高中英语 B3U5—第二课时—Understanding ideas.docx

《高中英语 B3U5—第二课时—Understanding ideas.docx》由会员分享，可在线阅读，更多相关《高中英语 B3U5—第二课时—Understanding ideas.docx（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、2021春季深圳市线上课程高一英语深圳市教育科学研究院Teacher：童莉华/深圳市西乡中学Teaching content：外研版高中英语新教材必修第三册Unit 5 What an adventure 第二课时：Understanding ideasAnalysis of teaching materials:The content of my lesson is a reading material, through the learning of which, I 11 enable students to know more about some information about

2、Qomolangma. At the same time, make Ss master some reading techniques throught various reading activities paragraph by paragraph.Teaching Aims：1. Learn to know some words , expressions and sentence patterns in the passage.2. Learn to master some reading skills.3. Learn to know Qomolangma is our frien

3、d but also enemy. Cultivate Students love and respect for our nature.Important and difficult points of teaching:The important points of teaching is how to find out the required information of Qomolangma as correctly as possibleThe difficult points of of teaching is how to master some useful and prac

4、tical reading skills.Teaching procedures:Students5 ActivitiesPurposeStep 1 Lead in (3 min)Greeting.T: Hello, everyone! My class is a class of cooperation and competition. So I will divide you into four groups.After the class ,the winning group will get a secret gift and the failure will give us a gr

5、oup dancing Ss: yes.T: Read and remember Words and Expressions in music.Ready?Go.Ss: ClearArouse students1 interest and review some news words of the reading passage.Step 2. Pre-reading (8 min)Look at the map on Page 50 and we will invite two students to introduce Qomolangma.1 Who were the first peo

6、ple confirmed to have reached the top of the mountain?When did this happen?1. Get Ss to know something information of Qomolangma. 3. Chan was eight when he began acting. . 4 Chan was protagonist immediately he played roles and never played a Bit role.F 5. Chan was badly injured over twenty years ago

7、.2. Serve as a warm-up for the following tasks.Step 3 While-reading （29 min）Taskl:Read the passage in 2 minutes and tell the structure of passage. Task 2:Complete the paragraphs in 3 minutes with expressions from the passage.George MalloryWhat people get from this adventure is just .People eat and m

8、ake money to be able to , not the other way around.Alan ArnetteEach person has anreason for climbing amountain. Its forces people tothemselves. To succeed, people must have the physical as well as.Scientific reasonsRisk taking may be part of. Peoplewho are more likely tohave Type T”personalities. Re

9、search also suggests that our desire to seek risks can be connected to how much we expect to.Task 3:Carful readingWhats the authors opinion on Climbing Qomolangma: worth the risks? 高考阅读理解常见题型1 Detail （细节理解题）2 Guess meaning （猜想词义题）3 Main idea （主旨大意题）4 Inference&j udgement （推理判断西）Key: Its totally up t

10、o the readers to decide whether it is worth the risks to climb Qomolangma or not.Task 4:Read the passage and find out what “Type T” personalities are.Key:Type T personalities refer to the personalities of those who are likely to take risks and seek thrills （T）. Task 5:What is the author s purpose in

11、 writing the passage A To encourage people to climb Qomolangma if fully prepared, as risks bring many benefits.B To remind people to balance the benefits and risks before deciding to climb Qomolangma.C To suggest that people stop taking risks and climbing1. Enable students to understand the given ma

12、terial better by using different reading skills.2. “Task-based” teaching method is used here to develop the Ss5 ability of communication and also their ability of co-operation will be well trained.of wild animals and dense virgin forests. Many of these are precious and rare, like the first-class pro

13、tected animal.Qomolangma, as the risks outweigh the benefits.Key:BTask 5:Extensive reading:Each group chooses a picture and prepare for 5 minutes and then challenge the job. 因片省略Picture 1 ： You have to close your book. Listen to the English of Paragraph 1 and then fill in the blanks.Picture 2:Studen

14、t A read the paragraph two sentences by sentence. Meanwhile Student B must translate what student A read into Chinese without looking at books. Ten marks for you. One pause , one mark loss.Picture 3:Role-play:The teacher acts as a journalist to interview Alan Arnete and student A acts as Alan Arnete

15、. Student A must use what Alan Arnete really said in the paragraph 3 to answer the teachers question without looking books.Ten marks for you. One pause one mark loss.Picture 4: Read paragraph 4 to 7 carefully to find out the Noun-clause(名 词桂从句)and with+n+ving strucure and try to change the following

16、 simple sentences into better ones. Ten marks for you. One mistake, one mark loss.Step 4 Post-reading (5min)Taskl.After reading, try to challenge other students in other group. If they cannot answer your question, you will get 1 mark from their group.eg:Student A: Do you agree with Mallorys and Anne

17、ttes opinions? Why?Student B: en,en ,enStudent A: You fail, one mark loss.HAHAAHAStudent A:If you were given the chance, would you like to climb Qomolangma? Why or why not?Student B: I would like to climb .Task 2:Read the following passage and and every group makes a poster about Qomolangma.Qomolang

18、ma is the highest peak in the world. Its Tibetan meaning of Goddess the Third adds more mysterious color and magic power to the subject. It has been built as one of the national natural reserves, where live thousands of kinds of plants, hundreds of varieties1. Consolidate the contents for this lesso

19、n.2. Practice Ssf ability of putting together and analyzing useful information.Write a passage about your opinions on the people of no mew one“小片，i厂Type T personalities.Check whether the Ss achieve the teaching aims.Teaching reflection :Whether we have lead students to master some information of Qomolangma and whether there are some ways for us to improve while teaching.