（新课标）Unit 5 第2课时教学设计—外研版（新）必修第三册
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| 名称 | （新课标）Unit 5 第2课时教学设计—外研版（新）必修第三册 |  | |
| 格式 | docx | ||
| 文件大小 | 245.5KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-04-18 20:04:23 | ||
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中小学教育资源及组卷应用平台
Book 3, Unit 5 What an adventure！ 第2课时教学设计
内 容 Understanding ideas
课程标准分析 据课程标准在必修阶段的要求，学生要接触和学习不同类型的语篇，熟悉生活中常见的语篇形式，体验更丰富的语篇文体，把握不同语篇的特定结构、文体特征和表达方式。本版块教学在理解认知阶段，该部分学生主要通过阅读一篇专栏，了解攀爬珠穆朗玛峰的故事，理解并分析一些探险家的探险“天性”引发学生思考探险活动的意义。
教学内容分析 上一板块Starting out板块主要介绍了古今中外一些著名的探险家，本版块呈现一篇反映单元主题的课文，语篇类型是夹叙夹议的论说文（essay）。 语篇通过举例与引用几位探险家和心理学家说的话，分析探险家的探险“天性”和探险活动的价值，旨在引导学生基于文章内容联系生活实际，深入理解探险家的探险“天性”和探险活动价值，形成自己的观点并发表评论。
学生学情分析 通过上一课时的学习，学生已经学习一些关于珠穆朗玛峰以及攀爬珠穆朗玛峰的事实性信息，但是对本节课的话题了解较少，以及长难句较多，因此在理解文章主旨大意上会有困难。在之前的学习中已经积累了一些相关表达，如personality，weak，extreme cold等。但是对bring into focus，sheer等词比较陌生。针对所获取的各种观点，提出批判性问题和表达自己观点的能力较差。
学习目标叙写 通过阅读，了解一些关于珠穆朗玛峰和攀登珠穆朗玛峰的信息。 通过分析，总结攀登珠穆朗玛峰的原因和人们对此的观点。 分享学生自己对攀登珠穆朗玛峰的观点态度。
评价任务设计 1)学生们完成并分享展示人们攀登珠穆朗玛峰的原因思维导图吗； 2)学生们分享他们对攀登珠穆朗玛峰的看法吗。
学习活动设计 教师活动学生活动环节一：Read and predict教师活动1 T presents several images of the movie The Climbers (2019)（《攀登者》） that tells how the Chinese mountain- climbing players succeeded in climbing Qomolangma in the1960s despite various difficulties. T asks Ss to tell whether they have watched it and answer: What difficulty did they have in preparing and finishing climbing 学生活动1 Ss follow T’s instruction and share their answers. 活动意图说明：通过图片引出本节课主题，激活背景知识，为下一活动获取攀爬珠穆朗玛峰会遇到的困难作铺垫。环节二：Read and find out教师活动2 Teacher asks students to read Paragraph to check their predictions and then answer the following questions. Q1. What would you experience if you climbed Qomolangma Q2. What do many people think of climbing Qomolangma 学生活动2 Students read Paragraph to check their predictions and then answer the following questions. Q1. What would you experience if you climbed Qomolangma Q2. What do many people think of climbing Qomolangma 活动意图说明：通过阅读第一段，获取攀爬者在攀爬珠穆朗玛峰时会遇到的困难，以及人们对攀爬珠穆朗玛峰的观点，为下一步阅读并分析攀爬珠穆朗玛峰不同的原因作铺垫。环节三：Read and complete教师活动3 Teacher asks students to read the rest part of this passage and get some key information about the reasons for people’s climbing Qomolangma and complete the mind map. Teacher asks students to share their mind maps in groups and then in the whole class. Requirements for sharing mind map: 1. Cover the aspects and the key detailed information. 2. Share your mind map logically and confidently. 学生活动3 Students read the rest part of this passage and get some key information about the reasons for people’s climbing Qomolangma and complete the mind map. Students share their mind maps in groups and then in the whole class. 活动意图说明：通过完善思维导图，学生深入思考探险家不顾生命危险进行探险的原因、科学家针对这种现象进行研究的精神和对人性的关注，以及他们的观点对人的影响，培养学生勤于思考的学习习惯、善于思辨的思维品质，实现语言能力和思维品质的同步发展。环节四：Think and share教师活动4 Teacher asks students to answer the question: Q: What is the author’s purpose in writing the passage Teacher asks students to work in groups and discuss the following topics. Q1. What benefits and risks do you think climbing Qomolangma has Q2. If you were given the chance, would you climb Qomolangma And why 学生活动4 Students work in groups and answer the question: Q: What is the author’s purpose in writing the passage Students work in groups and answer the following topics. Q1. What benefits and risks do you think climbing Qomolangma has Q2. If you were given the chance, would you climb Qomolangma And why 活动意图说明：鼓励学生在深入理解文章主题的同时联系自身实际，进行知识和思维能力的迁移与拓展。
板书设计
作业与拓展学习设计 第2课时课后作业
教学反思与改进 (留白)
Book 3, Unit 5 What an adventure！ 第2课时教学设计
内 容 Understanding ideas
课程标准分析 据课程标准在必修阶段的要求，学生要接触和学习不同类型的语篇，熟悉生活中常见的语篇形式，体验更丰富的语篇文体，把握不同语篇的特定结构、文体特征和表达方式。本版块教学在理解认知阶段，该部分学生主要通过阅读一篇专栏，了解攀爬珠穆朗玛峰的故事，理解并分析一些探险家的探险“天性”引发学生思考探险活动的意义。
教学内容分析 上一板块Starting out板块主要介绍了古今中外一些著名的探险家，本版块呈现一篇反映单元主题的课文，语篇类型是夹叙夹议的论说文（essay）。 语篇通过举例与引用几位探险家和心理学家说的话，分析探险家的探险“天性”和探险活动的价值，旨在引导学生基于文章内容联系生活实际，深入理解探险家的探险“天性”和探险活动价值，形成自己的观点并发表评论。
学生学情分析 通过上一课时的学习，学生已经学习一些关于珠穆朗玛峰以及攀爬珠穆朗玛峰的事实性信息，但是对本节课的话题了解较少，以及长难句较多，因此在理解文章主旨大意上会有困难。在之前的学习中已经积累了一些相关表达，如personality，weak，extreme cold等。但是对bring into focus，sheer等词比较陌生。针对所获取的各种观点，提出批判性问题和表达自己观点的能力较差。
学习目标叙写 通过阅读，了解一些关于珠穆朗玛峰和攀登珠穆朗玛峰的信息。 通过分析，总结攀登珠穆朗玛峰的原因和人们对此的观点。 分享学生自己对攀登珠穆朗玛峰的观点态度。
评价任务设计 1)学生们完成并分享展示人们攀登珠穆朗玛峰的原因思维导图吗； 2)学生们分享他们对攀登珠穆朗玛峰的看法吗。
学习活动设计 教师活动学生活动环节一：Read and predict教师活动1 T presents several images of the movie The Climbers (2019)（《攀登者》） that tells how the Chinese mountain- climbing players succeeded in climbing Qomolangma in the1960s despite various difficulties. T asks Ss to tell whether they have watched it and answer: What difficulty did they have in preparing and finishing climbing 学生活动1 Ss follow T’s instruction and share their answers. 活动意图说明：通过图片引出本节课主题，激活背景知识，为下一活动获取攀爬珠穆朗玛峰会遇到的困难作铺垫。环节二：Read and find out教师活动2 Teacher asks students to read Paragraph to check their predictions and then answer the following questions. Q1. What would you experience if you climbed Qomolangma Q2. What do many people think of climbing Qomolangma 学生活动2 Students read Paragraph to check their predictions and then answer the following questions. Q1. What would you experience if you climbed Qomolangma Q2. What do many people think of climbing Qomolangma 活动意图说明：通过阅读第一段，获取攀爬者在攀爬珠穆朗玛峰时会遇到的困难，以及人们对攀爬珠穆朗玛峰的观点，为下一步阅读并分析攀爬珠穆朗玛峰不同的原因作铺垫。环节三：Read and complete教师活动3 Teacher asks students to read the rest part of this passage and get some key information about the reasons for people’s climbing Qomolangma and complete the mind map. Teacher asks students to share their mind maps in groups and then in the whole class. Requirements for sharing mind map: 1. Cover the aspects and the key detailed information. 2. Share your mind map logically and confidently. 学生活动3 Students read the rest part of this passage and get some key information about the reasons for people’s climbing Qomolangma and complete the mind map. Students share their mind maps in groups and then in the whole class. 活动意图说明：通过完善思维导图，学生深入思考探险家不顾生命危险进行探险的原因、科学家针对这种现象进行研究的精神和对人性的关注，以及他们的观点对人的影响，培养学生勤于思考的学习习惯、善于思辨的思维品质，实现语言能力和思维品质的同步发展。环节四：Think and share教师活动4 Teacher asks students to answer the question: Q: What is the author’s purpose in writing the passage Teacher asks students to work in groups and discuss the following topics. Q1. What benefits and risks do you think climbing Qomolangma has Q2. If you were given the chance, would you climb Qomolangma And why 学生活动4 Students work in groups and answer the question: Q: What is the author’s purpose in writing the passage Students work in groups and answer the following topics. Q1. What benefits and risks do you think climbing Qomolangma has Q2. If you were given the chance, would you climb Qomolangma And why 活动意图说明：鼓励学生在深入理解文章主题的同时联系自身实际，进行知识和思维能力的迁移与拓展。
板书设计
作业与拓展学习设计 第2课时课后作业
教学反思与改进 (留白)