北师大版（2019）必修 第二册Unit 5 Humans and nature Lesson 3 Race to the Pole名师教学设计

Unit5 Lesson 3 名师教学设计
课时内容：
Race to the pole
主题语境：人与自然—灾害防范主题群下的自然灾害与防范，安全常识与自我保护。
语篇类型：应用文
文本分析：
[What]本文介绍了两支探险队分别从挪威和英国出发去南极探险的故事。文章按照探险的时间顺序展开，并以沿途遇到的主要困境为依托，通过英国探险家的日记，描述了探险途中的所见和所感，介绍了南极探险的装备困境及所获，虽然英国探险队付出了生命的代价，但是他们探险的巨大勇气使他们成为人们心中的英雄。
[Why]从时间、地点、人物、事件的起因、经过和结果等方面，从探险家的视角，以主人公面临的困境和内心世界为主线，以日记的形式介绍南极探险的经历、收获及付出的代价，说明了人类在自然面前的渺小和无助，同时也赞扬了人类探索自然的勇气。
[How]这篇故事叙述了时间、地点、人物、事件的起因、经过和结果，以故事发展情节为主线，再现了作者的经历。文章脉络清晰，内容分布合理，文章行文逻辑紧凑。
课时目标：
1. 能识别主题句和支撑句，提取文章主要信息。
2. 能介绍作者的经历，说明关于自然灾害的安全常识与自我保护，形成正确的价值判断。
3. 能推断出作者的隐含意义，深化对主题的认识。
4. 能够通过后缀，辨别词性。
重点难点：
重点：
学生通过阅读，获取关于作者经历再现的主要信息。
难点：
学生通过阅读、讨论等活动，形成自己关于自然灾害的安全常识和自我保护意识。
教学准备：
教师准备：
关于南极的资料（图片、视频、音频等）。
学生准备：
了解构词法的相关知识和阅读自然灾害及介绍南极特点的相关文章，为理解本课内容做好背景知识储备。
教学过程：
Step I学习理解
活动一：Brainstorm
Ask students to look at the photos of Antarctica and then discuss the two questions.
What difficulties do you think explorers may face there？
What preparations do they need to make？
【设计意图】通过 Brainstorm活动，教师从学生的生活实际出发，引发学生对主题的思考，激活学生的背景知识和相关经验。
活动二：Read for general understanding
1. Read the plete the information about the two exploration teams. Then talk about the journeys based on your notes. (Part 3, P38)
Scott’s team Amundsen’s team
Nationality of the two teams
Before the Journey
Journey to the destination
Arrival at the destination
The return Journey
Suggested answers:
Scott’s team Amundsen’s team
Nationality of the two teams British. Norwegian.
Before the Journey They organised food bases. They organised food bases.
Journey to the destination Two sledges broke down and the horses had difficulties with the snow and the cold. Scott and his men had to push the sledges themselves. He had teams of dogs pulling the sledges and all his men were on skis. Because of this, he made rapid progress.
Arrival at the destination Scott arrived at the Pole with four team members on 17 January, 1912, and was disheartened. Amundsen reached the Pole on 14 December, 1911 and put a Norwegian flag there, Then he prepared for the return journey.
The return Journey Men were very tired and were running out of food. The weather conditions were terrible. They brought rocks back for scientific evaluation. All members died. Amundsen and his team arrived safely back to their starting base on 25 January, 1912, ten days ahead of their planned schedule.
2. Ask students to draw a structure map.
【设计意图】教师引导学生梳理主线，通过梳理主线，对文章的内容和行文逻辑能够更好的把握。通过阅读，获取关键信息点，然后以填充图表的形式，整合文章的信息。通过这些活动，可以实现英语课程标准对普通高中英语课程语言技能内容要求中提出的目标，即通过阅读能从语篇中提取主要信息和主要观点，并且能够理解语篇主要要义。
活动三：Language focus and learning
1. Lexical chunks.
Ask students to underline some important lexica chunks in the text, and copy them in their notebooks after class.
2. Discourse markers.
Read the text and underline the words which show the development of the event, especially the feelings of the author.
3. Translating.
(1) Amundsen was the first to leave on 8 September, 1911.
(2) He had teams of dogs pulling the sledges and all his men were on skis.
(3) Putting on our shoes in the morning is getting slower and slower.
(4) What stories you would have for the boy... but what a price to pay.
4. Complete the Word Builder.
Use the correct form of the words in the Word builder to fill in the blanks.
【设计意图】本环节围绕语言知识学习设计了四个活动：活动一让学生画出相关的词块，活动二画出文章的语篇标记，活动三是对课中优美的句子进行翻译，活动四学习词性的变化，旨在加深对语言的理解和掌握。
活动四：Skill builder
1. Making inferences.
2. Read the underlined sentences from Scotts diary and letter. Work out the implied meaning of these sentences from the context. Write your inferences.
line 21 ___________________________________________
line 26 ___________________________________________
line 33 ___________________________________________
line 42 ___________________________________________
Suggested answers: line 21: They lost the reason for the journey. line 26: The men were getting weaker. line 33: He is going to walk into the cold and die away from the team. line 42: The journey cost the men their lives.
Step I应用实践
活动五：Discussion
Divide the students into small and ask them to discuss the following questions.
Would you say that Scott and his team were losers Why or why not
How do you understand Amundsen’s saying about Scott’s death “Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man”
【设计意图】在学生深层理解短文后，让学生以小组活动的形式对作者的观点、态度和写作手法进行讨论，有助于提高他们的语言表达能力和鉴赏能力。
Step Ⅲ 迁移创新
活动六：Express yourself
1. Read the sentences from Scotts diary and letter again.
(1) Discuss what he was trying to say in each one.
(2) Highlight the parts that impress you most and explain why.
2. Discuss the following questions. Read the text again if necessary.
Why do you think the writer of the text used the word “race” in the title
Why was the world shocked by Scotts death
活动七：Writing
Write a passage to develop the story.
【设计意图】本环节设计了读后续写的活动，将语言的理解和表达紧密结合起来。在对文章进行浅层和深层阅读理解之后，学生能够模仿和使用所学的语言和语篇，以及所学知识对自己的启发进行合理表达。该活动能够充分发挥学生的想象力和创造力，让学生在叙述自己的经历的过程中，形成正确的价值判断，也有助于在外语教学中落实立德树人的根本任务。
板书设计：
Unit 5 Humans and Nature Period Ⅳ Lesson 3 I. 学习理解 活动一：Brainstorm 活动二：Read for general understanding 活动三：Language focus and learning 活动四：Skill builder Ⅱ. 应用实践 活动五：Discussion Ⅲ. 迁移创新 活动六：Express yourself 活动七：Writing
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