my,first,ride,on,a,trip的说课稿

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my,first,ride,on,a,trip的说课稿(一)
Unit 3 My First Ride on a Train语法教学说课稿

Unit 3 My First Ride on a Train

Grammar

Good morning, ladies and gentlemen! It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from Senior English for China Book 1 Unit 3 My First Ride on a Train. I’ll Explain the grammar of this unit from the following 8 aspects: Text analysis; Objectives; Focal and difficult points; Learner analysis; Approach of teaching and learning; Teaching stages and procedures; Teaching aids; and Blackboard design.

Text analysis

First, let’s come to the text analysis. This is Unit 3 Book 1. The Title is “My First Ride on a Train”. Grammar of this unit is mainly about the –Ed form. Before this unit, Ss have already learned the present participles. And after learning the –Ed form, they can have a better understanding of present participles.

Objectives

Then, I’ll show you the objectives. The ability goal is :Enable Ss to learn the –ed form used as adjective and past tense time .And the learning ability goal is: Help the Ss learn how to use the –ed form as adjective and past tense time expressions.

Focal and difficult points

According to the national curriculum of English and language learning theory, the focal point is the past participles. And there are difficult points, one is the difference between past tense and past participles, another is past participles used as the attributive & the predicative.

Learner analysis

Next, it’s the learner analysis. The Ss have known something about the –Ed form (used as past tense) in their junior school. But they still can’t use it in a good way and they don’t know the other usage of the –Ed form. While they just come to senior school and have a deep desire to learn new knowledge, so I’ll design some activities to arise their interest.

Approach of teaching and learning

I’ll adopt task-based language teaching and communicating approach in my class. As for learning, Ss will learn through independent thinking, discussing and doing homework.

Teaching stages and prcedures

Here comes the most important part, the teaching procedure. It includes 4 steps: Step 1: Presentation; Step 2: Practice; Step 3: Production; Step 4: Assignment.

Step1 Presentation

Now let’s come to the first step. In this step there are three activities. (10mins). First I’ll ask the Ss to read the passage and let them to show sentences that contain the –Ed form in the passage. Then I’ll let them review the past tense and lead in the past participles. After that I’ll explain the usage of the past participles.

Step 2 Practice

Then let’s come to step 2. There are also three activities.

Activity 1: Rewrite the following sentences with the past participle as

attributive.

Example: Let’s try the bookstore ----Let’s try the bookstore opened last month.

Activity 2: Change the following into English using past participles.

不速之客 unexpected visitors

拥挤的街 crowded streets

Activity 3: Complete the sentences using the past participle as the

predicative. it to be better. (Disappoint) Step 3 Production

And then, let’s come to next step. There are also three activities.

Activity 1: Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence.

Example: 1. They were ________ to accept my idea. (Prepared)

2. I'll be _________ to know how they mad the wonderful fireworks. (Interested)

Activity 2: Rewrite these sentences as one sentence using the past participle as the attribute.

Examples:

1. I found this plate on the floor. The plate was broken in pieces.

I found this broken plate on the floor.

2. I saw a tall, dark and handsome man. His name is Xiao Ming.

I saw a tall, dark and handsome man called /named Xiao Ming.

Activity 3: Correct the following mistakes

Examples:

1. The speech that we listened to yesterday afternoon was very moving. (Moved)

2. From the disappointed look on his face, we know that he didn’t pass the exam. (Disappointing)

Step 4 Assignment

At last, the assignment. I’ll ask the Ss to write a short passage in about 50 words to describe the one of your travel experience, using past participles as the attributive and predicative

Teaching aids

The last but two parts is teaching aids. I’ll use computer and blackboard in my teaching.

Blackboard design

The last past is my blackboard design.

That’s all for my interpretation. Thank you for your listening.

my,first,ride,on,a,trip的说课稿(二)
My First Ride on a Train说课

说课稿

关于Module 3 My First Ride on a Train的说课稿：

各位老师你们好!今天我要为大家讲的课题是Module 3 My First Ride on a Train-Reading. 首先,我对本节教材进行一些分析:

一、教材分析（说教材）：

1、教材所处的地位和作用：

本节内容在全书和章节中的作用是:《Module 3 My First Ride on a Train-Reading》是高中英语教材必修1第3章第2节内容。在此之前学生已学习了一般过去时的用法，这为过渡到本节的学习起着铺垫作用，在节学生将学习过去分词用做形容词。本节内容是在高中英语学习中占据了重要的地位，以及为其他学科和今后的学习打下基础。

2、教育教学目标：

根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：

（1）知识目标：

①掌握下列词汇：

abandoned, desert, colourful, shoot, supply, product, passenger, soil, diamond, distance, and use them to make sentence.

（2）能力目标：通过略读和寻读，学生能够提高他们的阅读技巧和阅读能力。通过本节课学习，学生能够描写自己的旅行经历。

（3）情感目标：学生能了解一些国外的旅游知识，拓宽视野。鼓励学生去旅行，亲近自然。

3、教学重点，难点

教学重点：

学生能概括文章和段落内容，掌握阅读技巧，能够写自己的旅行经历。

二、教学策略（任务型教学法）

1、教学手段：

通过多媒体教学，给学生呈现关于本篇文章的图片，引起学生的阅读兴趣。为学生设计不同类型的练习，帮助学生掌握文章内容。从写作角度讲解，帮助学生能自己模仿课文写自己的一段旅行经历。

2、教学方法及其理论依据：

本课教学内容是外研版高一英语必修1 Module 3 My First Ride on a Train-Reading。通过阅读文章寻找文章的主旨大意和概括段落大意，以及提炼有效信息，让学生学会定位和培养学生高度概括能力。通过对旅行经历的学习，让学生了解更多关于旅行的各方面知识，拓宽视野。

3、学情分析：

（1）学生特点分析：高一入学不久的学生，有一定的基础却缺乏用英语表达的欲望，他们的英语基础知识和基本技能都是一般水平，对英语学习的兴趣不是很浓，因此调动学生的学习兴趣，并引导学生进行扎实有效的联系是课堂的关键。教学中我分别为不同层面的学生设计了学习任务，让他们都能享受到学习英语的乐趣。

（3）动机和兴趣上：明确的学习目的，老师应在课堂上充分调动学生的学习积极性，激发来自学生主体的最有力的动力

最后我来具体谈谈这一堂课的教学过程：

4、教学程序及设想：

各位老师你们好!今天我要为大家讲的课题是Module 3 My First Ride on a Train-Reading.接下来我简单地给大家介绍下我的教学过程和设计，我的教学设计大致分为六个部分：

（1）与学生相互问候，给学生讲解本节课安排和讲学习的内容。

（2）先复习上节课学过的词汇，然后问学生关于旅行的问题，喜欢乘哪种交通工具旅行，引入本节课主题My First Ride on a Train.

（3）展示图片，让学生联系图片和标题，猜测本篇文章可能会谈论到哪些内容。激起学生对文章的阅读兴趣。

（4）学生阅读课文回答问题

第一遍，略读，完成课本练习题3即找出文章大意，概括每段内容。第二遍，寻读，完成课本练习题4，以及填空，学习写一篇旅游经历的文章需要写哪些要素。

（5）接下来，为了巩固刚刚学过的写作技巧，学生进行小组活动，按照总结的写作要素谈论自己的一次旅行经历，选一人分享自己的经历。

（6）布置作业。

让学生写一篇自己的旅行经历。

教学程序：

课堂结构：互动交流，互动交流，情景导入，个体探究，协作探究，布置作业等六部分。

my,first,ride,on,a,trip的说课稿(三)
外研社高一英语my first ride on a train说课稿

General thinking of this module

a) This module helps students to learn the words of

transportations and use past tense to write travel notes and introduce the spot sights through travelling.

b) This module is designed to develop students’ ability of

listening, speaking, writing and reading. Additionally, this module focuses on the learning of polite language, aiming to improve students’ communication ability

Teaching objectives:

c) Knowledge objectives: After this module’s study, Ss

should know how to express the items of vehicles and some relevant verb phrases. At the same time, students should know how to describe a trip.

d) Ability objectives: to improve Ss listening, speaking,

reading, writing abilities comprehensively.

e) Cognitive of emotion: Help students to learn how to treat

people politely.

Key points: help Ss to learn how to describe a trip. Moreover, help them to grasp the how to use past participle as attribute. Difficulties: how to use past tense to describe a trip. Student analysis:

a) After junior high’s study, Ss have already learned the basic rules of past tense, so they already have certain

language foundation of how to use past tense to describe

a trip.

b) Ss already have some reading, speaking, listening, writing foundation, but they need further study,

especially in skills that how to use past tense to

describe a trip and the use of new words.

Teaching methods: According to the senior high school syllabus

and the analysis of teaching material and Ss, I will use task-based teaching to carry out autonomous learning group work, and to cooperate collaborative learning with Ss independent thinking to promote the efficiency of class.

Teaching steps:【my,first,ride,on,a,trip的说课稿】

Step1: introduction

a) Greeting.

b) Make a short lead-in by asking students where did they go last winter break.

Step2: presentation

a) Show the power point with the items of vehicles to Ss, and ask Ss to match the pictures with the words.

b) Ask some Ss to read their answers and correct them.

Step3: Drills

a) Ask students to work in groups to discuss the usage of the

transportations and in which condition we should choose which to take.

b) Invite some Ss to share their ideas with others.

c) Ask Ss to answer the questions in p21 activity2 in whole sentences. d) Ask Ss to do activity3, strengthen their understanding of the verb phrase match with the transportations.

Step4: Practice

a) Ask several students to share one of their travel experiences with

others, using past tense.

Step5: consolidation

Ask every student to write down the most wonderful trip they have ever had, and describe which means of transport they used to get there.

Step6: assignments

a) Make a speech about one of your long distance journey, using the sentence pattern: “I took ...to...”or “I went to...by...” b) Preview the reading in p23.

my,first,ride,on,a,trip的说课稿(四)
高一英语外研版必修1 Module 3 My First Ride on a Train 说课稿

说课稿

大港一中刘继登

尊敬的各位老师：

大家上午好。今天我说的是新课标外研社高一英语Module 3的教学设计。

一、教材分析：

本单元通过旅游经历介绍风光特色，帮助学生学会关于交通工具的词汇，学会运用表示过去的用语作回忆、写游记、介绍风光。

本单元还介绍了解磁悬浮列车这一我国现代化建设的最新成就。

同时，英语是一种语言，通过本单元的学习，学生要在听、说、读、写等语言技能方面有所提高。此外，本单元还设计了礼貌用语的学习，旨在提高学生的交流沟通能力。

1、教学目标:

1.知识目标：

通过对本单元的学习，让学生掌握一些交通工具的表达以及相关的一些动词短语，同时掌握描述旅行的表达技巧。

2.能力目标：

全面提高学生的听、说、读、写能力。

3.情感认知：

帮助学生学会礼貌待人，在小组活动中学会互帮互助。

2、教学重点:

帮助学生学会描述旅行的表达技巧以及语法中的过去分词作定语为本单元的重点。

3、教学难点:

如何使用过去时描述一次旅行。

二、学情分析

1、学生通过初中阶段的学习，对于过去时已经基本掌握，所以，对于学习如何利用过去时描述一次旅行已经有了一定的语言基础。

2、在英语语言方面，学生有了一定的听、说、读、写基础，但是，还需要进一步的提高，尤其是在描述过去的一次旅行的技能方面和词汇方面需要进一步的学习。

三、教学方法：

根据高中英语课程标准以及对教材和学生情况的分析，我认为本单元的在课堂教学中运用任务型的教学方法，开展自主性学习的小组活动，使合作式学习、探究式学习与独立思考相结合，最大程度的提高课堂学习效果。

四、说程序设计：

依据对教材的分析和学生的具体情况，整合本单元的内容，本单元教学分为5个课时，第一课时包括Introduction(P21); Vocabulary(P25); Reading and Speaking(P26)及Workbook P80和P81有关的词汇练习; 第二课时处理Listening (P27)Pronunciation(P28)以及Everyday English (P28)以及Workbook P83和P84的听力部分。第三课时学习Reading and Vocabulary(P22)。第四课时讲解Reading and Vocabulary(P22)里所出现的重点词汇、短语以及句型以及Grammar1（P24）和Grammar2(P26)以及Workbook P79和P80的练习。第五课时讲授Function(P24)和Culture Conner(P29)和Workbook P81和P82的Reading部分。下面，我就各个课时的具体教学环节做以简单介绍。

第一课时：

Step1:导入

通过P21活动1，利用图片展示交通工具，使学生学习有关交通工具的词汇，同时给学生创

设一种愉快、轻松、积极的学习氛围。

Step2:词汇学习

通过P21活动2和3，进一步加强对交通工具的有关词汇以及相关的动词词汇学习。 Step3:小组活动1

通过P21活动4，让学生讲述自己的第一次长途旅行，并让其他同学猜测该同学的当时感受，同时过渡到READING AND SPEAKING。

Step4: READING AND SPEAKING and VOCABULARY

1.阅读

读5段小短文并用happy和unhappy来形容叙述者当时的感受，提高学生通过阅读对文章作者情感态度的判断能力。

Step5:.小组活动2

将学生分成4人的小组形式，结合P25 VOCABULARY中所给出的活动，简单讲述自己进行该第一次活动时的情况和感受，然后请几个学生进行描述。这样，可以提高学生的口语表达能力，有利于促进他们写作能力的提高。

Step6:练习

结合P81活动6进一步巩固对表示场所的词汇的掌握。

Step7: 作业

预习Listening (P27)Pronunciation(P28)以及Everyday English (P28)的相关内容。第二课时：

Step1:导入

通过介绍Mary Lennon导入听力。

Step2: 听力

听P27的听力材料，完成练习1和2，这样可以联练习学生通过听听力材料抓住细节的能力。 Step3: Pronunciation（P28）

为提高学生的口语能力，让学生掌握通过重音不同表达意思不同侧重点的技巧，听材料并找出句子重读部分，并分角色朗读进一步体会。

Step4: EVERYDAY ENGLISH

1、讨论P27的听力材料出现的一些表达方式的作用，并完成练习1和2.

2、用练习1中所给出的词和句子，编造对话，使学生通过模仿，对所学知识活学活用，进

而达到巩固的目的。

Step5:Workbook (Listenning and Speaking)

先让学生分组讨论，根据图片内容进行排序，然后通过听听力材料进行检查核对，然后根据给出的有关词汇进行复述。

Step6:作业

1.将学生分为5组，选出组长，以澳洲地理、人文、风景、物产、历史为内容，分别查找相应的知识，并制作成PPT幻灯片。本作业是为第三课时做准备，同时也能扩展学生的知识面，提高学生探究式学习的能力。

2.预习P23的课文内容。

第三课时：

Step1:导入

通过澳大利亚地图及一些图片引入本课，激发学生的学习兴趣。

Step2:WARMING-UP

通过学生自己制作的PPT幻灯片展示澳洲风情从地理、人文、风景、物产、历史，这样就使学生有了一种学习上的成就感，真正体现了学生的课堂主体地位。

Step3:LISTENING

听文章的听力材料并回答P23第3题（What’s the passage about?），选出文章的主题，以提高学生通过听材料掌握文章大意的目的。

Step4:WHILE-READING

1. 快读

为提高学生通过快速阅读抓住文章主要信息的目的，让学生快速阅读课文，并给每一段总结段落大意。

2.精读

为了进一步提高学生的阅读理解能力，使学生能够通过阅读文章，掌握细节，设计本环节教学如下：

A.让学生阅读文章，完成判断对错题。

B.完成P24的第四题（Read the passage and answer the questions）

C.完成短文。根据课文的所写文，填写文章中的空白。

Step5:POST-READING

让学生根据所学课文内容描述自己的一次旅行：【my,first,ride,on,a,trip的说课稿】

When:Where:With whom:How did you go there:What did you do and see: What’s your feeling:

通过这一环节的练习，让学生掌握描述旅游的文章的写作要素，提高学生的写作能力。 Step7:HOMEWORK

为了使学生巩固所学知识，进一步加强对过去时态的掌握，提高学生的写作能力，要求学生根据本单元所学知识，用过去时态写一篇文章，题目参考P27的Writing的内容。

第四课时：

Step1：LANGUAGE STUDY

处理课文中出现的重点词汇、短语以及句型

Step2：GRAMMAR1 -ed形式做定语

结合课本P24页的语法内容，讲解过去分词做定语表示被修饰语和过去分词之间是被动关系，如果是过去分词短语做定语，则需要后置。然后进行练习，处理P79的练习1和2，加强对这一语法现象的理解和掌握。

Step3：GRAMMAR2

结合课本P26页的语法内容，讲解一般过去时基本知识，点明一般过去时与表示过去的一些时间短语联用。然后通过处理P80的练习3进行练习，巩固对一般过去时的掌握。

Step4：EXERCISE

以质量检测P33单项填空题为练习内容，练习本节课讲授的知识点和语法项目，检查学生学习效果，并对所学知识进行巩固提高。

Step5：HOMEWORK

要求学生课下复习本节课所学的知识，并预习FUNCTION（P24）和 CULTURE CONER(P29)的内容。并且要求学生编造以购物为内容的小对话。

第五课时：

Step1:LEAD-IN

学生展示自己编造的小对话，老师启发学生评论对话中人物的态度，并找出其中出现的礼貌用语，将之板书于黑板上。

Step2:FUNCTION

通过本环节的学习，学生可以掌握一些礼貌用语。

1. 小组讨论

学生分两人小组阅读P24的对话，并讨论P25活动2中的两个问题：检票员的态度如何？我们可以用那些话语来改变他的语气？

2. 改写对话

要求学生，用自己所找到的礼貌用语改造P24的对话。

3. 补写对话：

利用P25活动4所给出的问题，将对话内容进一步扩展，补充完善。

Step3:CULTURE CONER

通过学习上海磁悬浮列车的内容，增强学生的民族自豪感，加强爱国主义教育。

1. 小组讨论

将学生分成4人小组讨论P29给出的两个问题（磁悬浮列车和普通列车的区别；磁悬浮列车的优点是什么？）。

2. 阅读【my,first,ride,on,a,trip的说课稿】

A．快读文章检查讨论的结果

B．仔细阅读文章总结段落大意。

Step4：Workbook（Reading）

快速阅读文章给每一段选出段落大意并完成P83的阅读理解题，通过本环节提高学生的阅读理解能力，同时进一步学习用过去时态描述一次旅行的技巧。

Step 5:HOMEWORK

完成本单元综合性练习一套，巩固本单元所学知识。

my,first,ride,on,a,trip的说课稿(五)
My First Ride on a Train教案

Module 3 My First Ride on a Train

教学设计

设计教师 XX

教学年级高中一年级（必修1）

课题名称 Unit 3 My First Ride on a Train（reading）

教材版本外研版

授课时间 30分钟

1. The Analysis of this lesson

The topic of this lesson is about “trip”. It refers to talking about “an experience on a train in Australia”. It mainly introduces the history of the train and the scenery during the ride. Meanwhile, the use of past tense and the use of past participles of verbs are also focused in this lesson.

2. The Analysis of the students

The students in class are in Senior Grade One. They have learn the past tense in middle school, so grammatically, this article would be not very difficult for them to understand.The topic is trip, and students will have great interest in it.

3. Teaching aims

(1) Language points

Students can know the meaning of the key vocabulary: abandoned, desert, colourful, shoot, supply, product, passenger, soil, diamond, distance, and use them to make sentence.

(2) Language competence

① Students can improve their reading skills by skimming and scanning. ② With teacher’s help, students can master the main idea of this passage. ③ Students can use what they have learned to describe a trip or one of their experiences.

4. Teaching and learning difficulties

Teaching difficulties: Enable the students to understand the passage clearly

and learn to describe their own trip.

learning difficulties: Students may fell difficult to find the main idea of each paragraph, and to analyze structure of this passage.

5. Teaching aids

Some pictures about the train to arouse the interest of students.

6. Teaching procedures

Step 1: Greeting: Good afternoon, boys and girls!Today, we are going to learn a passage, before we learning this passage, let’s review the words we’ve learned yesterday.

Step 2: Lead-in (about 5 minutes)

(1) Students read the words following me in page22.

(2) Ask students “Do you like to travel?” “where you have went”, and I give some response to them. After that I ask them “which kind of transportation you prefer?” Some students may say train, and I say “today, we are going to learn the passage “my first ride on a train.”

Step 3: Pre-reading (about 2 minutes)

Firstly, show one picture of the train, and then ask students.

T:Look at this picture and the title, combine with your own experience, and try to guess what this passage will talk about.

Guide students to find the probable answers..

Further questions, show more pictures, and ask students.

T: Do you think the train is very comfortable?

S:...

T:Does the food looks delicious?

S:...

T:Is the scenery beautiful?

S:...

T:Do you want to have a ride on this train?

S:...

Step 4:While-reading(about 20 minutes)

After the questions and answers, let students turn to page 23 and read the passage.

1, Skimming

Ask students to read passage and try to find out the main idea of each paragraph including paragraph.

para 1 the scenery along the railway

para 2 why is the train called the Ghan

para 3 things about camels

para 4 a general introduction to my first ride on a train para 5 how I spent the time on the train

para 6 the fate of the camel

2, Scanning

(1)Ask students to read the first paragraph carefully and finish activity 3 in the text book, and find the answer to explain why the other three ones are wrong.

(2)Ask students to read the rest of the passage carefully, and answer the questions in activity4.

(3)Ask students to fill the blank

① For example:Alice made her first long-distance train ride at the age of 18. ② We______in Sydney and we ______in Alice Springs. (_____)

③ ______and I traveled on the famous Ghan______. (______)

④ We ate great meals cooked by______. (______)

⑤ They saw field, soil, desert, and ________ farms which were built more than a hundred years ago. (________ )

⑥ During the day, I sat and looked out of the window, and sometimes

talked to other __________ (________ )

⑦ I read books and listen to my Chinese ___________ (________ )

Step 5:Post-reading(about 5 minutes)

Group work

Ask student to talk about one of their traveling experiences, the content should include “when ,go where, with whom, how about the scenery or food, what they did,” and talk to the classmates.

Step 6: Homework

Ask them write down their own traveling experiences, which

they talked during the class.

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