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指导paper Student’s BookⅠModule 3 My First Ride on a Train Teaching Plan
Period 1 Introduction and vocabulary
Teaching Objectives:
By the end of the lesson, students should be able to:
know more about the means of transport
know more about differences of verb phrases：get on, get off, get into, get out(of), ride, drive, take off, land
Teaching Key Points:
How to match the verb phrases with the means of transport correctly.
III、Teaching Difficult Points:
The usage of the verb phrases: get on, get off, get into, get out(of), ride, drive, take off, land
IV、Types of Lesson: Vocabulary and Speaking
V. Teaching Procedures
Step/
Time Interaction Patterns Teacher Activity Student Activity Purpose Teaching Aids
1/
5 min
Whole class work Teacher shows pictures to students to review the words of transport Remember the words and their meanings Make the students familiarize with the words of transport pictures
See appendix1
2/
5min
Pairs work ask students to read the words
do exercise 1
check
read the words
do exercise 1
Exercise
Exercise 1
See exercise1
3/
9min
Whole class work Teacher shows the verb phrases in chart 1
Teacher asks students to read them.
Teacher asks students to match the verb phrases with the means of transport.
According the chart 1, teacher asks students to try to summarize the rules in groups.
1.read the verb phrases
2.match the verb phrases with the means of transport.
3.summarize the rules in groups
Practice
Chart 1
See Appendix2
4/
9min
Individual
1. teacher shows the rules of verb phrases (Chart 2)
2. teacher teaches the usage of verb phrases
3. teacher asks students to practice in conversations (see Exercise2)
remember the usage of verb phrases
role-play
Make the students know the usage of verb phrases
Chart 2
Exercise2
Appendix3
5/
5 min
Whole class work Teacher asks students to raise a group talk about one of their journeys by asking the following questions:
1.How old were you?
2.Where did you go?
3.How did you travel?
4.And whom did you go with?
5.What was your feeling?
6.What was your unforgettable experiences… make a conversation Practice
Exercise
6/
5min
Whole class work
Pairs work Teacher asks students to underline the useful words and expressions
teacher analyzes the language points to students
do exercise 3
check underline the useful expressions
take the notes
do exercise 1
Make the students familiarize with the words
Words and phrases
See appendix4
7/
2min Whole class work summarize
assign the homework Summarize
Assign the homework Review what have learned Homework
Appendix1:
New words: bike/ bicycle, bus, train, tram (电车), motorbike, car, taxi/ cab, ferry, ship, boat, helicopter, plane, horse, camel, truck/ lorry(货车), tractor(拖拉机), cable car (缆车), rocket, spaceship
Exercise 1:
where to travel vehicles
on roads
on rails
on water
in the air
for long distance
Appendix2:
Chart 1
verbs vehicles
get on
get off
get into
get out of
ride (vt)
drive (vt)
take off (vi)
land (vi)
land (vi)
Period 2 Reading
The General Idea of This Period
In this period, we’re going to learn the language points of the passage, I’ll explain some difficult sentences, give the usages of some useful phrases, another purpose is to enable the students to grasp the passage better.
Teaching Aims
1. Learn and master the following words and expressions:
abandoned, a long distance, try doing, Ghan, Afghanistan, be short for, until the 1920s,not...any longer, allow sb. to do, get phrase, look out of, one night, at midnight
2. Train the students’ reading ability
Teaching Important Points
1. Improve the students’ reading ability.
2. Enable the students to understand the text better.
3. Master the following phrases:
have one’s ride on a long-distance train
long-distance
What a ride!
look like
look out of
try doing
be short for
not until
the 1920s
not...any more
Teaching Difficult Points
Master the sentence structures:
1. Recently, I had my first ride on a long distance train.
2. We got on in Sydney and we got off in Alice Springs, night in the middle of Australia,
more than...away
3. We ate great meals cooked by experts!
4. They didn’t need the camels any more.
Teaching Methods
1. Discussion before reading to make students interested in traveling and the first ride on a train.
2. Fast reading to get the general idea of the text.
3. Careful reading to get some detailed information.
4. Explanations to the language points.
Teaching Aids
1. a computer
2. a tape recorder
3. some pictures
Teaching Procedures
Step 1 Greeting
Greet the whole class as usual.
Step 2 Revision
T: Yesterday we learnt some new words, now let’s have a dictation. Please take out a piece of paper and write them on it.
(The teacher ask the students to hand in their papers.)
Step 3 Pre-reading
T: Nowadays, travel is becoming more and more popular, especially, many young people like travel. What about you?
Please look at the questions on the screen and discuss them in groups.
(Teacher use the multimedia to show the questions on the screen.)
1. Do you like travel? Why or why not?
2. Where would you most like to travel? Why?
3. Have you ever tried any travel on a train?
(The teacher gives the students five minutes to discuss and call back the answers from the students.)
Step 4 Reading
T: Today, we’ll learn the text “My First Ride on a Train” and we’ll know something about it. I know you’re all interested in it. Now, please open your books at Page 23.Read the passage quickly, then tell me what’s the passage about.
(Show the possible answers on the screen.)
Tell the students to choose the best one as soon as possible.
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 5 Careful Reading
1. Play the tape again and tell the students to listen carefully then answer the following questions: (The teacher shows them on the screen.)
1. What’s Alice’s destination?
2. Was the scenery the same during the whole journey?
3. What did she do while she was on the train?
4. What did the Australians use to travel to the central part of the country?
5. They don’t use camels to deliver goods now, do they?
2. Ask the students to listen and read it carefully, then ask the questions in pairs or individually work.
Suggested answers:
1. Her destination was the central part of Australia.
2. No, it wasn’t.
3. She read books and listened to her Chinese cassettes while she was on the train.
4. The Australia used camels to travel to the central part of the country.
5. No, they don’t.
Step 6 Language Points
T: Now you’ve known the main idea of the passage. Now listen to the tape paragraph by paragraph. Meanwhile, find out the important phrases and difficult sentence.
(After a while.)
Teacher asks three students to point them out in each paragraph, teacher writes them on the blackboard.
have one’s first ride
on a long-distance train
What a ride!
get on get off get into get out of spend...on... look like more than during the day look out of at midnight try doing be short of more than the 1920s not...any more allow sb. to do...#p#分页标题#e#
1. We spend two days and nights on the train.
2. What a ride!
3. We ate great meals cooked by experts!
4. The Afghans and their camels did this until the 1920s.
5. They didn’t need the camels any more.
Step 7 Practice
T: Now put the phrases into Chinese and try to make a sentence with each of them.
(The teacher asks the students to make sentences and gives the examples on the screen.)
Step 8 Consolidation & Listening
T: Now listen to the tape again.
This time you must pay attention to your pronunciation and intonation.
(Teacher gives students a few minutes read the text aloud. At first, students do an exercise for consolidation.)
Alice came from __________, __________.She was years old. Recently she had first ride on a train.
They got on in and got off in __________ __________, right__________ __________ __________ __________Australia; __________ __________ __________ __________ kilometers away. They spent__________ __________ __________ __________ on the train.
She __________ __________and__________ __________ her Chinese cassette when she was on the train.
Suggested answers:
Sydney, Australia, 18, long-distance, Ghan, Sydney, Alice Springs, in the middle of, more than four thousand, two days and nights, read books, listened to
Step 9 Summary & Homework
T: In this class, we’ve read passage about adventure travel. And we’ve learned something about my first ride on a train.
1. After class you must read again and again.
2. Read some passages about travel.
Step 10 The Design of the Writing on the Blackboard.
Module 3 My First Ride on a Train
The Third Period
Language points
1.reading 7.get on
2. And what a ride! get off
3.look like get into
4.look out of... get out of
5. try to do sth. 8. until
try doing sth. 9.not...any more
6.the 1920s
Step 11 Activity and Inquiry
steps Students’ Acting Teacher’s Organizing
1 Listen to the tape Play the tape
2 Find out the useful expressions Give some explanations
3 Read and fill in the blanks Give possible answers
After class, write down the description in your exercises books and preview the reading text.
Period3 Grammar 1 ; Function and Vocabulary
The General Idea of This Period
In this period we’re going to learn Grammar 1(the -ed form), Function on Page 24. four Then learn Vocabularyon Page 25 such as learning to ride a bicycle/seeing a wild animal/seeing a film.
Teaching Aims
1. To learn the usage of the -ed form, usage as adjectives.
2. Learn to use good manners, practice the conversation.
3. To learn the vocabulary.
Teaching Important Points
1. How to use the -ed form.
2. Practise the conversation.
Teaching Difficult Point
How to grasp the usage of -ed form.
Teaching Methods
1. Asking and answering method.
2. Sum up and master the usages of the -ed form used as adjectives.
Teaching Procedures
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
T: In the last two periods, we’ve learnt some new words and a reading passage.
Now I’ll show a passage to you to read .Pay attention to the tips for traveling.
(Let the students to look through quickly.)
Before you go
There is much that you can do to prepare for your trip, depending on where you are going, how long you are staying, and your reasons for travelling.
While you are on the way
1. How to deal with the unexpected.
2. Safety tips
(1)Protect your passport.
(2)Guard against thieves.
Step 3 Presentation
T: Let the students to read the sentences from the passage then answer the questions:
(Show the sentences on the screen.)
1. Trained camels carried food and other supplies.
2. We saw abandoned fans which were more than a hundred years ago.
3. We ate great meals cooked by experts.
Then ask the students to look at the word order of the underlined parts of sentences.
A. Trained, abandoned and cooked are adjectives, but they are also past participles of verbs.
The infinitives of the verbs are: to train, to abandon, to cook
B. Get the students to look at the word order of the underlined parts of sentences.
1&2: adjective + noun
3. n.+ adjective
C. The word “cooked” cannot go in front of the noun “meals” because it refers directlyto the phrase which follows it (by experts)—the people who cooked the meals—and we are interested in the information.
Teacher gives the summary of the -ed form.
One is used as adjectives.
For examples. Get the students to remember the verbs: (-ed form used as Predictive)
surprise, astonish, shock, moved, disappoint, interest, delight, please, satisfy, puzzlee, frighten,trouble, worry, bore
Step 4 Answering
Look at the sentences. Pay attention to the function of “-ed form”.
1. There are many fallen leaves on the ground
2. This is a book written by a peasant.
More examples:
smoked ham 熏火腿
boiled water开水
steamed roll 花卷
spoken English口头英语
oppressed people 被压迫的人民
Step 5 Function
Open your books at Page 24.
1. Get the students to read the conversation between a ticket inspector and a passenger on the train.
Then let the students look at the picture and tell the teacher what is happening.
2. Discuss the questions:
(Show them on the screen.)
(1)What do you think of the ticket inspector’s attitude?
(2)What expressions could you use to change it?
Put the students in pairs to compare their answers.
Suggested answers:
(1)The inspector is very direct and impolite in the way he/she talks.
(2)You could add “please” “excuse me” “I’m afraid...”
3. Work in pairs
T: Use the following to practise the conversation.
First put the students into pairs to practise the conversation with the polite expressions.
Excuse me,...?
Could I (see your ticket)?
Could I possibly (see your ticket)?
Would you mind (if I saw your ticket)?
I’m very sorry but (this is an old ticket).
The fact is that (it’s out of date).
4. Then add more time to the conversation.
Use one or more of these questions to make the conversation longer.
Then act out the new conversation for the rest of the class.
Step 6 Word Study
Let the students read through the words of places and activities on Page 25.
(Show them on the screen.)
Places:
movie circus kindergarten park playground seaside sports stadium swimming-pool theatre zoo
Dactivities:
learning to ride a bicycle seeing a wild animal seeing a film learning to draw reading comic books swimming playing sports for the first time meeting your best friend
(Show some pictures on the screen.)
1. Then give a map of a street without anything. And ask a student to draw a building on it. Besides, ask a student to draw a zoo.
T: At the west end of the street, there is a zoo.
2. Tell the students to explain:
e. g. Look, this is a zoo. A zoo is a public place. In the place we can see tigers, lions, monkeys and other wild animals.
3. Let the students act the new conversation in front of the class.
Step 7 Summary and Homework
In this period, we’ve learned grammar “The-ed form” and read the polite expressions.
Read a conversation about one’s experiences.
Step 8 The Design of the Writing on the Blackboard
Module 3 My First Ride on a Train
The Fourth Period
Grammar
(1)The -ed form
used as
Predicative
Used as adjectives
-ed+ noun#p#分页标题#e#
Noun +-ed
(2)The -ed form used as Attribute
Step 9 Activity and Inquiry
Steps Students’ Acting Teacher’s Organizing
1 Look at the screen. Guide the students how.
2 Look at the pictures carefully. to use the form
adj.+ noun
noun + adjective
Period 4 Reading and Speaking. Grammar 2
The General Idea of This Period
In this period we’re going to learn Reading and Speaking.
We’ll learn people’s childhood memories. Go over the past tense and time expressions referred to past.
Teaching Aims
1. Learn Reading and Speaking (Page 26).
3. To learn past tense.
4. Develop the students’ ability by speaking and reading.
Teaching Important Points
1. To learn the Grammar.
(The past tense time expressions)
(recently /during the day/one night/at a midnight/in 1925)
2. Read about people’s childhood memories.
Teaching Difficult Point
To use the past tense time expressions.
Teaching Aids
1. a computer
2. a projector
3. a blackboard
4. some colourful chalk
Teaching Procedures
Step 1 Greeting and Lead-in
T: Good morning!
Ss: Good morning!
T: Do you remember your first visit to the zoo? Did you see wild animals? What wild animals did you see?
Then ask the students to change roles. To say something about their childhood.
Step 2 Reading and Speaking
T: This class, let’s talk something about people’s childhood. Read the passage individually. And then decide which are happy and which are unhappy.
S: I can remember my first visit to the zoo.
I saw a lion and an eagle. The lion was very lazy and slept all the time. He was very boring. The eagle suddenly flew in the air and frightened me. I started to cry.
T: So you were unhappy, right?
S: Yes, I’m very sad.
T: Anyone else?
S: I remember the day my father tried to teach me how to ride a bicycle. I wasn’t good at it. I said, “I don’t want to do this!” But my father was very patient and very soon he taught me how to do it. Now I ride my bike every day and I’m much faster than my father!
T: How happy you were!
S: Yes. I was very glad.
T: Do you remember your first day at kindergarten very clearly?
S: Yes. There were so many children! I only knew one of them, a boy who lived in the apartment next door. I was very nervous. But we started playingwith some toys and I soon stopped feeling nervous.
T: So how interesting!
S: Yes. I was so happy.
T: Can you swim?
S: Yes. I remember learning to swim—it was very wonderful! When I was very young—about three years old, I loved swimming pools and I always wanted to swim. My cousin showed me how to swim. Everyone said it was Olympic standard!
T: Oh, how brave! How excited you were!
And I will never forget my first visit to the cinema. When I was about four years old. The screen seemed so big! We watched a cartoon about a hug beat. It was very wonderful. How happy I felt! OK! Next, let’s practise in pairs!
Step 3 Practice
1. Tell the other students about the first time they did one of the activities.
2. Put the students into groups of four to talk about their first experiences.
3. When the students related their first experiences, try to avoid correcting the students too much. Teacher makes a note of mistakes and correct them later with the whole class. Write the incorrect sentences the teacher heard on the board and ask the students to correct the mistakes.
Step 4 Grammar 2
1. Get the students to find the time expressions that appear in “My First Ride on a Train”.
2. Ask the students to try to remember, without looking back, what events they referred to in “My First Ride on a Train”.
3. Which of them can refer to past or present actions? Read the text again and check their answers:
①Recently: Alice went on her first long-distance train ride.
②During the day: She sat and looked out of the window.
③One night at about midnight: She watched the night sky for an hour.
④A long time ago: Australians needed a way to travel to the middle of the country.
⑤A hundred and fifty years ago: They bought some camels from Afghanistan.
⑥Until the 1920S: The camels carried food and other supplies across the desert.
⑦In 1925: The government passed a law allowing people to shoot camels if they became a problem.
Recently: past only
During the day: past and present
One night: past only
At (about) midnight: past and present..
A long time ago: past only
Until the 1920S: past only
In 1925: past only
4. Then ask students to write down two sentences for during the day and at midnight.
①During the day, the weather is very hot in summer.
②At midnight, it becomes colder and colder.
Step 5 Practice
T: Turn to Page 27.Complete the sentences with similar time expressions.
1. First ask students to answer the questions individually.
2. Call back the answers from the class.
Suggested answers:
(1)A long time ago
(2)During the day, one night
(3)In 1925
(4)Recently
(5)A long time ago
指导paper Step 6 Summary and Homework
In this class, we’ve learnt something about people’s childhood memories. Also learn how to use the past tense time expressions. Today’s homework is to finish the exercises in the paper.
Step 7 The Design of Writing on the Blackboard
Module 3 My First Ride on a Train
The Fifth Period
1. Read about people’s childhood memories
2. Past tense time
Phrase:
recently
one night
a long time ago
until the 1920s
in 1925
during the day
at night
Step 8 Activity and Inquiry
Steps Students’ Acting Teacher’s Organizing
1 Read aloud. Listen carefully.
2 Make sentences. Correct the mistakes.
3 Speaking. Give comments to encourage the students.
Period 5 Listening ,Writing ,Pronunciation and Everyday English
The General Idea of This Period
This class, we are going to do some listening exercises to enable the students’ abilities of listening. Also train the students writing ability. Besides, ask the students to answer questions, using the correct expressions.
Teaching Aims
1. Learn listening and writing.
2. To learn and use Everyday English.
3. To train the students’ abilities of listening and writing.
4. Pay attention to word stress.
Teaching Important Points
1. To learn Everyday English and complete the sentences.
2. To train the students’ listening and writing.
Teaching Difficult Point
To improve the students’ listening ability.
Teaching Aids
1. a tape recorder
2. the multimedia
3. some pictures.
Teaching Procedures
Step 1 Greeting and Lead-in
1. Introduction:
(Show a picture.)
Do you know this great woman? She is a 90yearold silent movie actress called Mary Lennon. She was born in England, but went to America to make films in the 1930s.
Step 2 Listening
1. Play the tape for the students to listen for the first time.
2. Get the students to look at the questions carefully.
3. Show the questions on the screen.
Q1: When did the first go to America?
Q2: How old was she?
Q3: How did she get there?
Q4: What did she do in New York?
Q5: How did she get from New York to California?
Q6: Where did she stop on the way?
Q7: What did she think of Los Angles?
4. Play the tape for the second time, then give suggested answers:
(1)In 1934
(2)19
(3)By ship
(4)She met a lot of people and she went to some parties.
(5)By train.
(6)Chicago
(7)It was too hot
Step 3 Practice
1. Let the students do the exercises.
(Show them on the screen.)
Match the questions and answers.
1. Where were you born?
2. When did you go to America?
3. Were you sick?
4. How did you get to California?
5. Were you and your friends bored?
6. Did your friends go to California with you?
(a)When I was 19 (b)No, I wasn’t.
(c)By train.
(d) In London.
(e) No, they didn’t.
(f) Yes, we were.#p#分页标题#e#
Suggested answers:
1.(d) 2.(a) 3.(b) 4.(c) 5.(f) 6.(e)
2. Listen to the tape again. Check the answer.
Step 4 Writing
1. Show the four topics, then let the students choose one of these to write a passage.
My first family holiday
The most unusual journey I’ve made
My first train ride
The best journey of my life
Example: The first family holiday I can remember was when I was five. At six o’clock in the morning, we went to the bus station and...
2. Teacher asked students to write a passage (Five minutes given.)
S: My best journey of my lift I can remember was when I was a little child. At five o’clock in the morning, we went to the train station and went back seven days later. How happy my family was!
Step 5 Word Stress
T: Open your books at Page 28. Let’s listen and underline. The words which are stressed.
S: Read after the teacher, pay attention to their stress.
T: Give the possible answers.
(1) Travel plane
(2) Plane, course, traveled ship
(3) long take
(4) seven days
(5) enjoy
(6) no hated
(7) Why sick
(8) no bored
step 6 Everyday English
1. Show these expressions on the screen.
Interviewer Mary Lennon
Tell me... Oh, yes!
Is that right? Not at all!
Oh, I see. Absolutely!
Goodness! Definitely.
2. Let the students read through the expressions.
3. Put the students in pairs to answer the question.
4. Call back the answers from the class.
Answer (on the screen):
(1)It is not necessary for the interviewer to use the expressions, but the first is a friendly way of introducing a question, while the other three are ways of responding to Mary Lennon’s answers and showing interest in what she is saying.
(2)a She’s very enthusiastic.
Step 7 Practise
Open your books at Page 28.Do Ex.2.
Complete each sentence with one of the expressions.
Interviewer: (1) ,did you enjoy making films?
Mary Lennon: (2) !It was good fun! Sometimes we made three films in a week.
Interviewer: (3) !Weren’t you bored?
Mary Lennon: (4) !It was a good fun.
Interviewer: (5) !But weren’t you tired?
Mary Lennon: (6) !We were exhausted. We had to get up at 4 a. m. and we didn’t go to bed until midnight.
Interviewer: (7) .That’s a long time.
Mary Lennon: (8) ,it takes a long time to make a films.
Suggested answers:
(1)Tell me (2)Oh, yes (3)Goodness (4)Not at all
(5)Is that right (6)Definitely(7)Oh, I see (8)Absolutely
Step 8 Speaking and Writing
1. Read the conversation again and again.
2. Asking-and-answering
Get the students practice in pairs.
Ask and answer:
(1)Where did you go?
I went to Beijing zoo.
(2)When did you go?
When I was 10.
(3)How did you travel there?
I went by bus.
(4)Who did you go with?
I went with my class.
(5)What did you do there?
We spent the whole time at the zoo.
(6)What did you see there?
We saw a elephant, snakes and crocodiles.
(7)What did you eat there?
We ate a picnic lunch.
(8)Did you enjoy the trip?
Yes, I did.
3. Then ask the students to write down the answers in their exercise books.
Step 9 Summary and Homework
This class, we’ve learned “Everyday English”, then complete the sentences with them. We’ve done some listening exercise. Then trained speaking and writing. After class, do Ex 10.
Step 10 The Design of Writing on the Blackboard
Module 3 My First Ride on a Train
The Sixth Period
1.Word stress
(1)travel plane
(2)plane course traveled ship
(3)long take
(4)seven days
(5)enjoy
(6)No, hated
(7)Why sick
(8)No bored
2. Writing and answering
3. Complete the sentence with these expressions.
Step 11 Activity and Inquiry
Steps Students’ Acting Teacher’s Organizing
1 Look at the photo. Get the students to look and listen carefully.
2 Listen to the tape. Give the answers.
3 Speaking and writing. Give instruction.
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