1、Module5ATripAlongtheThreeGorges教案I.模块教学目标技能目标SkillGoalsTalkaboutatripalongthethreeGorges.UsethefollowingModalVerbs:can,could,should,must,havetoDescribegeographicalfeaturesII.目标语言TargetLanguage功能句式Talkingaboutobligation,permissionandprohibitionYouhaveto.Youdon,thaveto.Itisnecessaryto.Ifsnotnecessaryt
2、o.Youarerequiredto.Youaren,trequiredto.Youcanmaymustshould.You,reallowedto.Youaren,tallowedto.Youcan,tmustn,tshouldn,t.TalkingaboutadvantagesanddisadvantagesTheadvantagesof.are.butthedisadvantagesare.Thegoodthingaboutitisthat.Thebadthingaboutitisthat.Whileitmaybeniceto.,Ithinkitisalsoquite.Givingopi
3、nionsandreasonsIthink.because.Inmyopinion,.isbetterthan.because.词汇1 .四会词汇cave,peak,plain,plateau,shore,slope,valley,wood,flat,surround,colleague,goods,trade,temple,hillyraft,narrow,distant,exploit,cruise,forbid,mountainous,immense,fertile,remote,steep,varied,spot,view,naturally,pin,torch2 .认读词汇downs
4、tream,dock,detour,legend,deck,cabin,lounge3 .词组attheedgeof,atleast,beheavywith,inthedistance,ripoff,getakickoutof4 .重点词汇surround,trade,exploit,cruise,forbid,view语法Revisionofmodalverbs重点句子1. Wecouldseethesunsettingbehindthewhitepagoda.P422. Every.,everystreamthatjoined.,every.washeavywiththepast.P423
5、 Onadistantmountainwasasignin20-footcharacters.P424. mallowedtostickoneinonlyifvebeeninaplaceformorethan24hours.P495. There,sasaying.thatalltouristsarerippedoff.P496. Whereverhegoes,.takeswithhimaphotoofhiswife,.P497. Youmustn,ttakephotographsof.withoutfirstaskingforpermission.P948. Afeluccaiscerta
6、inlythebestwayto.,eventhoughyoucan,t.P949. Ifsthefirsttimeveeverbeento.P9610. Notbecause.butbecausethere,snowheretogo.P96III .教材分析与教材重组1 .教材分析本模块以“旅游”为话题，旨在通过有关旅游景点的名胜古迹、地貌特征和风土人情，以及游客须知、家乡概况、假日旅游、旅行游记等环节的学习，使学生在扩大词汇量、提高英语水平的同时，丰富了地理和旅游知识，开扩了视野，更好地了解世界，培养了学生热爱大自然、造福人类的高尚情操。LIGRAMMAR复习了几个情态动词的用法,包括比较
7、异同、判断正误、选词填空及回答问题等多种题型的练习。1.2 LISTENING包括游历三峡和假日旅行两个情景会话，其中表格形式的练习可以训练学生集中捕捉信息的能力。1.3 SPEAKING通过制定游客须知、谈论假日旅游以及对一篇游记的问答，全方位训练学生灵活运用相关词汇、句型和语法知识,共同探讨相互沟通的能力。1.4 VOCABULARY穿插在各项能力训练之中，通过各种形式的练习，培养学生在语言情境中准确把握生词的意思，增强猜词能力并提高词汇的运用水平。1.5 READING选取“三峡游记”和“巡游尼罗河”两篇游记，描写了两岸的名胜古迹、地貌特征和风土人情。1.6 WRITING包括游客须知、
8、家乡概况和旅行游记三项内容，培养学生不同体裁文章的写作能力。1.7 PRONUNCIATION通过跟读模仿听力材料，训练学生按照正确的意群朗读句子的能力。1.8 EVERYDAYENGLISH是出现在短文中的几个日常用语，要求学生通过上下文猜出其正确含义。1.9 Culturalcorner是一篇关于旅游时寄发明信片的短文，通过假想出国旅行并给自己撰写明信片的形式，训练写作能力的同时，也培养了学生的想象力。2 .教材重组2.2 精读：将INTRODUCTION与READINGANDVOCABULARY组合成一节“阅读课”。2.3 语法：将GRAMMAR与Workbook中的Grammar整合为
9、一节“语法课”。2.4 口语：将LlSTENlNG,FUNCTION,PRONUNCIATION,SPEAKING与TASK整合成一节“口语课”。2.5 g:WEVERYDAYENGLISH,CULTURALCORNERWorkbook中的Reading组合成一节泛读课”。2.6 听力：将Workbook中的Vocabulary,ListeningAndSpeaking与SpeakingAndWriting中的Speaking部分放在一起，合成一节听力课”。2.7 写作：将VOCABULARYANDWRITING与Workbook中的SpeakingAndwriting中的writing部分组
10、合成一节写作课”。3 .课型设计与课时分配1 stperiodReading(I)2ndperiodGrammar3rdperiodSpeaking4thperiodReading(II)5thperiodListening6thperiodWriting(以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。)IV .分课时教案TheFirstPeriodReading(I)Teachinggoals教学目标1. Targetlanguage目标语言a.重点词汇和短语cave,peak,plain,plateau,shore,slope,valley,wood,flat,s
11、urround,hilly,raft,narrow,distant,exploit,attheedgeof,atleast,beheavywithb.重点句子Wecouldseethesunsettingbehindthewhitepagoda.P42Every.,everystreamthatjoined.,every.washeavywiththepast.P42Onadistantmountainwasasignin20-footcharacters.P422. Abilitygoals能力目标a. EnablethestudentstodescribethesceneryoftheTh
12、reeGorgeswiththetargetlanguage.b. Enablethestudentstofindthecluesaboutthewriter,sjourney.c. Enablethestudentstoknowthedefinitionsofthefollowingwords.cave,cliffs,lake,peak,plain,plateau,shore,slope,valley,wood,bamboo,colleague,constructionsite,distant,goods,legend,poet,rush,set,trade,characters,deck,
13、dock,detour,exploit,raft3. Learningabilitygoals学能目标a. HelptheSstolearnhowtodescribethesceneryoftheThreeGorgeswiththetargetlanguage.b. LettheSsknowhowtofindthecluesofthewriter,sjourney.c. GettheSstoIeamhowtoguessthedefinitionsofthenewwords.Teachingimportantpoints教学重点a. Getthestudentstodescribethescen
14、eryoftheThreeGorges.b. Discussthequestionsofcomprehension.Teachingdifficultpoints教学难点Enablethestudentstofindthecluesaboutthewriter,sjourney.Teachingmethods教学方法a. SkimmingandScanning;b. Asking-and-answeringActivitytochecktheSs,understandingofthetext;c. Individual,pairorgroupworktofinisheachtask;d. Di
15、scussion.Teachingaids教具准备Arecorder,acomputer,aprojector.Teachingprocedures&ways教学过程与方式StepIIntroductionAskthestudentstolookatthephotoanddescribethesceneryoftheThreeGorges.T:Now,pleaselookatthephotoinyourtextbooks.Isitbeautiful?Ss:Yes,verybeautiful.T:Whocantellmewhatplaceitis?S1:IsitMountTaishan?T:So
16、rry,mafraiditisn,t.Anyotherplaceofinterest?S2:1thinkit,stheThreeGorges.T:Yes,you,reright.Whocantelluswhatthenamesofthethreegorgesare?53: TheXilingGorge,WuGorgeandQutangGorge.T:Quitegood.We,regoingtodescribethesceneryoftheThreeGorges.Let,sIeamsomenewwordsfirst.Pleaselookatthescreen.cave:inthesideofah
17、illorunderthegroundpeak:topofahillormountainplain:alargeareaofflatlandplateau:alargeareaofhighandfairlyflatlandshore:groundnexttotheseaorabiglakeslope:pieceofgroundthatgoesupordownvalley:lowland,usuallywithariver,betweenhillsormountainswood:biggroupoftrees;smallforestT:Nowtrytousethegivenwordstodesc
18、ribewhatyoucansee.51: Thesteepcliffsstandattheedgeoftheriver.52: Thereisahighplateauinfrontofthemountains.S3:1canseethehillymountainsslopedowntotheriver.54: Thedeepvalleyisbetweenthesidesofthemountains.55: Thebasesofthemountainsformthegorge.56: Theslopesofthemountainsarecoveredwithwoods.57: Thepeako
19、fthemountainsreachestothesky.T:Welldone.Nowlet,sgoontodoActivity2,usingthewordstocompletethedefinitions.Checktheanswerswiththewholeclass.StepIIWarmingupAskthestudentstoworkinpairstodothequizabouttheYangtzeRiver.ThengetthemtosaysthabouttheThreeGorgesDam.T:Allright.Who,dliketotellmewhereitis?51: Ifson
20、theYangtzeRiver.52: It,sinSichuanProvince.T:Verygood.WhatdoyouknowabouttheYangtzeRiver?Let,sbegintopractiseActivity3.NowworkinpairstodothequizabouttheYangtzeRiver.Afterchoosingtheanswers,askthemtoworkwithanotherpairandcomparetheanswers.T:WhatelsedoyouknowabouttheThreeGorges?51: TheThreeGorgesDamisbe
21、ingbuilt,whichisthelargestdamintheworld.52: Itwillprobablyprovidealotofneededelectricalenergytothewesternarea.S3:1thinkitwillmakenavigationeasieralongtheChangjiangRiver.54: Itwillbegoodforourindustries.T:Great!StepIIIPre-readingFirst,gettheSstodiscussthequestiononPage2withtheirpartners.Thengetthemto
22、talkaboutsometopicsifgoesonatripthroughtheThreeGorges.Atlast,asktheSstoreporttheirwork.EncouragetheSstoexpresstheirdifferentopinions.T:WouldyouliketovisittheThreeGorges?55: Certainly.T:Ithinkyou,11havethechanceinthenearfuture.Nowimagineyou,regoingonatripthroughtheThreeGorges.Firstdiscussthequestionw
23、ithyourpartners.Thenllasksomestudentstoreportyourwork.Areyouclear?Ss:Yes,SirMadam.AftertheSs,discussion,theteachersaysasthefollowing.T:Nowwho,dliketotelluswhichtopicyouwilltalkabout?Volunteer?51: Letmetry.IthinkFlltalkabouttheboat.Becauseweneedtohavearivercruiseontheboats.52: Fdliketotalkaboutfood.T
24、hefamousSichuanCuisineisverydelicious.53: lltalkaboutthelifealongtheriver.Manyinterestinglegendshavebeenwidelyspread.S4:1thinkit,sworthdescribingthebeautifulscenery.55: Iprefertotalkabouttheweathertheresothatwecandecidewhichseasonisthebesttimeforustogoonatrip.T:Soundreasonable.StepIVReadingFirstread
25、ing:scanningGetthestudentstocomprehendthepassagequickly,accurately,meanwhilehelpthemtoformagoodhabitofreading.Teacherfirstlygivesthemtwominutestolookthroughthewholepassage,tellingthemtoreadthetextsilentlyandthenasksomedetailedquestionsaboutthetextontheslideshowwiththeirpartners.Teacherencouragesthem
26、toexpresstheirideas.T:Now,boysandgirls.WouldyouliketoknowmoreabouttheThreeGorges?TodayIwanttohelpyoutoreadapassageaboutATripAlongtheThreeGorges.AndIthinkyou,11begladtoenjoythetripwiththewriter.Nowlet,slookattheslideshow.Readthetextquicklyandfindtheanswerstothefollowingquestions.Showthequestionsonthe
27、screen.1. Whichtopicsdoesthewritertalkabout?2. Howdidthewritergoonhistrip,byshiporbyboat?Why?3. Whatdidthewriterseeatthedam?4. Didthewriterenjoythetrip?Whyorwhynot?T:Nowwho,dliketotelluswhichtopicsthewritertalksabout?51: theboat,thesceneryandlifealongtheriver.T:Good!Thesecondquestion?52: Hehadtovisi
28、ttheThreeGorgesbyboat.Becausethetradeshipswereverycrowded.T:That,sright.Nextone?53: HesawtheChineseflagblowinginthewind.T:Good.Anythingelse?54: Healsosawalargesignonadistantmountain,whichsaidBuildtheThreeGorgesDam,ExploittheYangtzeRiver.,T:Exactly.HowaboutQuestion4?55: Yes,hedid.Becausehewentonthetr
29、ipbyboat,whichwasnotcrowded.T:Great.Anyotherreason?56: Heenjoyedthebeautifulnaturalsceneryalongtheriver.57: Hetookpicturestoremembertheunforgettableexperience.58: HewasinterestedinthelonghistoryandthelegendsalongtheYangtzeRiver.59: HealsolovedtheChineseworkingpeoplealongtheYangtzeRiver.T:Quiteright.
30、Ithinkyoumaycontinuetoreaditagaintogetmoredetails.Secondreading:skimmingInthispart,firstly,getthestudentstoreadthetextagainandthenworktogetherwiththeirpartnerstofindthecluesofthewriter,sjourney.Secondly,showthetableandthemapoftheThreeGorgesonthescreen.Thiidly,givethemafewminutestogetmoredetailsandfi
31、llinthetableaboutthewholetext.Finally,checktheanswerswiththewholeclass.T:Nowpleaseskimthepassagecarefullytofindthecluesofthewriter,sjourneywithyourpartners.Trytogetmoredetailsaboutitandfillinthetable.Theteachershowsthemapandthetableonthescreen.Thestudentsseethetableintheattachedpassageanalyzing.T:No
32、wit,stimeforustocheckthetable.ExplanationT:NowIefsdealwithsomelanguagepoints.TurntoPage42.Let,slookatthesentences:1. Wecouldseethesunsettingbehindthewhitepagoda.Thissentencemeansthatwecouldseethatthesunwassettingbehindthewhitetower.2. Every，everystreamthatjoined.,every.heavywiththepast.Thissentencet
33、ellsusthateveryrocklookedlikeapersonoranimal,everystreamjoiningthegreatriverseemedtotellanoldstory,everyhillwasfullofitslonghistory.3. Onadistantmountainwasasignin20-footcharacters.Thissentencemeansthattherewasasignwrittenin20-footcharactersonadistantmountain.StepVPractisingReadthepassageagain.First
34、asktheSstopractiseActivity3bythemselves.AndthenpractiseActivity4andActivity5withtheirpartners.Atlast,checktheanswerswiththewholeclass.T:Nowpleasereadthepassageagain.AndthenpractiseActivity3byyourselves.AfewminuteslaterT:OK,nowlet,schecktheanswerswiththewholeclass.StepVIHomeworkShowthefollowingonthes
35、creen.Retellthetextusingabout100words.Notes:1) Usethethirdpersontoretellthepassage.2) Trytouseproperprepositionsandconjunctions.3) Makeuseofthechartabovewhileretelling.篇章分析PassageAnalyzing课文图解TextChartATripAlongtheThreeGorgesTimePlaceFeatureActionAfternoonJiangyouFulingHillySailedEveningFengduBeauti
36、fulDockedNightTheQutangGorgeNarrowSleptNextdayWushanMadeadetourTheSmallSawTheWuGorgeBigWentTheHistoricalPassedTheXilingGorgeSailedThedamDistantTookpictures课文复述TextRetellingDuringtheSpringFestivalin1997,PeterHessler,ayoungAmericanteacher,wentonatripalongtheThreeGorgeswithhiscolleague.Thefirstday,they
37、leftFulingandsaileddownstream.TheytraveledthefirstnarrowQutangGorges,wheretheriverrushedthroughhighmountains.Thenextmorning,theywentthroughtheWuGorge.ThentheypassedtheXiangRiver,homeofQuYuan.AstheycameoutoftheXilingGorge,theysailedintotheconstructionsiteofthedam.Theytooksomepicturesthere.TheysawtheC
38、hineseflagblowinginthewind.Therewasalargesign,whichsaid,“BuildtheThreeGorgesDam,andExploittheYangtzeRiver.”德育渗透MoralEducationAfterlearningthetravels,thestudentsshouldbearousedtolovethenatureandlife.Educatethemtohavethepositiveandoptimisticspiritandthenoblecharacterofpatriotism.Encouragethemtoestabli
39、shtheloftyideal.Inordertomakethehomelandprosperousandpeopleliveandworkinpeaceandcontentment,theyshouldmakedeterminedeffortstobetterthemselves,studyhardanddevotetheirownpower!通过学习本篇游记，激发学生热爱大自然，热爱生活，培养学生积极向上的乐观ZY精神和高尚的爱国ZY情操，鼓励学生树立远大理想，为祖国的繁荣昌盛，人民安居乐业，发愤图强，刻苦学习，贡献自己的一份力量。写作特点WritingCharacteristic1. C
40、atchthefeaturesofthescenesandsightseeinganddescribetheminorderofspace.抓住场面和景物的特征，按照一定的空间顺序进行描写。2. Usethefigureofspeechtopersonifythenature.Thewordsarelively,vividandlifelike,whichmakethereaderssodelightedinthebeautyofthelandscapethatitseemsasiftheywereintherealsituationsanddeeplylongfortheThreeGorge
41、s.运用拟人的修辞手法，语言生动形象，栩栩如生，令人陶醉，使读者犹如身临其境，令人心驰神往。3. Laythestressonthemainsubjectsandpurpose,withtheexactwordstowritethedetailsandbriefsproperly.目的和主题突出，详略得当，用词准确，描写细腻。4. Usethefirstpersontomakethetravelsreal,naturalandsincere.第一人称的使用，使文章亲切自然，真实感人。文章体裁WritingStyleThetextistravelnotes.DuringtheSpringFest
42、ival,ayoungAmericanteacherwentonatripalongtheThreeGorgeswithhiscolleague.Thewriterdescribedthewholesceneryinorderofspace,usingthefirstperson.NotonlydidhedescribethenaturalbeautifulsightseeingwhilegoingboatingalongtheThreeGorges,buthewrotethesociallifethere.ThebeautyoftheThreeGorgesthewriterdescribed
43、madeadeeplastingimpressiononthereaders.Thedescriptionofthescenesandsightsoftheculturalinterestalsoleadustothinkdeeplyandmakeusconsiderfurther.本文是一篇游记。作者以第一人称的形式描写了一位美国外教和他的同事一起在春节期间乘船游历长江三峡的经过。不仅描写了整个乘船游历长江三峡过程中所看到的自然美景风光，而且也描写了SH生活场景。作者笔下美丽的三峡给读者留下了深刻的不可磨灭印象。人文环境的描写，引人深思，发人深省。中心思想MainIdeaThepassage
44、drawsanoutlineofthepictureofprosperitybydescribingthebusytradeshipsandthehistorylegendsalongtheriver,thenationalflagandthehugesignatthedamenhancingeachother,sbrilliance.ThewritermakesapieceofmusiccalledThesonataoftheThreeGorges”,whichisofgreatmomentum.Itshowsthatinmoderntimes,theParty,sreformingando
45、peningpolicymakesChinastrongandpeoplerich,thewholeChinesepeoplearecarryingforwardthefinetraditionsandstrugglingforthebetterandhappier.本文通过描写江畔繁忙货轮和历史传奇，以及大坝上国旗与巨幅标语交相辉映的场景，勾勒出一派欣欣向荣的景象，谱写了一首气势磅礴的三峡奏明曲”。表达了新时期全ZG人民，在D的改革开放富国强民政策指引下，继承和发扬中华民族的优良传统，为更加美好幸福的明天而努力奋斗。TheSecondPeriodGrammarTeachinggoals教学目
46、标1. Targetlanguage目标语言a.重点词汇和短语inthedistance,beallowedtodosth.,giveadvice,berequiredtodosth.,benecessarytodosth.b.重点句子Theycouldgoanywheretheywished.Youshouldn,tgoonthoseships.Wejusthadtoshowourpassports.You,renotallowedtosmokeinhere.2. Abilitygoals能力目标LearntheusageofsomeModalVerbs.3. Learningability
47、goals学能目标LetSslearnhowtousetheModalVerbs.Teachingimportantpoints教学重点TheusageofsomeModalVerbs.Teachingdifficultpoints教学难点HowtoteachtheSstorewritesomesentenceswiththeModalVerbs.Teachingmethods教学方法a. Teachgrammarinrealsituations;b. Learngrammarthroughpractice.Teachingaids教具准备Aprojector,acomputerandablackboard.Teachingprocedures&waysStepIRevisionCheckSs,homework,retellingATripAlongtheThreeGorges.T:Now,pleaseallowmetoasksomeofyoutoretellthetextwe,velearnedinlastclass.Who,dliketodoitfortheclass?Studentsseethetex
