资源简介

课题：必修三 U5 Understanding ideas阅读课
主题语境：人与自然——探险活动
【学习目标】(Learning objectives)
1. 基础性目标：I can know some basic information about Qomolangma;
2. 拓展性目标：
I can summarize the main idea of the passage; I can get details by reading and cooperation;
3. 挑战性目标：
I can use the information I know to make a conclusion and share my opinions on the meanings for Chinese climbing Qomolangma.
【重难点分析】(Key and difficult points)
1. 教学重点：学生通过阅读，能够知道珠穆朗玛峰的相关背景知识，理解文章的写作目的，提取主要信息；通过思考和整合信息，概括攀登者登山的原因。
2. 教学难点：学生通过头脑风暴以及和同伴交流，创造性表达攀登珠穆朗玛的益处和风险；能够批判、辩证地认识中国登山者登上珠峰的意义和深度思考其精神。
【教学资源与工具】
(Teaching resources and tools)教材、多媒体课件、黑板和粉笔【教学方法与策略】
(Teaching methods)头脑风暴、提问、讨论、小组讨论和合作学习指导等。
【教学过程】(Teaching procedure)
Step 1: Lead-in(导入)
设计意图：由视频片段《攀登者》导入，吸引学生注意，创设情境。引导学生迅速进入珠峰相关话题，活跃气氛。随后进一步请学生阅读信息，完成知识问答。
Teacher’s activities Students’ activities
1. Present the video to give them a hint about today’s topic and ask students to read about the facts. 2. Request students to circle the key information of Qomolangma and get ready for the quiz. 3. Ask quiz questions: 4. Invite students to answer them. 1. Pay attention to the video, trying to answer the question actively. 2. Get more information from facts reading. 3. Take part in the quiz exercise.
Step 2: To know the writing purpose (找目的)设计意图：略读文本，找出关键词，选出写作目的。
Invite students to identify the writing purpose of the passage and choose the right answer. 1.Read the text quickly and identify the key words; 2.Summarize the writing purpose.
5Step 3: Read for details ---Risks and reasons(读细节) 设计意图：细读文本，理解攀登珠峰的风险，进一步理清文章中提到的两位攀登者选择攀登珠峰的原因是什么，以及文中提到的冒险背后的科学原因分析。
1. Invite students to read the text again and work out the risks of climbing Qomolangma. 2. Complete the blank-filling chart to understand the reasons of the two climbers’ decisions. 3. To think critically, raise the questions “Do you think Mallory’s experience a failure ” and “Why do climbers need physical and mental toughness to climb it ”. 4. Ask students to continue to read about the scientific reasons behind this risk-taking and to conclude it individually 1. Clarify the risks of climbing Qomolangma. 2.Read the text carefully and fill in the blanks to understand the reasons of climbing Qomolangma. 3. Aware of what the need is to climb Qomolangma. 4. Make a conclusion about the scientific reasons behind this risk-taking.
Step 4: Summarize the reasons why to climb Qomolangma or not (作总结) 设计意图：通过学生的同伴合作、抓取关键信息，帮助学生在此环节理顺“原因和风险”，总结归纳文本的主要内容，有助于后面环节的开展。
1. Ask students to work in pairs and share ideas about the reasons why to climb Qomolangma or why not to climb it. 2. Present the list of the reasons and raise further question “Is climbing Qomolangma worth the risks for Chinese ”. 3. Ask students to brain storm and talk in groups. 1. Discuss in pairs about the reasons why to climb Qomolangma or why not to climb it based on the text. 2.Think deeply about the question “Is climbing Qomolangma worth the risks for Chinese ” and share opinions in groups. 3.Aware that the climbers take great challenge not only for their own joy but for our country’s achievement and recognition
Step 5: Writing: Talk to Heroes (与登山英雄对话) 设计意图：创设情境“假设你有机会和中国第一批登上珠穆朗玛峰的登山者们对话”，引导学生思考自己要说的话，写下来，交流分享。
Question: If you were given the chance to talk to one of the Chinese climbers, what will you say 1. Lead students to think about their thoughts. 2. Ask students to write down their comments or ideas. 3. Require students to present their ideas to the class. 4. Present teacher’s words. 1. Imagine you were given the chance to talk to one of the Chinese climbers, write down your words; 2. Share about their words to the class; 3. Aware of the spirits of the heroes
Step 6: Reflection (反思) 设计意图：通过课堂活动，请学生回顾自己在今天课上所学，反思自己的收获与表现，完成自我评价表。
1. Lead students to review the class 2. Require students to complete the self-reflection form based on their performance. 3. Show homework 1.Think about the theme and review the content of today’s class. 2. Use the self-reflection form to assess their performance
Book 3 Unit 5 Understanding ideas: Climbing Qomolangma: worth the risks 课后反思 本节课的设计符合课程标准的要求，教学目标明确，教学环节设计清楚，任务活动由简到难，有层次，有逻辑。体现了以学生为主体的原则，注重调动学生的积极性，激发他们的学习欲望，促使其很好地完成了不同层次的任务。本课亮点一是体现了先学后教的教学思想，导入环节通过自主阅读 Qomolangma背景知识和知识问答等为课堂教学做好准备，带着思考和问题进课堂，有备而来，会产生更好的教学效果。二是学习过程中能够结合信息技术，并进行有效的融合，既有效地调动了学生的学习积极性也提高了课堂教学效果。在教学任务上，遵循了循序渐进的原则。首先通过课前了解 Qomolangma背景知识问答调动学生的学习兴趣，并由此引入主题学习。之后循序渐进的问题引入、话题的讨论、观点的呈现等等不仅帮助学生更好地掌握文章内容，也提升了学生的学科素养。三是在授课过程中安排多样的学生活动，如：让学生在阅读过程中发现问题 What risks do the climbers face、Why do people climb Qomolangma等，解决问题，小组合作等，学生有自由发挥的空间。通过小组讨论培养了学生的协作精神，让学生互相学习，在团结协作、共同进步的氛围中学习。 当然，在一些教学细节和设计上感觉还是留有遗憾的。比如针对不同层次的学生，在教学内容和过程上可以做出适当的调整以便能够更好地面向全体学生，有效实施分层教学。

展开更多......

收起↑