Section A教案和学案内容

Unit 7 What’s the highest mountain in the world?

(Section A :3a—3c) 一，

教材分析

Ⅰ Analysis of the Teaching Content

Through the listening and speaking practice in PeriodⅠ, students have a general understanding of the superlatives and comparatives. Based on this, Period Ⅱ

aims at cultivating students’ reading ability. Reading can not only help students correct their intonation and pronunciation, but also enlarge their vocabulary and expressions. Meanwhile, students are supposed to be inspired by the climbers. Ⅱ Teaching Aims:

1. Knowledge Aims:

Be able to understand the passage, including the details.

Use the new language points correctly, such as take in, even though, challenge themselves and so on.

2. Ability Aims:

Be able to find the information needed through different reading skills.

Retell the passage with the help of mind-map or hints.

3. Emotion Aims

Cultivate students’ love of great nature and our nation.

Be inspired by the climbers’ spirit.

Ⅲ Key and Difficult Points:

To better understand the comparative and superlative.

To retell the text or re-organize the text in their own words.

Ⅳ Teaching Methods

Task-based teaching method; Cooperative learning method;

Ⅴ Teaching Assistances:

Multimedia; Pictures & vedio. 二，

教学步骤

Ⅰ Preparation & Leading-in Teacher shows some pictures on the screen, and asks questions with the superlatives.

List the superlative forms of some words if necessary.

Eg. T:

What’s this river? How long is it? Which one of them is longer?

What’s the longest river in China/ the world?

…

Ss are supposed to answer those questions fluently, since we have learned PeriodⅠ.

(Purpose of the design: This is aimed to help Ss review the superlatives learnt and get ready for the following content.)

Ⅱ Pre-reading 1．T: Talking about mountains, do you like climbing mountains? Have you ever climbed any mountain?

How did you feel?

During the May Day, many people went to Mount Hua to watch the sunrise. Have you ever climbed Mount Hua? How do you feel?

Was it easy, exciting or too challenging? Why? -----Ss will say something: steep cliffs, narrow paths, frightening…

So, what about climbing Qomolangma? Will it be easy, challenging or impossible ?

Why will it be dangerous?

2．

T: Now let’s watch a short video about climbing Qomolangma, or they call it Everest in Nepal.

According to the video, what dangers might happen?

Ss will say some phrases they know : storms, thunders and lightning, winds…

out of gas, oxygen carrier/tank, snowslide, the string/ rope may break/ ladder…

T: Today we’ll learn a passage about climbing Qomolangma. Now, open your book.

（Perpose of design: Get ready for the reading task by having a talk about the topic. Meanwhile, the short vedio will help Ss have a general idea about climbing Qomolangma. And it will stimulate Ss’ interest in learning more.）

Ⅲ While-reading 1.

Skimming, the fast reading. T:

Skim the whole passage quickly and finish Task One. Understand the phrases in the box correctly before reading. (achievement--- the successful things someone does; spirit—things we need to learn..) Task One: do the matching. Match the paragragh with the main idea correctly. Check the answers together.

Encourage Ss to share their answers and try to give the supporting reason. If necessary, they can work in pairs or groups.

(Purpose of the design: By fast reading, Ss will have a general grasp of the main idea of the passage. It’s not necessary for them to understand the whole passage at this time.) 2.

Careful reading: read for specific information T will play the recoding of Para. 1. Ss will listen and find the corresponding answers. Task Two: （1）

What facts can we learn about Qomolangma in Para 1? What dangers can we find from the text? (Ss will answer the questions, but if they are not sure about their answers, they can discuss with their partners first. And Ss are encouraged to use short phrases or reorganize their language.) （2）S1 will answer the first question. And we will read the original sentences together. S2 will give the answers for the second question, and we will read the sentences together.

（3）T: Can you reorganize the information listed on the Blackboard and say it out in your own words?

Reorganize the details on the Bb. Invite 2 students to try.

T will read Para 2 and Ss will sort out the details required. Task Three: Complete the chart.

(1) T: There are three columns in this chart, and on the left column, we should find the names, the subjects. On the second column, we need to find the information about time. On the right column, the achievements, the things they do. (2) Check the answers. (3) Learn how to pronounce the names correctly.

(4) Paraphrase each sentence, and pay attention to “did so” & “to succeed”.

Task Four: Ss read Para 3, and then answer the two questions. （1）

Why do some many climbers risk their lives? What spirit do the climbers show us? （2）Find the answers and reorganize Ss’ answers. Read the answers one by one.

（3）

Paraphrase Para 3

(Purpose of the design: This step works as a close reading of the text. And Ss should approach this passage in different ways and pay special attention to those details and understand what’s between the lines.)

Ⅳ Post-reading

1. T: What can we learn from the passage/ the climbers?

Be brave. They have their spirit and they show us that we should try our best to achieve our dream.

Challenge oursleves.

Should not give up.

Where there is a will, there is a way.

2.

T: Skan Para 1& 3 again and find the comparatives and superlatives. Task Five:

Show the phrases one by one on the screen. Read twice together.

Task Six:

There is a group of exchange students in our school, and they want to know more about our hometown,Xi’an. What can we say? How can we introduce our hometown? If possible, can you use the superlatives or comparatives?

Ss will work in pairs and practice for 2 minutes.

T: Let’s give her a big hand./ Applaud for her.

(Purpose of the design: Encourage the students to re-think about the spirit of the climbers and what we can learn from them. Meanwhile, try to introduce a city with the use of superlatives and comparatives.)

Ⅵ Homework 1.

Read the passage twice aloud. 2.

Underline the expressions. 3.

Writing.

三，

板书设计

Unit 7 What’s the highest mountain in the world?

Period Ⅱ (Section A :3a—3c)

Qomolangma

Facts

&

Dangers

Achievements

Spirit

the highest

thick clouds

on May 29, 1953

Why?

challenge

most famous

freezing weather

in 1960

shows that…

8,844.43

heavy storms

in 1975

---never give up

….

--- be

stronger

四，

教学反思

作为本单元的第二课时，本节课注重对学生阅读能力的培养，设置不同的任务是希望学生能采用相应阅读策略快速找到对应信息点。因此，在阅读中，主要采用任务型教学法，让学生有明确的阅读目标，也更好地适应不同类型的文章。阅读后，设置了复述文章的任务，主要是期望学生能通过泛读和精读来把握文章的主旨。通过关键词或提示词来帮助自己更好地完成复述任务，这也就要求学生能抓住每一段或每一层的核心词、句。

该文章数据和专有名词较多，对学生来说，朗读文章存在一定的困难，但理解上没有太大的难度。因此，本课时没有把语言点学习作为重中之重，而是聚焦于从阅读输入到朗读、复述输出的一个过渡，如何从输入型阅读课逐渐转变为有物可言的输出型课堂，这将是以后阅读课的一个发展方向。

本节课在时间的规划上仍旧需要调整，学生整理自己的思维导图仍旧需要一些协助与合作。同时，为了实现从阅读到复述的转变，板书也需要更加有条理性，更便于学生整理自己的思路。