TEACHING PLAN
Content: Module 3 [Senior I ( I ) , New Standard English ]
广东韶关市田家炳中学
Speaker: Janet Tan (谭华琼)
Working group: 王兴勇，谭华琼，李伟清，黄欢，廖士平，申宏志，严志兴
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 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply
词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of
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Everyday English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, careful reading, 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：
Period 1: Introduction, Reading and vocabulary (1.2)
Period 2: Reading
Period 3: Grammar 1&2, Function, Culture Corner
Period 4: Vocabulary, reading and speaking
Period 5: Listening, pronunciation, Everyday English
Period 6: 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; =group work; = pair work; =individual work =screen
Period 1 Introduction, Reading and vocabulary (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
Task 1: Describe a trip ( 15m) – Introducton
Pre-task Brainstorming
Try to bring out as many words about transportation as possible.
Task-cycle Learn different verbs and nouns about traveling.
Activity 1 Matching ( 1 )
Activity 2 Put me in the right place!
A: Draw a picture with road, rails, water and clouds on the blackboard. Put
different vehicles in the right position on the picture.
B: Ask and answer Qs in (2) according the picture.
Activity 3 Filling & Guessing game
get on (off)
get into (out of)
Ride
Drive
take off/ride
A:
B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged)
Post-task: Describe the first time you traveled a long distance
A: Q: When someone want to describe his first trip, what do you want to know?
5W & 1H ( who, when, where, what, why & how )
B: Describe the first trip Report to all
Task 2: Describe Australia ( 25m )-Reading & vocabulary
Pre-task: Search information about Australia before class
Task-cycle: Australia
Activity 1 Brain-storming (words about Australia)
Activity 2 Talking ( 1 )
A: Talk about the pictures on P22 + things about the country brought by Ss
B: Get questions in (1) solved
C: Dialogue between “Australians” and “tourists” Report to all
Activity 3 Vocabulary ( Part )
A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended)
B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil)
C: Choose a word in the blanket to match the underlined part in a passage (2)
Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train.
Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words)
Recalling(4m) Recall what we learn today. & Questions unsolved.
Homework(1m) Workbook P80 4. 5.
Describe your first time you travel to a place of interest.
Period 2 Reading
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
Task Learn and retell the passage
Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.
Task-cycle Reading(40m)
Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.
While-reading
Activity 1 First ( Fast ) reading
A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )
B. Main sentence in each paragraph.
C. Main idea
D. Guide Ss to find out the structure of the passage.
Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4)
Activity 3 Third reading ( Reading Strategies Applying )
A. Find out appropriate information to fill in the form below:
Part One (1)
Who When Where What Why How
Part Two (2-3)
Food Scenery
First hundred kms After that Suddenly
B. Put me in the right order and form a passage, adding in the time signals.
Camels were trained to carry supplies back from the central part.
Camels were shot because of the new railway line built by the government.
They brought camels from Afghanistan.
Australians needed a way to the central country.
They tried riding horses, but failed.
C. Word-guessing ( abandon, diamond, supplies)
Post-task
Activity 1 Retelling Retell the passage with the help of the form
Activity 2 Discussion P24 (5)
Activity 3 Small debate “They should shot the camels”
Recalling(2m) Recall what we learn today. & Questions unsolved.
Homework(1m) Write a reading note
阅读格式卡
Title__________________________ Module _________ Date___________
General idea：
Words & Phrases:
BS:
BS=beautiful sentence
Period 3 Grammar 1&2, Function, Culture Corner
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
Task 1 Find out rules of “–ed adjectives”
Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.
Activity 2 Find out the rules of “-ed adj.”
A. Look, say, write and combinea. T act out the sentences: I threw the paper away. The paper was used before.
b. Ss write out the sentences
c. Try to combine the sentences to one: I threw the _______ paper away.
d. Talk about the pictures using –ed form and write them down.
B. Observe, compare and find out the rules (Grammar 1 )
Activity3 Workbook P79 1. 2.
Task 2: Story-making using past tense time expressions
Activity 1 Brainstorming ( past tense time expressions)
Activity 2 Complete the sentences (2)
Activity 3 Story-telling Make stories according to the pictures given to different groups
Task 3: Polite conversation
Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)
Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)
Task 4: Interview ( about Maglev )
Activity 1 Read and compare
Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)
Activity 3 Your idea of new transportations
Period 4 Vocabulary, reading and speaking
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
Task Childhood memories
Pre-task Words and expressions
Activity 1 District map Draw an imaginary district map with names on it with Ss
Activity 2 Tell me your first time to...
I will never forget the day I ...
I remember the day I ...
my first visit to...
doing
Task-cycle Jigsaw reading & Interview 5 groups read, other groups bring out Qs.-Interview
Post-task Talk show Three famous persons & one TV host on a TV talk show talking about childhood memories.
Period 5 Listening, pronunciation, Everyday English
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
Task 1 Knowing things about her
Pre-task Getting information about Mary Lennon
Task-cycle Listening
Activity 1 When & Where & By what Get basic information from the first listening
Activity 2 Interview (Ex.1 & 2)
Post-task “I am Mary Lennon...” Suppose you are Mary, talk about your experience with the help of the Qs
Task 2: “My Pronunciation is better!”
Activity 1 Listen & Imitate
Activity 2 Competition
Task 3: Show your response!
Activity 1 Ex. 1 & 2
Activity 2 Show your response One of you is a superstar, the other is an interviewer. You’re having a talk on CCTV. (Try to use expressions to show your response or attitude towards the other person.)
Period 6 Task, 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
Task 1: Display one of your trips to a tourist spot
Pre-task: Things about the trips
A. Collect information about the tourist spot
B. Collect English signs in the tourist spot
C. Collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot
D. Make notes on 5W & 1H
Task-cycle: Share & Choose
Activity 1 Share the things your collect with your partners
Activity 2 Choose the best S to do the talking, the others offer help when needed
Post-task: Display Talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )
Task 2: Writing
Pre-task: Choose topics
Task-cycle: Writing
Brainstorming --Writing ---Evaluation by oneself & partner ---Correction -- Choose the best one & Correct
Post-task: Show the best writing & Comment
Recalling Recall what we learn today & Questions unsolved.
Homework Composition ( Choose any topics on P27 )
附: 模块学习评价表
韶关市田家炳中学高一英语学习评价表(04-05学年)
班 级： 持有人：
模块测试评价表
Module ___ 得分_______ 等级______ 自评人__________
题目类型 得分 对策(正确内容，以后要注意的问题) 仍存疑点
听力
单选
完形
阅读
作文
书面表达具体评价表
题目____________________________
等 级
内容 优秀(A+/A/A-) 满意(合格) (B+/B/B-) 需再努力
(C+/C/C-) 自评 互评 教师评价
内容 有思想、观点、有情感、有意义、有趣 有一定意义、趣味性，观点不够明确，内容较平淡 内容平淡，无趣味性
逻辑性 表达清楚，逻辑性强 表达比较清楚，有一定的逻辑性 表达不清楚，缺乏逻辑性
拼写与标点 完全正确(大部分正确) 有一些错误 很多错误
语法运用 反映当前学习水平，有个别错误 有一些错误，如时态运用，前后一致，选词等，没有完全反映当前学习水平 有许多语法错误，如主谓搭配、用词不当，时态单一或使用错误等
词组句子 出现质量高的较多 出现一些，质量一般 只有一些但质量不高，没有
行文 流利，舒服 基本通顺，能够理解 许多句子不通顺，不能很好地理解
总 评
合作学习与小组活动评价表（A.积极 B.尚积极 C.一般 D.不参与）
日 期 内 容
组 长
组 员
等级： 评语：
等级： 评语：
等级： 评语：
等级： 评语：
注：评语要从组员参与积极程度、讨论情况、互相尊重程度、热情度、创造性、正确性等方面进行具体评价。
模块学习过程评价表
D C B A 自评 互评 努力方向
词汇学习过程 不理会 问老师或别人 查词典 尽力猜测词义，后查阅明确
把中英文意思记在本上 在生词旁记下汉语意思 把意义或类型相同或相关联的词汇写在一块 记下，并举例写上用法，同时把相关联的内容归纳
不知道单词意思，不知道如何拼写 只知道单词意思，不知道如何运用到实际情景中 使用旧单词，联系新单词，但很少运用到实际生活中 使用旧单词，联系新单词，并经常运用到实际生活中
死记硬背 反复理解与背 在理解与表达中记忆 音形义结合，在意文的理解各表达中学习词汇
自己学习策略填写： 小组活动中同伴优秀的学习策略填写
姓名：
策略：
学习过程中发现的问题：(老师解答)