高中英語外研版 (2019)必修第三冊Unit 5 What an adventure!教案-教案下載-教習(xí)網(wǎng)

Understanding ideas板塊教學(xué)設(shè)計(jì)
（建議時(shí)長40–45分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Speaking
主題語境
人與自然——討論探險(xiǎn)家的探險(xiǎn)“天性”和探險(xiǎn)活動的價(jià)值
內(nèi)容分析
語篇類型是夾敘夾議的論說文（essay）。通過舉例和引用幾位探險(xiǎn)家和心理學(xué)家的話，分析探險(xiǎn)家的探險(xiǎn)“天性”和探險(xiǎn)活動的價(jià)值。
教學(xué)目標(biāo)
1. 能夠理解語篇的主要內(nèi)容，理解文章中探討的探險(xiǎn)的目的與價(jià)值；
2. 能夠了解不同觀點(diǎn)，分析語篇結(jié)構(gòu)，學(xué)習(xí)并掌握與話題相關(guān)的語言表達(dá)；
3. 學(xué)生理解語篇主題并聯(lián)系生活，深入理解探險(xiǎn)家的探險(xiǎn)“天性”和探險(xiǎn)活動的價(jià)值，能夠形成自己的觀點(diǎn)并發(fā)表評論。
教學(xué)重點(diǎn)
學(xué)生通過自主閱讀和小組合作學(xué)習(xí)理解語篇主旨和探險(xiǎn)的價(jià)值；
理解語篇表達(dá)的主要觀點(diǎn)，嘗試用思維導(dǎo)圖理解語篇結(jié)構(gòu)，并能夠基于語篇內(nèi)容形成自己的觀點(diǎn)。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生根據(jù)語篇文本理解語篇結(jié)構(gòu)；
分析和理解語篇中的主要觀點(diǎn)，并分析語篇結(jié)構(gòu)。
教學(xué)策略
整體教學(xué)、P–W–P閱讀模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T presents several images f the mvie The Climbers (2019)（《攀登者》） that tells hw the Chinese muntain- climbing players succeeded in climbing Qmlangma in the1960s despite varius difficulties.
T asks Ss t tell whether they have watched it and answer:
What difficulty did they have in preparing and finishing climbing?
2. T asks Ss t lk at the map and answer the questins.
T can add ne questin
“Why d sme peple climb Qmlangma despite the risks?” fr Ss t think mre abut the theme and get ready t explre the passage.
Ss fllw T’s instructin and share their answers.
Ss bserve the map and read the infrmatin in Activity 1.
Lead t the theme and activate the backgrund knwledge.
Activity 2
T asks the Ss t read the passage quickly and find ut what “Type T”
persnalities are.
Ss fast read the passage and find the required infrmatin.
Train students’ reading skill in lcating the specific infrmatin.
Activity 3
1. T asks Ss t chse the authr’s purpse in writing the passage in Activity 3.
2. T asks sme Ss t share their answers.
1. Ss cmplete Activity 3 based n fast reading. They can scan the passage again if necessary.
2. Ss share their answers.
Train students’ reading skill in understanding the authr’s purpse.
Activity 4
1. T asks Ss t cmplete the paragraphs with expressins frm the passage in Activity 4.
2. T may demnstrate by filling in the first blank.
3. T asks Ss t cmplete the table in Activity 4.
4. T can cntinue t inspire Ss t further read the passage and analyse hw it is rganised. Try drawing a mind map f the rganisatin f the passage.
1. Ss cmplete the table in Activity 4 based n the passage.
2. Ss read the passage again, find the right expressins and cmplete the table.
3. Ss fllw T’s instructin and think mre deeply abut hw the passage is rganised and try t wrk ut a mind map f the passage.
Train Ss’ skill
in getting specific infrmatin and better understanding the language f the passage.
Train Ss’ skill in understanding passage rganizatin and drawing a mind map, helping them better cmprehend the passage.
Think & Share
T asks Ss t discuss the tw questins in grups and ffers help when necessary.
Ss discuss the tw questins in grups and then share with the class.
Encurage Ss t think and practise slving similar prblems in a real-life situatin by emplying what they have learned in the passage.

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