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視頻課題：信息素養提升實踐融合創新應用教學案例（安徽）高中英語必修二Unit5 Human and Nature Lesson 1 Race to the Pole
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高中英語必修二Unit5 Human and Nature Lesson 1 Race to the Pole
融合創新應用教學案例 教學設計
| 教師姓名 | 學校名稱 | ||||||
| 學 科 | 英語 | 年 級 | 高一 | 教材版本 | 北師大2019版 | ||
| 課題名稱 |
Unit 5 Lesson 3 Race to the Pole |
課 時 | 第一課時 | ||||
| 教學內容 | 了解英國探險家Scott 和挪威探險家Amundsen去南極探險的過程，并主要描述Scott帶隊的探險隊的感人故事，感受其堅持不懈的頑強精神及為科學獻身的無畏精神。 | ||||||
| 教材分析 |
本課是一節閱讀課，主要記敘了英國探險家Captain Scott和挪威探險家Amundsen之間展開的去南極探險的感人故事。該語篇主要描述了英國探險家Captain Scott帶領的探險隊伍從出發、中途馬匹凍死、手推雪橇困難前行、到達南極時看到挪威國旗時的震驚，知道輸掉了這場比賽。Captain Scott和隊友在返回途中，雖然困難重重，但他們仍然從南極帶回了有科研價值的石頭。遇到暴風雪，忍饑挨餓，無法返回到最近的補給基地，最后全部壯烈犧牲。斯科特沒能贏得極地探險比賽，但他和他的隊員表現出的巨大勇氣使他們成為了英雄。 高一學生已經掌握了一定的閱讀技能且具有一定的共情能力，但兩方面都尚需提高。 |
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| 教學目標 |
Knowledge aims: By the end of the lesson, students will be able to, 1)gain the main information about the two teams’ explorations to the south pole. 2)understand the long and difficult sentences in Scott’s diary and produce empathy for the great team. 3)describe the great qualities the heroes have, and learn from them. |
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| 教學重難點 |
How to improve students’ understanding and critical thinking abilities through reading the passage. How to guide students to feel the explorers’ great spirits and arouse their emotional empathy. |
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| 教 學 過 程 | |||||||
| 過程設計 | 信息技術應用 | ||||||
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Step 1 Lead-in Show a picture of penguins, leading into the topic of this lesson. Ask students to talk about how much they know about the Antarctic. Step 2 Pre-reading Students think about the challenges the explorers may meet on the journey to the south pole. Step 3 While-reading Task 1 Read for structure Ask students to skim the text to divide the passage into four parts and match each part with the main idea. Task 2 Read for details(individual work) Ask students to read the passage carefully and fill in the blanks to learn about the specific information about the exploration of the two teams. Task 3 Mind-mapping（Group work） Students read the first two parts again , then work with their partners and make a mind map of the two teams’ journeys. Then ask some students to show their mind map in front of the whole class. Task 4 Read and infer (Pair work) Students read the last two parts again, and describe the change of feelings of Scott’s team and fill in the graph. Step 4 Post-reading After reading, students think about the following questions. Why do you think the writer used the word “race” in the title? Would you say that Scott and his team were losers or heroes? Why or why not? Step 5 Summary Play a short video which is about Chinese heroes fighting against the COVID-19, and ask students to think about a question “What makes a true hero?” Step 6 Homework 1. Polish your mind map and share it in the next lesson. 2. Search online the main events in China’s Antarctica exploration. Why do people try to explore the toughest part of the Earth? |
Step 1設計意圖：通過圖片，引導學生關注到本課主題南極探險，討論關于南極的信息，拓展學生知識面. Step 2設計意圖：引導學生思考，去南極將要遇到什么困難和挑戰，為接下來的閱讀預熱。 Step 3任務一設計意圖：引導學生略讀全文， 把握全文結構，并分段，總結大意,第一遍讀，把握文章整體結構，有利于更好地理解文章。 任務二設計意圖：引導學生通過細讀，獲取兩位探險家探險過程的主要信息。 任務三設計意圖：小組共同制作思維導圖，全面地了解兩個探險隊的探險路徑及過程，同時對斯科特隊伍的細致了解為后文感受此隊的艱辛探險過程奠定基礎。 任務四的設計意圖： 通過小組討論并推斷斯科特隊伍在不同階段的情感變化，感受斯科特探險隊的堅韌的意志,無私的品質和無畏的探索精神。 Step 4設計意圖：通過探索題目“race”的深層含義，及對斯科特隊在這場比賽的輸贏，引導學生對課文進行更深一層的探討，有利于學生批判性思維能力的養成。 Step 5 設計意圖： 播放中國抗疫英雄的感人視頻，進入情感升華教學階段，孩子們思考英雄品質，從而產生共情，努力學習，不贊網紅不追星，向抗議致敬并學習其優秀品質，報效偉大祖國。 作業設計意圖：學生修改并潤色思維導圖，進一步了解兩隊探險過程，同時搜集中國南極探險資料，思考探索南極的意義，培養學生批判思維能力。 |
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| 板書設計 |
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| 教學反思 |
上完本節課有以下幾點反思：
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