My First Ride on a Train Reading 锦州市黑山第一高级中学 刘红云

I. Analysis of the Teaching Material II. Teaching aims and demands III. Teaching key and difficult points IV. Teaching theories, methods and aids V. Learning Methods VI. Teaching Procedures VII. Blackboard design VIII. Teaching reflection

I. Analysis of the Teaching Material Reading

II. Teaching aims and demands ●Knowledge aim ●Ability aim ●Emotional aim

III. Teaching key and difficult points to learn the style of narration to get the general idea and some detailed information by using skimming and scanning

IV. Teaching theories, methods and aids The Whole language Approach and the Theory of Schema Task-based method Multimedia Computer Assisted Instruction

V. Learning Methods Autonomous learning Cooperative learning Task-based Student-centered

VI. Teaching Procedures Step 1 Leading-in Step 2 Reading Task Step 3 Practice Step 4 Summary Step 5 Homework

Step 1 Leading-in

Step2 Reading Task Learn and retell the passage

Pre-task Content Prediction Questions: ① Is it an argumentation or a narration? ② Is it about a person or a matter?

Narration who when where what why how

Task-cycle Reading Comprehension Skimming Scanning

Skimming Read the frame of the article. Then talk about the main idea of the text.

My name is Alice Thompson. I come from Sydney, Australia and I'm 18 years old. Recently I had my first ride on a long-distance train. And what a ride! A friend and I travelled on the famous Ghan train. We got on in Sydney and we got off in Alice Springs, right in the middle of Australia, more than four thousand kilometres away. We spent two days and nights on the train. The train was wonderful and the food was great. …………………... ……………………………………………………………………………………... ……………………………………………………………………… The train was comfortable and the people were nice. …………….. ……………………………………………………………………………………… …………………………………………….. Why is the train called the Ghan? ……………………………………… ……………………………………………………………………………………… ………………………………………………………………………… Camels were much better than horses for travelling a long distance. ………. …………………………………………………………………………… ……………………………………………………. The Afghans and their camels did this until the 1920s. ………… …………………………………………………………………………………….. ………………………………………………………………

Question: What’s the passage about? A. a train ride to Sydney B. taking the train to Australia C. travelling to the central part of Australia D. a child visiting her grandmother

Scanning Ask the students to scan the text by using different methods according to different paragraphs.

Paragraph 1 Questions Did Alice travel on the train a long time ago? Was her destination on the coast of Australia?

Paragraph 2 Fill in the chart food scenery First hundred kilometers After that Suddenly

Paragraph 3 T or F exercises Alice didn’t study while she was on the train. Alice enjoyed both talking to others and watching the night sky.

Paragraph 4-6 Put the following sentences in the right order ① They tried riding horses, but failed. ② Camels were trained to carry supplies back from the central part. ③ Australians needed a way to the central country. ④ Camels were shot because of the new railway line built by the government. ⑤ They brought camels from Afghanistan.

Post-task Retell the text with the help of the key words

Recently … my first ride on a … got on … got off …. The train … and the food … For the first few hundred kilometers of the journey … After that … Suddenly … The train … and the people … During the day … One night … The Ghan… …A long time ago… …A hundred and fifty years ago… …For many years… …until the 1920s… …in 1925… …in 1935 … Part 1 Part 2 Part 3 Key words: Part 4

Step3 Practice Describe the first time you went on a trip Where did you go? When did you go? Why did you go there? Who did you go with? What did you do there? How did you go there?

Step 4 Summary Ask the students to make a brief conclusion about the text.

Step 5 Homework Write a passage Write down the description of your fist trip

VII. Blackboard design Module 3 My First Ride on a Train when Skimming for main idea who where Scanning for detailed information what why how

VIII. Teaching reflection Reading New words — linguistic schema Lead-in — content schema Reading task — formal schema

Thank you !