Listening and vocabulary教学设计及说课稿

高中英语必修一第三模块教学设计

梁爽

1. 教学目的

本课时之前，已经通过本模块所提供的语言材料，围绕My first Ride on a Train这一话题，对学生的听、说、读等语言技能进行了训练，尤其是听和读的教学活动，为学生语言知识的输入打下了基础。本课时的教学目的是对学生进行语言输出能力的培养，即：使学生运用所学语言知识进行书面表达

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用过去时态和表示过去的时间短语来描述过去的旅游经历。

2. 教材重组

把Reading and Speaking, Writing 和Task整合为一节写作课。

3. 教学手段

多媒体

4. 教学设计

1)导入新课

以Reading and Speaking为新课的导入。这是五篇回忆童年的段落，叙述在童年发生的开心或不开心的故事，通过指导学生在文段中寻找关键词、句来培养阅读技巧和判断力。如：通过boring, frightened推断出这是一个unhappy memory; 通过wonderful, I was Olympic standard! 推断出这是一个happy memory。读后启发学生：当描述发生在过去的事情时，要用动词的过去时态。接下来让学生模仿这五个段落，进行口头表达。这个教学环节的设计为后面的写作做了铺垫。

2) 呈现范文

教师以自己在美国乘火车旅行的亲身经历为素材，利用照片、明信片为背景，配以文字，呈现给学生一段乘火车旅行经历的描述，与本模块的话题My First Ride on a Train完全吻合。学生们看到一幅幅画面中自己的英语老师，感到十分惊讶和兴奋；读着老师的游记，感到熟悉、

亲切、真实可信，这个环节成功地激发了学生的兴趣。

August 6th 1997 was a beautiful day. A friend and I traveled on the famous train — Minnesota Zephyr. This was my first ride on a long-distance train in America. We got on in Saint Paul and got off in Salt Lake City. The train was comfortable and the food was great. We ate meals cooked by experts. During the journey, I talked to the conductor (列车长) and visited the driver’s cab. From there I could see the rails ahead. Most of the time I sat and looked out of the window. For the first few hundred miles of the journey, the scenery was very colourful. There were fields, forests, mountains, rivers and lakes. After that, it was desert, which looked like a different world. I took many pictures there. What a pleasant and unforgettable train ride! 3)分析范文

教师用自己写的一篇游记作为给学生的示范，引导学生从范文中找出对于time, place, weather,people, transport, experience, feeling等的描述，和学生一起总结出写旅游经历的一些要点，包括叙述故事的要素和书写描写文的要素。

接下来教师引导学生找出范文中所用的时态—过去时；表示过去的时间短语August 6th 1997，most of the time，during the journey, after that;描述性的语言beautiful，famous，comfortable，great，colourful，pleasant，unforgettable; 以及过渡性词语During the journey, From there，Most of the time，For the first few hundred miles of the journey, After that等，这项活动为下面的写作起到必要的铺垫作用。

4) 写前指导

通过阅读、分析范文，学生了解到写旅行经历应包括的基本要点和使用的语言知识。为了避免写作时出现常犯的错误，教师此时对学生进行了必要的写前指导：

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〃Think of a title 〃Write in the first person “I / We”

〃Use past tenses Past simple: I took a train ride to the Midwest in America. Past continuous: The train was running very fast. Past perfect: By the time we got to the railway station, the train had already left. 〃Use some linking words: “and”, “but”, “however”, “On the first day…”, After lunch…”, “Finally…”,

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Use descriptive language: “wonderful”, “friendly”, “great”, “enjoyable”…

5) 写作练习

给学生15分钟，让他们以pair work的形式写一篇100字左右的旅行经历。高一新生刚刚度过了二个多月的暑期生活，大部分学生都有旅行的经历，这个话题贴近学生生活，容易做到言之有物。采用pair work的形式可使学生互相借鉴思路或旅游经历，还可从同伴处获得反馈，修改自己的文章，同时培养了学生合作学习的习惯。教师提供以下题目供学生选择（学生也可自拟题目）：

〃My first family holiday trip 〃The most unusual journey I’ve made

〃The best journey of my life 〃My first train ride 〃A one-day trip with my school 〃An exciting boat trip 〃An unforgettable bicycle trip 〃A visit to…

在学生写作过程中，教师巡视各组，解答学生提出的问题并给予必要的指导。在巡视中教师发现，个别书面表达能力差的学生写起来十分吃力。针对这一情况，教师及时地给他们提供了所需要的帮助.

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