Goforit八年級(jí)Unit7what’sthehighestmountainintheworld閱讀語篇教學(xué)設(shè)計(jì)Qomolangma—themostdangerousmountainintheworld?主題語境：人與自然——地球與宇宙語篇類型：說明文授課時(shí)長：一節(jié)課教材分析：本文共有3個(gè)段落。第一段，陳述珠穆朗瑪峰的客觀事實(shí)和危險(xiǎn)之處，說明珠峰之高，珠峰之險(xiǎn)和登珠峰之難；第二段講述世界上登上珠峰的第一批人，中國隊(duì)登頂時(shí)間，登上珠峰的第一位女性。第三段講攀登者冒險(xiǎn)的原因。通過對(duì)這篇文章的閱讀，讓學(xué)生明白：登頂?shù)娜斯倘恢档庙灀P(yáng)，但未登頂?shù)膮s一直在嘗試攀登，和不幸喪生途中的攀登者同樣值得敬佩，這里也是情感教育的一個(gè)立腳點(diǎn)。在現(xiàn)實(shí)生活中，我們不會(huì)遇到像登珠峰這么大的困難，但學(xué)習(xí)生活中一定會(huì)遇到困難，面對(duì)困難，我們?cè)撛趺崔k呢？學(xué)生文化意識(shí)（情感態(tài)度價(jià)值觀）在這里得到升華，啟發(fā)學(xué)生領(lǐng)悟Challengethemselveswhentheymeetdifficulties;Nevergiveuptryingtomakeourdreamscometrue.學(xué)情分析:八年級(jí)二班學(xué)生英語水平參差不齊，多數(shù)學(xué)生對(duì)英語學(xué)科感興趣，能積極思考參與課堂。閱讀能力差距較大，閱讀技能培訓(xùn)有待加強(qiáng)。且只有部分學(xué)生能正確流暢的表達(dá)自己的觀點(diǎn)。因此，通過一系列的活動(dòng)和思維導(dǎo)圖，老師希望能借助于語篇，通過探究主題意義，引導(dǎo)學(xué)生訓(xùn)練閱讀技能，提高思維能力，最終把所學(xué)知識(shí)進(jìn)行整合輸出，正確表達(dá)。教學(xué)目標(biāo)：1.提取語篇大意，梳理文章結(jié)構(gòu)，歸納文中關(guān)于珠穆朗瑪峰危險(xiǎn)的事實(shí)性信息。2.通過小組合作學(xué)習(xí)，進(jìn)一步梳理和整合文章信息，對(duì)文本從不同角度進(jìn)行分析和深度解讀。3.訓(xùn)練學(xué)生的閱讀技能：skimming,scanning,inferringandsummarizing，提閱讀能力4.基于所讀文本和視頻材料，討論人如何戰(zhàn)勝困難，發(fā)表個(gè)人觀點(diǎn)。教學(xué)環(huán)節(jié)主要活動(dòng)設(shè)計(jì)意圖核心素養(yǎng)提升點(diǎn)Pre-readingStep1Greeting&Lead-in(2minutes)T:lookatthepicture,please,.Whatcanyousee?Wherearethey?Canyouguesswhichmountainisit?S:(Snow/twoclimbers/mountain)QomolangmaT:WhatelsedoyouknowaboutQomolangma?導(dǎo)入主題，激活已知，鋪墊背景知識(shí)和部分詞匯知識(shí)。While-readingTask1:matching(2minutes)Matcheachparagraphwiththemainideas.Task2:Fillinthe(2minutes)OneofthemostfamousplacesformountainclimbingisTheyrunalongthesouthwesternpartofChina.QomolangmaisapartoftheHimalayas.It'sthehighestmountainintheworld.It'saboutmetershigh.Task3:Listing-(3minutes)andlistthedangersfortheclimbers.thickclouds,snow,freezingconditions,heavystormsandthinair.out:Whyarethesethingsdangersfortheclimbers?T:

Why

are

thick

clouds

dangers?--

Because

the

climbers

can’t

see

clearly.

T:

Why

is

it

dangerous

when

snow

falls

very

hard

?

--

Because

the

climbers

can’t

walk

or

see.

T:

What

about

freezing

weather

conditions?

–

They

will

makeclimbersfeelcold.T:

Andheavy

storms?

Why

arethey

dangerous?

–

Theywillmakeclimbers’clothesget

wet,

people

will

feel

colder.

T:

What

will

happen

if

people

take

in

little

air?

–

They

will

die.

So

if

it’s

hard

to

take

in

air,

people

will

feel

it’s

hard

to

take

breathe.

Task4:MatchingandQ&A-Para2.(3minutes)thepictureandthepeopleReadandfindoutwhattheirachievementsare.Task5:Q&A--(4minutes)Readandanswerthetwoquestions:Whydosomanypeoplewanttoclimbthismountain?TTheywanttochallengethemselvesinfaceoofdangers.2.Whatdoesthespiritoftheclimbersshowsus?Weshouldn’tgiveupachievingourdreamsHumanscansometimesbestrongerthantheforcesofnature.Task6:Findthecomparisons-&3(2minutes)CirclethewordsinPara1&3運(yùn)用認(rèn)知策略，提取主要信息和事實(shí)。梳理文本信息，體驗(yàn)作者的思維過程。通過追問，拓展思維，根據(jù)已知事實(shí)進(jìn)行推斷預(yù)估整理段落細(xì)節(jié)，動(dòng)圖激發(fā)興趣自然過渡話題，引出文本主題：面對(duì)困難挑戰(zhàn)自己多角度深度理解文本，語境中關(guān)注詞匯的學(xué)習(xí)，語言能力：提取概括信息思維品質(zhì)：分析論證，推理判斷作者的觀點(diǎn)。Post-readingTask1:summary(2minutes)Makeasummary(Wholeclasswork).Task2:Groupretelling(5minutes)ingroups,andretellthepassagebasedonthemind-map.(onepersonretells“thefacts”,oneretells“thedangers”,oneretells“theachievements”,andthelastoneretells“thespirit”.)timeTask3:inferring(1minute)letstudentsinferwhatthepassagecomefrom?A.astorybookB.asciencebookC.ageographymagazineTheansweris:CTask4Emotioneducation(2minutes).EnjoyavideoaboutEric,thefirstblindmantoreachthetop.Whatcanwelearnfromtheclimbers?Studentsgivetheiropinions.ReadthepoemtogetherAlwayskeeptrying,堅(jiān)持嘗試，Nevergiveup,永不放棄，Neverlosehope.永不灰心.Nomatterwhathappens,無論發(fā)生什么，Justbebrave,只要勇敢面對(duì)，Believeyourself,相信自己，Andworkharder,更加努力，Yourdreamswillcometrue.夢(mèng)想就會(huì)成真.Weshouldfacetheirdifficultiesbravelyandalwayskeeptryingtochallengeourselves.將文章內(nèi)容結(jié)構(gòu)化，運(yùn)用關(guān)鍵詞進(jìn)行歸納整理?；顒?dòng)中訓(xùn)練思維與表達(dá)，促進(jìn)知識(shí)理解和內(nèi)化并進(jìn)行遷移創(chuàng)新對(duì)接中考，推測(cè)文章出處深化主題意義，加強(qiáng)德育浸潤語言能力:整合運(yùn)用語言進(jìn)行表達(dá)思維品質(zhì)：分析論證，培養(yǎng)創(chuàng)新思維。學(xué)習(xí)能力：自主學(xué)習(xí)，合作學(xué)習(xí)。文化意識(shí)：聯(lián)系現(xiàn)實(shí)生活，引發(fā)思考。HomeworkHomework:1.Readthepassagealoudandretellthewholepassage2.Readthepassageagainandmarkthedifficultwords.Thenlookupthenewwordsinthedictionary.3.WriteapassageinyourownwordstointroduceQomolangma（LevelA）根據(jù)學(xué)生實(shí)際分層作業(yè)，鞏固課上所學(xué)的同時(shí)為下節(jié)課做準(zhǔn)備學(xué)習(xí)能力：梳理所學(xué)內(nèi)容，學(xué)會(huì)邏輯地改編語篇本案例基于對(duì)文本和學(xué)生的分析，確定了本課的教學(xué)目標(biāo)，并基于教學(xué)目標(biāo)設(shè)計(jì)了相應(yīng)的教學(xué)活動(dòng)，包括創(chuàng)設(shè)情境，激活已知；關(guān)注體裁，梳理結(jié)構(gòu)；獲取事實(shí)性信息，交流內(nèi)化信息；深度理解文本，分享閱讀成果；發(fā)展批判性思維，體現(xiàn)出學(xué)習(xí)理解、應(yīng)用實(shí)踐、遷