年高中英语同步教案moduleatripalongthethreegorges

Module5AtripalongtheThreeGorges教案外研版必修四PeriodOneIntroduction;VocabularyandReadingTeachingAims1.Makethestudentsmastersomenewwords.2.Encouragethestudentstoknowhowtointroduceaplace.3.Makesuretdentshaveaclearunderstandingthewriter’stravelrouteandwhathedidineachplace.TeachingImportantPointsTeachthestudemenewwordsandfollowthewritertomakeatripalongtheThreeGorges.TeachingDifficultPointsMainideaofthageandsomeLanguagehowtointroduceaplace.TeachingMethodsIndividrk,pairworktogeteverystudentstoparticipateinclass.TeachingAidsSomepictures,amap,multimediaandablackboard.TeachingProceduresStep1IntroductionT:Goodmorning,boysandgirls!T:Lookatthepictureinyourbook.Whatcanyousee?S:Icanseeains,river,peakandCliff(valley,slope,woodarementioned.)T:Good,Wecanseecliffs,valley,slope,peaks,woodandsoon.Nowletkandreadthewordsintheboxinyourbooks.AndfinishtheActivity2.Suggesteda:T:Somuchforwwords.Next,cometoActivity3.YouallknowtheYangtzeRiver,howmuchdoyouknowaboutit?OK,let’sdoaquiz.Suggestedanswers:Step2Pre-readingT:HaveyoueverbeentoTheYangtzeRiver?SS:Yes/No.T:Nowywehaveachancetogotherewiththewriter.Imagineyouarethewriter,whichofthefollowingtopicswillyoutalkabout?(ShowthefollowingtopicsontheBb.)·theboat·thefood·lifealongtheriver·thescenery·theweatherS:I’totalkabouttheboat,thesceneryandlifealongtheriver.T:Yes,reasonableanswers.Doyouhaveotherchoices?S:I’llchooseallofthem.T:Goodchoiyouwanttoknowwhichtopicsthewritertalksabout?S:Yes.Step3FastreadingT:Now,readassageonPage42andcheckwhichthewritertalksabout.Meanwhile,payattentiontothewordsinActivities4and5.Iftherearesomenewwordsforyou,underlinethemandtrytoguesstheirmeanings.(Aboutsevenminuteslater,collecttheiranswerstoActivity2.)T:Time’sup.Let’scheckyouranswertoquestioninActivity2.Suggesteda:·theboat·lifealongtheriver·thescenery·theweatherThewriterenjhetripbecauseofthethingshesaw—thescenery,thepeople,andthesenseofhistory.T:Areyouboutthemeaningsofthenewwords?Let’sdosomepractice.First,completethedefinitionsofthewordsintheboxinActivity4.Readthroughrdsintheboxaloud,payingattentionthepronunciationofthesewords,wherethestressisnotonthefirstsyllable:construction,bamboo.Thenasksomeindividualtoreadthewordsforthewholeclass.Givethestudentstwominutestocompletetheblanks,andthencallbackfromthewholeclassascompletesentences.Suggestedanswers:siteT:Somuchfivity4.Therearesomeotherwordsforyou.MatchthewordswiththeirdefinitionsinActivity5.Readthroughthsintheboxandhavethestudentsrepeatthemchorallyandindividually.Askthestudentstocompletetheactivityindividually,thencheckwithapartner.Then,asksomepairstogivetheiranswers.Onegivesthedefinition,theotherprovidestheword.Suggestedanswers:Step4CarefulreadingT:Readassagecarefullyandtrytogetasmuchdetailsasyoucan.Afteryoufinishreading,twotasksaredesignedinthispart.First,completethestatementsaboutthewriter’sjourneyinActivity3.Askthemtodfollowingquestionsindividually,andthencheckwiththeirpartners.Thencallbacktheanswersascompletesentences.(Showthequestionsonthescreen.)Suggestedanswers:T:Theotheriseistofillinthegraphwiththeinformationinthepassage.Workwithyourpartnersandgivemeyouranswersasquicklyaspossible.ATripAlongtheThreeGorgesTimeabeautifulafternoon,January,1997PlaceFulingMeansoftraationbyboat1WhattheysawandwhattheydidFromFulingtoFengdubamboorafts,thesunsettingAlongtheQutangGorgesleeptheDaningRiversmallergorgesAlongtheWuGorgetheYangtzeRiverbiggorgestheXiangFromtheXilingGorgetotheDamondeck;takepicturesStep5SummaryandhomeworkT:FirstwelomenewwordsandsomethingabouttheYangtzeRiver,whichmadeapreparationforreading.Then,westudiedsomenewwordsinthepassageandsomedetailsaboutthetext.Today’shomeworkistowritedowntheretellingpassageandhanditinafterclass.That’sallfortoday.Good-bye,everyone.Step6LanguagePoints1、meet：vt.﹠vi遇见/和…会面；(迎)接；满足/符合；汇合。Wemeteachotherquitebychance.我们彼此相遇纯属偶然。Thetworoadsmeetjustnorthofthecity.两条马路就在城市的北面汇合。Doesthehotelmeetyourexpectations?这家旅馆符合你的要求吗?2、flow：vi.流动,涌流。n.流程,流动。Thecarsflowedinasteadystreamalongthemainroad.汽车在干道上不停地驶过。Bloodsuddenlystartedflowingout.突然流出血来。Aflowofoilpouredallovertheground.涌出的油流了一地。3、be/goonatrip去旅游。Hewentonatriptotown.他到城里去旅行了。（1）常用短语:mtakeatripto到……去旅行;takeabusinesstrip出差;haveagoodtrip一路顺风。（2）辨析：trip,journey,voyage,tour和traveltrip：一般指时间短、距离近的”旅行”,也可指长途旅行。在非正式用法中,trip可代替journey。如:Theyareplanningtomakeatrip/journeyroundtheworld.journey：指从一地,常是陆地上的远距离”旅行”,有时也可表示常走的或长或短的一段”路程”。如:Howlongisyourjourneytowork?voyage：主要指远距离的水上旅行,也可以指空中旅行,作”航海、航空、航行”解释。如:Doyougetseasickduringthevoyage?tour：着重指旅行路线之曲折,常用来表示”周游各地参观、访问”“巡回旅行、观察、购物”等。如:I’mgoingdown-townonashopping：作”旅行、游历”解,表示从一地到另一地旅游这一总的概念,它也常常指长时间、远距离的”旅行”。如:HewroteabookabouthistravelsinNorthAmerica.4、narrow：vi.变窄。vt.使变狭窄,使缩小。adj.狭窄的,有限的;气量小的;勉强的;眼光短浅的。Theroadnarrowsasitgoeson.道路越来越窄。Inthebrightghtshehadtonarrowhereyes.在明亮的阳光下,她只好把眼睛眯成一条缝。Iwantapieceofnarrowcloth.我想要一块窄幅的布料。narrowto窄到;narrowby窄了多少。5、twomore：另外两个。Theyneedfivemorepeopletofinishthework.要完成这项工作,他们还需要五个人。more是形容词的，附加的”，相当于additional，一般用在数词或some,several,alot,afew,alittle,many,much等表示数量的词之后。another也有这样的用法，但是要注意在句子中的位置不同。another要放在数词前面，而other要放在数词后面，与more用法一样。如：Iwillstayheranothertwodays.=（Iwillstayherefortwomoredays.）=（Iwillstayherefortwootherdays.）我还要在这里待两天。6、sign：n.标记,记号;符号;征兆,迹象。v.签名(于),署名(于)～，签署；(向某人)示意；以手势（或其他动作）表示。Thesignbytheroadreads‘NoParking’.路边的牌子上写着”禁止停车”。Bothpartieshavesignedthecontract!双方已经在合同上签字了。Hesigned(me)tobequiet.他做手势要我安静。signaway签字放弃;signin签到,把……的名字登记下来;signoff结束写信;signup签字参与某事;签字受雇。PeriodTwoGrammar;Function;PronunciationTeachingAims1．Makethestudentsmastermodalverbsandusethemcorrectly.2．Makesurethetscanshowtheirobligation,permissionandprohibitionproperly.3．Trainthestudpronunciationandpauseattheendofeachsensegroup.TeachingImportantPointsEncouragSstosumupgrammaticalrulesandthewaytoshowobligation,permissionandprohibition.TeachingDifficultPointsTodistingheusageofmodalverbsandpauseattheendofeachsensegroup.TeachingMethoddividualworkandpairworktomakeeverystudentworkinclass.TeachingAidsMultimedia,tape-recorder&ablackboardTeachingProceduresStep1Revision(Greetthestudentsasusual.)T:First,I’wyouashortpassageandyougivemethemissingwordsinthepassageATripAlongtheThreeGorges.(Showthefollowingpassageonthescreen.)InAugust,Hessler,ayoungAmericanteacherofEnglish,andacolleaguedecidedtotakeaboat1alongtheThreeGorges.Theyboughttickets2theJiangyouboat.Theyleftthedocksonabeautifulafternoon.Asthesunsetthey3atFengdu.Theysleptthroughthefirstgorge,whichiscalledtheQutangGorge.AtWushantheymadea4uptheDaningriver.ThenextdaytheywentthroughtheWuGorge.TheypassedtheXiangRiver,homeofQuYuan,the3rdcenturyBC5.AlongtheYangtzeRiver,everyrocklookedlikeapersonoranimal,everystreamthatjoinedthegreatriver6itslegends,everyhillwas7withthetheycameoutofthethirdgorge,theXilingGorge,theysailedintothe8siteoftheadistantmountainwasasign920-footcharacters.”BuildtheThreeGorgesDam,10theYangtzeRiver,”itsaid.SuggestedansStep2GrammarT:Okay,sforthecheck-up.Now,wearegoingtorevisemodalverbs.Howmuchdoyouknowaboutmodalverbs?Letmegiveyouaquizaboutmodalverbs.Let’sseehowmuchdoyouknowaboutthem.Activity2Suggestedanswers:T:Icansehaveknowthebasicrulesofmodalverbs.Let’sdosomeotherpractice.LookatActivity1.Thesentencesareallfromthepassageinreading.Completethemandanswerthequestionsfollowingthem.Suggestedanswers:’t’ttoto’t’tT:Somuchfsactivity.Ithinkyouhavegotagoodunderstandingofmodalverbs.Let’sdoafurtherexercise.Pleaseunderlinethecorrectverbinthefollowingsentences.Activity31Suggesswers:’t’t’ttoStep3FunctionT:That’sdofgrammar.Afterclass,domoreexercisestoconsolidatemodalverbs.Now,lookatPage45.We’lltalkaboutobligation,permissionandprohibition.Doyouhaveanyideaofthewaytoshowthem?First,forobligation.Anyvolunteer?S:WecanuseYoumust/should/oughtto...T:Yes,goodidea!Wecanalsousesentencepattern,suchas:Itisnecessaryto/that...Youarerequiredto...Asforpermission,whatkindofsentencedowelearn?S:Youmayorcan...T:Goodsuggestion!Besides,wecanuseYouareallowedto...Ithinkyouareclevertosayexpressionsforprohibition,right?S:Youcan’t/mustn’t...anddon’t...T:Goodjob!Now,let’sseesomeexamplesinActivity1.Suggestedanswers:Activity2.Suggestedanswers:ParagrWejusthadtoshowourpassportsandtheyletusgetontheboat.Paragraph5:butweweren’tallowedtogetofftheboat.Step4PronunciationT:Listenfollowingsentencesandrepeatthem.Meanwhile,makesureyoupauseattheendofeachsensegroup.T:InAct3,thereisashortdialoguefromthepassageinlisteningActivity1.Readthroughthesentencestoyourselvesandtrytopauseattheendofeachsensegroup.T:Let’scanotherisalsoadialogueinActivitythroughthesesentencesandpauseattheendofeachsensegroup.Step5SummaryandhomeworkT:Todhavelearnedsomemodalverbsandsomewaytoshowobligationpermissionandprohibition.We’vealsolearnedhowtopauseattheendofeachsensegroup.Domorepracticeafterclass.Dotheexerciseonyourworkbook.Somuchfortoday.Good-bye,everyone!Grammar1、can和couldcan表示客观可能”能力”。表示”能力”时和beableto相似,许多场合都可以互相替换。但当叙述过去经过一番努力才能完成的事情,不可用could,只能用was(were)ableto。如:HermothercanspeakFrench.她妈妈能说法语。（叙述一般的能力）Withoutwater,mancannotlive.没有水,人类不能生存。Whenhewasyoung,hecouldsingverywell.当他年轻的时候,他唱歌唱得很好。Hewasabletoslf-waybeforehewastiredout.游过一半已精疲力竭。（指经过努力,不用could）。2、may和might表请求许可（否定答语为mt）,口语中可用can/could代may,但在正式场合要用may;表推测（否定为maynot）。在表推测的句中,一般不用于疑问句,may表的可能性比might要大;may有时可表祝愿。如:Youmaykeepthebookforaweek.这本书你可以保留一星期。ShesaidImightuseherdictionary.她说我可以用她的字典。Theymaybehavingaclassnow.他们也许现在正在上课呢。Mothermay(might)becookingnow.我妈妈可能正在做饭。Mayyousucceed.祝你成功。3、比较can/could和beableto（1）can/could表示能力;可能只用于现在时(can)和过去时(could)。beableto可以用于各种时态。（2）表示过去成功地做了某事时,只能用was/wereableto,不能用could。注意:could不表示时态,用于提出委婉的请求,（注意在回答中不可用could）。如:Theywillbeabletotellyouthenewssoon.他很快就能告诉你消息了。—Couldethetelevisionon?我能打开电视机吗？—Yes,youcan./No,youcan’t.是的，你能/不，你不能。4、比较haveto和must(1)两词都是’必须’的意思,haveto表示客观的需要,must表示说话人主观上的看法,即主观上的必要。（2)在否定结构中:don’thaveto表示”不必”,mustn’t表示”禁止”。如:Mybroasveryill,soIhadtocallthedoctorinthemiddleofthenight.我弟弟病得很厉害,我只得半夜里把医生请来。(客观上需要做这件事)Hesaidthattheymustworkhard.他说他们必须努力工作。（主观上要做这件事）Youdon’thavetotellhimaboutit.你不一定要把此事告诉他。Youmustn’ttellhimaboutit.你一定不要把这件事告诉他。5、will和wouldwill表示意志、意愿、种人称。would表示过去时间的意愿,是will的过去时;will表示请求,通常用于第二人称。would表示更委婉的请求或建议。如:Iwillneverdosuchathingagain.这样的事我决不再干了。Wetriedtopehimtocomewithus,buthewouldn’t.我们力图说服他一起来,可他不愿意。Helpmewiththisluggage,willyou?请您帮我搬搬这件行李,好吗？Wouldyoudothisforme?请你帮我做这个,行吗？6、shall和should(1)shall用在主语是第人称的疑问句中,表示说话人征求对方的允诺。should表示惊讶、意外、难以置信,常与why,who,how等连用。(2)shall用在主语是三人称陈述句中表示说话人的允诺或警告。should对已发生的情况表示责备。结构为should+have+过去分词。如:WhyshouldIbewithyou?我哪会生你的气呢？Shallhecomerightnow？要他马上过来吗？Weshouldhowtousecomputers.应学会用电脑。Youshalldoasyourfathertellsyou.要照父亲说的做。Tellherthatsheshallhavethebooktomorrow.告诉她明天可以得到那本书。Thenewregulationshalltakeeffecton.新规章自1月1日起施行。Step6LanguagePoints1、forbid：vt.禁止,不许（-bade或-bad,-bidden,-bidding）Smokingisforbiddenintheconcerthall.演奏厅内不准吸烟。Iforbadeyoutogoswimming.我不准你去游泳。forbiddosth./forbiddoingsth.既可以接-ing又可以接不定式作宾语的动词。permitdoing/permitsb.todo允许做某事allowdoing/allowdo允许（某人）做某事advisedoing/advisedo建议某人做某事encouragedoing/encouragedo鼓励某人去做某事Doyoupermityourchildrentosmoke?你准许你的孩子们吸烟吗?Thegovernmentservantsaren’tallowedtoacceptrewards.公务员不得接受酬谢。Iencouragetoworkhardandtotryfortheexamination.我鼓励她用功并为这次考试作努力。Thedoctoradvisedmetotakemoreexercise.医生嘱咐我多加锻炼。2、require：vt.需要,要求,命令Thefloorrequireswashing/tobewashed.地板该洗了。Allpassengersarerequiredtoshowtheirtickets.所有乘客都必须出示车票。Herequiredthatthey(should)workallnight.他规定他们整夜工作。require+n./pron.;require+doing/tobedone;require+sb.todosth.;require+that从句用虚拟语气（should+动词原形）demand,require,request和ask辨析:demand意为”要求,需要”。具有强制要求的意味,语气较强烈。require也是”要求,需要”的意思,但语气比demand要缓和,后面常接sth.(ofsb.)。request是正式用语,表示客气的”要求;请求,恳求”,常用requeststh.(from/ofsb.)。ask作”要求,属普通用语,其语气强弱或有礼貌与否,视上下文而定。常用asksth./sb.,ask(sb.)forsth.等句型。PeriodThreeListening;Speaking;TaskTeachingAims1.Totraintheirlisteningandspeakingskills.2.Encouragethentstodescribepicturesintheirownwordsinclassthroughorganizingsomepractice.TeachingImportintsTotrainthestudents’listeningandspeakingabilities.TeachingDifficuntsEncouragethemtodescribethepicturesintheirownwords.TeachingMethodsInductionanddeduction.TeachingAidsAblackboard,ataperecorderandmultimediaTeachingProceduresStep1RevisionT:Goodg,class!Lastperiodwehavelearnedmodalverbs.Todaylet’sdosomeexercisestoconsolidatetheirusages.(Showthefollowingonthescreen.)Choosethebestanswer:_______showoundthisbeautifulschool,foritismyduty,butI’mnotsurewhetherIwillhavetimethisSunday.2.—I’lltellMaryhowtooperatethenewmachineat5tomorrow.—You__________herlastweek,yousee,noonecanoperateitandtheworkersareveryanxious.llhavetoldtellhavetold3.—,looryourson,he__________playwithknife,it__________hurthimself.—Thankyouverforyourremindingshouldstophimplayingwithit.’t;can’t;may’t;must’t;shouldn’t4.(2022全国高,you__________leaveallyourclothesonthefloorlikethis.’t’t’tnot5.(2022John,lookattheplaythepianoatsuchalatehour?Suggestedanswers:Step2ListeningT:Somucrevisionofmodalverbs.Next,I’lldivideyouintogroupsofsix.LookatpicturesonPage45.Therearesixpictures.Eachgroupdescribesonepictureinoneortwosentences.Beforewelistentothetape,telluswhatthepersonsinthepicturesaredoing.(Teachthestudentshowtopredictthecontentoflistening.)Step3SpeakingT:Everyboddidagoodjobinlistening.Now,let’slookatsixsignsonPage46.Workinpairsandsaywhereyouwouldseethemandwhattheymean.Suggestedanswers:(Showthefollowingonthescreen.)Wewouldseethesignsatanairport.1.PeoplewhodonotliveintheEuropeanUnionhavetogothisway.2.PeoplewhtogetonflightAZ457toParisshouldcheckinatDesk12.3.Smokingisforbidden.(Nosmoking.)4.Theuseofmobilephonesisforbidden.5.Youarelowedtotakeacasewhichweighsmorethan20kgontothisflight.6.Don’tleaveyourluggageonitsownanywhere.T:Somuchtivity1.HerearefoursituationsforyoutalkaboutinActivity2.Theyareattheairport,onatrain,whenyouleavethecountry,atschool.Foreachsituation,saywhatyouareallowedtodo/notallowedtodo/requiredtodo.I’lldivideyouintofourgroups.StudentsinGroup1talkaboutrulesatheairport.Helpyourgroupleaderwritedowntherules.OK,discussthemwithyourgroupmembers.Hereisanexample:Inanairportyou’reallowedtosmokeonlyinspecialareas.Atschoolyouarenotallowedtousemobilephoneinclass.Anyreasonableanswersareaccepted.(Encouragethestudentstosayasmanysentencesastheycan.)Step4TaskT:Taskinmoduleistowritesomerulesfortravelersarrivinginyourtown.First,workinpairs,andthinkofthesethings:dovisitorsusuallyarrive?cantheystay?placesdotheyusuallyvisit?Then,discussandwritedowntherulesforthesethings:travelersmustdowhentheyarrivetheyaren’tallowedtodotheycanfindsomewheretostaytheycangethelpBeginlikethis:WhenyouarriveinStep5SummaryandhomeworkT:TorstwelistenedtothetapeandpracticethethingswecandoonaclassicThreeGorgesCruise.Wepracticedhowtowriterulesforasituation.Yourhomeworktodayistowritedowntherulesintaskandhanditinafterclass.That’stheendofourclass.Good-bye!PeriodFourVocabulary;Writing;EverydayEnglishTeachingAims1.Getthestudentstogainsomeknowledgeofwordformation.2.Tomakethestudentslearntodescribearegion.3.TomakethestudentsuseexpressionsineverydayEnglishproperly.TeachinrtantPointsLearnwordformationandhowtodescribearegion.TeachingDifficultPointsLetthestknowwordformationandcandescribearegionandusetheeverydayEnglishcorrectly.TeachingMethodsExplanationandmorepractice.TeachingAidsMultimedia&ablackboard.TeachingProceduresStep1Revision(Greetthentsasusual.)Pointoutthemistakesintheirhomework.Step2VocabularyandwritingT:LookatrdsinActivity1,andexplaintheconnectionbetweenthewordsincolumnAandthoseincolumnB.Suggesteda:ColumnBshowstheadjectiveformsofthenounsinColumnA.T:Goodjob!completethesentencesinActivity2withwordsfromActivity1.Suggesteds:mountainousT:Whuseadjectivestomodifynouns,rememberthatsomeadjectivesgowellwithnouns,andsomedon’t.(RefertolearningtolearnonPage47.)Forexample:wecansay:lmountain,atalltree,ahighmountain,highgroundButyoucan’tsay:ahightree,tallgroundWordswhichgowelltogetherarecalledcollocations.T:Somucthis.Let’scometoActivity3.Matchthewordsintheboxwiththemeanings.T:First,throughthewordsindividuallyandpayattentiontothetwowordswherethestressdoesn’tfallonthefirstsyllable:immense,remote.Thenmatchthemwiththemeanings.Callbacktheanswersfromthewholeclass,havingonestudentreadthedefinitionandanothergivethecorrectword.Suggestedanswers: T:Soforwordpractice.Next,we’llreadapassage,andidentifywhichprovincethewritedescribes.Atthesametime,underlinethesentencewhich:Readthefollowingdescription:Myhomepanimmenseregioninthesouthwestofthecountry,withaveryvariedofitishilly,butintheremoteareasinthewestitreachesthesteepslopesofthearemountainstothenorthandahighplateautothetheeasttherearefertileplainsandlotsof100millionpeoplelivehere,mostofthemintheeast.Ithinkitisabeautifulcallit“TheHeavenlyKingdom”butthenamereallymeans“fourrivers”Suggestedanswers:Theprovinceis:Sichuan.1.Myhomeceisanimmenseregioninthesouthwestofthecountry.2.Ithinkit’sabeautifulprovince.3.Muchofitly,butintheremoteareasinthewestitreachesthesteepslopesoftheHimalayas.4.Peoplet“theHeavenlyKingdom”butthenamereallymeans“fourriversT:Allofyoagoodjobinthispart.Inthepassage,youmaynoticetherearesomeadjective+nouncombinations,suchashomeprovince,immenseregion,steepslopes,etc.Makealistofthem.Suggestedanswers:homeprovinceeregionvariedlandscaperemoteareassteepslopeshighplateaufertileplainsbeautifulprovinceHeavenlyKingdomfamousriverlongjourneybeautifulspotT:Theeisagoodexampleofdescription.Readitagain,andtrytoimitate.Writeashortdescriptionoftheregionyoulivein,includinginformationinActivity4.(Thepassageinthebookprovidesagoodexampleforthestudentstofollow.)Iftimted,askthestudentstowriteaheadlineandthemainpoints.Theteachercanleaveitastoday’shomework.Step3EverydayEnglishT:Whenwetahforeignerswemayoftenbeconfusedbywhattheysay.Forexample,ifwehearsomebodysay“Youarepullingmyleg.”,maybewe’llbepuzzledandmisunderstandhim.Butactuallyhemeans“Youaremakingfunofme.”SometimesitisdifficultforustomakesenseofsomeEnglishexpressions.Herearemoreexamples.Readthemandchoosethecorrectanswertoeachquestion.souome.(a)Itseemedlikeagoodidea.(b)Itdidn’tseemlikeagoodidea.2.Ohwell(a)Nevermind!(b)I’mpleased.touristsarerippedoff.(a)welcomed(b)cheated’vebeendforsixthousandyears.(a)traveled(b)existedgetakickoutoftraveling.(a)enjoy(b)findithardSuggestedanswers:Step4SummaryandhomeworkT:Thiodfirstwelearnedsomewordformationandpracticedhowtodescribeaplacebyusingadj.+nouncombination.InEverydayEnglishwelearnedsomeusefulexpressions.Yourhomeworktodayistowriteashortdescriptionoftheregionyoulivein,includingtheinformationinActivity4.Thisistheendofthisclass.Youaredismissed.PeriodFiveCulturalCorner；ModuleFileThreeDimensionalTeachingAims1.Makethestudentsmastersomenewwordsandexpressions.2.EnjoythepassagetitledPostcardstoMyself.todoimilarthing,thatis,writeashortpostcardtoyourself.TeachingImportantPointsMakesurstudentsknowthemainideaofthepassageinculturalcorner.TeachingDifficultPointsTrytowriteapostcardtoyourself.TeachingMethodsFastreadingandrevisionTeachingAidsMultimedia,ablackboard&atape-recorder.TeachingProceduresStep1Revision(Greetthessasusual.)Checkuptheirhomeworkexercises.Saysomethingabouttheircompositionslastclass,pointingouttheircommonmistakesandaskthestudentstocorrectthem.Step2CulturalcornerT:Everybody,doyouliketraveling?S:Yes,welikeitverymuch.T:Wherehaveyoubeen?S:Beijing,Shanghai.(Thestudentsmaygivevariousanswers.)T:Whatdoyouusuallydowhentraveling?S:Enjoytheviewandtakesomephotos.S:Makefriends.T:Goodjob!Twe’lllearnsomethingaboutatourist,wholikesdoinganinterestingbutunusualthing.Let’sseewhat’sthat.Nowrespassagequicklytocatchthemainidea.Meanwhile,answerthefollowingquestions:(Writethefollowingontheblackboard.)doeslikedoingwhenhetravels?doeshetakewithhimwhenhetravels?whatconditionsisheallowedtostickapininthemap?doesheevaluateChina?doesMrMcCorquodaleliketraveling?T:Who’dliketotellustheanswerto.Anyvolunteer?S:LetmehaveThewriterlikessendinghimselfapostcardwhereverhegoesSuggestedanswers:1.Helikdinghimselfapostcardofwithabeautifulviewandwithaninterestingstampstuckonit.2.Whereverhehe