Unit5WhatanAdventure!Understandingideas教学设计高一英语1

Teaching Plan外研版（）必修第三册「只2019Unit5WhatQ0Topic:」」』・Grade:Senior21TT本设计选取普通高中英语教科书外研版必修第三册2019Unit5What an的部分该语篇的主题为人与自然，通过深入剖adventure!Understanding ideasAnalysesof析攀登珠峰者的英勇事迹，揭示探险家们独特的人格特征，引导学生深入思考teaching探险的内在价值，并借此培养他们的冒险精神与自我挑战的勇气期望学生能materials够在这一过程中形成积极的人生态度，勇于面对挑战和不断超越自我的精神，从而塑造出正确的人生价值观该教学的教学主体为高二学生，他们在高一学习过与本单元主题语境相关的话题，且在之前的学习中积累了一些与话题相关的词汇与表达，如risk,dangerous,等其能够用英语简单表达态度、进行评价，能够在读看的过程中获取failure细节信息，能够通过比较，识别各种信息之间的主次关系但是存在对探险精Analysis of神、积极的生活态度、正确的人生态度的话题知识了解较少，尚不能使用较为Students复杂的语言和词汇来表达对探险的观点，综合运用读、看、写等语言能力分析语篇、表达观点的能力有待提高，鉴别信息价值的能力较差，运用批判性思维形成自己观点的能力有待提升的问题和不足本堂课结束时，学生能够通过观看视频和阅读文本，获取探险家和探险相关的信息,锻炼自己的阅读a.技巧Teaching通过对文本的重构和分析，总结出攀登珠穆朗玛峰的原因，锻炼自己的思堆b.Objectives能力.辩证地表达对攀登珠穆朗玛峰的看法，在做出重大决定前权衡各方面的利C弊Taskbased LanguageTeachingTeachingMethodMultimedia,blackboardTeaching aids:Type ReadingPeriod:40minsTeaching ProceduresStepsTeacher9s activitiesStudents5activitiesLeadin l.Ss watchthe videoabout Qomolangma

1.T showsa videoabout climbingandshare whatthey knowabout it.Qomolangma,and askstudents howmuch2Students answer the question.they knowabout Qomolangma

2.T asks students aquestion:If youweregiven thechance,would youlike to climbQomolangma.通过视频，一方面检验学生对珠穆朗玛峰的了解程度，并引出Justification:1攀登珠峰的风险所在另一方面，通过视频吸引学生的兴趣，提高课堂氛围,通过提问了解学生对攀登珠穆朗玛峰的态度,为阅读语篇作准备2Pre ReadingTeacher showsa map and somekey wordsStudents retelltheir informationaccordingabout fouradventurers andasksstudents to themapandkey words.to retelltheir information.读前让学生根据给出的地图，看图回答问题，通过自主学习，激Justification活已有背景知识与话题语言，为接下来了解珠峰攀登作准备While ReadingFast readingFast readingTask Ss read the passage quicklyto findSs read the passagequickly and find thethemain ideain each paragraph.main ideaof theeachparagraph.通过快速阅读，让学生快速捕捉段落主旨大意，帮助其更快地理Justification解文章内容，为后边深入解读珠穆朗玛峰做铺垫Careful readingl.Ss readthe firstparagraph andfind outtheopinion.Careful reading

2.Ss find out therisks.

1.T asksstudents readthe firstparagraph

3.Ssreadthe passageand draw a mindandfindout theanswer to the questionmap tofindoutthe reasonsfor climbingInmany peoplesopinion,is itworth theQomolangma andshare theirmind mapwithpartners andimprove theirmind map.risks climbing Qomolangma Howcanyou tellthat

2.T asksanother question:What aretherisks ofclimbing Qomolangma

3.T asksstudents to readthewholepassage anddrawamind mapaccording tothe questionWhy dopeople climbQomolangmadespite therisks在细读中，通过设计诊断性和递进性问题链，引导学生理解主题，Justification从风险、益处及探险品质梳理、概括探险的原因，理解、内化主题语颔洛实语言学习，为下一步表达和评价作铺垫Further readingFurther readingTasks Sstoreadthepassageagain andSs findout authorsopinion andhispurpose inwriting thepassage.answerthequestions belowQI:Whats authorsopinion aboutclimbingQomolangmaQ2:Whafs authorspurpose inwriting thepassage通过设计探究性问题链，引导学生内化主题，应用主题语言辩证Justification地评价并发表观点，探索探险的价值，在落实语言的同时发展思维能力Justification Guidestudents toknow themon spiritsand differentorigins andcustomsof festivalsall aroundthe world.And Guidestudents toexplore theAuthorsattitude onthe basisof understandingthe article,which willhelp studentsto improvetheability toanalyze.Post readingStudents workin groupsand role play afamilymeeting aboutclimbingT asksstudentstohave aroleplay:Qomolangma.1Read thedescription ofsituationSuppose youare goingtoclimbQomolangma.Your parentshold afamilymeeting todiscuss whetherit isworth therisksclimbingQomolangma.You holdtheopinion thatit isworth tryingwhileyour parentshold theopposite opinion.2:Prepare forthe rolefor eachmember ofyourgroup.3:Make notesabout youropinion andreasons.4:Make amini playtotheclass.通过创设情境，围绕主题，基于所学语言，综合运用语言技能，有Justification:逻辑地表达个人观点，思考人与自然的关系，实现语言知识的内化及主题意义的深化。