教學設計journeytotheAntarctic

1、教學設計（教案）模板Lesson 4 Journey to the Antarctic基本信息學 科英語年 級高二教學形式閱讀教 師解慧平單 位順德一中課題名稱Lesson 4 Journey to the Antarctic學情分析I. Teaching objectives and demands: A. read for the details of the text.B. learn some new words through context.C. talk briefly about Scotts journey.Teaching contents. A. New vocabula

2、ry and phrases: sledge break down run out of ambition in the distant pastB. Warming-up about the geography and the typical things of the Antarctic. C. Reading. Important points and difficult points:A. Important points: Active and increase students relevant knowledge about the Antarctic,its geography

3、 throughout the whole class. Improve the students reading skills and get them to develop the skills of dealing with difficult words and phrases. B. difficult points: how to develop the students skills of dealing with difficult words and phrases. .Teaching Approach A. Task-based learning B. Activity-

4、based teaching (class work; individual work; group work).Teaching aidsMulti-media PowerPoint .教學目標Teaching objectives and demands: A. read for the details of the text.B. learn some new words through context.C. talk briefly about Scotts journey教學過程Step 1. Task one: discussion and lead-in. students lo

5、ok at the picture of the lovely animals and beautiful scenery and prepare some question for them. Elicit answers from the whole class and encourage the students to give their reasons.Step 2. Task two: Brain storming activity.this activity aims at developing the students speaking skills and encourage

6、s the students to speak out voluntarily.prepare several questions for the students and ask the students to give the answers about the questions. Show the students some pictures about the Antarctic to help the students understand the text better and prepare them for the fast reading.the quiz and some

7、 possible answers.1. What do you think is the best time to go to the South Pole? (C) A. June 1 B. October 15 C. November 1 2. If you go there, what will you bring with you? (clothes. food, water, compass, fire, match, etc.)3. What do you think will be the possible difficulties during the journey? (T

8、he extreme weather; run out of food, water; no one to turn for help.)4. So far most people who have been there are to _B_ A. enjoy the scenery B. do scientific research C. challenge themselves Step3 Task three: fast reading.this part aims at developing one of the students reading skills-how to finis

9、h the task in limited time-the fast reading skill.students work individually and read the text in two minutes and do the true or false exercises. If possible, the students can compare their answers in pairs before checking them as a class.when checking the answers, ask the students to give the reaso

10、ns why some sentences are false, have them read out the section of the text which gives the answer. Have them correct them.the true or false exercise and the answers.1. Scott and Amundsen started their journeys in the polar spring. T2. Scotts use of motor sledges and horses was a success. F3. Amunds

11、en travelled more quickly than Scott. T4.When they got to the Pole, Scotts expedition had a celebration. F5. Captian Oates went for a walk and died in a snow storm. T 6. Scotts last letter was to his wife. TStep 4. Task four: detailed reading.students are often asked to find out some detailed inform

12、ation in the reading text, but most of the students have some difficulties in this kind of exercises, so this task aims at helping the students to know how to deal with some difficult detailed information in the text. students read the text again and this time give the students three minutes to read

13、 the text carefully ,after they finish the text, ask them to discuss the questions with the partners.checking the students answers by having some of them read out their answers.the detailed reading exercises and the answers to these questions.1. Why did Amundsen succeed and Scott fail?2. (Read Line

14、22-24) What was probably Scotts goal of ambition? 3. What difficulties did Scotts team meet during their return journey？4. (Read Line 28) In the hopeless situation, why were they very cheerful? Answers: 1.AmundsenScottStarted earlyStarted lateBetter equipmentWorse equipment2. He dreamed to be the fi

15、rst one to arrive at the south Pole.3. They were exhausted and ran out of food; disease came; two members died; a storm started; Scott died. Besides all these, they had to carry the rocks all the way.4. Probably they wanted to encourage and comfort each other.Step 5. Task five: after reading.new wor

16、d meaning guess is an important skill in reading, this task aims at helping the students to learn how to deal with the difficult words and phrases in the reading.After students finish the detailed reading, the whole class come to the after reading part, first, pick out some of the difficult words an

17、d phrase in the text, then ,encourage the students to discuss and make out how they deal with the difficult words and phrase when they meet them for the first time, which helps the students activate their knowledge about dealing with the difficult words and phrase.check the students answers and intr

18、oduce the strategies of dealing with difficult words and phrases to the students.encourage the students to use this kind of skill to do the easier exercise in the textbook.check the answers and ask the students how they feel about the exercises and strategies.prepare a video about the life in the An

19、tarctic for the students, and give the students the script of the video to the students ,underline some new words and encourage the students to try their best to use the strategies they learned just now to guess the meanings of these new words.check the answers and make a conclusion to this part.the

20、 materials for more exercises.In Antarctica, everyday is (an) Olympic one. These Emperor Penguins（皇企鵝） are near the end of a two-week fishing marathon, bringing food for their hungry chicks, waiting miles away. But a challenger threatens the entire competition. A Leopard Seal（海豹） waits at the shorel

21、ine. It's hungry too. Some Emperors make the leap onto shore before it can reach them. But the Leopard Seal is patient，it knows it controls the playing field. Superb athletes, they sense the Leopard Seal, and reverse direction in a split second. Seeing opening, more and more penguins stream up a

22、nd out onto the ice. The momentum seems to turn the way of the penguins. Dozens make the leap to the safety of land, until the Leopard Seal changes the rules of the game. The penguins scramble to get away. Out of the water, both the seal and the penguins lose their speed and agility. Only desperatio

23、n remains. The Leopard Seal snares a penguin, but the "seal victory" seems certain. But the game is not over yet. Penguins will go limp rather than struggle. When the Leopard Seal loses its grip, the penguin will make a break for it. This one is gone like a shot. It rejoins its teammates safely waiting at a distance. The Leopard Seal, though, doesnt give up. It still has good field position. And now, the element of surprise. The Leopard Seal wont lose its grip this time and takes its prize into the sea. For all but one, t