外研版必修四Module 5 A Trip Along the Three Gorges Reading 教学设计

Lesson
Planning
Background
information
Students:
48
students
in
Si
Chuan
Material:
Module5;
Book
4
Type
of
lesson:
Reading
class
Teaching
aids:
PPT,
blackboard,
chalk,
Model
of
teaching:
interaction
pattern
Teaching
method:
task-based
language
method,
the
situational
approach
Analysis
of
Teaching
Contents
What:
This
article
introduces
the
trip
of
two
foreign
teachers
along
the
Three
Gorges
of
the
Yangtze
River,
including
the
natural
scenery,
and
the
historical
changes
of
the
certain
attraction.
How:
This
is
a
narration
about
a
trip
along
the
Three
Gorges.
It
develops
in
chronological
and
spatial
order.
The
key
words
are
mainly
expressions
of
the
activity,
such
as
the
name
of
natural
scenes.
Why:
This
article
can
help
students
know
some
basic
information
of
the
Three
Gorges
tourism
and
cultivate
students'
love
for
the
nation’s
scenery.
Analysis
of
Students
Students
are
very
interested
in
the
topic
of
travel,
and
most
students
also
long
to
be
a
tour
guide
for
the
foreigners.
They
have
learned
some
vocabularies
concerning
nature
in
the
vocabulary
lesson
and
known
some
information
about
the
Three
Gorges.
But
it
is
difficult
for
them
to
introduce
and
plan
a
tourist
route
about
the
Three
Gorges
to
foreigners
logically.
Through
the
study
of
this
passage,
students
can
introduce
the
Three
Gorges
tourist
routes
to
foreigners
from
different
aspects,
such
as
the
transportation,
the
scenery
and
the
history
culture.
Teaching
Objectives:
By
the
end
of
this
lesson,
students
will
be
able
to:
Language
competence
Consolidate
the
words
related
to
the
Three
Gorges
throughout
the
lesson.
Understand
the
detailed
information
about
the
two
teachers’
trip
to
the
Three
Gorges
B.
Learning
ability
Strengthen
their
ability
to
scan,
summarize
textual
information
by
different
kinds
of
activities.
Cultural
awareness
Introduce
the
Three
Gorges
to
the
foreigners
from
the
aspects
of
transportation,
the
travel
route,
the
sense
of
history
and
so
on.
Thinking
quality
infer
why
the
two
foreigners
love
this
trip
to
the
Three
Gorges
Focal
point:
Find
out
the
specific
route
the
two
foreign
teachers
traveled
in
the
order
of
space
Difficult
point:
Think
about
the
reason
why
the
author
enjoyed
the
trip.
Introduce
the
Three
Gorges
from
different
aspects,
such
as
transportation,
route
and
so
on.
Highlight:
The
itinerary
map
Procedures
and
time
allotment
Stage
1
Pre-reading
(6
min)
Getting
students
ready
for
learning
（Purpose:
Check
students'
learning
of
vocabulary
in
this
unit,
and
arouse
students'
interest
in
learning
this
article）
Step
1
Greeting
(1
min)
Activity:
Teacher
says
hello
to
students
and
introduces
the
topic
of
travel.
T:
Hello,
how
is
it
going
today?
S:…
T:
Don’t
worry.
The
weekend
is
coming.
You
can
have
a
nice
trip
to
relax
yourself
with
your
friends.
And
today
we
are
going
to
have
a
special
trip,
a
reading
trip
to
the
Three
Gorges.
Step
2
Guessing(3min)
Activity:
Teacher
made
some
word
cards
for
students
to
guess.
Intention:
Check
students’
word
learning
and
help
them
review
some
important
words.
T:
Last
class
we
have
learnt
some
vocabularies
about
the
Three
Gorges.
Do
you
still
remember
those
words?
Let’s
have
a
guessing
game
to
check
it.
You
need
to
guess
what
the
word
is
according
to
the
information
I
provide.
Are
you
ready?
The
first
one,
it
has
4
letters.
It
is
related
to
the
ships.
It
is
also
a
place
where
goods
are
put
onto
or
taken
off.
Who
got
an
idea?
Ok,
Sarah,
please!
S:
Dock.
T:
Yes,
you
are
right.
It
is
dock.
The
second
one,
it
also
has
four
letters.
And
it
can
describe
the
top
outside
floor
of
a
ship
or
a
boat.
Any
volunteer?
How
about
Rachel?
T:
Good,
it
is
deck.
These
two
words
look
similar.
Don’t
mix
them.
…
T:
All
of
you
did
a
wonderful
job.
You
really
have
a
good
memory.
Step
3
Prediction(2min)
Activity:
The
teacher
asks
students
to
predict
what
topics
the
author
described
based
on
the
title.
Intention:
Develop
students’
thinking
skills
and
motivate
students
to
read
the
text.
T:
Before
we
read
the
text,
let
us
do
a
prediction.
Look
at
the
title.
A
trip
along
the
Three
Gorges.
What
aspects
do
you
think
will
be
described
in
this
passage?
Sarah,
what’s
your
opinion?
S:…
T:
Yes,
it
makes
sense.
How
about
Rachel?
What’s
your
idea?
S:…
T:
Good
point.
Besides
these,
it
could
also
describe
the
…Do
you
wonder
how
these
information
can
be
organized
in
a
passage?
B
Stage
2
While-reading
(23min)
(Purpose:
Analyze
and
understand
the
content
of
the
text)
Step
1
Skim
for
questions
(3min)
Activity:
The
teacher
gives
students
two
minutes
to
skim
the
text
and
find
the
answers
of
two
questions.
(What
kind
of
article
is
this?
How
does
the
article
develop?)
Intention:
Help
students
to
understand
the
general
idea
of
the
article;
improve
students’
skimming
ability.
T:
Now,
I’d
like
to
give
you
two
minutes
to
skim
the
text.
After
reading,
you
are
supposed
to
answer
these
two
questions.
…
ok,
time
is
up.
Any
volunteer?
Good,
Sarah.
S:
…
T:
Yes,
you
are
right.
This
passage
is
a
journal
which
belongs
to
the
narration.
Rachel,
can
you
answer
the
second
question?
It
is
a
little
hard.
S:…
T:
Great.
You
are
clever.
It
develops
in
the
order
of
time
and
space.
You
notice
the
position
words,
right?
Step
2:
Give
the
keyword
for
each
paragraph(4
min)
Activity:
The
teacher
gives
students
two
minutes
to
think
about
the
keyword
for
each
paragraph.
Students
can
discuss
with
their
group
members
for
one
minute.
Intention:
Help
students
get
a
general
understanding
of
the
passage
and
make
preparations
for
the
next
activity.
T:
And
now,
I
want
to
give
you
another
two
minutes.
This
time
you
need
to
think
about
the
keywords
for
each
paragraph.
You
can
pay
attention
to
the
author’s
position
and
activity.
When
you
get
your
words,
you
can
discuss
it
with
your
group
members
as
usual….ok,
time
is
up.
Sarah,
what’s
your
idea
about
the
first
two
paragraph?
S:…
T:
good
job,
Rachel,
what’s
your
word
of
the
last
three
paragraphs?
S:…
T:
great!
And
here
are
my
keywords
for
each
paragraph.
Pay
attention
to
the
words
in
different
color.
They
are
all
position
words,
right?
Step
3:
Finish
the
travel
map
(2
min)
Activity:
Teacher
presents
the
travel
map
where
lots
of
information
needs
to
be
filled.
Students
need
to
fill
the
map
with
the
information
from
previous
activities
in
chronological
and
spatial
order.
Intention:
Help
students
organize
the
information
in
a
visual
way.
T:
and
we
know
this
passage
develops
in
the
order
of
space.
So,
anyone
can
help
me
finish
the
travel
map?
Yes,
Sarah,
please.
First,
they
left
Fuling
and
got
on
their
boat.
Then,
where
did
they
go?...
Yes,
they
docked
at
Fengdu.
Later,
they
came
to
the
Qutang
Gorge,
right?
And…,
yes,
they
passed
the
Wushan
and
the
Wu
Gorge.
At
last,
where
did
they
go?
Yes,
they
came
out
of
the
Xiling
Gorge
and
saw
the
Three
Gorges
Dam.
Perfect,
Sarah.
Step
4:
Scan
for
the
detailed
information
for
each
paragraph
(11
min)
(Individual
work)
Activity:
Teacher
designed
different
types
of
questions
for
different
paragraphs.
Intention:
Encourage
students'
participation
in
class;
develop
students'
ability
to
find
and
summarize
information.
T:
After
we
got
their
travel
route,
it
is
time
for
us
to
know
more
detailed
information
about
their
trip.
For
each
paragraph,
you
have
one
minute
to
read.
And
you
need
to
answer
some
questions.
Now
please
read
para1,
and
answer
these
two
questions.
…
Time
is
up.
Any
volunteer?
Sarah.
S:…
T:
Thank
you,
you
are
right.
They
chose
the
Jiangyou
boat.
And
this
boat
was
very
crowded
with
goods
and
people
trading
along
the
river.
Also
it
didn’t
stop
at
temples.
Now,
read
para2,
tell
me
what
the
author
saw
in
Fengdu.
Time
is
up.
Rachel,
do
you
want
to
have
a
try?
S:…
T:
good
job.
You
are
right.
Picture
A
is
the
white
pagoda.
Picture
B
is
a
dam,
the
author
didn’t
see
a
dam
here.
Picture
C
is
the
shining
sun.
D
is
the
bamboo
rafts
and
the
coal
boats.
The
last
one
is
hilly
region.
Now,
read
the
para3
carefully.
And
guess
what
time
it
might
be
when
they
passed
this
gorge?
Time
is
up.
Sarah?
S:…
T:
correct.
But
how
do
you
know
it?
Yes,
they
were
sleeping
that
time.
Also
we
can
find
the
sun
had
set
in
para2.
Good
job.
Read
the
last
two
paragraphs.
And
you
need
to
find
what
the
author
saw,
did,
or
felt
at
these
two
gorges.
…
ok,
time
is
up.
Rachel,
do
you
want
to
have
a
try?
S:…
T:
very
good.
They
made
a
detour
up
the
Daning
River
to
see
some
of
the
smaller
gorges.
They
passed
Qu
Yuan’s
home,
the
Xiang
River.
They
were
impressed
by
the
history
and
legend
of
the
Yangtze
River.
They
saw
the
Three
Gorges
Dam
and
the
Chinese
flag.
Step
6:
Make
a
summary
(3
min)
Activity:
Teacher
guides
students
to
review
the
content
of
the
text
and
finish
the
blanks
together.
Intention:
Help
students
summarize
and
review
what
they
have
learned
of
the
text.
T:
Well,
do
you
have
any
questions
about
this
passage?
No?
Good.
Please
close
your
book
and
you
need
to
fill
the
blanks
of
the
summary.
You
have
one
minute
to
prepare
it
and
you
can
get
some
information
from
this
travel
map.
…
time
is
up.
Sarah?
S:…
T:
Thank
you.
You
did
a
good
job.
2.
Stage
3:
Post-reading
(11min)
(to
develop
students’
thinking
ability;
to
train
students’
ability
to
introduce
the
Three
Gorges
tourism
to
the
foreigners.)
Step
1:
Critical
thinking(3mins)
(work
in
groups)
Activity:
Students
need
to
think
about
a
question:
why
the
author
enjoyed
the
trip?
Intention:
Develop
students'
thinking
ability;
T:
after
learning
this
passage,
I
think
the
author
enjoyed
the
trip.
Do
you
agree?
…yes,
we
can
see
he
used
some
positive
adjectives
to
describe
the
weather,
such
as
beautiful
and
lovely.
If
we
feel
happy,
we
think
the
weather
is
also
lovely,
right?
But
why
did
the
author
like
his
trip?
You
can
discuss
it
with
your
group
members
for
two
minutes.
Time
is
up,
any
volunteer?
Yes,
Rachel.
S:…
T:
I
agree
with
you.
…
Step2
Several
aspects
for
introduce
the
Three
Gorges
(1min)
Activity:
Teacher
guides
students
to
list
what
aspects
we
need
to
describe
when
introducing
the
Three
Gorges
to
the
foreigners
based
on
the
answer
of
the
critical
thinking
and
the
content
of
the
text.
Intention:
Make
preparations
for
the
next
activity.
T:
We
can
summarize
these
reasons
into
these
aspects:
the
route,
the
scenery,
the
transportation
and
the
history.
We
can
also
introduce
the
three
gorges
from
these
aspects.
Step
3:
Situational
dialogue
(6min)
(Pair
work)
Activity:
Students
work
in
pairs.
One
plays
the
foreigner,
the
other
plays
the
guide.
The
“guide”
introduces
the
Three
Gorges
to
the
foreigner
according
to
the
given
aspects
and
information
we
learned
today.
Then
they
switch
the
roles.
Teacher
invites
a
pair
of
students
to
share
their
dialogue
with
the
whole
class.
Intention:
Train
students’
ability
to
introduce
the
Three
Gorges
tourism
to
the
foreigners.
T:
now
you
got
a
chance.
A
foreign
teacher
just
came
to
our
school.
He
wants
to
travel
the
Three
Gorges.
Can
you
give
him
some
information?
Please
work
in
pairs.
One
plays
the
foreigner.
The
other
one
plays
the
guide.
Make
your
conversation
like
this.
You
have
four
minutes
to
make
your
dialogue.
I
will
invite
one
of
you
to
share
your
conversation
with
us.
…
Time
is
up.
Show
us
your
conversation.
S:…
T:
thank
you.
Very
good.
Step
4:
Homework(1min)
Activity:
The
teacher
assigns
the
homework.
Intention:
Help
students
to
consolidate
what
have
been
learned
in
this
lesson.
T：After
making
interesting
conversations,
it
is
time
to
assign
homework.
You
need
to
finish
the
exercise
in
page
43.
Thank
you
for
your
cooperation.
Have
a
nice
day.
Blackboard
design
Stage
step
activity
intention
duration
Stage
1
Pre-reading
Greeting
Teacher
says
hello
to
students
and
introduces
the
topic
of
travel.
To
stimulate
students'
learning
interest
in
the
form
of
group
competition
1min
Guessing
Teacher
made
some
word
cards
for
students
to
guess.
To
check
students’
word
learning
and
help
them
review
some
important
words.
3
min
Prediction
The
teacher
asks
students
to
predict
what
topics
the
author
described
based
on
the
title.
To
develop
students’
thinking
skills
and
motivate
students
to
read
the
text.
2
min
Stage
2
While-reading
Skim
for
the
questions
The
teacher
gives
students
two
minutes
to
skim
the
text
and
find
the
answers
of
two
questions.
To
help
students
to
understand
the
general
idea
of
the
article;
improve
students’
skimming
ability.
3
min
Give
the
keywords
The
teacher
gives
students
two
minutes
to
think
about
the
keyword
for
each
paragraph.
To
help
students
get
a
general
understanding
of
the
passage
and
make
preparations
for
the
next
activity.
4
min
Finish
the
travel
map
Teacher
presents
the
travel
map
where
lots
of
information
needs
to
be
filled.
To
help
students
organize
the
information
in
a
visual
way.
2
min
Scan
for
the
detailed
information
Teacher
designed
different
types
of
questions
for
different
paragraphs.
To
encourage
students'
participation
in
class;
develop
students'
ability
to
find
information.
11min
Make
a
summary
Teacher
guides
students
to
review
the
content
of
the
text
and
finish
the
blanks
together.
To
help
students
summarize
and
review
what
they
have
learned
of
the
text.
2
min
Stage3
Post-reading
Critical
thinking
Students
need
to
think
about
a
question:
why
the
author
enjoyed
the
trip?
To
develop
students'
thinking
ability;
cultivate
students'
love
for
the
scenery
and
the
cultural
history
of
the
motherland.
4
min
Several
aspects
Teacher
guides
students
to
list
what
aspects
we
need
to
describe
when
introducing
the
Three
Gorges
to
the
foreigners
based
on
the
answer
of
the
critical
thinking.
To
make
preparations
for
the
next
activity.
1
min
Situational
dialogue
Students
work
in
pairs.
One
plays
the
foreigner,
the
other
plays
the
guide.
The
“guide”
introduces
the
Three
Gorges
to
the
foreigner
according
to
the
given
aspects
and
information
we
learned
today.
Then
they
switch
the
roles.
Teacher
invites
a
pair
of
students
to
share
their
dialogue
with
the
whole
class.
To
train
students’
ability
to
introduce
the
Three
Gorges
tourism
the
foreigners.
6
min
Homework
The
teacher
assigns
the
homework.
To
help
students
to
consolidate
what
have
been
learned
in
this
lesson.
1
min