1、My First Ride on a TrainModule 3外语教学与研究出版社Book 1 Module 3 Reading12345Outline:Designing PrincipleBackground AnalysisObjectivesTeaching ProceduresReflections Reading -My First Ride on a Train345Background analysisObjectives Teaching proceduresReflectionsReadingReading develop reading strategies build
2、 up language sense develop abilities to get and process information from the reading materialsEnglish English CurriculumCurriculumDesigning principleDesigning principle5Designing principleObjectives 3Teaching procedures4Reflectionsa travel notethe place he went to the scenery he enjoyed the things h
3、e did the history of the train he took Background analysisBackground analysisLearning Material5Background analysisBackground analysisDesigning principleObjectives 3Teaching procedures4ReflectionsLearners BackgroundPresent LevelPresent Level familiar with familiar with Chinese travel notesChinese tra
4、vel notes know know sthsth. about . about AustraliaAustralia can use some can use some reading strategiesreading strategiesPresupposed Presupposed QuestionsQuestions know little about know little about English travel notesEnglish travel notes know nothing about know nothing about the the GhanGhan Tr
5、ain Train havent fully havent fully mastered the reading mastered the reading strategiesstrategiesReading -My First Ride on a Train5Designing principleBackground analysis3Teaching procedures4ReflectionsObjectives Objectives By skimming and scanning, students will be able to get some factual informat
6、ionBy intensive reading and inferring, students will be able to grasp the writers feeling of the rideBy concluding, students will be able to get the structure of the text Students will be able to talk about their own experiences of first ride. L Learniearning ng focusfocusDifficult Difficult pointpo
7、intDifficult Difficult pointpointReading -My First Ride on a Train5Designing principleObjectives 3Background analysis4ReflectionsPre-readingWhile -readingWhile -readingPost-readingTeaching proceduresTeaching proceduresFree talkFree talkPredictionPredictionGeneralget the main ideaGeneralget the main
8、ideaSpecificget details and writers feelingSpecificget details and writers feelingGeneralget the structureGeneralget the structureConsolidationConsolidationPresentationPresentation5Designing principleObjectives 3Background analysis4ReflectionsLead-in:Lead-in:Do you still remember your first time to
9、take a train? When was it? Do you like it?Purpose of designPurpose of designPre-readingTeaching proceduresTeaching procedureslead to the topic, andactivate their acquired knowledge5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designPrediction: Prediction:
10、 the time of the ride the place he went to an accident that happened the train he took the things he sawa particular person he metPre-readingTeaching proceduresTeaching proceduresget students mind closer to the content and arouse students curiosity5Teaching proceduresTeaching proceduresDesigning pri
11、ncipleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designFind out which of the six Find out which of the six topics are really mentioned topics are really mentioned in the text. in the text. the time of the ride the place he went to an accident that happened the train he to
12、ok the things he sawa particular person he metWhile-readingcheck their predictions and get a general idea5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designWhats the name of the writer?How old is he?Who did the writer go together with?Point out the start
13、ing point and end point of the ride on the map.Teaching proceduresTeaching proceduresWhile-readingget the background information of the ride and visualize the route of the rideRead Para.1Read Para.15Designing principleObjectives 3Background analysis4ReflectionsTeaching proceduresTeaching proceduresW
14、hile-reading5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designRead Para.1Read Para.1Teaching proceduresTeaching proceduresConclusion: What did the writer tell us in Para.1? While-readinglead students to summarize the main idea of para.1 and prepare for
15、concluding the structure of the whole text.5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designPut them in correct order and give key words to describe the pictures.Teaching proceduresTeaching proceduresWhile-readingRead Para.2Read Para.2catch the key wor
16、ds to describe the scenery and visualize what students read in the text5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designRead Para.2Read Para.2Teaching proceduresTeaching proceduresConclusion: What did the writer describe in Para.2? While-readinglead st
17、udents to summarize the main idea of para.2 and prepare for concluding the structure of the whole text.5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designWhat did the writer do on the train?Did the writer enjoy the ride on the train? Find evidence in the
18、 text. Teaching proceduresTeaching proceduresWhile-readingRead Para.3Read Para.3catch the key words to describe the things the writer did and get the the writers feeling during the ride 5Designing principleObjectives 3Background analysis4ReflectionsTeaching proceduresTeaching proceduresWhile-reading
19、5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designRead Para.3Read Para.3Teaching proceduresTeaching proceduresConclusion: What did the writer describe in Para.3? While-readinglead students to summarize the main idea of para.3 and prepare for concluding
20、the structure of the whole text.5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designTeaching proceduresTeaching proceduresConclusion: What did the writer tell us in this part?While-readinghave a clear understanding of the history of the famous Ghan train
21、and visualize the changesRead Para.4-6Read Para.4-65Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designTeaching proceduresTeaching proceduresDo you think the law that allows shooting camels is reasonable? Why?While-readingRead Para.4-6Read Para.4-6encoura
22、ge students critical thinking, make them relate the received information with their general knowledge and generate their own idea.5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designSummary Summary While-readingTeaching proceduresTeaching proceduresSummar
23、ize the structurehelp students understand the structure of the text and prepare them for the presentation5Designing principleObjectives 3Background analysis4ReflectionsPurpose of designPurpose of designPost-readingTeaching proceduresTeaching proceduresAdd one adjective before the word “ride”, and gi
24、ve your reasonsWhat a/an _ rideWhat a/an _ ride!consolidate the acquired information and grasp the writers attitude and feeling conveyed in the text 5Designing principleObjectives 3Background analysis4ReflectionsPost-readingTeaching proceduresTeaching procedures5Designing principleObjectives 3Backgr
25、ound analysis4ReflectionsPurpose of designPurpose of designPost-readingTeaching proceduresTeaching proceduresBased on what we learn today, talk about your own first ride on a train/plane/bus.relate the received information with their own knowledge and experiences, thus realizing language outputHomew
26、orkWrite an article about your first ride on a train/bus/plane.Designing principleObjectives 3Background analysis4ReflectionsTeaching proceduresTeaching proceduresReading -My First Ride on a TrainReflections Reflections Designing principleObjectives 3Teaching procedures4Background analysisThe teache
27、r uses transition devices to facilitate students understanding of the text.Plain textTransition deviceBetter understandingReading -My First Ride on a Train5Reflections Reflections Designing principleObjectives 3Teaching procedures4Background analysisThe teacher provides proper scaffolds in the process of learning.Learners can do unaidedLearners can do with guidance(Zone of proximal development) Factual questionsMain idea of each partStructure of textpresentationTHANKS大庆实验中学大庆实验中学 矫兴华矫兴华
