1、課例分析課例背景/在2020年9月24日天臺縣初中英語教學大比武中，筆者的這堂北師大版八年級英語上Unit3 Lesson9 Together to the Poles閱讀課獲得了縣一等獎。在此筆者向大家展示這堂 閱讀課。教學內容Together to the Poles!Janek Mela is the youngest explorer to go to the North and South Poles.,was the worst dayin Janek Melas life. The Polish boy had an accident and lost half his left

2、 leg and half his right arm. Janek spent a long time in hospital and was very sad.Then his most important journey began. Marek Kaminski, a famous Polish explorer, visited Janek and asked him to go to the North and South Poles with him. Janek gave the best answer of his life.Janek prepared for the tr

3、ips for a few months. First, he learned to use his artificial leg. Then he trained hard for the expeditions.Their first expedition was to the North Pole. Janek and the team had to be careful. There were animals, dangerous ice and bad weather. It was really difficult, but things got better. They got

4、to the pole on April 24th, 2004. Janek was 15.In December, the team started the expedition to the South Pole. The weather was worse this time. This made the expedition even more difficult. They finally arrived at the South Pole on December 31sM 2004.Janek is the youngest explorer to go to the North

5、and South Poles because he was brave and said “”！文本解讀1、解讀標題和圖片從文章的插圖，我們可以看到一個探險者(explorer)踩在滑雪板(skis)上，另一個探 險者乘在雪橇(sled)上面。他們處在冰天雪地之中。從文章的題目-Together to the Poles,結合文中的插圖，我們可以推測出，這兩個冒險者應該去極地(poles) 了。2、解讀背景知識課前，老師播放關于北極的視頻，讓學生近距離接觸北極。接下來讓學生看世界地圖，找 到北極和南極的所在。緊接著，老師拋出問題Have you ever traveled to the No

6、rth Pole? Is it easy to go there? What difficulties might you meet?” 通過這幾環節，激活了 學生原有的背景知識，也補充了相關的文本知識。3、解讀篇章結構根據文中提到的時間(the twenty-seventh of July, 2002; on April 24”, 2004; in December; on December 31st, 2004 ),可以判斷這篇文章是按照時間的順序來寫的。4、解讀語言這篇文本里使用了大量的最高級。從這些含有比較級和最高級的語句中，我們可以感受到 主人公Janek Mela的情感變化和探險之

7、路的艱辛。比如在第一段的the worst day這個最 高級詞組中，我們可以感受到主人公那天的心情是相當悲傷的。第二段的the most important day這個最高級詞組中，我們可以感受到當時主人公內心是對人生又充滿希望的。 在第五段This made the expedition even more difficult這個句子中，我們可以感受到 南極探險的艱辛和他們最后克服困難、到達目的地的無比喜悅和自豪感。最后一段的the youngest explorer和第一段的the worst day形成鮮明對比，可以感受到主人公從悲傷 絕望到對人生充滿希望的改變。5.解讀語段我們先解讀

8、下第五段。在第四段中提到了因為北極惡劣的自然環境，去北極是很危險的挑 戰。那既然挑戰北極是這么危險的一件事，主人公為何還要去挑戰南極呢。南極的自然環境 可比北極惡劣多了。那我們可以推斷，主人公就是想通過一次次的挑戰，證明自己是永不言敗的。這么困難的南極他都能挑戰成功，人生中還有什么困難艱險他不能過呢?我們再來解讀下最后一段。在最后一段中，有一個單詞很小但是力量很強大，那就是“Yes”. 這個詞不僅是第二段中主公人對Marek Kaminski的回答，而且蘊含著多層意思。“Yes” 里面蘊含著“I can make it , Never give up，“I believe myself，“I

9、can do more than normal people”等多層涵義。教學目標本課學習結束時，學生能夠在以下幾方面有所收獲和提升：語言能力1）學生能夠掌握單詞：pole, Polish, explorer, artificial, expedition。思維品質1）學生能夠思考Janek為何要去北極和南極探險；2）學生能夠思考并歸納回答“Yes”所隱含的深層含義。文化意識1）通過對主人公行為的梳理和歸納，學生能思考并推理出主人公的堅忍不拔的品質;2）學生能夠學習主人公身上的堅忍不拔的品質，面對挫折，永不言敗。學習能力1）學生能掌握預測、掃讀和略讀的閱讀技巧；重難點學生通過對主人公行為的梳理

10、和歸納，能思考并推理出主人公的堅忍不拔的品質。教學設計Procedures and activitiesStepsActivitiesPurpose1. Lead-in1. Enjoy a video about the North Pole and answer: What can you see in the video?Where is the North Pole?Have ever been to the North Pole?What difficulties might you meet?To arise students9 interests and lead in the t

11、opic.2. Pre-reading1. Look at the title and picture. Predict what the passage is about.To make students better understand the passage.3.While-readi ngSkim and match the main idea with each paragraphRead Para. 1 and answer the questions:QI: Who is Jenek Mela?Q2: What happened to him?Q3: When was that

12、 day ?Q4: How did he feel?Q5: What would his life be like?Read Para. 2 and answer the questions:Q1: Who is Marek Kaminski?Q2: Why did he ask Janek to go to the North and South Poles?Q3: What was Janeks answer?Read Para.3 and answer:Q1: What did he do before the trip?Read Para,4&5 and answer:QI: When

13、 did he get to the North and South Poles?Q2: Was the second expedition the same as the first one?Q3: Why did Janek choose to go on his second expedition after he went to the North Pole?Q4: Why didnt he just stop?Read Para.6 and answer:QI: After the two expeditions, what did Janek become?Q2: How old

14、was he at that time?Q3: What was his best answer? Can you guess?Q4: What does he mean by Yes?Read the whole passage carefully and help students sort out the structure of the passage and realize the qualities of Janek by skimming and scanning.4. AfterreadingLets thinkQI: What do you think of Janek?Q2

15、: You know Janek not only get to the North Pole, but also get to the pole of his life. What will you do if you meet difficulties ?Lets introduce Janek to your family membersLets enjoy a poem.To make students think, conclude and enjoy.7. Summary& HomeworkHomework: Write the introduction of Janek on t

16、he paper and polish it.教學過程/Stepl : Lead-inLead-in:T: Hello, boys and girls, lets enjoy a video.T: What can you see in the video?North PoleSouth PoleBeautiful mountains, seas and light.T: Do you want to travel there?Ss: Yes.T: So do you know where is this place?North Pole.T: Good. So where is the No

17、rth Pole? Look at the map. Can you tell me?T: Look at this boy. His name is Janek Mela. Can he go to the North Pole with you?lost his half right armlost his half left legL.JJanek MelaZja:mk/ rmeila/Ss: Yes.T: Really? Look at him carefully. Whats wrong with him?He lost his half right arm and half lef

18、t leg.T: So can he go with you?No.T: Really? Today lefs read a passage about him and see if he goes to the North Pole.【設計意圖】 通過視頻導入，一是讓學生感受北極風光（激起學生興趣、補充背景知識）, 二是讓學生觀看后回答問題，導入文本內容。Step2 : Pre-readingT: Look at the picture in the passage. What can you see?Lets predictTogether to the PolesSI: I can se

19、e a man on the skis and another man on the sled.T: Good. What else can you see?S2:1 can see much snow.T: Good. And now lefs read the title together.From the title and picture, can you guess what the passage is about?Maybe it is about two men going to the poles together.T: Good. Lefs read the passage

20、 and check our guessings.【設計意圖】通過預測標題和插圖，培養了學生們預測文章的能力，同時降低了接下來的 閱讀難度。Step3 : While-readingRead and match.T: Now please read quickly and match each paragraph with its main idea.【設計意圖】讓學生們通過skim迅速歸納出每段的main idea,大致了解整篇文章的所講。Read Para.2.T： Now please read paragraph 1 and answer this question: Who is J

21、enek?He is a Polish boy.T: Good. So where is Poland?T: What happened to him?He had an accident and lost his half right arm and half left leg.T: When did it happen?On the twenty-seventh of July, 2002.T: How did he feel at that time?He was sad.T: What would his life be like after that?He will not be h

22、appy any more. 【設計意圖】通過仔細閱讀第一段，讓學生了解Janek Melao同時通過一系列的追問，讓 學生能夠切身體會到主人公當時的心境。Read Para. 3.T: Now please read Pra.2 and answer Who is Marek Kaminski?He is a famous Polish explorer.T: Good. So why did he ask Janek to go to the poles?To give him hope.T: Good job. So what was Janeks answer? Can you gue

23、ss?S3:1 think he wont go, because of his disableness. T: Lefs read on and get the answer.【設計意圖】通過步步追問，最后通過讓學生read beyond the lines,思考the best answer 是什么，為接下來的教學做好鋪墊。Read Para.4&5.Lets read Para.4 and 5 now. When did Janek get to the poles?He got to the North Pole on April 24th, 2004 and South Pole o

24、n December 31st, 2004.T: Was the second expedition the same as the first one?No, the second one is more difficult.T: You know going to the North Pole was already very difficult. Why did he go on the second expedition?Because he never gives up.T: Yes.【設計意圖】通過由簡至難的問題設計，讓學生學會思考和總結主人公的人物性格品質。Read Para.6

25、.T ： After the two expeditions, what did Janek become?SI ： He becomes the youngest explorer.T: How old was he at that time?15.T: In the second paragraph, it says he gave the best answer of his life. What was his answer?Of course.No problem. Yes.T: Yes, you are right. He says “Yes”. So what does he m

26、ean from the word Yes” ?： It means he wants to go to the pole.It means he never gives up.【設計意圖】通過對最后一段的層層追問，讓學生能夠體會到主人公身上堅毅的品質。通過 對“Yes”的解讀，不但鍛煉了學生的思維品質，也讓學生體會到“One small word has strong power”的魅力。Step4 : After-readingLets think.T: What do you think of Janek?I think he is strong.S2:1 think he is great. （因為很多形容詞學生沒有學過，最后教