高一英语必修4 Module 5
A 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:
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（1）Pronunciation 复习“意群与停顿”。 （2）Words and expressions: Page 116 Module 5
（3）Important sentences:
We could see the sun setting behind the white pagoda.
Every …, every stream that joined …, every … was heavy with the past.
On a distant mountain was a sign in 20-foot characters. At least we have two more.
(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。
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【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：Writing 【教学方法】
Ask and answer
Fast-reading and careful-reading Student-centered vocabulary learning Discussion, listening and retelling
Individual, pair or group work to finish each task 【教具】
Tape-recorder Computer 【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-reading ☆ Lead-in:
T：What’s the weather like today? S: ……
T：Good weather can often give us a good mood, so I guess you must be very
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happy yes? Then do you want to go out to have a travel? S: ……
T：Ok, today I will take you to a very beautiful and attractive place. Do you know where it is? S: ……
T：Now please look at the screen , there is a poem and the name of the place is hidden in the poem, you can read and have a guess.
S: The Yangtze River
T: Now let’s have a trip along the Three Gorges together. First how much do you know about the Yangtze River? S: ……
T: Ok, you can get more information about it through the three questions. ①The Yangtze River is the __ river in the world. A. longest B. second longest C. third longest
②The world’s biggest dam was opened on the Yangtze River in ____. A. 2001 B. 2003 C. 2005
③It flows from the Himalayas in the west to the Pacific Ocean in the ____.
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A. south B. north C. east S：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。） ☆ Vocabulary
T: Now let’s do a guesswork. A beautiful picture on the screen and can you guess the meaning of these words according to the picture?
peak
cliff
slope
temple
wood shore
valley
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A _____is a large area of flat low ground.
cave A ____ is a larger hole in a cliff or a mountain.
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A plateau ______ is a large area of flat high ground.
S: Learn some new words according to the 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-reading
T: Do you want to get more detailed information about the Three Gorges? Ok, now please turn to page 42 and 5 minutes for you to look through the whole passage, after that you should try to describe the route ok? Here we go…
S: Comprehend the passage for the first time and describe the route that the writer took.
T: Ok, anyone can tell us the name of the places they pass by?.........
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Para.5
Para.1
get on the boat
Wu Gorge
Para.2
Para.4
Para.3
Xiling Gorge
Para.5
(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. 1
T: I have two choices for you, and we can see the conditions of the two boats are quite different, so if you are the visitor, which one would you like to choose?
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Boat A
Expensive Not crowded For travelers
Cheap
Boat B
Crowded
For goods and traders
S: ……
T: Ok, read the first paragraph carefully and try to find out which one does the author choose……
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 one sentence to tell the three pieces of information? S: Discuss in groups and get the answer.
(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. 2
T: Now we are going to next place and on the way we can see many beautiful sights, after reading the second paragraph you should tell me which one we didn’t see in Fengdu among the five pictures?
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the sun was shining brightly
the dam
a hilly region the sun setting behind the white pagoda
men rode bamboo rafts
S: Read the second paragraph and pick out the picture.
T: It’s quite easy, but another task, can you use your own words to describe the four pictures ?......
S: The sun was shining brightly as we sailed downstream through a hilly region. Men rode bamboo rafts along the river’s edge and coal boats went past. We could see the sun setting behind 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. 3
T: When you are reading the third paragraph, please pay attention to the sentences on the screen, try to translate the sentence. what is the meaning of the two words ?.... （The gorge narrows to 350 feet as the river rushes through 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.）
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S: Read the third paragraph and discuss the meaning and the part of speech of the two words in this sentence: narrow and rush. And then find out the sentence “At least we have two more”.
T: A little more difficult task for you. The sentence is quite long, can you try to translate it into Chinese? You may have a discussion with your partners.
Every stream looked like a person or animal, every stream that joined the great river carried its legends, every hill was heavy with the past. S: Discuss and translate the sentence.
（设计意图：培养学生在把握整体语境的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. 4
T: Ok, while you are reading Para. 4, you should carry the two questions in your mind. What is the meaning of the two phrases?
We made a detour up the Daning river to see some of the smaller gorges The next day we went through the big gorges.
（设计意图： 让学生理解词组的翻译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. 5
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T: Chairman Mao has written a poem in which he dreamed of dam to stop flood till a smooth lake rises in the narrow 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 is subject +predicate +object, but we can see in this sentence first is the prepositional phrase and then predicate and at last is the subject. So we call this sentence pattern inverted sentence. So your task: can you translate this sentence according to the former one? On a distant mountain was a sign in 20-foot characters. “Build the Three Gorges Dam, Exploit the Yangtze River,” it said. S: Imitate writing the sentence.
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 text
T: Ok, now let’s summarize what we have learned in this class. Give you a few minutes to get more details and fill in the table about the whole text.
S: Read the text and check the answers with their partners.
A Trip Along the Three Gorges Time In 1997 Place Character Three Peter Hessler and a colleague Processes Para.1 Buying Para.2 Para.3 Para.4 At Para.5 Event Taking a boat downstream January the Gorges Leaving the Sleep Washan Sailing into 12
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tickets for docks on a through the making the Jiangyou beautiful boat afternoon a the first gorge detour up the construction called the Daning River site of the Qutang Gorge to see some Three Gorges of smaller gorges （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-reading
T: Everyone likes travelling ,but our environment may be not always so beautiful, why? ….yes. some bad behaviors of our human beings cause pollution to our environment. Like this………
the Dam Throw litter… white plastic bags
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Make noises…disturb others
T: All of these bad behaviors should be forbidden. So now if some people are going to visit our hometown, can you write a notice and tell them what they can do and what they can not do? Work in groups and try to get the answer.
S: Discuss in groups and write them down.
(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
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学法对旅游环境保护进行进一步的研究、探讨、相互交流、并最终达成一致意见。在此环节中，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 education
T: Ok, so much for the visit, what’s your feeling of the travel? …….. In fact, do you think our life is just like a journey? During the process we can see so many different sights and experience 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 the way and the mood to appreciate it is what we care.
（设计意图：陶冶学生的情操，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 been to , using the words and the expressions that we have learned. colleague/ temple/raft/dock/hilly/narrow/detour/ goods/downstream/trade/legend/exploit/distant
make a detour to sp. /be heavy with/ shine brightly take pictures/point at/ be allowed to do sth./ sail downstream /see sb.doing
（设计意图：该环节是本节课所有教学环节的延续，通过写的练习，使学生进一步掌握文段中的语言素材，活用固定的表达方式，用所学的语言表达自己的思想，讨论自己感兴趣的话题，达到形成和提高写作能力与技巧的目的。）
Step 6: Assessment
In order to get the feedback of the students and improve the teaching, I ask the students to fill the following table and hand them in. The table: 一级指标 知识目标 二级指标 识记 三级指标 掌握新的词汇 好 中 差 15
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理解 应用 情感目标 兴趣 注意 态度 情感 理解各中心话题 能依据中心话题查找材料 学生对学习内容有浓厚兴趣 教学手段对学生注意力的吸引 对教学内容有积极的反应 课堂上创设的教学情景能使学生融入其中。 能力目标 陈述 回答问题 自主参与 角色扮演 能完整流畅地复述材料内容 能大方准确的回答问题 能积极地参与课堂教学活动 能理解教学要求并实践操作
板书设计：
教学过程流程图
筛选确立中心话题 教师准备“词汇积累卡”“主题汇集卡”和写作专用卡 课题组探讨学生讨论可能出现的情况及应对策略 学生分组并推选组长 A Trip Along the Three Gorges peak plain plateau 1.in August 1996 游时 shore 2.with a colleague 游伴 slope 3.sail along the Yangtze River 游踪 valley ship/sun/hilly region/bamboo rafts/ colleague white pagoda/the Qutang Gorge/the Wu Gorge/t downstream 4.he Xiling Gorge/the Three Gorges dam ……游物 temple 5.excited 游感 make a detour wood cliff cave 游记五要素
教师筛选资料结合“学习目16 标”“学习重点”“主题”制作课件 导入 展示图片，播放短片
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