Listening and vocabulary名师教学设计

教学设计

Module 3 My First Ride on a Train 五大连池高级中学 尹婧婧

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：

语音

句子中的重音

词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply 词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of 语法 -ed形式作形容词；表达过去时间的词语或词组

功能

礼貌用语

话题

介绍旅游经历；介绍童年故事

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

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, Reading and vocabulary (1.2) Period 2: Reading Period 3: Grammar 1&2, Function, Culture Corner 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***、接受程度及课堂出现的临时状况进行运用、调整及筛选。

[教学设计] Ss=students; T=teacher; =group work; = pair work; =individual work =screen

Period 1 Introduction, Reading and vocabulary (1.2) 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，回忆第一次旅游的快乐情景

2、通过查找信息，描述自己印象中的澳大利亚

3、学习部分有关Reading中将要出现的生词(需要在文章中猜测的词汇除外) Ⅱ、教学设计

Task 1: Describe a trip ( 15m) – Introducton Pre-task Brainstorming Try to bring out as many words about transportation as possible. Task-cycle Learn different verbs and nouns about traveling. Activity 1 Matching ( 1 ) Activity 2 Put me in the right place! A: Draw a picture with road, rails, water and clouds on the blackboard. Put different vehicles in the right position on the picture.

B: Ask and answer Qs in (2) according the picture. Activity 3 Filling & Guessing game get on (off) get into (out of) Ride Drive take off/ride A: B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged) Post-task: Describe the first time you traveled a long distance A: Q: When someone want to describe his first trip, what do you want to know? 5W & 1H ( who, when, where, what, why & how ) B: Describe the first trip Report to all Task 2: Describe Australia ( 25m )-Reading & vocabulary

Pre-task: Search information about Australia before class Task-cycle: Australia Activity 1 Brain-storming (words about Australia) Activity 2 Talking ( 1 ) A: Talk about the pictures on P22 + things about the country brought by Ss B: Get questions in (1) solved C: Dialogue between “Australians” and “tourists” Report to all Activity 3 Vocabulary ( Part ) A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended) B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil) C: Choose a word in the blanket to match the underlined part in a passage (2)

Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train. Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words) Recalling(4m) Recall what we learn today. & Questions unsolved. Homework(1m) Workbook P80 4. 5. Describe your first time you travel to a place of interest. Period 2 Reading Ⅰ、教材内容及教学目标

1、学***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

Task Learn and retell the passage Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage. Task-cycle Reading(40m) Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there. While-reading Activity 1 First ( Fast ) reading A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan ) B. Main sentence in each paragraph. C. Main idea D. Guide Ss to find out the structure of the passage.

Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4) Activity 3 Third reading ( Reading Strategies Applying ) A. Find out appropriate information to fill in the form below: Part One (1) Who When Where What Why How Part Two (2-3) Food Scenery First hundred kms After that Suddenly B. Put me in the right order and form a passage, adding in the time signals. Camels were trained to carry supplies back from the central part. Camels were shot because of the new railway line built by the government. They brought camels from Afghanistan. Australians needed a way to the central country.

They tried riding horses, but failed. C. Word-guessing ( abandon, diamond, supplies) Post-task Activity 1 Retelling Retell the passage with the help of the form Activity 2 Discussion P24 (5) Activity 3 Small debate “They should shot the camels”

Recalling(2m) Recall what we learn today. & Questions unsolved. Homework(1m) Write a reading note