Using LanguageⅡ第二课时教学实录

Module 5 A Trip Along the Three Gorges教案

No2 Middle School

ZHOU XIAO BO The First Period

Reading （I）

Teaching goals

教学目标

1. Target language目标语言

a. 重点词汇和短语

cave, peak, plain, plateau, shore, slope, valley, wood, flat, surround, hilly, raft, narrow, distant, exploit, at the edge of, at least, be heavy with b. 重点句子

We could see the sun setting behind the white pagoda. P42 Every ..., every stream that joined ..., every ... was heavy with the past. P42 On a distant mountain was a sign in 20-foot characters. P42 2. Ability goals 能力目标

a. Enable the students to describe the scenery of the Three Gorges with the target language. b. Enable the students to find the clues about the writer’s journey.

c. Enable the students to know the definitions of the following words. cave, cliffs, lake, peak, plain, plateau, shore, slope, valley, wood, bamboo, colleague, construction site, distant, goods, legend, poet, rush, set, trade, characters, deck, dock, detour, exploit, raft 3. Learning ability goals 学能目标

a. Help the Ss to learn how to describe the scenery of the Three Gorges with the target language. b. Let the Ss know how to find the clues of the writer’s journey.

c. Get the Ss to learn how to guess the definitions of the new words. Teaching important points

教学重点

a. Get the students to describe the scenery of the Three Gorges.

b. Discuss the questions of comprehension. Teaching difficult points

教学难点

Enable the students to find the clues about the writer’s journey.

Teaching methods

教学方法

a. Skimming and Scanning; b. Asking-and-answering Activity to check the Ss’ understanding of the text;

c. Individual, pair or group work to finish each task; d. Discussion. Teaching aids

教具准备

A recorder, a computer, a projector. Teaching procedures & ways

教学过程与方式

Step I Introduction Ask the students to look at the photo and describe the scenery of the Three Gorges. T: Now, please look at the photo in your textbooks. Is it beautiful? Ss: Yes, very beautiful. T: Who can tell me what place it is? S1: Is it Mount Taishan? T: Sorry, I’m afraid

it isn’t. Any other place of interest?

S2: I think it’s the Three Gorges.

T: Yes, you’re right. Who can tell us what the names of the three gorges are?

S3: The Xiling Gorge, Wu Gorge and Qutang Gorge. T: Quite good. We’re going to describe the scenery of

the Three Gorges. Let’s learn some new words first. Please look at the screen. cave: in the side of a hill or under the ground peak: top of a hill or mountain plain: a large area of flat land plateau: a large area of high and fairly flatland shore: ground next to the sea or a big lake slope: piece of ground that goes up or down valley: low land, usually with a river, between hills or mountains wood: big group of trees; small forest

T: Now try to use the given words to describe what you can see. S1: The steep cliffs stand at the edge of the river. S2: There is a high plateau in front of the mountains. S3: I can see the hilly mountains slope down to the river. S4: The deep valley is between the sides of the mountains. S5: The bases of the mountains form the gorge. S6: The slopes of the mountains are covered with woods.

S7: The peak of the mountains reaches to the sky. T: Well done. Now let’s go on to do Activity 2, using the words to complete the definitions. Check the answers with the whole class. Step II Warming up

Ask the students to work in pairs to do the quiz about the Yangtze River. Then get them to say sth about the Three Gorges Dam. T: All right. Who’d like to tell me where it is?

S1: It’s on the Yangtze River.

S2: It’s in Sichuan Province.

T: Very good. What do you know about the Yangtze River? Let’s begin to practise Activity 3. Now work in pairs to do the quiz about the Yangtze River. After choosing the answers, ask them to work with another pair and compare the answers.

T: What else do you know about the Three Gorges?

S1: The Three Gorges Dam is being built, which is the largest dam in the world. S2: It will probably provide a lot of needed electrical energy to the western area. S3: I think it will make navigation easier along the Changjiang River. S4: It will be good for our industries. T: Great!

Step III Pre-reading First, get the Ss to discuss the question on Page 2 with their partners. Then get them to talk about some topics if goes on a trip through the Three Gorges. At last, ask the

Ss to report their work. Encourage the Ss to express their different opinions.

Step IV Reading First reading: scanning Get the students to comprehend the passage quickly, accurately, meanwhile help them to form a good habit of reading. Teacher firstly gives them two minutes to look through the whole passage, telling them to read the text silently and then ask some detailed questions about the text on the slide show with their partners. Teacher encourages them to express their ideas. T: Now, boys and girls. Would you like to know more about the Three Gorges? Today I want to help you to read a passage about A Trip Along the Three Gorges. And I think you’ll be glad to enjoy the trip with the writer. Now let’s look at the slide show. Read the text quickly and find the answers to the following questions. Show the questions on the screen. 1. Which topics does the writer talk about? 2. How did the writer go on his trip, by ship or by boat? Why? 3. What did the writer see at the dam?

4. Did the writer enjoy the trip? Why or why not? T: Now who’d like to tell us which topics the writer talks about? S1: the boat, the scenery and life along the river.

T: Good! The second question? S2: He had to visit the Three Gorges by boat. Because the trade ships were very crowded.

T: That’s right. Next one?

S3: He saw the Chinese flag blowing in the wind. T: Good. Anything else? S4: He also saw a large sign on a distant mountain, which said “Build the Three Gorges Dam, Exploit the Yangtze River.”

T: Exactly. How about Question 4? S5: Yes, he did. Because he went on the trip by boat, which was not crowded.

T: Great. Any other reason? S6: He enjoyed the beautiful natural scenery along the river. S7: He took pictures to remember the unforgettable experience. S8: He was interested in the long history and the legends along the Yangtze River.

S9: He also loved the Chinese working people along the Yangtze River.

T: Quite right. I think you may continue to read it again to get more details. Second reading: skimming In this part, firstly, get the students to read the text again and then work together with their partners to find the clues of the writer’s journey. Secondly, show the table and the map of the Three Gorges on the screen. Thirdly, give them a few minutes to get more details and fill in the table about the whole text. Finally, check the answers with the whole class. T: Now please skim the passage carefully to find the clues of the writer’s journey with your partners. Try to get more details about it and fill in the table. The teacher shows the map and the table on the screen.

The students see the table in the attached passage analyzing. T: Now it’s time for us to check the table. Explanation T: Now let’s deal with some language points. Turn to Page 42. Let’s look at the sentences:

1. We could see the sun setting behind the white pagoda. This sentence means that we could see that the sun was setting behind the white tower. 2. Every ..., every stream that joined ..., every ... heavy with the past.

This sentence tells us that every rock looked like a person or animal, every stream joining the great river seemed to tell an old story, every hill was full of its long history. 3. On a distant mountain was a sign in 20-foot characters. This sentence means that there was a sign written in 20-foot characters on a distant mountain. Step V Practising

Read the passage again. First ask the Ss to practise Activity 3 by themselves. And then practise Activity 4 and Activity 5 with their partners. At last, check the answers with the whole class. T: Now please read the passage again. And then practise Activity 3 by yourselves.

A few minutes later T: OK, now let’s check the answers with the whole class.

Step VI Homework Show the following on the screen. Retell the text using about 100 words. Notes:

1) Use the third person to retell the passage. 2) Try to use proper prepositions and conjunctions. 3) Make use of the chart above while retelling. 篇章分析

Passage Analyzing

课文图解

Text Chart

A Trip Along the Three Gorges Time Afternoon Evening Night Place Jiangyou Fuling Fengdu The Gorge Next day Wushan The Daing River

Small Made a detour Saw Feature Hilly Beautiful Qutang Narrow Action Sailed Docked Slept

The Wu Gorge The Xiang River Big Historical Went Passed Sailed Took pictures The Xiling Gorge

The dam 课文复述

Text Retelling Distant During the Spring Festival in 1997, Peter Hessler, a young American teacher, went on a trip along the Three Gorges with his colleague. The first day, they left Fuling and sailed downstream. They traveled the first narrow Qutang Gorges, where the river rushed through high mountains. The next morning, they went through the Wu Gorge. Then they passed the Xiang River, home of Qu Yuan. As they came out of the Xiling Gorge, they sailed into the construction site of the dam. They took some pictures there. They saw the Chinese flag blowing in the wind. There was a large sign, which said, “Build the Three Gorges Dam, and Exploit the Yangtze River.”

德育渗透

Moral Education

After learning the travels, the students should be aroused to love the nature and life. Educate them to have the positive and optimistic spirit and the noble character of patriotism. Encourage them to establish the lofty ideal .In order to make the homeland prosperous and people live and work in peace and contentment, they should make determined efforts to better themselves, study hard and devote their own power! 写作特点

Writing Characteristic

1. Catch the features of the scenes and sightseeing and describe them in order of space. 抓住场面和景物的特征，按照一定的空间顺序进行描写。

2. Use the figure of speech to personify the nature. The words are lively, vivid and lifelike, which make the readers so delighted in the beauty of the landscape that it seems as if they were in the real situations and deeply long for the Three Gorges.

运用拟人的修辞手法，语言生动形象，栩栩如生，令人陶醉，使读者犹如身临其

境，令人心驰神往。

3. Lay the stress on the main subjects and purpose, with the exact words to write the details and briefs properly. 目的和主题突出，详略得当，用词准确，描写细腻。

4. Use the first person to make the travels real, natural and sincere. 第一人称的使用，使文章亲切自然，真实感人。

文章体裁

Writing Style The text is travel notes. During the Spring Festival, a young American teacher went on a trip along the Three Gorges with his colleague. The writer described the whole scenery in order of space, using the first person. Not only did he describe the natural beautiful sightseeing while going boating along the Three Gorges, but he wrote the social life there. The beauty of the Three Gorges the writer described made a deep lasting impression on the readers. The description of the scenes and sights of the cultural interest also lead us to think deeply and make us consider further.

本文是一篇游记。作者以第一人称的形式描写了一位美国外教和他的同事一

起在春节期间乘船游历长江三峡的经过。不仅描写了整个乘船游历长江三峡过程中所看到的自然美景风光，而且也描写了社会生活场景。作者笔下美丽的三峡给读者留下了深刻的不可磨灭印象。人文环境的描写，引人深思，发人深省。

中心思想

Main Idea The passage draws an outline of the picture of prosperity by describing the busy trade ships and the history legends along the river, the national flag and the huge sign at the dam enhancing each other’s brilliance. The writer makes a piece of music called “The sonata of the Three Gorges”, which is of great momentum. It shows that in modern times, the Party’s reforming and opening policy makes China strong and people rich, the whole Chinese people are carrying forward the fine traditions and struggling for the better and happier.