ATripAlongtheThreeGorges教学设计

1、高一英语必修4 Module 5A Trip Along the Three Gorges教学设计模块整体解读及分析：【话题】A Trip Along the Three Gorges【教材分析】本模块以A Trip Along the Three Gorges为话题，以游记的形式介绍了长 江三峡的风光、古迹以及沿途的所见所闻，带领学生走进长江，了解长江，畅谈 长江。使学生学会一些关于江河峡谷的词汇， 并运用所学知识简单描述旅游经历， 介绍风景名胜及地理位置。 通过本模块学习， 学生要对祖国自然人文遗产有初步 了解，激发学生热爱祖国河山的热情。本模块主要复习情态动词， 学生在初中阶段的学习中已

2、经对情态动词有了初 步的了解。通过本模块的学习，应使学生进一步了解到情态动词有一定的词义， 表示某种感情和语气， 但不能单独作谓语， 要和其他动词一起构成谓语。 常用的 情态动词有：can (could), may(might),must, have to, shall(should), will(would), need, ought to, used to, dare等。结合情态动词和听力部分的学习可以帮助学生掌握表达义务、许可、禁止的相关用语。本模块的写作任务是写一篇游记文章， 记述自己在旅行中的经历， 所见所闻， 切身感受。【学情分析】本次使用的是能力较好， 相对比较活跃的班级。 自主

3、探究意识和小组合作意 识较强，能够积极、 主动地与其他同学共同研究学习， 这是本节课几个关键问题 设计的基础。三峡有关的信息，学生或多或少通过书本、媒体有所了解，但几乎 没人去过， 因此学生会对相关三峡的话题有一定的期望值， 本模块让学生运用所 掌握的知识和信息，在speaking部分中进一步讨论关于这一话题的内容，了解 更多的信息，激发学生参与课堂的兴趣。【教学目标】1?语言知识目标:(1)Pronunciation复习“意群与停顿”。(2)Words and expressions: Page 116 Module 5(3)Important sentences:We could see

4、the sun setting behind the white pagoda.Every,every stream that joined,everywas heavy with the past.On a distant mountain was a sign in 20-foot characters. At least we have twomore.(4) Grammar复习情态动词尤其是表示能与不能的情态动词的用法。(5)Function学习表示义务、允许和禁止的常见表达方式。2?语言技能目标：(1) Listening能听懂有关长江三峡地理、历史等人文情况的语言信息;在 听的过程

5、中能够明白表示义务、许可、禁止等功能的表达。(2) Speaking运用本模块所学词汇和短语介绍与长江三峡有关的情况；在 表达中能够正确恰当地使用情态动词。(3) Reading阅读中能识别新学词汇、短语并根据上下文正确推断其意义； 正确理解介绍三峡之旅的阅读文章；阅读时能快速准确地把握文章大意。(4) Writing运用本模块所学词汇和短语，完成所有书面练习；能够按照空 间顺序记叙游览某地的经历并适当就加入个人观点。3?情感态度： 热爱祖国的悠久历史和大好河山， 为文化遗产和自然遗产的 保护做出自己的贡献。4?文化意识： 进一步了解我国丰富的旅游资源和旅游文化， 增强向外国友 人积极介绍我国

6、风景名胜的意识。5?学习策略：学会搜集英文版旅游指南、风景介绍、地图、游记等材料， 通过经常阅读这类材料提高自己的英语水平。【教学重点】(1) ?掌握一些与地理和旅游相关的词汇；(2) ?学习正确描述地理方位及介绍地理场景的表达方式；(3) ?复习表示义务、允许、禁止的句式。教学难点】(1) ?情态动词在表示职责、允许和禁止时的不同语气；(2) ?正确使用地理及方位名词。(3)学会用所学内容描述家乡或介绍旅游行程。【课时安排】第一课时：Introduction + Reading and vocabulary第二课时：Grammar第三课时：listening and speaking第四课时

7、：Writing【教学方法】Ask and answerFast-reading and careful-readingStudent-centered vocabulary learningDiscussion, listening and retellingIndividual, pair or group work to finish each task【教具】Tape-recorderComputer【评价方案】针对教师所设计的问题， 能否积极思考； 能否从纷乱的信息中整理出所需信 息并予以有效的取舍、 组合、 拓展，最终完成对文本文体的识别和主旨大意的归 纳；能否主动与他人分享学习成

8、果， 总结出游记类文章的基本框架并运用到实际 的语言交际中。【教学过程】(teaching procedures)Step 1: Pre-readingLead-in:T：Whats the weather like today?S:T：Goodweather can often give us a good mood, so I guess you must be very happyyes? Then do you want to go out to have a travel?S:T：Ok, today I will take you to a very beautiful and at

9、tractive place.Do you know where it is?S:T：Now please look at the screen , there is a poem and the name of theplace is hidden in the poem, you can read and have a guess.S: The Yangtze RiverT: Nowlets have a trip along the Three Gorges together. First how muchdo you know about the Yangtze River?S:T:

10、Ok, you can get more information about it through the three questions.1The Yangtze River is the _ river in the world.A. longestB. second longestC. third longest2The worlds biggest dam was opened on the Yangtze River in_ .A. 2001 B. 2003 C. 20053It flows from the Himalayas in the west to the Pacific

11、Oceanin the_ .A. south B. north C. eastS：Learn some common sense about the Three Gorges.（设计意图：选用李白的“下江陵” ，引出文章主题，并尝试通过问题、通过视 频、通过图片，给学生以直观的感受，让学生更多地了解有关长江的情况。为 学生阅读文章做好铺垫。 ）VocabularyT: Now lets do a guesswork. A beautiful picture on the screen and can you guess themeaning of these words according t

12、o the picture?Acaveis a larger hole in a cliff or a mountain.Aplateauis a large area offlat high ground.S: Lear n some new words accord ing tothe picture.（设计意图：以图片的形式直观地向学生展示新的词汇，为阅读课文扫清障碍。 单词记忆对学生而言是个难点，图片记忆的方式比较形象，可以加快学生的记 忆速度，延长记忆时间）Step 2: While-readi ngT: Do you want to get more detailed in for

13、mati on about the Three Gorges?Ok, now please turn to page 42 and 5 minu tes for you to look through thewhole passage, after that you should try to describethe route ok? Here we goS: Comprehe nd the passage for the first time the writer took.T: Ok, anyone can tell us the n ame of the places they pas

14、s by?.Para.5get on the boatWu GorgeXili ng GorgePara.5Para.3（设计意图：快速限时阅读，把课文作为整体来处理，检查学生对课文中内容表 层的理解，养成良好的阅读习惯，提高阅读技能。）Para. 1T: I have two choices for you, and we can see the con diti ons of the twoboats are quite different, so if you are the visitor, which one would you like to choose?and describe

15、 the route thatPara.2S:T: Ok, read the first paragraph carefully and try to find out which one does the authorchoose .S: Read the first paragraph and find out the answer to the question.T: We know the author chooses boat B. I have a task for you, can you use just onesentence to tell the three pieces

16、 of in formati on?S: Discuss in groups and get the an swer.(ex.)They get on a cheap and crowded boat, which is mainly for goods and traders.(设计意图：学生小组活动，在快速阅读对课文表层理解的基础上深层理解第 一段，并学会用所学句型用一句话简练概括多条信息。)Para. 2T: Nowwe are going to next place and on the way we can see many beautiful sights,after readi

17、ng the sec ond paragraph you should tell me which one we didnt see inFengdu among the five pictures?S: Read the sec ond paragraph and pick out the picture.T: Its quite easy, but another task, can you use your own words to describe the fourpictures ?.S: The sun was shining brightly as we sailed downs

18、tream through a hillyregion. Men rode bamboorafts along the rivers edge and coal boats went past. Wecould see the sun sett ing beh ind the white pagoda.（设计意图：培养学生的查找信息的能力，通过认真阅读找出文章未提到的信 息，在找出信息的基础上学会用自己的话根据图片组织一篇短文。这对学生而 言是一个难点。）Para. 3T: When you are reading the third paragraph, please pay attenti

19、on to the sentences onthe screen, try to translate the sentence. what is the meaning of the two words ?.(The gorge narrows to 350 feet as the river rushesthrough the two-mile-high mountains.)and can you find a sentence to replace this one?.(It is not bad that there are another two gorges.)S: Read th

20、e third paragraph and discuss the meaning and the part of speech of the twowords in this sentence: narrow and rush. And then find out the sentence“At least wehave two more”.T: A little more difficult task for you. The sentence is quite long, canyou try to translateit into Chinese? You may have a dis

21、cussion with yourthesunthemen rode bamboo raftspagoda. 中sunbehindthe damwhitesett ingthepart ners.Every stream looked like a pers on or ani mal, every stream that joinedthe great river carried its lege nds, every hill was heavy with the past. S: Discuss andtran slate the senten ce.（设计意图：培养学生在把握整体语境的

22、基础上分析长句句意的能力，在翻译 的同时进一步加深对定语从句的理解。）Para. 4T: Ok, while you are readi ng Para. 4, you should carry the two questi onsin your mind. What is the meaning of the two phrases?We made a detour up the Daning river to see some of the smaller gorgesThe n ext day we went through the big gorges.（设计意图：让学生理解词组的翻译

23、要根据不同的语境进行分析，而不是单纯死记硬背，离开语境的学习的不可行的。）Para. 5T: Chairma n Maohas writte n a poem in which he dreamed of damto stop flood till asmooth lake rises in the n arrow gorges. What is the poem?S:更立西江石壁截断巫山云雨高峡出平湖T: Ok, look at this sentence, and it is quite special. Why? Usually our sentence order issubject

24、+predicate +object, but we can see in this sentence first is the prepositionalphrase and then predicate and at lastis the subject. So we call this sentence patter n in verted senten ce. So your task: canyou tran slate this sentence accordi ng to the former one?Ona distant mountain was a sign in 20-f

25、oot characters.“Build the Three Gorges Dam,Exploit the Yangtze River,”it said.S: Imitate writi ng the sen ten ce.远处大楼上挂着20英尺的大字写的标语。上面写着”祝你金榜题名“（设计意图：仿写句子，突出语言学习的体验性和实践性。）Summary the textT: Ok, now lets summarize what we have learned in this class. Give you a fewminutes to get more details and fill

26、in the table about the whole text.S: Read the text and check the answers with their partners.A Trip Alo ng the Three GorgesTimePlaceCharacterEve ntInJanuarytheThreePeterTak ing a boat dow nstream1997GorgesHessler and acolleagueProcessesPara.1Para.2Para.3Para.4Para.5Buyi ngLeav ingtheSleepAtWashaSail

27、i ng intoticketsfordocks on athrough themaki ngathethe Jiangyoubeautifulfirstgorgedetour up thecon structi onboatafter nooncalledtheDaning Riversite of theQuta ng Gorgeto see someThree GorgesoftheDamsmallergorges（设计意图：训练学生的信息综合能力。通过图片展示，阅读、精度，学生已 清晰理解了文章的脉络，通过填写表格的形式，让学生复述游程的线路，锻炼 学生的理解与概括能力，锻炼学生对游记

28、文章五要素的把握以及描述某处风景 的所见所闻，和他们游历时的真实感受。）Step 3: Post-readi ngT: Every one likes travelli ng ,but our en vir onment may be not always so beautiful,why?.yes. some bad behaviors of our huma n beings cause polluti on to our en vironment. Like thisThrow litterwhite plasticbagsT: All of these bad behaviors sh

29、ould be forbidde n. Sonow if some peopleare going to visit our hometown, can you write a noticeand tell them what they can do and what they can not do?Work in groups and try to get the an swer.S: Discuss in groups and write them dow n.（设计意图：小组活动，利用课文所学内容以及所给出的图片材料，运用任务教学法对旅游环境保护进行进一步的研究、探讨、相互交流、并最终达

30、成一致意 见。在此环节中，* d即芦出卑證Allake noises disturb othersIT/壽甲览I)每个学生都有均等的参与机会，充分发挥了学生的主观能动 性，让学生动起来，让他们自动地投身到语言学习中来，敢于表现自己，敢于 运用学到的语言表达自己的观点、看法和思想。调动学生的创造性思维，通过 讨论发现问题，修正错误，得到提高。）Step 4: Moral educatio nT: Ok, so much for the visit, whats your feeling of the travel?.In fact, do you think our life is just l

31、ike a journey? During the process we can see somanydifferent sights and experienee various things. I want to give you a good sentence, and I hope you can remember it.Life is like a journey. Whatever the destination is, the scenery on theway and the mood to appreciate it is what we care.（设计意图：陶冶学生的情操

32、，加强对学生的情感教育，在领悟人生哲理的同时增强了学习语言的兴趣）Step 5:Assignment:Write a short passage about a place that you have ever bee n to ,using the words and the expressi ons that we have lear ned.colleague/ temple/raft/dock/hilly/narrow/detour/goods/dow nstream/trade/lege nd/exploit/dista ntmake a detour to sp. /be heavy with/ shine