北师大版八年级上册Lesson 9 Never Give Up!精品表格教学设计

学习过程

学习意图

时间

Pre-reading

Warm up

Warm up and get ready for reading

1. Lead in by the title.

Ss are going to activate what they have known with the help of the title and pictures.

(1)   Read the title together.

(2)   Learn the new word. (Pole)

Q1: Where are they? Can you point them out on the map?

Q2: How can we call them?

(3)   Activate the Ss’ vocabulary which are relevant to the topic.

Q3: What do you know about the Poles? What’s the weather like there?

2. Brainstorm

Ss are going to brainstorm some words related to the topic with the help of the pictures and questions.

Q: Do you think it is difficult to go to the Poles? Why or why not?

根据题目和图片，猜测Pole词义，并用图片核对答案，拓展南北极说法。

通过图片和问题，引起学生对话题的兴趣，并激活已知词汇及信息。

4’ 

While-reading

1st reading- Skimming and scanning

Read for the general information

1. Skim

Ss are going to skim the text and find out the main character.

 Q1: Who went to the poles?

Q2: How do you find it?

Q3: So what is he doing there?

Q4: And he is the youngest explorer. So what does explorer mean?

2. Predict

Ss are going to talk about what they want to know about the text.

Q: What do you want to know about it?

3. Scan

Ss are going to scan the text and match the headings with the paragraphs and underline the reasons as well.

(1)   Learn the new words.

(2)   Order the headings.

(3)   Match the heading with the paragraphs.

(4)   Check the answers.

(5)   Check the reasons.

4. Focus on the structures.

Ss are going to divide the passage into different parts according to their main ideas.

Ss can have their own opinions. Reasonable is OK.

通过找寻主人公介绍进行跳读训练。

通过问题和语境，引导学生推测新词explorer。

根据题目，引导学生思考自己想了解哪些相关信息，激发学生阅读兴趣。

通过搭配小标题的活动，理清文章基本脉络。

预测小标题顺序，发散学生思维。

充分让学生发表自己的看法，鼓励学生思考。

7’ 

2nd reading- intensive reading

Read for the detailed information

Ss are going to circle out the time and underline what happened to him and what he did.

Focus on the facts.

(1) Circle the time and underline what happened to him and what he did.

(2)Check the answers.

通过圈画时间和动作，理清文章脉络，理解故事。

10’ 

3rd reading- deep understanding

Read for the feelings and opinions.

Ss are going to find out Janek’s different feelings in different period of time and the writer’s opinions.

1. Draw the time line and focus on the language.

(1)Learn the new word. (artificial)

(2)Get the detail information.

 Q: What is the best answer? Did he accept the invitation?

2. Focus on the feelings.

(1)Make an example.

(2)Guess the how Janek felt.

 Q1: What did Janek do? What happened to him?

 Q2: How did he feel at that moment?

 Q3: If you were him, how would you feel?

3. Focus on the writer’s opinion.

(1)Find out the writer’s opinion.

(2)Understand the writer’s opinion.

(3)Find out why the writer thinks so.

4. Focus on the logic.

(1)Find out the difficulties he met.

(2)Find out the result.

(3)Find out how he did to get the result.

通过时间数轴，理清故事发展脉络。

在语境中处理生词。

阅读文本，推测主人公的感受，创设情境，引导学生体会主人公的精神品质。

获取并理解作者观点，并推导出作者这样认为的原因。

理清学生画出动作的内在联系及逻辑关系。

4th reading- after the tape

Read after the tape.

Ss are going to read after the tape.

跟读训练。

3’ 

Post-reading

Task

1. Interview and report

Ss are going to make an interview in pairs.

Task 1:

假设你是二十一世纪报的小记者，现在你有机会采访Janek，你想不想问他一些问题呢？

(1)   Work in pairs. One is the reporter, the other is Janek.

(2)   Make an interview.

(3)   Present in class.

2. I won’t give up!

Task 2:

学校为了号召我们学习Janek的坚毅品质，现举办以“I won’t give up”为主题的演讲比赛，请你参赛。

到目前为止你遇到了哪些困难？读了这个故事之后，你将如何去面对困难呢？……请你谈谈你的想法吧。

(1) List at least two difficulties.

(2) List what you’ll do to solve them.

(3) Describe your feeling using adjectives（形容词）.

(4) Make your speech logical by using conjunctions(连词), such as and, but, what’s more, etc.

(6) Practice by yourselves. (3mins)

(7) Share in pairs. (3mins)

(8) Present in class.

(9) Finish the self-evaluation after class.

3. Sharing.

Nothing is impossible to a willing mind. 有志者事竟成。

通过小组采访和回报的方式，将本课知识进行内化，并表达自己的看法。

结合自身，进行话题下输出，并增强学生面对困难、克服困难的决心。

18’ 

Homework:

1. Read the passage after the tape.
2. Write down your own experience on your handouts.
3. Share your experiences with your classmates.

I list at least 2 difficulties.

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I list what I will do to solve them.

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I use adjectives to show my feelings.

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I use conjunctions to make it clear.

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I feel confident to solve the problems.

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