高一英语MyFirstRideonaTrain教案。

经验告诉我们，成功是留给有准备的人。作为教师准备好教案是必不可少的一步。教案可以让上课时的教学氛围非常活跃，让教师能够快速的解决各种教学问题。优秀有创意的教案要怎样写呢？以下是小编收集整理的“高一英语MyFirstRideonaTrain教案”，仅供参考，希望能为您提供参考！

高一英语MyFirstRideonaTrain教案
CulturalCorner
教学设计
一教材分析
Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsinthepartofCulturalcorner.Andgetthestudentstofindoutthefastesttrainintheworld,thedifferencesbetweenitandtheordinarytrains,andtheadvantagesoftheMaglev.Anddevelopthestudents’writingability.
二教学目标
1.知识目标
Getthestudentstolearnandgraspthefollowingimportantusefulnewwordsandexpressionsinthepart:
downtown,vacuum,rail,ceremony,track,souvenir，ataspeedof
2.能力目标
1）Developthestudents’readingability.
2)Enablestudentstoknowthefastesttrainintheworld,thedifferencesbetweenitandtheordinarytrains,andtheadvantagesoftheMaglev.
3)Developthestudents’writingability.
3.情感目标：
1)Letstudentsknowtheachievementsthatourcountryhasmade.
2)Developstudents’senseofcooperativelearning.
三、教学重难点
重点thefollowingimportantusefulnewwordsandexpressionsinthepart:downtown,vacuum,rail,ceremony,track,souvenir，ataspeedof
难点Understandthedifferencesbetweenthemaglevandtheordinarytrains,andtheadvantagesoftheMaglev.Andthestudents’writing.
四、学情分析
学生对磁悬浮列车不太熟悉。指导学生课前查询相关资料，充分利用工具书培养自学能力。但学生对于某一件事件应该感兴趣，培养学生的记忆、整理和归纳等逻辑思维能力和写作。
五、教学方法
学案导学：见学案
新授课教学基本环节：预习检查总结疑惑;情景导入展示目标；合作探究精讲点拨；反思总结当堂检测；发导学案布置预习。
六、课前准备
1.学生的课前准备：预习课文，初步理解，查阅资料，尝试练习。
2.教师的教学准备：多媒体课件制作，课前预习学案，课后延伸拓展学案，分好小组。
七课时安排四十分钟
八、教学过程
Step1Check(预习检查总结疑惑)
检查落实学生的预习情况并了解学生的疑惑，是教学有了针对性。
Step2Leadin
Haveyouevercaughtthetrain?Doyouknowthefastesttrainintheworld?
Whereisit?Trainshavechangedalotsinceitwasborn.Let’stakelookatit’shistory.
Showthestudentstheanswersonthescreen.
Step3Fast-Reading
Readthepassageandanswerthequestions.
1.Whatarethemaindifferencesbetweenamagneticallylevitatedtrainandanordinarytrain?
2.WhataretheadvantagesoftravellingonaMaglevtrain?
Keys:
Itisfaster,lessnoisyanduseslessenergy.
Youtravelveryquicklyandquietly.Thetrainuseslessenergy.
Step4SumupwhattheyknowabouttheMaglevtrain.
Languagepoints:
1.Travellingataspeedofover400kilometersperhour,thetraincancompletethe30-kilometerjourneyineightminutes.
列车以每小时400公里的速度行驶，八分钟就能完成这段30公里的旅程。
Travellingataspeedofover400kilometersperhour是现在分词短语在句子中作状语。
2.TheTransrapidMaglevistheworld’sfirsthigh-speedtrainusingmagneticlevitatedtechnology.
TheTransrapidMaglev是世界上第一列用磁悬浮技术的高速列车。
usingmagneticlevitatedtechnology是现在分词作定语。
3.ataspeedof…以…速度（后加具体数字）
汽车以每小时60公里的速度行驶。
Thebusgoesataspeedof60kilometersanhour.
拓展：atlowspeedathighspeedatfull/topspeedwithall/greatspeed
4.trackn.轨迹,车辙,跟踪,航迹,足迹,路,磁轨,途径
vt.循路而行,追踪,通过,用纤拉
vi.追踪,留下足迹,走
Wefollowedhistracksthroughthesnow.我们跟着雪地上他留下的脚印下。
Thetrainlefttheranoffthetrack.火车出轨了。
Step5Writing
1.Describethefirsttimetheytraveledalongdistance
toyourclassmate.
Example:IfirsttraveledalongdistancebytrainwhenIwassixyearsold.IwentwithmyparentsfromShanghaitoBeijing.
Payattentionto:
Who,when,where,what,whyhow
2.Makesentenceswiththeabovewords.
3.Makeashortcompositionwiththesentences.
4.Checkwiththeirclassmates.
5.correctthecompositionbythemselves.
Step6Presentation.
Groupmemberssharetheirworksandeachgroupchoosesarepresentativetopresenttheirworksbeforetheclass.
Step7Sumup
1.Theimportantusefulnewwordsandexpressions:downtown,vacuum,rail,ceremony,track,souvenir，ataspeedof
2.Thedifferencesbetweenthemaglevandtheordinarytrains,andtheadvantagesoftheMaglev.Andthestudents’writing.
Step8Homework
Thinkofatouristspotwhereyoumadeatrip.Makenoteson:
howtogetthere
whatyoudidthere
thingsthathappenedtoyouwhenyouwerethere
Trytofindphotographs,postcards,mapsandsouvenirstosupportyourreport

九、板书设计
1..Where/Whendidyougo?
2.Howdidyoutravelthere?
3.Whodidyougowith?
4.Whatdidyoudo/seethere?
5.Whatdidyoueatthere?
6.Didyouenjoythetrip?
十、教学反思
本课的设计采用了课前下发导学案，学生预习本节内容，找出自己迷惑的地方。课堂上师生主要解决重难点，疑点，考点，易混点，最后进行当堂检测，课后进行拓展延伸，以达到提高课堂效率的目的。通过磁悬浮列车了解我国现代化建设的最新成就，培养爱国主义情感。利用照片、明信片、纪念品等向同伴介绍旅游情况，提高学生运用英语的能力。总之，教学案应精心设计才能调动学生积极参与提高课堂效率，加大课堂容量。在今后学习中会继续探究本节课，争取更科学的设计，提高效率。

精选阅读

Module3MyFirstRideonaTrain

一名优秀的教师在教学时都会提前最好准备，教师要准备好教案，这是教师需要精心准备的。教案可以让学生们充分体会到学习的快乐，减轻教师们在教学时的教学压力。我们要如何写好一份值得称赞的教案呢？为此，小编从网络上为大家精心整理了《Module3MyFirstRideonaTrain》，希望能为您提供更多的参考。

Module3MyFirstRideonaTrain
一、题材内容
本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。
二、教学目标
1）语言知识：
语音句子中的重音
词汇abandonedcassettecircuscolorfuldesertdiamondexpertfarmfieldshelicopterlawtramshootkindergartenproductrecentlyscenerysupply
词组inthecentralpartof,along-distancetrain,darkred,untilthe1920s,onthecoastof,outofdate,adiningcar,comicbooks,forthefirsttime,feelnervous,aspeedof
语法-ed形式作形容词；表达过去时间的词语或词组
功能礼貌用语
话题介绍旅游经历；介绍童年故事
2）语言技能：
听听懂对事件的回忆、旅游介绍并获取信息
说礼貌地进行EverydayEnglish中的对话；运用过去时间回忆；运用含有-ed句子介绍风光
读Scanning,skimming,carefulreading,generalization;inference等阅读微技能训练
写用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回忆
3）学习策略：
学生一定程度形成自主学习，有效交际、信息处理、英语思维能力
认知联系，归纳，推测，速读，略读，查读等技能
调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际积极、有效同时礼貌地进行对话
资源积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地风光的信息
4）文化意识：了解我国现代化建设的最新成就；了解我国及各地不同的旅游文化
5）情感态度：热爱祖国河山；为祖国建设感动自豪；倡导文明礼貌
三、教学重点和难点
重点：1.如何使用地道英语描述风光、事件或回忆
2.正确理解并应用-ed形容词
3.如何礼貌进行日常对话
难点:能用得体的英语表达自己，描述过去的难忘经历
四、教学方法
基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合，初步设计“P—T—P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。
五、教材处理
核心任务：学生能利用照片、明信片、纪念品等向同伴介绍旅游情况。三个环节如下：
Pre-task:学生回忆往事，激活背景知识，重温情感体验
Task-cycle:通过整个模块听说读写的训练，强化“描述风光或一件难忘的事”的表达及语篇能力，为完成任务做好铺垫
Post-task:达成任务，展示成果，反馈学习情况。
六、教学安排
根据学生学习英语的特点和规律，我们把本模块划分为6课时：
Period1:Introduction,Readingandvocabulary(1.2)
Period2:Reading
Period3:Grammar12,Function,CultureCorner
Period4:Vocabulary,readingandspeaking
Period5:Listening,pronunciation,EverydayEnglish
Period6:Task,writing
注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
[教学设计]
Ss=students;T=teacher;=groupwork;=pairwork;=individualwork=screen
Period1Introduction,Readingandvocabulary(1.2)
Ⅰ、教材内容及教学目标
1、学习有关交通工具的名词和动词，回忆第一次旅游的快乐情景
2、通过查找信息，描述自己印象中的澳大利亚
3、学习部分有关Reading中将要出现的生词(需要在文章中猜测的词汇除外)
Ⅱ、教学设计
Task1:Describeatrip(15m)–Introducton
Pre-taskBrainstorming
Trytobringoutasmanywordsabouttransportationaspossible.
Task-cycleLearndifferentverbsandnounsabouttraveling.
Activity1Matching(1)
Activity2Putmeintherightplace!
A:Drawapicturewithroad,rails,waterandcloudsontheblackboard.Put
differentvehiclesintherightpositiononthepicture.
B:AskandanswerQsin(2)accordingthepicture.
Activity3FillingGuessinggame
geton(off)
getinto(outof)
Ride
Drive
takeoff/ride
A:

B:ShowpicturestakeninHainan.Q:HowdidIgetthere?(differentanswersshouldbeencouraged)
Post-task:Describethefirsttimeyoutraveledalongdistance
A:Q:Whensomeonewanttodescribehisfirsttrip,whatdoyouwanttoknow?
5W1H(who,when,where,what,whyhow)
B:DescribethefirsttripReporttoall
Task2:DescribeAustralia(25m)—Readingvocabulary
Pre-task:SearchinformationaboutAustraliabeforeclass
Task-cycle:Australia
Activity1Brain-storming(wordsaboutAustralia)
Activity2Talking(1)
A:TalkaboutthepicturesonP22+thingsaboutthecountrybroughtbySs
B:Getquestionsin(1)solved
C:Dialoguebetween“Australians”and“tourists”Reporttoall
Activity3Vocabulary(Part)
A:ChoosethewordswhichyouthinkcanbeusedtodescribeatraintriptoAustraliafromthelistshownonthescreen(adictionaryisrecommended)
B:Matchthewordswithpictures(camels,cassette,desert,diamonds,sand,soil)
C:Chooseawordintheblankettomatchtheunderlinedpartinapassage(2)
Notlongago,IhadawonderfultriptoHainan.It’snotanareaofdryland,becauseit’ssurroundedbysea.Thereyoucanalwaysenjoythebeautifulsunshine,greentreesandbluewater.Onthebeaches,youcan’tfindanyvaluablestones,butyoucanalwaystouchthesoftsandinstead.Onmywayback,Imadefriendswithsomeofthepeopletravelingonthetrain.
Post-task:Display(Abriefmake-upstoryaboutatriptoAustraliausingsomeofthenewwords)
Recalling(4m)Recallwhatwelearntoday.Questionsunsolved.
Homework(1m)WorkbookP804.5.
Describeyourfirsttimeyoutraveltoaplaceofinterest.

Period2Reading
Ⅰ、教材内容及教学目标
1、学习在澳大利亚乘火车旅游的文章
2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，
学会运用想象、联想、逻辑分析和英语思维的能力
3、学会如何描述乘火车旅游的情形
Ⅱ、教学设计
TaskLearnandretellthepassage
Pre-taskContentPrediction(2m)Accordingtothepictureandthetitle,trytopredictwhatwewillbeabletolearnfromthepassage.
Task-cycleReading(40m)
Pre-readingMapreadingLookatthemapoftherailwaysinAustralia,discusswhichcityyouwouldliketotravelandhowtogetthere.
While-reading
Activity1First(Fast)reading
A.Match:Findoutwhatmainideaeachparagraphisabout.(myfirstrideonalong-distancetrain,thefood,thepassenger,theGhan)
B.Mainsentenceineachparagraph.
C.Mainidea
D.GuideSstofindoutthestructureofthepassage.
Activity2Second(Detailed)readingDealwith6questionsin(4)
Activity3Thirdreading(ReadingStrategiesApplying)
A.Findoutappropriateinformationtofillintheformbelow:
PartOne(1)
WhoWhenWhereWhatWhyHow
PartTwo(2-3)
FoodScenery
FirsthundredkmsAfterthatSuddenly
B.Putmeintherightorderandformapassage,addinginthetimesignals.
Camelsweretrainedtocarrysuppliesbackfromthecentralpart.
Camelswereshotbecauseofthenewrailwaylinebuiltbythegovernment.
TheybroughtcamelsfromAfghanistan.
Australiansneededawaytothecentralcountry.
Theytriedridinghorses,butfailed.
C.Word-guessing(abandon,diamond,supplies)
Post-task
Activity1RetellingRetellthepassagewiththehelpoftheform
Activity2DiscussionP24(5)
Activity3Smalldebate“Theyshouldshotthecamels”
Recalling(2m)Recallwhatwelearntoday.Questionsunsolved.
Homework(1m)Writeareadingnote
阅读格式卡
Title__________________________Module_________Date___________
Generalidea：
WordsPhrases:
BS:
BS=beautifulsentence

Period3Grammar12,Function,CultureCorner
Ⅰ、教材内容及教学目标
1、学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，
2、运用过去时间表达法
3、运用礼貌用语
4、了解Maglev，能说出与普通火车的区别
Ⅱ、教学设计
Task1Findoutrulesof“–edadjectives”
Activity1CompetitionThegroupwhichwritethemostright–edformsoftheverbsgivenbyteacherswin.
Activity2Findouttherulesof“-edadj.”
A.Look,say,writeandcombinea.Tactoutthesentences:Ithrewthepaperaway.Thepaperwasusedbefore.
b.Sswriteoutthesentences
c.Trytocombinethesentencestoone:Ithrewthe_______paperaway.
d.Talkaboutthepicturesusing–edformandwritethemdown.
B.Observe,compareandfindouttherules(Grammar1)
Activity3WorkbookP791.2.
Task2:Story-makingusingpasttensetimeexpressions
Activity1Brainstorming(pasttensetimeexpressions)
Activity2Completethesentences(2)
Activity3Story-tellingMakestoriesaccordingtothepicturesgiventodifferentgroups

Task3:Politeconversation
Activity1Actanddiscuss2Ssactoutthedialogue.DiscussQsin(2)
Activity2MakenewdialoguesSuggestionsgivenbySs—Makenewdialoguesaccordingto(3.4)
Task4:Interview(aboutMaglev)
Activity1Readandcompare
Activity2InterviewReport(oneinterviewer+onemayor+designer+assistant)
Activity3Yourideaofnewtransportations

Period4Vocabulary,readingandspeaking
Ⅰ、教材内容及教学目标
1、学习表示地点和在该地点做事的词汇，训练联想的认知策略
2、学习有关回忆的文章，能叙述自己的回忆
Ⅱ、教学设计
TaskChildhoodmemories
Pre-taskWordsandexpressions
Activity1DistrictmapDrawanimaginarydistrictmapwithnamesonitwithSs
Activity2Tellmeyourfirsttimeto...
IwillneverforgetthedayI...
IrememberthedayI...
myfirstvisitto...
doing
Task-cycleJigsawreadingInterview5groupsread,othergroupsbringoutQs.—Interview
Post-taskTalkshowThreefamouspersonsoneTVhostonaTVtalkshowtalkingaboutchildhoodmemories.

Period5Listening,pronunciation,EverydayEnglish
Ⅰ、教材内容及教学目标
听懂对话，抓住要点，获取信息
1、
2、句子重音
3、训练根据对方话语作出回应、表达态度的技能
Ⅱ、教学设计
Task1Knowingthingsabouther
Pre-taskGettinginformationaboutMaryLennon
Task-cycleListening
Activity1WhenWhereBywhatGetbasicinformationfromthefirstlistening
Activity2Interview(Ex.12)
Post-task“IamMaryLennon...”SupposeyouareMary,talkaboutyourexperiencewiththehelpoftheQs
Task2:“MyPronunciationisbetter!”
Activity1ListenImitate
Activity2Competition
Task3:Showyourresponse!
Activity1Ex.12
Activity2ShowyourresponseOneofyouisasuperstar,theotherisaninterviewer.You’rehavingatalkonCCTV.(Trytouseexpressionstoshowyourresponseorattitudetowardstheotherperson.)

Period6Task,writing
Ⅰ、教材内容及教学目标
1、借助一切可借助的力量介绍自己的一次旅游情况
2、写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力
Ⅱ、教学设计
Task1:Displayoneofyourtripstoatouristspot
Pre-task:Thingsaboutthetrips
A.Collectinformationaboutthetouristspot
B.CollectEnglishsignsinthetouristspot
C.Collectpictures,photos,postcards,magazinesreports,mapsorsouvenirsaboutthetouristspot
D.Makenoteson5W1H
Task-cycle:ShareChoose
Activity1Sharethethingsyoucollectwithyourpartners
Activity2ChoosethebestStodothetalking,theothersofferhelpwhenneeded
Post-task:DisplayTalkaboutyourfirsttripstoatouristspotwiththehelpofallkindsofinformation.(analbumwithcommentsonitisrecommended)
Task2:Writing
Pre-task:Choosetopics
Task-cycle:Writing
Brainstorming--Writing---Evaluationbyoneselfpartner---Correction--ChoosethebestoneCorrect
Post-task:ShowthebestwritingComment
RecallingRecallwhatwelearntodayQuestionsunsolved.
HomeworkComposition(ChooseanytopicsonP27)

Module3myfirstrideonatrain教案

Module3　MyFirstRideonaTrain
Ⅰ.TheGeneralIdeaofThisModule?
ThetopicofthismoduleisMyFirstRideonaTrain.ThismodulewilldescribethescenecharacteristicsbytravelingtoAustralia.Wewilllearnsomewordsaboutvehiclesandnaturalphenomenainthismodule.Ontheotherhand,wewilllearngrammarontheusageofthe–edform.Also,wewillgetthestudentstodescribetheir?traveling?andnaturalscenerywiththesewords.Thewordswiththe-edformcanbeusedasadjectivesandgivesomeexamples.Wewilltrainthestudent’sabilitiesoflistening,speaking,readingandwriting.What’smore,Iwillleadthestudentstogoovertheusageofthepasttimeexpressions.?
INTRODUCTION?
Inthismodule,we’lllearnsomenewwordsonvehicles.Recallthestudents’happychildhoodonthefirstride.?
READINGANDVOCABULARY
(1)Totrainreadingskillbyskimmingandscanningthepassage.?
(2)Enablethestudentstoimproveabilitiesofimagination,analysisandthinkinginEnglish.?
GRAMMAR?
The-edformcanbeusedasadjectivesandattributiveadjectives.?
FUNCTION?
LearntouseeverydayEnglishtoexpressgoodmanners.?
VOCABULARY?
Learnsomewordsonplaces,usingthesewordstoconnecttherelatedknowledge.?
READINGANDSPEAKING?
(1)Readthepassageonrecallingchildhood.?
(2)Togetthegeneralideabyreadingthepastexperience.?
(3)Togetthekeypoints.?
(4)Makeasimilardialogue.?
LISTENING?
Totrainthestudents’abilitytocatchthekey.?
WRITING?
Learntomakenotesbyreadingthepassage.?
PRONUNCIATION?
Howtoreadthe?correctstress?ofthesentences?
EVERYDAYENGLISH?
Giveresponsetothedialogue.?
CULTURALCORNER?
ToknowtheadvantagesaboutMaglev—thefastesttrain.?
TASK?
Describethetravellookingatphotots,postcards...?
MODULEFILE?
Tohelpthestudentstoconcludethecontent.Totestwhattheyhavelearned.?
Ⅱ.Three-DimensionalGoals?
1.KnowledgeandSkills?
(1)Towritedownthesentencesandpassageincludingthenewwords,phrasesand-ed??words.?
(2)Toreadthepassagetotrainthestudents’abilityofskimming.?
(3)Torecallthepastexperienceusingthepasttime;makingadialogueusingpoliteways.?
2.ProcessandMethods?
(1)Teacher’sguidanceandteachingleadtheSstoknowthenewachievementsincludingMaglev.?
(2)ActivityandInquiry?
Toknowthetravelcultureinmanyplacesintheworld.?
Toknowhowtodoingoodmanners,learntobepolite.?
3.EmotionandValues?
Arousethestudents’lovefortheirmotherland.?
Getthemtofeelproudofsocialachievement.??
Ⅲ.TeachingImportantPoint?
Learnthepassageandsentence?structure.???
Ⅳ.TeachingDifficultPoint?
Grammar:the-edformandlanguagepoints.??
Ⅴ.TeachingAids?
multimedia,alittleblackboard??
Ⅵ.TeachingTime?
sevenperiods?
Thefirstperiod:Introduction(VocabularyandSpeaking)
Thesecondperiod:ReadingandVocabulary?
Thethirdperiod:ReadingandVocabulary?
Thefourthperiod:Grammar1,FunctionandVocabulary?
Thefifthperiod:Grammar,ReadingandSpeaking?
Thesixthperiod:Listening,Writing,PronunciationandEverydayEnglish?
Theseventhperiod:CulturalCorner,TaskandModuleFile?
TheFirstPeriod?
TheGeneralIdeaofThisPeriod?
Inthisperiodwe’llfinishthefouractivitiesonPage21.?
Thenpractisespeakingafterthemodel.AtlastI’llgivefoursituationstodiscuss.?
TeachingAims?
1.Tolearnandmasterthefollowing:
Words:helicopter,motorbike,tram,ferry?
Phrases:geton,getoff,getinto,getout(of)ride,takeoff,landdrive?
2.Todevelopthestudents’speakingabilitybytalkinganddiscussing.?
TeachingImportantPoints?
1.Howtoimprovethestudents’speakingability?
2.Learnsomevocabularies.?
TeachingDifficultPoint?
Howtoimprovethestudents’speakingabilitybymakingsomedialoguescorrectly.?
TeachingMethods?
1.Answeringactivitytohelpthestudentsgothroughvocabulary?
2.Matchingthewordstoarousethestudents’interestinthenamesofvehicles.?
3.Individual,pairorgroupworktomakeeverystudentworkinclass.?
TeachingAids?
1.acomputer?
2.somepictures?
TeachingProcedures?
?Step1Greetings?
Greetthewholeclassasusual.?
T:Goodmorning.?
Ss:Goodmorning,MissLiu.?
?Step2Lead-in?
T:Withthedevelopmentofsociety,wearechangingourlife.Moreandmorepeopleliketotravel.Doyouliketraveling?
S:Yes.?
T:Wherehaveyoubeen?
S:TheGreatWall,thePalaceMuseum,MountTai,...
S:TheWestLake,theGreatWall,...
S:...?
T:Howdidyoumakeyourfirstjourney?
S:Bytrain.?
S:Bybus.?
S:Bybike.?
T:Now,we’llreviewthemeansoftransportation.“Meansoftransportation”isameansofcarryingpeopleorgoodsfromoneplacetoanother.(Bymeansoftransportation)Whocangiveusthenamesofthetransportation?
S:Bybike/bytrain/bycar/byboat/byplaneoronfoot.(onPage136)?
?Step3Presentation?
T:OpenyourbooksatPage21.Let’scometoIntroduction.Firstlookatthepictures.Let’slearnsomewordsaboutvehicles.??
(Showthemonthescreen.)?
Ferry,tram,helicopter,motorbike?
T:ReadaloudandexplaintheChinesemeanings.Thenaskthestudentshowtheytravel?around?mostfrequentlyelicitbasicexpressions.?
S:Iusuallytravelonfoot/bybike/bybus.?
T:Whohastraveledbytrain/taxi/plane/boat?Explainwhere,whenandwhy.?
S:IhavetravelledbytraintoBeijing.Beforewedecidethemeansoftransportation,wemustconsiderthetimeandmoneywehavetospend,andwhetherwe’llfeelcomfortableandsafeduringourtravels.?
T:OK.Whatyousaidisreasonable.(TeacherusesthemultimediatoshowthepicturesatPage21.)?
Askthestudentstomatchthewordsintheboxwiththepicturesonthescreen,thencheckwithapartner.Checkthe?answers?withthestudentstogether.?
Picture1.motorbike2.ferry3.tram4.train　5.plane6.bus?7.helicopter8.bicycle?9.taxi?
?Step4　Answering?
GetthestudentstoanswertheActivity2.Thencheckwiththemtogether.?
T:Readthroughthequestionsasthestudentsfollow.Makesurethestudentsunderstandthequestions.?
T:Askstudentstodotheactivityinpairs.Askingandanswering.Thengetthemtocheckwithapartner.?
S:Whichofthevehiclestravelonroad?
S:Taxi,bicycles,motorbikesandbusestravelonroads.?
S:Whichofthemtravelonrails?
S:Tramsandtrains-travelonrails.?
S:Whichofthemtravelsonwater?
S:Ferriestravelonwater.?
S:Whichofthemtravelintheair?
S:Helicoptersandplanestravelintheair.?
S:Whichofthemcanyouusetotravelalongdistance?
S:Youcanuseaplaneoratraintotravelalongdistance.?
Step5Practice?
Matchtheverbswiththemeansoftransport.GetthestudentstodoActivity3.?
1.Readthroughtheverbsandhavetheclassrepeatthemafteryou.?
geton　getoff　getinto　getout(of)?ride　drive?　takeoff　land?
2.Askstudentstodotheactivityindividually.Theycancheckwithapartner.?
3.Callbacktheanswersfromtheclass.?
Suggestedanswers:?
geton:bus/train/tram/bicycle/motorbike/ferry/plane?
getoff:bus/train/tram/bicycle/motorbike/ferry/plane?
getinto:taxi/helicopter?
ride:bicycle/motorbike?
drive:train/taxi/bus?
takeoff:plane/helicopter?
land:plane/helicopter?
?Step6Speaking?
1.Getthestudentstodescribethefirsttimeyoutravelledalongdistance.?
2.Putthestudentsintogroupsoffourtoaskandanswerabouttheirjourneys.
S:IfirsttraveledalongdistancebytrainwhenIwassevenyearsold.IwentwithmyparentsfromNanjingtoBeijing.?
S:IfirsttraveledalongdistancebytrainwhenIwastwelveyearsold.IwentwithmyclassmatesandmyteacherfrommyhometowntoBeijing.?
Thentellthestudentsthefollowing:
Ifirsttraveledalongdistancebytrainlastyear.?
IwenttoHarbinwithmyhusbandandmyson.LastSpringFestival,Iwenttheretoseetheicycity—Harbin.Therearealotofwonderfulstatues,carvedoutofsnow.Ihopeyouwillgothereinthefuture.?
?Step7Discussion?
T:Wecanmakeatripinmanyways.Butwhatdoyouhavetoconsiderbeforeyoudecidethemeansoftransportation?Ithinkwemustconsidertimeandmoneywehavetospend,andwhetherwe’llfeelcomfortableandsafeduringtravels.Thusisveryreasonable.Doyouunderstand?
　(Showamapoftheworld,amapofChinaandsomesituationsonthescreen.)?
T:Nowlookatthescreenanddiscusshowyou’dliketogototheplaces,bytrain,bybusorbyair.Besides,givethereasonwhyyoumakethedecision.?
Situation?
1.fromShanghaitoLondon?
2.fromBeijingtoGuangzhou?
3.fromDaliantoQingdao?
4.fromChongqingtoChengdu?
(Theteachergivesthestudentsafewminutestodiscussingroupsoffourandaskssomeofthemtogivetheirideas.)?
Suggestedideas:?
1.Situation1?
Byair.It’salongwayfromShanghaitoLondon.It’sthebetterandfasterwaytogettherebyairthanbyship.?
2.Situation2?
Bytrain.BeijingisfarfromGuangzhou.Wecangettherebytrainorbyplane.It’sfasterbyplane,butit’sbettertogotherebytrain.Onthetrainwecanbecomfortableandenjoythebeautifulscenesonthewaythere.?
Byboat/ship.It’sshorterbyshipthanbybusortrain.Meanwhile,wecanenjoythebeautifulsceneonthesea.?
3.Situation3?
Byboat/ship.It’sshorterbyshipthanbybusortrain.Meanwhile,wecanenjoythebeautifulsceneontheseason.?
4.Situation4?
Bybus.ChongqingisnotfarfromChengdu.Ittakesusonlyseveralhourstogettherebybus.It’sfasterbybusthanbytrain.?
?Step8SummaryandHomework?
Todaywe’velearnedsomevocabularyonthevehiclesanddonesomespeakingandknownhowtochoosemeansoftransportation.Alsowe’velearnedtodiscribethefirsttimeyoutraveledalongdistance.Besides,we’velearntsomewords(pointingtotheblackboard).?
A.ferry,helicopter,tram,plane,motorbike,distance?
B.geton/off/into/out(of),ride/dive,takeoff,land.?
?Step8TheDesignofWritingontheBlackboard?
Module3　MyFirstRideonaTrain?
TheFirstPeriod?
1.Words:?2.Verbs:?
helicopter?n.motorbike?n.??getongetoff?
tram?n.?distance?n.??getintogetout(of)
alongdistance?n.　ride/dive/land
takeoff?
3._________travelonroads?
_________onrails?
_________onwater?
_________intheair
?Step9ActivityandInquiry?
StepsStudents!ActingTeacher’sOrganizing
1Lookatthepicturesgivethewords.Showthepicturesonthescreen.
2Answerthefollowing.Writeontheblackboard.
3Writedownthedescription.Givedescription.

MyFirstRideonaTrain单元学案

一名优秀的教师就要对每一课堂负责，高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生能够听懂教师所讲的内容，帮助高中教师营造一个良好的教学氛围。优秀有创意的高中教案要怎样写呢？以下是小编为大家收集的“MyFirstRideonaTrain单元学案”供大家借鉴和使用，希望大家分享！

MyFirstRideonaTrain单元学案

Period1:Introduction,Readingandvocabulary(1.2)
1.meansn.oftenpl.amethodorway方法，方式（属单复数同形）
e.g.Thequickestmeansoftravelisbyplane.
Allmeanshavebeentried.=Everymeanshasbeentried.
-CanIhavealookatyourstampcollection?
-Byallmeans.(当然可以。)
meanv.意欲，打算；adj.卑鄙的，吝啬的
meantodosth.打算做……；meandoing……意味着……；meantohavedonesth.=hadmeanttodosth.原打算做某事实际未做。
phrases:byallmeans当然；务必bynomeans决不；并没有
themeansoftransport交通方式；bymeansof用，依靠
2.referto
a.提到；说起
e.g.Don’trefertothatmatteragain.
b.参考；咨询；查资料
e.g,Ifyoudon’tknowwhatthismeans,refertothedictionary.
c.有关；针对
e.g.Thenewlawdoesn’trefertolandusedforfarming.
d.提交……作决定或采取行动
e.g.Youshouldreferthismattertotheheadofficeforadecision.
phrases:
referto/turntothedictionary
looksth.Upinthedictionary
refertosth./sb.提到……，意指……，涉及……
referto…as…将……称为……
Whenitcomesto…当谈及/提及/涉及……时
e.g.Somepeoplemayknowlittleaboutbasketball,butwhenitcomestotheLitteGiantYaoMing,theymustbefamiliarwithhim.
3.ridevt.vi.n.乘；骑；搭乘（ride,rode,ridden）
a.用作名词：
goforarideinacar乘车出去兜风。
CanIhave/takearideonyourbike?我可以骑你的自行车吗？
Whataride!多棒的旅程啊！
b.vt.vi.
Hejumpedonhishorseandrodeaway.
Canyourideahorse?
注：ride用于骑马、骑自行车时，常用作vt.,即rideahorse;rideabike;用于乘公共汽车时、乘火车时，常用作vi.，即rideonabus;rideonatrain.
4.drivevt.vi.驾驶；用车送；驱赶；迫使；飞跑；猛冲
drive表示“驱使，迫使”，后面接宾补（todo;adj.;adv;prep.phra.不用现在分词）
phrase:
drivesb.mad.使某人发疯；driveoff/out赶走；drivesb.away把某人赶走；drivesb.intoacorner逼得某人走投无路
ride/drive
ride-乘。可以乘车辆，也可以乘其他工具（如马、自行车等）；指车辆时，是乘车而不是开车。
drive-驾驶，驱赶。宾语为车辆时，意为“驾驶”，是别的东西时，意为“驱赶”。当两者用作名词，表示一段车程时无区别，如：anhour’sride=anhour’sdirve
5.distance
a.c.n.u.n.距离；间距
b.c.n.u.n远方；远处
c.u.n.(空间或时间的相距)
d.u.n.（人际关系的）冷淡，疏远
e.g.Agoodcyclistcancoverdistancesofoverahundredmilesaday.
Atadistanceofsixmilesyoucan’tseemuch.
Distanceisnoproblemwithmoderntelecommuciations.
phrases:
inthedistance在远处；在远方
fromthedistance由远处
atadistance在稍远处，在一定距离处
keepone’sdistancefromsb./sth.与某人/某物保持一定的距离
keepsb.atadistance与某人保持一定距离
distancelearning远程教育
distantadj.遥远的
Period2:Reading
1．Getoff下车
a.get(sb.)off（使某人）出发
b.getoffsth.下班；不再讨论某事
c.getsth.off邮寄某物；从某物上移去某物
e.g.Wegotoffimmediatelyafterbreakfast.
Herfingerwassoswollenthatshecouldn’tgettheringoff.
Iusuallygetoffat6:00p.m..
Phrases:geton上车getaround传播getaway逃离，离开办
getover爬过，克服；熬过getin进入；收获；收（税等）；getrideof除掉，摆脱getthrough通过；做完；看完getup起床，起身getalong/onwith进行；进展；与……相处getacross使……通过，（使）被理解
2．morethan:over超过；仅仅
e.g.Judgingfromhisappearance,heismorethan40.
notmorethan与nomorethan
notmorethan不超过，顶多，相当于≤；nomorethan仅仅，只有，相当于＝。
Otherphrases:
more…than…与其说……倒不如说……e.g.He’smoremadthanstupid.说他笨，不如说他疯了。
nomore…than…与……同样不……（表示前后比较对象程度相当）
themore…,themore…越……就越……
moreorless或多或少
3．scenery,scene,view
Scenery-为自然风景的全称，常用来描述静态的乡村景色/
e.g.Thesceneryofthecountryisnotbeautiful.
scene-指某一特定环境呈现的景色，多半包含人的动作。
e.g.ahappysceneofchildrenplayinginthegarden.
View-属scenery的一部分，也就是从某处所见的情景。
e.g.There’snoviewfrommybedroomwindowexceptforsomefactorychimneys.
4.Afterthat,…..
that常“承上”；this常“启下的”
e.g.That’stheendofthenews.
Thereasonisthis.理由如下。
5．beshortfor为……的缩写;inshort简言之，总之
e.g.PRCisshortforthePeople’sRepublicofChina.
MynameisJohnson,butmyclassmatesalwayscallmeJohninshort.
phrases:beshortof=lack缺乏……；短少；tobeshort简单地说，简言之goshort(of)欠缺，缺少cut…short使……中断，打断，阻止runshort（物品）不足，短缺
6．not…anymore=nomore;not…anylonger=nolonger
not…anymore=nomore表动作不再重复出现或做某事的次数不再增加，多与瞬间动词连用。E.g.Youwillnotseehimanymore.
not…anylonger=nolonger表动作不再延续或时间上不再延长，多与延续性动词连用。
e.g.Shedoesn’tlivehereanylonger.
6.the1920s20世纪20年代
请注意时间表达法：
the1830s19世纪30年代the60s60年代inher80s在（她）八十多岁的时候
Otherphrases:
comefromonatraininthemiddleofgreatmealscookedbyexpertslooklike
Lookoutofatmidnighttrydoingtrainedcamelsallowsb.todosth.
Period3:Grammar12,Function,CultureCorner

1.The–edform过去分词作定语
分词是动词的一种非限定形式，主要起构成形容词和副词的作用，共有两种形式，一种是现在分词（-ing）,一种是过去分词（-ed）.现在分词一般有主动的意思，过去分词一般有被动和完成的意思，以下主要是过去分词作定语的几点用法。
（1）及物动词的过去分词单独用作定语，表被动。
e.g.movedstudentsdrownedpeopleusedpaperabrokencupdevelopedcountries
(2)个别的过去分词（多由不及物动词构成）只表示完成，不表示被动。
e.g.fallenleaves./returnedstudents.归国留学生。
(3)某些动词的过去分词作定语，既可作前置定语，又可作后置定语，但含义不同。
e.g.Themethodused(被采用的)isveryefficient./Thisisaused（用过的）book.
Thebookgiven(给)tohimisanEnglishnovel.
Wewillbemeetingatagiven(特定的)timeandplace.
(4)有些过去分词己经失去了被动意义,相当于形容词作定语,表示主语所处的一种状态.常用来修饰人。
也可以修饰物，这类被过去分词所修饰指物的名词大概有两类:
a.指人发出的声音:voice,shout,scream,cry等;
b.指人的面部表情:face,look,expression,smile等;
修饰的过去分词有:
disappointed,puzzled,surprised,excited,satisfied,frightened,pleased,trembled,discouraged,etc.
afrightenedlook惊恐的神态
afrighteninglook吓人的神态
apleasedsmile（自己感到）满意的微笑
apleasingsmile令人愉快的微笑
2．过去时态的表达及用法
一般过去时表示(1)过去某个特定时间发生，并且一下子就完成了的动作（即：非持续性动作），(2)过去习惯性的动作。一般过去时不强调动作对现在的影响，只说明过去。
IhadawordwithJuliathismorning.今天早晨，我跟朱丽亚说了几句话。(1)
e.g.Hesmokedmanycigarettesadayuntilhegaveup.他没有戒烟的那阵子，烟抽得可凶了。
一般过去时常与表示过去的时间状语或从句连用，如：yesterday,lastweek,in1993,atthattime,once,duringthewar,before,afewdaysago,when等等。
句子中谓语动词是用一般过去时还是用现在完成时，取决于动作是否对现在有影响。
e.g.Haveyouhadyourlunch?你吃过午饭了吗？（意思是说你现在不饿吗？）
Yes,Ihave.是的，我已经吃过了。（意思是说已经吃饱了，不想再吃了。）
Whendidyouhaveit?你是什么时候吃的？（关心的是吃的动作发生在何时。）
Ihaditabouttenminutesago.我是大约十分钟以前吃的。
Usedtodosomething表示过去常做而现在已经停止了的习惯动作。
e.g.Iusedtoworkfourteenhoursaday.我过去常常一天干十四个小时。
一般过去时的基本用法
a.带有确定的过去时间状语时，要用过去时
如：yesterday（昨天）、twodaysago…（两天前……）、lastyear…（去年…）、theotherday（前几天）、onceuponatime（过去曾经）、justnow（刚才）、intheolddays（过去的日子里）、beforeliberation（解放前…）、WhenIwas8yearsold（当我八岁时…）
e.g.Didyouhaveapartytheotherday？前几天，你们开了晚会了吗？
e.g.LeiFengwasagoodsoldier.雷锋是个好战士。
注意
①在谈到已死去的人的情况时，多用过去时。
②表示过去连续发生的动作时，要用过去时
这种情况下，往往没有表示过去的时间状语，而通过上下文来表示。
e.g.Theboyopenedhiseyesforamoment，lookedatthecaptain，andthendied.
那男孩把眼睛张开了一会儿，看看船长，然后就去世了。
③表示过去一段时间内经常或反复的动作,常与always，never等连用。
e.g.Mrs.Peteralwayscarriedanumbrella.彼得太太过去老是带着一把伞。
（只是说明她过去的动作，不表明她现在是否常带着伞。）
比较
Mrs.Peteralwayscarriesanumbrella.
彼得太太老是带着伞。
（说明这是她的习惯，表明她现在仍然还习惯总带着一把伞）
Ineverdrankwine.我以前从不喝酒。
（不涉及到现在，不说明现在是否喝酒）
④如果强调已经终止的习惯时要用usedtodo
e.g.Heusedtodrink.他过去喝酒。
（意味着他现在不喝酒了。喝酒这个动作终止了）
Iusedtotakeawalkinthemorning.
我过去是在早晨散步。
（意味着现在不在早晨散步了）
Itookawalkinthemorning.
我曾经在早晨散过步。
（只是说明过去这一动作）
比较
Itookawalkinthemorning.
我曾经在早晨散过步。
（指是说明过去这一动作）
⑤有些句子，虽然没有表示过去确定时间的状语，但实际上是指过去发生的动作或存在的状态的话，也要用过去时，这一点，我们中国学生往往出错，要特别注意！
IdidntknowyouwereinParis.
我不知道你在巴黎。（因为在说话时，我已经知道你在巴黎了。这句话指的是说话之前，所以只能用过去时表示。实际上，这句话暗指：ButnowIknowyouarehere.）
Ithoughtyouwereill.
我以为你病了呢。
（这句话应是在说话之前，我以为你病了。但是现在我知道你没病）
辨别正误
LiMingstudiedEnglishthismorning.
（把此句变为一般疑问句）
（×）1.DidLiMingstudiedEnglishthismorning？
（动词应该用原形）
（×）2.DoesLimingStudyEnglishthismorning？
（时态应该用过去时态）
（×）3.WasLiMingstudiedEnglishthismorning？
（应该用一般动词，而不是be动词）
（√）4.DidLiMingstudyEnghishthismorning？
（在过去发生的动作。）
一般过去时的形式
tobe:
第一人称单数和第三人称单数用was,其余的人称用were。
todo(行为动词)：
行为动词的过去式有两类，一类是规则动词，另一类是不规则动词。tohave:各人称，单、复数一律用had。
肯定句否定句
beI/He/She/Itwas...I/He/She/Itwasnot...
We/You/Theywere...We/You/Theywerenot...
have
I/He/She/It/We/You/Theyhad...I/He/She/It/We/You/Theyhadnot（有）...
I/He/She/It/We/You/Theydidnothave(吃/喝/进行...)…
行为动词I/He/She/It/We/You/Theystudied…I/He/She/It/We/You/Theydidnotstudy…
一般疑问句简略回答
beWashe/she/it...?Yes,hewas.(No,hewasn’t.)
Werewe/you/they...?Yes,youwere.(No,youwerenot)
haveHadI/he/she/it/you/we/they...?DidI/you/he...have...Yes,youhad.(No,youhadn’t.)
Yes,youdid.(No,youdidn’t.)
行为动词Didhe/she/it/we/you/theystudy..?Yes,youdid.(No,youdidn’t.)
3．Downtownadv.(美国英语)在城镇的中心区
e.g.Iwentdowntowntodosomeshoppingtoday.
adj.(城镇的)中心区的，商业区的
adowntowmoffice城市商业区的办公室
4.Travellingataspeedofover400kilometresperhour,thetraincancompletethe30-kilometrejourneyineightminutes.
句中Travellingataspeedofover400kilometresperhour是现在分词短语在句中作状语。
现在分词短语用作状语时，可以表示时间、条件、原因、伴随或方式以及结果等。从分词的时间意义上看，现在分词一般式表示的动作与谓语动词表示的动作同时发生或几乎同时发生；从语态意义上看，现在分词一般式往往表示主动的动作，它所修饰的人或物是分词动作的执行者，即句子的主语。
（1）表示时间
Lookingoutofthewindow,Isawsomestudentsplayingthere.(=WhenIlookedoutofthewindow…)
Hearingthenews,hecouldn’thelplaughing.
(2)表示时间
BeingLeaguemembers,wearereadytohelpothers.=(SinceweareLeaguemembers…)
Beingpoor,hecouldn’taffordaTVset.
(3)表示条件
Workinghard,you’llsurelysucceed.(=Ifyouworkhard…)
(4)表示伴随或方式
Theboysatinfrontofthefarm-house,cuttingthebranch.
Hecamerunningbacktotellmethenews.
(5)表示结果
Thechildslippedandfell,hittinghisheadagainstthedoor.
5.speedv.n.
speedby迅速过去speedup加速atspeed迅速atfull/topspeed全速
ata/thespeedof…以……的速度
6.30-kilometrejourney30千米的行程
30-kilometre是合成形容词。合成形容词只作前置定语，用于所修饰的名词前，结构是：
数词+单位词单数+形容词（long/wide/high/tall/deep/old）+被修饰的名词，其中合成形容词的各词语之间要有连字符，而且单位词要用单数。如：
Afive-year-oldboy一个5岁的男孩
A200-metre-longbridge一座200米长的桥
A500-metre-wideriver一条500米宽的河
Period4:Vocabulary,readingandspeaking

1．Seasiden.海滨（特指游泳场、休养地的海边、河滩）。
e.g.We’retakingthechildrentotheseasideonSunday.
coast海岸（海、陆相接之线）
e.g.Lookingdowntheplane,wecanseethecoast.
beach海滩(相对平坦，宜于游泳、日光浴等)。
e.g.Ilikelyingonthebeachenjoyingthesunbath.
shore海滨（笼统地指平坦或陡峭的岸边）。
e.g.Heoftenwalksontheshorecollectingshells.
bank河流、湖泊的岸或堤。
2.forthefirsttime第一次，在句中作状语。
e.g.TheywereinBeijingforthefirsttime.
thefirsttime第一次，后面跟从句。
e.g.ThisisthefirsttimethatIhaveeverbeenabroadatall.
3.myfirstvisitto…我第一次去……参观，此处visit为名词。
Payavisitto…拜访……，参观……beonavisitto…在访问……
4．atkindergarten上幼儿园(名词前不加冠词，表示抽象意义)。
Otherphrases:
At/inschool上学gotoschool上学intheschool在学校
inprison坐牢intheprison在监狱
attable在吃饭atthetable在桌旁

MyFirstRideonaTrain教学案

一名合格的教师要充分考虑学习的趣味性，教师要准备好教案为之后的教学做准备。教案可以让讲的知识能够轻松被学生吸收，帮助教师更好的完成实现教学目标。教案的内容要写些什么更好呢？下面是由小编为大家整理的“MyFirstRideonaTrain教学案”，大家不妨来参考。希望您能喜欢！

MyFirstRideonaTrain教学案
◇预习目标◇
1、UnderstandthewordscorrectlyinModule3.

2、Graspthemeaningsofthewords.

3、Makeupthesentenceswiththewords.

4、Usethewordsexactly.

◇问题引导，自我探究◇

Tellthemeaningsoftheunderlinedwordsandphrases.

1.Theairportisabouttenmilesdistantfromthecity.

2.Youcangettheadviceoftheexpertifyouwanttoknowmore.

3.Willyougoonalongtrainjourney?

4.Frightenedchildrenwerecallingfortheirmothers.

5.Weinterviewed20peopleforthejob.

6.Itwasquiteaneventwhenawomanfirstbecameprimeminister.

7.YaoMingismorethantwometrestall.

◇自学测试◇

1.IntheUSAdismeasuredinmiles,notkilometer.
2.Thebabyabyitsparentsistakengoodcareofinthehospital.
3.ManykindsoffarmpfromTaiwanhavebeenseeninBeijing.
4.Fromtimetotimewestoppedtoadmirethenaturalsonourjourney.
5.Parentsshouldttheirchildrentohavegoodmannersfromanearlyage.

（选做题）
句型转换
1．Iwanttouseyourdictionary.
Wouldyoumind?
2.Wewanttohireworkerswhohavebeentrained.
Wewanttohireworkers.
3.Hespent3daysinlearninghowtousethenewcomputerprogramme.
It3dayshowtousethenewcomputerprogrammme.
4.Aliceisan18-years-oldgirl.
Aliceis
课题：1.3.1MyFirstRideonaTrain
课型：New设计：　审核：使用：时间：月日学习札记
〖学习目标及要求〗：
Teachingaimsanddemands:
●Understandinghowtodescribeaperson.
●Affectionandattitudes.
●Understandingnewteachersandformingpositiveattitudestowardsthestudies●allsubjectsinseniorhigh.
2、重点难点：languagepoints
3、高考要求：improvereadingability
4、体现的思想方法：classifyanddeduction
5、知识体系的建构：analysisofthestructureofthetext

〖讲学过程〗：
一、预习反馈:

二、探究精讲:
探究一：.Pre-readingactivities
Leadinthestudyofthetextbycarryingoutthefollowingactivities.
1.Whatadjectiveswillyouusetodescribeme–-yournewEnglishteacher?Whataboutotherteachers?
(Askstudentstospeakoutasmanywordsastheycan.)
2.Lookatthepictures.Whatareyourfirstimpressionsofthethreeteachers?(Prediction)
(Askstudentstowritedowntheadjectivesandcheckwiththeirpartners.)
探究二：Readingformainidea
Helpstudentstograspthemainideaofthetextbydoingthetask.
1.Readthetextfastandcheckyourprediction.
Mrs.Li_______________
Mrs.Chen_______________
Mr.Wu_______________
2.Answerthefollowingquestions.
(1)Whoisthemostpopularteacher?
(2)Whoisthekindestteacher?
(3)Whichteacherarestudentsmostafraidof?
探究三：Readingfordetailedinformation
Makesurestudentsgetthedetailedinformationbydoingthefollowing.
1.Readthetextagainandfillinthetable.
NameAppearance/CharacterSubjectTeachingstyleMyfeeling
Mrs.Li
Mrs.Chen
Mr.Wu
2.Readthetextagain.Askandanswerthequestionsinpairs:
(1)WhatfirstimpressiondidMrs.Ligivetothewriter?Why?
(2)Whydon’tyoufeelcompletelystupidinherclass?
(3)Guesswhatfasterstudentsthinkofherclass?
(4)AreallthestudentsontimeforMrs.Chen’sclass?Why?
(5)Whydon’tsomeoftheclasslikeher?
(6)WhatisMr.Wu’steachingstyle?
(7)Whyisheverypopularamonghisstudents?
探究四：Dealingwithexpressions
1.ReadthetextagainandunderlinealltheverbsfollowedbyV–ing.Makesurestudentsunderstandthemeaningofeachsentence.
2.Findwordsandphrasesinthetextthatmatchthedefinitionsbelow.(Activity3,P13)
3.Payattentiontothesesentences.
A.ButMrs.Lijustsmiles,sothatyoudon’tfeelcompletelystupid!(Line8,Para.1)
(1)Allthepeoplelaughedatme,sothatIfeltembarrassed.
(2)Thegirlpractisedplayingtheviolinveryhard,sothatshedidaverygoodjobattheconcert.
(3)Thenextmorningmyunclegotupearly,sothathewasabletocatchthefirstbus.
Discussion:Whatdoessothat+clauseshow?Time,reason,purposeorresult?
B.I’lldowellintheexamwithMrs.Chenteachingme.(thelastsentenceofPara.2)
(1)I’llmakemoreprogressinmyEnglishstudywithyouhelpingme.
(2)Hereallycouldn’tworkwithababycryinginthenextroom.
(3)Theywalkedonwiththewhitesnowshiningunderthesun.
Questions:(1)Doyouunderstandthesesentences?
(2)Canyourewriteeachsentence?
感悟方法练习：
Languageuse
1.Retellthetextaccordingtothekeywordsinthetable.
NameAppearance/CharacterSubjectTeachingstyleMyfeeling
Mrs.Linervous,shy,kind,patientEnglishexplain,avoid,smileslowlyfor,wonderfulformakingprogress
Mrs.Chenstrict,serious,notsmilephysicswell-organized,clear,explainexactlyneverbemyfavoritelessondowellin
Mr.Wugood-looking,energetic,amusingChineseliterature,talk,wave,tellrespectalot
2.Discussthefollowingquestionsinpairs:
(1)Ofthethreeteacherswhichonedoyoulikebest?Why?
(2)WouldyoulikeMrs.Chentobeyourphysicsteacher?Whyorwhynot?
3.Askstudentstodescribetheirnewteachersingroupsoffourandthengiveapresentation.
Thefollowingkeywordsaregiventohelpthem:
name,appearance/character,teachingstyle,theirgoalsinthenewterm
备选练习题：（高考经典例题）
1．Ifyouthinkthattreatingawonmanwellmeansalways____herpermissionforthings,thinkagain.(06湖南)
A.getsB.gotC.togetD.getting
2.—Whatareyougoingtodothisweekend?(06陕西)
--I’mthinkingof____tovisitmyaunt.
A.goB.goingC.havinggoneD.mygoing
3．--It’lltakeatleast2hourstodothis!
--Oh,______!Icoulddoitin30minutes(05天津)
A.comeonB.pardonmeC.youarerightD.don’tmentionit.
4.Nowthatshe’soutofthejob,Lucy____goingbacktoschool,butshehasn’tdecidedyet.(04北京)
A.hadconsideredB.hasbeenconsidering
C.consideredD.isgoingtoconsider
〖课堂感悟〗：

Keys:BBAB
课题：1.3.1MyFirstRideonaTrain
☆检测目标☆班级姓名
1、UnderstandthewordscorrectlyinModule3.

2、Graspthemeaningsofthewords.

☆要点强化☆
1、Makeupthesentenceswiththewords.

2、Reading.

☆当堂检测☆

TranslatethefollowingintoEnglishpayingattentiontotheboldwordsorphrases

1.他喜欢骑马、钓鱼、射击。

2.计算机并不是仅仅用来打印文件。

3.WTO，众所周知是世界贸易组织的缩写。

4.这列火车以每小时200多公里的速度行驶。

5.我再也不能忍受他的惩罚了。

6.你将在杭州火车站下车吗？

Reading:
AtaMenswearShop
Shopassistant:CanIhelpyou?
Mrs.Liu:Imjustlookingatthesejackets.
Shopassistant:MayIknowwhoisitfor?MaybeIcangiveyousomesuggestions.
Mrs.Liu:Sure,itsformyson.
Shopassistant:Howoldishe?
Mrs.Liu:Heiseighteen.
Shop-assistant:Howtallishe?
Mrs.Liu:Hesaboutfivefeeteleveninchestall.Hesverystrong.Ialwaysbuyhimclothesoflargersize.
Shop-assistant:Isee.Howaboutthisone?Itsveryfashionable.
Mrs.Liu:No.Hepreferssimplestyles.
Shop-assistant:Howaboutthisone?
Mrs.Liu:Thestyleisallright,butImnotsureaboutthecolor.Helooksgoodindarkcolors.butIalwaysthinkthatayoungmanshouldwearsomethinglighter...Idontknow.Letmethink...
Shop-assistant:Thatseasy.Theycomeindifferentcolors.Here.Thereisdarkblue,green,brown,black,ivorywhite,melonyellow,andskyblue.
Mrs.Liu:Well...CanIchangeitifhedoesntlikethecolor?
Shop-assistant:Ofcourse.
Mrs.Liu:IthinkIlltakethedarkblueone.
Shop-assistant:Verywell.Thatsfifty-ninedollars...Hereisyourreceipt.Thankyou.
Vocabulary:
lighteradj.是light的比较级，此处指较明亮的颜色。
Choosethebestanswers:
1．WhatisMrs.Liussonlike?
A．Simplestyles.B．Darkcolors.
C．Tallandthin.D．Tallandmuscular.
2．WhichcolordoyouthinkmakeshersonmorehandsomeaccordingtoMrs.Liu?
A．Navyblue.　B．Lightred.
C．Skyblue.D．Brightgreen.
3．WhichonedoesMrs.Liussonlikebest?

　ABCD

☆学习心得☆
Keys:
1．Heenjoysriding,fishingandshooting.
2．Acomputerisusedmorethantypingdocuments.
3．WTO,asweknow,isshortfortheWorldTradeOrganization.
4．Thetraintravelsataspeedofover200kilometresanhour.
5．Ican’tstandhispunishmentanymore.
6．WillyougetoffthetrainatHangzhoustation?
Keys:l～3DAA