Module3 Reading and Vocabulary 公开课教学设计（一）
1教学目标
1. Target language 目标语言
a. 重点词汇和短语
abandoned, expert, product, scenery, shoot, be short for
b. 重点句式
We got on in Sydney and we got off in Alice Springs, right in the middle of Australia, more than four thousand kilometers away.
We ate great meals cooked by experts.
In 1925, they passed a law which allowed people to shoot the animals if they were a problem.
2. Ability goals能力目标
Enable the students to talk about the travelling experience.
3. Learning ability goals学能目标
Help the Ss use a mind map to analyze the passage.
2学情分析
本课教学对象为高一新生,有一定的英语基础,但又面临初高中衔接的困境，因此会对英语学习产生为难情绪或失去学习英语的兴趣。
3重点难点
Get to know the travelling experience of Alice.
How to express the travelling experience.
4教学过程
4.1第二学时
4.1.1教学活动
活动1【导入】Step I Lead－in
A small talk about students’ travelling experience.
Questions: Do you like travelling
With whom
When and where
How
活动2【活动】Step II Brainstorm
Topic about Australia---location, climate, animals, cities & language
活动3【讲授】Skimming
Divide the passage into two parts and summarize the main idea.
1). Who, with whom, when, where, how, how long
Part1(Para1~Para3) My first ride on a train
2). What she did during the journey
3). What she saw during the journey
1) horses
Part2(Para4~Para6) Why the train is called the Ghana
2) camels
3) the train
活动4【活动】Mind mapping
The whole class is divided into eight groups. The first four groups are responsible for part 1, and the rest are responsible for part 2. Then they retell the part they are responsible for with the help of mind map.
活动5【讲授】Consolidation
In order to make sure every one can grasp the details of the passage, students retell the passage together with the help of the mind map made by the teacher.
活动6【讲授】Summary
When talking about an experience, what factors can be mentioned
Who, when, where, what, with whom, how, how long, why, etc.
活动7【活动】Activity
Students make up a dialogue in group of two or three to talk about their travelling experience, including the questions mentioned above.
活动8【作业】Homework
Write a passage about the first time you travelled a long distance within 100 words.
Attention: Use past tense time expressions correctly.
2 / 2Unit3 Reading and Vocabulary名师教学设计
1教学目标
Help Ss to understand and master the passage with the questions
(what, where, when, how, who)
Help Ss to master some words and phrases
Help Ss to improve their reading skills
2学情分析
According to Senior One students’ learning level, some of them are still weak at English, particularly reading skills, in spite of their many years’ learning of English. To my delight, most of them have a passion for English, who are glad and ready to follow me. Therefore, it’s a good chance for me to take full advantage of it to guide them and design practical and motivational class activities to enhance their reading comprehension abilities.
3重点难点
Important teaching points
Language study
Develop Ss’ awareness of exploration and cooperation
Difficult teaching points
Understanding of the passage
How to vividly describe their first life experiences and express opinions about the current phenomenon, such as the bad behavior or unforgettable scenes during the journey.
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Leading-in
Listen to an English song about Australia
Ask which country is mentioned in the song
Guessing-game
As we know, with the development of tourism, travel becomes very convenient and it has become a very important part in people’s life. Many people travel everywhere during the holiday. Today I will take you to a beautiful country – Australia.
(Show the pictures about Australia on the screen. Ask Ss to say one or two sentences about Australia. Then ask them some questions about Australia.)
活动2【讲授】Reading
Step Two. Brainstorm
Learn some new words and fill in the blanks to complete a short passage.
Step Three Analyzing the text
Ask: What is the passage mainly talking about
Answer some detailed questions about the passage
Match each paragraph with their main ideas.
What kind of writing is this passage
Read the first paragraph. Now that this passage is narration, try to quickly find "who, when, where, what and how"
Read paragraph 2, 3
(1.) What was the scenery like during the trip
scenery
The first few hundred kms
After that
Suddenly
(2.) What did Alice do on the train
During the day
At night
Step Four. Presentation-Mind map of the text
Step Five. Sorting
Read paragraph 4, 5, 6 and then put “me” in the right order!
●camels were trained to carry supplies back form the central part.
●camels were shot because of the new railway line built by the government.
●they brought camels from Afghanistan.
●Australians needed a way to the central country.
●they tried riding horses , but failed.
Step Six.
Pictures- Bad behavior while traveling
Step Seven.
Advocating civilized traveling
活动3【作业】Home work and Reflection after teaching
Homework
Retell the whole passage.
Reflection after teaching
2 / 3Module3 Reading and Vocabulary 公开课教学设计（二）
My First Ride on a Train
----Teaching Design of the Reading Period
Part I Designing Principle:
The teaching design is strictly based on English Curriculum, according to which the aims of teaching reading in senior high school are to develop students’ reading strategies, to build up their language sense and to develop their abilities to get and process information from the reading materials. And all the teaching procedures serve these aims.
Part II Background Analysis
1. Learning Material
From Page 23 in Module 3 in Book 1, the reading material, entitled “My First Ride on a Train” is a travel note, in which the writer tells the place he went to, the scenery he enjoyed, the things he did and the history of the train he took. There are altogether 353 words in the passage and there are only 7 new words.
2. Learners’ Background
In knowledge, students are familiar with Chinese travel notes. However, they have little chance of reading an English travel note, and therefore know little of how an English travel note develops. Students have got some knowledge about Australia, but they know nothing about the Ghan train and the scenery along the Ghan train route.
In strategies, students have learned some reading strategies, such as predicting, skimming, scanning and inferring through the previous two modules’ study. However, they have not fully mastered them and still need more practice to train them.
In cognition, as a student in senior one, the learners’ abstract thinking pattern has been developing, but they still remember better if the material is more visualized, meaningful and interesting.
Part III Objectives：
1. By skimming and scanning, students will be able to get some factual information, such as the writer’s personal information, what the writer saw and did during the ride and the history of the Ghan train. ( the learning focus of this period)
2. By intensive reading and inferring, students will be able to analyze the writer’s feeling of the ride. (the difficult point)
3. By concluding, students will be able to get the structure of the text. (the difficult point)
4. Students will be able to talk about their own experiences of first ride on a train.
Part IV Teaching Procedures：
The teaching process is divided into three parts, pre-reading, while-reading and post-reading. Detailed procedures and instructions are as follows:
Pre-reading:
1. Lead-in: Look at the picture on the screen, what is it Do you still remember your first time to take a train When was it Do you like it
Purpose of design: This activity can not only lead to the topic and make students get warmed up, but also activate their acquired knowledge to support the further study.
2. Prediction: Look at the title “my first ride on a train”, try to guess which of the following topics may be talked about in the text.
A. the time of the ride
B. the place the writer went to
C. an accident that happened
D. the train he took
E. the things he saw
F. a particular person he met
Purpose of design: This activity will get students’ mind closer to the content of the text to be read and also arouse students’ curiosity, thus making reading more interesting and purposeful.
While-reading：
1. Read the whole passage
Find out which of the six topics are really mentioned in the text.
A. the time of the ride
B. the place the writer went to
C. an accident that happened
D. the train he took
E. the things he saw
F. a particular person he met
Purpose of design: This activity will lead students to use skimming strategy to check their predictions and get a general idea of the text.
2. Read paragraph 1
(1). Answer the following questions:
a. What’s the name of the writer How old is he
b. Who did the writer go together with
c. Point out the starting point and end point of the ride on the map.
Purpose of design: This activity will lead students to use scanning strategy to get the background information of the ride. With the help of the picture, the route of the ride will be visualized, therefore, the students can have a clear understanding about it.
(2). Conclusion: According to the questions you have answered, try to conclude what the writer tells us in this paragraph.
Purpose of design: This activity will lead students to summarize the main idea of para.1 and prepare for concluding the structure of the whole text.
3. Read paragraph 2
(1). Put the following three pictures in the same order as the writer saw them and give some keys words in the text to describe the pictures.
Purpose of design: This activity will help students catch the key words to describe the scenery. The three pictures here visualize what students read in the text, which will help them process the information in text more effectively.
(2). Conclusion: According to the questions you have answered, try to conclude what the writer describes in this paragraph.
Purpose of design: This activity will lead students to summarize the main idea of para.2 and prepare for concluding the structure of the whole text.
4. Read para3
(1). Answer the questions:
a. What did the writer do on the train
Purpose of design: This activity will lead students to use scanning strategy to catch the key words to describe the things the writer did.
b. Did the writer enjoy the ride on the train Find evidence in the text.
Purpose of design: This activity will lead students to use inferring strategy to know the writer’s feeling during the ride.
(2) Conclusion: According to the questions you have answered, try to conclude what the writer describes in this paragraph.
Purpose of design: This activity will lead students to summarize the main idea of para.3 and prepare for concluding the structure of the whole text.
5. Read para4-6
(1) Fill in the four blanks on the timeline and try to find out why the change happened.
Purpose of design: This activity will help students have a clear understanding of the history of the famous Ghan train. And the timeline here visualizes the history, thus helping students effectively understand the content of the text.
(2). According to the questions you have answered, try to conclude what the writer tells us in this part
Purpose of design: This activity will lead students to summarize the main idea of this part and prepare for concluding the structure of the whole text
(3). Do you think the law that allows shooting camels is reasonable Why
Purpose of design: This activity encourages students’ critical thinking, making them relate the received information with their general knowledge and generate their own ideas.
6. Summarize the structure
With the help of what the teacher wrote on the blackboard, try to find out how to divide the text.
Purpose of design: This activity will help students understand the structure of the text and prepare them for the task of describing their own experience.
Post-reading
1. Consolidation: The author writes the sentence “what a ride” in paragraph 1. Add one adjective before the word “ride”, and give your reasons.
Purpose of design: This activity will help students consolidate the acquired information from the text, and enable them to use inferring strategy to grasp the writer’s attitude and feeling conveyed in the text.
2. Presentation: Based on what we learn today, talk about your own first ride on a train/plane/bus.
Purpose of design: This activity will help students relate the received information with their own knowledge and experiences, thus realizing language output.
Homework
Write an article about your first ride on a train, a bus or a plane.
Part V Designing features
1. The teacher uses transition devices to facilitate students’ understanding of the text.
A transition device is a way to transfer information from one form to another. Information presented in plain text form does not facilitate information retention. When information in text form is transferred to another form, especially a visual form, it can be more effectively processed and retained, in which case readers can have a better understanding of the text. During students’ reading process, the teacher designs some transition devices in the tasks, such as pointing out the route of the train on the map, sorting the pictures of the scenery and finishing the timeline of the history of the train, all of which facilitate students’ understanding of the text.
2. The teacher provides proper scaffolds in the process of leaning.
The teacher adopts Vygotsky’s Zone of Proximal Development theory. According to the Background Analysis of this class, the teacher knows what the students can do unaided and what they can do with guidance. On the basis of it, the teacher designs the tasks from easy to hard and during the learning process provides proper scaffolds in each procedure. For example, before letting students summarize the main idea of each part, the teacher presents some factual questions so that students can catch the key words in this part, as a result of which students can summarize the main idea more easily. Meanwhile, the summary of each part also prepares students for the concluding of the whole structure of the text, which also contributes to students’ talking about their own experience. It is these proper scaffolds that make students’ learning process smooth and effective. It is these proper scaffolds that contribute to students’ realizing the objectives of this period.
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