教案精选：高一英语《My First Ride on a Train》教学设计_0.docVIP

教案精选：高一英语《My First Ride on a Train》教学设计 　　 教案精选：高一英语《My First Ride on a Train》教学设计 　　教学设计 　　一 教材分析 　　The emphasis of this period will be placed on the important new words, expressions in the part of Cultural corner . And get the students to find out the fastest train in the world ,the differences between it and the ordinary trains, and the advantages of the Maglev. And develop the students’ writing ability. 　　二 教学目标 　　1.知识目标 　　Get the students to learn and grasp the following important useful new words and expressions in the part: 　　downtown, vacuum, rail, ceremony, track, souvenir ，at a speed of 　　2.能力目标 　　1)Develop the students’ reading ability . 　　2)Enable students to know the fastest train in the world ,the differences between it and the ordinary trains, and the advantages of the Maglev. 　　3)Develop the students’ writing ability. 　　3.情感目标： 　　1)Let students know the achievements that our country has made. 　　2) Develop students’ sense of cooperative learning. 　　三、教学重难点 　　重点the following important useful new words and expressions in the part: downtown, vacuum, rail, ceremony, track, souvenir ，at a speed of 　　难点 Understand the differences between the maglev and the ordinary trains, and the advantages of the Maglev. And the students’ writing . 　　四、学情分析 　　学生对磁悬浮列车不太熟悉。指导学生课前查询相关资料，充分利用工具书培养自学能力。但学生对于某一件事件应该感兴趣，培养学生的记忆、整理和归纳等逻辑思维能力和写作。 　　五、教学方法 　　学案导学：见学案 　　新授课教学基本环节：预习检查 总结疑惑; 情景导入 展示目标;合作探究 精讲点拨;反思总结 当堂检测;发导学案 布置预习。 　　六、课前准备 　　1. 学生的课前准备：预习课文，初步理解，查阅资料，尝试练习。 　　2. 教师的教学准备：多媒体课件制作，课前预习学案，课后延伸拓展学案，分好小组。 　　七 课时安排 四十分钟 　　八、教学过程 　　Step1 Check(预习检查 总结疑惑) 　　检查落实学生的预习情况并了解学生的疑惑，是教学有了针对性。 　　Step 2 Lead in 　　Have you ever caught the train ? Do you know the fastest train in the world ? 　　Where is it ? Trains have changed a lot since it was born. Let’s take look at it’s history. 　　Show the students the answers on the screen. 　　Step 3 Fast-Reading 　　Read the passage and answer the questions. 　　1. What are the main differences between a magnetically levitated train and an ordinary