（參考）module3試講教案

1、 Module3 My First Ride on the Train（說(shuō)課稿）一、教材分析及教材處理1教材分析本課時(shí)所講是外研版高一上學(xué)期使用的必修（1）Module3 中的Introduction , Reading and Vocabulary部分的內(nèi)容，要求通過(guò)旅游的經(jīng)歷，幫助學(xué)生掌握交通工具和地貌等自然現(xiàn)象的詞匯，學(xué)會(huì)運(yùn)用表示過(guò)去的用語(yǔ)作回憶、寫游記、介紹自然風(fēng)光等技能。【理論依據(jù): 高中英語(yǔ)課程標(biāo)準(zhǔn)】2教材處理根據(jù)課程標(biāo)準(zhǔn)對(duì)于信息能力的闡述，本課采用把傳統(tǒng)的閱讀課與寫作課及練習(xí)課相結(jié)合，采用多任務(wù)型、多方式、多渠道的讀、講、練的結(jié)合，來(lái)解決閱讀實(shí)際問(wèn)題。3學(xué)生分析班級(jí)學(xué)生都是剛從初

2、中升入高中的學(xué)生，一時(shí)很難適應(yīng)高中的學(xué)習(xí)環(huán)境和學(xué)習(xí)節(jié)奏，特別是從周圍鎮(zhèn)、農(nóng)村考上來(lái)的學(xué)生，在英語(yǔ)基礎(chǔ)方面，尤其是在聽說(shuō)方面有很大的困難。但對(duì)學(xué)英語(yǔ)的熱情還是有的。因此，充分調(diào)動(dòng)學(xué)生的積極性，努力激發(fā)學(xué)生參與教學(xué)活動(dòng)的熱情，使其積極思考，相互討論，共同協(xié)作。二、教學(xué)目標(biāo)1語(yǔ)言知識(shí)目標(biāo)1）詞匯：helicopter, motorbike, tram, ferry, distance, ride, drive, land, get on, get off, get into, get out of, take off , abandoned, great meals, be short for2）培

3、養(yǎng)學(xué)生聽、說(shuō)、讀、寫四技能的綜合運(yùn)用能力。3）使學(xué)生能就given topics較好地完成一些開放性話題。2語(yǔ)言技能目標(biāo)能從文章中獲取主要信息并摘錄要點(diǎn)；理解文章主旨、整理意圖；能提取、篩選和重組文章中的信息；能利用上下文猜測(cè)新詞匯。3學(xué)習(xí)策略目標(biāo)在閱讀、英語(yǔ)互動(dòng)、完成任務(wù)過(guò)程中進(jìn)行有效自我調(diào)空；通過(guò)各種途徑獲取相關(guān)信息，辨別并運(yùn)用有效資源。1）開放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識(shí)天地。2）引趣激趣策略。創(chuàng)設(shè)多種情景（境）激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點(diǎn)燃他們的思維火花。3）任務(wù)型活動(dòng)策略。在做中學(xué)，在做中練，在做中鞏固，往往會(huì)使課堂教學(xué)產(chǎn)生事半功倍的良

4、好效果。4）循序漸進(jìn)和尊重差異策略。由簡(jiǎn)到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。4情感目標(biāo)1）在有趣的話題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動(dòng)他們學(xué)習(xí)的興趣。2）在師生互動(dòng)的活動(dòng)中，加強(qiáng)教師的親和力，增進(jìn)彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢(shì)。3） 在共同完成一些調(diào)查、報(bào)告，取長(zhǎng)補(bǔ)短等任務(wù)的過(guò)程中，加強(qiáng)團(tuán)體協(xié)作意識(shí)。4） 帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時(shí)，培養(yǎng)學(xué)生對(duì)祖國(guó)大好河山的熱愛；為祖國(guó)現(xiàn)代化建設(shè)的成就感到驕傲；對(duì)世界各地地貌特色的熟悉和風(fēng)土人情的尊重；提倡文明、講究禮貌.。倡導(dǎo)合作精神, 增強(qiáng)自信心, 激發(fā)出學(xué)習(xí)英語(yǔ)的興趣。5文化意識(shí)目標(biāo)了解我國(guó)和世界各地

5、不同的旅游文化。三、教學(xué)重點(diǎn)與教學(xué)難點(diǎn)1教學(xué)重點(diǎn)通過(guò)旅游經(jīng)歷介紹風(fēng)光特色，學(xué)會(huì)關(guān)于交通工具和地貌等自然現(xiàn)象的詞匯。2教學(xué)難點(diǎn)學(xué)會(huì)運(yùn)用表示過(guò)去時(shí)的用語(yǔ)作回憶、寫游記、介紹風(fēng)光?！倦y點(diǎn)突破】 :通過(guò)聽和說(shuō)的兩個(gè)環(huán)節(jié)以及其輔助的專項(xiàng)練習(xí), 最后轉(zhuǎn)向轉(zhuǎn)向的寫作訓(xùn)練, 以突出重點(diǎn),并使難點(diǎn)得以突破。四、教學(xué)方法根據(jù)高中英語(yǔ)課程標(biāo)準(zhǔn)、“整體語(yǔ)言教學(xué)”的理論和實(shí)踐，以及當(dāng)前教學(xué)改革，課程改革的先進(jìn)理念，為達(dá)到上述目標(biāo)，擬采用如下教學(xué)方法：1.任務(wù)型教學(xué)法促使學(xué)生以意義為中心，盡力調(diào)動(dòng)各種語(yǔ)言和非語(yǔ)言資源完成任務(wù)；開展自主性學(xué)習(xí)的小組活動(dòng)，使合作、探究與獨(dú)立思考相結(jié)合，最大程度地優(yōu)化學(xué)生的學(xué)習(xí)方式，提高課堂學(xué)

6、習(xí)效率，課堂教學(xué)采取“P-T-P”自主學(xué)習(xí)立體模式(Pre-task-Task-cycle-Post-task).。2.多媒體教學(xué)法利用多媒體展示相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強(qiáng)學(xué)生學(xué)習(xí)興趣。充分利用信息技術(shù)和網(wǎng)絡(luò)資源，進(jìn)一步增強(qiáng)教學(xué)的開放性和靈活性。【理論依據(jù)】 :以學(xué)生為主體，以學(xué)生發(fā)展為中心。五、教學(xué)設(shè)計(jì)與教學(xué)反思STEPILEAD-INStep1:導(dǎo)入通過(guò)猜測(cè)游戲，利用圖片展示交通工具，使學(xué)生學(xué)習(xí)有關(guān)交通工具的詞匯，同時(shí)給學(xué)生創(chuàng)設(shè)一種愉快、輕松、積極的學(xué)習(xí)氛圍。Step2:詞匯學(xué)習(xí)通過(guò)一些圖片和具體語(yǔ)境，進(jìn)一步加強(qiáng)對(duì)交通工具的有關(guān)詞匯以及相關(guān)的動(dòng)詞詞匯學(xué)

7、習(xí)?！驹O(shè)計(jì)反思】新課導(dǎo)入部分，目的是激趣與引入，使學(xué)生認(rèn)識(shí)本節(jié)課的總?cè)蝿?wù)，同時(shí)為完成任務(wù)掃清認(rèn)知障礙，通過(guò)擊活已有信息，使學(xué)生具備攝入新信息的心理定勢(shì)。Step3: 詞匯鞏固Do some more exercises.【設(shè)計(jì)反思】學(xué)生獨(dú)立完成任務(wù)階段。進(jìn)一步對(duì)語(yǔ)言知識(shí)的實(shí)踐，對(duì)所學(xué)知識(shí)的鞏固。STEPIIREADING通過(guò)澳大利亞的代表動(dòng)物袋鼠圖片引入本課，激發(fā)學(xué)生的學(xué)習(xí)興趣。Step1: WARMING-UP通過(guò)學(xué)生自己查找的澳洲地理、人文、風(fēng)景、物產(chǎn)、歷史的信息來(lái)分組交換信息并向全班做報(bào)告,這樣就使學(xué)生有了一種學(xué)習(xí)上的成就感，真正體現(xiàn)了學(xué)生的課堂主體地位。通過(guò)圖片和具體語(yǔ)境來(lái)學(xué)習(xí)一些文章

8、中的詞匯及短語(yǔ)，并進(jìn)行鞏固練習(xí)，為后面的短文閱讀掃除障礙。Step2: WHILE-READING Task1 skimming為提高學(xué)生通過(guò)快速閱讀抓住文章主要信息的目的，讓學(xué)生快速閱讀課文并回答P23第3題（Whats the passage about?），選出文章的主題，并以提高學(xué)生通過(guò)聽材料掌握文章大意的目的，給每一自然段總結(jié)段落大意并分段。Task2 Scanning為了進(jìn)一步提高學(xué)生的閱讀理解能力，使學(xué)生能夠通過(guò)閱讀文章，掌握細(xì)節(jié)，本環(huán)節(jié)教學(xué)設(shè)計(jì)一篇填空題。根據(jù)課文的所寫文，填寫文章中的空白。Task3 Summery of each paragraph and retell t

9、he passage. 為幫助學(xué)生通過(guò)快速閱讀抓住文章主要信息的關(guān)鍵詞，更好地理解文章內(nèi)容，重述文章內(nèi)容。STEPIII: HOMEWORK 為使學(xué)生更好地了解課文，要求學(xué)生仔細(xì)閱讀文章，勾出不懂的語(yǔ)言知識(shí)并回答課后activity4的問(wèn)題為了使學(xué)生鞏固所學(xué)知識(shí)，進(jìn)一步加強(qiáng)對(duì)過(guò)去時(shí)態(tài)的掌握，提高學(xué)生的寫作能力，要求學(xué)生根據(jù)本單元所學(xué)知識(shí)，寫一篇旅游的文章，題目參考P27的Writing的內(nèi)容?！驹O(shè)計(jì)反思】這是任務(wù)階段（信息輸入），學(xué)生為完成任務(wù)而進(jìn)行的聽說(shuō)讀的綜合訓(xùn)練通過(guò)略讀、詳讀的方式，培養(yǎng)各種閱讀微技能。在對(duì)信息進(jìn)行分類、理解和重組的過(guò)程中，提高其邏輯智能，語(yǔ)言智能則在師生、生生的語(yǔ)言交流

10、過(guò)程得以提高。 唐世晶 200805121719外研版新標(biāo)準(zhǔn)（NSE）高一英語(yǔ) Book Module 3 My First Ride on a TrainPeriod one: Introduction+ Reading and vocabulary Period two: Reading+ Function +Culture cornerPeriod three: Grammar1&2Period four: Vocabulary Reading and speaking Writing(與Task和P84的Speaking and writing結(jié)合在一起練)Period fiv

11、e: Listening +Pronunciation+ Everyday English Period one: Introduction+ Reading and vocabulary Background Information:Students: 40 senior high school students, Grade 1.Lesson Duration: 45 minsTeaching Objectives: By the end of the lesson, students should be able to:5） Know more about the common vehi

12、cles.6） Match verbs (get on, get off.) with all kinds of vehicles correctly.7） Know something about the Australia.8） Improve their reading skills 9） Describe an experience of a long distance journey.Teaching Contents:10） New Words: helicopter, ferry, motorbike, tram, distance, abandoned, great11） Ne

13、w Phases: get on, get off, get into, get out (of), take off, be short for,12） Passage: My First Ride on a Train.Teaching Aids: blackboard, chalk, paper and PPTType of the lesson: Introduction and Reading.Teaching Methods: 1aaamunicative teaching method2. Task-based teaching method.Teaching Procedure

14、s: Step1. Revision and lead-in (3mins)(1). “As we all know, nowadays tourism is developing very quickly and travel is popular in our daily life?” lead in topic of travel, and then ask the question “how can you get there?” lead in transportation! (2). Ask students to write some means of transport the

15、y have know on paper.Step2. Learn the new words and phrase on vehicles (10mins)(1) Guess game: describe the three new words on vehicles, and then ask students to guess what they are. It is drive by electricity. From the picture, we can see, it is connected with electric wires. tramIt is a type of ai

16、rcraft without wings but with large blades that spin on top. helicopterIt is a ship or a boat that goes across the river carrying people and things. ferry(2)Ask students to classify the vehicles according to the places where they travel, then show the answer with pictures on one PPT.(3)Use pictures

17、to show the verbs matching with vehicles, put the pictures in groups to lead the students discuss the different usage among these verb phrases.Step3. Word-consideration (5mins) Look at the sentences on PPT find out whether the verbs underlined are right or not. If not, which verb can we use?Step4. R

18、eading (27mins) (1).Show the picture of kangaroo to lead-in Australia. (2).Students group reports about Australia. ( divide the students into four groups to exchange the information they searched about 5 mins, and then choose one group member to have a report.) (3).Present the new words by pictures

19、and context in real life. (abounded, great meals, is short for, shoot)(4).Ask students to skim the passage, and then answer the following questions. 1).Whats the passage about? 2).whats the main idea of each paragraph? (5).Ask students to scan the passage and fill the gap on PPT. (6).Summary of each

20、 paragraph and then ask students to retell the passage. (help students to grasp the key words and retell the passage)Step5. HomeworkRead the passage carefully and answer the questions. ( Activity 4, P 24)Read the passage again and try to underline where they have difficulty understandingTalk about a

21、 trip you made to a tourist spotReflection: (to be written immediately after the lesson).Period two: Reading+ Function +Culture cornerBackground Information:Students: 40 senior high school students, Grade 1.Lesson Duration: 45 minsTeaching Objectives: By the end of the lesson, students should be abl

22、e to:13） grasp the language points in the passage14） understand the passage very well.15） use polite expression in the daily life, and be a polite man.16） know more about the Transrapid Maglev train in the world17） know more about speaking and reading skills.Teaching Contents:18） New Words and Phras

23、es: exhausted; downtown; refer to 19） Polite expression: Excuse me; Could I?Teaching Aids: Blackboard, chalk and PPT.Type of the lesson: reading and speakingTeaching Methods : 1aaamunicative teaching method2. Task-based teaching method.Teaching Procedures: Step1. Revision and leading-in (5mins)Ask s

24、ome students to retell the text using their own words. Correct the mistakes if any.Step2. Deal with the language points underline where they have difficulty understanding. (15mins)Step 3. Function: being polite (15mins)1. Act and discuss (group work, winners rewarded) Students act out the dialogue.

25、Discuss the questions in , Page 25. 1). What do you think of the ticket inspectors attitude? 2). what expressions could you use to change it? 2. Brainstorming Say as many polite expressions as possible.3. Make new dialogues according to picture 1 or 2. Try to use the polite expressions in and . (Pic

26、tures provided) Excuse me.Could I (see your ticket)?Could I possible (see your ticket)?Would you mind (showing me your ticket)?Would you mind (if I saw your ticket)?Im very sorry but (this is an old ticket).The fact is that (its out of date). What time does the train arrive atWhere do I change to ge

27、t to ?Is it possible to open the window?Is there a dining car on this train?Step4. Cultural Corner (15mins)1. Show a picture (Maglev train) to Ss and get them to guess the name of it.2. Read the passage and answer the questions:1). What are the main differences between a magnetically levitated train

28、 and an ordinary train?2). What are the advantages of traveling on a Maglev train? speed Features advantages Part IV: Homework1. Read the passenger carefully.2. Do the Reading in exercise bookHomework: 1. Remember all the new words and phrases in this module. 2. Finish off all the res

29、t work on exercise-book from page 83 to page 84Reflection: (to be written immediately after the lesson).Period3 GrammarBackground Information:Students: 40 senior high school students, Grade 1.Lesson Duration: 45 minsTeaching Objectives: By the end of the lesson, students should be able to:20） use th

30、e ed form as adjective and past tense time 21） use past tense time expression 22） use the ed form as adjective and past tense tine expressions.23） explain the ed form used in the passage.Teaching Contents:24） New Words and Phrases: abandoned, recently, midnight. 25） Expressions: Oh, yes! Not at all.

31、26） Grammar: The ed form and past tense time expressionTeaching Aids: Taps; Blackboard; Chalk and PPT.Type of the lesson: grammarTeaching Methods: 1aaamunicative teaching method2.Task-based teaching methodTeaching Procedures: Step1. Revision and leading-in(5mins)(1). Get the Ss to retell the passage

32、 about My First Day on a Train. Then get Ss to show the sentences that contain the ed form in the passage.Step 2. Theed form (25mins)1.ask the students to read the sentences from the passage and answer the questions. (P. 24)2. Explanation: adjectives with the-ed form and ask students to make sentenc

33、e3. Show students a verbal context with the past time expressions 1). “Recently, I bought a book named The Sun also Rises.” 2). “One night, I met an old friend on the street.”4. Analysis the past tense time expressions, then ask students to make sentences with them.5. Practice past tense expressions

34、 in sentences.Step 3 Practice (10mins)Rewrite the sentences using the past participle form of the verbs in brackets.( Ex.1 ,page79)Step 4 Language points (5min)Homework: do the Ex.2 in page79 and Ex.3in page80. Reflection: (to be written immediately after the lesson).Period 4: Vocabulary, speaking a

35、nd writingBackground Information:Students: 40 senior high school students, Grade 1.Lesson Duration: 45 minsTeaching Objectives: By the end of the lesson, students should be able to:1. describe their first experiences.2. introduce the features of descriptive composition3. use correct verb tenses4.des

36、cribe self-experiences.Teaching Contents:27） New Words and Phrases: circus, seaside, stadium, frighten, out of date28） Important patterns: Would you mind if? I am sorry but I saw for the first time when I remember the day I will never forget my first visit toTeaching Aids: Blackboard; chalk and PPT.

37、Type of the lesson: Vocabulary, Reading and speakingTeaching methods1aaamunicative teaching method , speaking in pairs or groups2.Task-based teaching methodTeaching Procedures:Part I Vocabulary(pictures and context) Task 1: Warming-up (5mins)1. Complete the table by putting the means of transport in

38、 the correct column.2. Fill in the blanks with the correct words.Part II Reading & Speaking (10mins)Task 2: Reading and speakingWork in pairs. Read the description. Ask and answer the questions. (Workbook: P.84 activity 16)Task 3 Talk show (10mins)Three students act as famous persons. One acts a

39、s TV host, talking bout their childhood memories.Part III Writing: Activity(20mins)1. show the basic structure of composition(the clue is time)2. show the phrases usually used3. show the sentence structure usually used4.lead students to make some sentences.Homework:Write about your childhood memorie

40、s. (about 100)Reflection: (to be written immediately after the lesson).Period 5: Listening(Listening, Pronunciation , Everyday English ,Listening and speaking) Background Information:Students: 40 senior high school students, Grade 1.Lesson Duration: 45 minsTeaching Objectives: By the end of the less

41、on, students should be able to:1. know the ways of responding to a speaker and showing interest in conversation.2. master the word stress in a sentence.3. improve the abilities of listening and speaking4. retell the story of Mary Lennon according the questions after answering them.5. use everyday English correctlyTeaching Contents: 1.New Words and Phrases interview, event, exhausted2.Important patterns: Tell me Oh yes!Is that right? Not at all!Oh, I see. Absolutely!Goodness! Definitely!Teaching Aids: Blackboard ,a tape recorder ,chalk and PPT.Type of the lesson: listeningTeac