高中英語 Module3《My First Ride on a Train》introduction,reading and voca教案2 外研版必修1

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111 《My First Ride on a Train》introduction,reading and voca Teaching Contents: 1 學習有關交通工具的名詞和動詞，回憶每一次旅游的快樂情景 2通過查找信息，描述自己印象中的澳大利亞 3 學習部分有關中將要出現(xiàn)的生詞（需要在文章中猜測的詞匯除外） 4 學習在澳大利亞乘火車旅游的文章 Teaching aims: 1.Train students abilities of learning language points and know about the foreign country. 2.訓練速讀、略讀和查讀技能，通過中心句掌握全文中心，學會分析文章結構，學會運用細想象、聯(lián)想、邏輯分析和英語思維的能力 3 學會如何描述火車旅游的情形 Teaching methods: make a thorough enquiry between Ss-Ss; Ss- Teacher; Ss- alone. Teaching procedures: STEP1: Warming-up ( picture ) Talk about “My First Trip by Plane” T: Look and guess where the picture was taken? Yes, in Beijing. Have you ever been to Beijing? Five years ago, I went to Beijing alone. That was my first time to travel by plane. I was very excited and felt a little nervous at first. I looked out of the window to see the sights below me, sometimes I talked to other passengers to express my excitement. (Ask Sa~b) Have you ever been to Beijing? How did you get there? 2 Match Activity 1, P 21 1) Match the words in the box with the pictures T: As we know, there are different means of transport. Some take shorter time while some are safer and more pleased. You may choose the one that will satisfy your special needs. Now please look at the screen. There are some pictures of different means of transport. I thnk you know most of them very well. Match the words in the box with the pictures. Check the answers with the whole class. 2) T: Which means of transport would you like to use to travel? Why? 3 Ask and answer Activity 2, P21 T: Among these vehicles, some travel on roads, some on water, some on rails and also some in the air. Now please classify them. 4 Match the verbs with the means of transport in activity 1. T: Now, I’d like you to judge what verbs on the screen go with the vehicles. 5 Fill in the blanks with right verbs T: Quite good! Now please make sentences by putting the right ones together. 6 Free talk: Describe the first time you travelled a long distance with “ Where, when, who, how old, how…” STEP2: Reading and vocabulary 1 Lead-in: Show some pictures about Australia on the screen. T: Look, where is it? Say something about Australia, please. 2 Ask and answer some questions to learn more about Australia. ( Activity 1, P22) 3 Word study. T: Before we read the text, let’s look at the words in Activity 2 on P 22. STEP3: Reading 1 Listen to the tape and say what the passage is mainly about. ( Activity 3, P23) 2 Read the text quickly to find out the main idea of each part. Then draw the tourist route of the trip on the map. 3 Read the passage carefully and answer the questions. ( Activity 4, P 24) 4 Fill in the blanks to make up a short passage. 5 Retell with some helpful pictures. ( 接龍賽 ) STEP4:Homework: 1 Read the text aloud and find out some difficult language points. 2 Talk about a trip you made to a tourist spot. 3 Write your description of an unforgettable trip. Period 2: Grammar Teaching aims: 1. Target language a. Important words: abandoned, recently, midnight b. Grammar: The –ed form and past tense time expression. 2.Ability goals Enable the Ss to learn the –ed form used as adjective and past tense time Expressions 3. Learning ability goals Help the Ss learn how to use the –ed form as adjective and past tense tine expressions. Teaching important points: Explain the –ed form used in the passage. Teaching difficult points Explaining and practicing. Teaching aids: Multi-media. Teaching procedures: Step 1 Revision Get the Ss to retell the passage about My Fitst Day on a Train. Then get Ss to show the sentences that contain the –ed form in the passage. Step 2 The –ed form Task 1 Read the sentences from the passage and answer the questions. (P. 24) Task 2 Explanation: 過去分詞用作形容詞 1、及物動詞的過去分詞表被動， e.g. respected leader, excited children, steamed bread, closed windows, broken glass 2、不及物動詞的過去分詞不表示被動，只表示動作的完成 e.g. fallen leaves, risen sun, changed world, retired teacher 3、使用動詞的過去分詞表示被修飾的人或物所處的狀態(tài)， 相當于一個形容詞 e.g. a puzzled look, disappointed children, 4、一般來說，單個的過去分詞作定語時，放在被修飾的詞之前，分詞短語則放在被修飾的詞之后 。e. g. polluted air, a letter written in pencil, a meal cooked by my brother Task 3 Practice I. Rewrite the sentences using the past participle form of the verbs in brackets.( Ex.1 ,page79) There were hundreds of ___________drivers in the traffic jam. ? There were lots of _______people getting on the plane. ? The family used a________ car to travel around Europe …. ? Many_____ passengers got off the plane …. ? There were a lot of _______ cars everywhere after …. ? The ________passengers travelled from Shanghai …. ? The audience watched as four________ lions entered …. ? We spent the night on________ farm. II. Match the two parts of the sentences.( Ex.2, page79) 1. We lived in the house ( abandoned by my grandparents many years ago ) 2. We bought a camel ( trained by an Afghan man. ) 3. I saw a film ( directed by Steven Spielberg. ) 4. I ate an excellent meal ( cooked by my brother .) 5. I listened to a story ( told by an old woman. ) 6. I read two books( written by Lu Xun .) Task III 一般過去時( the Simple Past Tense ) 1. Find the following expressions that appear in the passage.What events do they refer to? Recently: Alice went on her first long distance…. During the day: She sat and looked out of the …. One night, at about midnight: She watched the … A long time ago: Australians needed a way to …. A hundred and fifty years ago: They brought …. Until 1920s: The camels carried food and other ... In 1925: The government passed a law allowing .. Which of them refer to past or present actions? Past and present: During the day/at midnight Past only: all the rest . 2. Use time expressions to complete these sentences 1) People first started travelling by train _____________________. 2). We had a nice holiday last year. _______________ we visited museum.______________, we went to a music club. 3). There are a lot of cars in cities nowadays. _______ you could see a lot more bicycles in the streets. 4) . ________, I travelled by bus to meet a friend of mine who now lives in another city. 5) _________________, there was a huge railway station in the middle of the city, but it isn’t there any more. 3. More practice: fill in the blanks with the correct form of the verbs in brackets. 1) There was an ______ look on his face when the actress appeared . (excite) 2) It’s wrong for the __________ countries to control the world. (develop) 3) A metal ______ uranium gives off a kind of radiation. (call) 4) I have collected the money ______. (need) 5) The glass of water is too hot. I prefer some cold________ water. (boil) 6). Form your _________voice, I have to say that you are really __________. (disappoint) 7) . This is the problem ________yesterday. (discuss) 8). The __________ look on his face suggested he had not expected that. (surprise) 9).—What else did you do this morning besides doing the shopping? -- Two hours ________ washing the floor.(spend) 10).– Bob has gone to New York, I hear. -- Oh, I wonder when he ______.(leave) 11) .Robert _____(give) me his address the other day, but I’m afraid I _________ it.(lose) 12.)—You’ve made he so angry. -- But I _________ to. (not mean) 13) .Don’t use words, expressions or phrases _______ only to people h specific knowledge.(know) Task 4 Language points 1. Australians needed a way to travel to the middle of the country. They tried riding horses, but the horses didn’t like the hot weather and sand. A . a way to do sth.做某事的方法、途徑 Is this the way you thought of to solve the problem? Our English teacher has an interesting way to make her class lively and attractive. B. try doing sth. 嘗試做某事（看某種方法是否行得通） e.g.Try doing more exercises, you’ll soon lose weight. Try knocking at the back door if nobody hears you at the front door. 2. Ghan is short for Afghanistan.  be short for 為……的縮寫 e.g. CIA is short for Central Intelligence Agency. CCTV is short for Chinese Central Television. 3. In 1925, they passed a law which allowed people to shoot the animals if they were a problem. pass a law, allow sb. to do sth. be a problem Period 3: Speaking Teaching Contents: Function, Vocabulary, Reading & Speaking Teaching goals 1. Target language a. Important words and phrases: circus, seaside, stadium, frighten, out of date b. 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 to… 2. Ability goals Enable the students to learn expressions of being polite. Enable the students to describe their first experiences. 3. Learning ability goals Help the students learn how to use expressions of being polite in different situations. Help the students learn how to describe their first experiences. Important and difficult teaching points The use of polite expressions in conversations. How to describe self-experiences. Teaching methods Speaking in pairs or groups Teaching aids Multi-media Teaching procedures STEP 1 Function: Being polite Warming-up Retell the test “My First Ride on a Train” in your own words. Task Polite conversations (15 minutes) Activity 1 Act and discuss (group work, winners rewarded) Students act out the dialogue. Discuss the questions in ②, Page 25. 1. What do you think of the ticket inspector’s attitude? 2. What expressions could you use to change it? Activity 2 Brainstorming Say as many polite expressions as possible. Activity 3 Make new dialogues according to picture 1 or 2. Try to use the polite expressions in ③ and ④. (Pictures provided) ③ 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)? I’m very sorry but (this is an old ticket). The fact is that (it’s out of date). ④ What time does the train arrive at Where do I change to get to …? Is it possible to open the window? Is there a dining car on this train? STEP 2 Reading & Speaking Task Ask and answer Activity 1 Read about people’s childhood memories. Which are happy and which are unhappy? (Individuals) Activity 2 Jigsaw reading and interviewing 5 groups read and other groups bring out questions. Interview. STEP 3 Vocabulary Task Childhood memories Activity 1 Read the places and activities. (Page 25) Activity 2 Tell me your first time to… (when to do, what to do, who to go with, how to go, happy or unhappy) Activity 3 Talk show Three students act as famous persons. One acts as TV host, talking bout their childhood memories. STEP4:Homework: Write about your childhood memories. ( about 100~ 120 words) Period 4: Listening Teaching Contents: Listening (P27) Pronunciation (P28) Everyday English (Pp28) Listening and speaking (P83) Teaching Objectives: 1. Language Target: a. Learn the new words: interview, event, exhausted b. Understand the listening materials and answer the questions. c. Learn the ways of responding to a speaker and showing interest in conversation. Tell me… Oh yes! Is that right? Not at all! Oh, I see. Absolutely! Goodness! Definitely! 2. Ability goals: Train the Ss’ abilities of listening and speaking. 3. Learning ability goals: a. Enable the Ss to learn the ways of responding to a speaker and showing interest in conversation. b. Help the Ss master the word stress in a sentence. Teaching important points: a. Understand the listening materials and answer the questions. b. The use of everyday English. Teaching difficult points: 1. Retell the story of Mary Lennon according the questions after answering them. 2. How to use everyday English correctly. Teaching methods: Teacher-class, individuals, pair-work, team-work Teaching aids: A computer, a tape recorder and CAI software. Teaching Procedures: StepⅠGreetings and Lead-in 1. Greetings. 2. Pre-listening. Show a picture of Mary Lennon and get the Ss to guess the answers to the questions. Q1: When did she first go to America? Q2:How old was she? Q3: How did she get there? Q4: What did she do in New York? StepⅡListening 1. Listen to the tape and say True of False to the statements. ( F ) 1) In 1935, Mary Lennon first went to America. ( F ) 2) She went to New York by plane at the age of 18. ( T ) 3) She met a lot of people and went to some parties in New York. ( F ) 4) She got from New York to California by plane? ( T) 5) She stopped in Chicago for a few days on the way. ( F ) 6) The weather in Los Angeles was very cold. 2. Match the questions with the answers in Activity 2 on P27. 3 Retell the story of Marry Lennon according to the questions after answering them . Step Ⅲ Pronunciation 1. Listen to the conversation on P38 and underline the stressed words. 2. First check the answers in pairs, then check them from the class. 3. Read the dialogue in pairs, paying special attention to the stressed words. Then ask a pair to read it. Step Ⅳ Everyday English 1. Present some sentences said by the interviewer and Mary in the listening on the screen and answer the questions. 2. Read these expressions in Activity 1 and complete each sentence with one of the expressions in Activity 1. 3. Make a similar dialogue in pairs by using the expressions in Activity 1. Then ask some pairs to act out the dialogue. Stepv:Homework： Review the extensive reading on P26, and “Cultural Corner” on P29. Period 5: Writing Teaching contents: (workbook) Vocabulary, Speaking and writing Teaching aims: 1. To introduce the features of descriptive genre 2. To be able to write a descriptive composition of 120 words Important and difficult points: 1. Write accurate and fluent sentences 2. Use correct verb tenses 3. Write a coherent descriptive composition Teaching method: Task-based-learning Teaching procedure: STEP1: Warming-up 1. Complete the table by putting the means of transport in the correct column. bicycle bus camel ferry helicopter horse motorbike ship plane taxi train tram 2. Fill in the blanks with the correct words. board, drive, fly, get off, get on, land, ride, sail, take off 1) When all of the passengers had boarded, the ocean liner left the port and ____ to Hong Kong 2) The passengers __________ the bus. 3) The plane ________ from Tokyo Airport and six hours later, it landed in Bangkok. 4) How long did it take you to learn how to _____ a plane? 5) They _________ the taxi and ________ the plane. 6) I don’t know how to ______ a car. STEP 2: Reading and speaking Work in pairs. Read the description. Ask and answer the questions. (workbook: P.84 activity 16) 1.Where did you go? 2.When did you go? 3.How did you travel there? 4.Who did you go with? 5.What did you do there? 6.What did you see there? 7.What did you eat there? 8.Did you enjoy the trip? STEP 3: Explanation. T explains the features of a descriptive composition writing. Pairwork. Look at the pictures. Ask and answer as you did in Task 2. Task 4: Brainstorming. Groupwork. Divide the students into groups of four. Discuss and make an outline of a descriptive composition entitled “My First Trip to …”, imitating the sample passage. Include the six essential factors: when, where, who, what, why and how. Pay attention to the verb tenses and use the time expressions, such as “recently, a long time ago, during the day, after lunch, one night, at midnight, …years ago, when I was …, the first time when …, etc.” STEP 5: Writing. Individual work. Ss write the first draft, imitating the sample passage. STEP 6: Presentation. Groupmembers share their works and each group chooses a representative to present their works before the class. STEP 7: Homework. Reedit your draft and hand it in. 111