高中英语新课标外研教案PeriodintroductionVocabularyandReadingModuleATripAlongtheThreeGorges.docx
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高中英语新课标外研教案PeriodintroductionVocabularyandReadingModuleATripAlongtheThreeGorges.docx
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高中英语新课标外研教案PeriodintroductionVocabularyandReadingModuleATripAlongtheThreeGorges
qModule5ATripAlongtheThreeGorges
BriefStatementsBasedonThisModule
TheAnalysisofTeachingContentsinThisModule
Introduction
Showthestudentsseveralpicturestoleadinnewwordsinthispart,suchascliff,peak,slope,valley,etc.Encouragethestudentstodescribewhattheysee.ThenusethewordsinActivity1tocompletethedefinitionsinActivity2.Afterthat,givethestudentsaquizabouttheYangtzeRiver,theThreeGorges,whichisthemaintopicinthismodule.Thatisthewarmingup.
VocabularyandReading
Beforethestudentsreadthepassage,letthestudentsimagineiftheyaregoingonatripthroughtheThreeGorges,whichofthefollowingtopicswilltheytalkabout,theboat,thefood,lifealongtheriver,thescenery,theweather.Whilereadingthispassage,payattentiontothewriter’stravelrouteandunderlinethenewwordsandthedetails.Afterfirstreading,finishquestionsinActivity1andwordsstudyinActivities4and5.Thenreadthepassageagain,completethestatementsaboutthewriter’sjourneyinActivity3andaformwithsomekeywords.Iftimepermits,askthestudentstoretellthetextinclass;ifnot,leaveitashomework.
Grammar
Grammarinthismoduleistherevisionofmodalverbs.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.
Listening
Thisisashortlistening.Thelisteningmaterialisnotlongandonlytwoactivitiesaredesigned.Beforelistening,theteachercandividethestudentsintogroupsofsix.Leteachofthemdescribeonepicturewithoneortwosentencesandguesswherethespeakersare.Bydoingthis,teachthestudentshowtopredictthecontentoflistening.InActivity1,listentothetapeandcheckwherethespeakersare.InActivity2,sixpicturesaregiven.Afterlistening,tickthethingsyoucandoonaclassicThreeGorgesCruise.Itaimstotrainthestudents’abilityofgraspdetailedinformation.
Function
Thefunctioninthismoduleistalkingaboutobligation,permissionandprohibition.First,theteachermayaskthestudentstospeakoutthewayusedtoexpressobligation,permissionandprohibition.Theteachercangivethemsomeexamples.ThenaskthestudentstochoosethecorrectanswersinActivity1.Therearefivequestionsinthisactivity.InActivity2,theteachermayencouragethestudentstofindmoreexamplesofbeallowed,hadtoandletinvocabularyandreadingonpage42andsomeexamplesoftheirown.
VocabularyandSpeaking
TherearesomesignsinActivity1.Letthestudentsworkinpairs,andthenasksomeofthemtosaywherewewouldseethemandwhatdotheymeanonebyone.InActivity2,foursituationsarecreated,whichareattheairport,onatrain,whenyouleavethecountry,andatschool.Talkaboutrulesinthesesituations.Theteachermaydividethestudentsintofourgroupsandgiveeachgrouponetopictopractice.Afterseveralminutes’preparation,letthestudentssharetheiropinions.
Pronunciation
Therearefouractivitiesinthispart.Theaimistomakesurethatthestudentscanpauseattheendofeachsensegroup,notmakingthesentencebroken.Exercisesaredesignedtopracticethat.FirstlistenandrepeatthequestionsinActivity1,andmakesureyoupauseattheendoftheeachsensegroup.SeconddosomepracticeinActivity2.Next,moreexercisesareneededtodoinActivity3and4..Workinpairsandsaythesentencesaloud,payingmuchattentiontothepauses.
VocabularyandWriting
First,inActivity1we’lllearntheconnectionbetweenthewordsinAandthoseinB,suchashillandhilly;mountainandmountainous;coastandcoastal;desertanddesert.Timepermitting,teachthestudentsmoreknowledgeaboutwordformation.ThencompletethesentenceswithwordsfromActivity1.AnotherexerciseisgiveninActivity3,whichismatchingthewordsintheboxwiththeirmeanings.InActivity4,thereisapassage.Readitandidentifytheprovinceandfinishotherquestions.Therearesomeadjective+nouncombinationsinthepassage,andtrytotickthemout.Afterthat,writeashortdescriptionoftheregionyoulivein,includinginformationinActivity4.(Iftimeisunlimited,itcanbehomework.)
EverydayEnglish
EverydayEnglishtodayarefromthetextATripAlongtheThereGorgesandPostcardstoMyselfinculturalcorner.Getthestudentstoknowtheirmeaningandusethemcorrectly.Encouragethestudentstodothisactivityindividuallyandthencheckwithapartner.Toconsolidateittheteachermayaskthestudentstomakeupasentenceusingtheexpressionsinthispart.
CulturalCorner
Inthispart,wewillenjoyastoryofatourist,whowillsendhimselfapostcardwhereverhegoes.Thispassagecanbeusedasanextensivereadingmaterial.Afterleadingin,thestudentsmayreadthroughthetexttogetthemainideaofthepassageandtheanswerstothequestions.(Fivequestionsaredesigned.Andshowthemonthescreen.)Inthistext,therearesomeusefulexpressions,justasmentionedinEverydayEnglish,suchasripoff,bearound,getakickoutof.Thestudentscangettheirmeaningsinthecontext.Atlast,imagineyouarevisitingacountry,andwriteashortpostcardtoyourselflikeMr.McCorquodale.
Task
Thetopicinthismoduleisabouttravel.Taskinthismoduleisalsorelatedtotravel.Nowwritesomerulesfortravelersarrivinginyourtown.Theycanbeginlikethis:
Whenyouarrivein...Sevenquestionsaregivenandpairworkcanbeadoptedinthispart.Aftertheyfinishthediscussion,askseveralpairstoreadtheirrulestothewholeclass.
ModuleFile
Thispartisasummaryofwhatthestudentshavelearnedinthismodule.Givethestudentssometimetocheckwhethertheyhavemasteredknowledgeinthismodule.Iftimepermits,theteachermayhaveashortrevisionofthewords,expressions,LanguagePoints,andgrammarandotherpoints.
Fiveperiodsforteaching
Period1:
Introduction;VocabularyandReading
Period2:
Grammar;Function;Pronunciation
Period3:
Listening;Speaking;Task
Period4:
Vocabulary;Writing;EverydayEnglish
Period5:
CulturalCorner;ModuleFile
Period1Introduction;VocabularyandReading
TheGeneralIdeaofThisPeriod
Showthestudentsseveralpicturestoleadinnewwordsinthispart,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.
TeachingImportantPoints
TeachthestudentssomenewwordsandfollowthewritertomakeatripalongtheThreeGorges.
TeachingDifficultPoints
MainideaofthepassageandsomeLanguagePoints.Andhowtointroduceaplace.
TeachingMethods
Individualwork,pairworktogeteverystudentstoparticipateinclass.
TeachingAids
Somepictures,amap,multimediaandablackboard.
ThreeDimensionalTeachingAims
KnowledgeandSkills
Makethestudentsmastersomenewwords.
Encouragethestudentstoknowhowtointroduceaplace.
Makesurethestudentshaveaclearunderstandingthewriter’stravelrouteandwhathedidineachplace.
ProcessandStrategies
Collectsomematerialabouttourism,placesofinterestandtheThreeGorges.Throughthestudy,trytoimprovethestudents’English.Atthesametime,trainthestudents’speakingandreadingabilities.
FeelingsandValue
MakethestudentshaveabetterunderstandingoftheThreeGorges.Afterstudy,stimulatethestudents’loveforourmotherlandandtheirenvironmentalprotection.
TeachingProcedures
Step1Introduction
T:
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.
cavecliffslakepeakplainplateaushoreslopevalleywood
Letthestudentsreadthenewwords.
T:
Let’scometo
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