新北师大版必修2UNIT5HUMANSANDNATURELESSON3RACETOTHEPOLE教案

Unit5HumansandNatureLesson3RacetothePole【教学目标】Studentswillbeabletoreadandtalkaboutthedifficultiesthatexplorersfacereadfordeepunderstandingsummariseinformationlearnaboutandpractisesuffixes【教学重难点】readingforspecificinformationanddeepunderstandingsummarisingatext【教学过程】TalkaboutexploringAntarctica.Readaloudthetitleofthelesson.ReadaboutexplorersandfactsaboutAntarctica.Discussthephotos:Whatarethetemperatureslike?Howwouldyoudresstodealwiththeweather?Howwouldyougetfood?Aretherecivilisationscloseby?Usingthisbackgroundknowledge,createaclassdiscussiononthedifficultiesandpreparationsneededtoracetothePole.Readthefindout.Remindstudentsthatskimmingandreadingaredifferentwaystounderstandwritteninformation.Nowwewillreadthetext.Whenweread,welookatallthewordsandtrytounderstandthewriter'scompletemeaning.Givestudentsafewmomentstoskimtheexplorers9accountsanddeterminewhattheywillreadabout.Havestudentsreadthroughtheexplorers,accountsagain,nowtheyneedtounderlinethegeneralsentenceandtopicsentenceforeachparagraph.Explaintostudentsthatthetextsinitalicsaretheexactwordsthattheexplorerwroteinhisdiary.Askstudentstounderlineindifferentcolorswhenthetwojourneysbeganandageneralsentenceofwhathappenedtothetwoteams.Readagainandcomplete.Introducethetable.Thistablecontraststhetwodifferentjourneys.Letsreadthepassageoncemoreandadddetailstothetable.Supportstudentsastheycompletethetask.Encouragestudentstorephrasedetailsandideasfromthepassageintotheirownwordswhendiscussingtheirideas.Studentscanusetheirgeneralsentencestofindtheinformationtocompletethetable.Summariseandgivereasons.Discuss:HowdidScotfsteamfeelatthebeginningofthejourney?Howdidtheyfeelattheend?Whydoyouthinkthischanged?StudentsreadeachdiaryaccountandnoteScott'sfeelingsateachpoint.StudentssummarisethechangeoffeelingsonScotfsteam'sreturnjourney.Studentssharetheiranswerswiththeclass.Makeinferences.StudentsvolunteertoeachreadanunderlinedsentencefromScotfsdiaryandletter.ReadaloudtheSkillBuilderanddiscuss"makinginferences^.AskstudentstoworkouttheimpliedmeaningoftheunderlinedsentencesaccordingtothetipsgivenintheSkillBuilder.Discusstheanswersasaclass.GroupWork:Thinkandshare.Dividestudentsintosmallgroups.Eachgroupdiscussesthetwoquestions.EachstudentexplainstotheirgroupwhyheorshethoughtScot'steamlosttherace.EachstudentcanexplainintheiropiniononhowScottcouldhavebeenbetterprepared.EachstudentexplainstotheirgroupwhethertheythinkthatScottandhisteamwereheroesorlosersandsupporttheiranswer.Studentscanusethedictionarymeaningof“hero"and"loser”tohelpwiththeiranswer.Groupsdiscussthemeaningofthequote"CaptainScottleftarecord,forhonesty,sincerity,fbrbravery,foreverythingthatmakesaman”.WhatdidAmundsenmeanbythis?Doyouagreewithhim?Explain.WhatexampledidScottgiveforeachcharactertraitlisted?CompletetheWordBuilder.Discusswithstudentsthatasuffixisaletteroragroupoflettersthatisaddedtotheendofwordtochangeitsmeaning.Readeachsuffixexampleandwhatitmeans:tionmeansastateorquality,eg,completion;lessmeanswithout,e.g.,fearless;fulmeansfullof,e.g.,helpful;nessmeansastateorqualityandmakesanoun,e.g.，kindness;lyformsadverbsfromadjectives,e.g.,kindly.Encouragestudentstobuildnewwordsbycombiningtherootwordintheleftcolumnwiththesuffixintherightcolumn.Instructstudentsthattheywillusethewordsthattheycreatedtocompletethesentences.Dividestudentsintogroupsbasedontheirreadinglevel.Allowhighlevelreaderstoreadindependentlyandcompletetheexercisealone.Encouragemiddlelevelreaderstoreadthesentencesquietlyandworktogethertofindtheanswers.Supportlowlevelreadersbyreadingeachsentencealoudandexplainingunknowntermsandtrickysentencestructures.Discusstheanswersasaclass.PairWork:Readanddiscuss.Inpairs,studentstaketurnstoreadaloudthesentencesfromScott'sdiaryandlette匚StudentsdiscusswhatScottwastryingtosayineachdiaryentryandletter.Eachstudentunderlinesthepartsineachaccountthatmadethemostimpressiononthem.Studentsexplaintotheirpartnerwhythatpartimpressedthem.PairWork:Discuss.Inpairs,studentsdiscusseachquestion.Studentscanusethedictionarymeaningof"race”toanswerthefirstquestion.Eachstudentsharestheiranswersw