高一英語外研版教案：Module5Period1

學(xué)必求其心得，業(yè)必貴于專精學(xué)必求其心得，業(yè)必貴于專精學(xué)必求其心得，業(yè)必貴于專精Module5BriefStatementsBasedonThisModuleTheAnalysisofTeachingContentsinThisModuleIntroductionShowthestudentsseveralpicturestoleadinnewwordsinthispart,suchascliff,peak，slope,valley，etc。Encouragethestudentstodescribewhattheysee.ThenusethewordsinActivity1tocompletethedefinitionsinActivity2。Afterthat,givethestudentsaquizabouttheYangtzeRiver,theThreeGorges,whichisthemaintopicinthismodule。Thatisthewarmingup。VocabularyandReadingBeforethestudentsreadthepassage,letthestudentsimagineiftheyaregoingonatripthroughtheThreeGorges，whichofthefollowingtopicswilltheytalkabout，theboat,thefood,lifealongtheriver，thescenery，theweather.Whilereadingthispassage,payattentiontothewriter’stravelrouteandunderlinethenewwordsandthedetails。Afterfirstreading,finishquestionsinActivity1andwordsstudyinActivities4and5.Thenreadthepassageagain,completethestatementsaboutthewriter'sjourneyinActivity3andaformwithsomekeywords.Iftimepermits,askthestudentstoretellthetextinclass;ifnot,leaveitashomework。GrammarGrammarinthismoduleistherevisionofmodalverbs.Thispartcanbeledinbydoingsomeexercisesofmodalverbs。Inthispart,we’llrevisetheusageofmodalverbs,suchascan，could，must,haveto，should,etc.ModalverbsareimportantanddifficultEnglishgrammarpointsanditisratherconfusing。Askthestudentstopaymuchattentiontothem。Inthispart，we’lldealwithfouractivities.First，dosometrueorfalsequestionsinActivity2toknowhowmuchthestudentsknowaboutmodalverbs。Inactivity1，theteacheraskthestudentstocompletethesentencesfromthepassageandthenanswerthefivequestionsgiven。Afterthat,inActivity3，askthestudentschoosethecorrectanswers。Sevensentencesaredesigned。Then,doafurtherpracticebasedonActivity3。ListeningThisisashortlistening。Thelisteningmaterialisnotlongandonlytwoactivitiesaredesigned。Beforelistening，theteachercandividethestudentsintogroupsofsix.Leteachofthemdescribeonepicturewithoneortwosentencesandguesswherethespeakersare。Bydoingthis,teachthestudentshowtopredictthecontentoflistening.InActivity1，listentothetapeandcheckwherethespeakersare。InActivity2，sixpicturesaregiven。Afterlistening，tickthethingsyoucandoonaclassicThreeGorgesCruise。Itaimstotrainthestudents'abilityofgraspdetailedinformation。FunctionThefunctioninthismoduleistalkingaboutobligation,permissionandprohibition。First,theteachermayaskthestudentstospeakoutthewayusedtoexpressobligation,permissionandprohibition。Theteachercangivethemsomeexamples.ThenaskthestudentstochoosethecorrectanswersinActivity1.Therearefivequestionsinthisactivity.InActivity2,theteachermayencouragethestudentstofindmoreexamplesofbeallowed,hadtoandletinvocabularyandreadingonpage42andsomeexamplesoftheirown.VocabularyandSpeakingTherearesomesignsinActivity1.Letthestudentsworkinpairs，andthenasksomeofthemtosaywherewewouldseethemandwhatdotheymeanonebyone。InActivity2，foursituationsarecreated,whichareattheairport，onatrain,whenyouleavethecountry,andatschool。Talkaboutrulesinthesesituations.Theteachermaydividethestudentsintofourgroupsandgiveeachgrouponetopictopractice.Afterseveralminutes’preparation，letthestudentssharetheiropinions.PronunciationTherearefouractivitiesinthispart。Theaimistomakesurethatthestudentscanpauseattheendofeachsensegroup,notmakingthesentencebroken.Exercisesaredesignedtopracticethat.FirstlistenandrepeatthequestionsinActivity1,andmakesureyoupauseattheendoftheeachsensegroup.SeconddosomepracticeinActivity2。Next,moreexercisesareneededtodoinActivity3and4..Workinpairsandsaythesentencesaloud，payingmuchattentiontothepauses.VocabularyandWritingFirst,inActivity1we’lllearntheconnectionbetweenthewordsinAandthoseinB,suchashillandhilly；mountainandmountainous；coastandcoastal;desertanddesert.Timepermitting，teachthestudentsmoreknowledgeaboutwordformation。ThencompletethesentenceswithwordsfromActivity1.AnotherexerciseisgiveninActivity3,whichismatchingthewordsintheboxwiththeirmeanings。InActivity4,thereisapassage。Readitandidentifytheprovinceandfinishotherquestions.Therearesomeadjective+nouncombinationsinthepassage,andtrytotickthemout。Afterthat,writeashortdescriptionoftheregionyoulivein,includinginformationinActivity4。(Iftimeisunlimited，itcanbehomework.）EverydayEnglishEverydayEnglishtodayarefromthetextATripAlongtheThereGorgesandPostcardstoMyselfinculturalcorner.Getthestudentstoknowtheirmeaningandusethemcorrectly。Encouragethestudentstodothisactivityindividuallyandthencheckwithapartner.Toconsolidateittheteachermayaskthestudentstomakeupasentenceusingtheexpressionsinthispart。CulturalCornerInthispart，wewillenjoyastoryofatourist,whowillsendhimselfapostcardwhereverhegoes。Thispassagecanbeusedasanextensivereadingmaterial。Afterleadingin,thestudentsmayreadthroughthetexttogetthemainideaofthepassageandtheanswerstothequestions.(Fivequestionsaredesigned.Andshowthemonthescreen.）Inthistext,therearesomeusefulexpressions,justasmentionedinEverydayEnglish,suchasripoff,bearound，getakickoutof。Thestudentscangettheirmeaningsinthecontext.Atlast,imagineyouarevisitingacountry,andwriteashortpostcardtoyourselflikeMr.McCorquodale。TaskThetopicinthismoduleisabouttravel.Taskinthismoduleisalsorelatedtotravel。Nowwritesomerulesfortravelersarrivinginyourtown.Theycanbeginlikethis:Whenyouarrivein.。。Sevenquestionsaregivenandpairworkcanbeadoptedinthispart。Aftertheyfinishthediscussion,askseveralpairstoreadtheirrulestothewholeclass。ModuleFileThispartisasummaryofwhatthestudentshavelearnedinthismodule.Givethestudentssometimetocheckwhethertheyhavemasteredknowledgeinthismodule.Iftimepermits,theteachermayhaveashortrevisionofthewords，expressions,LanguagePoints，andgrammarandotherpoints。FiveperiodsforteachingPeriod1:Introduction;VocabularyandReadingPeriod2：Grammar;Function；PronunciationPeriod3:Listening;Speaking;TaskPeriod4：Vocabulary；Writing;EverydayEnglishPeriod5：CulturalCorner;ModuleFilePeriod1Introduction；VocabularyandReadingTheGeneralIdeaofThisPeriodShowthestudentsseveralpicturestoleadinnewwordsinthispart,suchascliff,peak，slope,valley，etc.Encouragethestudentstodescribewhattheysee.ThenusewordsinActivity1tocompletethedefinitionsinActivity2。Afterthat，givethestudentsaquizabouttheYangtzeRiver,theThreeGorges,whichisthemaintopicinreading。Thatistheintroduction。Beforethestudentsreadthepassage，letthestudentsimagineiftheyaregoingonatripthroughtheThreeGorges，whichofthefollowingtopicswilltheytalkabout,theboat，thefood，lifealongtheriver,thescenery,theweather。Whilereadingthispassage,payattentiontothewriter’stravelroute,thetopicsthewritertalksaboutandunderlinethenewwords。Afterfirstreading，finishquestionsinActivity1andwordsstudyinActivities4and5.Readthepassageagain，completethestatementsaboutthewriter’sjourneyinActivity4andtheformwithsomekeywords。Andthenretellthetext.Intheteachingofreading,theteachercanorganizedifferentreadingactivitiesaccordingtothecontentofthetextonpurposetotraintheabovereadingstrategiesandhelpthemdevelopgoodreadinghabits。TeachingImportantPointsTeachthestudentssomenewwordsandfollowthewritertomakeatripalongtheThreeGorges。TeachingDifficultPointsMainideaofthepassageandsomeLanguagePoints.Andhowtointroduceaplace.TeachingMethodsIndividualwork,pairworktogeteverystudentstoparticipateinclass.TeachingAidsSomepictures,amap,multimediaandablackboard。ThreeDimensionalTeachingAimsKnowledgeandSkillsMakethestudentsmastersomenewwords。Encouragethestudentstoknowhowtointroduceaplace.Makesurethestudentshaveaclearunderstandingthewriter’stravelrouteandwhathedidineachplace.ProcessandStrategiesCollectsomematerialabouttourism,placesofinterestandtheThreeGorges.Throughthestudy,trytoimprovethestudents'English.Atthesametime，trainthestudents’speakingandreadingabilities。FeelingsandValueMakethestudentshaveabetterunderstandingoftheThreeGorges。Afterstudy，stimulatethestudents'loveforourmotherlandandtheirenvironmentalprotection.TeachingProceduresStep1IntroductionT:Goodmorning，boysandgirls!Ss：Goodmorning，sir!T：Lookatthepicturesonthescreen。（Showthepicturesonthescreen。）T：Whatcanyousee。Trytouseyourownwordstosayit。Sa：Icanseemountainsandriver。Sb:Thetopofthemountain?T：Goodjob.Whichwordmeansthetopofamountain?Ss：Sorry。T:Itdoesn’tmatter.Letmetellyou.It’speak。Now，readafterme。Peak。Ss：Peak，Peak。T：What’sthissharpside。(pointingatthesharpsideinthefirstpicture.）Ss:Cliff。T：Good！。.。（Thenvalley，slope，woodarementioned。）T:Wecanseecliffs，valley，slope,peaks，wood.（Teachthemwhat’svalley,slope,plainandsomeothernewwordsinActivity1.）T：Welldone！Readthewordsafterme。cavecliffslakepeakplainplateaushoreslopevalleywoodLetthestudentsreadthenewwords.T：Let’scometoActivity2.UsethewordswejustlearnedinActivity1tocompletethedefinitions。Therearetendefinitions.Thefirstoneisfinished。(Showthefollowingonthescreen.）1.Avalleyisthelowgroundbetweenthesidesofmountains。2。A__________isalargeareaofflatlowground.3。The__________istheareawherethelandmeetstheseaoralake。4.A__________isthesideofthemountain。5.__________arethesteepsidesofmountainsattheedgeofariverorthesea。6.A__________isthetopofamountain.7.A__________isanareaofwatersurroundedbyland。8。A__________isasmallforest.9.A__________isalargeholeinaclifforamountain.10.A__________isalargeareaofflathighground。Suggestedanswers：1。valley2.plain3.shore4。slope5。Cliffs6。peak7.lake8。wood9.cave10.plateauT：Somuchforthenewwords.Next，I'llshowyouamap。Doyouknowthenameoftheriver？Ss：It’stheYangtzeRiver.（IfthestudentscannotgivetherightEnglishname,itdoesn’tmatter。Theteachercantellthemandteachthemtoreadit。）T:Good!Whatdoyouknowaboutthem？OK,let’sdoaquiz。（Showthefollowingonthescreen。）1.TheYangtzeRiveristhe__________riverintheworld。(a)longest(b)secondlongest(c)thirdlongest2。ItflowsfromtheHimalayasinthewesttothePacificOceaninthe__________。(a)south(b)north（c)east3。Theworld'sbiggestdamwasopenedontheYangtzeRiverin__________。(a)2001(b）2003(c)2005Suggestedanswers：1.c2。c3。bStep2Pre—readingT：HaveyoueverbeentoTheYangtzeRiver?SS:Yes/No.T：Now,todaywehaveachancetogotherewiththewriter.Imagineyouarethewriter，whichofthefollowingtopicswillyoutalkabout？(Showthefollowingtopicsonthescreen。)·theboat·thefood·lifealongtheriver·thescenery·theweatherSa：I’dliketotalkabouttheboat,thesceneryandlifealongtheriver。T:Yes,reasonableanswers.Doyouhaveotherchoices?Sb:I’llchooseallofthem。T:Goodchoice。Doyouwanttoknowwhichtopicsthewritertalksabout?Ss:Yes。Step3FastreadingT:Now,readthepassageonPage42andcheckwhichthewritertalksabout。Meanwhile，payattentiontothewordsinActivities4and5。Iftherearesomenewwordsforyou,underlinethemandtrytoguesstheirmeanings。(Aboutsevenminuteslater，collecttheiranswerstoActivity2.）T:Timeisup。Let'scheckyouranswertoquestioninActivity2:Whichoftheitemsdoesthewritertalkabout?theboat·thefood·lifealongtheriver·thescenery·theweatherSuggestedanswers:theboat·lifealongtheriver·thescenery·theweatherThewriterenjoyedthetripbecauseofthethingshesaw—thescenery，thepeople，andthesenseofhistory.T：Areyousureaboutthemeaningsofthenewwords?Let’sdosomepractice.First,completethedefinitionsofthewordsintheboxinActivity4。Readthroughthewordsintheboxaloud,payingattentionthepronunciationofthesewords，wherethestressisnotonthefirstsyllable：construction,bamboo.Thenasksomeindividualtoreadthewordsforthewholeclass.Givethestudentstwominutestocompletetheblanks,andthencallbackfromthewholeclassascompletesentences.(Showthefollowingonthescreen.)bamboocolleagueconstructionsitedistantgoodslegendpoetrushsettrade1.A__________istheplacewheresomethingisbeingbuilt。2。To__________meanstobuyandsellthings.3.Ifyou__________somewhereyougotherequickly。4.__________istheoppositeofnear。5.__________arethingsyoucanbuyorsell。6.A__________isaveryoldstorywhichisprobablynottrue。7.Thesunriseintheeastand__________inthewest。8。A__________issomeonewhowritespoems.9。A__________issomeonewhoworkswithyou.10。__________isaplantwhichgrowsquicklyandisusedtomakefurniture.Suggestedanswers:1.constructionsite2。trade3.rush4。Distant5.Goods6.legend7。sets8。poet9。colleague10.BambooT：SomuchforActivity4.Therearesomeotherwordsforyou.MatchthewordswiththeirdefinitionsinActivity5.Readthroughthewordsintheboxandhavethestudentsrepeatthemchorallyandindividually.Askthestudentstocompletetheactivityindividually，thencheckwithapartner。Then,asksomepairstogivetheiranswers.Onegivesthedefinition，theotherprovidestheword.charactersdeckdockdetourexploitpagodaraft1。aplacewhereboatsloadandunload__________2。asimpleboatmadeofpiecesofwoodtiedtogether__________3。aBuddhisttemple__________4。achangeofroute__________5。aflooronaboat__________6。marksorsignsusedinwriting__________7.touseortakeadvantageof__________Suggestedanswers：1.dock2.raft3。pagoda4。detour5.deck6.characters7。exploitIfpossible,theteachercanshowthestudentssomepicturesrelatedtothesevenwordstomakesuretheyhaveknowntheirChinesemeanings.Therearesomepictures：（Showthepicturesonthescreen。) Pagoda Raft DockStep4CarefulreadingT:Readthepassagecarefullyandtrytogetasmuchdetailsasyoucan.Afteryoufinishreading,twotasksaredesignedinthispart。First，completethestatementsaboutthewriter’sjourneyinActivity3。Askthemtodothefollowingquestionsindividually，andthencheckwiththeirpartners。Thencallbacktheanswersascompletesentences.（Showthequestionsonthescreen.）1。Peterandhisfriendwentdownstream__________.(a)toseethedam（b)toseetheThreeGorges（c)togettoFuling2。HechosetheJiangyouboatbecause__________.（a）itwascrowded(b)itdidn’tstopattemples(c）itdidn’tusuallycarryforeigners3.Whentheystartedthetripitwas__________.(a)sunny(b)cold(c)evening4.WhentheboatwentthroughthefirstGorge,Peterandhisfriend__________.(a）tooklotsofphotographs(b）spentmostofthetimeondeck(c)wereasleep5。Whentheyreachedthesiteofthedam__________cametolook。(a）everyone(b）noone（c）onlytheforeigners6.PeterwasimpressedbytheYangtzeRiver’ssenseof__________。(a)power(b）history（c)dangerSuggestedanswers:1.b2。c3.a4.c5.a6。bT:Theotherexerciseistofillinthegraphwiththeinformationinthepassage。Workwithyourpartnersandgivemeyouranswersasquicklyaspossible。ATripAlongtheThreeGorgesTimeabeautifulafternoon,January，1997PlaceFulingMeansoftransportationbyboatWhattheysawandwhattheydidFromFulingtoFengdubamboorafts，thesunsettingAlongtheQutangGorgesleeptheDaningRiversmallergorgesAlongtheWuGorgetheYangtzeRiverbiggorgestheXiangFromtheXilingGorgetotheDamondeck;takepicturesIftimepermits，encouragesomestudentstoretellthetextinclass。Step5SummaryandhomeworkT:FirstwelearnsomenewwordsandsomethingabouttheYangtzeRiver,whichmadeapreparationforreading.Then，westudiedsomenewwordsinthepassageandsomedetailsaboutthetext。Today’shomeworkistowritedowntheretellingpassageandhanditinafterclass。That’sallfortoday。Good-bye，everyone.Ss:Goodbye,teacher.TheDesignoftheWritingontheBlackboardModule5Thefirstperiodtheboatthefoodlifealongtheriverthescenery,theweatherRecordafterTeaching____________________________________________________________________________________________________________________________________________________________________________________ActivitiesandResearch1.LearnsomeknowledgeabouttheYangtzeRiverandtheThreeGorges.2.Trytoloveourmotherlandandprotectourculturalandnaturalheritage.ReferenceforTeachingBackgroundInformationTheThreeGorgesWithBaidiCity，F(xiàn)engjieintheSichuanprovincetothewestendandNanjinPassofYichangintheHubeiprovinceattheeast，theThreeGorges,Qutang,WuandXiling，total192kminlength。TheQutangGorge,knownforitsmagnificence,isonly8kmlong.WuGorge,44kmlong,isfamedforitsdeepvalleyandquietbeauty。Amongthetwelvepeaks,theGoddessPeakisthemostexquisite.XilingGorge，extending66kminlengthandfullofturbulentcurrentsandwhirlpools，isoneofthemostdangerousshoals。WuGorge，44kilometerslong，isknownforitsdeepvalleyandquietbeauty.The“TwelvePeaks"liningthebanksofWuGorge，havebeenadmiredbyvisitorsfromallovertheworld。Itissaidthatifyoulookcarefully,asilhouetteofagoddesscanbeseenatthetopofGoddessPeak.TheQutangGorge，knownforitsmagnificence，isonly8kilometerslongwithmanyscenicspotssuchas,theMengLiangStaircase,theancientPlankroad，theKuiGate，theSevenXilingGorge，extending66kilometersinlength,iscomposedofmanyscenicspotssuchas,"MilitaryManualandPreciousSwordGorge”,”O(jiān)x'sLiveandHorse’s