高中英語外研版必修4模塊5A Trip Along the Three Gorges教學設計 介休十中 郭潔一、教材分析：本節(jié)課屬于閱讀課，是一篇游記。作者以第一人稱描述了自己順長江而下，游覽三峽的親身經(jīng)歷。二、學情分析： 高一重點班的學生，學習英語的興趣很濃，課堂氣氛較為活躍。經(jīng)過初中3年和高一上半學期的學習，已具備一定的閱讀能力。三、教學目標： 1. 知識目標：學習與三峽相關的詞匯。 2. 能力目標：閱讀中能識別新學詞匯、短語并根據(jù)上下文正確推斷出其意義；正確理解介紹三峽之旅的閱讀文章；閱讀時能快速準確地把握文章大意。 3. 情感目標：通過自主學習和合作學習，拓展學生的人文素養(yǎng)，培養(yǎng)學生的愛國情操，熱愛祖國的悠久歷史和大好河山。四、教學過程：Step1: Check homework and warming upSs: Good afternoon, Madame. T: Good afternoon, class. Sit down, please. First check the new words with your deskmate. Now begin! 圖片演示raft, bamboo, construction site, temple等生詞. T: Right. In this class, we will study “A Trip Along the Three Gorges”. “Gorge”, tell me its Chinese meaning. Ss: 峽谷. T: Yes. What are the Three Gorges. Ss: They are the Qutang Gorge, the Wu Gorge, the Xiling Gorge. 設計說明通過圖片使學生對一些主要詞匯增加感性認識, 為學生的閱讀掃清障礙, 為閱讀作好準備. 播放視頻,激發(fā)學生興趣, 引出話題, 自然而然地進入新課的教學之中.Step2: Reading1.Now Lets follow two foreigners to have this trip. T: Who are the two foreigners? Who are they?Ss: They are Peter and his colleague. T: Yes. Colleague means the men who work together. Your math teacher Mr. Ran is my colleague. How did they go there? Ss: They went there by boat.T: Then Whats their travel route? Check it in groups.Ss: .(討論活動中)T: Have you finished? Ok, look at the screen. Group 6, please give your answer.Fuling Fengdu the Qutang Gorge the Daning River the Xiang River the Wu Gorge Wushan the Xiling Gorge the Three Gorges Dam T: Do you have any different idea?Ss: No, thanks.設計說明引導學生學會略讀. 這是一篇游記, 填出旅游路線旨在幫助學生提高對課文的整體把握, 理清思路.讓學生深刻領會文章主旨, 培養(yǎng)學生在文章中快速獲取特定信息的能力. 2. Group work T: Now, lets start from Fuling to Fengdu. Read Paragraph 1 and 2 and draw a picture. One group one picture. Ss: 學生小組畫畫. T: Time is limited. Its time you show your picture. Which group would like to do it? (挑選兩組學生用投影展示小組圖畫,并用英語描述相關風景.) 設計說明 讓學生提取課文相關內(nèi)容,并以小組合作形式繪畫, 培養(yǎng)學生獲取細節(jié)信息的能力. 同時讓學生形成發(fā)散思維和創(chuàng)新能力, 把課堂教學轉化為學生主動參與的過程.3. Fill in the blanks. T: Did they see anything in the Qutang Gorge? SB: No. They slept through the first gorge. T: Next where did they go? Ss: The Wu Gorge.T: Read Paragraph 4 and fill in the blanks.At Wushan we1._ up the Daning River to see some of the smaller gorges. It was a lovely morning as we2. _ the Wu Gorge. We passed the Xiang River, 3._. Every rock 4._a person or animal, every stream that joined the great river 5._, every hill 6._the past.（譯：_)T: Group 10 gives your answers.Ss: .T: Well done!1) Explain “make a detour”. Let two students to act. One goes straight to the teachers desk, and the other makes a detour.2) 圖形結合并翻譯“Every rock looked like a person or animal, every stream that joined the great river carried its legends, every hill was heavy with the past.” (塊塊巨石形狀各異，條條支流都流淌著傳說，座座小山都承載著過往。) 設計說明 通過學生表演更形象直觀的了解詞匯用法. 圖形結合提高學生對課文 的深層理解, 拓展學生的人文素養(yǎng)，培養(yǎng)學生的愛國情操，熱愛祖國的悠久歷史和大好河山。4. True or False.T: Then we come to the last gorge, the Xiling Gorge. Read the last paragraph and do True or False. After you finished, check answers in groups.1)We were allowed to get off the boat.( )2)A monument was on a distant mountain.( )3) All the passengers came on deck and we took pictures.( )設計說明提高學生推理判斷能力, 小組討論旨在培養(yǎng)學生的合作精神和發(fā)散思維能力. Step3: Group Work Make up a dialogue in groups. Student A is Peter, and Student B is Peters colleague. Students C、D are Peters friends, who also want to have a trip to the Three Gorges. So they are talking about this. C: Did you have a good time? A: Yes. . D : How did you have this trip? B: . C: Which gorge do you like best ? . . .More useful expressions: When and Where did you start this trip ? Do you find anything interestingspecialbeautiful?Do you take pictures? Then where did you go ? In my opinion