TEACHING PLAN
Content: Module 3 [Senior I ( I ) , New Standard English ]
廣東韶關市田家炳中學
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
本模塊是通過旅游經歷介紹風光，幫助學生學會關于交通工具和地貌等自然現象的詞語，學會運用表示過去的用語作回憶、寫游記、介紹風光。
二、 教學目標
1） 語言知識：
語音 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詞組 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of
語法 -ed形式作形容詞；表達過去時間的詞語或詞組
功能 禮貌用語
話題 介紹旅游經歷；介紹童年故事
2） 語言技能：
聽 聽懂對事件的回憶、旅游介紹并獲取信息
說 禮貌地進行Everyday English中的對話；運用過去時間回憶；運用含有-ed句子介紹風光
讀 Scanning, skimming, careful reading, generalization; inference等閱讀微技能訓練
寫 用所學的詞匯、詞組、及含-ed的句子寫介紹旅游情況的文章和各種回憶
3） 學習策略：
學生一定程度形成自主學習，有效交際、信息處理、英語思維能力
認知 聯系，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行修改
交際 積極、有效同時禮貌地進行對話
資源 積極有效閱讀從網上及各種媒體所獲取的有關旅游及介紹各地風光的信息
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） 情感態度：熱愛祖國河山；為祖國建設感動自豪；倡導文明禮貌
三、 教學重點和難點
重點：1. 如何使用地道英語描述風光、事件或回憶
2. 正確理解并應用-ed形容詞
3. 如何禮貌進行日常對話
難點: 能用得體的英語表達自己，描述過去的難忘經歷
四、 教學方法
基于課程改革的理念及“第二語言習得論”和“整體語言教學”理論，運用任務型教學途徑，圍繞核心任務，設定小任務，開展促進自主性學習的課堂活動，強調合作探究與獨立思考相結合，初步設計“P-T-P”自主學習立體模式：（Pre-task----Task-cycle----Post-task）。
五、 教材處理
核心任務：學生能利用照片、明信片、紀念品等向同伴介紹旅游情況。三個環節如下：
Pre-task: 學生回憶往事，激活背景知識，重溫情感體驗
Task-cycle: 通過整個模塊聽說讀寫的訓練，強化“描述風光或一件難忘的事”的表達及語篇能力，為完成任務做好鋪墊
Post-task: 達成任務，展示成果，反饋學習情況。
六、教學安排
根據學生學習英語的特點和規律，我們把本模塊劃分為6課時：
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：教學設計內容較多，應根據學生的學習水平、接受程度及課堂出現的臨時狀況進行運用、調整及篩選。
[教學設計]
Ss=students; T=teacher; =group work; = pair work; =individual work =screen
Period 1 Introduction, Reading and vocabulary (1.2)
Ⅰ、教材內容及教學目標
1、學習有關交通工具的名詞和動詞，回憶第一次旅游的快樂情景
2、通過查找信息，描述自己印象中的澳大利亞
3、學習部分有關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、教材內容及教學目標
1、學習在澳大利亞乘火車旅游的文章
2、訓練速讀、略讀和查讀技能，通過中心句掌握全文中心，學會分析文章結構，
學會運用想象、聯想、邏輯分析和英語思維的能力
3、學會如何描述乘火車旅游的情形
Ⅱ、教學設計
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、教材內容及教學目標
1、 學會通過合作探究，歸納總結出-ed形容詞作定語及其定語的位置，
2、 運用過去時間表達法
3、 運用禮貌用語
4、 了解Maglev，能說出與普通火車的區別
Ⅱ、教學設計
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、教材內容及教學目標
1、 學習表示地點和在該地點做事的詞匯，訓練聯想的認知策略
2、 學習有關回憶的文章，能敘述自己的回憶
Ⅱ、教學設計
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、教材內容及教學目標
聽懂對話，抓住要點，獲取信息
1、
2、 句子重音
3、 訓練根據對方話語作出回應、表達態度的技能
Ⅱ、教學設計
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、 寫童年某一事件的過程，訓練記憶、整理和歸納等邏輯思維能力
Ⅱ、教學設計
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: 模塊學習評價表
韶關市田家炳中學高一英語學習評價表(04-05學年)
班 級： 持有人：
模塊測試評價表
Module ___ 得分_______ 等級______ 自評人__________
題目類型 得分 對策(正確內容，以后要注意的問題) 仍存疑點
聽力
單選
完形
閱讀
作文
書面表達具體評價表
題目____________________________
等 級
內容 優秀(A+/A/A-) 滿意(合格) (B+/B/B-) 需再努力
(C+/C/C-) 自評 互評 教師評價
內容 有思想、觀點、有情感、有意義、有趣 有一定意義、趣味性，觀點不夠明確，內容較平淡 內容平淡，無趣味性
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
拼寫與標點 完全正確(大部分正確) 有一些錯誤 很多錯誤
語法運用 反映當前學習水平，有個別錯誤 有一些錯誤，如時態運用，前后一致，選詞等，沒有完全反映當前學習水平 有許多語法錯誤，如主謂搭配、用詞不當，時態單一或使用錯誤等
詞組句子 出現質量高的較多 出現一些，質量一般 只有一些但質量不高，沒有
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
合作學習與小組活動評價表（A.積極 B.尚積極 C.一般 D.不參與）
日 期 內 容
組 長
組 員
等級： 評語：
等級： 評語：
等級： 評語：
等級： 評語：
注：評語要從組員參與積極程度、討論情況、互相尊重程度、熱情度、創造性、正確性等方面進行具體評價。
模塊學習過程評價表
D C B A 自評 互評 努力方向
詞匯學習過程 不理會 問老師或別人 查詞典 盡力猜測詞義，后查閱明確
把中英文意思記在本上 在生詞旁記下漢語意思 把意義或類型相同或相關聯的詞匯寫在一塊 記下，并舉例寫上用法，同時把相關聯的內容歸納
不知道單詞意思，不知道如何拼寫 只知道單詞意思，不知道如何運用到實際情景中 使用舊單詞，聯系新單詞，但很少運用到實際生活中 使用舊單詞，聯系新單詞，并經常運用到實際生活中
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習詞匯
自己學習策略填寫： 小組活動中同伴優秀的學習策略填寫
姓名：
策略：
學習過程中發現的問題：(老師解答)