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必修1-Module 3-My First Ride on Train

必修1-Module 3-My First Ride on Train
必修1-Module 3-My First Ride on Train

Lesson Plan

SEFC B1 My First Ride on a Train

Part 1 Analysis of Teaching Material

This passage mainly talks about the author’s first train travel to the central part of Australia. By studying of this text, students can not only acquire some new words and useful expressions, but also can know something about the history of the famous Afghan train in Australia; at the same time, students can develop the interest in traveling.

Part 2 Analysis of students

For students, a majority of them are lack of cooperative learning skills. Some students are not active in class, and some don’t like English. Therefore, in this class, I’ll create a relaxing atmosphere for students to learn. Students will acquire new knowledge through the mental process of listening, watching, speaking, analyzing, thinking etc.

Part 3 Teaching Aims

After studying the teaching material, the teaching aims are the followings:

1.Knowledge objectives

(1)The students can master the usage of some important words and expressions. (key point)

(2)The students can use the -ed form in the proper situation. (difficult point)

(3)The students can understand the content of the lesson, and get their own idea about how to write about a journey and how to describe the scenery on journey.

2. Ability objectives

(1) To develop the students’ abilities of listening, speaking, reading and writing.

(2) To improve students’ reading ability, especially their skimming and scanning ability.

(3) To train the students’ abilities of studying by themselves and cooperating .

3. Emotion or moral objectives

Cultivate students’ love for nature; teach the students to love nature, enjoy nature, and live in harmony with nature.

Part 4 Teaching Methods &Learning Methods

Teaching methods:

(1)Teaching tools: projector, multimedia, blackboard.

(2)Teaching approaches: As this is the first semester of senior high school students, it needs a good teaching

method to help students develop good sense of the English language. For achieving these teaching aims above, I will use the following two methods: Task-based Language Teaching & Situational Teaching Method

Leaning methods:

It is the students not the teacher who are the master of English class. So, students are the main body in class, while teacher just the organizer and guide of leaning activities. Therefore, in class, students need to learn independently on the one hand, they also need to be cooperative and be of exploration so as to learn better on the other hand.

Part 5 Teaching Procedure

With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include six steps. They are greeting &lead-in. reading, exercise, production, summary and assignment.

Step 1. Greeting and Lead-in. (3 min )

Greet the whole class. With the help of computer, I’ll roughly point out the route of the Ghan train in the map and show some pictures of “The Ghan” train and famous Australian scenic spots on the screen and describe them.

Purpose of my design: to catch students’ attention about the passage, arouse their interest in the history of the

Ghan train.

Step 2. Reading (23 min)

Task 1. (Individual work, 3 min)

Let students skim through the article and find out what’s the passage about.

Task 2. (Group work, 5 min)

Read the passage again, and let students find out the main idea for each paragraph, and divide the passage into several parts according to its content.

Task 3. (Class work, 15min)

Guide students to read the material carefully and take some important notes, such as “trained camels” - “trained” is an adjective; “meals cooked by experts” - “cooked” is the past participle of verb as postpositive attributive. Then answer the questions of exercise section (Page 24).

Purpose of my design: Using different reading skills can enable students to understand the given material better. “Task-based” teaching method is used here to develop the students’ ability of communication and also their ability of cooperation will be well trained.

Step 3. Exercise (Individual work, group work; 5min)

(1)Ask students to close books and retell the story.

(2)Let students use -ed form to make sentences.

Purpose of my design: Through this exercise, I can know whether students master the passage and the -ed form. Most students can take their parts in the activities, especially for the students who have trouble in English study, and exercise their information extraction ability.

Step 4. Production (10 min)

I’ll divide students into several groups, and assign a task that through group collaboration, each group simulates travel to some places that they are familiar with, and describe the scenery and with the words they learned.

Purpose of my design: This can enable the students to be active and improve the class participation. And if the students can finish the task well, they will also benefit a lot in their spoken English.

Step 5. Summary (3 min)

I’ll recall what have been learned in the class: How to describe a journey and scenery; the usage of -ed form.

Step 6. Assignment (1 min)

1.Write an essay about one of students’ own travel experiences with the -ed form.

2.Do the exercises in the workbook.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the students achieve the teaching aims or not.

Part 6. The Design of the Blackboard

The title of this reading passage is on the top of the blackboard. Divide the blackboard into 2parts. The left is for some key words, while the right part is for the screen.

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