高中英语外研版 (2019)必修 第三册Unit 5 What an adventure!教案

这是一份高中英语外研版 (2019)必修 第三册Unit 5 What an adventure!教案，共2页。
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与自然——讨论探险家的探险“天性”和探险活动的价值
内容分析
语篇类型是夹叙夹议的论说文（essay）。通过举例和引用几位探险家和心理学家的话，分析探险家的探险“天性”和探险活动的价值。
教学目标
1. 能够理解语篇的主要内容，理解文章中探讨的探险的目的与价值；
2. 能够了解不同观点，分析语篇结构，学习并掌握与话题相关的语言表达；
3. 学生理解语篇主题并联系生活，深入理解探险家的探险“天性”和探险活动的价值，能够形成自己的观点并发表评论。
教学重点
学生通过自主阅读和小组合作学习理解语篇主旨和探险的价值；
理解语篇表达的主要观点，尝试用思维导图理解语篇结构，并能够基于语篇内容形成自己的观点。
教学难点
引导学生根据语篇文本理解语篇结构；
分析和理解语篇中的主要观点，并分析语篇结构。
教学策略
整体教学、P–W–P阅读模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T presents several images f the mvie The Climbers (2019)（《攀登者》） that tells hw the Chinese muntain- climbing players succeeded in climbing Qmlangma in the1960s despite varius difficulties.
T asks Ss t tell whether they have watched it and answer:
What difficulty did they have in preparing and finishing climbing?
2. T asks Ss t lk at the map and answer the questins.
T can add ne questin
“Why d sme peple climb Qmlangma despite the risks?” fr Ss t think mre abut the theme and get ready t explre the passage.
Ss fllw T’s instructin and share their answers.
Ss bserve the map and read the infrmatin in Activity 1.
Lead t the theme and activate the backgrund knwledge.
Activity 2
T asks the Ss t read the passage quickly and find ut what “Type T”
persnalities are.
Ss fast read the passage and find the required infrmatin.
Train students’ reading skill in lcating the specific infrmatin.
Activity 3
1. T asks Ss t chse the authr’s purpse in writing the passage in Activity 3.
2. T asks sme Ss t share their answers.
1. Ss cmplete Activity 3 based n fast reading. They can scan the passage again if necessary.
2. Ss share their answers.
Train students’ reading skill in understanding the authr’s purpse.
Activity 4
1. T asks Ss t cmplete the paragraphs with expressins frm the passage in Activity 4.
2. T may demnstrate by filling in the first blank.
3. T asks Ss t cmplete the table in Activity 4.
4. T can cntinue t inspire Ss t further read the passage and analyse hw it is rganised. Try drawing a mind map f the rganisatin f the passage.
1. Ss cmplete the table in Activity 4 based n the passage.
2. Ss read the passage again, find the right expressins and cmplete the table.
3. Ss fllw T’s instructin and think mre deeply abut hw the passage is rganised and try t wrk ut a mind map f the passage.
Train Ss’ skill
in getting specific infrmatin and better understanding the language f the passage.
Train Ss’ skill in understanding passage rganizatin and drawing a mind map, helping them better cmprehend the passage.
Think & Share
T asks Ss t discuss the tw questins in grups and ffers help when necessary.
Ss discuss the tw questins in grups and then share with the class.
Encurage Ss t think and practise slving similar prblems in a real-life situatin by emplying what they have learned in the passage.