高一必修一module 3 教案设计_图文
Lesson plan Module 3 My First Ride on a Train
Period 1 Introduction & Cultural Corner
Teaching aims: 1. To develop the students’ interest in learning about trip; 2. To introduce the topic ―My First Ride on a Train‖; 3. To learn some vocabulary about the means of transportation; 4. To know something about Maglev in Shanghai and learn to express the first time the students travelled a long distance. Teaching procedures: Step 1 Lead in 5’ I will tell the students today we are going to learn Module 3 My First Ride on a Train. What do you think of the topic? First of all, I want you to tell me as many words about transportation as possible. Then, I write down the word "transport "on the blackboard to consolidate the previous words about the topic. I think using the way of brainstorming is fantastic. If the students can not give you many words that you expected, don't be anxious here. Just at this time, I will use some downloaded pictures to further learn news words. Step 2 Discussion 10’ Do with the activity 2 on page 21 and answer the questions Q1. Which of the vehicles travel on roads? Q2. Which of them travel on rails? Q3. Which of them travel in the air? Q4. Which of them travel on water? Q5. Which of them can you use to travel a long distance? This part is not complex and I bet the students can do it quickly individually.The students may discuss their advantages and disadvantages in class if time permits. I will use these pictures to consolidate the new words again. Step 3 Practice and talking 5’ Ask students to make sentences by using the proper verbs in Activity 3 on page 21. Also, I will give them some instructions. Step 4 Speaking 5’ Just imagine you want to go to some places and which way do you choose. Describe the first time you traveled. Say how old you were, where you went and who you went with and ask some of them to report to all. Step 5 Cultural corner 10’ After learning some news words about means of transportation, we are going to learn an essay about Maglev in Shanghai. I will ask them the question------How much do you know about Maglev?
1.Have you heard the fastest train in the world? 2.Do you know what it is? First of all, let us listen to the story on page 29. Step 6 Individual work 5’ Ask students to read the passage and answer the following questions. 1.What are the main differences between a magnetically levitated train and an ordinary train? 2.What are advantages of travelling on a Maglev train? If necessary, I can help them. Step 7 Conclusion 3’ I will sum up the words about transport and some information about Maglev. Step 8 Assignment 2’ Prepare for the 2nd period" Reading and Vocabulary". 黑板板书： Bus tram train Ferry Motorbike Plane Boat taxi spaceship
Means of Transport
Period 2 Reading and Vocabulary
Teaching goals: 1. Let the students learn how to improve the abilities of reading in different ways. 2. Let students master some words and phrases in this period; 3. Get students to know of something about Australia. 4. Further reading makes the students obtain some cross-cultural knowledge. 5. The students learn what the Ghan train is and its origin, mastering some ways of writing a story as to trip. Teaching procedures: Step 1 Lead in and presentation 10’ Ask Ss to talk about Australia. I write the word "Australia" on the blackboard to present any words 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. Ask students to say one or two sentences about Australia. Then ask them some questions about Australia. Try to get information from the students according to the following questions. Q1. Do you know how many people live there? Q2. Do you know the name of the capital city? Q3.Where do you think most of the people live, in the central part of the country or on the coast? Q4. What do you think the central part of the country is like? Q5. What Australian animals do you know about? Step 2 Vocabulary 5’ Today we are going to learn a story about the country. Before we read the text, let’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. I check the answers after the students finish it. Step 3 Reading 20’ At first ,let's listen to the tape 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. 1. Fast reading: Read the passage quickly, and ask what the passage is about. 2. Careful reading: Read the passage and catch the main idea of each paragraph. Para. 1 I had my first ride on a long-distance train Para. 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 camels Para. 6 telling facts about the fate of the camels nowadays After that, I will present some questions on the screen to get answers from the students. 1.What’s the Alice’s destination? 2.Was the scenery the same during the whole journey? 3.What did she do while she was on the train? 4.What did the Australians use to travel to the central part of the country? 5.They don’t use camels to deliver goods now, do they? 课堂训练： 1.What means of transportation were used in the Middle part of Australia? _____ A. horses B. camels C. train D. all of the above 2. Australians used camels instead of horses, because______. A. horses didn’t like the hot weather and sand B. they bought some camels from Afghanistan. C. Camels were much better than horses for traveling a long distance D. Both A and C
3. Australians used to travel on camels for ________. A. business B. tour C. farming D. animal training 4. The writer talked a lot about camels, because________. A. camels are of great use in traveling and quite helpful for man B. she was planning to travel on a camel with her friend soon C. readers are often interested in stories about animals D. the writer wanted to explain why the train was called Ghan. 5. Which of the following is true?_____ A. The police shot the trained camels with the permission of the government. B. The Afghanistan government passed a law to shoot trained animals. C. The writer used to travel long distances on a train alone. 3. Post reading Read the passage again, and finish Activity 4 on page 24. Step 4 Summary 5’ Retell 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 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 Discussion 5’ Ask 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 Homework Collect more information about Australia using the search engine and write an essay "My Unforgettable Journey"。 板书： climate geography location history transport animals
national flag people cities
Period 3 Grammar 1 &Function
Teaching goals: 1.Let students learn what is –ed adjectives and how to use it. Also, they should master the rules of –ed adj; 2.Make students master polite expressions and to be polite. Teaching procedures: Step 1 Warming up 10’ Activity 1,Competition: The group which write the most right –ed forms of the verbs given by teachers win. a. Look, say, write and combine. Make out the sentences: I threw the paper away. The paper was used before. b. Students write out the sentences c. Try to combine the sentences to one: I threw the _______ paper away. d. Talk about the pictures using –ed form and write them down. e. Find out the rules of ―-ed adj.‖ Compare and find out the rules Activity 2, Polite conversation a. Discuss and act out the dialogue. Discuss questions in (2) b. Make new dialogues suggestions given by students—make new dialogues according to (3.4) Step 2: Grammar presentation 10’ Show students what they are and how to use them? At the same time, I’ll explain the examples. Page24-25 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 brother Turn page 25 and look at function part. Step 3: Grammar practice 20’ It’s a good way to strengthen their comprehension and memory. I will divide them into 2 groups to complete. Each group finish one type within limited time then the group that complete the best is the winner. I want to activate them and raise their interests. I. Rewrite the sentences using the past participle form of the verbs in brackets.( Ex.1 ,page79) There were hundreds of ___________drivers in the traffic jam. ? There were lots of _______people getting on the plane. ? The family used a________ car to travel around Europe ….
? Many_____ passengers got off the plane …. ? There were a lot of _______ cars everywhere after …. ? The ________passengers travelled from Shanghai …. ? The audience watched as four________ lions entered …. ? We spent the night on________ farm. II. Match the two parts of the sentences.( Ex.2, page79) 1. We lived in the house ( abandoned by my grandparents many years ago ) 2. We bought a camel ( trained by an Afghan man. ) 3. I saw a film ( directed by Steven Spielberg. ) 4. I ate an excellent meal ( cooked by my brother .) 5. I listened to a story ( told by an old woman. ) 6. I read two books( written by Lu Xun .) Ⅲ. Role play: If you go to a new place, you don’t know how to get to your destination, you have to ask some strangers. Need 5 students to do it. Step 4: Summary 5’ I’ll give them 2 min to recollect and find volunteers to summarize. Step 5: Homework 1. Finish the tasks at page 80. 2. Preview the next part. I’ll ask them to write these down and check the answers in the next class. Then , have a break.
Period 4 Grammar 2
Teaching aims (1) About knowledge: students can understand what is simple past tense and how to use it, as well as typical collocations. (2) About competence: students can master the rules of simple past tense by lots of practice. Besides, they are able to make sentences by using simple past tense. (3) About emotion: through the class, students will enjoy a English song and increase the connection with classmates. Also, they learn to rethink something happened in the past in addition to make progress. Step 1: Warming up 5’ At first, let them appreciate a song while filling in the blanks. The song can attractive their attention and establish their interests. Then I ask some questions about
the simple past tense and check answers.
Step 2: Grammar presentation 10’ Show students what is simple past tense and how to use it? At the same time, I’ll explain the examples and introduce grammar from three aspects: verb-be, regular change and irregular change of verbs. In addition, I will compare with the simple present tense to strengthen their understanding. Also, I’ll show them how to make affirmative sentences, negative sentences and interrogative sentences
Step 3: Grammar practice 15’ As the old saying, strike while the iron is hot which is a good way to strengthen their memory. I prepare 3 types exercises for students: words choose, make sentences, multiple choice. In this process, I’d like to some volunteers to answer questions so as to examine whether they have mastered.
Step 4: Summary 3’ I’ll ask them to find the rules by themselves through exercises. Next I’ll summarize today’s class and give them 2mintues to recollect.
Step 5: Consolidation 10’
After my summarizing I’ll give them more practice: role play and fill in the blanks. I create a real context to imitate something that will happen in daily life. Only when they complete these practice successfully can they get higher improvements.
Step 6: Homework 2’ 1.Read My First Ride on a Train once again. 2. Finish the exercises at page27. I will write on the blackboard.
Period 5 Vocabulary, reading and speaking
Teaching aims (1) To train reading skill by skimming and scanning the passage. (2) Enable the students to improve abilities of imagination, analysis and thinking in English (3) Read the passage on recalling childhood to get the general idea by Step 1 Lead in 5’ Childhood memories Activity 1 District map Draw an imaginary district map with names on it with students Activity 2 Tell me your first time to... I will never forget the day I ... I remember the day I ... My first visit to.. Step 2 Vocabulary 5’ 1．Seaside n.海滨（特指游泳场、休养地的海边、河滩） 。
e.g. We’re taking the children to the seaside on Sunday. coast 海岸（海、陆相接之线） e.g. Looking down the plane, we can see the coast. beach 海滩(相对平坦，宜于游泳、日光浴等)。 e.g. I like lying on the beach enjoying the sunbath. shore 海滨（笼统地指平坦或陡峭的岸边） 。 e.g. He often walks on the shore collecting shells. bank 河流、湖泊的岸或堤。 2.for the first time 第一次，在句中作状语。 e.g. They were in Beijing for the first time. the first time 第一次，后面跟从句。 e.g. This is the first time that I have ever been abroad at all. 3. my first visit to …我第一次去……参观，此处 visit 为名词。 Pay a visit to …拜访……，参观…… be on a visit to…在访问…… 4．at kindergarten 上幼儿园(名词前不加冠词，表示抽象意义)。 Other phrases: At/in school 上学 go to school 上学 in the school 在学校 in prison 坐牢 in the prison 在监狱 at table 在吃饭 at the table 在桌旁 I will let them make stories by using these vocabularies and phrases. Step 3 Reading 1.Pre-reading activities 5’ Lead in the study of the text by carrying out the following activities. (1) What adjectives will you use to describe me – your new English teacher? What about other teachers? (Ask students to speak out as many words as they can.) (2)Look at the pictures. What are your first impressions of the three teachers? (Prediction) (Ask students to write down the adjectives and check with their partners.) 2.Reading for main idea 5’ Help students to grasp the main idea of the text by doing the task. (1) Read the text fast and check your prediction. Mrs. Li _______________ Mrs. Chen _______________ Mr. Wu _______________ (2). Answer the following questions. Who is the most popular teacher? Who is the kindest teacher? Which teacher are students most afraid of? 3.Reading for detailed information 10’ Make sure students get the detailed information by doing the following. (1) Read the text again and fill in the table. Name Appearance/Character Subject Teaching style My feeling about Mrs. Li Mrs. Chen , Mr. Wu
(2) Read the text again. Ask and answer the questions in pairs: ①What first impression did Mrs. Li give to the writer? Why? ② Why don’t you feel completely stupid in her class? ③ Guess what faster students think of her class? ④ Are all the students on time for Mrs. Chen’s class? Why? ⑤ Why don’t some of the class like her? ⑥ What is Mr. Wu’s teaching style? ⑦Why is he very popular among his students? Step 4 Speaking 15’ 1.Discussion:5’ What does so that + clause show? Time, reason, purpose or result? I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2) (1) I’ll make more progress in my English study with you helping me. (2) He really couldn’t work with a baby crying in the next room. (3) They walked on with the white snow shining under the sun. Questions: (1) Do you understand these sentences? (2) Can you rewrite each sentence? 2.Language use 5’ (1) Retell the text according to the key words in the table. Name Appearance/Character Subject Teaching style My feeling Mrs. Li nervous, shy, kind, patient English explain, avoid, smile slowly for, wonderful for making progress Mrs. Chen is strict, serious, not smile physics well-organized, clear and explain exactly why never be my favorite lesson Mr. Wu is good-looking, energetic, amusing, Chinese literature, talk, wave, tell respect a lot 3. Discuss the following questions in pairs: 5’ (1) Of the three teachers which one do you like best? Why? (2) Would you like Mrs. Chen to be your physics teacher? Why or why not? (3)Ask students to describe their new teachers in groups of four and then give a presentation. The following key words are given to help them: name, appearance/character, teaching style, their goals in the new term Step 5 Homework 1. Read the text again and underline all the verbs followed by V –ing. Making sure students understand the meaning of each sentence. 2. Find words and phrases in the text that match the definitions below. (Activity 3, P13)
Period 6 Listening, pronunciation, &everyday English
Teaching Objectives: 1. Language Target: a. Learn the new words: interview, event, exhausted b. Understand the listening materials and answer the questions. c. Learn the ways of responding to a speaker and showing interest in conversation. Tell me... Oh yes! Is that right? Not at all! Oh, I see. Absolutely! Goodness! Definitely! 2. Ability goals: Train the abilities of listening and speaking. 3. Learning ability goals: a. Enable the students to learn the ways of responding to a speaker and showing interest in conversation. b. Help the students master the word stress in a sentence. Teaching important points: a. Understand the listening materials and answer the questions. b. The use of everyday English. Teaching Procedures: Step1 Greetings and Lead-in 10’ 1. Greetings. 2. Pre-listening. Show a picture of Mary Lennon and get the students 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? Step3 Listening 10’ 1. 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 . Step4 Pronunciation 5’ 1. 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 5 Everyday English 10’ 1. 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 to act out the dialogue. Step 6 summary 5’ I will give them 5 min to recollect this class and make a summary. Homework： Review the extensive reading on P26, and "Cultural Corner" on P29.
Period 7 Module File, Writing, Task
Teaching Goals: 1. Help students review what we have learnt in this module; 2. Get students know how to punctuate a paragraph. 3. Help students learn how to write an article about your childhood. Teaching procedures: Step 1 Revision 7’ Check the Workbook Reading Exercises on page 81-82. Step 2 Task 15’ 1. (Individual Work) Ask two or three students to introduce a place of interest to all the students by using the photographs, postcards, magazine or newspaper reports, etc. 2. (Group Work) Ask some group to present their tour. Suppose one of them is a guide, and the rest of them are tourists. The guide shows the scenery to them. (They may use what they learnt in this module.) Step 3 Writing and Task 10’ Purpose: Let students know how to write an article about their childhood. 1. (Individual Work) Ask the students to choose one of the topic, and list out the main content by asking the following questions. 1) Where and when did you go? 2) How did you travel there? 3) Who did you go with? 4) What did you do there and what did you see there? 5) Did you enjoy the trip or journey? 2. (Group Work) Get the students to discuss their ideas, and try to make their
composition more fluent. (Allow the students to exchange their ideas. During the time, they can learn how to write this kind of article perfectly.) 3. (Individual Work) Practice: Ask the students to finish their article after class. Step 3 Module File 5’ 1. Leading-in: Now we have nearly finished module, what have we learnt? 2. Allow students a few minutes to read the module file. 3. Then have a dictation. 4. Review the grammar rules: (1) The –ed form can be used as an adjective. (2) The –ed form can be used in the past tense time expressions. Step 4 Exercise 8’ 1. All morning as she waited for the medical report from the doctor, her nervousness _______. A. has grow B. is growing C. grew D. had grown 2. The telephone ______ four times in the last hour and each time it ______ for my roommate. A. has rung;was B. has been ringing, is C. had rung, has been D. rang, has been 3. – Did you notice Jack was not at work today? – I ______ with the manager. Or I’d have noticed. A. talked B. had been talking C. am talking D. have been talking 4. The man was knocked down by a car which _____ at 150 kilometers an hour. A. ran B. had been running C. was running D. had run 5. – I’m sorry, I shouldn’t have been so angry with you. – You _______ angry but that’s OK. A. have been B. are C. had been D. were 6. Prices of daily goods ______ on the Internet can be lower than store prices. A. are bought B. bought C. been bought D. buying 7. Mr. Smith, ______ of the ______ speech, started to read a novel. A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring 8. Most of the people ______ to the party were famous scientists. A. invited B. to invite C. being invited D. inviting 9. The murderer was brought in, with his hands ______ behind his back. A. being tied B. having tied C. to be tied D. tied 10. An _______ crowd is awaiting the arrival of the film star. A. excited B. exciting C. excite D. excitedly Step 3 Homework 1. Finish the tasks at page 84 2. Write a passage to describe your holiday.