TEACHING PLAN
Content: Module 3 [Senior I ( I ) , New Standard English ]
廣東韶關(guān)市田家炳中學(xué)
Speaker: Janet Tan (譚華瓊)
Working group: 王興勇，譚華瓊，李偉清，黃歡，廖士平，申宏志，嚴志興
一、 題材內容
本模塊是通過(guò)旅游經(jīng)歷介紹風(fēng)光，幫助學(xué)生學(xué)會(huì )關(guān)于交通工具和地貌等自然現象的詞語(yǔ)，學(xué)會(huì )運用表示過(guò)去的用語(yǔ)作回憶、寫(xiě)游記、介紹風(fēng)光。
二、 教學(xué)目標
1） 語(yǔ)言知識：
語(yǔ)音 句子中的重音
詞匯 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply
詞組 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of
語(yǔ)法 -ed形式作形容詞；表達過(guò)去時(shí)間的詞語(yǔ)或詞組
功能 禮貌用語(yǔ)
話(huà)題 介紹旅游經(jīng)歷；介紹童年故事
2） 語(yǔ)言技能：
聽(tīng) 聽(tīng)懂對事件的回憶、旅游介紹并獲取信息
說(shuō) 禮貌地進(jìn)行Everyday English中的對話(huà)；運用過(guò)去時(shí)間回憶；運用含有-ed句子介紹風(fēng)光
讀 Scanning, skimming, careful reading, generalization; inference等閱讀微技能訓練
寫(xiě) 用所學(xué)的詞匯、詞組、及含-ed的句子寫(xiě)介紹旅游情況的文章和各種回憶
3） 學(xué)習策略：
學(xué)生一定程度形成自主學(xué)習，有效交際、信息處理、英語(yǔ)思維能力
認知 聯(lián)系，歸納，推測，速讀，略讀，查讀等技能
調控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進(jìn)行修改
交際 積極、有效同時(shí)禮貌地進(jìn)行對話(huà)
資源 積極有效閱讀從網(wǎng)上及各種媒體所獲取的有關(guān)旅游及介紹各地風(fēng)光的信息
4） 文化意識：了解我國現代化建設的最新成就；了解我國及各地不同的旅游文化
5） 情感態(tài)度：熱愛(ài)祖國河山；為祖國建設感動(dòng)自豪；倡導文明禮貌
三、 教學(xué)重點(diǎn)和難點(diǎn)
重點(diǎn)：1. 如何使用地道英語(yǔ)描述風(fēng)光、事件或回憶
2. 正確理解并應用-ed形容詞
3. 如何禮貌進(jìn)行日常對話(huà)
難點(diǎn): 能用得體的英語(yǔ)表達自己，描述過(guò)去的難忘經(jīng)歷
四、 教學(xué)方法
基于課程改革的理念及“第二語(yǔ)言習得論”和“整體語(yǔ)言教學(xué)”理論，運用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設定小任務(wù)，開(kāi)展促進(jìn)自主性學(xué)習的課堂活動(dòng)，強調合作探究與獨立思考相結合，初步設計“P-T-P”自主學(xué)習立體模式：（Pre-task----Task-cycle----Post-task）。
五、 教材處理
核心任務(wù)：學(xué)生能利用照片、明信片、紀念品等向同伴介紹旅游情況。三個(gè)環(huán)節如下：
Pre-task: 學(xué)生回憶往事，激活背景知識，重溫情感體驗
Task-cycle: 通過(guò)整個(gè)模塊聽(tīng)說(shuō)讀寫(xiě)的訓練，強化“描述風(fēng)光或一件難忘的事”的表達及語(yǔ)篇能力，為完成任務(wù)做好鋪墊
Post-task: 達成任務(wù)，展示成果，反饋學(xué)習情況。
六、教學(xué)安排
根據學(xué)生學(xué)習英語(yǔ)的特點(diǎn)和規律，我們把本模塊劃分為6課時(shí)：
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：教學(xué)設計內容較多，應根據學(xué)生的學(xué)習水平、接受程度及課堂出現的臨時(shí)狀況進(jìn)行運用、調整及篩選。
[教學(xué)設計]
Ss=students; T=teacher; =group work; = pair work; =individual work =screen
Period 1 Introduction, Reading and vocabulary (1.2)
Ⅰ、教材內容及教學(xué)目標
1、學(xué)習有關(guān)交通工具的名詞和動(dòng)詞，回憶第一次旅游的快樂(lè )情景
2、通過(guò)查找信息，描述自己印象中的澳大利亞
3、學(xué)習部分有關(guān)Reading中將要出現的生詞(需要在文章中猜測的詞匯除外)
Ⅱ、教學(xué)設計
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、教材內容及教學(xué)目標
1、學(xué)習在澳大利亞乘火車(chē)旅游的文章
2、訓練速讀、略讀和查讀技能，通過(guò)中心句掌握全文中心，學(xué)會(huì )分析文章結構，
學(xué)會(huì )運用想象、聯(lián)想、邏輯分析和英語(yǔ)思維的能力
3、學(xué)會(huì )如何描述乘火車(chē)旅游的情形
Ⅱ、教學(xué)設計
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
閱讀格式卡
Title__________________________ Module _________ Date___________
General idea：
Words & Phrases:
BS:
BS=beautiful sentence
Period 3 Grammar 1&2, Function, Culture Corner
Ⅰ、教材內容及教學(xué)目標
1、 學(xué)會(huì )通過(guò)合作探究，歸納總結出-ed形容詞作定語(yǔ)及其定語(yǔ)的位置，
2、 運用過(guò)去時(shí)間表達法
3、 運用禮貌用語(yǔ)
4、 了解Maglev，能說(shuō)出與普通火車(chē)的區別
Ⅱ、教學(xué)設計
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、教材內容及教學(xué)目標
1、 學(xué)習表示地點(diǎn)和在該地點(diǎn)做事的詞匯，訓練聯(lián)想的認知策略
2、 學(xué)習有關(guān)回憶的文章，能敘述自己的回憶
Ⅱ、教學(xué)設計
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、教材內容及教學(xué)目標
聽(tīng)懂對話(huà)，抓住要點(diǎn)，獲取信息
1、
2、 句子重音
3、 訓練根據對方話(huà)語(yǔ)作出回應、表達態(tài)度的技能
Ⅱ、教學(xué)設計
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、教材內容及教學(xué)目標
1、 借助一切可借助的力量介紹自己的一次旅游情況
2、 寫(xiě)童年某一事件的過(guò)程，訓練記憶、整理和歸納等邏輯思維能力
Ⅱ、教學(xué)設計
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: 模塊學(xué)習評價(jià)表
韶關(guān)市田家炳中學(xué)高一英語(yǔ)學(xué)習評價(jià)表(04-05學(xué)年)
班 級： 持有人：
模塊測試評價(jià)表
Module ___ 得分_______ 等級______ 自評人__________
題目類(lèi)型 得分 對策(正確內容，以后要注意的問(wèn)題) 仍存疑點(diǎn)
聽(tīng)力
單選
完形
閱讀
作文
書(shū)面表達具體評價(jià)表
題目____________________________
等 級
內容 優(yōu)秀(A+/A/A-) 滿(mǎn)意(合格) (B+/B/B-) 需再努力
(C+/C/C-) 自評 互評 教師評價(jià)
內容 有思想、觀(guān)點(diǎn)、有情感、有意義、有趣 有一定意義、趣味性，觀(guān)點(diǎn)不夠明確，內容較平淡 內容平淡，無(wú)趣味性
邏輯性 表達清楚，邏輯性強 表達比較清楚，有一定的邏輯性 表達不清楚，缺乏邏輯性
拼寫(xiě)與標點(diǎn) 完全正確(大部分正確) 有一些錯誤 很多錯誤
語(yǔ)法運用 反映當前學(xué)習水平，有個(gè)別錯誤 有一些錯誤，如時(shí)態(tài)運用，前后一致，選詞等，沒(méi)有完全反映當前學(xué)習水平 有許多語(yǔ)法錯誤，如主謂搭配、用詞不當，時(shí)態(tài)單一或使用錯誤等
詞組句子 出現質(zhì)量高的較多 出現一些，質(zhì)量一般 只有一些但質(zhì)量不高，沒(méi)有
行文 流利，舒服 基本通順，能夠理解 許多句子不通順，不能很好地理解
總 評
合作學(xué)習與小組活動(dòng)評價(jià)表（A.積極 B.尚積極 C.一般 D.不參與）
日 期 內 容
組 長(cháng)
組 員
等級： 評語(yǔ)：
等級： 評語(yǔ)：
等級： 評語(yǔ)：
等級： 評語(yǔ)：
注：評語(yǔ)要從組員參與積極程度、討論情況、互相尊重程度、熱情度、創(chuàng )造性、正確性等方面進(jìn)行具體評價(jià)。
模塊學(xué)習過(guò)程評價(jià)表
D C B A 自評 互評 努力方向
詞匯學(xué)習過(guò)程 不理會(huì ) 問(wèn)老師或別人 查詞典 盡力猜測詞義，后查閱明確
把中英文意思記在本上 在生詞旁記下漢語(yǔ)意思 把意義或類(lèi)型相同或相關(guān)聯(lián)的詞匯寫(xiě)在一塊 記下，并舉例寫(xiě)上用法，同時(shí)把相關(guān)聯(lián)的內容歸納
不知道單詞意思，不知道如何拼寫(xiě) 只知道單詞意思，不知道如何運用到實(shí)際情景中 使用舊單詞，聯(lián)系新單詞，但很少運用到實(shí)際生活中 使用舊單詞，聯(lián)系新單詞，并經(jīng)常運用到實(shí)際生活中
死記硬背 反復理解與背 在理解與表達中記憶 音形義結合，在意文的理解各表達中學(xué)習詞匯
自己學(xué)習策略填寫(xiě)： 小組活動(dòng)中同伴優(yōu)秀的學(xué)習策略填寫(xiě)
姓名：
策略：
學(xué)習過(guò)程中發(fā)現的問(wèn)題：(老師解答)