer)A. a train ride to SydneyB. taking the train to AustraliaC. travelling to the central part of AustraliaD. a child visiting her grandmotherS: The answer is C because the passage tells us Alice’s first trip to Alice Springs.2.T: Try to find out the main idea of each paragraph.Para 1: The scenery along the railwayPara 2: Why is the train called Ghan?Para 3: Things about the camelsPara 4: Things that I did on the trainPara 5: The fate of the camels nowadaysPara 6: I had my first ride on a long distance train Step 6 Read for details1.Read paragraph 1 and finish the task.Task: when, who, what, how, where(The teacher will ask one student to share answer.)2.Read paragraphs 2-3, and find the key words to fill in the blanks. Blanks: what did she see and what did she do (whole-class〕Step 7 SummaryThe teacher will lead students to summarize the passage.Step 8 HomeworkRead paragraph 4-6 carefully and think about the following questions.1. Why did Australians abandon the horses?2. What’s the advantages of camels?3. Why was the train called the Ghan?。

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