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Ⅰ. Analysis of Teaching Contents
Teaching content: Book 3 Unit 5 What an adventure!
Teaching method: interaction, guide-discovery.
Theme context: man and self( life and learning)
Type of text: essay
Analysis of the text:
The text is an essay, in which the author uses a lot of examples and some scientists’ words to analyze the adventurist’s nature and the value of adventure.
Ⅱ. Analysis of Student
The students in class 9 have a moderate level of English, but they have basic reading skills. Students have done some simple reading exercises in the previous reading class. And they are familiar with the words or expressions. At the same time, students have a serious learning attitude and a high degree of enthusiasm for learning. However, they are not familiar with some related background information about Qomolangma.
Ⅲ. Teaching Objectives
Students can understand the main idea of the text--the reasons why people want to take risks and the value of it.
Students can learn different opinions and analyze the structure of the text.
Students can have a deep understanding of the nature of adventurists and the value of adventure, and can make comments.
Ⅳ. Focal Points
Students can understand the main idea of the text--the reasons why people want to take risks and the value of it.
Students can learn different opinions and analyze the structure of the text.
Measures:
By the guidance of the teacher and providing some reading strategies before doing reading exercises.
By analyzing the structure of the text together with students.
Ⅴ. Difficult Points
Students can have a deep understanding of the nature of adventurists and the value of adventure, and can make comments.
Measures:
By providing some expand knowledge and summarizing the key points with students and doing group work.
Ⅵ.Teaching Assessment
Can you understand the main idea of the text--the reasons why people want to take risks and the value of it
Can you learn different opinions and analyze the structure of the text
Do you have a deep understanding of the nature of adventurists and the value of adventure, and can make comments
Ⅶ.Teaching flow chart
ⅧTeaching Procedures and Time Allotment
Stage 1 Lead in (5 mins)
(Purpose: To activate students' prior knowledge and lead in the topic.)
Predict what it is based on the descriptions as follows.
one of the most demanding area to human-beings on the this planet
well-known as the highest peak in the world
Some lost their lives on the road to the top, while some left their footprints on the peak
It is also named Mount Everest
Stage 2 Pre-reading (5 mins)
(Purpose: To arouse students' interest with real-life situations and involve
them in active thinking.)
Read for more facts.
Stage 3 While-reading (15 mins)
(Purpose: To train ss' skimming skill to get the main idea of the passage and to teach ss the way of giving definitions and help them further understand the argument.)
Step 1 Read for the main idea and structure
1. Para I A. The scientific reasons behind taking risks.
2. Para 2-3 B. The way to measure the risks we take.
3. Para 4-6 C. The common situation of climbing Qomolangma
4. Para 7 D. The famous examples and comments about climbing
Tip: Skim to find the kev words and topic sentences.
Suggested answers: 1.C 2D 3A 4.B
Step 2 Read for detailed information
Task 1 Read Para.1 carefully and answer the questions.
What are the risks of climbing Qomolangma How risky are them
Why are so many people willing to take the risks
Possible answers:
Crowds, discomfort, danger, extreme cold, low air pressure, and the risks of sickness and death.
The experience is unique and powerful.
Task 2 Read Para.2-3 and fill in the blanks.
Name:___________
Reasons: What we get form this adventure is just____________. We _________live to eat and make money to____________.That is______________and ___________.
Result: Sadly, Mallory would_____________although his body_______________.
It is still not known if he________________________________________________.
Name:_______________
Reasons: It brings into focus______________________. It forces you really have____________________________
Result: He___________ Qomolangma________________and________________
Suggested answers:
Task 3 Think and share
What do they have in common
Do you agree their opinions and why
Suggested answers: follow, risk and challenge themselves
Task 4 Read Para4-5 carefully and answer the questions
What is Type T personality
Who developed it
What will people with Type T personality do and say What are their deep thoughts when they present like these
Suggested answers：
The people with " Type T" personalities are risk-taking and thrill-seeking
Psychologist Frank Farley.
They said they are experts. It indicates that they are confident and tend to brave challenges and owe courage to overcome them.
Task 5 Read Para.6 and work out the equation
Suggested answers:
Task 6 Read Para.7 and choose the right one
Choose the author’s purpose in writing the passage.
1. To encourage people to climb Qomolangma if fully prepared, as risks bring many benefits.
2. To remind people to balance the benefits and risks before deciding to climb Qomolangma.
3. To suggest that people stop taking risks and climbing Qomolangma, as the risks outweigh the benefits
Suggested answers: 2
Stage 4 Post-reading (13 mins)
(Purpose: To arouse ss' deep understanding and thinking of the topic and to let ss think further and learn to use the proper examples as well as what they have learned today to support their opinions.)
Group discussion: Is it worth the risks
Stage 5 Assigning homework (2 mins)
(Purpose:To consolidate what ss have learned and practiced in class)
Finish one of of the following tasks.
Write an introduction of the climbers in the passage.
Surf the Internet and discuss how we develop “Type T” personalities.
Note: T=Teacher Ss=Students 1’=1 minute CW=Class Work IW=Individual Work GW=Group Work PW= Pair Work
Ⅸ Blackboard Design
ⅩTeaching Reflection
Advantages:
The teacher pay more attention to “internalization”. Before doing the exercises, the teacher present some listening strategies and ask students to make predictions. In the stage of while-listening, students are supposed to use the listening strategies. In the stage of post-listening, students should summarize the key points in the listening material and remember them.
Disadvantages:
Lack of interaction may result in the limited feedback from students.
Improvement:
The teacher should design different kinds of activities to the whole teaching to maintain students’ interest for learning rather than single activity.

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