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視頻標簽：My First Rid,On a Train
所屬欄目：高中英語優質課視頻
視頻課題：外研版高中英語教材book1 Module3 My First Ride On a Train
教學設計、課堂實錄及教案：外研版高中英語教材book1 Module3 My First Ride On a Train
外研版高中英語教材
Book 1 Module3 My First Ride On a Train
教學設計
教學 內容 Book 1 Module 3 My First Ride On a Train
Speaking and Writing
授課 時間
45 分鐘
教材 分析
本模塊以My First Ride on a Train為話題,通過模塊教學，使學生學會用過去時態和表示過去時態的時間短語來描述過去的旅游經歷，并掌握有關交通工具和各種地點及活動的用語。功能句式要求學生學會如何在生活中使用禮貌用語以及如何在會話中做出回應，表明態度。
教學 目標
題材 目標
Instruct students to talk about the trip by using the past tense and key words such as ―What/ Where/ When/ How/ Who…‖ In addition, make students write about a trip. 語 言 知 識 目 標
Teaching Important Points ( 教學重點) 1. Encourage the students to talk about a trip.
2. Help the students make sense of how to write about a trip.
3.Help the students to improve their speaking and writing ability. Teaching Difficult Points （教學難點） 1. Lead the students to talk in class actively. 2. Instruct them to write about a trip.
Teaching methodology and strategies （教學方法與策略） 1. Learner----centered Approach 2. Task ----based activity
Teaching aids and materials （教學手段）
A multi-media computer , textbooks, and a tape recorder
Important words and expressions ( 重點掌握的詞匯和表達) Vocabulary: helicopter, motorbike, tram, distance, abandoned, camel, dessert, diamond, expert, midnight, product, scenery, soil, journey, train, circus, seaside, stadium, frighten, interview, interviewer, event, exhausted, vacuum, rail, track
Phrases: get on, get off, get out of, look out of, pass a law, during a day, at midnight, be short for, out of date, get into, take off, refer to, not…any more
2
語言技能目標 Make students talk about a trip by using some key points, and finally write about it.
情感 目標 Through speaking and writing about a trip, students are expected to develop their ability of team work and researching into learning materials..
學習 策略 Make students improve their abilities of speaking and writing by discussing and team work.
文化 意識
1. To master and improve the writing and speaking skills. 2. To develop students’ ability of teamwork.
教學 策略
本課時主要以口語和寫作教學為主線，以任務型教學模式培養學生的口語和書面表達策略，主要分為兩類活動：一類活動的任務是針對性地訓練口語技巧，即給出關鍵詞線索的口頭表達能力訓練。另一類活動的任務是口頭表達和寫作展示，以小組合作形式進行討論和模仿，并最終進行展示，在教學中進行知識的輸入、技能的培養和文化意識的滲透，以及良好學習策略的指導。
教學過程
Step 1 Lead-in: An English song about ―Trip!‖ Step 2
Teaching of the new lesson Pre－ Task (10’)
Revision: To do fast-reading and answer ―wh- ‖questions Activity 1 Revision
1. Fast-reading
2. Ask some detailed questions about the reading ―My First Ride on a Train‖.
1) Where did they go? -- Alice Springs 2) Who traveled to Alice Springs? —Alice And a friend
3) How did they get there? –By train
4) What did they think about the food there? –Great 5) What did they think the scenery is? –Colorful 6) What is Alice Spring famous for?—Desert
7) What did they think of the night on the train?—The stars shone like diamonds.
8) What’s the common means of transport in Alice Springs?—Camels
設計目的：通過提問一些課文中的細節問題來
復習課文并引出本課中心—如何寫游記。
Step2
Activity 2 Summary 1. How to write about a trip? 2. Key words: Where did you go? —Destination (目的地) When did you get there? —Date（日期） Who traveled with you?—Company (伙伴) What did you do there? — Activity （活動） What do you find are the special or amazing parts? —Symbol (特色象征) How did you get there?—Transportation （交通工具） How did you feel about the trip? —Feeling （感受） 設計目的:根據所給關鍵詞掌握寫游記的技巧。
Activity 3 Key points When in 2015…; last year/month; during the summer holiday; when I was… years old; recently; … years ago… How (Transport) by bike/bus/car/train/ship
(sea)/boat/plane
on foot/one’s bike
walk (to)
ride a bike; drive a car/bus;
take a bus/train/taxi;
fly (to )/ take a plane;
How（Feelings) leave/give a deep impression on
sb.; be impressed with; enjoy the
trip; have a good time; so+adj...+
that…
While－Task (20’)
According to the key points, students try to practice talking about a
trip.
Step3 Activity 1 Work In Pairs Make a dialogue about a “trip” with your partner by asking and answering the “wh-”
questions! A:_______________________________________ B: _______________________________________ A:_______________________________________
B: _______________________________________
設計目的：通過兩人合作運用“wh-”問題來編
對話，使學生熟悉談論“游記”所需要涉及的內容，為下一步寫游記打下基礎。
4
While－Task
Activity 2 Prepare for writing
My trip to Australia (underline the key points) In 2006, I traveled to Australia with my friends. I was very excited because this was the first time I had been to a foreign country by plane. In Australia, I saw Kangaroo and Koala, which are the symbol of Australia. I also went to visit Sydney Opera House. Besides, the beautiful scenery and blue sky left a deep impression on me. This journey is so amazing that I will remember it forever.
設計目的：教師給出一篇游記范例，讓學生標
注出文章中設計―wh-‖問題的關鍵點，為下一步學生討論和寫出完整游記做出鋪墊。 Activity 3 Group work
Make up (編寫) the trip to…
1.Each group including 4 students will talk about a trip to China or other countries.
2. According to ―wh-‖ questions, the group members can work together to finish the following chart. 3. Each group presents the group work.
4. Other students should pay attention to the presentation, and try to find out the key points.
設計目的：將學生分為兩大組，國內旅行組和
國外旅行組，進行小組活動，使得學生進一步了解游記如何去說去寫, 使學生通過所給關鍵詞來進行小組討論并由組長歸納總結最后進行展示，目的最終要使學生掌握寫游記的技巧。
Step4
Post -task (13’)
Presentation—Each group presents the trip by speaking.
Places Group A: In China
Group B: Abroad
Where When Who
How (Transport) What
How (Feelings)
設計目的：通過口頭表達游記為書面表達奠定基礎。
5
Home- Work (1’)
Writing: According to the “wh-” questions, every student is required to write about a trip. 設計目的： 布置任務，讓學生利用本課所學到的知識，寫出自己曾
經一次難忘的旅行，達到學以致用的目的。用筆頭練習的方式，檢驗學生的學習效果輔之以寫作要求布置，方法指導，提高學生的書面表達能力。
Summ-ary (1’)
"It is better to travel ten thousand miles than to read ten thousand books."
讀萬卷書不如行萬里路
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