《Lesson 3 Race to the Pole》教研教学设计（统编北师大版高中必修第二册）

Unit5HumansandNatureLesson3RacetothePole【教学目标】Studentswillbeableto1.readandtalkaboutthedifficultiesthatexplorersface2.readfordeepunderstanding3.summariseinformation4.learnaboutandpractisesuffixes【教学重难点】1.readingforspecificinformationanddeepunderstanding2.summarisingatext【教学过程】1.TalkaboutexploringAntarctica.(1)Readaloudthetitleofthelesson.ReadaboutexplorersandfactsaboutAntarctica.(2)Discussthephotos:a.Whatarethetemperatureslike?b.Howwouldyoudresstodealwiththeweather?c.Howwouldyougetfood?d.Aretherecivilisationscloseby?(3)Usingthisbackgroundknowledge,createaclassdiscussiononthedifficultiesandpreparationsneededtoracetothePole.2.Readthefindout.(1)Remindstudentsthatskimmingandreadingaredifferentwaystounderstandwritteninformation.Nowwewillreadthetext.Whenweread,welookatallthewordsandtrytounderstandthewriter’scompletemeaning.(2)Givestudentsafewmomentstoskimtheexplorers’accountsanddeterminewhattheywillreadabout.(3)Havestudentsreadthroughtheexplorers’accountsagain,nowtheyneedtounderlinethegeneralsentenceandtopicsentenceforeachparagraph.(4)Explaintostudentsthatthetextsinitalicsaretheexactwordsthattheexplorerwroteinhisdiary.(5)Askstudentstounderlineindifferentcolorswhenthetwojourneysbeganandageneralsentenceofwhathappenedtothetwoteams.3.Readagainandcomplete.(1)Introducethetable.Thistablecontraststhetwodifferentjourneys.Let’sreadthepassageoncemoreandadddetailstothetable.Supportstudentsastheycompletethetask.(2)Encouragestudentstorephrasedetailsandideasfromthepassageintotheirownwordswhendiscussingtheirideas.(3)Studentscanusetheirgeneralsentencestofindtheinformationtocompletethetable.4.Summariseandgivereasons.(1)Discuss:a.HowdidScott’steamfeelatthebeginningofthejourney?b.Howdidtheyfeelattheend?c.Whydoyouthinkthischanged?(2)StudentsreadeachdiaryaccountandnoteScott’sfeelingsateachpoint.(3)StudentssummarisethechangeoffeelingsonScott’steam’sreturnjourney.(4)Studentssharetheiranswerswiththeclass.5.Makeinferences.(1)StudentsvolunteertoeachreadanunderlinedsentencefromScott’sdiaryandletter.(2)ReadaloudtheSkillBuilderanddiscuss“makinginferences”.(3)AskstudentstoworkouttheimpliedmeaningoftheunderlinedsentencesaccordingtothetipsgivenintheSkillBuilder.(4)Discusstheanswersasaclass.6.GroupWork:Thinkandshare.(1)Dividestudentsintosmallgroups.Eachgroupdiscussesthetwoquestions.(2)EachstudentexplainstotheirgroupwhyheorshethoughtScot’steamlosttherace.EachstudentcanexplainintheiropiniononhowScottcouldhavebeenbetterprepared.(3)EachstudentexplainstotheirgroupwhethertheythinkthatScottandhisteamwereheroesorlosersandsupporttheiranswer.Studentscanusethedictionarymeaningof“hero”and“loser”tohelpwiththeiranswer.(4)Groupsdiscussthemeaningofthequote“CaptainScottleftarecord,forhonesty,sincerity,forbravery,foreverythingthatmakesaman”.a.WhatdidAmundsenmeanbythis?b.Doyouagreewithhim?Explain.c.WhatexampledidScottgiveforeachcharactertraitlisted?7.CompletetheWordBuilder.(1)Discusswithstudentsthatasuffixisaletteroragroupoflettersthatisaddedtotheendofwordtochangeitsmeaning.(2)Readeachsuffixexampleandwhatitmeans:-tionmeansastateorquality,e.g.,completion;-lessmeanswithout,e.g.,fearless;-fulmeansfullof,e.g.,helpful;-nessmeansastateorqualityandmakesanoun,e.g.,kindness;-lyformsadverbsfromadjectives,e.g.,kindly.(3)Encouragestudentstobuildnewwordsbycombiningtherootwordintheleftcolumnwiththesuffixintherightcolumn.(4)Instructstudentsthattheywillusethewordsthattheycreatedtocompletethesentences.(5)Dividestudentsintogroupsbasedontheirreadinglevel.Allowhighlevelreaderstoreadindependentlyandcompletetheexercisealone.Encouragemiddlelevelreaderstoreadthesentencesquietlyandworktogethertofindtheanswers.Supportlowlevelreadersbyreadingeachsentencealoudandexplainingunknowntermsandtrickysentencestructures.(6)Discusstheanswersasaclass.8.PairWork:Readanddiscuss.(1)Inpairs,studentstaketurnstoreadaloudthesentencesfromScott’sdiaryandletter.(2)StudentsdiscusswhatScottwastryingtosayineachdiaryentryandletter.(3)Eachstudentunderlinesthepartsineachaccountthatmadethemostimpressiononthem.Studentsexplaintotheirpartnerwhythatpartimpressedthem.9.PairWork:Discuss.(1)Inpairs,studentsdiscusseachquestion.Studentscanusethedictionarymeaningof“race”toanswerthefirstquestion.(2)Eachstudentsharestheiranswerswith