外研版高一英語必修一示范課教案閱讀教學(xué)設(shè)計(jì) (2)

1、(外研版高一英語必修一示范課教案閱讀教學(xué)設(shè)計(jì))授課內(nèi)容：Module 3 My First Ride on a Train(Reading)授課教師：方華瑛授課地點(diǎn)：高一（2）教室授課時(shí)間： 2012年 9月 18日上午10:20-11:05 一、 Contents本模塊是通過旅游經(jīng)歷介紹風(fēng)光，幫助學(xué)生學(xué)會(huì)關(guān)于交通工具和地貌等自然現(xiàn)象的詞語，學(xué)會(huì)運(yùn)用表示過去的用語作回憶、寫游記、介紹風(fēng)光。 二、 Teaching Goals1) Target Language： Pronunciation Stress1. Words: abandoned cassette circus colorful d

2、esert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply 2. Phrases: in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of 3. Gramm

3、ar : -ed形式作形容詞；表達(dá)過去時(shí)間的詞語或詞組 4. Function : 禮貌用語 5. Topic : 介紹旅游經(jīng)歷；介紹童年故事 2） Language skills： Listening : 聽懂對事件的回憶、旅游介紹并獲取信息 Speaking : 禮貌地進(jìn)行Everyday English中的對話；運(yùn)用過去時(shí)間回憶；運(yùn)用含有-ed句子介紹風(fēng)光 Reading : Scanning, skimming, careful reading, generalization; inference等閱讀微技能訓(xùn)練 Writing : 用所學(xué)的詞匯、詞組、及含-ed的句子寫介紹旅游情況的

4、文章和各種回憶 3） Learning Strategy： 學(xué)生一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語思維能力。認(rèn)知- 聯(lián)系，歸納，推測，速讀，略讀，查讀等技能 ,調(diào)控-從同伴處得到反饋，對自己在敘述及作文中的錯(cuò)誤進(jìn)行修改 ,交際-積極、有效同時(shí)禮貌地進(jìn)行對話, 資源-積極有效閱讀從網(wǎng)上及各種媒體所獲取有關(guān)旅游及介紹各地風(fēng)光的信息4）Cultural Awareness：了解我國現(xiàn)代化建設(shè)的最新成就；了解我國及各地不同的旅游文化 5） Emotion Attitude ：熱愛祖國河山；為祖國建設(shè)感動(dòng)自豪；倡導(dǎo)文明禮貌 三、 Teaching difficulties and impor

5、tance：Teaching Important Points：1. 如何使用地道英語描述風(fēng)光、事件或回憶 2. 正確理解并應(yīng)用-ed形容詞 3. 如何禮貌進(jìn)行日常對話 Teaching Difficult Points: 能用得體的英語表達(dá)自己，描述過去的難忘經(jīng)歷 四、 Teaching Methods:基于課程改革的理念及“第二語言習(xí)得論”和“整體語言教學(xué)”理論，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展促進(jìn)自主性學(xué)習(xí)的課堂活動(dòng)，強(qiáng)調(diào)合作探究與獨(dú)立思考相結(jié)合，初步設(shè)計(jì)“PTP”自主學(xué)習(xí)立體模式：（Pre-task-Task-cycle-Post-task）。 五、Dealing w

6、ith teaching materials: Task：學(xué)生能利用照片、明信片、紀(jì)念品等向同伴介紹旅游情況。三個(gè)環(huán)節(jié)如下： Pre-task: 學(xué)生回憶往事，激活背景知識(shí)，重溫情感體驗(yàn) Task-cycle: 通過整個(gè)模塊聽說讀寫的訓(xùn)練，強(qiáng)化“描述風(fēng)光或一件難忘的事”的表達(dá)及語篇能力，為完成任務(wù)做好鋪墊 Post-task: 達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況。 六、 Design Ss=students; T=teacher; group work; pair work; individual work;screen Period 2 Reading 、Contents and Aims1、

7、學(xué)習(xí)在澳大利亞乘火車旅游的文章 2、訓(xùn)練速讀、略讀和查讀技能，通過中心句掌握全文中心，學(xué)會(huì)分析文章結(jié)構(gòu)， 學(xué)會(huì)運(yùn)用想象、聯(lián)想、邏輯分析和英語思維的能力 3、學(xué)會(huì)如何描述乘火車旅游的情形 、Teaching ProceduresStep1: Lead-in (5m)1.Show the students some pictures of means of transportation.2. Ask them to discuss what they are and what is his/ her favorite.3. Ask them to give more examples of mea

8、ns of transport and recall his/her trip to a place.Step2: Pre- reading task Content Prediction(8m)1. According to the picture and the title, try to predict what we will be able to learn from the passage. (2m) 2. Task-cycle Reading(6m) Pre-reading Map reading Look at the map of the railways in Austra

9、lia, discuss which city you would like to travel and how to get there. Step3: While-reading (5m)Activity 1 First ( Fast ) reading Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan ) Step4: Careful reading (20m)A . Find

10、 main sentence in each paragraph. B . Main idea C. Guide Ss to find out the structure of the passage. Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4) Activity 3 Third reading ( Reading Strategies Applying ) A. Find out appropriate information to fill in the form below: Part One (

11、1) Who When Where What Why How Part Two (2-3) Food Scenery First hundred kms After that Suddenly B. Put me in the right order and form a passage, adding in the time signals. Camels were trained to carry supplies back from the central part. Camels were shot because of the new railway line built by th

12、e government. They brought camels from Afghanistan. Australians needed a way to the central country. They tried riding horses, but failed. C. Word-guessing ( abandon, diamond, supplies) Step5:Post-task (6m)Activity 1 Retelling Retell the passage with the help of the form Activity 2 Discussion P24 Activity 3 Small debate “They should shot the camels” Recalling Recall what we le