联系本站客服加+微信号15139388181 或QQ：9899267 |
视频标签：the Pole
所属栏目：高中英语优质课视频
视频课题：信息素养提升实践融合创新应用教学案例（安徽）高中英语必修二Unit5 Human and Nature Lesson 1 Race to the Pole
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
高中英语必修二Unit5 Human and Nature Lesson 1 Race to the Pole
融合创新应用教学案例 教学设计
| 教师姓名 | 学校名称 | ||||||
| 学 科 | 英语 | 年 级 | 高一 | 教材版本 | 北师大2019版 | ||
| 课题名称 |
Unit 5 Lesson 3 Race to the Pole |
课 时 | 第一课时 | ||||
| 教学内容 | 了解英国探险家Scott 和挪威探险家Amundsen去南极探险的过程，并主要描述Scott带队的探险队的感人故事，感受其坚持不懈的顽强精神及为科学献身的无畏精神。 | ||||||
| 教材分析 |
本课是一节阅读课，主要记叙了英国探险家Captain Scott和挪威探险家Amundsen之间展开的去南极探险的感人故事。该语篇主要描述了英国探险家Captain Scott带领的探险队伍从出发、中途马匹冻死、手推雪橇困难前行、到达南极时看到挪威国旗时的震惊，知道输掉了这场比赛。Captain Scott和队友在返回途中，虽然困难重重，但他们仍然从南极带回了有科研价值的石头。遇到暴风雪，忍饥挨饿，无法返回到最近的补给基地，最后全部壮烈牺牲。斯科特没能赢得极地探险比赛，但他和他的队员表现出的巨大勇气使他们成为了英雄。 高一学生已经掌握了一定的阅读技能且具有一定的共情能力，但两方面都尚需提高。 |
||||||
| 教学目标 |
Knowledge aims: By the end of the lesson, students will be able to, 1)gain the main information about the two teams’ explorations to the south pole. 2)understand the long and difficult sentences in Scott’s diary and produce empathy for the great team. 3)describe the great qualities the heroes have, and learn from them. |
||||||
| 教学重难点 |
How to improve students’ understanding and critical thinking abilities through reading the passage. How to guide students to feel the explorers’ great spirits and arouse their emotional empathy. |
||||||
| 教 学 过 程 | |||||||
| 过程设计 | 信息技术应用 | ||||||
|
Step 1 Lead-in Show a picture of penguins, leading into the topic of this lesson. Ask students to talk about how much they know about the Antarctic. Step 2 Pre-reading Students think about the challenges the explorers may meet on the journey to the south pole. Step 3 While-reading Task 1 Read for structure Ask students to skim the text to divide the passage into four parts and match each part with the main idea. Task 2 Read for details(individual work) Ask students to read the passage carefully and fill in the blanks to learn about the specific information about the exploration of the two teams. Task 3 Mind-mapping（Group work） Students read the first two parts again , then work with their partners and make a mind map of the two teams’ journeys. Then ask some students to show their mind map in front of the whole class. Task 4 Read and infer (Pair work) Students read the last two parts again, and describe the change of feelings of Scott’s team and fill in the graph. Step 4 Post-reading After reading, students think about the following questions. Why do you think the writer used the word “race” in the title? Would you say that Scott and his team were losers or heroes? Why or why not? Step 5 Summary Play a short video which is about Chinese heroes fighting against the COVID-19, and ask students to think about a question “What makes a true hero?” Step 6 Homework 1. Polish your mind map and share it in the next lesson. 2. Search online the main events in China’s Antarctica exploration. Why do people try to explore the toughest part of the Earth? |
Step 1设计意图：通过图片，引导学生关注到本课主题南极探险，讨论关于南极的信息，拓展学生知识面. Step 2设计意图：引导学生思考，去南极将要遇到什么困难和挑战，为接下来的阅读预热。 Step 3任务一设计意图：引导学生略读全文， 把握全文结构，并分段，总结大意,第一遍读，把握文章整体结构，有利于更好地理解文章。 任务二设计意图：引导学生通过细读，获取两位探险家探险过程的主要信息。 任务三设计意图：小组共同制作思维导图，全面地了解两个探险队的探险路径及过程，同时对斯科特队伍的细致了解为后文感受此队的艰辛探险过程奠定基础。 任务四的设计意图： 通过小组讨论并推断斯科特队伍在不同阶段的情感变化，感受斯科特探险队的坚韧的意志,无私的品质和无畏的探索精神。 Step 4设计意图：通过探索题目“race”的深层含义，及对斯科特队在这场比赛的输赢，引导学生对课文进行更深一层的探讨，有利于学生批判性思维能力的养成。 Step 5 设计意图： 播放中国抗疫英雄的感人视频，进入情感升华教学阶段，孩子们思考英雄品质，从而产生共情，努力学习，不赞网红不追星，向抗议致敬并学习其优秀品质，报效伟大祖国。 作业设计意图：学生修改并润色思维导图，进一步了解两队探险过程，同时搜集中国南极探险资料，思考探索南极的意义，培养学生批判思维能力。 |
||||||
| 板书设计 |
 |
||||||
| 教学反思 |
上完本节课有以下几点反思：
|
||||||
视频来源：优质课网 www.youzhik.com
