外研版英语Book I Module 3 My First Ride on a Train 阅读课 教学设计
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| 名称 | 外研版英语Book I Module 3 My First Ride on a Train 阅读课 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 16.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2016-09-04 12:29:18 | ||
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文档简介
Module
3
Book
I
My
First
Ride
on
a
Train
一、课程分析
1.
学习内容
外研社“新标准”高一英语第一册Module
3
“My
First
Ride
on
a
Train”
中的第二课时——阅读课。本节课的话题是到澳大利亚观光旅游。
2.
学习重点
在巩固上一课时有关词汇的基础上，综合训练学生的语言运用能力。
3.
学习难点
1.
Learn
to
skim
to
get
the
main
idea
of
the
passage.
2.
Learn
to
describe
an
event,
e.g.
a
trip,
a
bus
ride,
a
train
ride,
an
air
flight,
etc.
二、学情分析
教学对象是某县城重点中学学生。经过初中阶段的基础语言学习，学生基本能听懂各种英语课堂的指令，并能用简单的英语进行表达。本班学生的特点是比较活泼，个别学生喜欢表现自己。课堂气氛较轻松和谐，但绝大多数同学没有坐火车旅游的经历。
三、设计理念
根据“和谐高效”、“思维对话”的教学理念，坚持“以学生为主体”的宗旨，提出有特色、有时效的设计理念。
1.
教师的引导要始终渗透在课堂教学之中，引导学生主动探究并迁移运用，激发学生的兴趣，使每一位学生参与到情景之中。
2.
本着“动脑思，动笔写”的原则，提高学生综合运用语言的能力。
3.
教学过程始终围绕着本课的中心话题，完成教学目标。
四、学习目标
通过阅读，理解课文大意，把握文章结构及层次，能根据课文内容共同或独立完成相关练习，能运用所学知识写回忆、写游记、介绍风光等。
五、教学流程
1.
课前准备：
让学生通过讨论、上网查资料等方法了解澳大利亚有关人口，气候，动物，城市等信息，并能用英语表达。
点评：让学生自主学习探讨，并借助于网络、资料等了解有课文相关的基本内容，开阔了学生视野，丰富了他们的知识，并锻炼了他们英语阅读、搜集整理等方面的能力。
2.新课导入：
Ask
the
students
to
present
the
information
they
have
got
before
class
and
then
collect
the
information.
Lead
in
the
new
lesson
according
to
the
information.
T:
Australia
is
a
beautiful
country.
Are
you
interested
in
it
Do
you
want
to
travel
in
Australia
on
the
famous
Ghan
train
Ok,
let’s
begin
.
点评：能够以学生自己所搜集的信息来激发起学生对即将学习的文章内容的兴趣，调动起他们的好奇和求知，并用相关问题引导，使之带着问题和任务来进行课文学习，是一个好办法。
3.
新课呈现：
Step
1.
Fast
reading
Read
the
passage
quickly
and
get
the
main
idea
of
it.
A.
a
train
ride
to
Sydney
B.
taking
the
train
to
Australia
C.
traveling
to
the
central
part
of
Australia
D.
a
child
visiting
her
grandmother
Step
2.
Careful
reading
Read
the
passage
and
answer
the
following
questions
(1).
Did
Alice
travel
on
the
train
a
long
time
ago
(2).
Was
her
destination
on
the
coast
of
Australia
(3).Was
the
scenery
the
same
during
the
whole
journey
(4).Did
she
study
while
she
was
on
the
train
(5).Did
the
Australians
use
horses
to
travel
to
the
center
of
the
country
(6).Do
they
still
use
camels
to
deliver
goods
Step
3.
Pair
work
Ask
the
students
to
put
questions
and
answer
each
other’s
questions.
(Let
the
students
read、think、discuss
and
respond
to
each
other's
questions.)
Step
4.
Vocabulary
1.
Show
the
students
the
pictures
of
the
following
words
camel
cassette
desert
diamond
clouds
soil
passengers
shoot
(Mark
the
pictures
with
the
words)
Let
the
students
read
after
me
and
then
read
and
remember
the
words
by
themselves.
2.
Explain
some
words
in
English
a.
midnight---12
o’clock
at
night
b.
product---something
produced
by
nature
or
by
man
c.
scenery---general
natural
features
of
a
district,
e.g.
mountains,
plains,
valleys,
forests
d.
journey---travel
esp.
a
distant
place
on
land
e.
abandoned---deserted
Let
the
students
read
after
me
and
then
read
and
remember
the
words
by
themselves.
3.
Fill
in
the
blanks
with
some
of
the
words
learned
above
(1)
The
bus
is
crowded
with
(2)
The
in
this
city
is
very
colorful
(3)
The
old
man
lived
in
an
house
(4)
It
was
raining
hard
at
(5)
He
is
making
a
round
the
word
(6)
are
valuable
stones
Step
5.
Difficult
sentences
1.)
Translate
the
sentence
into
Chinese.
We
saw
abandoned
farms
which
were
built
more
than
a
hundred
years
ago.
2.)
Change
the
sentence
into
an
attributive
clause.
We
ate
meals
cooked
by
experts
3.)
Use
a
sentence
in
the
passage
to
replace
the
following
one.
In
the
early
eighteenth
century,
according
to
the
law,
if
the
animals
became
a
burden,
they
may
be
killed
by
people
点评：阅读体现出由易到难，步步提升的科学程序，对文章的理解也是由总体理解到细致把握的过程，符合阅读的规律。词汇采用了多种学习方法，能够给学生一个快速、灵活、高效的学习方法。
4.练习巩固：
1)
Read
the
text
loudly
and
try
to
complete
the
following
passage.
Recently,
I
had
my
first
ride
on
a
long
distance
train
in
Australia.
We
got
on
in
Sydney
and
we
got
off
in
Alice
Springs.
The
train
was
wonderful
and
the
food
was
great.
For
the
first
few
hundred
kilometers
of
the
journey,
the
scenery
was
colorful.
There
were
fields
and
the
soil
was
dark
red.
The
sun
shone,
there
were
no
clouds
in
the
sky.
It
looked
like
a
place
from
another
time.
The
people
were
nice.
In
short
we
had
a
wonderful
journey.
2).
Ask
the
students
to
discuss
this
question:
What
information
should
we
write
if
we
want
to
describe
our
ride/trip/journey
to
some
place
A.
means
of
transport
B.
place
C.
food
D.
scenery
E.
people
F.
others
3).
Ask
the
students
to
read
the
short
passage,
and
try
to
retell
it.
点评：练习的设计体现了语言学习是为了运用的目的，并能够从词汇的运用和构建文章两方面来进行训练和巩固，这无疑是正确的。
5.
作业：
Let
the
students
write
one
of
the
following
stories.
1.
My
first
visit
to
Yantai.
2.
My
most
impressive
trip
to
Qingdao.
3.
My
journey
to
space.(imaginative)
六、课后反思
本节是一节阅读课，围绕一个中心话题——乘火车到澳大利亚旅游。因此，我把学习目标定位于解读课文，理解文章，掌握课文主旨，最后仿写作文。在教学过程中，首先让学生熟悉背景知识，这样既激发了学生的学习兴趣，又为理解课文做好铺垫，然后提出一些难易适度的问题让学生进行思考、探讨和研究，并加以总结。鼓励他们进行相互交流，培养其合作意识。引导学生梳理知识，使其系统化，最终达到学以致用的目的。事实证明启迪学生思维，发挥学生的主动性和创造力，鼓励学生探索研究，是一种行之有效地教学方法。这种“和谐高效，思维对话”的教学模式也是我们一直探求的目标。
七、总体点评
阅读文章的主要目的是两个：一个是掌握文章大意，并能使用相关的词汇或者句子达到复述的目的。另外就是能够了解文章篇章结构，熟悉并掌握使用重点词汇。从以上这个课例来看，设计人从开始的信息输入，到理解熟悉、直到最后的相应输出，设计思想无疑是正确的。而且程序从简单到复杂，从易到难，遵循了学习者的认知规律，能够调动起学生的学习兴趣和积极性，激发他们对任务型教学活动的参与。每个教学目标都有相应的练习巩固和检查，给学生提供了演练、熟悉和使用所学知识的机会,应该是比较合理的课堂设计。
3
Book
I
My
First
Ride
on
a
Train
一、课程分析
1.
学习内容
外研社“新标准”高一英语第一册Module
3
“My
First
Ride
on
a
Train”
中的第二课时——阅读课。本节课的话题是到澳大利亚观光旅游。
2.
学习重点
在巩固上一课时有关词汇的基础上，综合训练学生的语言运用能力。
3.
学习难点
1.
Learn
to
skim
to
get
the
main
idea
of
the
passage.
2.
Learn
to
describe
an
event,
e.g.
a
trip,
a
bus
ride,
a
train
ride,
an
air
flight,
etc.
二、学情分析
教学对象是某县城重点中学学生。经过初中阶段的基础语言学习，学生基本能听懂各种英语课堂的指令，并能用简单的英语进行表达。本班学生的特点是比较活泼，个别学生喜欢表现自己。课堂气氛较轻松和谐，但绝大多数同学没有坐火车旅游的经历。
三、设计理念
根据“和谐高效”、“思维对话”的教学理念，坚持“以学生为主体”的宗旨，提出有特色、有时效的设计理念。
1.
教师的引导要始终渗透在课堂教学之中，引导学生主动探究并迁移运用，激发学生的兴趣，使每一位学生参与到情景之中。
2.
本着“动脑思，动笔写”的原则，提高学生综合运用语言的能力。
3.
教学过程始终围绕着本课的中心话题，完成教学目标。
四、学习目标
通过阅读，理解课文大意，把握文章结构及层次，能根据课文内容共同或独立完成相关练习，能运用所学知识写回忆、写游记、介绍风光等。
五、教学流程
1.
课前准备：
让学生通过讨论、上网查资料等方法了解澳大利亚有关人口，气候，动物，城市等信息，并能用英语表达。
点评：让学生自主学习探讨，并借助于网络、资料等了解有课文相关的基本内容，开阔了学生视野，丰富了他们的知识，并锻炼了他们英语阅读、搜集整理等方面的能力。
2.新课导入：
Ask
the
students
to
present
the
information
they
have
got
before
class
and
then
collect
the
information.
Lead
in
the
new
lesson
according
to
the
information.
T:
Australia
is
a
beautiful
country.
Are
you
interested
in
it
Do
you
want
to
travel
in
Australia
on
the
famous
Ghan
train
Ok,
let’s
begin
.
点评：能够以学生自己所搜集的信息来激发起学生对即将学习的文章内容的兴趣，调动起他们的好奇和求知，并用相关问题引导，使之带着问题和任务来进行课文学习，是一个好办法。
3.
新课呈现：
Step
1.
Fast
reading
Read
the
passage
quickly
and
get
the
main
idea
of
it.
A.
a
train
ride
to
Sydney
B.
taking
the
train
to
Australia
C.
traveling
to
the
central
part
of
Australia
D.
a
child
visiting
her
grandmother
Step
2.
Careful
reading
Read
the
passage
and
answer
the
following
questions
(1).
Did
Alice
travel
on
the
train
a
long
time
ago
(2).
Was
her
destination
on
the
coast
of
Australia
(3).Was
the
scenery
the
same
during
the
whole
journey
(4).Did
she
study
while
she
was
on
the
train
(5).Did
the
Australians
use
horses
to
travel
to
the
center
of
the
country
(6).Do
they
still
use
camels
to
deliver
goods
Step
3.
Pair
work
Ask
the
students
to
put
questions
and
answer
each
other’s
questions.
(Let
the
students
read、think、discuss
and
respond
to
each
other's
questions.)
Step
4.
Vocabulary
1.
Show
the
students
the
pictures
of
the
following
words
camel
cassette
desert
diamond
clouds
soil
passengers
shoot
(Mark
the
pictures
with
the
words)
Let
the
students
read
after
me
and
then
read
and
remember
the
words
by
themselves.
2.
Explain
some
words
in
English
a.
midnight---12
o’clock
at
night
b.
product---something
produced
by
nature
or
by
man
c.
scenery---general
natural
features
of
a
district,
e.g.
mountains,
plains,
valleys,
forests
d.
journey---travel
esp.
a
distant
place
on
land
e.
abandoned---deserted
Let
the
students
read
after
me
and
then
read
and
remember
the
words
by
themselves.
3.
Fill
in
the
blanks
with
some
of
the
words
learned
above
(1)
The
bus
is
crowded
with
(2)
The
in
this
city
is
very
colorful
(3)
The
old
man
lived
in
an
house
(4)
It
was
raining
hard
at
(5)
He
is
making
a
round
the
word
(6)
are
valuable
stones
Step
5.
Difficult
sentences
1.)
Translate
the
sentence
into
Chinese.
We
saw
abandoned
farms
which
were
built
more
than
a
hundred
years
ago.
2.)
Change
the
sentence
into
an
attributive
clause.
We
ate
meals
cooked
by
experts
3.)
Use
a
sentence
in
the
passage
to
replace
the
following
one.
In
the
early
eighteenth
century,
according
to
the
law,
if
the
animals
became
a
burden,
they
may
be
killed
by
people
点评：阅读体现出由易到难，步步提升的科学程序，对文章的理解也是由总体理解到细致把握的过程，符合阅读的规律。词汇采用了多种学习方法，能够给学生一个快速、灵活、高效的学习方法。
4.练习巩固：
1)
Read
the
text
loudly
and
try
to
complete
the
following
passage.
Recently,
I
had
my
first
ride
on
a
long
distance
train
in
Australia.
We
got
on
in
Sydney
and
we
got
off
in
Alice
Springs.
The
train
was
wonderful
and
the
food
was
great.
For
the
first
few
hundred
kilometers
of
the
journey,
the
scenery
was
colorful.
There
were
fields
and
the
soil
was
dark
red.
The
sun
shone,
there
were
no
clouds
in
the
sky.
It
looked
like
a
place
from
another
time.
The
people
were
nice.
In
short
we
had
a
wonderful
journey.
2).
Ask
the
students
to
discuss
this
question:
What
information
should
we
write
if
we
want
to
describe
our
ride/trip/journey
to
some
place
A.
means
of
transport
B.
place
C.
food
D.
scenery
E.
people
F.
others
3).
Ask
the
students
to
read
the
short
passage,
and
try
to
retell
it.
点评：练习的设计体现了语言学习是为了运用的目的，并能够从词汇的运用和构建文章两方面来进行训练和巩固，这无疑是正确的。
5.
作业：
Let
the
students
write
one
of
the
following
stories.
1.
My
first
visit
to
Yantai.
2.
My
most
impressive
trip
to
Qingdao.
3.
My
journey
to
space.(imaginative)
六、课后反思
本节是一节阅读课，围绕一个中心话题——乘火车到澳大利亚旅游。因此，我把学习目标定位于解读课文，理解文章，掌握课文主旨，最后仿写作文。在教学过程中，首先让学生熟悉背景知识，这样既激发了学生的学习兴趣，又为理解课文做好铺垫，然后提出一些难易适度的问题让学生进行思考、探讨和研究，并加以总结。鼓励他们进行相互交流，培养其合作意识。引导学生梳理知识，使其系统化，最终达到学以致用的目的。事实证明启迪学生思维，发挥学生的主动性和创造力，鼓励学生探索研究，是一种行之有效地教学方法。这种“和谐高效，思维对话”的教学模式也是我们一直探求的目标。
七、总体点评
阅读文章的主要目的是两个：一个是掌握文章大意，并能使用相关的词汇或者句子达到复述的目的。另外就是能够了解文章篇章结构，熟悉并掌握使用重点词汇。从以上这个课例来看，设计人从开始的信息输入，到理解熟悉、直到最后的相应输出，设计思想无疑是正确的。而且程序从简单到复杂，从易到难，遵循了学习者的认知规律，能够调动起学生的学习兴趣和积极性，激发他们对任务型教学活动的参与。每个教学目标都有相应的练习巩固和检查，给学生提供了演练、熟悉和使用所学知识的机会,应该是比较合理的课堂设计。