ATeachingDesignforJourneytotheAntarctic

1、A Teaching Design forJourney to the AntarcticDesigner：zhao yanzhiHeXian NO.1 Middle SchoolA Teaching Design for Journey to the AntarcticTeacher：Zhao Yanzhi Students：Class 12,Grade 1Teaching material：Unit 8 Lesson4 Journey to the Antarctic (The first period)-Module 3 BNUPTime needed：45mins1The analys

2、is of the studentsThe students are mostly 16 years old in the class, of whom 20arethe ones who were not admitted formally. On the whole ,their English is fairlygood, but some cant keep up with the rhythm of the class. The students havemastered some skills in listening ,speaking，reading and writing a

3、fter learningEnglish for more than 6 months in senior high school,and with the teachershelptheycanusethelanguagetoanalyzeandsolveproblems.However ,according to the requirements from the Currriculm,the studentsshould develop their skills in using English.The students have known much about the topic“A

4、dventure”in Unit8on the basis of the previous three lessons and they have practised their fourskills on the topic. Therefore ,the students have the ability and knowledge tolearn the text“The Race to the Pole”in Lesson4.From the aspect of the students ,the teacher will make full use ofteaching aids a

5、nd create real situations to arouse the studentsinterest so thatthe students (especially for the ones who are not good at English )cancontinuously build up their confidence and use some practical ways toimprove their integrating skills.II The analysis of the teaching material1A brief analysis of the

6、 lessonThe lesson ,focusing on skills ,is made up of two parts. In the period,the students will deal with the text“The Race to the Pole”,which tells abouttwo teamsexploring the South Pole and the difficult return journey. Thematerial will help them improve their reading skills and speaking skills.Be

7、sides, the students can learn about the courage and the spirits that theexplorers showed in their expedition ,which of course will inspire thestudentscourage to face and overcome the difficulty in their study and life. Onthe other hand , the students can realize the importance of the process andknow

8、 how to judge the process and the result. Whats more ,the topic in thetext is more or less familiar to the students ,so the students can have a desireto express their opinions.2The concept of giving the lessonThe period will offer chances to the students to use the readingstrategies to finish readin

9、g thetext T“he Race to the Pole”. But the text is alittle long and difficult ,so it is not easy for the students to finish the given tasksin the limited time .Therefore ,a better way is that on the basis of predictionand fast reading the students further understand the text with key words andrelated

10、 questions . In fact,it is the proceess where the students use anddevelop their reading skills.皿Teaching aims1 Language knowledge and skillsThrough the text“The Race to the Pole”the students can grasp somewords and phrases related to the expedition in the Pole and they can reviewthe adjectives used

11、for describing a person. In addition ,the students willdevelop the abilities in obtaining information ,analyzing information ,solvingproblems and using English to express what they will leran in the period.2Moral educationBy learning the text“The Race to the Pole”,the students wiil knowmore about th

12、e hardship in the expedition in the South Pole .After learning theexplorersspirits and virtue ,the students will realize the necessity andimportance of making efforts in life .Moreover, the students will know that ahero cant just rely on his perfect results. Also,in the period ,the students candevel

13、op the awareness of cooperation in study.3Cultural awarenessThe text“The Race to the Pole”will help the students understand theexploring spirits and persistence in human beings ,which has been advocatedin society and corresponded to the development of the times.IV Teaching strategies1 The theoryIt i

14、s stated in the Standards of the English Currriculm that the Englishcurrriculm shuold use and exploit resources,offer students the healthyresources which are close and similar to the reality ,life and the times and thatteachers should use various methods and ways to enrich the resources andenlarge t

15、he opportunities and channels to use English. According to thestatement above and the studentscharacteristics in psychology as well ascognition , the multi-madia must be fully used and different ways and methodsare adopted to make the students and the teacher interact in class; In theperiod the deve

16、lopment of the language is the centre and the improvement ofreading skills is the main purpose ,which can promote the studentsability tofurther use English. The mode is demonstrated by the chart below：InformationInformationInformation- -inputProcessingoutput2Teachi ng approachesThe text is a bit dif

17、ficult for the stude nts ,so the task-based method , thesituati onal method and the com muni cative method will be used.Besides, themulti-media and online resources can make the students have feeli ngs ofhapp in ess and succeessduri ng the process of deali ng with tasks. To thestude nts whose En gli

18、sh is not good eno ugh, they can an swer some easyquesti ons with the teachers in spirati on so that they have more passi on toparticipate in class.3Lear ning methods/ strategies of the stude ntsThe moder n En glish teachi ng stre ngthe nsthe fact that the teachershould guide the stude nts to lear n

19、 actively and help them form a lear ninghabit to develop their ability.The present teaching materials are of humanity .Therefore, cooperati on (pair work and group work) on the basis of individual work will be adopted in the period.VTeaching proceduresStep1 Lead-i n1) After the greetings ,the teache

20、r directly shows the picture of penguinsto the class and gives the question Where do penguins live ”which will bringout the key words The South Pole(Antarctic).Next the students work in pairsor groups to talk about the South Pole( An tarctic).l n order to simplify thediscussi on the teacher can ask

21、the class to discuss from the aspects ofclimate,resources and reside nts.A nd the n the teacher shows more picturesabout the An tarctic.2) After the discussion ,the class and the teacher agree that it is difficultand even dangerous to go to the South Pole.But many exploers and scientistshave exploer

22、ed the land since many years ago .Here,the teacher gives thequestions Who first reached the South Pole?and How much do you knowabout the first exploration to the South Pole?.At this time , the teacher givesthe titleJour ney to the An tarctic.Step2 PresentationIn this step ,the teacher shows the lear

23、ning objectives to the class sothat the students can better understand what they will learn and do ,and it willarouse the stude nts in terest and desire to lear n, which in turn hleps theteacher finish the tasks.The objectives：1)Use the readi ng srtategies to read the texThe Race to the Poiea ndmast

24、er the contents of the text2)Lear n and use the Read ing Strategies -Deali ng with difficult words3)Lera n about the first explorati on to the South Pole and theexplorersspirits and virtueStep3 Pre-readingThe activity helps the stude nts fast un dersta nd the text .In thestep,the students use the st

25、rategies Prediction”that they have learnt before.1)The students use the titleThe Race to the Poieand the pictures withwords in the text to make a prediction about the text.2)The stude nts and the teacher in teract to fin ish the followi ng senten cesThe text is about two teams,Roald Amundsens team a

26、nd CaptainScotts team,raced to the South Pole.Accordi ng to the pictures and theirlooks ,we can con clude that Amun dstersteam won the race.It means thatAmun dste nsteam reached the South Pole first.(The stude nts can get the un derli ned words from their predicti on)Step 4 While-reading1) Fast-read

27、 ingGive about 4mins to the students to read the text .Here,the studentsshould use the topic sentencein each paragraph.And then the students finishthe tasks.Task 1 Check the predicti onTask 2 Answer the question：Does the text focus on the racebetwee n the two teams to the South Pole?After the studen

28、ts give the answer No”the teacher hints that the title ofthe text is not the best and asks the students to give another title.(This timethe class are divided into 8 groups and they compete for the best).Theteacher collects the answers from the class and decides the best title with theclass.During th

29、e process, the students can give the key words difficult、returnjourney、courage which are important to decide ano ther title for the text.Task 3 Divide the text into several parts and use the key words to givethe main idea of each part.The task is based on task 2 .Taking time and difficulty into con

30、sideration ,the teacher shows the follow ing to the stude nts to help them finish thetask.The Race to the PoleThe Difficult Retur n Jour neyThe Extraordinary CourageGive the stude nts about 7mins to read the textaga in focus ing on the details.Here ,the teacher first shows the tasks to theclass.And

31、the class read the text with the tasks,which can help them finish thetasks easily and quickly.Task 1 Lear n and use the Readi ng StrategiesDeali ng with difficultwords.In order to help the students whose English is poor understand thestrategies, the teacher can show the Chin ese meanings of the Read

32、 ingStrategies on the screen.( In fact, the students can get the meanings of thewords hopeless、cheerful、shocked”by using word-building)Task 2 Complete the tableIt is based on Ex5(P29)and helps check the studentgability in deali ngwith details and summaryTeamRoald AmundsenCaptain ScottDatestart：start

33、：arrival:arrival:AchievementsReasonsfor successfor failure:The stude nts first find the an swers themselves and the n check inpairs or groups before deciding answers with the teacher.At the sametime ,the teacher points out that good preparation is very important in studyand life according to the rea

34、sons for success and failure listed in the tableabove.Task 3 Finish Ex3(P29)As to Ex3, the teacher can read each sentence to the class while thestudents just listen to the teacher without referring to the book.The stude ntscan give the an swer after each sen ten ce.Themethod can both improve thelist

35、ening skills and help check how much the students undestand the text.Step 5 Post-readingAsk the students to work in pairs or groups to finish the two activities.Activityl:Part 1 para 14:Part 2 para 5 9:Part 3 para 10:2) Close-readi ngWhat adjectives can you use to describe Scott and his men andthe j

36、ourn ey?The activity helps the students learn from Scotbrave team and userelated words and phrases.Activity2:If Scott had made a call to his wife on the return journey, whatwould they have talked about?(Make up a dialogue) The activity is anextension of the contents of the text and also it helps the

37、 stude nts expresstheir feeli ngsn the step, the teacher is an in structor and the stude nts arethe cen ter of the class. To the students performa nces .the teacher will mainly praise what the stude nts have done.Step 6 AssessmentMake a survey about the period.Ask the class to finish the table by ra

38、ising han ds.Self-assessmentTh Ss assessmenton theteacherverysatisfied satisfiednotsatisfiedverysatisfiedsatisfiednotsatisfiedThe students assess themselves from previewingparticipating inclass、understanging the text and finishing the tasks .To the teacher, thestude nts can depe nd on his passi on a

39、nd teachi ng methods.Step 7 Homework1) Work in groups of five or six:Some people thi nk that more and more expediti ons to the South Polehave done much damage to the en vir onment there .Do you agree with theidea? And how can our human beings protect the South Pole well?The activity can help the stu

40、dents use the Internet for their study anddevelop the aware ness of cooperati on.Of course ,it can make the stude ntscare about heated topics in the world and know foreig nerp inions on thetopics.2) Write a passage of about 120 wordsAfter read ing the text ,what is your opinion on the say ing that w

41、hethera pers on can become a hero depe nds on his success or failure?( From thetext we know that Scott and his man became heroes although they failed inthe race to the South Pole)The task is to guide the stude nts how to judge a pers on and how toevaluate the process and the result, and on the other

42、 hand it is usefulfor the students to practise and develop their writing skills弋Teachi ng summary(The less on was give n on April 2,2019 on the teachi ng ope n day)In my opinion ,1 achieved some goals in the period1) Further stre ngthe n the com muni cati on betwee n the stude nts andthe teacher,a nd make the class in teract.2) Always en courage the stude nts in teachi ng and help them build uptheir con fide nee in using En glish3) Organize the students to finish