my-first-ride-on-a-train-说课稿
外研版高中英语必修1说课稿 module3 My first ride on a train
外研版高中英语必修1说课稿module3 My first ride
on a train
说课稿
各位老师大家好，今天我说课的内容为外研社普通高中课程标准实验教学用书必修1，module3Myfirstrideonatrain。
我上的是一堂听说课。
一教材分析：：
1．新教材特点介绍：
高中必修阶段教材模块内容分为，
Introduction,ReadingandVocabulary,Listening,Speaking,Writing,Grammar,Functio n,EverydayEnglish,Pronunciation,CultureCorner,TaskandModuleFile,听说读写，词汇，语法等基本成对出线，各项技能均为综合性训练，注重语境化和语用化。
从模块内容上看，第一增加了Function,EverydayEnglish和Pronunciation，这三部分是与模块听力或阅读材料有关的常见和典型的英语习惯用语。
可见本套教材更加注重在特定语境中的口语练习，而且难度相对不高。
第二增加了单元任务，更加强调任务教学。
从模块内容分布上来看，与人教版教材的最大区别是将阅读部分提前到技能和语言项目学习的前面，即热身之后就开展阅读。
而且值得注意的还有阅读篇幅明显缩短，文章难度明显下降。
本套教材以阅读为中心向其他语言技能扩散，所有单元涉及的语言技能都与阅读密不可分。
我认为本教材之所以这样编排是因为在听、说、读、写这四个环节中，学生对于读的技巧掌握最好，所以通过在热身之后就开展阅读，可以让学生对单。
高一英语外研版-必修1-Module-3-My-First-Ride-on-a-Train-说课稿
说课稿大港一中刘继登尊敬的各位老师：大家上午好。
今天我说的是新课标外研社高一英语Module 3的教学设计。
一、教材分析：本单元通过旅游经历介绍风光特色，帮助学生学会关于交通工具的词汇，学会运用表示过去的用语作回忆、写游记、介绍风光。
本单元还介绍了解磁悬浮列车这一我国现代化建设的最新成就。
同时，英语是一种语言，通过本单元的学习，学生要在听、说、读、写等语言技能方面有所提高。
此外，本单元还设计了礼貌用语的学习，旨在提高学生的交流沟通能力。
1、教学目标:1.知识目标：通过对本单元的学习，让学生掌握一些交通工具的表达以及相关的一些动词短语，同时掌握描述旅行的表达技巧。
2.能力目标：全面提高学生的听、说、读、写能力。
3.情感认知：帮助学生学会礼貌待人，在小组活动中学会互帮互助。
2、教学重点:帮助学生学会描述旅行的表达技巧以及语法中的过去分词作定语为本单元的重点。
3、教学难点:如何使用过去时描述一次旅行。
二、学情分析1、学生通过初中阶段的学习，对于过去时已经基本掌握，所以，对于学习如何利用过去时描述一次旅行已经有了一定的语言基础。
2、在英语语言方面，学生有了一定的听、说、读、写基础，但是，还需要进一步的提高，尤其是在描述过去的一次旅行的技能方面和词汇方面需要进一步的学习。
三、教学方法：根据高中英语课程标准以及对教材和学生情况的分析，我认为本单元的在课堂教学中运用任务型的教学方法，开展自主性学习的小组活动，使合作式学习、探究式学习与独立思考相结合，最大程度的提高课堂学习效果。
四、说程序设计：依据对教材的分析和学生的具体情况，整合本单元的内容，本单元教学分为5个课时，第一课时包括Introduction(P21); Vocabulary(P25); Reading and Speaking(P26)及Workbook P80和P81有关的词汇练习; 第二课时处理Listening (P27)Pronunciation(P28)以及Everyday English (P28)以及Workbook P83和P84的听力部分。
my-first-ride-on-a-train-说课稿1
My first ride on a train InterpretationGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.The analysis of teaching material; teaching methods; learning methods; teaching procedures, teaching assessment，blackboard design and time division.Part1 The Analysis of the Teaching MaterialThis part consists of 3 aspects1. Status and function of this passageThis reading passage is the highlight of this unit. It mainly talks abut the authur’s fir st ride on a train. By describing the scenery, students can know more information about the development of transportation. So it not only contains the most important words and sentence structures of this unit but also embodies the theme of this whole unit.2. Teaching aims1）Knowledge aims: To help the students master the usage of important words, phrases and sentence patterns, especially the –ed form. Guide the students to use these vocabularies and sentence patterns to describe a journey.2) Ability aims: To develop Ss’ 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding; detailed reading, study reading and appreciation. Guide them to find the clue of such a narrative style and use these reading skills to collect and deal with information. Meanwhile, encourage them to express their own opinions using the language they learned in the class and cultivate their ability to cooperate with others.3) Emotional aims: Get the Ss to know more knowledge about a journey and know how to describe it. Then encourage them to travel, thus strengthening their love of the nature.Key points and difficult points1) The key point is how to enable the students to master the reading skills, such as skimming, scanning, detailed reading and so on.2) The difficult point is how to get the students to master the words and expression in this unit and how to help the students to express their journey using what they have learnt in the reading.Part2 Teaching methodsTo achieve the te aching aims above, I’ll adopt the following teaching methods:1. Brainstorming activates the Ss quickly, master the words easily and come into the topic naturally.2. Task-based teaching method enables the Ss to read and learn more efficiently and with more curiosity.3. Situational approach enables the Ss to be active and creative.4. Multi-media assistance arouses the Ss’ interest, curiosity and desire for learning. Part3 Learning MethodsAs is described in modern educational theory, “the process of o btaing knowledge is more important than obtaining knowledge itself ”, so I will try to arouse the Ss’ potential and make them obtain knowledge by way of autonomous study and cooperation, and at the same time form good learning methods to improve their reading, speaking, and writing abilities.Part4 Teaching procedures；According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.Step1 Warming-up and pre-reading(It includes 2tasks)Task1: Do the second question in pre-readingTask2: Discuss the 4 questions in pre-reading part and report their result to the whole class.The purpose of this step is to revise some wordsStep2 While-reading (This step includes 4 tasks)Task1 skimmingSkim the passage and do some exercises.The purpose is to enable the students to find out some exact information quickly. The students can also combine their background knowledge they got in pre-reading with detailed information.Task2 ScanningScan the passge and do exercise 4 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.The purpose is to enable the students to find out the clue of this text and understand the structure of this passage.Task3 Study readingGet the students to read and study the passage to find out the difficult and charming sentences and then try to analyze and memorize them.The purpose is to train the Ss’ ability of understanding, appreciating and using language.Task4 Listening and reading aloudNow that the Ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.Step3 post–reading(It includes 2tasks)Task1 speakingEncourage them to describe their journey to their partners as a reporter.The purpose of this step is to consolidate the Ss’ language knowledge and language abilityStep4 HomeworkFinish the reading task on workbook and preview the tasks in learning about language.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 readingstrategies;(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 protectthem.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 youknow 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 capitalcity 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 relativelysmall 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 youlearn 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。
My-First-Ride-on-a-Train说课稿
Good morning, teachers. My name is Zhouang, u can call me Ann, and I come from China west normal university.It’s my great honor to be here to share my idea of teaching with you. and the topic I get is Senior English Book 1, module 3, My First Ride on a Train. I arrange my lesson under 5 parts, that is:part 1,analysis of the teaching material, part 2, the teaching methods, part 3, the studying methods, part 4, the teaching procedures and part 5, the blackboard design.I will begin from the first part, analysis of the teaching material. Three aspects are included in this part. They are:A. the understanding of this lessonB. the teaching aimsC. the important points and the difficult pointsA. The title of the module is My First Ride on a Train. It talks about: Traveling the world by different means of transport and by learning this part, we will enable the students to know The usage of –ed in sentences can be divided into two ways.As we all know, Reading is the very important role in the whole module. If the students can master this part well, it will be helpful for them to study the rest of this module. So, reading is the most important part in my teaching.B.According to the new standard curriculum and the syllabus, the teaching aims are set as follows:1. Knowledge aims:the students can memorize and use the main words and expressions in this module; they can understand the main idea of whole module.2. Ability aims:to improve students’ overall abilities of listening, speaking, reading and writing, especially the speaking and reading ability.3. Emotion aims:I want to develop students’ interest in Traveling.C.Next is the important points and difficult points.The important points include: master the new words and expressions; have a good understanding of the grammar: -ed form and Past tense time expressionThe difficult point is how to enable the students to use the new knowledge in proper situations in their daily life.Ok, that’s all about the first part, analysis of the teaching material. Now let’s move to the second part,teaching methods.To achieve the teaching aims better, to enable students to master the important points, and to break through the difficult points, I will use the situational language teaching method; task-based watching and listening activity and the Pair work or individual role play or scene play activity in my teaching. And in order to practice my teaching methods well, I will need a tape recorder, the multimedia, and of course the blackboard.Part 3 is the studying methods.Students of this age are eager to show what they know, but they are lack of some certain knowledge and the courage to express themselves. Therefore, I will teach my students to master basic learning skill, practice strategy. The learning process of students is from seeing, thinking to talking. So after understanding the language points, I will let the students get the knowledge actively by cooperative study.In a word I mean to:1. let Ss study English from observation Through listening to the tape and text teaching to imitation Ss can read and retell the text to practice Communicate with people2. Teach the Ss how to master dialogues and how to communicate with others.Now let’s move to the teaching procedures.I have design ed 5 steps to improve students’ listening, speaking, reading and writing abilities. They are lead in, Listening comprehensions, reading, language learning and homework.Step 1 is the lead in. I think the most useful method to lead students is interest stimulating and discussion by themselves. At the beginning, I will show some pictures of Different countries’ scenery to the students, and let them discuss Whichcountry do u want to visit. Then I will ask students to play games with their partners: Describe a animal which belongs to a specific country.Step 2. Listening comprehensions1. Present the students the questions before listening to the text2. Get the students to listen to the tape and then answer the questions.This step means to train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.Step 3 is reading.Firstly, fast reading ,I will let the students to read the passage as quickly as they can to find out the main idea of each para.Then, we will do the intensive reading. I will play the tape para by para, and then answer the questions in detail.At last, Retell the passage. I want to check if my students really understand the whole text. What`s more, I want to make the students practice their oral English through retelling.Step 4 is language learning.In this step, I will teach my students the passage in details about the vocabulary and grammar. Then let the students observe these sentences carefully to draw a conclusion of the grammar themselves. What`s more, I will ask Ss to make sentences by using these new words and phrases.The last step is homework.I will ask the students to write an article about a most interesting trip u had made.That’s the 5 steps of my teaching procedures.At last, I will give a brief introduction of my blackboard design.A good blackboard design should contain the main knowledge points of the class and help students to organize their thoughts well. Therefore, l will divide the blackboard into 2 parts. The left part will be used to write the important vocabulary and grammar. It will be reserved for the whole class. The right part will be used forexplanation. I will write some sentences to explain the meaning of some words of expressions.Ok, that’s all for my presentation today. Thank you very much.Module：1、it talks aboutTraveling the world by different means of transportReading：a 18 years girl who during her first ride on a trainCultural corner：give a brief introduction of the maglevVocabularyUnderstand the meaning of the new words and know how to use themAbandoned 被遗弃的；cassette 录音带；tram 有轨电车轨道，缆车；ferry 渡船；maglev-磁悬浮的；transrapid maglev 超速磁悬浮Grammar:1、important-ed formPast tense time expression2、difficultPast tense time expressionWork in groups or pairsTell other Ss about the first time u did one of the activitiesSituational language teaching method情景教学法Being a conductor：selling ticket。
高一英语《Myfirstrideonatrain》教案
高一英语《Myfirstrideonatrain》教案高一英语《My first ride on a train》教案导语：关于高一英语《My first ride on a train》的教案，详细内容请看下文。
更多相关内容请看店铺。
一教材分析The emphasis of this period will be placed on the important new words, expressions in the part of Cultural corner . And get the students to find out the fastest train in the world ,the differences between it and the ordinary trains, and the advantages of the Maglev. And develop the students’ writing ability.二教学目标1.知识目标Get the students to learn and grasp the following important useful new words and expressions in the part:downtown, vacuum, rail, ceremony, track, souvenir ，at a speed of2.能力目标1)Develop the students’ reading ability .2)Enable students to know the fastest train in the world ,the differences between it and the ordinary trains, and the advantages of the Maglev.3)Develop the students’ writing ability.3.情感目标：1)Let students know the achievements that our country has made.2) Develop studen ts’ sense of cooperative learning.三、教学重难点重点the following important useful new words andexpressions in the part: downtown, vacuum, rail, ceremony, track, souvenir ，at a speed of难点 Understand the differences between the maglev and the ordinary trains, and the advantages of the Maglev. And the students’ writing .四、学情分析学生对磁悬浮列车不太熟悉。
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。
My-First-Ride-on-a-Train教案
TEACHING PLANSubject: EnglishTopic：My First Ride on a TrainStudents：Senior high school students, Grade one一、教学内容分析本节课选自外研社高中英语教材Book1，Module3，是Reading and Vocabulary部分的一篇题为My First Ride on a Train的文章。
本模块是通过旅游经历介绍旅游风光,旨在帮助学生了解交通工具与旅游相关的基本知识，引导学生掌握文中出现的生词和语言点，进一步提高学生的阅读水平，通过课文的主人公Alice Thompson 和她的朋友对第一次坐火车时对食物、风景和火车上人们相处情景的描述让学生了解交通工具和旅行时的所见所闻，进一步扩展了学生对未知世界的认识和了解。
同时，也帮助学生学会运用表示过去的用语作回忆、写游记、介绍风光。
二、教学目标⑴语言知识：⑵语言技能:⑶学习策略：⑷文化意识：了解国外的旅游及地域文化；了解我国的各地的旅游文化。
⑸情感态度：倡导文明礼貌，热爱祖国河山.三、教学重点和难点重点:1。
如何使用地道英语描述风光、事件或回2。
正确理解并应用—ed形容词3。
如何礼貌进行日常对话难点：能用得体的英语表达自己,描述过去的难忘经历四、学情分析教学对象为高中一年级学生，智力发展趋于成熟，并有一定的英语基础水平。
从初中到高中,他们的认知能力和自主学习能力有了一定的提高。
在《普通高中英语课程标准》中讲到根据高中学生认知能力发展的特点和学业发展的需求，高中英语课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语进行思维和表达能力；形成跨文化交际的意识和基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神和民族使命感，形成健全的情感、态度、价值观，为未来发展和终身学习奠定良好的基础.因此,我特别注重提高学生用英语进行思维和表达的能力.通过任务型课堂活动和学习,学生的自主学习性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体,同时也加强了与他人的交流合作的能力。
My First Ride on a Train 说课稿
My First Ride on a Train（说课稿）Good afternoon, dear judges and teachers! My name is Jiao Xinghua, from Da Qing Shiyan High school, Heilongjiang province. I am very glad to have the chance to be here. The lesson I am going to share with you is the reading period from Module 3 Book 1, My First Ride on a Train. I am going to present the lesson from the following aspects, that is, Designing Principle, Background Analysis, Objectives, Teaching Procedures and Designing Features. I am going to explain them one by one.Part I Designing Principle:The teaching design is strictly based on English Curriculum, according to which teaching reading in senior high school has these three aims. These are the main principle of this class. Part II Background Analysis1.First I am going to talk about Learning MaterialThe text is a travel note, in which the writer tells the place he went to, the scenery he enjoyed, the things he did and the history of the train he took. There are altogether 353 words in the passage and the language is not difficult.2. Learners’ BackgroundAs senior one students, they are familiar with Chinese travel notes and have got some knowledge about Australia. However, they know little about an English travel note and know nothing about the Ghan train. In strategies, students have learned some reading strategies, such as predicting, skimming, scanning and inferring. However, they have not fully mastered them and still need more practice to train them.According to the background analysis, I set the following objectives for my class.Part III Objectives：1.By skimming and scanning, students will be able to get some factual information, such asthe writer’s personal information, what the writer saw and did during the ride and the history of the Ghan train. ( the learning focus of this period)2.By intensive reading and inferring, students will be able to grasp the writer’s feeling of theride. (the difficult point)3.By concluding, students will be able to get the structure of the text. (the difficult point)4.Students will be able to talk about their own first ride experiences.The first one is the learning focus and the second and the third one are difficult points.In order to achieve these objectives, I design the following teaching procedures.Part IV Teaching Procedures：The teaching process is divided into three parts, pre-reading, while-reading and post-reading. In pre-reading, I use a free talk and prediction to lead in the topic and prepare them for the reading; in while-reading, I follow the “general-specific-general” pattern. First read the whole passage and get the general ideas. Then, read each part in detail and get the specific information and the writer’s feeling. And at last, summarize the structure of the whole text. In post-reading, there are two activities: one is consolidation and the other is a presentation of their own experience. Now, I would explain each procedure in detail.In Pre-reading part:1. First I use a free talk to lead in the topic and activate their acquired knowledge to support the further study.2. And then let students predict which of the topics may be mentioned in the text. This will get students’ mind closer to the content of the text and make reading more purposeful.In While-reading part：1.First read the whole passage and check their predictions and at the same time they can get ageneral idea of the text.And then comes the detailed reading.2.Read paragraph 1(1). Answer the following questions: The aim is to get the background information of the ride.（放视频）When answering the third question, I let students draw the starting and ending pointon the map so that they can have a clear understanding about the route of the ride.(2). And then let students conclude the main idea of this paragraph based on these factualquestions they have answered. This activity also prepares students for concluding the structure of the whole text. After reading each part, there will be a similar task of conclusion. They all share the same purpose.3.Read paragraph 2Put the three pictures in the same order as the writer saw them and find the words to describe the pictures. This activity will help students catch the key words to describe the scenery. The three pictures here visualize what students read in the text.After answering the question comes the conclusion part again.4.Read para3Answer the two questions: The first question is to catch the key words of this paragraph. The second question is about the writer’s feeling, which is more difficult. Therefore, I guidestudents to find evidence in the text （放视频）and after they answered the questions, I concluded the learning tips about how to grasp the writer’s feeling in reading comprehension.After that comes the conclusion part again.5.Read para4-6I design a timeline to help students have a clear understanding of the famous Ghan train’shistory.After that comes the conclusion part again.And then I design an open question to encourage students’ critical thinking.6.After the detailed reading, I ask students to summarize the structure based on theconclusion they have made. I have written them on the blackboard.This activity also prepares them for the presentation of their own experience in post-reading. Then comes the Post-reading part1. Consolidation:The author writes the sentence “what a ride” in para graph 1. I let students add one adjective before the word “ride”, and give reasons. This helps students consolidate the acquired information from the text, and helps them grasp the writer’s attitude and feeling conveyed in the text. Students gave a wonderful performance. They add a lot of adjectives according to the text andtheir own knowledge. （放视频）2. Presentation:The last activity is a presentation. Let them talk about their own first ride experience following the structure of the text.HomeworkWrite an article about your first ride on a train, a bus or a plane.Part V Designing features1. The teacher uses transition devices to facilitate students’ understanding of the text.A transition device is a way to transfer information from one form to another. Information presented in plain text form is not easy to process. When it can be transferred to another form, especially a visual form, readers can have a better understanding of the text. During students’reading process, the teacher designs some transition devices in the tasks, such as pointing out the route of the train on the map, providing pictures of the scenery and the timeline of the Ghan train’s history, all of which facilitate students’ understanding of the text.2. The teacher provides proper scaffolds in the process of leaning.According to the Background Analysis of this class, I design the tasks from easy to hard and during the learning process provides proper scaffolds in each procedure. For example, before letting students summarize the main idea of each part, I designed some factual questions so that students can catch the key words in this part, which makes the summary of the main idea more easily. Meanwhile, the summary of each part also helps students get the whole structure of the text. After knowing the structure, they can follow it to talk about their own experience. That’s the introduction of my class. Thank you for your attention.。
外研版英语必修一Module 3 My first ride on a train说课优质课件 (共14张PPT)
二、指导学生主动探究 ，合作交流。 教师帮助指导学生 改进自己的学习方式 ，由被动的接受知识 变为主动的探究新知 ，并学会与他人交流 和分享。
三、运用多元化的评 价方式，激励学生 在英语学习中不断 的进步。 在学生的学习过 程中，对学生的学 习态度、学习动机 、学习效果给予积 极中肯的激励，不 仅要关注学生 的学 业成绩，而且要发 展和发现学生多方 面的潜能。
设计意图
Train Ss to get the general idea of a passage ,and make sure they understand some important words and phrases.
1.play the tape for you, listen carefully and imitate the Step3. pronunciation, and at the same Listening and time, pay attention to the sentences Explanation that you don’t understand. 2.summarize the writing style of the passage
B2 M7 Planes, Boats and Trains B2 M12 a Holiday Journey B3 M10 Journey to Space B6 M1 Travel B1 M3 My First Ride on a Train ( Senior High)
Travel （module1， bok6）
说课应遵循的四个原则 一、科学性原则－－说课活动的前提 科学性原则是教学应遵循的基本原则，也是说课应遵循的基本原则，它是保证说课 质量的前提和基础。科学性原则对说课的基本要求主要体现在以下几个方面。 1、教材分析正确、透彻。2、学情分析客观、准确，符合实际。3、教学目的的确 定符号大纲要求、教材内容和学生实际。4、教法设计紧扣教学目的、符合课型特点和 学科特点、有利于发展学生智能，可行性强。 二、理论联系实际原则－－说课活动的灵魂 说课是说者向听者战士其对某节课教学设想的一种方式，是教学与研究相结合的一 种活动。因此在说课活动小中，说课人不仅要说清其教学构想，还要说清其构想的理 论与实际两个方面的依据，将教育教学理论与课堂教学时间有机的结合起来，做到理 论与实践的高度统一。 1、说课要有理论指导。2、教法设计应上升到理论高度。3、理论与实际要有机统 一。
MyFirstRideonaTrain教案
TEACHING PLANSubject: EnglishTopic: My First Ride on a TrainStudents: Senior high school students, Grade one一、教学内容分析本节课选自外研社高中英语教材Book1，Module3，是Reading and Vocabulary局部的一篇题为My First Ride on a Train的文章。
本模块是通过旅游经验介绍旅游风光，旨在扶植学生理解交通工具与旅游相关的根本学问，引导学生驾驭文中出现的生词和语言点，进一步进步学生的阅读程度，通过课文的主人公Alice Thompson 和她的挚友对第一次坐火车时对食物、风景和火车上人们相处情景的描绘让学生理解交通工具和旅行时的所见所闻，进一步扩展了学生对未知世界的相识和理解。
同时，也扶植学生学会运用表示过去的用语作回忆、写游记、介绍风光。
二、教学目的⑴语言学问：⑵语言技能：⑶学习策略：⑷文化意识：理解国外的旅游及地域文化；理解我国的各地的旅游文化。
⑸情感看法：提倡文明礼貌，酷爱祖国河山。
三、教学重点和难点重点：1.如何运用地道英语描绘风光、事务或回2. 正确理解并应用-ed形容词3. 如何礼貌进展日常对话难点:能用得体的英语表达自己，描绘过去的难忘经验四、学情分析教学对象为高中一年级学生，智力开展趋于成熟，并有肯定的英语根底程度。
从初中到高中，他们的认知实力和自主学习实力有了肯定的进步。
在《一般高中英语课程标准》中讲到依据高中学生认知实力开展的特点和学业开展的需求，高中英语课程应强调在进一步开展学生综合语言运用实力的根底上，着重进步学生用英语进展思维和表达实力；形成跨文化交际的意识和根本的跨文化交际实力；进一步拓宽国际视野，增加爱国主义精神和民族使命感，形成健全的情感、看法、价值观，为将来开展和终身学习奠定良好的根底。
因此，我特殊注意进步学生用英语进展思维和表达的实力。
My-First-Ride-on-a-Train说课稿
Good morning, teachers. My name is Zhouang, u can call me Ann, and I come from China west normal university.It’s my great honor to be here to share my idea of teaching with you. and the topic I get is Senior English Book 1, module 3, My First Ride on a Train. I arrange my lesson under 5 parts, that is:part 1,analysis of the teaching material, part 2, the teaching methods, part 3, the studying methods, part 4, the teaching procedures and part 5, the blackboard design.I will begin from the first part, analysis of the teaching material. Three aspects are included in this part. They are:A. the understanding of this lessonB. the teaching aimsC. the important points and the difficult pointsA. The title of the module is My First Ride on a Train. It talks about: Traveling the world by different means of transport and by learning this part, we will enable the students to know The usage of –ed in sentences can be divided into two ways.As we all know, Reading is the very important role in the whole module. If the students can master this part well, it will be helpful for them to study the rest of this module. So, reading is the most important part in my teaching.B.According to the new standard curriculum and the syllabus, the teaching aims are set as follows:1. Knowledge a ims:the students can memorize and use the main words and expressions in this module; they can understand the main idea of whole module.2. Ability aims:to improve students’ overall abilities of listening, speaking, reading and writing, especially the speaking and reading ability.Traveling.3. Emotion aims:I want to develop students’ interest inC.Next is the important points and difficult points.The important points include: master the new words and expressions; have a goodunderstanding of the grammar: -ed form and Past tense time expression The difficult point is how to enable the students to use the new knowledge in proper situations in their daily life.Ok, that’s all about the first part, analysis of the teaching material. Now let move to the second part,teaching methods.To achieve the teaching aims better, to enable students to master the important points, and to break through the difficult points, I will use the situational language teaching method; task-based watching and listening activity and the Pair work or individual role play or scene play activity in my teaching. And in order to practice my teaching methods well, I will need a tape recorder, the multimedia, and of course the blackboard.Part 3 is thestudying methods.Students of this age are eager to show what they know, but they are lack of some certain knowledge and the courage to express themselves. Therefore, I will teach my students to master basic learning skill, practice strategy. The learning process of students is from seeing, thinking to talking. So after understanding the language points, I will let the students get the knowledge actively by cooperative study.In a word I mean to:1. let Ss study English from observation Through listening to the tape and text teaching to imitation Ss can read and retell the text to practice Communicate with people2. Teach the Ss how to master dialogues and how to communicate with others.teaching procedures.Now let’s move to thelistening, speaking, reading andI have designed 5 steps to improve students’ writing abilities. They are lead in, Listening comprehensions, reading, language learning and homework.Step 1 is the lead in. I think the most useful method to lead students is interest stimulating and discussion by themselves. At the beginning, I will show somepictures of Different countries’ scenery to the students, and let them discuss Which country do u want to visit. Then I will ask students to play games with their partners: Describe a animal which belongs to a specific country.Step 2. Listening comprehensions1. Present the students the questions before listening to the text2. Get the students to listen to the tape and then answer the questions.This step means to train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.Step 3 is reading.Firstly, fast reading ,I will let the students to read the passage as quickly as they can to find out the main idea of each para.Then, we will do the intensive reading. I will play the tape para by para, and then answer the questions in detail.At last, Retell the passage. I want to check if my students really understand the whole text. What`s more, I want to make the students practice their oral English through retelling..Step 4 is language learningIn this step, I will teach my students the passage in details about the vocabulary and grammar. Then let the students observe these sentences carefully to draw a conclusion of the grammar themselves. What`s more, I will ask Ss to make sentences by using these new words and phrases.The last step is homework.I will ask the students to write an article about a most interesting trip u had made.That’s the 5 steps of my teaching procedures.At last, I will give a brief introduction of my blackboard design.A good blackboard design should contain the main knowledge points of the class and help students to organize their thoughts well. Therefore, l will divide the blackboard into 2 parts. The left part will be used to write the important vocabularyand grammar. It will be reserved for the whole class. The right part will be used for explanation. I will write some sentences to explain the meaning of some words of expressions.ry much.Ok, that’s all for my presentation today. Thank you veModule：1、it talks aboutTraveling the world by different means of transportReading：a 18 years girl who during her first ride on a trainCultural corner：give a brief introduction of the maglevVocabularyUnderstand the meaning of the new words and know how to use themAbandoned 被遗弃的；cassette 录音带；tram 有轨电车轨道，缆车；ferry 渡船；maglev-磁悬浮的；transrapid maglev 超速磁悬浮Grammar:1、important-ed formPast tense time expression2、difficultPast tense time expressionWork in groups or pairsTell other Ss about the first time u did one of the activitiesSituational language teaching method情景教学法Being a conductor：selling ticket。
My First Ride on a Train教案_1
My First Ride on a Train教案myFirstRideonaTrain教案module3 myFirstRideonaTrain话题导入对于人类来说,地球显得越来越小;人与人的距离是那样的近,这得益于科学技术的发展,一代又一代高速、舒适的交通工具走进我们的生活中,使我们的行动更加轻松便背景知识磁悬浮列车用电磁力将列车浮起而取消轮轨,采用长定子同步直流电机将电供至地面线圈,驱动列车高速行驶。
磁悬浮列车主要依靠电磁力来实现传统铁路中的支承、导向、牵引和制动功能。
列车在运行过程中,与轨道保持一厘米左右距离,处于一种“若即若离”的状态。
由于避免了与轨道的直接接触,行驶速度也大大提高,其正常的运营速度可以达到每小时430千米。
世界上第一列磁悬浮列车小型模型1969年在德国出现,日本是三年后研制成功的。
仅仅十年后的1979年,磁悬浮列车技术就创造了517千米／小时的速度记录。
引入型阅读Train:Inchina,railwayhasbeenoneofthemostimportanttranspor tationmethodssince100yearsago.withthespeedof140km/h now,railwaynethasspreadthroughoutchina.manypeoplech ooserailwaywhentheytraveloutside,becausethespeedisf astwhilethecostiscomparativelylow.classesonchinesetrainsincludehardseat,softseat,hard sleeper,softsleeperandprivatebox.Trainticketsarepre-soldwithin7daysbeforedeparture.Fastexpressesareoperatedbetweenmaincities,withfewst opsinbetween.Ship:Betweensea-sidecities,shipisapopularwayforthepublic’strip.Itpresentsyouanotherkindofwonderfulsea-viewfe eling,thoughthespeedislowerthantrain.Alongthemainwaterway—thegreatyangtseRiverandtheyellowRiver,shiptransportisrightbusy,too.Shipclasse sincludeD,c,B,A,withthestandardrankinghigher.Bus:Long-distancebustravelcanbeacomfortableandeconomica lmeansoftransportinchina.About50percentofpeoplechoo sebuswhentheytravelamongthedistanceof100km.withthefastdevelopingofhighwayconst ructionbetweenmaincities,busesaretakingmoreand moreimportantroleinpublictransportation.Bustypevariescommon,sleeperbus,air-conditioningbus, etc.metro:metroisamoderntransportvehicleinchinesemetropolis,s uchasBeijing,ShanghaiandGuangzhou.withfastspeedandc omfortablecondition,metrohasbroughtthemetropoliscit izensgreatconvenience.metroticketsfee:fromcNy2tocNy8.Taxi:Taxialsobringsgreatconvenienceforcitizens,especiall yforofficeworkers.Standardservicesprovidedbytaxicom paniessurelymaketravellerssatisfied.Roadconditionsinchina,especiallyinthecities,areusua llyfine,andtheconstructionofhighwaysandexpresswaysh asdonemuchtoimprovetheefficiencyandcomfortofdriving ,especiallyfortaxidriving.Taxifee:cNy10forfirst3km,andcNy2/kmforextradistance.Bicycle:chinaisa “kingdomofbicycle”.Travelbikeispopulararoundchina ,about80percentofchinesepeoplecanridebicycle.whenyo ustrollaroundanycityinchina,youwouldseegroupsofbicy clists.Largecitieshavewidebikelanesthatareseparatefromregu lartraffic,whichmakesbikeridingmoreconvenientandsaf er.Insomecities,bikescanberentedjustabouteverywhere.Peopleusuallyridebicycletotheiroffices,ortohaveacamp-triptothesuburb..Thispassagetalksof______kindsofdifferentmeanso ftravelling.A.fiveB.fourc.sixD.seven2.whichmakesbusesmoreandmorepopular?A.Thecheaperandcheapertickets.B.Thegrowingspeedofthebuses.c.Theexpresshighways.D.Thegrowingsizeofthebuses.3.Fromthepassagewecanseethat______.A.mostofthechineseareabletoridebicyclesB.mostofthechineseliketotakemetrosc.mostofthechinesedon’tliketotakeplanesD.trainwillplaythemostimportantroleinchina答案:1.c 2.c 3.A。
高一英语教案：MyFirstRideonaTrain
高一英语教案：My First Ride on a TrainMy First Ride on a Train◇预习目标◇1、Understand the words correctly in Module 3.2、Grasp the meanings of the words.3、Make up the sentences with the words.4、Use the words exactly.◇ 问题引导，自我探究◇Tell the meanings of the underlined words and phrases.1. The airport is about ten miles distant from the city.2. You can get the advice of the expert if you want to know more.3. Will you go on a long train journey?4. Frightened children were calling for their mothers.5. We interviewed 20 people for the job.6. It was quite an event when a woman first became prime minister.7. Yao Ming is more than two metres tall.◇自学测试◇1. In the USA d is measured in miles ,not kilometer.2. The baby a by its parents is taken good care of in the hospital .3. Many kinds of farm p from Taiwan have been seen in Beijing.4. From time to time we stopped to admire the natural s on ourjourney.5. Parents should t their children to have good manners from an early age.〔选做题〕句型转换1．I want to use your dictionary.Would you mind ?2. We want to hire workers who have been trained.We want to hire workers.3. He spent 3 days in learning how to use the new computer programme.It 3 days how to use the new computer programmme.4. Alice is an 18-years-old girl .Alice is课题：1.3.1My First Ride on a Train课型：New 设计：审核：使用：时间：月日学习札记〖学习目标及要求〗：Teaching aims and demands:● Understanding how to describe a person.● Affection and attitudes.● Understanding new teachers and forming positive attitudes to wards the studies ●all subjects in senior high.2、重点难点： language points3、高考要求：improve reading ability4、表达的思想方法： classify and deduction5、学问体系的建构：analysis of the structure of the text 〖讲学过程〗：一、预习反馈:二、探究精讲:探究一：.Pre-reading activitiesLead 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.)探究二： Reading for main ideaHelp 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.(1) Who is the most popular teacher?(2) Who is the kindest teacher?(3) Which teacher are students most afraid of?探究三： Reading for detailed informationMake 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 Mrs.LiMrs.ChenMr.Wu2. Read the text again. Ask and answer the questions in pairs:(1) What first impression did Mrs. Li give to the writer? Why?(2) Why dont 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. Chens class? Why?(5) Why dont some of the class like her?(6) What is Mr. Wus teaching style?(7) Why is he very popular among his students?探究四： Dealing with expressions1. Read the text again and underline all the verbs followed by V ing. Make sure students understand the meaning of each sentence.2. Find words and phrases in the text that match the definitions below. (Activity 3, P13)3. Pay attention to these sentences.A. But Mrs. Li just smiles, so that you dont feel completely stupid! (Line 8, Para.1)(1) All the people laughed at me, so that I felt embarrassed.(2) The girl practised playing the violin very hard, so that she did a very good job at the concert.(3) The next morning my uncle got up early, so that he was able to catch the first bus.Discussion: What does so that + clause show? Time, reason, purpose or result?B. Ill do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2)(1) Ill make more progress in my English study with you helping me.(2) He really couldnt 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?感悟方法练习：Language use1. 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 progressMrs. Chen strict, serious, not smile physics well-organized, clear, explain exactly never be my favorite lesson do well in Mr. Wu good-looking, energetic, amusing Chinese literature, talk, wave, tell respect a lot2. Discuss the following questions in pairs:(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备选练习题：〔高考经典例题〕1． If you think that treating a wonman well means always ____ her permission for things ,think again. (06湖南)A. getsB. gotC. to getD. getting2.What are you going to do this weekend?(06陕西)--Im thinking of ____ to visit my aunt.A. goB. goingC. having goneD. my going3．--Itll take at least 2 hours to do this!--Oh, ______! I could do it in 30 minutes(05天津)A. come onB. pardon meC. you are rightD. dont mention it.4. Now that shes out of the job, Lucy ____ going back to school, but she hasnt decided yet.(04北京)A. had consideredB. has been consideringC. consideredD. is going to consider〖课堂感悟〗：。
高中英语外研版高中必修1Module3MyFirstRideonaTrain教案
I.教学内容分析本模块以My First Ride on a Train为话题，通过在作者的澳大利亚之行来介绍其独特景色。
通过模块教学，使学生学会用正确的时态和短语来描述自己的旅游体验，并掌握有关交通工具和各种地点及活动的词汇。
要求学生学会如何在日常生活中正确使用礼貌用语以及如何在会话中做出回应、表明态度。
Reading and Vocabula。
部分是本模块的主要内容，介绍了作者第一次在澳大利亚乘火车旅游的经历，详细描写了旅途中的活动和途中的风景，并介绍了Ghan train的由来。
通过学习生词以及短文，训练学生的微观阅读技能。
II.教学重点和难点1.教学重点(1)如何使用地道英语描述风光、事件或回忆(2)学习-ed形式作形容词；学习过去时间的表达法2.教学难点(1)听懂对过去事件的回忆或旅游介绍并获取信息；(2)运用过去时间表达法进行回忆；介绍旅游和地貌风光(3)理解过去时间表达法所给予的信息(4)描述过去的难忘经历IIL教学计划本单元分六个课时：第——课时：Introduction, Function, Cultural Corner第二课时:Reading and Vocabulary第三课时：Grammar 1, 2第四课时：Vocabulary, Reading and Speaking第五课时：Listening, Pronunciation, Everyday English第六课时：Writing, Task, Module File IV.教学步骤：Period 2 Reading and VocabularyTeaching Goals:1.Let Ss master how to read a passage;Let Ss master some words and phrases;2.Get Ss to talk something about Australia Teaching Procedures:Step 1 Leading-inAsk Ss to talk about Australia.As we know, with the development of tourism, travel becomes very convenient and it has become a very important part in people's life. 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 Ss to say one or two sentences about Australia. Then ask them some questions about Australia.)Step 2 ReadingPurpose: To improve Ss' reading skills.1.Fast reading:Individual Work. Read the passage quickly, and ask Ss what the passage is about and put some sentences into right order. Suggested answers:It is about traveling to the central part of Australia.2.Careful reading:(1)Individual Work. Read the passage and catch the main idea of each paragraphGroup work.Retell the whole trip again. Suggested answers:Para. 11 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 They used camels to carry goods.Para. 6 telling facts(So we can divide the passage into four parts. Part 1 is paragraph 1 and 2. Part 2 is paragraph 3 and 4. Part 3 is paragraph 5. Part 4 is paragraph 6 and 7.)3.Post readingAsk Ss to fill blanks and discuss the ways to describe the trip.(1)Group Work. Fill the blanks Group Work. Discuss the ways.。
My-First-Ride-on-a-Train说课
说课稿关于Module 3 My First Ride on a Train的说课稿：各位老师你们好！今天我要为大家讲的课题是Module 3 My First Ride on a Train —Reading。
首先，我对本节教材进行一些分析:一、教材分析（说教材）：1、教材所处的地位和作用：本节内容在全书和章节中的作用是:《Module 3 My First Ride on a Train—Reading》是高中英语教材必修1第3章第2节内容。
在此之前学生已学习了一般过去时的用法，这为过渡到本节的学习起着铺垫作用,在节学生将学习过去分词用做形容词。
本节内容是在高中英语学习中占据了重要的地位,以及为其他学科和今后的学习打下基础。
2、教育教学目标：根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：（1）知识目标:①掌握下列词汇：abandoned, desert，colourful, shoot, supply，product, passenger，soil，diamond, distance, and use them to make sentence.(2）能力目标：通过略读和寻读，学生能够提高他们的阅读技巧和阅读能力。
通过本节课学习，学生能够描写自己的旅行经历。
(3)情感目标:学生能了解一些国外的旅游知识,拓宽视野。
鼓励学生去旅行,亲近自然.3、教学重点，难点教学重点：学生能概括文章和段落内容,掌握阅读技巧，能够写自己的旅行经历。
二、教学策略(任务型教学法）1、教学手段:通过多媒体教学，给学生呈现关于本篇文章的图片，引起学生的阅读兴趣.为学生设计不同类型的练习，帮助学生掌握文章内容。
从写作角度讲解，帮助学生能自己模仿课文写自己的一段旅行经历。
2、教学方法及其理论依据：本课教学内容是外研版高一英语必修1Module 3 My First Ride on a Train-Reading。
Module 3 My First Ride on a Train说课
说课稿尊敬的老师、亲爱的同学：大家好！我说课的题目是外研版高中英语第一册（必修1）第三模块的课文My First Ride on a Train，本课为阅读课，整个说课我将分成九个部分进行讲述。
以下是我的说课内容：一、教材分析本课时所讲是外研版高中英语第一册（必修1）第三模块中的阅读与词汇部分，要求通过旅游的经历帮助学生掌握地貌等自然现象的词汇，学会运用表示过去的用语作回忆、写游记、介绍自然风光等技能。
课文题目是“My First Ride on a Train”。
文章整体难度不大，共有六个自然段，介绍了作者的第一次乘火车旅行的经历。
二、学生分析班级学生都是刚从初中升入高中不久，还处在适应高中的学习环境和学习节奏中，特别是从乡镇或农村来的学生，在英语基础方面，尤其是在听说技能方面比较薄弱，但是这些学生对高中英语学习充满期待。
因此，要充分调动学生的积极性，努力激发学生参与教学活动的热情，使其积极思考，相互讨论，共同协作。
三、教学目标1、情感目标（1）学生能够形成对大自然美景的热爱之情。
（2）学生能够与同学团结协作、合作学习。
（3）学生能够自信地分享第一次旅游的经历。
2、技能目标(1) 学生能够通过背景知识和文章题目预测文章主题（2）学生能够通过快速阅读能够获取文章主题和段落大意。
（3）学生能够通过精读能够获取具体信息。
（4）学生能够通过跳读能够获取指定信息。
（5）学生能够自如表达文章重点话题旅游经历。
3、文化意识学生能够了解更多澳大利亚的地貌特点和旅游文化。
四、教学重难点训练学生的阅读能力（预测、快速阅读、细节阅读和跳读能力）和训练学生的口语表达能力（描述第一次旅游的经历）五、教学方法1、任务型教学法围绕核心任务开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合训练学生预测、速读、精读等阅读能力和口语表达能力2、合作学习法通过与同学讨论进行学习，合作学习，通过学习效率，增强了学生的合作意识3、多媒体教学法利用多媒体展示相关图片和信息，以直观、生动、快捷方式，提高课堂教学效率，调动了学生的积极性，加深了学生对课文的理解。
my,first,ride,on,a,trip的说课稿
my,first,ride,on,a,trip的说课稿篇一：Unit 3 My First Ride on a Train语法教学说课稿Unit 3 My First Ride on a TrainGrammarGood morning, ladies and gentlemen! It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from Senior English for China Book 1 Unit 3 My First Ride on a Train. I’ll Explain the grammar of this unit from the following 8 aspects: Text analysis; Objectives; Focal and difficult points; Learner analysis; Approach of teaching and learning; Teaching stages and procedures; Teaching aids; and Blackboard design.Text analysisFirst, let’s come to the text analysis. This is Unit 3 Book 1. The Title is “My First Ride on a Train”. Grammar of this unit is mainly about the –Ed form. Before this unit, Ss have already learned the present participles. And after learning the –Ed form, they can have a better understanding of present participles.ObjectivesThen, I’ll show you the objectives. The ability goalis :Enable Ss to learn the –ed form used as adjective and past tense time .And the learning ability goal is: Help the Ss learn how to use the –ed form as adjective and past tense time expressions.Focal and difficult pointsAccording to the national curriculum of English and language learning theory, the focal point is the past participles. And there are difficult points, one is the difference between past tense and past participles, another is past participles used as the attributive the predicative. Learner analysisNext, it’s the learner analysis. The Ss have known something about the –Ed form (used as past tense) in their junior school. But they still can’t use it in a good way and they don’t know the other usage of the –Ed form. While they just come to senior school and have a deep desire to learn new knowledge, so I’ll design some activities to arise their interest.Approach of teaching and learningI’ll adopt task-based language teaching and communicating approach in my class. As for learning, Ss will learn through independent thinking, discussing and doinghomework.Teaching stages and prceduresHere comes the most important part, the teaching procedure. It includes 4 steps: Step 1: Presentation; Step 2: Practice; Step 3: Production; Step 4: Assignment.Step1 PresentationNow let’s come to the first step. In this step there are three activities. (10mins). First I’ll ask the Ss to read the passage and let them to show sentences that contain the –Ed form in the passage. Then I’ll let them review the past tense and lead in the past participles. After that I’ll explain the usage of the past participles.Step 2 PracticeThen let’s come to step 2. There are also three activities. Activity 1: Rewrite the following sentences with the past participle asattributive.Example: Let’s try the bookstore ----Let’s try the bookstore opened last month.Activity 2: Change the following into English using past participles.不速之客 unexpected visitors拥挤的街 crowded streetsActivity 3: Complete the sentences using the past participle as thepredicative. it to be better. (Disappoint) Step 3 ProductionAnd then, let’s come to next step. There are also three activities.Activity 1: Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence.Example: 1. They were ________ to accept my idea. (Prepared)2. Ill be _________ to know how they mad the wonderful fireworks. (Interested)Activity 2: Rewrite these sentences as one sentence using the past participle as the attribute.Examples:1. I found this plate on the floor. The plate was broken in pieces.I found this broken plate on the floor.2. I saw a tall, dark and handsome man. His name is Xiao Ming.I saw a tall, dark and handsome man called /named Xiao Ming. Activity 3: Correct the following mistakesExamples:1. The speech that we listened to yesterday afternoon was very moving. (Moved)2. From the disappointed look on his face, we know that he didn’t pass the exam. (Disappointing)Step 4 AssignmentAt last, the assignment. I’ll ask the Ss to write a short passage in about 50 words to describe the one of your travel experience, using past participles as the attributive and predicativeTeaching aidsThe last but two parts is teaching aids. I’ll use computer and blackboard in my teaching.Blackboard designThe last past is my blackboard design.That’s all for my interpretation. Thank you for your listening.篇二：My First Ride on a Train说课说课稿关于Module 3 My First Ride on a Train的说课稿：各位老师你们好!今日我要为大家讲的课题是Module 3 My First Ride on a Train-Reading. 首先,我对本节教材进行一些分析:一、教材分析（说教材）：1、教材所处的地位和作用：本节内容在全书和章节中的作用是:《Module 3 My First Ride on a Train-Reading》是中学英语教材必修1第3章第2节内容。
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My first ride on a train InterpretationGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.The analysis of teaching material; teaching methods; learning methods; teaching procedures, teaching assessment，blackboard design and time division.Part1 The Analysis of the Teaching MaterialThis part consists of 3 aspects1. Status and function of this passageThis reading passage is the highlight of this unit. It mainly talks abut the authur’s fir st ride on a train. By describing the scenery, students can know more information about the development of transportation. So it not only contains the most important words and sentence structures of this unit but also embodies the theme of this whole unit.2. Teaching aims1）Knowledge aims: To help the students master the usage of important words, phrases and sentence patterns, especially the –ed form. Guide the students to use these vocabularies and sentence patterns to describe a journey.2) Ability aims: To develop Ss’ 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding; detailed reading, study reading and appreciation. Guide them to find the clue of such a narrative style and use these reading skills to collect and deal with information. Meanwhile, encourage them to express their own opinions using the language they learned in the class and cultivate their ability to cooperate with others.3) Emotional aims: Get the Ss to know more knowledge about a journey and know how to describe it. Then encourage them to travel, thus strengthening their love of the nature.Key points and difficult points1) The key point is how to enable the students to master the reading skills, such as skimming, scanning, detailed reading and so on.2) The difficult point is how to get the students to master the words and expression in this unit and how to help the students to express their journey using what they have learnt in the reading.Part2 Teaching methodsTo achieve the te aching aims above, I’ll adopt the following teaching methods:1. Brainstorming activates the Ss quickly, master the words easily and come into the topic naturally.2. Task-based teaching method enables the Ss to read and learn more efficiently and with more curiosity.3. Situational approach enables the Ss to be active and creative.4. Multi-media assistance arouses the Ss’ interest, curiosity and desire for learning. Part3 Learning MethodsAs is described in modern educational theory, “the process of obta ing knowledge is more important than obtaining knowledge itself ”, so I will try to arouse the Ss’ potential and make them obtain knowledge by way of autonomous study and cooperation, and at the same time form good learning methods to improve their reading, speaking, and writing abilities.Part4 Teaching procedures；According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.Step1 Warming-up and pre-reading(It includes 2tasks)Task1: Do the second question in pre-readingTask2: Discuss the 4 questions in pre-reading part and report their result to the whole class.The purpose of this step is to revise some wordsStep2 While-reading (This step includes 4 tasks)Task1 skimmingSkim the passage and do some exercises.The purpose is to enable the students to find out some exact information quickly. The students can also combine their background knowledge they got in pre-reading with detailed information.Task2 ScanningScan the passge and do exercise 4 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.The purpose is to enable the students to find out the clue of this text and understand the structure of this passage.Task3 Study readingGet the students to read and study the passage to find out the difficult and charming sentences and then try to analyze and memorize them.The purpose is to train the Ss’ ability of understanding, appreciating and using language.Task4 Listening and reading aloudNow that the Ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.Step3 post–reading(It includes 2tasks)Task1 speakingEncourage them to describe their journey to their partners as a reporter.The purpose of this step is to consolidate the Ss’ language knowledge and language abilityStep4 HomeworkFinish the reading task on workbook and preview the tasks in learning about language.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 readingstrategies;(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 protectthem.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 youknow 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 capitalcity 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 relativelysmall 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 youlearn 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。