1、My First Ride on a Train（说课稿）黑龙江省大庆实验中学Good afternoon, dear judges and teachers! My name is Jiao Xinghua, from Da Qing Shiyan High school, Heilongjiang province. I am very glad to have the chance to be here. The lesson I am going to share with you is the reading period from Module 3 Book 1, My First
2、 Ride on a Train. I am going to present the lesson from the following aspects, that is, Designing Principle, Background Analysis, Objectives, Teaching Procedures and Designing Features. I am going to explain them one by one. Part I Designing Principle:The teaching design is strictly based on English
3、 Curriculum, according to which teaching reading in senior high school has these three aims. These are the main principle of this class. Part II Background Analysis 1. First I am going to talk about Learning MaterialThe text is a travel note, in which the writer tells the place he went to, the scene
4、ry he enjoyed, the things he did and the history of the train he took. There are altogether 353 words in the passage and the language is not difficult. 2. Learners Background As senior one students, they are familiar with Chinese travel notes and have got some knowledge about Australia. However, the
5、y know little about an English travel note and know nothing about the Ghan train. In strategies, students have learned some reading strategies, such as predicting, skimming, scanning and inferring. However, they have not fully mastered them and still need more practice to train them. According to th
6、e background analysis, I set the following objectives for my class. Part III Objectives：1. By skimming and scanning, students will be able to get some factual information, such as the writers personal information, what the writer saw and did during the ride and the history of the Ghan train. ( the l
7、earning focus of this period)2. By intensive reading and inferring, students will be able to grasp the writers feeling of the ride. (the difficult point) 3. By concluding, students will be able to get the structure of the text. (the difficult point)4. Students will be able to talk about their own fi
8、rst ride experiences. The first one is the learning focus and the second and the third one are difficult points. In order to achieve these objectives, I design the following teaching procedures. Part IV Teaching Procedures：The teaching process is divided into three parts, pre-reading, while-reading
9、and post-reading. In pre-reading, I use a free talk and prediction to lead in the topic and prepare them for the reading; in while-reading, I follow the “general-specific-general” pattern. First read the whole passage and get the general ideas. Then, read each part in detail and get the specific inf
10、ormation and the writers feeling. And at last, summarize the structure of the whole text. In post-reading, there are two activities: one is consolidation and the other is a presentation of their own experience. Now, I would explain each procedure in detail. In Pre-reading part:1. First I use a free
11、talk to lead in the topic and activate their acquired knowledge to support the further study. 2. And then let students predict which of the topics may be mentioned in the text. This will get students mind closer to the content of the text and make reading more purposeful.In While-reading part：1. Fir
12、st read the whole passage and check their predictions and at the same time they can get a general idea of the text. And then comes the detailed reading. 2. Read paragraph 1 (1). Answer the following questions: The aim is to get the background information of the ride. （放视频）When answering the third qu
13、estion, I let students draw the starting and ending point on the map so that they can have a clear understanding about the route of the ride. (2). And then let students conclude the main idea of this paragraph based on these factual questions they have answered. This activity also prepares students
14、for concluding the structure of the whole text. After reading each part, there will be a similar task of conclusion. They all share the same purpose. 3. Read paragraph 2 Put the three pictures in the same order as the writer saw them and find the words to describe the pictures. This activity will he
15、lp students catch the key words to describe the scenery. The three pictures here visualize what students read in the text. After answering the question comes the conclusion part again.4. Read para3Answer the two questions: The first question is to catch the key words of this paragraph. The second qu
16、estion is about the writers feeling, which is more difficult. Therefore, I guide students to find evidence in the text （放视频）and after they answered the questions, I concluded the learning tips about how to grasp the writers feeling in reading comprehension. After that comes the conclusion part again
17、.5. Read para4-6 I design a timeline to help students have a clear understanding of the famous Ghan trains history. After that comes the conclusion part again.And then I design an open question to encourage students critical thinking. 6. After the detailed reading, I ask students to summarize the st
18、ructure based on the conclusion they have made. I have written them on the blackboard.This activity also prepares them for the presentation of their own experience in post-reading. Then comes the Post-reading part 1. Consolidation: The author writes the sentence “what a ride” in paragraph 1. I let s
19、tudents add one adjective before the word “ride”, and give reasons. This helps students consolidate the acquired information from the text, and helps them grasp the writers attitude and feeling conveyed in the text. Students gave a wonderful performance. They add a lot of adjectives according to the
20、 text and their own knowledge. （放视频）2. Presentation: The last activity is a presentation. Let them talk about their own first ride experience following the structure of the text. Homework Write an article about your first ride on a train, a bus or a plane.Part V Designing features 1. The teacher use
21、s transition devices to facilitate students understanding of the text. A transition device is a way to transfer information from one form to another. Information presented in plain text form is not easy to process. When it can be transferred to another form, especially a visual form, readers can hav
22、e a better understanding of the text. During students reading process, the teacher designs some transition devices in the tasks, such as pointing out the route of the train on the map, providing pictures of the scenery and the timeline of the Ghan trains history, all of which facilitate students und
23、erstanding of the text. 2. The teacher provides proper scaffolds in the process of leaning. According to the Background Analysis of this class, I design the tasks from easy to hard and during the learning process provides proper scaffolds in each procedure. For example, before letting students summa
24、rize the main idea of each part, I designed some factual questions so that students can catch the key words in this part, which makes the summary of the main idea more easily. Meanwhile, the summary of each part also helps students get the whole structure of the text. After knowing the structure, they can follow it to talk about their own experience. Thats the introduction of my class. Thank you for your attention.
