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NSE 第一册（必修 I ） Module 3 My First Ride on a Train 教 材 解 读、教学设 计 及 感 悟

NSE 第一册（必修 I ） Module 3 My First Ride on a Train 教 材 解 读、教学设 计 及 感 悟. 成 都 玉 林 中 学： 徐 淼. Module 3 My first ride on a train 教材解读. 一 . 话题 : 二 . 语言知识目标： 1. 练习读句子中的重音； 2. 复习复现在该模块中初中所学词汇 , 同时学习，并掌握出现的新词汇 （ P 30 Module file) 3. 学习 -ed 形式作形容词， 学习过去时间的表达法 （？）； 4. 学会礼貌用语； 5. 介绍旅游经历； 介绍童年故事 ；

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NSE 第一册（必修 I ） Module 3 My First Ride on a Train 教 材 解 读、教学设 计 及 感 悟

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  1. NSE第一册（必修 I）Module 3 My First Ride on a Train教 材 解 读、教学设 计 及 感 悟 成 都 玉 林 中 学： 徐 淼

  2. Module 3 My first ride on a train教材解读 一.话题: 二.语言知识目标： 1.练习读句子中的重音； 2.复习复现在该模块中初中所学词汇,同时学习，并掌握出现的新词汇 （P 30 Module file) 3.学习-ed形式作形容词，学习过去时间的表达法（？）； 4.学会礼貌用语； 5.介绍旅游经历；介绍童年故事； 三.语言技能目标： 四.学习策略： 五.文化意识： 六.情感态度：

  3. 课时划分，整合原则、实施方法、理由及教学设计中学生的活动设计课时划分，整合原则、实施方法、理由及教学设计中学生的活动设计 第一课时（period 1) 内容:introduction(P21) +cultural corner(P29) 整合原则,实施方法及理由: • 教学设计中学生的活动设计：Step 2 Ask ,discuss and answer • Ask some questions about the means of transport . • 1.  What means of transport can you take to travel in Chengdu? • 2.  What means of transport do you take to go to school ? • 3.  What means of transport can you take to go to Chongqing?

  4. 第二课时（period 2) 内容: reading and vocabulary：My first ride on a train(P22-23) 整合原则,实施方法及理由: 教学设计中学生的活动设计：Step5. Post- reading • Task: Consolidation • Recently I had my first ride on a long-distance train. The train was wonderful and we ate great meals cooked by___1___! For the first few hundred kilometers of the ____2__,the____3___ was very colorful. We first saw fields with dark red ___4____, ____5____ with no green things on and then ____6___ farms which were built over a century ago. • On the train I sometimes talked to other ___7____. Our train is called the Ghan, why? I know that in order to get to the middle of the country, they brought some camels from Afghanistan. Ghan is ___8__ for Afghanistan. For many years, ___9___ camels carried food and other supplies, and returned with wool and other ___10____. • The Afghans and their camels did this until the 1920s. Then the government built a new railway line, so they didn’t need the camels any more. • 1. experts 2.journey 3.scenery 4.soil 5.desert 6.abandoned 7.passengers 8.short 9.trained 10. products

  5. 第三课时（period 3) • 内容: grammar 1(P24)+grammar 2(P26)+ writing(P27+84) • 整合原则,实施方法及理由: • 教学设计中学生的活动设计：Step 2 Grammar 1 and grammar 2 • 1、 Ask the students to find out the –ed form and the past tense time expressions in the cloze and try to concentrate on finding out the differences between the –ed form and the past tense.

  6. 第四课时（period 4) • 内容: listening(P27)+pronunciation(P28)+everyday english(P28)+function(P24) • 整合原则,实施方法及理由: • 教学设计中学生的活动设计： • Step 3：Everyday English • Ask one student to act as the interviewer and teacher as Marry. Then act out the dialogue in exercise 2 together in the class,which of course should be prepared beforehand.At the same time ,students fill in the blanks in exercise 2 while listening and enjoy the dialoguge acted by the student and teacher.Then give the students 2 minutes to practise the dialogue ,and let the students to have a look at the expressions in the box and then finish exercise 1 to let the students know it is not necessary for the interviewer to use the expressions, but the first is a friendly way of introducing a question, while the other three are ways of responding to Marry’s answers and showing interest in what she is saying .

  7. 第五课时（period 5) • 内容: workbook(P 81-83)+revision • 整合原则,实施方法及理由: • 教学设计中学生的活动设计:

  8. 在对外研社新教材解读后的一点点感悟 • 一.解读一个Module 所需要的储备： • 1、时间储备： • 2、心理储备： • 3、体系储备：（有整体观：五本书，六个模块，一个模块）： • 小结论：

  9. 二.解读一个Module 所需要的胆识以及理念 • 1、大胆的进行删减： • A、对教参所要求的教学内容、目的和要求进行适当的删减和改编； • B、对模块内部的一些内容进行大胆的删减： • C、对板块内部进行信息整合和删减： • 2、大胆的进行重组： • A.六大模块之间的重组 • B.每一个模块内部内容的重组。 3、大胆的弱化知识点、语言点的处理，（利用学案及教辅进行补充及巩固）只讲解重点词汇及短语 • 4、大胆的将workbook及教参的内容进行整合和利用：

  10. Period 5 Reading (workbook P82) ＆ Revision to module 3 • 教学设计简案： • Step 1 Finish the reading on the workbook of P 82. • Task 1:Team-work and lead-in:work in pairs,and look at the picture and the title of the article and predict what it is about. • Task 2:The students read the text quickly and silently to match the reporter’s questions with the paragraphs. • Task 3:Scanning for details and finish the multiple choices on P 83 • Step 2:Revision to module 3: • module file on P 30 • Vocabulary: words to learn in this module ＆ words to revise . • Grammar focus: the –ed form and past tense＆past tense expressions • Function:Being polite • Everyday English:

  11. Give some extra time to the students to let them go over what they learned in this module and also ask them to find out the grammars that still puzzle them.Also,they can discuss with their deskmates or friends. Then the teacher can try to further explain them in the class if necessary. • Step 3:Homework:完成教辅,学案上的练习

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