Unit 3 Faster，Higher，Stronger
Lesson 9 Never Give Up！
教材分析
本课是北师大版《初中英语》八年级上册教材第3单元第9课Never Give Up部分，话题是文娱体育，文章是一篇探险故事，其中还涉及到天气和情绪。本课是本单元的第三课，是一节阅读课，主要讲述因为意外失去部分肢体的主人公客服困难，前往南北极探险的故事，为最终进行本单元的综合语言输出奠定语言基础。
本课设计为两课时。第一课时侧重阅读，通过三遍阅读，利用回答问题、搭配小标题和段落、圈画等方式，帮助学生获取文本信息，并对人物感情进行体会。在阅读过程中，通过英文释义、图片、同义词、猜词等方式学习新单词。同时在阅读中，对阅读技巧加以渗透。
第二课时在复习语篇内容的基础上，提取文中比较级最高级相关语言，通过分类、对比来体会感知比较级最高级的意义；通过观察、归纳来强化比较级最高级的用法。最后在语境中尝试进行多层面的语言输出，学会正确使用比较级最高级使表达更准确。
教学内容
话题：运动精神
词汇：pole, give up, explorer, accident, artificial, expedition
策略：读前预测；
Skimming and scanning；
阅读获取信息；
第一课时
First Period
教学目标:
在本课学习结束时，学生能够：
1. 通过阅读，出主人公Janek在南北极探险主要活动的信息；
2. 通过对主人公行为的梳理和归纳，思考并推理出主人公坚毅不拔的性格品质；
3. 运用文本信息并结合自身生活体验，以My experience为题进行演讲活动；
4. 通过体验主人公坚毅的性格品质，提升自身不轻言放弃、努力克服困难的意识和勇气。
教学重点:
1. 通过阅读，出主人公Janek在南北极探险主要活动的信息；
2. 通过对主人公行为的梳理和归纳，思考并推理出主人公坚毅不拔的性格品质。
教学难点:
运用文本信息并结合自身生活体验，以My experience为题进行演讲活动。
教学过程
教学活动
设计意图
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.
faster怎么读?
(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、客服困难的决心。
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.
Lesson 9 Never Give Up！(1)
Task 1. Interview.
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？
You can start and finish your interviews like this:
R: Hello, Janek. Nice to meet you. I am very excited to see you. I heard of your story and I think you are … Should I ask you a few questions?
J : Sure. It’s my pleasure.
R: So how would you feel after the accident?
J : I felt very … because …
R: I’m sorry to hear that. And why did you accept the invitation?
J : …
R: … And what did you do to train for the expeditions?
J : …
…
R: … Thank you for sharing your story and feelings.
J : You’re welcome.
Task 2. Speech
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。
You can start your speech like this:
I find it is difficult for me to … After reading Janek’s story, I think I will …

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