篇一：Unit 3 My First Ride on a Train语法教学说课稿
Unit 3 My First Ride on a Train
Grammar
Good morning, ladies and gentlemen! It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from Senior English for China Book 1 Unit 3 My First Ride on a Train. I’ll Explain the grammar of this unit from the following 8 aspects: Text analysis; Objectives; Focal and difficult points; Learner analysis; Approach of teaching and learning; Teaching stages and procedures; Teaching aids; and Blackboard design.
Text analysis
First, let’s come to the text analysis. This is Unit 3 Book 1. The Title is “My First Ride on a Train”. Grammar of this unit is mainly about the –Ed form. Before this unit, Ss have already learned the present participles. And after learning the –Ed form, they can have a better understanding of present participles.
Objectives
Then, I’ll show you the objectives. The ability goal is :Enable Ss to learn the –ed form used as adjective and past tense time .And the learning ability goal is: Help the Ss learn how to use the –ed form as adjective and past tense time expressions.
Focal and difficult points
According to the national curriculum of English and language learning theory, the focal point is the past participles. And there are difficult points, one is the difference between past tense and past participles, another is past participles used as the attributive & the predicative.
Learner analysis
Next, it’s the learner analysis. The Ss have known something about the –Ed form (used as past tense) in their junior school. But they still can’t use it in a good way and they don’t know the other usage of the –Ed form. While they just come to senior school and have a deep desire to learn new knowledge, so I’ll design some activities to arise their interest.
Approach of teaching and learning
I’ll adopt task-based language teaching and communicating approach in my class. As for learning, Ss will learn through independent thinking, discussing and doing homework.
Teaching stages and prcedures
Here comes the most important part, the teaching procedure. It includes 4 steps: Step 1: Presentation; Step 2: Practice; Step 3: Production; Step 4: Assignment.
Step1 Presentation
Now let’s come to the first step. In this step there are three activities. (10mins). First I’ll ask the Ss to read the passage and let them to show sentences that contain the –Ed form in the passage. Then I’ll let them review the past tense and lead in the past participles. After that I’ll explain the usage of the past participles.
Step 2 Practice
Then let’s come to step 2. There are also three activities.
Activity 1: Rewrite the following sentences with the past participle as
attributive.
Example: Let’s try the bookstore ----Let’s try the bookstore opened last month.
Activity 2: Change the following into English using past participles.
不速之客 unexpected visitors
拥挤的街 crowded streets
Activity 3: Complete the sentences using the past participle as the
predicative. it to be better. (Disappoint) Step 3 Production
And then, let’s come to next step. There are also three activities.
Activity 1: Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence.
Example: 1. They were ________ to accept my idea. (Prepared)
2. I'll be _________ to know how they mad the wonderful fireworks. (Interested)
Activity 2: Rewrite these sentences as one sentence using the past participle as the attribute.
Examples:
1. I found this plate on the floor. The plate was broken in pieces.
I found this broken plate on the floor.
2. I saw a tall, dark and handsome man. His name is Xiao Ming.
I saw a tall, dark and handsome man called /named Xiao Ming.
Activity 3: Correct the following mistakes
Examples:
1. The speech that we listened to yesterday afternoon was very moving. (Moved)
2. From the disappointed look on his face, we know that he didn’t pass the exam. (Disappointing)
Step 4 Assignment
At last, the assignment. I’ll ask the Ss to write a short passage in about 50 words to describe the one of your travel experience, using past participles as the attributive and predicative
Teaching aids
The last but two parts is teaching aids. I’ll use computer and blackboard in my teaching.
Blackboard design
The last past is my blackboard design.
That’s all for my interpretation. Thank you for your listening.
篇二：My First Ride on a Train说课
说课稿
关于Module 3 My First Ride on a Train的说课稿：
各位老师你们好!今天我要为大家讲的课题是Module 3 My First Ride on a Train-Reading. 首先,我对本节教材进行一些分析:
一、教材分析（说教材）：
1、教材所处的地位和作用：
本节内容在全书和章节中的作用是:《Module 3 My First Ride on a Train-Reading》是高中英语教材必修1第3章第2节内容。在此之前学生已学习了一般过去时的用法，这为过渡到本节的学习起着铺垫作用，在节学生将学习过去分词用做形容词。本节内容是在高中英语学习中占据了重要的地位，以及为其他学科和今后的学习打下基础。
2、教育教学目标：
根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：
（1）知识目标：
①掌握下列词汇：
abandoned, desert, colourful, shoot, supply, product, passenger, soil, diamond, distance, and use them to make sentence.
（2）能力目标：通过略读和寻读，学生能够提高他们的阅读技巧和阅读能力。通过本节课学习，学生能够描写自己的旅行经历。
（3）情感目标：学生能了解一些国外的旅游知识，拓宽视野。鼓励学生去旅行，亲近自然。
3、 教学重点，难点
教学重点：
学生能概括文章和段落内容，掌握阅读技巧，能够写自己的旅行经历。
二、教学策略（任务型教学法）
1、教学手段：
通过多媒体教学，给学生呈现关于本篇文章的图片，引起学生的阅读兴趣。为学生设计不同类型的练习，帮助学生掌握文章内容。从写作角度讲解，帮助学生能自己模仿课文写自己的一段旅行经历。
2、教学方法及其理论依据：
本课教学内容是外研版高一英语必修1 Module 3 My First Ride on a Train-Reading。通过阅读文章寻找文章的主旨大意和概括段落大意，以及提炼有效信息，让学生学会定位和培养学生高度概括能力。通过对旅行经历的学习，让学生了解更多关于旅行的各方面知识，拓宽视野。
3、学情分析：
（1） 学生特点分析：高一入学不久的学生，有一定的基础却缺乏用英语表达的欲望，他们的英语基础知识和基本技能都是一般水平，对英语学习的兴趣不是很浓，因此调动学生的学习兴趣，并引导学生进行扎实有效的联系是课堂的关键。教学中我分别为不同层面的学生设计了学习任务，让他们都能享受到学习英语的乐趣。
（3）动机和兴趣上：明确的学习目的，老师应在课堂上充分调动学生的学习积极性，激发来自学生主体的最有力的动力
最后我来具体谈谈这一堂课的教学过程：
4、教学程序及设想：
各位老师你们好!今天我要为大家讲的课题是Module 3 My First Ride on a Train-Reading.接下来我简单地给大家介绍下我的教学过程和设计，我的教学设计大致分为六个部分：
（1）与学生相互问候，给学生讲解本节课安排和讲学习的内容。
（2）先复习上节课学过的词汇，然后问学生关于旅行的问题，喜欢乘哪种交通工具旅行，引入本节课主题My First Ride on a Train.
（3）展示图片，让学生联系图片和标题，猜测本篇文章可能会谈论到哪些内容。激起学生对文章的阅读兴趣。
（4）学生阅读课文回答问题
第一遍，略读，完成课本练习题3即找出文章大意，概括每段内容。 第二遍，寻读，完成课本练习题4，以及填空，学习写一篇旅游经历的文章需要写哪些要素。
（5）接下来，为了巩固刚刚学过的写作技巧，学生进行小组活动，按照总结的写作要素谈论自己的一次旅行经历，选一人分享自己的经历。
（6）布置作业。
让学生写一篇自己的旅行经历。
教学程序：
课堂结构：互动交流，互动交流，情景导入，个体探究，协作探究，布置作业等六部分。
篇三：外研社高一英语my first ride on a train说课稿
General thinking of this module
a) This module helps students to learn the words of
transportations and use past tense to write travel notes and introduce the spot sights through travelling.
b) This module is designed to develop students’ ability of
listening, speaking, writing and reading. Additionally, this module focuses on the learning of polite language, aiming to improve students’ communication ability
Teaching objectives:
c) Knowledge objectives: After this module’s study, Ss
should know how to express the items of vehicles and some relevant verb phrases. At the same time, students should know how to describe a trip.
d) Ability objectives: to improve Ss listening, speaking,
reading, writing abilities comprehensively.
e) Cognitive of emotion: Help students to learn how to treat
people politely.
Key points: help Ss to learn how to describe a trip. Moreover, help them to grasp the how to use past participle as attribute. Difficulties: how to use past tense to describe a trip. Student analysis:
a) After junior high’s study, Ss have already learned the basic rules of past tense, so they already have certain
language foundation of how to use past tense to describe
a trip.
b) Ss already have some reading, speaking, listening, writing foundation, but they need further study,
especially in skills that how to use past tense to
describe a trip and the use of new words.
Teaching methods: According to the senior high school syllabus
and the analysis of teaching material and Ss, I will use task-based teaching to carry out autonomous learning group work, and to cooperate collaborative learning with Ss independent thinking to promote the efficiency of class.
Teaching steps:
Step1: introduction
a) Greeting.
b) Make a short lead-in by asking students where did they go last winter break.
Step2: presentation
a) Show the power point with the items of vehicles to Ss, and ask Ss to match the pictures with the words.
b) Ask some Ss to read their answers and correct them.
Step3: Drills
a) Ask students to work in groups to discuss the usage of the
transportations and in which condition we should choose which to take.
b) Invite some Ss to share their ideas with others.
c) Ask Ss to answer the questions in p21 activity2 in whole sentences. d) Ask Ss to do activity3, strengthen their understanding of the verb phrase match with the transportations.
Step4: Practice
a) Ask several students to share one of their travel experiences with
others, using past tense.
Step5: consolidation
Ask every student to write down the most wonderful trip they have ever had, and describe which means of transport they used to get there.
Step6: assignments
a) Make a speech about one of your long distance journey, using the sentence pattern: “I took ...to...”or “I went to...by...” b) Preview the reading in p23.
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