教研天地 << 返回上页
高一英语教学设计
Module 3 My First Ride on a Train
2015. 3
一、教学目标确立依据
（一）课程标准要求及解读
1. 课程标准要求
课标 1 听 六级1 能抓住所听语段中的关键词，理解话语之间的逻辑关系。
课标 2 说 六级 3 能有条理地描述个人体验和表达个人的见解和想象。
课标 3 读 六级 1 能从一般文字材料中获取主要信息。
课标 4 认知策略 七级 3 总结所接触语言材料中的语言规律并加以应用
2. 课程标准解读
课标1 “理解”意味着阅读文本后，能够通过阅读微技能归纳或选择出主旨大意。对技能
的评价要求在于是否能在规定的时间之内，完成相关练习。要求学生运用速读和找读技巧，
以及对文体的行文特征的认知进行归纳总结。
课标 3 “一般文字资料”主要是指教材以及与教材相关内容的材料，“主要信息”多指文章大意或是重点细节。对技能的评价要求在于是否能够在规定的时间里通过使用略读和查读技巧来阅读教材以及与教材相关内容的材料，并理解了解重点细节，完成相关练习。
课标 4 “总结”主要是指通过对所接触的语言材料中的语言规律进行发现和归纳。
（二）教材分析
通过旅游经历介绍风光特色，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。培养学生对祖国大好河山的热爱；为祖国现代化建设的成就感到骄傲；对世界各地地貌特色的熟悉和风土人情的尊重；提倡文明；讲究礼貌。
（三）学情分析
话题内容本身是学生所熟悉的，但引入了许多与旅游，交通有关的词汇，学生的相关词汇的储备还不是很足；课文内容比较简单，只要做好了相关词汇的铺垫，学生能够很顺利地完成阅读任务。
二、教学目标
目标1：了解常用交通方式并掌握其英语表达法。
目标2：通过阅读，所有学生能够从课文中获取有关旅游的主要信息。
目标3：能够理解文章结构，明白从哪些方面描述旅行经历。
三、评价设计
1.通过图片联想常用的交通方式以及动词短语的搭配。
2.通过回答问题、课文内容填空等形式来实现，依据回答问题的准确性和规范性来检测学生对文章主旨大意及主要信息的掌握情况。
3. 通过问题的设置使学生明白游记文章的要素，并能够围绕这些要素来撰写一篇游记。
四、教学方法
根据班级情况和教学目标，本课时采用任务型的教学模式，尽可能真实的为学生创设学习情境，使学生在完成任务的过程中产生语言习得，体会学习的成就感
五．兴趣点 Some interesting jokes
六．易错点 Some spelling mistakes.
七．应用点 How to translate the sentences into English.
八．教学流程设计
|
教学内容 |
师生活动 |
时间分配 |
|
Step 1. Introduction :
Q: How do you travel?
通过问题的讨论引导学生联想生活中常用的交通方式并了解相关动词短语的表达方法。
Bicycle，motorbike ,bus , tram, double-decker, taxi, car , truck…
get into/ get out (of ): car, taxi, helicopter…
get on/ get off: Bicycle，motorbike ,bus , tram, double-decker, truck…
Step2. 由交通方式的讨论引入Cultural Corner, 让学生了解磁悬浮列车。
Cultural corner:
Q: What are the main differences between a magnetically levitated train and an
ordinary train?
A: There are no rails and no noise. They travel very fast and they use less energy.
模块任务
Task: Send a new blog to introduce one of your ever trip.
Step 3：reading and vocabulary
Pre-reading:
Q: What is the main idea of the text?
A. a train ride to
B. taking the train to
C. traveling to the central part of
D. A child visiting her grandmother
While-reading:
Q：1. What is the name of the author?
2. Where did she ?
3. When did she ?
4. How did she there?
5. What did she see during the trip?
6. What did she do during the trip?
7. What is her impression of the trip?
这些问题是针对撰写游记的几个要素设置的，以此让学生了解游记类文章的结构。
图片展示作者澳大利亚之行的路线。
Detailed- reading：
1. What did
For the first few hundred kilometers of the journey, the__________ was very colorful . There were ________ and the soil was _________. After that, it was ________with the sun _______ and there was no wind and clouds in the sky. We saw __________ farms _______ more than a hundred years a.
让学生细读对旅途风光的描写，注意写作顺序及过渡词的使用。
2. What did she do during the trip?
During the day , I sat and looked out of the window, and talked to ..I read books and listened to …
One night , I watched the night sky for about an hour.
3. What is her impression of the trip?
What a ride!
The train was wonderful and the food was great.
The scenery was very colorful.
The train was comfortable and the people were nice.
4. Fill in the blanks according to the text.
I had my first ride on a ____________ train. And _____a ride! I ____ ____ in
Post-reading:
How to write a travel?
If you are to write such a travel, what will you write about and in what tense should you write?
第一段：简单介绍旅游的主题及你所去的地方。
Who, when，where, how…
第二段：按时间顺序列出所见所闻，中间可以穿插对于景点的简单介绍或
评论。
what did you see and do during the journey.
第三段：对旅游的总结，抒发感情。
what is your impression of the trip.
Tense: past simple
Step 4. Homework （
知识点学案
板书： My First Ride on a Train
__________ ___________
__________ ___________
__________ ___________
|
Greeting
&
talk
Explain&
learn
Learn & practice
|
|
教学反思
1、个人反思：
Before class, I show the test evaluation in order to inspire the students to study harder. This is a reading class. It’s about a travel story. Most of the students are interested in traveling. In this class, the students were active in answering my questions. They could understand the text very well according to the exercises. However, some of them who are weak in English were slow in reading the passages, especially analyzing the passage.
Therefore, I’ll help them after class and encourage them to establish their confidence and work hard. Make sure all of them understand the new words and terms.
I’ll advise the students to read “Learning to learn”. This point is a key one to help students in their reading, and also when they write an essay. The so-called Topic Sentence is the one which helps the reader grasp what the essay/ article is about.
2、评课教师建议：
The teacher has a od pronunciation and od teaching design. The whole process is wonderful,
including listening, speaking, reading and writing. Besides, the students are active in class and they have a
od job in the group work.