To the south pole 阅读课.doc

Teaching planType of lessonReading classLessonTo the south poleTime40 minDesigner黎树权 英师2班 20152801046； 余和彦 英师2班 20150810068；张子墨 英师2班 20150401085； 陆家琪 英师2班 20160221022；罗惠文 英师2班 20160221143；Analysis of the studentsl Students have already read the preceding passages which are in the same topic of travel. So students are familiar with this topic. l After leaning the preceding texts, students have already known how to summarize the main idea of the passage with the skimming skills but they still need more practice.l Thought students have already learned the skill of scanning, how to analyze a passage and make a mind-map, it is still a difficulty for students. So the students should be given more guidance and examples.l Students have already known how to analyze the characteristics of people.l Students have already known the usage of simple present tense, simple past tense, present perfect and simple future tense. But they dont know much about the function of them.l Students are not familiar with the expedition to Antarctica and the geographical features of the Antarctica.Analysis of the teaching materiall The teaching content of this class Lesson21 of Unit7-Journey. Lesson 19 is a travel book about the journey of the silk road. Lesson 20 is a poem that compares life to travel. Lesson 21 describes the difficult process of Antarctic exploration. The three articles cover different trips, bringing students from different perspectives to the distance or near, or the actual or spiritual journey, and interprets the theme of tourism in a variety of ways.l This passage is the essay or diary of the author, which was written when he was a few miles from the destination. The text focuses on the hard experiences of the author and his teams 45-day expedition to Antarctica, and the difficulties they encountered during the expedition: More than 12 hours a day of walking, snow and blizzards, food preparation and foot protection, etc. They overcame all kinds of difficulties with the inspiration, the proper route, the right food and the doctors guard. The author also describes his vision of the destination and the inspiration of the journey. l Through the narration of the experience of various difficulties and solutions encountered in Antarctic exploration. The author makes the reader understand that to succeed in overcoming difficulties, he must not only possess excellent personalities-that is, a strong will, a firm belief, a spirit of never giving up, etc. but also have to be well prepared.l This passage has a typical diary writing style. The author describes the various hardships encountered during the expedition and the way they overcame the difficulties, as well as his vision and comprehension of arriving at the destination. In addition, it indicates the fundamental reason why explorers challenge the success of Antarctica. That is, excellent personal qualities and adequate preparation. l The text uses a lot of simple present tense and present perfect tense to describe the difficulties encountered and overcome by the author and highlight the difficulty of exploration. Use three past tense sentences to indicate the thoughts and feelings that the author had in the past. Use the future tense to express the authors longing for reaching the South Pole, and the present perfect sentences to express his feelings and inspirations in the present he have already haven.l The author also expresses his feelings in the difficult exploration by direct quotation. He also uses the subjunctive mood to express regret when he cant move on because of a foot injury and cant arrive at the destination.l The illustration activates the readers background knowledge about the South Pole, and to think about the difficulties of Antarctic exploration.Teaching objectivesAfter this (reading) class, students are able to:1. Summarize the main idea of the passage after skimming and complete the summary with blanks;2. Analyze the structure of this diary by finding out key words after scanning and complete the mind-map;3. Generalize the characteristics of explorers based on the difficulties they met and ways to solve problems;4. Form a general impression of the function of simple present tense, simple past tense, present perfect and simple future tense;5. Appreciate the personalities explorers showed in their expedition and have a self-reflection by recalling one of the difficulties they have met. The teaching focusl Enable students to analyze the structure of the diary and generalize the characteristics of explorers;l Enable students to have a general impression of simple present tense, simple past tense, present perfect and simple future tense;The teaching difficultyl How much guidance should be given?Some but not all key words should be given in the mind-map as a guidance;Examples should be given to students to help them generalize the characteristics;l How to evaluate students learning?Students are required to write a simple diary using at least two kinds of tense. Teaching proceduresWarming-upStep 1(5 min)1. Goalsl To raise students interest in the topic in an interesting way so that they are able to have a better understanding of the feelings revealed in the text.2. Teaching activitiesTeachers activity: l Ask students “Whats the most challenging situation youve encountered in a journey? How do you deal with it?”Students activity: l Answer the questions.Q:“Whats the most challenging situation youve encountered in a journey? How do you deal with it?”Step 2(8 min)1. Goals l Enable students to know the writing style of a diary.l Enable students to have a general view of the expedition process.2. Teaching activitiesTeachers activities: l Let students skim through the whole passage first.l Ask students “Whats the genre of the text? How do you identify it? Where can you find it?”l Ask students to fill in the blanks according to the journey.Students activities: l Answer the questions.l Fill in the blanks.Q:l “Whats the genre of the text? How do you identify it? Where can you find it?”l When: ( Day 45 of the expedition)Where: ( On the way to the South Pole)Why: ( For expedition)What: ( Challenges in the journey)Difficulty 1: ( Hard to move over the snow and ice.)Solution 1: ( We have planed the route well.)Difficulty 2: ( Preparing food)Solution 2: ( Make sure we eat the right food so that we can continue the journey with enough energy.)Difficulty 3: ( To protect our feet)Solution 3: ( The doctor treated us well and kept us in good shape.)Step 3(12 min)1. Goalsl To develop students reading abilities in terms of finding details from the text. l To enable students to summarize the qualities of the expeditors on their own on the basis of given details from the passage. (Note: the answers are varied and not fixed.)l To train students reading skills of spotting signal words when they are reading a long passage.2. Teaching activitiesTeachers activities: l Teacher is supposed to create a table beforehand and print it out as handouts for students.l In order to demonstrate how to correctly summarize the qualities of the expeditors, for the first row, teachers should give examples to students as necessary guidance.Students activities:l Students are supposed to read the whole passage and fill in the blanks of the table according to the text. l Students Sheet: Indicators / signalsDifficultiesIndicators / signalsHow they overcame the difficultiesQualitiesvery difficultWalk around _ hours a dayHoweverRole model: _ - the journey more than 100 years ago.Never give up too early(1)Action: _;(2) Poor visibility: _preparing food, e.g.(1) _(2) _(1)_(2)_ifteam doctor: (1) _(2) _l Feeling about standing at the South Pole: _.l What the expedition taught / A lesson taught through the expedition: (1)_;(2) _.l Keys: Indicators / signalsDifficultiesIndicators / signalsHow they overcame the difficultiesQualitiesvery difficultWalk around 12 hours a dayHoweverRole model: Roald Amundsen - the journey more than 100 years ago.Never give up too earlySpecial, never going to end(1)Hard to move over the snow and ice;(2)Poor visibility due to storms - hard to see more than a few meters aheadLuckilyThey had planned the route well.Well-preparedAnother challengepreparing food, e.g.(1) eat hot food fast(2) nuts and sweetsEven soeat the right food with enough energyAlways be cautious and carefulthe hardest part(1)Feet protections(2)Injuriesifteam doctor: (1) treated injuries well(2) kept them in good shapeNot light-hearted towards anythingl Feeling about standing at the South Pole: wonderful.l What the expedition taught: (1)overcome all kinds of difficulties before success(2) never give upStep 4(12 min)1. Goalsl Provide an excerpt about Antarctic and enable ss to further know more about the difficulties in Antarctic and analyze why it is hard to travel and live in Antarctic.l Enable ss to use sentences to describe what difficulties they will encounter and how they solve it if they travel to Antarctic. 2. Teaching activitiesTeachers activity:l Show the short passage and let ss read for 3 mins and ask them to find out the main difficulties in Antarctic.l Ask the ss to describe what they will do to overcome the difficulties if they travel to Antarctic. Students activity:l Read the passage and find out the main difficulties shown in the text.l Describe how to solve th