高中英语必修四模块5阅读教学设计(共4页).doc

精选优质文档-倾情为你奉上高中英语外研版必修4模块5A Trip Along the Three Gorges教学设计 介休十中 郭洁一、教材分析：本节课属于阅读课，是一篇游记。作者以第一人称描述了自己顺长江而下，游览三峡的亲身经历。二、学情分析： 高一重点班的学生，学习英语的兴趣很浓，课堂气氛较为活跃。经过初中3年和高一上半学期的学习，已具备一定的阅读能力。三、教学目标： 1. 知识目标：学习与三峡相关的词汇。 2. 能力目标：阅读中能识别新学词汇、短语并根据上下文正确推断出其意义；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。 3. 情感目标：通过自主学习和合作学习，拓展学生的人文素养，培养学生的爱国情操，热爱祖国的悠久历史和大好河山。四、教学过程：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! 图片演示raft, bamboo, construction site, temple等生词. T: Right. In this class, we will study “A Trip Along the Three Gorges”. “Gorge”, tell me its Chinese meaning. Ss: 峡谷. T: Yes. What are the Three Gorges. Ss: They are the Qutang Gorge, the Wu Gorge, the Xiling Gorge. 设计说明通过图片使学生对一些主要词汇增加感性认识, 为学生的阅读扫清障碍, 为阅读作好准备. 播放视频,激发学生兴趣, 引出话题, 自然而然地进入新课的教学之中.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: .(讨论活动中)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.设计说明引导学生学会略读. 这是一篇游记, 填出旅游路线旨在帮助学生提高对课文的整体把握, 理清思路.让学生深刻领会文章主旨, 培养学生在文章中快速获取特定信息的能力. 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: 学生小组画画. T: Time is limited. Its time you show your picture. Which group would like to do it? (挑选两组学生用投影展示小组图画,并用英语描述相关风景.) 设计说明 让学生提取课文相关内容,并以小组合作形式绘画, 培养学生获取细节信息的能力. 同时让学生形成发散思维和创新能力, 把课堂教学转化为学生主动参与的过程.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.（译：_)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) 图形结合并翻译“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.” (块块巨石形状各异，条条支流都流淌着传说，座座小山都承载着过往。) 设计说明 通过学生表演更形象直观的了解词汇用法. 图形结合提高学生对课文 的深层理解, 拓展学生的人文素养，培养学生的爱国情操，热爱祖国的悠久历史和大好河山。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.( )设计说明提高学生推理判断能力, 小组讨论旨在培养学生的合作精神和发散思维能力. 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 I think . 设计说明 学生自己准备,与开头有呼应的作用, 更是对所学知识的输出. 教师总结对学生进行情感熏陶, 实现情感态度目标, 有效突破了教学难点. Step4: Homework Write down the dialogue in your exercise book.设计说明衔接上一环节, 是对口头表达的补充和巩固, 旨在培养学生的写作能力和巩固课堂知识. 专心-专注-专业