2018届外研版必修一一轮复习：Module3MyFirstRideonaTrain教案（31页）

2018届外研版必修一一轮复习：Module3MyFirstRideonaTrain教案（31页）

Module 3 My First Ride on a Train教案 I. 模块教学目标 技能目标 Skill Goals ‎▲ Talk about a trip to a tourist spot ‎▲ Learn the -ed form used as adjective ‎▲ Learn to use past tense time expressions ‎▲ Write about one -s experiences ‎▲ Learn to use polite expressions II. 目标语言 功 能 句 式 Talking about being polite Excuse me ...‎ Could I (borrow your bike)?‎ Could I possibly (use your dictionary)?‎ Would you mind (if I sat here)?‎ I’m very sorry but (you can’t change it).‎ The fact is that (it’s out of date).‎ Everyday English Tell me ...‎ Is that right?‎ Oh, I see.‎ Goodness!‎ Absolutely!‎ Definitely!‎ 词 汇 1. 四会词汇 helicopter, motorbike, tram, distance, abandoned, camel, cassette, desert, diamond, expert, midnight, product, scenery, shoot, soil, journey, train, circus, seaside, stadium, frighten, interview, interviewer, event, exhausted, vacuum, rail, track ‎2. 认读词汇 eagle, kindergarten, apartment, cartoon, downtown, ceremony, souvenir ‎3. 词组 get on, get off, get out of, look out of, pass a law, during the day, at midnight, be short for, out of date, get into, take off, not ... any more, refer to ‎ 语 法 The -ed form used as adjective Trained camels carried food and other supplies.‎ Past tense time expressions During the day ... Recently ... One night ... A long time ago ... At (about) midnight ...‎ 重 点 句 子 1. Recently I had my first ride on a long-distance train. P23‎ 2. We got on in Sydney and we got off in Alice Springs, right in the middle of Australia. P23‎ 3. We ate great meals cooked by experts. P23‎ 4. The sun shone, there was no wind and there were no clouds in the sky. P23‎ 5. We saw abandoned farms which were built more than a hundred years ago. P23‎ 6. During the day, I sat and looked out of the window, and sometimes talked to other passengers. P23‎ 7. One night, at about midnight, I watched the night sky for about one hour. P23‎ III. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以My First Ride on a Train为话题，通过模块教学，使学生学会用过去时态和表示过去时态的时间短语来描述过去的旅游经历，并掌握有关交通工具和各种地点及活动的用语。功能句式要求学生学会如何在生活中使用礼貌用语以及如何在会话中做出回应、表明态度。‎ ‎ 1.1 INTRODUCTION复习和学习有关交通工具的名词和动词，让学生回忆第一次长途旅游的情景，引出本模块的话题。‎ ‎ 1.2 READING AND VOCABULARY介绍作者第一次在澳大利亚乘火车旅游的经历，详细描写了旅途中的活动和途中的风景，并介绍了Ghan train的由来。 ‎ ‎ 1.3 GRAMMAR包括两部分，第一部是动词的-ed 形式做形容词；第二部分回忆、熟悉和运用过去时间的表达法。‎ ‎ 1.4 FUNCTION练习乘车礼貌用语的表达法。让学生学会在不同场合使用礼貌用语。‎ ‎ 1.5 VOCABULARY列举了表示地点和相关活动的词汇。为后面学生描述记忆中的活动打下基础。‎ ‎ 1.6 READING AND SPEAKING 是五篇回忆童年的段落，叙述在童年发生的开心或不开心的故事,为后面的写作提供了范文。‎ ‎ 1.7 LISTENING是听一段对一位90岁高龄的电影演员过去经历的采访录音。‎ ‎ 1.8 WRITING要求学生用第一人称写一篇关于回忆童年假期或外出旅游的短文。培养学生用英语写游记的能力。‎ ‎ 1.9 PRONUNCIATION通过听一段对话，让学生识别并准确读出句子重音。‎ ‎ 1.10 EVERYDAY ENGLISH训练学生根据对方话语做出回应、表明态度的技能。‎ ‎ 1.11 CULTURAL CORNER是一篇关于世界上最快的磁悬浮列车的文章，让学生了解这种列车的优点，并说出与普通列车的不同。‎ ‎ 1.12 TASK要求学生利用照片、明信片、纪念品等介绍自己的一次旅游经历。‎ ‎ 2. 教材重组 ‎ 2.1 把INTRODUCTION, FUNCTION, EVERYDAY ENGLISH, LISTENING, PRONUNCIATION 和WORKBOOK中的 Listening and speaking整合在一起，上一节“听说课”。‎ ‎ 2.2 把READING AND VOCABULARY设计成一节“阅读课”。‎ ‎ 2.3 把GRAMMAR 1, GRAMMAR 2 和 WORKBOOK中的 Grammar 整合为一节“语法课”。‎ ‎ 2.4 把VOCABULARY, READING AND SPEAKING, WRITING和 WORKBOOK中的 Speaking and writing 整合在一起上一节“写作课”。‎ ‎ 2.5 把 CULTURAL CORNER, TASK和 WORKBOOK中的Reading整合在一起上一节“泛读课”。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period Listening and Speaking ‎ 2nd Period Reading ‎ ‎ 3rd Period Grammar ‎ 4th Period Writing ‎ 5th Period Extensive Reading ‎ IV. 分课时教案 The First Period Listening and Speaking Teaching goals 教学目标 ‎ ‎1. Target language 目标语言 a. 重点词汇和短语 Tram, distance, helicopter, ferry, absolutely, out of date, get on, get off, get into, get out (of), take off b. 重点句式 P25‎ Excuse me...‎ Could I...?‎ Could I possibly...?‎ Would you mind...?‎ I’m very sorry but...‎ The fact is that...‎ ‎2. Ability goals 能力目标 Enable the Ss to learn expressions of being polite.‎ Enable the Ss to learn expressions used in a flight travel by listening.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to use expressions of being polite in different situations. ‎ Help the Ss learn how to use expressions about flight travels.‎ Teaching important && difficult points 教学重点和难点 The use of polite expressions in conversations.‎ Teaching methods 教学方法 Listening and speaking in pairs or groups.‎ Teaching aids 教具准备 A tape recorder and a projector. ‎ Teaching procedures && ways 教学过程与方式 Step I Introduction T: Last year, I went to Hainan by plane. That was my first time to travel by plane. I was very excited. I looked out of the window to see the sights below me; sometimes I talked to other passengers to express my excitement. Have you ever been to Hainan?‎ S1: Yes, I have been there twice.‎ T: How did you get there?‎ S1: By plane. You know it’s far away from here, but it only takes about 2 hours if you travel by plane.‎ S2: I went there last summer holiday with my parents. We went there by train. I enjoyed the scenery on the way very much.‎ T: Yes. There are different means of transport. Some take shorter time while some are safer and more pleasant. You may choose the one that will satisfy your special needs. Now please turn to P21. There are some pictures of different means of transport. I think you know most of them very well. Who’d like to explain the three words on the blackboard? Do you know what kind of vehicles they are?‎ Write the following three words on the blackboard.‎ helicopter ferry tram Let the Ss look them up in their dictionaries and try to get the meanings.‎ T: What is a helicopter?‎ S1: An aircraft with large metal blades on top that spin and lift it into the air.‎ T: How about ferry?‎ S2: A boat that makes short regular trips between two or more places. e.g. There is no ferry service to the island in the winter.‎ T: And tram?‎ S3: A long narrow vehicle that travels along metal tracks in the middle of a street and is used as public transportation in some places.‎ T: Very good. Now please match the words in the box with the pictures.‎ A few minutes later, check the answers with the whole class.‎ T: Among these vehicles, some travel on roads, some on water, some on rails and also some in the air. Now please classify them. ‎ Ask one student to write the classification on the blackboard.‎ On roads: bicycle, bus, taxi and motorbike On rails: train and tram In the air: plane and helicopter On water: ferry T: Quite good! Now I’d like you to judge what verbs on the screen go with these vehicles. Make sentences by putting the right ones together. ‎ Show the following verbs on the screen.‎ get on, get off, get into, get out of, ride, drive, take off, land, take Sample sentences:‎ ‎1. I got on the bus at Xiayuan bus station and got off at Dananmen bus station.‎ ‎2. I rode the bicycle downtown to visit one of my friends last weekend.‎ ‎3. Hurry up! The plane takes off at five o’clock. You are getting late.‎ ‎4. He got out of his car to see what happened at the crossroad.‎ ‎5. He drives to work everyday.‎ ‎6. The plane landed on Hongqiao airport after 10 hours’ flight.‎ ‎7. I got up late this morning and had to take a taxi to my office.‎ Step II Listening First of all, get the Ss to guess the answers to the questions in Activity 1 on P27. Then let them listen to the tape. For the first time, let them listen carefully and get the general idea. For the second time, let them answer the questions according to what they hear. ‎ T: Now let us turn to Listening. In this part, a 90-year-old silent movie actress was interviewed about her career and her life. She was born in England but went to America to make films in the 1930s. First let’s look at the questions in Activity 1 on P27. I’ll give you 3 minutes to discuss with your partners to guess the answers to ‎ these questions. Have you got it?‎ Ss: Yes. ‎ Three minutes later, the Ss give different answers.‎ T: Are your answers right? Now listen to the tape and check your answers. Then finish Activity 2.‎ Check the answers to Activity 2 with the whole class.‎ Step III Listening and Speaking T: Now let’s turn to P83. You are going to hear a person describing his journey. Before you listen to the tape, look at the pictures. Guess what happened during his journey and then try to number the pictures.‎ The Ss read the pictures carefully and think about the story. Then play the tape for the first time. ‎ T: OK, now you must have a general idea of the story. What was his journey like? Did he enjoy his journey? ‎ Ss: His journey was terribly bad.‎ T: Right. He really had a bad experience. Let’s listen to it again and number the pictures.‎ Play the tape again, then check the answers.‎ T: Look at the phrases in Exercise 12, P84. Work in pairs and tell the man’s story by using these phrases.‎ Show the following phrases on the screen and ask the Ss to retell the man’s story in the first person. ‎ took a train, broke down, rush hour, traffic jam, missed the plane, got on another flight, bad weather, landed in Bangkok, arrived 12 hours late A sample version:‎ I’ll never forget the first time I took a long-distance flight. First of all, I took a train from my home to London airport. But the train broke down. I was afraid of missing the plane, so I took a taxi to the airport. It was rush hour and the taxi got stuck in a traffic jam. When I finally got to the airport I missed the flight by ten minutes. I had to wait for another flight to Singapore. Unfortunately after I waited for three hours in the airport, the airline cancelled that flight. I finally got on a flight to Singapore, but because of bad weather my plane landed in Bangkok airport. We had to sit in the plane at Bangkok airport. It took off again three hours later and I finally arrived in Singapore 12 hours later.‎ Step IV Pronunciation T: Do you know word stress in sentences? Generally speaking, word stress means in a sentence, some words are stressed and the others are not stressed. For example, nouns, verbs and adjectives are usually stressed in a sentence, but pronouns, articles and prepositions are not stressed in a sentence. Now listen to the tape and underline the words which are stressed.‎ The Ss listen and underline the words.‎ T: Now read after the tape and pay special attention to word stress.‎ Step V Function ‎ Let the Ss read the conversation between a ticket inspector and a passenger on a train. Then answer the questions in Activity 2 on P25. After that, use polite expressions to rewrite the conversation.‎ T: Turn to P24, read the conversation. / Now would you please turn to P24 and read the conversation? Any difference between the two expressions I just used? Which sounds more polite and friendly?‎ Ss: The second expression sounds more polite and friendly.‎ T: You are right. Don’t forget to use polite expressions when you talk to others. Now would you please read the conversation between a ticket inspector and a passenger on a train? After you read it, discuss the questions in Activity 2.‎ A few minutes later.‎ T: Who would like to answer the first question?‎ S1: Let me try. He is very rude and impolite.‎ T: The second question?‎ S2: We may use expressions such as “May I have your ticket please?” to change it.‎ T: You are right. There are many other expressions that can be used to express politeness. Look at the expressions in Activity 3. Use them to rewrite the conversation between the ticket inspector and the passenger.‎ A sample dialogue:‎ Ticket inspector: Excuse me, could I see your ticket?‎ Passenger: Pardon?‎ Ticket inspector: Would you mind showing me your ticket?‎ Passenger: I’m sorry, I don’t understand.‎ Ticket inspector: Would you mind if I saw your ticket?‎ Passenger: Oh, here you are.‎ Ticket inspector: I’m very sorry but this is an old ticket.‎ Passenger: Pardon?‎ Ticket inspector: The fact is that it’s out of date. It’s a month old.‎ Passenger: Oh, sorry, that’s the ticket I used last week.‎ Ticket inspector: Where’s your ticket?‎ Passenger: Here it is.‎ Ticket inspector: Right.‎ T: Now, look at Activity 4, make the conversation longer by using more of the questions listed below. Work in pairs. One pair will be asked to act out your conversation.‎ A sample conversation:‎ Passenger: Is it possible to open the window? I need some fresh air.‎ Ticket inspector: Sure, let me do it.‎ Passenger: Would you mind telling me where I change to get to the nearest airport?‎ Ticket inspector: You may get off at next station and take the bus there. ‎ Passenger: Thank you very much.‎ Ticket inspector: You are welcome. Enjoy the rest of the day!‎ Step VI Everyday English For Everyday English, enable the Ss to learn the ways of responding to a speaker and showing interest in conversation. Then let them complete the conversation in Activity 2 on P28 with the expressions in the box.‎ T: We have listened to an interview with a movie actress. In the interview, the speakers used the expressions in the box. Do you remember? Why does the interviewer use these expressions? Anybody?‎ S1: In my opinion, the first expression is a friendly way of introducing a question, while the other three are ways of responding to Mary’s answers.‎ T: What about Mary? Why does she use these expressions?‎ S2: Mary uses the expressions to show that she is very enthusiastic.‎ T: Exactly. Now finish Activity 2 on P28.‎ Check the answers with the whole class after the Ss finish it.‎ Step VII Homework Do Exercises 4 and 5 on P80.‎ Preview the Reading: My First Ride on a Train.‎ The Second Period Reading Teaching goals 教学目标 ‎ ‎1. Target language 目标语言 a. 重点词汇和短语 abandoned, desert, colorful, farm, fields, seaside, soil, diamond, midnight, scenery, shoot, journey, get out of, be short for, refer to b. 重点句式 P23‎ We got on in ... and we got off in ..., right in the middle of Australia. ‎ We saw abandoned farms which were... ‎ During the day, I sat and looked out of ..., and sometimes talked to... ‎ ‎2. Ability goals 能力目标 Enable the Ss to describe the first ride experience in their life.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to express the first ride experience in their life.‎ Teaching important points 教学重点 Deal with the questions in Activity 4 on P24.‎ Teaching difficult points 教学难点 Enable the Ss to find the clues of the writer’s first ride on a train.‎ Teaching methods 教学方法 Asking and answering activity, reading and discussing.‎ Teaching aids 教具准备 A tape recorder, a projector and a computer.‎ Teaching procedures && ways 教学过程与方式 Step I Revision Greet the class as usual and check the homework. ‎ Step II Lead-in T: As we know, with the development of tourism, travel becomes very convenient and it has become a very important part in people’s life. Many people travel everywhere during the holiday. Today I’ll take you to a beautiful country — Australia.‎ Show the pictures about Australia on the screen. Ask the Ss to say one or two sentences about Australia. Then ask them some questions about Australia.‎ T: Boys and girls now please look at the three pictures and say something about Australia.‎ S1: Australia lies in the South Pacific Ocean.‎ S2: The flag shows the UK flag and a large star with seven points. The other stars on the flag represent the Southern Cross.‎ S3: Australia is the only country in the world that covers an entire continent.‎ S4: The most famous animal is the Kangaroo. It has become the symbol of Australia.‎ S5: Australia has more sheep than people, so it is a country built on the backs of sheep.‎ T: Quite right. Now I’d like you to answer the following questions on the screen. After answering these questions, you’ll learn more about Australia.‎ Show the following questions on the screen:‎ ‎1. How many people live in Australia?‎ ‎2. What’s the capital city of Australia?‎ ‎3. Where do you think most of the People live, in the central part of the country or on the coast?‎ ‎4. What do you think the central part of the country is like?‎ ‎5. What Australian animals do you know about?‎ Sample answers:‎ ‎1. About 19 million. Most of Australians live in the six major cities around the coast.‎ ‎2. The capital city of Australia is Canberra.‎ ‎3. Because two thirds of the country is dry and desert, most of the people live on the coast.‎ ‎4. I think there are many farms in the central part of the country, where farmers raise sheep and cattle.‎ ‎5. In Australia, the most famous animals are kangaroos and koala bears. There are also many varieties of parrots, and over 140 different types of snakes.‎ Step III Reading T: Before we read the text, let’s look at the words in Activity 2 on P22. Match some of the words in the box with the 6 definitions. If you are not sure, you can turn to your dictionary for help.‎ Check the answers after the Ss finish it. ‎ T: Look at the picture on P23. Where is the train heading? And where does the story take place? Now read the passage quickly and get a general idea about it.‎ A few minutes later.‎ T: What’s the passage about?‎ S1: It’s about Alice’s traveling to the central part of Australia. It was her first ride on a long-distance train. She described her journey and the scenery she saw on the way.‎ T: You are quite right. Now please read the text again and find the answers to the questions in Activity 4 on P24. ‎ Sample answers:‎ ‎1. Recently Alice traveled on a long-distance train.‎ ‎2. Her destination was the central part of Australia.‎ ‎3. The scenery was not the same during the whole journey. For the first few hundred kilometers of the journey, the scenery was colorful; after that, it was desert; and then they saw abandoned farms which were built long time ago.‎ ‎4 She read books and listened to her Chinese cassettes while she was on the train.‎ ‎5. The Australians used camels to travel to the central part of the country.‎ ‎6. They don’t use camels to deliver goods now. They use railway instead.‎ T: All of you did a good job. Do you still remember the passage we heard in last period? It was about the man’s first long-distance flight.‎ Ss: Yes. The man in the passage came across many kinds of bad things on the way to Singapore from the very beginning to the end. When he finally reached the destination, it was l2 hours later. So he felt the journey was very boring. ‎ T: Very good. For today’s reading passage, what did the writer think of her first journey? Did she enjoy herself during the journey?‎ Ss: The writer’s name is Alice Thompson. She thought her first train ride was wonderful. So she had a good time during the journey.‎ Step IV Listening and Explanation ‎ This process is meant to improve the Ss’ pronunciation and solve some language points.‎ T: We have got the general understanding of the passage. Now I’ll play the tape for you, listen carefully and imitate the pronunciation, and at the same time, pay attention to the sentences that you don’t understand.‎ Walk around the classroom to see if the Ss need help.‎ T: Do you have any questions?‎ S: I don’t understand this sentence “Suddenly, it looks like a place from another time”.‎ T: This sentence means suddenly, it looks as if the place changed into another place from another time. Here “look like” means having the appearance of sb or sth. For example: It looks like rain. Or we can say: It looks as if it is going to rain.‎ Let the Ss pay attention to the different usages of look. Show the following on the ‎ screen.‎ She looked but saw nothing.‎ She looked at the actor curiously.‎ Who looked after the baby when her mother was working?‎ Mrs Li looked around the classroom to see who was absent.‎ Father looked in the newspaper to see what was on at the People’s Grand Hall.‎ The traveler looked into the distance and finally saw a car coming.‎ Looking into the future, we are full of confidence.‎ Why are you looking out of the window from time to time?‎ What are you looking for?‎ We are looking forward to hearing from you.‎ Why are you always looking back? Look forward and you will have a much better life.‎ She looks cheerful and healthy.‎ S: We ate great meals cooked by experts. What does “great” here mean?‎ T: “Great” here means “delicious”. For example: Yesterday they ate a great meal cooked by their mother.‎ S: Can you tell me what’s the difference between “be short for” and “be short of”?‎ T: “Be short for” means serving as an abbreviation of sth. While “be short of” means not having much or enough of sth; lacking sth. For example:‎ ‎“Ben” is usually short for “Benjamin”. China is short of arable land. Are you clear?‎ Ss: Yes.‎ T: Any questions?‎ Ss: No.‎ T: OK. So much for language points. Next, who would like to summarize the writing style of the passage?‎ S: I will try. I think this passage is a travel note. At the beginning of the passage, the writer tells when and where their travel took place, and then she describes the scenery all the journey, and at last she explains the origin of Ghan train and means of transport for traveling a long distance in the past.‎ Step V Discussion In this process, divide the Ss into four groups, one question for two groups. Show the two questions on the screen.‎ Questions:‎ ‎1. What sort of people do you think travel on the Ghan train?‎ ‎2. What kind of towns and villages do you think the train passed?‎ T: Now, boys and girls, are you ready for discussing the two questions on the screen? Question 1 for Group 1 and Group 2.‎ S1: We think young students who are having a holiday travel on the Ghan train. They like traveling on the train. On the one hand, as students, they don’t have enough money. Traveling on a train is much cheaper than traveling on a plane. On the other hand, traveling on a train is relatively safer than traveling on other vehicles.‎ S2: In our opinion, a group of Chinese tourists travel on the Ghan train. They want to see Australia. On the train they can enjoy the colorful scenery on the way. Besides, traveling on the train is very comfortable and they can also talk to other passengers ‎ on the train to improve their spoken English.‎ T: Very good. Question 2 for Group 3 and Group 4.‎ S3: We consider that the towns and villages the train passed are wild, because the central part of Australia is desert and there are no people living there.‎ S4: We don’t agree with them. In our opinion, maybe some villages and towns are abandoned, but these should be in the middle. Alice travels from Sydney, which is on the coast. So there must be prosperous towns and villages on the way.‎ T: All of you did a good job. Maybe some students have different ideas. That’s OK. You may search on the Internet to get more information after class. Traveling is to experience and to learn more about other parts of the world and people who are leading a quite different life. Tourism, as one of the most promising industries in the 21st century, provides people with great opportunities to see everything all over the world. It has become a lifestyle for some people, and the global travel has put it in the spot light. One day when you have the chance to travel abroad, don’t forget to write a travel note, and share it with your classmates.‎ Step VI Homework ‎1. Retell the passage in 100 words, using the third person form.‎ ‎2. Find the sentences which contain the -ed form in the passage.‎ The Third Period Grammar Teaching goals 教学目标 ‎ ‎1. Target language 目标语言 a. 重点词汇和短语 abandoned, recently, midnight b. 语法 The -ed form and past tense time expressions.‎ ‎2. Ability goals 能力目标 Enable the Ss to learn the -ed form used as adjective and past tense time expressions.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to use the -ed form as adjective and past tense time expressions.‎ Teaching important points 教学重点 Explain the -ed form used in the passage.‎ Teaching difficult points 教学难点 Help the Ss learn how to use the -ed form through practice.‎ Teaching methods 教学方法 Explaining and practicing.‎ Teaching aids 教具准备 A projector and a computer.‎ Teaching procedures && ways 教学过程与方式 Step I Revision T: Good morning / afternoon, class! Yesterday we learned a passage about My First Ride on a Train. Now I’d like you to retell the passage. Who’d like to have a try?‎ S: Let me try. Alice Thompson, who comes from Sydney, had her first ride on a long-distance train. Her destination was Alice Springs, right in the middle of Australia. The train was wonderful and the food was great. She enjoyed different scenery on the way. She was very excited and quite enjoyed the journey. During the ‎ journey, she also learned some knowledge. She knew why the train was called the Ghan and that camels used to be the main means of transport for traveling a long distance in the past.‎ T: Quite good. Now please show me the sentences that contain the -ed form in the passage.‎ S: We ate great meals cooked by experts.‎ We saw abandoned farms which were built more than a hundred years ago.‎ Trained camels carried food and other supplies.‎ T: Very good. In this period, we’ll learn a new grammar — the -ed form used as adjective.‎ Step II The -ed form Show the above three sentences on the screen.‎ T: Now look at these three sentences on the screen. Trained, abandoned and cooked are adjectives, but they are also past participles of verbs. What are the infinitives of the verbs?‎ S: Train, abandon and cook.‎ T: Look at the order of these words. The first one is noun + adjective. What is the word order of the other two words?‎ S: They are both adjective + noun.‎ T: Why are they different? Why is it “meals cooked by experts” and not “cooked meals by experts”? Any ideas?‎ Ss: No.‎ T: Don’t worry. I’ll explain it to you. When we use past participle as attribute, if it is a single word, we put it before the noun, but if this word is followed by some phrases ‎ such as adverbial phrases or prepositional phrases etc., we put it behind the noun. Are you clear?‎ Ss: Yes.‎ T: I’ll give you more sentences. Look at the following sentences on the screen. Find out the similarities and differences between them.‎ Show the following sentences on the screen.‎ ‎1. a. Trained students won the match. ‎ ‎ b. Students trained by Mr Gao won the match.‎ ‎2. a. This is the finished homework. ‎ ‎ b. This is the homework finished by Li Kang.‎ ‎3. a. I saw a painted new house in the distance.‎ ‎ b. I saw a new house painted white in the distance. ‎ S: In the “a” sentences, the -ed form: trained, finished and painted are all put before nouns. In the “b” sentences, all of the -ed form are put behind nouns, because they are followed by phrases.‎ T: You are right. Now try to give more sentences with the -ed form.‎ Ss: Let’s go to the bookstore opened last month.‎ I don’t like to go to supermarkets crowded with shoppers.‎ The three injured students were sent to hospital.‎ Tom can’t go to school because of his broken leg.‎ T: You did a good job. Let’s do more practice. Turn to P79, and finish Exercises 1 and 2. ‎ After a while, check the answers with the whole class.‎ T: Now look at the screen, compare the -ed form with the -ing form of verbs.‎ Show the following practice on the screen.‎ a. The man disturbing the other workers is called James Smith. ‎ ‎ The man disturbed by the other workers is called James Smith.‎ b. The teenagers discussing the event in the TV talk show were all school ‎ ‎ children.‎ ‎ The teenagers discussed in the TV talk show were all school children.‎ c. The driver informing us of the accident quit his job a week later.‎ ‎ The driver informed of the accident quit his job a week later.‎ d. I had already met the man interviewing me before I came here.‎ ‎ I had already met the man interviewed by the boss before I came here. ‎ e. Do you happen to know the host presenting the professor?‎ ‎ Do you happen to know the host presented by the professor?‎ Let the Ss compare the differences by translating them into Chinese.‎ T: One more practice for you. Translate the following Chinese phrases into English using the past participle form of verbs.‎ Show the following on the screen.‎ A. 一本受到好评的书籍 B. 一头落入陷阱的动物 C. 一条参考答案 D. 一次徒劳的旅行 E. 一个男女生混合组 F. 一个分裂的国家 G. 一尊雕像 H. 一条洪水淹没的街道 I. 一块犁过的田地 J. 一次有导游的旅行 Sample answers:‎ A. a valued book B. a trapped animal C. a suggested answer D. a wasted journey E. a mixed group F. a divided country G. a carved figure H. a flooded street I. a ploughed field J. a guided trip Step III Past tense time expressions In the process, ask the Ss to read My First Ride on a Train again and find past tense time expressions, then finish Activity 2 in Grammar 2 on P27 and Exercise 3 on P80. ‎ T: Now let’s go back to My First Ride on a Train again and list the past tense time expressions in it.‎ Several minutes later.‎ T: Have you finished? Who’d like to write them on the blackboard? Volunteer?‎ A student writes the following expressions on the blackboard. ‎ During the day ... One night ... At (about) midnight ... A long time ago ... A hundred and fifty years ago ... In 1925...‎ T: These expressions are used when we describe past experiences. Now turn to P27 and complete the sentences in Activity 2 with similar time expressions.‎ Check the answers after the Ss finish it. Then let them do Exercise 3 on P80 and check the answers.‎ Step IV Homework ‎1. Make five sentences containing the -ed form.‎ ‎2. Write a short passage, using past tense time expressions.‎ The Fourth Period Writing Teaching goals 教学目标 ‎ ‎1. Target language 目标语言 a. 重点词汇和短语 ‎ cinema, circus, seaside, stadium, frighten, kindergarten, theatre, unusual, fantastic, wonderful, ride a bicycle, see a film, learn to draw, play sports, read comic books, meet best friends ‎ b. 重点句式 I saw ... for the first time when I ... P26‎ I remember the day ... P26‎ I will never forget my first visit to ... P26‎ It was the best trip I can remember! P84‎ The first time I ... was when I ... P84‎ ‎2. Ability goals 能力目标 Enable the Ss talk about their childhood memories.‎ Enable the Ss to write a passage about an unusual travel experience.‎ ‎3. Learning ability goals 学能目标 Help the Ss learn how to write a paragraph about a past journey or trip.‎ Teaching important && difficult points 教学重点和难点 Enable the Ss to use past time expressions in their writing.‎ Teaching methods 教学方法 Reading, speaking and guided writing. ‎ Teaching aids 教具准备 A recorder, a projector and a computer.‎ Teaching procedures & ways 教学过程与方式 Step I Greeting and Revision T: Good morning / afternoon, boys and girls. First show me your sentences with the -ed form, please. Any volunteer?‎ S: a. The telegram sent by my sister brought me the good news. ‎ ‎ b. They are experienced editors in English Weekly.‎ ‎ c. Some used textbooks were given to the children in the countryside.‎ ‎ d. The articles printed by Li Ming are excellent.‎ ‎ e. Ten housewives interviewed about the product said they liked it.‎ T: Very good. Now let’s check the other homework. I’ll ask some of you to present your passages to the class.‎ Ss: ...‎ A sample version:‎ A few days ago, I traveled by bus to meet a friend of mine who now lives in another city. That morning, I got up very early and after having a wash, I hurried to the bus station. Luckily, there were still some seats left. I bought the ticket and seated myself ‎ in the bus. I listened to my MP3 and expected the bus to start. At last, the bus was on its way. I looked out of the window and enjoyed the scenery on the way. Sometimes, I talked with other passengers about the changes taking place in these years. After about two and a half hours, I reached my destination. I said goodbye to others and got off the bus. ‎ Step II Reading and Speaking Let the Ss read 5 people’s childhood memories and tell whether their memories are happy or unhappy? ‎ T: Childhood has been part of our memories. Do you still remember things that happened when you were little boys and girls? Your first day at kindergarten? Your first experience in a zoo? Now turns to P26, here are 5 people’s childhood memories. Let’s share their stories.‎ After a few minutes.‎ T: What do you think of their childhood? Are these memories all happy or unhappy?‎ S: The first one is unhappy and the rest are all happy memories.‎ T: Right. Now work in pairs and tell each other about the first time you did one of the activities on P25, VOCABULARY. You may also refer to the places above. ‎ The Ss talk to each other about their first experiences.‎ Step III Writing ‎ T: Just now, we talked about our first experiences. Now turn to P27, look at the topics in WRITING, I’ll show you a sample about one of the topics. Then choose one topic and write a paragraph about it. Before your writing, prepare yourself for the following questions. They may help you with your writing. 15 minutes for you.‎ Questions:‎ Where and when did you go?‎ How did you travel there?‎ Who did you go with?‎ What did you do there and what did you see there?‎ Did you enjoy the trip or journey?‎ Sample version 1:‎ My First Family Holiday ‎ The first family holiday I can remember was when I was five. We all went to Dalian for our holiday. At six o’clock in the morning, we went to the railway station and took a train to Dalian. It took us six hours to get there.‎ ‎ When we got there, we first settled in a hotel. Then we went out to look for a restaurant to have a meal. The next morning, we took a bus to the seaside. My parents went swimming while I played on the beach with buckets and spades. At lunchtime, we ate marine food by the seaside. At night, we went to the entertainment room.‎ ‎ We all had a lovely holiday and didn’t want to go home from our first holiday. Then my parents promised me we would have more holidays. ‎ Sample version 2:‎ My First Train Ride ‎ Last summer holiday my parents and I went to Qingdao by train. Early in the morning that day we went to the supermarket and bought a lot of drinks and food because the things on the train are very expensive. Then we took a taxi to the railway station. At about 8:30 we got on the train. The train was comfortable. On the train some passengers were playing cards, some were talking and some were ‎ walking around. I even saw a foreigner talking with a Chinese student to practice his Chinese. I sat near the window and a pretty girl sat opposite me. After a while we knew each other well and we talked happily. I sometimes looked out of the window and enjoyed the scenery on the way. After a long time I fell very tired, so I fell asleep with the sound of “click, click”.‎ ‎ At about 8:00 pm we got to Qingdao, where we had a good time. But I will never forget my first train ride, which was very comfortable and exciting. ‎ Sample version 3: ‎ The Most Unusual Journey ‎ Last month, our class made a journey to visit Martyrs’ Tombs on the top of Niu Touzhai. That was the most unusual journey I’ve made in my life.‎ ‎ That morning, our headmaster gathered the whole class at the gate of school and told us some rules when we got there. It took us 20 minutes to walk there. When we got to the bottom of the mountain, the guide first explained the deeds that the martyrs did during the war, then he guided us to visit the exhibition of tools which the martyrs had used and some photos during the war. After that we went to the top of the mountain, where there were tombs. In front of the tombs is a tower, which is nearly 20 meters high. The natives called it “the Key Tower” because it looks like a key.‎ ‎ In the evening, we went back to our school. Although we felt tired, we learned a lot from this unusual journey. All of us felt we must value our happy life.‎ Sample version 4:‎ The Best Journey of My Life ‎ I have made a lot of journeys in my life. But the journey to a forest to study the wildlife is the best journey in my life.‎ ‎ Last Monday our class went on an organized trip to a forest to study the wildlife. We traveled by bus. It took us two and a half hours to get to the forest. When we arrived, we were given printed question papers. We had to fill in the answers.‎ ‎ The purpose of this trip was to record all the wildlife and plants that we could find in the forest. The gate into the forest was open, so we entered it. We all started to look for new types of plants. At noon all of us had found some new plants. After we had our picnic lunch in the forest, we all went off separately to look for new plants. At 5:00 we started walking back to the entrance to the forest. All of us felt happy.‎ Step IV Homework Finish Exercises 16 and 17 on P84. ‎ The Fifth Period Extensive Reading Teaching goals 教学目标 ‎ ‎1. Target language 目标语言 a. 重点词汇和短语 downtown, Transrapid Maglev, rail, track, souvenir, reach a speed of ..., at a speed ‎ b. 重点句式 Traveling at a speed over 400 kilometers per hour, the train can complete the 30-kilometer journey in eight minutes. P29‎ ‎2. Ability goals 能力目标 Enable the Ss to learn about the Transrapid Maglev train in the world.‎ Enable the Ss to learn about an unusual journey made by Chris Jones.‎ ‎3. Learning ability goals 学能目标 Enable the Ss to tell the differences between a magnetically levitated train and an ordinary train. ‎ Teaching important && difficult points 教学重点和难点 The advantages of traveling on a Maglev train.‎ Teaching methods 教学方法 Task-based reading.‎ Teaching aids 教具准备 A recorder, a projector and a computer.‎ Teaching procedures & ways 教学过程与方式 Step I Revision Check the homework.‎ A sample version:‎ ‎ The first time I went away from home without my parents was when I was fifteen, when I graduated from my Junior Middle school. I went on a holiday to Sichuan with my friends.‎ ‎ On the first day we got up at five o’clock. First, we went to Leshan, where we climbed all the way up to the mountain to see the Buddha. The Buddha was really very big: taller than the highest building in our village. Looking up at the large head and down at the large feet made us feel so small. Wei Bin took photos of us standing in front of the Buddha.‎ ‎ The next morning, we climbed Mount Emei. There were many old temples and the forest on the mountain that was very beautiful. The wild monkeys were the most exciting things on Mount Emei. They were not afraid of people at all. In a second they would come to you and touch you. The monkeys really liked to touch my hair.‎ ‎ Xiao Hua took a photo of a monkey which was sitting on my head. The monkeys looked gentle, but they could be very naughty. A small monkey suddenly put its hand in Xiao Hua’s pocket. Wei Bin took out some peanuts and it was fun to see the monkey eat from his hand.‎ ‎ Finally, towards evening we were on the way back to Chengdu. We were all tired and slept on the bus, but our trip to Sichuan was really unforgettable.‎ Step II Lead-in T: In this module, we have talked a lot about one’s first train ride or journey. How to travel has become a hot topic nowadays. Some people like to travel by train, because it is safe and cheap. Some people like to travel by plane, because it is fast and comfortable, and still some like to travel by bus because it is convenient. Today I’ll introduce a new train to you. This train has no wheels and no engine. It’s fast and clean and it doesn’t make any noise. Maybe one day you will travel by it.‎ Do you know what I am talking about? Now please turn to P29, you will get the answer after you read the passage.‎ Step III Cultural Corner T: Now read the passage and answer the questions above it. You may discuss with your partners.‎ Several minutes later, the Ss report their answers to the class.‎ Sample answers:‎ ‎1. First of all, the Maglev train is faster than an ordinary train. It is a high-speed train. Second, it has no wheels and no engine, it travels between two magnets, but an ordinary train has wheels in a vacuum and it must use engine to start. Third, the Maglev train causes less pollution than an ordinary train.‎ ‎2. A Maglev train travels very quickly and quietly. No rails and no noise. ‎ T: Next time when you visit Shanghai, don’t forget to have a try on a Maglev train.‎ Step IV Reading T: We know many different means of transport. Usually we travel by train, by plane, by bus, and someone travels by bike. Can you imagine a travel on an elephant? What will it be like?‎ S: That must be fantastic! I would like to have a try if possible.‎ T: Someone already did it. He is Chris Jones. Now let’s share his experiences. Please turn to P82. First look at the picture and the title, predict what it is about. Work in groups and discuss it.‎ S: I think it is about Chris’ first ride on an elephant.‎ T: Where do you think this story takes place?‎ S: In India, I guess, because there are many elephants in India. Local people always ride on them.‎ T: You are right. It is an unusual journey that happened in India. Now read the passage and finish Exercises 8 and 9.‎ After the Ss finish them, check the answers with the whole class.‎ Step V Homework ‎ T: Finish TASK on P30 according to the instructions and summarize what you have learnt in this module. ‎ 附 件 I. 课文注释与疑难解析 ‎1. Recently I had my first ride on a long-distance train.‎ ‎ The Transrapid Maglev is the world’s first high-speed train using magnetic ‎ levitation technology.‎ 注意long-distance 和 high-speed 的表达法，这是由adjective + noun 构成的复合形容词。类似的有：full-time 全日制的，second-hand 二手的，first-rate 一流的，high-class 高级的，large-scale 大规模的。‎ ‎2. They tried riding horses, but the horses didn’t like the hot weather and sand.‎ 注意try 的不同用法：‎ try doing sth ... 试着干某事 try to do sth ... 设法干某事 eg. They tried to catch the bus, but they didn’t.‎ We should try to make everything ready before the teacher comes.‎ The students tried doing the experiment the other way.‎ Try teaching these words in a meaningful context, and I guess it would be better.‎ ‎3. The Afghans and their camels did this until the 1920s.‎ ‎1） until的不同用法：‎ They stayed in Beijing until the end of August.‎ She stood there until her son walked out of sight.‎ They didn’t leave Beijing until the end of August.‎ The student didn’t know the meaning until her classmate told her.‎ ‎2） the 1920s 20世纪20年代 the 1840s 19世纪40年代 the 50s 50年代 in her 80s 在她八十多岁的时候 ‎4. Traveling at a speed over 400 kilometers per hour, the train can complete the 30-kilometer journey in eight minutes.‎ 注意速度speed和介词at的连用：‎ at full speed, at a speed of, at the top of one’s speed ‎ II. 文化背景知识 Means of transportation for traveling ‎ People who travel long distances will have to decide whether they would prefer to go by land, sea, or air. Maybe nobody would say they enjoy sitting in a train for more than a few hours. The train will soon get crowded and dirty. It is almost impossible to take your mind off the journey. Reading may help you kill time but soon the clicking on the rails will bring you to sleep. During the day, sleep never lasts long. At night, when you really wish to go to sleep, you find you can hardly manage to do so. If you are lucky to get a sleeping seat, you spend half the night looking at the small blue light over your head, and when you finally arrive at the station, you are so tired that you don’t want to leave.‎ ‎ Long car journeys are even less pleasant, for it is impossible even to read. On motorways, you can, at least, travel fairly safely at high speed, but more often, the great part of the journey is spent on narrow, bumpy (不平的) roads which are crowded with traffic.‎ ‎ When traveling by sea, you have a different experience. You can have a walk on the board, play games, swim, meet interesting people and enjoy good food, and of course, only when the sea is calm. If it is not, you are likely to get seasick, and you will find no journey can be worse than that. Even if you travel in good weather, sea journey takes a long time. Few people would like to spend a third of their holidays for the pleasure of traveling on a ship.‎ ‎ Traveling by plane seems to be dangerous to some people, and, it is also the most expensive of all traveling forms, though nothing can match with planes for speed and comfort. Flying at a height of 30,000 feet, far above the clouds, and at 500 miles an hour is a very exciting experience. The journey is so smooth that there is nothing to prevent you from reading or sleeping. However you decide to spend your time, one thing is certain: you will arrive at your destination freshly and easily. You will not have to spend the next few days recovering (恢复) from a long and tiring journey.‎ Travel: benefit or problem ‎ People usually travel for many reasons. Some are looking for culture, and some simply want to have their pictures taken in front of famous places. However, most European travelers prefer to have a sunny beach to lie on.‎ ‎ Northern Europeans are willing to pay a lot of money for the sun because they have so little of it. People of cities like London and Amsterdam spend much of their winters in the dark because the days are so short and much of the years is in the rain. This is the reason why the Mediterranean has always attracted them. Every summer many people travel to the Mediterranean for their holidays. They all come for the same reason: sun!‎ ‎ The huge crowds mean lots of money for Mediterranean countries. Italy’s 30,000 hotels are booked without a break every summer. And 13 million people camp out on French beaches, parks and roadsides.‎ ‎ Spain’s long coastline attracts more people than anywhere else. 37 million travelers visit there every year.‎ ‎ On the other hand, sometimes tourism can also cause problems. For example, too many travelers can crowd public places that are also enjoyed by the natives. If travelers create too much traffic, the natives become annoyed and unhappy. They begin to dislike travelers and treat them impolitely. It is important to think about the ‎ people of the destination country and how tourism affects them. Tourism should also advance the health and happiness of local people.‎ ‎ Too much tourism also can be a problem. If tourism grows too quickly, people must leave other jobs to work in the tourist industry. This means that other industries of the country will suffer from this.‎ Maglevs (Magnetically levitated trains)‎ Introduction ‎ The principle of a Magnet train is that it floats on a magnetic field and is propelled by a linear induction motor. They follow guidance tracks with magnets. These trains are often referred to Magnetically Levitated trains which are abbreviated to MagLev. Although maglevs don’t use steel wheel on steel rail usually associated with trains, the dictionary definition of a train is a long line of vehicles traveling in the same direction — it is a train.‎ How it works?‎ ‎ Maglev train floats about 10mm above the guide way on a magnetic field. It is propelled by the guide way itself rather than an onboard engine by changing magnetic fields (see right). Once the train is pulled into the next section of the magnetism switches, the train is pulled on again. The electro-magnets run the length of the guide way.‎ What are the advantages of Maglev?‎ ‎ The primary advantage is maintenance. Because the train floats where are no contact with the ground and therefore no need for any moving parts. As a result, there are no components that would wear out. This means in theory trains and track would need no maintenance at all. The second advantage is that because maglev trains float, there is no friction. Note that there will still be air resistance. The third advantage is less noise, because there are no wheels running along, there is no ‎ wheel noise. However, noises due to air disturbance still occur. The final advantage is speed, as a result of the three previous listed it is more viable for maglev trains to travel extremely fast, i.e. 500km/h or 300mph. Although this is possible with conventional rails, it is not economically viable. Another advantage is that the guide way can be made a lot thicker in places, e.g. after stations and going uphill, which would mean a maglev could get up to 300km/h (186mph) in only 5km where currently takes 18km. Also greater gradients would be applicable.‎ What are the disadvantages of Maglev?‎ ‎ There are several disadvantages of maglev trains. Maglev guide paths are bound to be more costly than conventional steel railways. The other main disadvantage is lacking in existing infrastructure. For example, if a high-speed line between two cities is built, then high-speed trains can serve both cities but more importantly they can serve other nearby cities by running on normal railways that branch off the high-speed line. The high-speed trains could go for a fast run on the high-speed line, and then come off it for the rest of the journey. Maglev trains wouldn’t be able to do that; they would be limited where maglev lines run. This would mean it would be very difficult to make construction of maglev lines commercially viable unless there were two very large destinations being connected. Of the 5,000km that TGV trains serve in France, only about 1,200km is high-speed line, meaning 75% of TGV services run on existing track. The fact that a maglev train will not be able to continue beyond its track may seriously hinder its usefulness.‎