Unit 8 Lesson 4 Journey to the Antarctic

北师大版高二英语教学案例　　

Unit 8 Lesson 4 Journey to the Antarctic　　

泉州七中 陈巧桂　　

教材案例分析　　

    本课以探险为话题,展开谈论Amundsen团队和Scott团队竞赛南极之旅的故事，通过本课的学习,可以帮助学生更多的了解探险,更多地了解关于探险的英雄人物和事迹,学习他们不畏艰辛、勇往直前的品质,从而锻炼学生的意志和毅力,为将来走向社会打下基础。通过本课的语言技能训练,学会运用语境猜测词义;了解构词法以及同根名词、动词、形容词和副词的用法。能运用阅读策略Working out meaning,利用上下文和句子结构猜测词义。Journey to the Antarctic中Reading部分讲述了Amundsen和Scott竞赛南极的探险故事。Amundsen首先到达南极并成功返回,而Scott却在往返过程中屡遭险境,不过在此过程中体现了Scott团队不畏艰辛,勇往直前的精神。编者设计了练习1-5来帮助学习这篇文章:练习1是Pre-reading,让学生根据标题和图片猜测文章的某些细节;练习2是While-reading,要求学生在读的过程中核对自己的猜测,用以加深对文章细节的掌握;练习3和5是Post-reading,要求学生回答问题并判断正误;练习4则教会学生阅读技巧,即在语境中判断词义和词性,进而更好地理解句子,并设计了词与词义的搭配练习,帮助学生巩固对这一课时中词汇的掌握。Vocabulary部分要求学生对动词和名词,形容词和名词进行转换练习,练习6-8可帮助学生进行巩固练习,并要求学生总结体会构词法特征。Speaking部分用练习9和10来让学生了解Marek Kaminski和Helen Thayer。将Jouyney to the Antarctic的Reading, Vocabulary和Workbook(P72)后的练习1-3整合在一起上一节 “泛读课”。　　

Teaching goals教学目标　　

1.Target language目标语言　　

a.重点词汇和短语　　

preparation, shock, goal, ambition, hopeless, cheerful, distant, sadness, within, function, patience, nationality, aim, on one’s way, break down, run out of, carry on, make progress, in preparation for, prepare for, have difficulties with something, have difficulty in doing something, meet the end with, fail to do, make somebody into.　　

b.重点句型　　

1) Then came the total darkness of the polar winter.　　

2) First, his two sledges broke down, and then the horses began to have serious difficulties with the snow and the cold.　　

3)Later, these rocks proved that at one time in the distant past the Antarctic was covered by plants.　　

4)The next to go was Captain Oates, who was having great difficulty walking.　　

2.Ability goals能力目标　　

Enable the students to talk about journey to the Antarctic.　　

3.Learning ability goals学能目标　　

Help students learn how to talk about journey to the Antarctic.　　

Teaching important points教学重难点　　

Get students to learn how to practice understanding difficult words in a reading text using syntactic and semantic clues.　　

Teaching methods教学方法　　

Listening, reading, explaining and discussing　　

Teaching aids教具准备　　

A multi-computer, a recorder, a projector and some slides.　　

Teaching procedure &ways教学过程与方式　　

　 　

Step I Pre-reading　　

Let students look at the title and the three photographs. Elicit answers to the questions from the whole class and encourage students to give reasons for their guesses…　　

T: Now that Antarctic is such a mysterious place, many people want to explore it. So there are many adventurers who are going on trips to Antarctic. In fact, some years ago, some explorers have reached the South Pole. 　　

T:  It’s a journey to the Antarctic. That’s today’s topic. Now we’ll learn The Race to the Antarctic. Before we learn the passage, I’d like to show you some information about the heroes in this passage. It’s a race between Amundsen and Scott. In last class, I’ve told you to preview the text, so can you tell me some information about them?　　

( Roald Amundsen, born in 1872 near Oslo, Norway, left his mark as one of the most successful polar explorers ever born. On December 14th 1911, he stood victoriously at the South Pole. He reached a goal that was the dream of many men. For the first time, human voices broke the awesome silence of the world's southernmost point. 　　

 Robert Falcon Scott was born at Outlands on June 6, 1868. He had a race with Roald Amunsden to the South Pole, and he and his four companions arrived one month later than Roald. But unfortunately,on their way back, all of them died of hunger and extremely cold. You can look at the third picture. It’s about Scott’s team. L to R: Wilson, Evans, Scott, Oates and Bowers The Scott expedition was one of the most famous polar expeditions. The five men who reached the South Pole and then died on their way back were: 1) Captain Robert Falcon Scott (1868-1912), an officer in the British Royal Navy and leader of the expedition. His son, Peter Scott, later became a well-known naturalist and TV presenter. 2) Dr Edward Wilson, a medical doctor who drew some of the best early pictures of the wildlife of the Antarctic. 3) Henry 'Birdie' Bowers, an officer who had lived in 　　Burma　　 for many years and was an excellent navigator. 4) Captain Oates, a cavalry officer who was in charge of the horses. He suffered a leg wound in the Boer War which affected him on his return journey from the Pole. 5) Edgar Evans, a Welshman and the only man of the five who was not an officer.)　　

Step II Reading　　

Skimming and scanning　　

1.Let students read the text to see if their guesses are correct. 2.Encourage students to read the text quickly, scan it for the answers to the questions and not to worry about unknown vocabulary at this stage.　　

3.Let students work individually, reading the text again more carefully. Let students compare their answers in pairs before checking them as a class. When checking students’ answers, have them read out the section of the text which gives the answer. Have students correct the false statements　　

4. Now read again and do exercise 3 on Page 29.　　

Several minutes later, check the answers with the whole class.　　

ANSWERS:1 T 　2 F　 3 T 　4 F　 　5 F　 6 T. Scott’s use of sledges and horses was a failure. When they got to the Pole, Scott’s team didn’t have a celebration. Captain Oates had difficulty in walking and then died. 　　

Careful reading　　

1.Play the tape and let the students read the text carefully. 　　

2.After listening, try to find difficult language points, which you have, difficulty understanding and then read the text carefully using the reading strategies to help you understand them.　　

3. Several minutes later, explain some language points to the students.　　

Language points:　　

1). “prepare” V. 准备　　

“prepare …for…”为…做准备　　

  Please prepare a table for dinner. 　　

请摆桌子吃饭吧 　　

 “preparation” n.  准备　　

“in preparation for”  为…做准备 　　

They put chairs in the school hall in preparation for the concerts. 　　

他们把椅子放在学校大厅里准备开音乐会。 　　

“in preparation” 在准备 　　

Plans for selling the new product are now in preparation.　　

正在筹备卖新产品的计划。　　

2). “wait for sb. / sth.”  等… 　　

He waited impatiently for an answer. 　　

他耐心的等结果。  　　

“wait to do sth” 等…  　　

I can tell you something you’ve been waiting to know.　　

我可以告诉你你一直在等要知道的事。　　

3). “make progress in/with sth.”  Progress是不可数名词 　　

Are you making any progress with your study?　　

你的学习有进步吗?　　

4) “spend”  　　

“Sb. spend …on sth.” 花…在…　　

“Sb. spend … (in) doing sth.” 花…在…　　

He doesn’t spend much time on his homework.　　

他在学习上没有花太多的时间。　　

He spent much time correcting my grammar.　　

他花大量的时间纠正语法。　　

5). “fail” vi. 失败　　

 All our plans failed.   　　

我们所有的计划都失败了。　　

“fail in”  在…不足,在…失败.　　

  He has failed in his mathematics.　　

他的算术不及格。　　

“fail to do sth”. 没有能够,没有　　

He fails to understand its real significance.　　

他没理解它真正的重要性。　　

Give students several minutes to take notes and remember them. Then, look at the strategies box with the class and discuss the suggestions. Check if students can identify nouns, adjectives, adverbs, etc, by asking: ‘What often comes before a noun?’ (a, the, some, lots of + adjective + noun). ‘What letters do adverbs often end with?’ (-ly).
Let students find the words in the text and identify the kind of word each one is. Check students’ answers before they do the matching exercise. 　　

Then, let students work in pairs, matching the words with the definitions. Remind them to read the word in the text so that they can make use of the context to work out its meaning. 　　

Suggested answers:
1.  break down : to stop functioning.　　

1.     hopeless : without hope.　　

2.     with : inside.　　

3.     sledge : equipment used for moving on snow.　　

4.     carry on : to continue.　　

5.     shocked : extremely surprised.　　

6.     cheerful : happy.　　

7.     ambition : something you want to achieve.　　

8.     distant : far away.　　

9.     run out of : having nothing left.　　

T: When we come across words we don’t know, we must guess its meaning using the context. Now I’ll give you a small passage and I’d like you to guess some words’ meaning and parts of speech.　　

Show the passage on the screen.　　

Within two minutes, I can’t write because my biro is frozen solid. My hair is frozen too and my face feels icy. My eyebrows are also frozen and melting snow keeps dropping into my eyes. My heart is pounding as my body tries to acclimatize to this terrible cold.　　

Several minutes later, let some students have a guess. Students can do this work in pairs.　　

S5: My answer is”　　

“Biro”-noun. Context: You write with it.　　

  “Frozen”-verb. Cause to harden into ice.　　

“Icy”-adjective. Extremely cold.　　

“Eyebrows”-noun. One part near eyes.　　

“Pounding”-verb. Beat repeatedly.　　

“Acclimatize”-verb. To become used to the climate.　　

Step III Post-reading　　

Let students read the text again and write answers to the questions. Point out that question 4 asks for their own opinion and feelings. Check students’ answers by having some of them read out their answers.　　

T: After we read the passage, you have got clear idea about the heroes. Now I’d like you to take turns to say some sentences about Amundsen’s expedition.　　

Give students several time to prepare for their work. Then check their work.　　

Step IV Practice　　

Complete the sentences. 　　

1. They had done so much ____ (prepare) that the actual task was easy for them.　　

2. Without food, water, or a map, their situation was ____ (hope).　　

3. Even with all her problems, she is still ____ (cheer) every day.　　

4. He wanted to get away from everything so he moved to a ____(distance) land.　　

5. Everyone experienced ____(sad) at the terrible news.　　

6. All the exams have different levels of ____(difficult).　　

7. Although it took along time before he could see the doctor, he sat in the waiting room very _____(patient).　　

8. The referee _____(center) the football before kick—off.　　

9. ____(person), I don’t think it’s a good idea to give children a lot of pocket money.　　

10.  Babies do not need to learn how to _____breath), but they do need to learn how to brush their teeth to stop their breath smelling.　　

Give students several minutes to fill in the blanks with proper words. Then check answers.　　

Key: preparation, hopeless, cheerful, distant, sadness, difficulty, patiently, centered, Personally, breathe 　　

Deal with the rest exercises with the class. 　　

Step V Homework　　

1.     Read the passage aloud after class　　

2.     Finish off worbook EXX.　　

3.     Preview the next lesson.