Unit 3 Lesson 9 Never Give Up! 教学设计 1.doc

Lesson 9 Never Give Up! 教学设计教学内容话题：运动精神词汇：pole, give up, explorer, accident, artificial, expedition策略：读前预测；Skimming and scanning；阅读获取信息；第一课时教学目标在本课学习结束时，学生能够：1.通过阅读，找出主人公Janek在南北极探险主要活动的信息；2.通过对主人公行为的梳理和归纳，思考并推理出主人公坚毅不拔的性格品质；3.运用文本信息并结合自身生活体验，以My experience为题进行演讲活动；4.通过体验主人公坚毅的性格品质，提升自身不轻言放弃、努力克服困难的意识和勇气。教学重点1.通过阅读，找出主人公Janek在南北极探险主要活动的信息；2.通过对主人公行为的梳理和归纳，思考并推理出主人公坚毅不拔的性格品质。教学难点运用文本信息并结合自身生活体验，以My experience为题进行演讲活动。教学过程Pre-readingWarm upWarm up and get ready for reading1. Lead in by the title.Ss are going to activate what they have known with the help of the title and pictures.(1)Read the title together.(2)Learn the new word. (Pole)Q1: Where are they? Can you point them out on the map?Q2: How can we call them?(3)Activate the Ss vocabulary which are relevant to the topic.Q3: What do you know about the Poles? Whats the weather like there?2. BrainstormSs are going to brainstorm some words related to the topic with the help of the pictures and questions. Q: Do you think it is difficult to go to the Poles? Why or why not? 根据题目和图片，猜测Pole词义，并用图片核对答案，拓展南北极说法。通过图片和问题，引起学生对话题的兴趣，并激活已知词汇及信息。While-reading1st reading- Skimming and scanningRead for the general information1. SkimSs are going to skim the text and find out the main character. Q1: Who went to the poles?Q2: How do you find it? Q3: So what is he doing there?Q4: And he is the youngest explorer. So what does explorer mean? 2. PredictSs are going to talk about what they want to know about the text.Q: What do you want to know about it?3. ScanSs are going to scan the text and match the headings with the paragraphs and underline the reasons as well.(1)Learn the new words.(2)Order the headings.(3)Match the heading with the paragraphs.(4)Check the answers.(5)Check the reasons.4. Focus on the structures.Ss are going to divide the passage into different parts according to their main ideas.Ss can have their own opinions. Reasonable is OK.通过找寻主人公介绍进行跳读训练。通过问题和语境，引导学生推测新词explorer。根据题目，引导学生思考自己想了解哪些相关信息，激发学生阅读兴趣。通过搭配小标题的活动，理清文章基本脉络。预测小标题顺序，发散学生思维。充分让学生发表自己的看法，鼓励学生思考。2nd reading- intensive readingRead for the detailed informationSs are going to circle out the time and underline what happened to him and what he did.Focus on the facts.(1) Circle the time and underline what happened to him and what he did.(2)Check the answers.通过圈画时间和动作，理清文章脉络，理解故事。3rd reading- deep understandingRead for the feelings and opinions.Ss are going to find out Janeks different feelings in different period of time and the writers opinions.1. Draw the time line and focus on the language.(1)Learn the new word. (artificial)(2)Get the detail information. Q: What is the best answer? Did he accept the invitation?2. Focus on the feelings.(1)Make an example.(2)Guess the how Janek felt. Q1: What did Janek do?/What happened to him? Q2: How did he feel at that moment? Q3: If you were him, how would you feel?3. Focus on the writers opinion.(1)Find out the writers opinion.(2)Understand the writers opinion.(3)Find out why the writer thinks so.4. Focus on the logic.(1)Find out the difficulties he met.(2)Find out the result.(3)Find out how he did to get the result.通过时间数轴，理清故事发展脉络。在语境中处理生词。阅读文本，推测主人公的感受，创设情境，引导学生体会主人公的精神品质。获取并理解作者观点，并推导出作者这样认为的原因。理清学生画出动作的内在联系及逻辑关系。4th reading- after the tapeRead after the tape.Ss are going to read after the tape.Post-readingTask1. Interview and reportSs are going to make an interview in pairs.Task 1: 假设你是二十一世纪报的小记者，现在你有机会采访Janek，你想不想问他一些问题呢？(1)Work in pairs. One is the reporter, the other is Janek.(2)Make an interview.(3)Present in class.2. I wont give up!Task 2:学校为了号召我们学习Janek的坚毅品质，现举办以“I wont give up”为主题的演讲比赛，请你参赛。 到目前为止你遇到了哪些困难？读了这个故事之后，你将如何去面对困难呢？请你谈谈你的想法吧。 (1) List at least two difficulties. (2) List what youll do to solve them.(3) Describe your feeling using adjectives（形容词）. (4) Make your speech logical by using conjunctions(连词), such as and, but, whats more, etc.(6) Practice by yourselves. (3mins)(7) Share in pairs. (3mins)(8) Present in class. (9) Finish the self-evaluation after class.3. Sharing.Nothing is impossible to a willing mind. 有志者事竟成。通过小组采访和回报的方式，将本课知识进行内化，并表达自己的看法。结合自身，进行话题下输出，并增强学生面对困难、客服困难的决心。18Homework: 1.Read the passage after the tape.2.Write down your own experience on your handouts.3.Share your experiences with your classmates. 第二课时教学目标在本课学习结束时，学生能够：1.通过观察、分组、总结等方式，归纳出形容词副词比较级、最高级的变化规则并运用，理解形容的表达作用。2.正确使用比较级、最高级描述本课练习五三个俱乐部的情况，并会回答相关问题。3.正确使用比较级、最高级描写小组内同学的活动表现。4.会运用正确语调进行朗读和提问（特殊疑问句和选择疑问句）。教学过程PreparereviewRead the passage and answer questions.回顾已学，为新知识做准备。PresentGroup the adjectivesStep 1. Find out the adjectives and adverbs to describe him and the difficulties he and his friends met. answer questions:1.Was it easier for them to explore the South Pole than they explored the North Pole?2.What does the writer think of him? When a famous polish explorer asked him to go to the North and South Poles with him, he gave the best answer, he had his most important journey.Step 2. Ask the Ss to observe these adjectives and adverbs and find out the differences among them.Step 3. Group these adjectives with the help of the examples.PresentSum up the rulesStep 1. Ask the Ss to observe the different patterns.Step 2.group the words.Step 3 Try to work out the patternsStep 4 Sum up the rules.Step 5. Ask the Ss to try some new words. (These four words are common used words, but they are not followed the regular patterns.)Step 6. Ask the Ss to fill in the blanks with the help of the rules they have just summed up.学生分组、总结等方式，归纳出形容词副词比较级、最高级的变化规则并运用规则写出一些单词的比较级和最高级。 Productactivities1.观察三个俱乐部的情况，用比较级和最高级描述情况并回答问题2.读句子并按实际情况回答问题。3新来的班主任想要了解一下班里各小组学生的基本情况，请你用我们今天学习的比较级和最高级在小组里设置问题进行调查(问题可以自己创设，不一定局限在exercise 6)，并汇报。4. 今天进行小组活动（板报小组，英语剧组，物理实验小组，篮球队