高中英語4Module5ATripAlongtheThreeGorges必修4

Module5ATripAlongtheThreeGorgesPeriod2ReadingandvocabularyTeachingcontent:ReadingandVocabulary=1\*ROMANIAnalysisoftheteachingmaterial:ThismodulemainlytalksaboutthetripalongtheThreeGorges.Inthisperiod,wewillcontinuetolearnmoreaboutthebeautifulsceneryoftheThreeGorgesanditshumangeography.Andthisperiodmainlyfocusesonimprovingstudents’abilityandskillstoreadandcomprehend.Bylearningthispart,studentsshouldknowbasicinformationabouttheThreeGorges,broadenhorizonandenrichknowledge.=2\*ROMANIITeachingGoals:1.Knowledgegoals1)TomakestudentslearnsomebasicinformationabouttheThreeGorges.2)Toenablestudentstograspthenewwords,phrasesandsentencesofthepassage.2.Abilitygoals:1)Totrainstudents’readingabilityandskillsbydealingwithsomereadingactivities.2)Toenablestudentstolearnhowtodescribethesimilartopicsbyusingrelatedwords,phrasesandsentences.3.Emotiongoals:1)Tobroadenstudents'horizonandenrichtheirknowledge.2)Toarousestudents’senseofprideandcultivatetheirpatrioticfeelings.=3\*ROMANIIITeachingimportantpointsanddifficultpoints1.Importantpoints:1)Reviewtheimportantwordsandphrasesrelatedtothepassage.2)Tohelpstudentsmakesenseofthispassage,andtrainstudents’readingskillsandability.2.Difficultpoints:1)Howtoimprovestudents’readingabilityandskills.2)Tohelpstudentslearnhowtodescribethesimilartopicsbyusingrelatedwords,phrasesandsentences.=4\*ROMANIVTeachingmethods:1.Individualandgrouppracticetogeteverystudenttotakepartintheactivities.2.Task-basedteachingmethodtotrainstudents’readingskillsandability.=5\*ROMANVTeachingtools:Blackboardandmulti-media=6\*ROMANVITeachingprocedures:Step1.Lead-in:BrainstormAnswerthequestions:1.DoyouknowtheYangtzeRiver?2.HowmuchdoyouknowabouttheThreeGorges?Designintention:Leadinthetopicandattractthestudents’attentionandarousethestudents’interest.Step2.

Pre-readingAddmorebackgroundinformationormakeabriefintroductionabouttheYangtzeRiverandtheThreeGorgesbyshowingpicturesandvideo.Designintention:Makestudentsknowmoredetailedinformationaboutrelatedtopicinthepassage.Step3.While—readingFast-reading:Readthepassagequicklyandtrytofindoutthetopicsentencesorkeywords.ThepassagemainlyintroducesPeter'stripalongtheThreeGorges:suchasthebackground,who,when,where,reason,thesceneryoftheThreeGorges,whattheysaw，whattheydidateachGorge...)Matchthemainideawitheachparagraph.Para.1:Abriefintroductionaboutbackgroundofstory(who,when,where).Para.2:ThereasonfortakingJiangyouboat.Para.3:ThetripfromFulingtoFengdu(whattheysaw).Para.4:TheintroductionoftheQutangGorge.Para.5:ThescenerythroughWuGorge(whattheysaw).Para.6:whattheysawanddidatXilingGorgeandtheconstructionsiteofthedam.Designintention:Makestudentshaveaclearerunderstandingaboutthestructureofthepassageanddevelopstudents'abilitytolocatekeywordsaccurately.Trytofillintheblankswithinformationfrompassage.ATripAlongtheThreeGorgesTimeduringtheSpringFestival,1997PassengersPeterHesslerandhiscolleagueMeansoftransportationboatWhattheysawandwhattheydidFromFulingtoFengduthesunsetting/Bamboorafts/coalboats/whitepagodaAlongtheQutangGorgesleptthroughit/sawnothing/350feet/2-mileAlongtheWuGorgeXiangRiver,homeofQuYuan,rocks...,streams,andhills...ComingoutoftheXilingGorgeflagblowing,asign,tookpicturesandpointedatthesiteDesignintention:Todevelopstudents'abilitytolocatekeywordsaccuratelyanddevelopthestudents’abilityofsummarizing.Careful-Reading:Readthepassagecarefullyandanswerthequestions.Whydidtheircolleaguestellthemnottogoonthoseships?Becausetheyareverycrowded.Theyaremainlyforgoodsandpeopletradingalongtheriver.Theydon’tstopatthetemplesandtherewon’tbeanyotherforeigners.Whendidtheystarttheirtrip?Onabeautifulafternoon.WhatdidtheyseeatFengdu?Theysawthesunsettingbehindthewhitepagoda.DidtheyseethesceneryoftheQutangGorge?No,theydidn’t.Whydidn’ttheyseethesceneryoftheQutangGorge?Becausetheysleptthroughthefirstgorge,whichiscalledtheQutangGorge.WhatdidtheydoatWushan?TheymadeadetouruptheDaningRivertoseesomeofthesmallergorges.Whatdidtheydoattheconstructionsite?Theytookpicturesandpointedatthesite,buttheywerenotallowedtogetofftheboat.Whatwaswrittenonadistantmountain?BuildtheThreeGorgesDam,ExploittheYangtzeRiver.Designintention:Trainstudents’abilityofobtaininginformationquicklyanddevelopstudents'abilityandskillsofreading.Step4.Post-readingSummary:Makeasummaryaboutthepassageaccordingtotheorderofthetrip:whattheysawanddidateachplaceineachparagraph.=7\*ROMANVIIHomeworkHomework:1.Readthepassageagainandreviewthenewwordsandexpressions.2.Readandrecitethenewwords.3.Finishtheexerciseofperiod1.=8\*ROMANVIIIReflectionandteachingredesignInviewofthelackofstudents'vocabulary,wemustincreas