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視頻標簽：Qomolangma,Most Dangero,Mountain
所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語八年級下冊Unit 7 Qomolangma the Most Dangerous Mountain in the World-浙江
教學設計、課堂實錄及教案：人教版初中英語八年級下冊Unit 7 Qomolangma the Most Dangerous Mountain in the World-浙江省 - 麗水
Unit 7
Qomolangma —— the Most Dangerous
Mountain in the World? 課時 第3課時 共5課時 課型 Section A Comprehensive Reading
授課時間
2017年4月26日
教學目標 知識與技能：Vocabulary--Curriculum words: achievement, condition, force, nature --Non- curriculum words :southwestern, freezing, challenge Skills：1. Be able to scan the key words.
2. Be able to read for main ideas of paragraphs.
4. Be able to get specific information.
3. Be able to understand (n.) word-building with ―ment‖.
過程與方法：Read step by step together with the students, inspire Ss’ thinking through questions and highlight the key points.
情感態度價值觀： Learn the spirit of climbers—never give up achieving dreams when facing dangers. 教材
分析
重點：Get the main idea of the passage and Ss can be able to learn the spirit of climbers to solve problems in their daily life.
難點：Students may not truly know how big difficulties the climbers will face when they climb
Qomolangma because they lack of true experience.
關鍵：The T should inspire Ss’ thinking by asking questions. 教學
準備
The basic elements.
板書設計
課前備課
活動目的
教師活動
學生活動
Stimulate Ss’ interests of this lesson and lead
into the topic --
Qomolangma.
Make Ss recall their
previous knowledge and review some expressions in Unit 1.
Step One. Lead in.
1. Make Ss guess what ―Everest‖ is about. 2. Give 2 tips to help Ss guess. Step Two. Review and Presentation. 1. Make students review their knowledge about Qomolangma by asking ―What do you know about Qomolangma?‖ Students try to guess the word of ―Everest‖, by using ― Is it …?‖ or “ I think /guess it’s a…‖.
Try to recall their knowledge about Qomolangma.
…is very…
…is the highest…
… is in…
Step Three. Pre-reading. 1. Present the map of China.
T: Where are Himalayas? (Pay attention to the new word “southwestern”.) Do you like climbing mountains? What do you think of this activity? Do you like to climb Qomolangma?
2. Present the main ideas of 3 parts in the passage. Make Ss predict which part goes first and give reasons.
Para 1 Spirit of climbers
Para 2 Achievement of climbers Para 3 Facts and dangers
Pay attention to the new word ―achievement‖ and its verb-achieve， similar word-success (succeed), similar word-formation ―ment‖.
Step Four. Fast reading.
1. Ask Ss to read the passage quickly on page 51 and match each paragraph with the main ideas.
2. Check the answer.
T: Why can you finish the task quickly and correctly? (Pay attention to the reading skill—the first sentence always helps a lot.)
Step Five. Careful reading.
1. Ask Ss to read Para.1 Facts and dangers carefully.
T: What facts about Qomolangma are mentioned?
What dangers are mentioned?
What other dangers can you imagine except those?
2. Show a video about Everest.
What danger do they meet in the video?
3. Ask Ss to read Para.2 &3 carefully and read
Ss learn some new words and phrases, like ―run along‖, while discussing and answering. Ss show their opinions.
“…feel tired… it’s relaxing”, “It’s dangerous to climb Qomolangma.” Students try to predict and tell the reason.
Students tell the part of the speech of ―achievement‖ and some other words’ suffix with ―ment‖. And the similar word-
success (n.),succeed(v.)
Students read the passage quickly and finish 3a.
Ss pay attention to the first sentences and key words..
Students read Para 1carefully and finish the task.
Students tell some other dangers like
“There isn’t enough food.” “It is easy to lose their way” “The snow is easy to fall down.” …
Watch a video about Everest and answer the question ―What dangers do they meet in the video?‖ and find out some other dangers that are not mentioned in the passage like “There’s no road to the top；the snow is easy to fall down…"
Students read Para2&3 carefully to
Present some new words about directions and lead to the topic of the passage.
Make Ss try to use the reading skill –
Predict. To help Ss get some rules of word-building.
Train Ss’ skill of fast reading and scanning key words.
Train Ss’ skill of careful reading and the ability of finding the correct answer.
Help Ss open their mind to think of something that is not mentioned in the book.
To help Ss experience how dangerous the climbers will meet through visual sense.
Train Ss’ reading skills
two questions loudly.
(1).Whose achievements are mentioned?
(When you see “whose”, what should you pay attention to? How can you find names quickly?)
(2).Why do so many people try to climb this mountain?
4. Check the answer and ask Ss to find out the key words/sentences to support his/her answer.
5. Ask Ss to think and discuss another question.
T: What’s the main reason of their achievements?
6. Ask Ss to read the title of the passage
“Qomolangma — the Most Dangerous Mountain in the World?” and think about why the writer used the question mark.
Step Five. Post-reading.
1.Encourage Ss to talk about their ―Qomolang‖(difficulties) in their daily life Show an example before talking.
T: I’m a teacher, very busy. Sometimes I can’t balance the relationship between my family and my work. It’s really a big difficulty for mer.
2. Ask Ss to discuss how to solve the problems they meet.
T: What will you do when you meet “Qomolangma” in daily life?
3. Give positive responds to every student’s opinion and lead them to the passage’s main spirit—learn from the spirit of climbers. (Never give up when facing dangers). achieving dreams
T: Winners are those who never fail but those who never quit (give up).
find out the answers of the questions shown on the screen.
Students find the key words/sentences to support his/her idea.
Discuss with partners and think of the main reason—strong spirit. Students think about the question and show their ideas.
“Humans are stronger than anything else. If people work together, anything would be achieved.
“If humans have strong spirit , we can sometimes be stronger than the force of nature.”
“If we have teamwork, maybe most dangers in the mountain seem not dangerous at all.
Students talk about their ―Qomalangma‖ in daily life.
S1: Sometimes I argue with my parents. I can’t get well with my parents. I feel upset and nervous. S2: My Qomalangma in my life is my build. I try to lose my weight but it didn’t work.
Students learn how to solve the problems they meet by talking and discussing ，and learn from the spirit of the climbers when climbing their ―Qomolangma‖ in daily life.
S1: My Qomolangma is sports, because I’m poor in sports. I run slowly, so many people laugh at me. I will ask teachers for help because they have experience.
S2: My Qomolangma is that I’m afraid to show myself in public because I’m very shy. I think I will try my best to communicate with people around me and I believe as long as I make an effort to do that,
and the ability of thinking.
To make Ss know everyone will meet their own difficulties.
To help Ss to know-- Learn from reading (from the climbers); Do (practice) from what they learn.
Step Six. Homework. 1. Retell this passage.
2. Find more information about Qomolangma and share it with your partner. (From books, Internet, movies…) I’ll achieve it.
S3: My Qomolangma is that I can’t get along well with my mother and we have a lot of problems. She thinks I should pay more attention to study, but I think I should enjoy my hobbies liking dancing and drawing. Maybe I should write a letter and communicate more with him, er with her.
S4: Our group wants to solve Sam’s problem. He must have some ways (He means “good plans”), such as exercise every day and eat healthily. S5:… S6:…
Do homework after class and find more information through books, Internet, movies…
To help Ss consolidate learning from the passage and encourage them to learn more outside class.
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