《My First Ride on a Train》ppt26（4份）
- 资源简介：
外研版高中英语必修1 Module 3 My First Ride on a Train（课件+教案+练习） （4份打包）_
My First Ride on a T(1).doc
My First Ride on a T(2).doc
My First Ride on a T.doc
My First Ride on a T.ppt
课前预习题
Read the text and do the following 2 exercises.
1. What is the passage about?
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
2. Divide the whole passage into three parts according to the main idea of each part.
课后巩固作业
Ⅰ.Fill in the blanks with the right word or phrase.
get on get off refer to try doing allow be short for
1. In his speech, the headmaster__________ the great help the school received from the local government.
2. What not _____ taking a train for a change?
3. The little boy __________ the bus as soon as it stopped, but to his disappointment, there was no seat left.
4. Don’t__________ the bus before it has stopped.
5. WTO is ______ the World Trade Organization.
6. My parents don’t __________ me to stay outside alone at night.
II . Complete the following paragraph according to the text.
I’m Alice. I’m 18 years old. Recently I had my first __1___ on the famous Ghan train. I got on in __2__ and got __3__ in Alice Springs. I spent two days on the train and we ate great meals ___4___ by experts. The ___5__ was colorful, but suddenly we saw __6__ farms ____7__ more than a hundred years ago. Sometimes, I read ___8___ and talked to other___9__.At night, I watched the night___10___.
Ghan is ___11___ for Afghanistan. There is a story about it. A long time ago, Australians used __12___ for traveling to the middle of the country, but they didn’t like the hot weather and sand. So Australians used _13___ camels to carry food and other supplies. In the 1920s,the government built a new__14__ line, so they didn’t need the camels __15__.
Ⅲ.用适当的非谓语动词形式填空
1.Do you know the boy ____(lie) under the big tree?
2. “Can’t you read?” Mary said angrily _________(point) to the notice.
3 The woman _____(sell) vegetables has gone.
4.The wheat is watered by water _____(bring) from a pond.
5. He is a leader________ (respect) by the people.
6. ______(teach)by the teacher, the boy made great progress.
7. We lived in the house __________________(我舅舅们修建的).
8. Any medicine ________(服用) without the advice of a doctor can cause trouble.
9. We spent two hours discussing the plan __________________ (她制定的).
10. Most of the people ___________________(被邀请参加宴会的) were famous scientists.
Suggested answers:
Ⅰ.1.referred to 2.try 3. got on 4.get off 5. short for 6.allow
II 1.ride 2.Sydney 3. off 4. cooked 5. scenery 6.abandoned 7.built 8. books 9.passengers 10.sky 11.short 12.horses 13.trained 14.railway 15. any
教材分析
在教学中我把外研版高中英语必修1 Module 3 My First Ride on a Train的课本内容整合为以下几个内容：
Period 1:Introduction + Cultural Corner
Introduction 部分复习和学习有关日常交通工具的名词和相关搭配的动词，通过激活学生有关旅游经历的图式，引出本模块的话题。
Cultural Corner部分是一篇关于上海磁悬浮列车干线的文章，让学生知道这种列车是世界上速度最快的，并体会这种车的优点，从而培养学生的民族自豪感。
Period 2:Reading and Vocabulary
Reading and Vocabulary 部分是本模块的主要内容，介绍了作者第一次在澳大利亚乘火车旅游的经历，详细描写了旅途中的活动和途中的风景，并介绍了Ghan train的由来。通过学习生词以及短文，训练学生的微观阅读技能。
Period 3: Listening + Pronunciation + Everyday English
Listening and Pronunciation and Everyday English部分是对Mary Lennon的一个采访，这个采访紧紧围绕着本模块的新授内容进行编写的。
本单元的重点是：1. 帮助学生学会描述旅行的表达技巧和相关词汇。2. 帮助学生提高他们的阅读能力。前两课时以My First Ride on a Train为话题，通过作者的澳大利亚之行来介绍其独特景色。通过模块教学，使学生学会用正确的时态和短语来描述自己的旅游体验，进而写一篇游记，并掌握有关交通工具和各种地点及活动的词汇。从Introduction,cultural corner 到 Reading and vocabulary的过渡很自然，也很深入，一环扣一环。学习完交通工具的英文单词后，马上进入较新的交通工具--磁悬浮列车，再过渡到用交通工具去澳大利亚旅游所见所闻，最后形成自己的旅游游记文章。话题由浅到深，由易到难，层层深入升华。第三课时可以进一步巩固第二课时所学到的过去分词做定语，同时进行Listening 和Everyday English的内容。学生对旅游的话题兴趣很大，所以考虑让更多的学生主动参与进课堂是本单元的一个难点。
下面就Reading and Vocabulary的内容进行重点分析：
这篇文章的题目是“第一次乘火车”， 作者以第一人称描述了第一次坐火车从悉尼去艾丽斯斯普林斯路上的经历，介绍了这次旅行的基本情况、在路上之所见所为以及所乘坐的交通工具的演变历史。
这一课是本单元的第二课时，文章是很明显的记叙文文体，文章结构比较清晰，生词量不大，不会对学生的阅读造成障碍，文章难度适中。本课时的重点在于让学生掌握如何写一篇游记，了解游记的基本结构及游记的时态，过去分词做定语是本课时的一个难点。
My First Ride on a Train
教学设计
环节一：任务导入及准备（预设时间2分钟）
【教师活动1】向学生寻求帮助，写一篇游记向China Daily投稿。让学生观赏荣成旅游宣传片片段，引出本节课的游记目的地—成山头，提高学生兴趣，做好上课准备。
Have you seen the notice inviting travel notes to China Daily? Now I need your help. I want to post a travel note to China Daily, but I don’t know how to write it. Do you know anything about it? Today we’ll learn a travel note written by Alice. After learning it, we’ll try to write a travel note, then we’ll post it to China Daily, Perhaps we’ll get the rich contribution fee. Would you like to help me?
【学生活动1】了解游记要求，明确自己的游记写作目的地。
【设计意图】
通过观赏荣成旅游宣传片，吸引学生兴趣。通过创设应用语境，用学生熟悉的地点做游记目的地，使学生降低了心理防卫，主动承担起学习的责任。通过预设的话题，教师也能更好得“监控”课堂，做好学生学习的向导和促进者的角色。以小组为单位学习，让他们在竞争的氛围下活动，更能激发他们的好胜心及求知欲。
环节二：课文理解及操练（预设时间35分钟）
【教师活动2】向学生出示澳大利亚的地图，让学生了解悉尼和爱丽斯斯普林斯的地理位置，引导他们思考作者会在游记中写些什么内容。
From the map, we know Sydney is by the seaside, and Alice Springs is in the center of Australia. This is a long distance. In her journey, she would meet a lot of people and do a lot of things. What do you think she will write about in her travel note?
【学生活动2】通过地图了解悉尼和爱丽斯斯普林斯两个地方的地理位置，考虑作者游记内容。
【设计意图】通过这次活动让学生了解本篇游记的路线，理解文章从海边到内陆的景色变化。通过提问让他们做一个小型的头脑风暴，了解游记可以写些什么内容，与下面游记写作教学做好呼应。
【评价说明】这个活动的设置是为了完成教学目标3的前半部分，并为其顺利开展做初步的铺垫。通过教师的问题引导， 学生只要能回答出“途中所看到的景色”、“所做的事情”、“所遇到的人”中任何一个，都值得表扬。这个评价采用教师评价的方式。
Skimming
【教师活动3】教师核查课前预习任务的答案。两个预习任务一个是中心思想的掌握，一个是课文段落的划分。
1. What is the passage about?
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
2. Divide the whole passage into three parts according to the main idea of each part.
【学生活动3】订正自己预习作业的答案，从整体上了解所学文章。
【设计意图】在这个活动中检查学生预习任务的答案。学生通过预习任务1获得对文章大意的了解；在预习任务2中要求他们根据每部分的中心思想把文章分成3部分，作为课堂上处理教材的依据。
【评价说明】对于预习任务的检查主要针对教学目标2，即“理解文章的主要信息”。由于评价标准明确，问题难度不大，所以采用生生评价的方式。
Scanning
