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教学设计
课程基本信息
学科 褚新芳 年级 高一 学期 春季
课题 Book 3 Unit 5 Starting out & Understanding ideas
教学目标
1.By matching the routes to the explores and watching the video, students are expected to acquire some information about the explorers and their adventurous trips. 2. By interpreting the title and details, students are expected to understand the main idea of the text and the purpose of exploration; 3. By finishing the chart and analyzing the text, students are expected to get the structure of the text and build up topic-related vocabulary. 4. By understanding the nature of exploration, students are expected to express opinions about the difficulties they have encountered in their life.
教学内容
教学重点： 引导学生根据文本分析语篇结构，理解语篇中的主要观点。 学习并掌握与话题相关的词汇与表达。 教学难点： 学生能够基于语篇内容，联系自身实际反思进而形成自己的观点。 小组展示以及生生互评，用来检测学生是否深入理解探险家的探险“天性”和探险活动的价值。
学科核心素养
语言能力：学生能够理解多模态语篇传递的主要信息，辨识语篇结构与文体，整合文本内容。 学习能力：通过自主学习和合作学习，能够运用快速阅读，仔细阅读，完成文章结构分析，并掌握与话题相关的词汇与表达，为以后类似写作做铺垫。 文化意识：了解探险对人类的价值及探险家探索未知世界的好奇心和献身精神，培养探究自然的好奇心和挑战自我的积极人生态度形成正确的人生价值观。 思维品质：能够从语篇中梳理概括信息，正确理解探险家的探险“天性”和探险活动的价值，并能对实际生活中遇到的困难进行反思，创造性地表达自己的观点。
教学思路
引入主题→初步理解珠穆朗玛峰基本事实→段落详读，获取准确信息→课堂作业，探究文本内容→围绕探险主题，联系实际，表达观点
教学过程
Starting out Activity 1 Match the routes to the three explorers. Activity 2 Watch the video about Xu Xiake and answer the questions. Q 1: What kind of difficulties did Xu Xiake meet Q 2: Do you know any other great explorers Understanding ideas Lead-in The teacher plays a video about Qomolangma. 设计意图: 渲染课堂气氛，激发学生的学习兴趣，激活勇攀珠峰的主题。 Activity 1 Pre-reading Step 1 Teacher asks students to present the facts about Qomolangma. Step 2 Teacher asks students to look at the topic and bear in mind a question “If climbing Qomolangma is full of risks, why do so many people wants to climb it ” 能力层级: 学习理解类活动 设计意图: 通过收集的珠穆朗玛峰的事实性信息，引导学生思考文章标题，培养学生从文章标题入手，激发学生的阅读欲望。带着问题进行语篇解读，更能加深对文章主题的理解。 Activity 2 While-reading Step1 Teacher asks students to figure out the topic of the text and find out the facts to support them. Teacher asks students to read paragraph 1 to answer the questions, and find out the facts to support them. Q 1: What’s the main idea of the first paragraph Q2: What’s the function of the first paragraph Teacher asks students to read paragraph 2-3 to answer the question. Q:What’s the main idea of paragraph 2-3 Teacher asks students to read paragraph 4-6 to answer the question: Q1: What’s the main idea of the paragraph 4-6 Q2: What’s the function of paragraph 2-6 Teacher asks students to read paragraph 7 and lead them to conclude the main idea of paragraph 7. 能力层级：学习理解类活动 设计意图：引导学生感知文本，获取细节信息，总结段落大意，了解论说文文章结构。 Step 2 Teacher asks students to finish Task 3 and Task 4 in the textbook. 能力层级：学习理解类活动 设计意图：在了解文章框架的基础上，以不同形式的活动夯实基础，加深学生对本单元主题的理解。 Activity 3: Post-reading Teacher asks students to make reflections: Q1: What kind of spirits do adventurers need Q2: After reading the passage what would you do when climbing “Qomolangma” in your life Students can follow the pattern to make reflections. How to be logical and organized Introductionpersonally; I want to present what I think on...; in my opinion; from my point of view; as far as I am concernedUseful expressionscrowds; discomfort and dangers, become sick, lose one’s life; experience like no other; sheer joy; enjoy life; bring... into focus; look deep inside; scientific reasons,; human nature; one’s desire to seek risks; benefit from the result Body (reasons； examples； measures...) to begin with; what’s more besides; first and foremost; furthermore; in addition; more importantly; last but not leastfor example; take.. as an example; as for; in this case; as you know; in particular; put it simplyConclusionin a word; therefore; in brief; to sum up; on the whole
能力层级：迁移创新类活动 设计意图：在充分理解文本的基础上，学生对自己在平时生活所遇到的“Qomolangma”进行反思，并根据新学的内容表达自己的观点。 Homework: Draw a mind map about the passage. Make a self-assessment about your essay. Fill in the blanks with an appropriate word or the right form of the words given. 设计意图：思维导图帮助学生更好的理解文章内容。自我评价有利于学生提高写作能力。基于语篇的语法填空直击高考，学生在学习文章主要内容的基础上能在语境中关注语言知识的学习。 板书设计：
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