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Group One 教案 my first trip on the train

Module 3 My First Ride on a Train

外语系 1101 班 Group One 李国馨 涂瑞婷 姜欢 樊超群 何丹

Module 3 My First Ride on a Train
一、 题材内容 本模块是通过旅游经历介绍风光,帮助学生学会关于交通工具和地貌等自 然现象的词语,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 1)语言知识: 语 句子中的重音 音 abandoned cassette circus colorful desert diamond expert farm fields 词 helicopter law tram shoot kindergarten product recently scenery 汇 supply in the central part of, a long-distance train, dark red, until the 1920s, 词 on the coast of, out of date, a dining car, comic books, for the first 组 time, feel nervous, a speed of 语 -ed 形式作形容词;表达过去时间的词语或词组 法 功 礼貌用语 能 话 介绍旅游经历;介绍童年故事 题 2)语言技能: 听 听懂对事件的回忆、旅游介绍并获取信息 说 礼貌地进行 Everyday English 中的对话;运用过去时间回忆;运用 含有-ed 句子介绍风光 读 Scanning, skimming, careful reading, generalization; inference 等阅读 微技能训练 写 用所学的词汇、词组、及含-ed 的句子写介绍旅游情况的文章和各 种回忆 3)学习策略: 学生一定程度形成自主学习,有效交际、信息处理、英语思维能力 认知 联系,归纳,推测,速读,略读,查读等技能 调控 从同伴处得到反馈,对自己在叙述及作文中的错误进行修改 交际 积极、有效同时礼貌地进行对话 资源 积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地 风光的信息 4)文化意识:了解我国现代化建设的最新成就;了解我国及各地不同的 旅游文化 5)情感态度:热爱祖国河山;为祖国建设感动自豪;倡导文明礼貌



重点:1. 如何使用地道英语描述风光、事件或回忆 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、 教学方法 基于课程改革的理念及―第二语言习得论‖和―整体语言教学‖理论,运 用任务型教学途径,围绕核心任务,设定小任务,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,初步设计 ―P—T—P‖自主 学习立体模式: (Pre-task----Task-cycle----Post-task) 。 五、 教材处理 核心任务:学生能利用照片、明信片、纪念品等向同伴介绍旅游情 况。三个环节如下: Pre-task:学生回忆往事,激活背景知识,重温情感体验 Task-cycle: 通过整个模块听说读写的训练,强化 ―描述风光或一件难忘 的事‖的表达及语篇能力,为完成任务做好铺垫 Post-task: 达成任务,展示成果,反馈学习情况。 六、 教学安排 根据学生学习英语的特点和规律,我们把本模块划分为 6 课时: Period 1: Introduction, vocabulary and speaking Period 2: Reading Period 3: Post-reading & Grammar 1&2 Period 4: Vocabulary, reading and speaking Period 5: Listening, pronunciation, Everyday English Period 6: Task, writing 注:教学设计内容较多,应根据学生的学习水平、接受程度及课堂出现 的临时状况进行运用、调整及筛选。

Period 1 Introduction, vocabulary and speaking

涂瑞婷 2011030105
Ⅰ、教材内容及教学目标 1、学习有关交通工具的名词和动词 2、能用英文回答有关交通工具的问题 3、掌握有关交通工具的动词词组及其搭配 4、能比较流利地用英语描述自己的旅游经历 Ⅱ、教学重点 1、 名词:bicycle bus ferry helicopter motorbike plane taxi train tram 2、 动词词组:get on , get off ,get into , get out (of) , ride ,drive , take off, land 3、 动词词组和名词的搭配 Ⅲ、教学难点 get on , get off ,get into , get out (of) , ride ,drive , take off, land 的运用 Ⅳ、教学设计

Lead-in (5mins) Task1: Ask students to try to bring out as many words about transportation as possible. Task2: Question: what kind of transportation did you take? Step1: Vocabulary (18mins) Task1: Match the words in the box with pictures. (p21 A1), then check the answers.(3mins)

Task2: Teach the new words and read aloud.(2mins)

1) get on 指上(车、船、飞机等公共交通工具)

2) get off 下(车、船、飞机等公共交通工具)

3) get into 指上(非公共交通工具的汽车)

4) get out of 下(车)与 get into 相对应;

5) ride 指乘行,骑

6) drive 指驾驶

7) take off 指起飞

8) land 指降落

Task3: Draw a picture with road, rails, water and clouds on the blackboard. Put different vehicles in the right position on the picture.(3mins)

Task4: Ask and answer questions according to the pictures.(p21 A2)(5mins) Task5: Guessing and filling, then match the verbs with the means of transport in task1. (p21 A3)(5mins) get on (off) get into (out of) ride drive take off/land Answers: get on (off) get into (out of) ride drive take off/land bus, train, tram, bicycle, motorbike, ferry, plane taxi, helicopter, bicycle, motorbike, taxi, train, bus, plane, helicopter

Step2: Speaking (20mins) Task1: Group work: Describe the first time you traveled a long distance . (who, when, where, what, why & how)(p21 A4)(6mins) Example: I first traveled a long distance by train when I was six years old. I went with my parents from Shanghai to Beijing. Task2: Ask volunteers to demonstrate their descriptions and teacher correct them.(8mins) Task3: Ask students to write down the beautiful sentences given by their classmates and recite them.(6mins) Step3: Homework(2mins) Write a paragraph about your traveling experience.

Period 2 Reading

樊超群 2011030106 Ⅰ、教材内容及教学目标 1、学习在澳大利亚乘火车旅游的文章 2、训练速读、略读和查读技能,通过中心句掌握全文中心,学会分析文章 结构,学会运用想象、联想、逻辑分析和英语思维的能力 3、学会如何描述乘火车旅游的情形 Ⅱ、教学设计

Lead in (5mins): According to the pictures (PPT) about Australia, let the students say what they have seen.(p22)

Step1: Vocabulary (15mins) : 1.Look at the new words (p22), let students pick out the words they already known. 2. Let the students try to divide the new words (p22) into two parts: noun and verbs. 3. Learn new words and choose the difficult words to explain:

Vt.离弃,丢弃 I'm sorry I abandoned you like that. 很抱歉我那样突然抛 下你走了。 Desert

D n.1.沙漠, 不毛之地 Vast areas of land have become desert. D 大片的土地已变成 沙漠。 2.荒漠;荒原


Vt. 供应,提供,供给 (常与 with 连用): to supply someone with supper 给某人提供晚饭 Supply 向…提供(物资等), 为…提供 ( 或供应 )( 常 与 for, to 连用): We can supply the best service for you. 我们可为您提供最周 到的服务。 Recently v.最近
have seen him quite recently. 最近见过他。


n.制品 名词 product 的复 数形式. Products Argentina is a big exporter of beef products. 阿根廷是牛肉制 品的一大出口 国。 Produce v.提出, 出示, 生产, 制造, 结(果实), 引 起, 招致, 创作 e.g.produce offspring. 繁衍后代

n.产品, 产物, 乘积 Product e.g. agricultural products 农产品 Production

n. 生 产 , 产 品 , 作 品, (研究)成果 (produce 的名词形 式) e.g. timber used for the production of lumber and paper. 用于木料和纸张 生产的木材

n.盒式磁带; assette


n. 法 ; 法 学 ; 规 律; 法制

c He bought a new cassette recorder. 他买了一台新的 盒式录音机。


the basic principles of law 法律的基本原则

4. Practice: Then check the meaning of some words and match some of words with the definitions. (p22) Step2: reading Pre-reading(5mins): Look through the passage, then answer the question.(What is the passage about? p23) While-reading(20mins)

Task1: Read again,then answer the questions(自愿回答) A. Did Alice travel on the train a long time ago? B. Was her destination on the coast of Australia? C. Was the scenery the same during the whole journey? D. Did she study while she was on the train? E. Did the Australians use horses to travel to the central part of the country? F. Do they still use camels to deliver goods? G. How long did she spend on the train? Task2: Fill in the form Who Food First hundred km When Where What Scenery After that Suddenly Why How

Task3: Discuss these questions with other students. A. What sort of people do you think travel on the Ghan train? B. What kind of towns and villages do you think the train passed?

Period 3 Post-reading

Ⅰ.教材内容及教学目标 1、学会通过合作探究,归纳总结出-ed 形容词作定语及其定语的位置, 2、运用过去时间表达法 Ⅱ.教学设计

Step 1 Review Task1: Answer the questions and check the answers. (4mins) 1. From the passage, we A. China

B. C. Australia D. 2. The sentence ―And what a ride!‖ in the first paragraph means that A. B. the writer was made too tired from the long rid C. D. 3. A.100 B.85 C.75 4. Before 1920s, _ _____. A. B. A C. Australians could only travel to the middle of the country by D. 5. A .the B. horses are of no use in traveling in desert C. D. 答案 1. C 2.A 3.C 4.D

Task2: Phrase (6mins) a) match...with...把……与……相匹配 b) get on 指上(车、船、飞机等公共交通工具) c) d) e) f) g) h) i) j) get off 下(车、船、飞机等公共交通工具) get into 指上(非公共交通工具的汽车) get out of 下(车)与 get into 相对应; look like...看起来像…… be short for 是……的缩写/简称 not...until...直到……才…… at a speed of ―以……速度‖ refer to 指的是;谈到;提到;参考;呈交

Practice: a) The novel only ______( 谈 到 ; 提 到 )the causes of the war, but doesn’t do justice to the influence of the terrible killings. b) ______the verbs ______ ( 把 …… 与 …… 相 匹配 )the means of transport in activity 1.Some of the verbs can refer to more than one means of transport.

c) We ______( 上车 ) in Sydney and we ______ (下车) in Alice Springs, right in the middle of Australia, more than four thousand kilometers away. d) Suddenly, it ______(好像) a place from another time. e) Ghan ______(是……的缩写)Afghanistan. f) The Afghans and their camels did this ______(直到) the 1920s. g) Traveling ______(以……速度) over 400 kilometers per hour, the train can complete the 30-kilometer journey in eight minutes. Step2 grammar1: –ed + noun form(p24) Task1: read the sentences and answer the questions on book (p24GRAMMAR1) (5mins)

Task2:explain the grammar (3mins) -ed 形式则是非谓语动词的一种形式,可以做定语修饰名词, 具有形容词的功能。 Task3: multiple choice (5mins) 1)The tall man is a ( ) student. A. returning B. to return C. returned D. have return 2) My parents are both ( ) teachers. A. to retire B. retiring C. have retired D. retired 3) We only sell ( ) books in our store. A. used B. using C. to use D. having used 4) The ( ) people rushed into building. A. exciting B. excited C. have been excited D. having been excited

5) ( ) time can be found again. A. lost B. losing C. to lose D. having losing 6) I would like to have a bottle of ( ) beer. A. iced B. to iced C. icing D. being iced 7) It is healthier for children to eat ( ) food. A. cooking B. cooked C. having been cooked

D. having cooked 8) The America is a ( ) country. A. developing B. developed C. having been developing D. to develop 9) He job was taking care of ( ) soldier. A. wounded B. wounding C. being wounded D. having wounded 10) She cured my ( ) leg. A . injured B. injuring C. being injured D. having been injured Task 4: Give some –ed words to let the students make up a short story.(5mins) Words: developed injured cooked iced (group) Step 3: Grammar2 : Past tense time expressions (in textbook grammar 2)(17mins) Task1: find the following time expressions that appear in My First Ride on a train a) Recently… b) During the day… c) One night… d) At (about) midnight… e) A long time ago… f) A hundred and fifty years ago… g) Until the 1920s… h) In 1925…

Task2: Which of them can refer to past or present action? Task3:Try to remember and recite the sentences Task4:Work in groups and share one of your past experiences (by using the useful expression) with others

Period 4 Vocabulary, reading and speaking
何丹 2011030104 Ⅰ、教材内容及教学目标 1、学习表示地点和在该地点做事的词汇,训练联想的认知策略 2、学习有关回忆的文章,能叙述自己的回忆 Ⅱ、教学重点 地名及活动词汇 Ⅲ、教学难点 训练学生的 speaking Ⅳ、教学设计

Step 1

Words and expressions (11mins) Teach new vocabulary and phrases (read on book and then teacher explains the meaning of difficult words) (3mins) cinema kindergarten playground sports stadium theatre circus park seaside swimming pool zoo seeing a wild animal



Activities: learning to ride a bicycle

seeing a film reading comic books playing sports for the first time Task 2: Collocation (3mins)

learning to draw swimming meeting your best friend

seeing a film

meeting your best friend


playing sports for the first time

seeing a wild animal

learning to draw Task3: Volunteers use the following structures to tell about the first time of…(5mins) I will never forget the day I ... I remember the day I ... my first visit to... doing

Step 2: Reading (15mins) Task1: Read: Ss read the text on book (5mins) Task2: Check: ask Ss which memories are happy which are unhappy (5mins) Task3: Emphasize: (5mins) a) past tense –ed 形式 I saw a lion and an eagle. I / He /She … b) remember doing sth I remember learning to swim. … Step 3 Speaking (19mins)

Task1: Pair work: Ss work in pairs to tell about the first time did one of the activities mentioned above.(5mins)

E.g. I saw a lion for the first time when I was about four years old , I went to the zoo with my parents. … Task2: Check: ask Ss to share their memories (6mins) Task3: Interview: ask two pairs who have unique memories to make interviews---one is the reporter, the other is a star.(8mins) Homework Writing Write a paragraph about your happy or unhappy memory within 120 words.

Period 5 Listening, pronunciation, Everyday English
姜欢 2011030110 Ⅰ 、教学目标: 1、听懂对话,抓住要点,获取信息 2、句子重音 3、训练根据对方话语作出回应、表达态度的技能 Ⅱ 、教学内容: 1、 Information about Mary Lennon 2、 Pronunciation 3、 Everyday English Ⅲ 、教学重点: 1、 Understand the listening material and answer the questions 2、 The use of everyday English

Ⅳ 、教学难点 1、 Stress 2、 Retell the story of Mary Lennon according the questions after answering them 3、 How to use everyday English properly Ⅲ 、教学:

Pre-listening(3mins): Task1 : Learning about things about Mary Lennon. a) Do you know her name? b) Do you know her profession? c) Did you ever watch her movies? While-listening(23mins): Task2: (4mins) Get basic information about Mary Lennon through the first listening and fill the chart. Name Mary Lennon Age Birth place Job In the 1930s Answers: Name Age Birth place Job In the 1930s Mary Lennon 90 years old England Movie actress Make films in America

Task 3: (6mins) Answer questions a) When did she first go to America? b) How old was she? c) How did she get there?

d) What did she do in the New York? e) How did she get from New York to California? Task 4: (13mins) Interview, supposing you were America Mary Lennon, talk about your experience with the help of questions of Ex.1 & 2. Then five pairs make presentations and teacher correct them. (work in pairs) Post-listening(19mins): Task5: (5mins) Listening again and pay attention to the stress. Then students present the conversation and teacher correct it. (work in pairs) Interview: Did you travel by plane? Mary Lennon: By plane? No, of course not!We travelled by ship! Interview: How long did that take? Mary Lennon: About seven days. Interview: Did you enjoy it? Mary Lennon: No!I hated it! Interview: Why? Were you sick? Mary Lennon: No, I was bored. Task6: Ex. 1 & 2 (everyday English) ※ Read these expressions and answer the questions.
Interview Tell me… Is that right? Oh , I see. Goodness!

Mary Lennon
Oh yes! Not at all! Absolutely! Definitely!

1. Why does the interview use these expressions? Is it possible for her to do the interview without them? 2. What do Mary Lennon’s expressions tell you? a) She’s very enthusiastic. b) She’s bored. c) She can’t remember events from a long time ago. ※ Complete each sentence with one of the expressions. Interview: ___________,did you enjoy making films? Mary Lennon: __________,It was good fun ! Sometimes we made

three films in a week. Interview: __________,Weren’t you bored? Mary Lennon: __________? It was good fun! Interview: __________? But weren’t you tired? Mary Lennon: __________! We were exhausted. We had to get up at 4 am and we didn’t go to bed until midnight. Interview: __________. That’s a long time. Mary Lennon: __________! It takes a long time to make a film. Task7: Supposing you were a famous star around the world, do a interview using your imagination. Try to use expressions to show your response or attitude towards the other person. Then correct. two groups make presentation and teacher

Period 6 Task, Writing
李国馨 2011030107 Ⅰ、教材内容及教学目标 1、借助各种辅助工具介绍自己的一次旅游经历 2、在交流完一次难忘的旅游经历后以作文的形式写下来 3、同桌间相互批改作文,并且挑选优秀的文章在全班展示 Ⅱ、教学重点 1、 通过对旅行经历的描述,考察和巩固学生对本单元知识的掌握 2、 以相互批改作文的形式让学生在发现别人的错误的同时也提醒自己避 免此类错误的发生 Ⅲ、教学难点 1、 语言组织和表达能力的锻炼 2、 将所学知识准确的运用于日常表达和作文书写


Step1: Describe one of your unforgettable trips (15mins)

Task1: Collect things about the trip a) Try to use some of the following items to help you describe your trip (photographs, postcards, magazines or newspaper reports, maps, souvenirs). b) Make notes on: Where did you Who did you Which go? go with? scenic spot did you like best? How did you What What did get there? sceneries did you do at you see? the spot?

Task2: Share & Choose a) Describe your trip with the help of the things you have collected and make notes on the former main points with others in your groups (the others offer help when needed) b) Choose the best student to show in front of the whole class. Step2: Witting (30mins) a) Write a composition about the unforgettable trip which you shared with others(pay attention to the use of past tense expressions) b) Exchange your composition with your partner and evaluate c) Find the wrong expressions and then correct them (the others offer help when needed) d) Choose the best one to show in the class & Comment ※ If students cannot finish their compositions on this class, leave it as the homework and ask them hand in on next class

Homework a) Review the vocabulary, grammar and useful sentences in this lesson (P30 Module File) next time I`m going to dictate the vocabulary b) If you are interested in the Transrapid Maglev, you can read the Cultural Corner and learn it by yourself.

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