资源简介

Unit 7 What’s the highest mountain in the world Section A(3a-3c) Qomolangma - the Most Dangerous Mountain in the World
一．Teaching aims
1.Knowledge aims.
①key words and phrases：
achievement, southeastern, thick, include, freezing, condition, succeed, challenge, in the face of , even though, run along and etc.
②key sentences: The Himalayas run along the southwestern part of China. One of the most dangerous sports is mountain climbing. It is the highest mountains in the world. It is 8848.86 meters high.
2.Ability aims.
①students can use different reading strategies to get the main idea and more specific information of Qomolangma..
②Students are able to use the comparative and superlative of the adjectives to introduce some places.
3.Emotional aims. Students learn the spirit of the climbers: never give up; challenge themselves and overcome the difficulties.
二．Teaching key points.
1. Students can master different reading skills, extensive reading and intensive reading.
2. Students are able to use the comparative and superlative of the adjectives to introduce some places.
三．Teaching difficult points.
1. Students are able to read the names of famous places and numbers.
2. Students are able to use the comparative and superlative of the adjectives to introduce some places.
四．Teaching procedures
Step 1 Warm up and lead-in.
Boys and girls, let’s guess. What am I drawing
Do you like climbing mountains Why or why not
What about this one Which mountain is it
〖设计意图〗：
新课标指出，要丰富课程资源，拓展英语学习渠道，为学生创设真实和鲜活的语境，符合学生的认知水平和心理特点.没有问题就难以诱发和激起学生的求知欲，问题是学生学习的动力和起点。通过 free talk，有助于集中学生的注意力，训练语言输出的能力，激发学
生学习的积极性。
Step 2 Before reading
Let’s enjoy a video and answer the following questions.
It’s the ______ (high) mountain in the world. It’s 8848.86 meters high. It’s the ______ (famous) places for climbers.
〖设计意图〗： 本环节通过播放珠穆朗玛峰的视频，直观生动地了解地理位置、体会登山的困难重重，同时为阅读文章做好铺垫，也为更好地理解登山者的精神做好铺垫。
T: Do you want to know more information about it Let’s find the answer in our passage. Ask students turn to page 51.
Step 3 while reading
1. T: firstly, look at the title and the picture in our text. Can you guess what’s the passage mainly about
A: The introduction of Qomolangma
B: Dangers in Qomolangma climbing
C: Many people climb Qomolangma
2. Ask Ss to read the passage quickly and match each paragraph with the main ideas
.Para. 1 Spirit of climbers
Para 2 Achievements of climbers(achieve v.)
Para 3 Facts and dangers
〖设计意图〗：通过这个环节，使学生对文章有一个整体的把握，并通过连线段落大意，检验学生的理解程度。
3. T: Let’s go on reading.
Read paragraph 1 and find out the facts and dangers of Qomolangma
4. T: Why does the writer tell us the facts and dangers of Qomolangma
A: To stop people from going there.
B. To ask people to climb Qomolangma.
C. To show us it's very difficult to climb the mountain.
5. T: Can you imagine other dangers for the climbers
6. T: Have any people reached the top before
Let’s read paragraph 2 carefully and find the answer.
Fill in the chart
7. T: Many people wen to Qomolangma, even though some people lost their lives. So why do so many people risk their lives to climb it
Let’s find the answer in paragraph 3.
Why do so many climber risk their lives
What spirit do the climbers show us
〖设计意图〗：
通过本环节，训练学生不同的阅读技巧，培养学生对所阅读的内容进行理解和归纳的学习能力。此过程中，学生可以根据需要通过小组进行合作学习，分享自己快速查找信息的方式方法，提高阅读技巧。
8. T: Let’s discuss. What other spirit can we learn from the climbers Never give up; challenge themselves in the face of difficulties; great perseverance; teamwork...
〖设计意图〗：
本环节旨在培养学生对所阅读的内容进行理解和归纳的学习能力，同时激励学生热爱祖国的大好河山，并拥有直面困难、挑战自我的勇气。
9. Summary
T: Close your book and fill in the blanks.
One of the most______ sports in the world is mountain climbing. And one of the ______(popular) places is the Himalayas. Himalayas ______ ______ the southwestern part of China. It is______ meters high and so is very dangerous to climb. Thick clouds______ the top and snow can______ very hard. Even more serious difficulties______ freezing weather conditions and heavy storms. The first people______ the top were Tenzing Norgay and Edmund Hillary on May 29,1953. And the first woman______ was Junko Tabei from Japan in 1975. Why do so many climbers risk their lives One of the main reasons is that people want to ______ themselves in the face of difficulties. The ______ of these climbers show us that we should never give up trying to______ our dreams. It shows that humans can sometimes be stronger than the forces of nature.
Step 4 After reading
1. Exercises
( ) 1．Which of the following is NOT true about Qomolangma
A．It's the highest mountain in the world．
B．Thick clouds cover its top．
C．Heavy storms often happen on it．
D．The air on it is too thick．
( )2. ________ was the first woman to reach the top of Qomolangma．
A．Tenzing Norgay B．Edmund Hillary
C．Junko Tabei D．A Chinese team
( )3．Why do so many climbers risk their lives to climb Qomolangma
A．Because they want to challenge themselves．
B．Because they are in the face of difficulties．
C．Because they are stronger than the forces of nature．
D．Because there is snow all the year round there．
( )4．What does the passage want to tell us
A．Qomolangma is very dangerous to climb．
B．A Chinese team once reached the top of Qomolangma．
C．Freezing weather is common on Qomolangma．
D．Humans can be stronger than the forces of nature if they don't give up．
2. Writing
What is the “Qomolangma” in your study
How will you solve it
Write a passage about it. Reference words: in the face of; give up; even though; try one’s best; succeed...
〖设计意图〗： 本环节旨在让学生利用本节课所学的知识和目标语言进行语言输出，真正地提升了学生综合运用语言的能力。同时，在本课结束时，教师升华本课的德育意义：勇于直面困难，挑战自我。Step 5 Homework.
A. Write a passage about the “Qomolangma” in your life.
B. Surf the Internet to know more about Qomolangma.
课后反思
在导入部分，采用与学生对话的方式引出爬山这一话题。同时通过播放关于珠穆朗玛峰的视频激发学生的求知欲和学习兴趣。通过设置不同的阅读任务，训练学生快速阅读和仔细阅读的技巧，从而理解本课的主题，并对所学知识进行熟练应用。老师在阅读过程中介绍了一些重要的阅读方法，比如通过关键词猜测文章大意，带着问题去文章中搜寻答案等等。学生通过参与到各项情境活动中，完成不同的阅读任务，尤其是掌握问题探究和小组合作学习的方法。本课通过学习珠穆朗玛峰的相关知识，引导学生热爱祖国大好河山，并学习直面困难和挑战自我的精神本节课的亮点：以多种教学手段开展教学活动，以培养学生阅读技巧为中心。以学生为主体，教师为指导，由浅入深，通过“快速浏览，提炼大意，细节捕捉，合作探究和交流应用”，全面培养学生听、说、读、写四方面的能力，尤其是阅读能力，教学效果令人满意。
本设计的不足：分层教学在本课中贯彻的不足，由于学生个体的差异，学习基础的不同，还需要老师的进一步学习与耐心启发、引导。同时在小组讨论环节，可能话题对孩子们来说有点难度，所以应该更仔细的对学生进行引导，应该提供一些词汇和短语以帮助学生进行语言输出。

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