初中英语课例分析：Never Give Up.docx

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1、课例分析课例背景/在2020年9月24日天台县初中英语教学大比武中，笔者的这堂北师大版八年级英语上Unit3 Lesson9 Together to the Poles阅读课获得了县一等奖。在此笔者向大家展示这堂 阅读课。教学内容Together to the Poles!Janek Mela is the youngest explorer to go to the North and South Poles.,was the worst dayin Janek Melas life. The Polish boy had an accident and lost half his left

2、 leg and half his right arm. Janek spent a long time in hospital and was very sad.Then his most important journey began. Marek Kaminski, a famous Polish explorer, visited Janek and asked him to go to the North and South Poles with him. Janek gave the best answer of his life.Janek prepared for the tr

3、ips for a few months. First, he learned to use his artificial leg. Then he trained hard for the expeditions.Their first expedition was to the North Pole. Janek and the team had to be careful. There were animals, dangerous ice and bad weather. It was really difficult, but things got better. They got

4、to the pole on April 24th, 2004. Janek was 15.In December, the team started the expedition to the South Pole. The weather was worse this time. This made the expedition even more difficult. They finally arrived at the South Pole on December 31sM 2004.Janek is the youngest explorer to go to the North

5、and South Poles because he was brave and said “”！文本解读1、解读标题和图片从文章的插图，我们可以看到一个探险者(explorer)踩在滑雪板(skis)上，另一个探 险者乘在雪橇(sled)上面。他们处在冰天雪地之中。从文章的题目-Together to the Poles,结合文中的插图，我们可以推测出，这两个冒险者应该去极地(poles) 了。2、解读背景知识课前，老师播放关于北极的视频，让学生近距离接触北极。接下来让学生看世界地图，找 到北极和南极的所在。紧接着，老师抛出问题Have you ever traveled to the No

6、rth Pole? Is it easy to go there? What difficulties might you meet?” 通过这几环节，激活了 学生原有的背景知识，也补充了相关的文本知识。3、解读篇章结构根据文中提到的时间(the twenty-seventh of July, 2002; on April 24”, 2004; in December; on December 31st, 2004 ),可以判断这篇文章是按照时间的顺序来写的。4、解读语言这篇文本里使用了大量的最高级。从这些含有比较级和最高级的语句中，我们可以感受到 主人公Janek Mela的情感变化和探险之

7、路的艰辛。比如在第一段的the worst day这个最 高级词组中，我们可以感受到主人公那天的心情是相当悲伤的。第二段的the most important day这个最高级词组中，我们可以感受到当时主人公内心是对人生又充满希望的。 在第五段This made the expedition even more difficult这个句子中，我们可以感受到 南极探险的艰辛和他们最后克服困难、到达目的地的无比喜悦和自豪感。最后一段的the youngest explorer和第一段的the worst day形成鲜明对比，可以感受到主人公从悲伤 绝望到对人生充满希望的改变。5.解读语段我们先解读

8、下第五段。在第四段中提到了因为北极恶劣的自然环境，去北极是很危险的挑 战。那既然挑战北极是这么危险的一件事，主人公为何还要去挑战南极呢。南极的自然环境 可比北极恶劣多了。那我们可以推断，主人公就是想通过一次次的挑战，证明自己是永不言败的。这么困难的南极他都能挑战成功，人生中还有什么困难艰险他不能过呢?我们再来解读下最后一段。在最后一段中，有一个单词很小但是力量很强大，那就是“Yes”. 这个词不仅是第二段中主公人对Marek Kaminski的回答，而且蕴含着多层意思。“Yes” 里面蕴含着“I can make it , Never give up，“I believe myself，“I

9、can do more than normal people”等多层涵义。教学目标本课学习结束时，学生能够在以下几方面有所收获和提升：语言能力1）学生能够掌握单词：pole, Polish, explorer, artificial, expedition。思维品质1）学生能够思考Janek为何要去北极和南极探险；2）学生能够思考并归纳回答“Yes”所隐含的深层含义。文化意识1）通过对主人公行为的梳理和归纳，学生能思考并推理出主人公的坚忍不拔的品质;2）学生能够学习主人公身上的坚忍不拔的品质，面对挫折，永不言败。学习能力1）学生能掌握预测、扫读和略读的阅读技巧；重难点学生通过对主人公行为的梳理

10、和归纳，能思考并推理出主人公的坚忍不拔的品质。教学设计Procedures and activitiesStepsActivitiesPurpose1. Lead-in1. Enjoy a video about the North Pole and answer: What can you see in the video?Where is the North Pole?Have ever been to the North Pole?What difficulties might you meet?To arise students9 interests and lead in the t

11、opic.2. Pre-reading1. Look at the title and picture. Predict what the passage is about.To make students better understand the passage.3.While-readi ng1. Skim and match the main idea with each paragraph2. Read Para. 1 and answer the questions:QI: Who is Jenek Mela?Q2: What happened to him?Q3: When wa

12、s that day ?Q4: How did he feel?Q5: What would his life be like?3. Read Para. 2 and answer the questions:Q1: Who is Marek Kaminski?Q2: Why did he ask Janek to go to the North and South Poles?Q3: What was Janeks answer?4. Read Para.3 and answer:Q1: What did he do before the trip?5. Read Para,4&5 and

13、answer:QI: When did he get to the North and South Poles?Q2: Was the second expedition the same as the first one?Q3: Why did Janek choose to go on his second expedition after he went to the North Pole?Q4: Why didnt he just stop?6. Read Para.6 and answer:QI: After the two expeditions, what did Janek b

14、ecome?Q2: How old was he at that time?Q3: What was his best answer? Can you guess?Q4: What does he mean by Yes?Read the whole passage carefully and help students sort out the structure of the passage and realize the qualities of Janek by skimming and scanning.4. Afterreading1. Lets thinkQI: What do

15、you think of Janek?Q2: You know Janek not only get to the North Pole, but also get to the pole of his life. What will you do if you meet difficulties ?2. Lets introduce Janek to your family members3. Lets enjoy a poem.To make students think, conclude and enjoy.7. Summary& HomeworkHomework: Write the

16、 introduction of Janek on the paper and polish it.教学过程/Stepl : Lead-in1. Lead-in:T: Hello, boys and girls, lets enjoy a video.T: What can you see in the video?North PoleSouth Pole51: Beautiful mountains, seas and light.T: Do you want to travel there?Ss: Yes.T: So do you know where is this place?52:

17、North Pole.T: Good. So where is the North Pole? Look at the map. Can you tell me?T: Look at this boy. His name is Janek Mela. Can he go to the North Pole with you?lost his half right armlost his half left legL.JJanek MelaZja:mk/ rmeila/Ss: Yes.T: Really? Look at him carefully. Whats wrong with him?5

18、3: He lost his half right arm and half left leg.T: So can he go with you?55: No.T: Really? Today lefs read a passage about him and see if he goes to the North Pole.【设计意图】 通过视频导入，一是让学生感受北极风光（激起学生兴趣、补充背景知识）, 二是让学生观看后回答问题，导入文本内容。Step2 : Pre-readingT: Look at the picture in the passage. What can you see

19、?Lets predictTogether to the PolesSI: I can see a man on the skis and another man on the sled.T: Good. What else can you see?S2:1 can see much snow.T: Good. And now lefs read the title together.From the title and picture, can you guess what the passage is about?53: Maybe it is about two men going to

20、 the poles together.54: .T: Good. Lefs read the passage and check our guessings.【设计意图】通过预测标题和插图，培养了学生们预测文章的能力，同时降低了接下来的 阅读难度。Step3 : While-reading1. Read and match.T: Now please read quickly and match each paragraph with its main idea.【设计意图】让学生们通过skim迅速归纳出每段的main idea,大致了解整篇文章的所讲。2. Read Para.2.T： N

21、ow please read paragraph 1 and answer this question: Who is Jenek?51: He is a Polish boy.T: Good. So where is Poland?T: What happened to him?52: He had an accident and lost his half right arm and half left leg.T: When did it happen?53: On the twenty-seventh of July, 2002.T: How did he feel at that t

22、ime?54: He was sad.T: What would his life be like after that?55: He will not be happy any more. 【设计意图】通过仔细阅读第一段，让学生了解Janek Melao同时通过一系列的追问，让 学生能够切身体会到主人公当时的心境。3. Read Para. 3.T: Now please read Pra.2 and answer Who is Marek Kaminski?51: He is a famous Polish explorer.T: Good. So why did he ask Janek

23、 to go to the poles?52: To give him hope.T: Good job. So what was Janeks answer? Can you guess?S3:1 think he wont go, because of his disableness. T: Lefs read on and get the answer.【设计意图】通过步步追问，最后通过让学生read beyond the lines,思考the best answer 是什么，为接下来的教学做好铺垫。4. Read Para.4&5.1: Lets read Para.4 and 5

24、now. When did Janek get to the poles?51: He got to the North Pole on April 24th, 2004 and South Pole on December 31st, 2004.T: Was the second expedition the same as the first one?52: No, the second one is more difficult.T: You know going to the North Pole was already very difficult. Why did he go on

25、 the second expedition?53: Because he never gives up.T: Yes.【设计意图】通过由简至难的问题设计，让学生学会思考和总结主人公的人物性格品质。5. Read Para.6.T ： After the two expeditions, what did Janek become?SI ： He becomes the youngest explorer.T: How old was he at that time?52: 15.T: In the second paragraph, it says he gave the best answ

26、er of his life. What was his answer?53: Of course.54: No problem. 55: Yes.T: Yes, you are right. He says “Yes”. So what does he mean from the word Yes” ?56: ： It means he wants to go to the pole.57: It means he never gives up.【设计意图】通过对最后一段的层层追问，让学生能够体会到主人公身上坚毅的品质。通过 对“Yes”的解读，不但锻炼了学生的思维品质，也让学生体会到“On

27、e small word has strong power”的魅力。Step4 : After-readingLets think.T: What do you think of Janek?51: I think he is strong.S2:1 think he is great. （因为很多形容词学生没有学过，最后教师弓I出0Ptimistic等形容词）T: You know Janek not only get to the North Pole, but also get to the pole of his life. What will you do if you meet d

28、ifficulties ?S3:1 will not give up.【设计意图】培养学生思考和归纳的能力。同时让学生能够学习主人公身上的坚毅品质。1. Lefs introduce.T ： We know Janek is such a great young man. Please introduce him to your family. First, please write down on the paper.2. Lefs enjoy a poem.Lets enjoyNever give up, Never lose hope. Always have faith （信念）， I

29、t allows you to cope （应付）， Trying times will pass. As they always do.Just have patience （耐心）， Your dreams will come true. So put on a smile, Youll live through your pain （苦情）. Know it will pass,And strength （力信） you will gain （重获）.【设计意图】让学生归纳总结主人公的先进事迹和优秀精神品质。最后以优美的诗歌结束本 课，再一次让学生感受到在生活中，无论碰到任何挫折，都应该Never Give Up。Step5 : Summary & Homework教师对本节课进行一个简单的回顾总结，并布置作业。教学反思本节课笔者十分重视活动设计的层次性，注重学生思维品质的培养。但是由于班级学生 水平参差不齐和教学时间的局限，很多问题不能有效的深入展开讨论。