外研社版高一必修1 Unit 3 My first ride on a train同步教案1

外研社版高一必修1 Unit 3 My first ride on a train

同步教案1

Period One: Reading

My First Ride on a Train

Ⅰ教学内容及教学目标

1 学习有关交通工具的名词和动词，回忆每一次旅游的快乐情景

2通过查找信息，描述自己印象中的澳大利亚

3 学习部分有关中将要出现的生词（需要在文章中猜测的词汇除外）

4 学习在澳大利亚乘火车旅游的文章

5 训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，学会运用细想象、联想、逻辑分析和英语思维的能力

6 学会如何描述火车旅游的情形

Ⅱ情感目标

Ⅲ教学方法

ⅠIntroduction

1 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…”

ⅡReading 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.

ⅢReading

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. ( 接龙赛)

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.

Module 3, Period 2: Grammar

Teaching goals:

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: 过去分词用作形容词

1、及物动词的过去分词表被动，

e.g. respected leader, excited children, steamed bread, closed windows, broken glass

2、不及物动词的过去分词不表示被动，只表示动作的完成

e.g. fallen leaves, risen sun, changed world, retired teacher

3、使用动词的过去分词表示被修饰的人或物所处的状态，相当于一个形容词

e.g. a puzzled look, disappointed children,

4、一般来说，单个的过去分词作定语时，放在被修饰的词之前，分词短语则放在被修饰的词之后

。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 一般过去时( 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、途径

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. 尝试做某事（看某种方法是否行得通）

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 为……的缩写

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

Module 3, 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 design

Part 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 ③and ④. (Pictures provided)

③Excuse 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).

④What 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?

Part 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.

Part 3 V ocabulary

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. Homework:

Write about your childhood memories. ( about 100~ 120 words)

Module 3, 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 ⅢPronunciation

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 ⅣEveryday 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.

Homework：

Review the extensive reading on P26, and “Cultural Corner” on P29.

Module 3, 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:

Task 1: 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.

Task 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?

Task 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.”

Task 5: Writing. Individual work.

Ss write the first draft, imitating the sample passage.

Task 6: Presentation.

Group members share their works and each group chooses a representative to present their works before the class.

Task 7: Homework.

Reedit your draft and hand it in.

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