Module5ATripAlongtheThreeGorges課題TheFirstPeriodIntroductionandReading課型Reading,課時1教學(xué)目標(biāo)知識與能力1.a.重點詞匯和短語cave,peak,plain,plateau,shore,slope,valley,wood,flat,surround,hilly,raft,narrow,distant,exploit,attheedgeof,atleast,beheavywithb.重點句子Wecouldseethesunsettingbehindthewhitepagoda.P42Every...,everystreamthatjoined...,every...washeavywiththepast.P42Onadistantmountainwasasignin20-footcharacters.P42過程與方法answering,questioning,discussion,cooperation情感態(tài)度與價值觀Afterlearningthetravels,thestudentsshouldbearousedtolovethenatureandlife.Educatethemtohavethepositiveandoptimisticspiritandthenoblecharacterofpatriotism.Encouragethemtoestablishtheloftyideal.Inordertomakethehomelandprosperousandpeopleliveandworkinpeaceandcontentment,theyshouldmakedeterminedeffortstobetterthemselves,studyhardanddevotetheirownpower!內(nèi)容分析教學(xué)重點a.GetthestudentstodescribethesceneryoftheThreeGorges.b.Discussthequestionsofcomprehension.教學(xué)難點Enablethestudentstofindthecluesaboutthewriter’sjourney.教法學(xué)法answering,questioning,discussion,cooperation,speaking教具學(xué)具多媒體教學(xué)過程不同教法及風(fēng)格體現(xiàn)StepIIntroductionAskthestudentstolookatthephotoanddescribethesceneryoftheThreeGorges.T:Now,pleaselookatthephotoinyourtextbooks.Isitbeautiful?Ss:Yes,verybeautiful.T:Whocantellmewhatplaceitis?S1:IsitMountTaishan?T:Sorry,I’mafraiditisn’t.Anyotherplaceofinterest?S2:Ithinkit’stheThreeGorges.T:Yes,you’reright.Whocantelluswhatthenamesofthethreegorgesare?S3:TheXilingGorge,WuGorgeandQutangGorge.StepIIWarmingupAskthestudentstoworkinpairstodothequizabouttheYangtzeRiver.ThengetthemtosaysthabouttheThreeGorgesDam.T:Allright.Who’dliketotellmewhereitis?S1:It’sontheYangtzeRiver.S2:It’sinSichuanProvince.T:Verygood.WhatdoyouknowabouttheYangtzeRiver?Let’sbegintopractiseActivity3.NowworkinpairstodothequizabouttheYangtzeRiver.Afterchoosingtheanswers,askthemtoworkwithanotherpairandcomparetheanswers.T:WhatelsedoyouknowabouttheThreeGorges?S1:TheThreeGorgesDamisbeingbuilt,whichisthelargestdamintheworld.S2:Itwillprobablyprovidealotofneededelectricalenergytothewesternarea.S3:IthinkitwillmakenavigationeasieralongtheChangjiangRiver.S4:Itwillbegoodforourindustries.T:Great!StepIIIPre-readingFirst,gettheSstodiscussthequestiononPage2withtheirpartners.ThengetthemtotalkaboutsometopicsifgoesonatripthroughtheThreeGorges.Atlast,asktheSstoreporttheirwork.EncouragetheSstoexpresstheirdifferentopinions.T:WouldyouliketovisittheThreeGorges?Ss:Certainly.T:Ithinkyou’llhavethechanceinthenearfuture.Nowimagineyou’regoingonatripthroughtheThreeGorges.Firstdiscussthequestionwithyourpartners.ThenI’llasksomestudentstoreportyourwork.Areyouclear?Ss:Yes,Sir/Madam.AftertheSs’discussion,theteachersaysasthefollowing.T:Nowwho’dliketotelluswhichtopicyouwilltalkabout?Volunteer?S1:Letmetry.IthinkI’lltalkabouttheboat.Becauseweneedtohavearivercruiseontheboats.S2:I’dliketotalkaboutfood.ThefamousSichuanCuisineisverydelicious.S3:I’lltalkaboutthelifealongtheriver.Manyinterestinglegendshavebeenwidelyspread.S4:Ithinkit’sworthdescribingthebeautifulscenery.S5:Iprefertotalkabouttheweathertheresothatwecandecidewhichseasonisthebesttimeforustogoonatrip.T:Soundreasonable.StepIVReadingScanningGetthestudentstocomprehendthepassagequickly,accurately,meanwhilehelpthemtoformagoodhabitofreading.Teacherfirstlygivesthemtwominutestolookthroughthewholepassage,tellingthemtoreadthetextsilentlyandthenasksomedetailedquestionsaboutthetextontheslideshowwiththeirpartners.Teacherencouragesthemtoexpresstheirideas.T:Now,boysandgirls.WouldyouliketoknowmoreabouttheThreeGorges?TodayIwanttohelpyoutoreadapassageaboutATripAlongtheThreeGorges.AndIthinkyou’llbegladtoenjoythetripwiththewriter.Nowlet’slookattheslideshow.Readthetextquicklyandfindtheanswerstothefollowingquestions.Showthequestionsonthescreen.1.Whichtopicsdoesthewritertalkabout?2.Howdidthewritergoonhistrip,byshiporbyboat?Why?3.Whatdidthewriterseeatthedam?4.Didthewriterenjoythetrip?Whyorwhynot?T:Nowwho’dliketotelluswhichtopicsthewritertalksabout?S1:theboat,thesceneryandlifealongtheriver.T:Good!Thesecondquestion?S2:HehadtovisittheThreeGorgesbyboat.Becausethetradeshipswereverycrowded.T:That’sright.Nextone?S3:HesawtheChineseflagblowinginthewind.T:Good.Anythingelse?S4:Healsosawalargesignonadistantmountain,whichsaid“BuildtheThreeGorgesDam,ExploittheYangtzeRiver.”T:Exactly.HowaboutQuestion4?S5:Yes,hedid.Becausehewentonthetripbyboat,whichwasnotcrowded.T:Great.Anyotherreason?S6:Heenjoyedthebeautifulnaturalsceneryalongtheriver.S7:Hetookpicturestoremembertheunforgettableexperience.S8:HewasinterestedinthelonghistoryandthelegendsalongtheYangtzeRiver.S9:HealsolovedtheChineseworkingpeoplealongtheYangtzeRiver.T:Quiteright.Ithinkyoumaycontinuetoreaditagaintogetmoredetails.SkimmingInthispart,firstly,getthestudentstoreadthetextagainandthenworktogetherwiththeirpartnerstofindthecluesofthewriter’sjourney.Secondly,showthetableandthemapoftheThreeGorgesonthescreen.Thirdly,givethemafewminutestogetmoredetailsandfillinthetableaboutthewholetext.Finally,checktheanswerswiththewholeclass.T:Nowpleaseskimthepassagecarefullytofindthecluesofthewriter’sjourneywithyourpartners.Trytogetmoredetailsaboutitandfillinthetable.Theteachershowsthemapandthetableonthescreen.Thestudentsseethetableintheattachedpassageanalyzing.T:Nowit’stimeforustocheckthetable.ExplanationT:Nowlet’sdealwithsomelanguagepoints.TurntoPage42.Let’slookatthesentences:1.Wecouldseethesunsettingbehindthewhitepagoda.Thissentencemeansthatwecouldseethatthesunwassettingbehindthewhitetower.2.Every...,everystreamthatjoined...,every...heavywiththepast.Thissentencetellsusthateveryrocklookedlikeapersonoranimal,everystreamjoiningthegreatriverseemedtotellanoldstory,everyhillwasfullofitslonghistory.3.Onadistantmountainwasasignin20-footcharacters.Thissentencemeansthattherewasasignwrittenin20-footcharactersonadistantmountain.StepVSummaryReadthepassageagain.FirstasktheSsto