【教学设计】Module 5（英语外研必修四）.docx

外语教学与研究出版社 必修四 畅言教育 Module 5 A Trip Along the Three Gorges 本课时编写：马鞍山二中郑蒲港分校 朱惠 Lesson 1 Introduction教材分析:This part mainly focuses on helping students talk about the words related to a trip along the Three Gorges. By learning this part, students can talk about the topic in a better way. 教学目标：By the end of this lesson, students will be able to:(1) know the new words: cave, peak, plain, plateau, shore, slope, valley and wood;(2) polish spoken English;(3) arouse students awareness of Chinas beautiful scenery.教学重难点：Students talk about their trip to tourist attractions freely.课前准备：Multimedia.教学过程：Step 1 Warm-upShare a picture and ask students: What can you see in the picture?【设计意图】图片帮助学生引入本节课话题，同时导入到下一环节的词汇学习。Step 2 VocabularyComplete the definitions with the help of the pictures.1. A valley is the low ground between the sides of mountains.2. A plain is a large area of flat low ground.3. The shore is the area where the land meets the sea or a lake.4. A slope is the side of the mountain.5. Cliffs are the steep side of Mountains at the edge of a river or the sea.6. A peak is the top of a mountain.7. A lake is an area of water surrounded by land.8. A wood is a small forest.9. A cave is a larger hole in a cliff or a mountain.10. A plateau is a large area of flat high ground.【设计意图】配套图片帮助学生学习词汇，为下一步的话题讨论搭建支架。Step 3 DiscussionWhich do you like to experience best? Explain why.2. With the words mentioned just now, which tourist attraction will you think of? Try to describe it from the following aspects:(1) location;(2) attractive thing;(3) your own experience or what you have known about it.【设计意图】这一环节旨在帮助学生学以致用，联系所学单词，自然进行本单元相关话题的讨论。Lesson 2 Reading教材分析:This part mainly focuses on an article about a trip on the Three Gorges. In the text, there are many useful expressions that can be used to describe ones trip. Besides, this article is also intended to help students know how to describe their trips.教学目标：By the end of this lesson, students will be able to:(1) get information about the author and the authors trip on the Three Gorges;(2) improve the ability to describe their trips;(3) arouse their awareness of the importance of travelling.教学重难点：Students describe their trips by using useful expressions.课前准备：Multimedia.教学过程：Step 1 Lead-inShare a picture and discuss the following questions:1. Have you been to the Three Gorges?2. Can you give a description of your experience briefly?3. Do you know the names of the Three Gorges?【设计意图】这三个问题帮助学生逐步进行讨论三峡，从而更好地进入下一环节的阅读。Step 2 Background information1. Who is the author of this article? Who is he?2. What is the article mainly about?TimeTouristsMeans of transport【设计意图】帮助学生了解本篇文章的背景信息。Step 3 Group workRead the passage quickly and write out the route of trip.【设计意图】该环节旨在帮助学生清楚旅行的路线，对文章信息的掌握具有条理性。Step 4 Careful reading1. Read the article and find what they saw and what they did.From Fuling to Fengdu: _Along the Qutang Gorge: _Along the Wu Gorge: _Along the Xiling Gorge: _2. Read the article again and find the useful expressions used for describing travel experiences.P1: We _ passports and _ _ the _ boat.P2: We _ the docks on a _afternoon. The sun was _ _ as we sailed downstream through a _ region. We saw the sun _ behind the white pagoda.P3: We_ _ the first gorge, which narrows to 350 feet as the river rushes through the 2-mile-_ mountains.P4: We _ _ _to see some smaller gorges. On a _ morning, we went through the Wu Gorge. Then we _ the Xiang River.P5: We _ _ the construction site of the dam where we _ _and _ _ the deck and saw a sign on a _ mountain.3. Useful expressions:(1) show our passports(2) get on the boat(3) leave(4) make a detour(5) pass(6) take pictures(7) a crowded boat(8) on a beautiful afternoon(9) a hilly region(10) the sun was shining brightly(11) a high mountain(12) a distant mountain(13) see the sun setting【设计意图】 帮助学生掌握文本的细节信息，以及用于描述旅行经历的有用表达。Step 5 Appreciating the descriptionAppreciate the following the sentences. Try to translate them.1.The sun was shining brightly as we sailed downstream through a hilly region.2.Every rock looked like a person or animal; every stream that joined the great river carried its legends; every hill was heavy with the past.【设计意图】引导学生有感情、更生动地进行描写，提升学生语言表达的能力。Step 6 SharingDescribe one of your unforgettable travel experiences. You can refer to the following aspects:1. time order or space order;2. location;3. what impressed you most;4. your feelings during the trip.【设计意图】该环节帮助学生将之前的输入转为输出，学以致用。所提供的四个方面旨在为学生的输出提供支架，输出更为顺利。Step 7 ConclusionLife is like a journey.You can either travel or read, but either your body or soul must be on the way.【设计意图】 对本节课的话题进行总结，帮助学生理解旅行的真谛，由课本内的知识延伸至课本外阅读的意义。Lesson 3 Grammar教材分析:This unit focuses on modal verbs. In this part, students will review modal verbs and how to apply the knowledge to practical use.教学目标：By learning this lesson, students will be able to:(1) master the forms of modal verbs;(2) apply modal verbs to practical use;(3) raise the awareness of protecting and contributing to the school.教学重难点：Students apply the grammatical points to practical use properly.课前准备：Multimedia.教学过程：Step 1 Lead-in1. What should you do while travelling?2. What can you learn through travelling?3. If possible, which tourist attraction will you travel to?【设计意图】由上节课内容导入到本节课的话题，学生在熟悉的话题和内容中，自然过渡到新知识的学习。Step 2 QuizTell whether the following statements are true or false.1. Modal verbs have only one form in the present tense.2. Modal verbs all have a present, past and future form.3. Some modal verbs have more than one meaning.4. Modal verbs are followed by the infinitive with to. 5. To ask questions with modal verbs you use the auxiliary verb do.6. To make a modal verb negative you use dont.【设计意图】 该环节旨在检测学生对于情态动词的掌握情况。Step 3 Modal verbs1. Forms of modal verbs常见形式否定式疑问式can/could在情态动词后+ nt / notfor example: cannot/cantshould not / shouldntmustnt / neednt 将情态动词提前for example: May I go now?Can you swim?may/mightmust/have todare/needshall/shouldwill/wouldshould/ought to2. Functions:Ask students to have a discussion.1. Which modal verb indicates an ability to do something?2. Which modal verb makes a prediction about the future?3. Which modal verb is used to give advice?4. Which modal verb indicates the permission to do something?【设计意图】帮助学生掌握情态动词的形式，并且理解情态动词的功能，从而为下一步的运用奠定基础。Step 4 PracticeFill in the blanks and share the reasons. There is no specific answer. If your answer is reasonable, thats OK.1. What is the great thing you _ experience while visiting the Yangtze River?2. It is important that we _ pay attention to the history of a tourist attraction.3. People _ not smoke in a museum.4. When I was young, I _ take photos while traveling.5. If you keep the rules in mind, you _ find it easy to get on well with the local people.【设计意图】对情态动词进行练习，学生通过练习，以达到巩固的目的。Step 5 Group work1. Work with your partner and try to write a short passage about our school by using at least three modal verbs.You may include the following aspects:1) what you can learn at school;2) what you should do at school;3) what you mustnt do at school;4) what you will do for your school.2. When you prepare your work, try to focus on the evaluation criteria:1) whether the topic is our school;2) whether the passage includes at least three modal verbs;3) whether the emotion and attitude in the passage can be accepted;4) whether the language is accepted.【设计意图】 该环节帮助学生利用所学知识进行输出，所提供的评价标准旨在帮助学生明确小组合作努力的方向，从而达到高效输出的目的。Lesson 4 Listening and Speaking教材分析:The listening material is mainly about what you can do and what you cant do on a classic Three Gorges cruise. And the speaking part is to help students talk about the signs and rules of traveling.教学目标：By the end of this lesson, students will be able to:(1) get the detailed information about the Three Gorges cuise;(2) improve the listening and speaking abilities;(3) raise interest in the Three Gorges cruise;(4) communicate with their partners smoothly and actively.教学重难点：(1) Get the detailed information in the listening material.(2) Communicate with their partners in English smoothly.课前准备：Multimedia.教学过程：Step 1 Lead-inprofessional traditional required compulsory forbid take photo ofVocabulary:1. They have _ English-speaking directors who can guide your travel.2. Spring festival is a _ Chinese festival.3. Youre _ to receive nine-year _ education.4. Swimming from the boat is _(禁止的).5. The passengers arent allowed to _(拍照) the dam.【设计意图】该环节旨在帮助学生处理接下来听力材料中的生词。Step 2 Listening1. Listen to the conversation and decide where the speakers are.A. on a boatB. in a travel agency C. on a television programmeD. at passport control in the airport2. Listen again and answer the following questions.(1) What is the listening passage mainly about?(2) What are the on-board activities?3. Listen and fill in the blanks.TO: Im interested in _. Can you tell me something about the boats?TA: Yes, certainly. Theyre big modern boats, and they all have professional English-speaking _. You can choose between western and Chinese cuisine.TO: Right. What about _?TA: Well, first of all, theres the _. The captain lets passengers use his cabin for that.TO: That sounds funTA: Then there are _ every evening on history and culturebut you dont have to go to them, of course.TO: Good, Im glad theyre not compulsory. What about other entertainment?TA: Well, theres an on-board disco _.TO: Great. And are there any _?TA: Yes, there are. You can do Tai Chi and kite flying, and you can even learn some Chinese.TO: What about swimming in the Yangtze?TA: No, swimming from the boat is forbidden. Its too dangerous.TO: Oh, I see. Are there any other _ I should know?TA: There arent a lot of rules. But the boats are _so youre not allowed to _ anywhere except in your cabin and in the smoking lounge.TO: I see.TA: And passengers are required to take their _ with them every time they go on shore.TO: Yes, of course. And were allowed to take photos of the dam?TA: Oh _, theres _ about that.【设计意图】帮助学生细致地梳理听力文本，从而更好地理解文本中的信息。Step 3 Speaking1. Look at the signs and explain their meanings.2. Think about rules in these situations.At the airportOn a trainWhen you leave the countryAt school3. For each situation, say what you are.1) allowed to do2) not allowed to do3) required to do Example: In the airport, you are allowed to smoke only in special areas.【设计意图】建立在听力文本的基础上，学生进行进一步探讨。学生在这个环节，不仅口语表达的能力得到提升，同时更好地理解旅行规则，从而有利于增强旅行的素养。Lesson 5 Cultural Corner教材分析:In this part, students will learn a passage, which focuses on Colin McCorquodales sending himself postcards when he travels.教学目标：By the end of this lesson, students will be able to:(1) get the main idea of the passage and the detailed information;(2) enhance reading abilities;(3) raise students interest in postcards while traveling.教学重难点：Students know how to write a s