1、Unit1 SectionB（2a-2e） 教案1.0教情分析 1.1 Teaching objectives 教学目标1.1.1 Language targets 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: ourselves, climber, risk, accident, situation, kilo, rock, knife, blood, mean, importance, decision, control, spirit, death, be used to, take risks, run out(of
2、), cut off, get out of, be in control of 1.1.1.1.2 For comprehending: breathe, sunburned 1.1.1.2 Sentence Structures 1) Aron Ralston is an American man who is interested in mountain climbing. P6 2) As a mountain climber, Aron is used to taking risks. P6 3) Then, with his left arm, he bandaged himsel
3、f so that he would not lose too much blood. P6 4) In this book, Aron tells of the importance of making good decisions, and of being in control of ones life. P6 5) His love for mountain climbing is so great that he kept on climbing mountains even after this experience. P6 6) Do we have the same spiri
4、t as Aron? P61.1.1.3 Grammar Focus 1) This means being in a difficult situation that you cannot seem to get out of. （本句中mean sth.结构，表示“的意思是；意为”。该句用来解释上句出现在书名中的习语的含义。） 2) Aron is used to taking risks.（be used to 意为“习惯于”，其中to是介词，其后要接名词或v-ing.形式。） 3) His love for mountain climbing is so great that he k
5、ept on climbing mountains even after this experience.（so.that.表示“如此/这么以致于”，常引导结果状语从句。其中so是副词，常可用来修饰形容词或副词。）1.1.2 Ability goals 能力目标 1.1.2.1 教会学生通过找关键词来判断文章大意及段落大意。 1.1.2.2 学会通过理清文章写作顺序来更好地阅读文章。1.1.3 Emotional goals 情感目标 1.1.3.1引导学生思考如何在危急时刻做出正确的决策。 1.1.3.2引发学生关于勇于挑战困难的讨论。 1.1.3.3培养学生成为一名意志坚强的人。1.2 I
6、mportant and difficult teaching points 教学重难点 1.2.1文中出现的重难点单词，短语及句型。 1.2.2 掌握文章大意和框架结构分析。 1.2.3 让学生学会表达和话题讨论：如何在两难境地中做出正确的抉择。2.0 Student analysis学情分析2.1 Fundamental State基本情况 通过本单元前面几个课型的学习，学生已经有一定知识储备来谈论生活中的困难和解决办法。本课通过对于文中主人公面对困难时的果敢决策的讨论，将整合学生前几个课型所学知识，让他们运用所学知识进行整体性的输出。 2.2 Knowledge Reserve知识储备
7、本课型从生活中可能遇到的意外的讨论，到进行文章的阅读。实际上始终围绕生活中面临的问题和挑战以及给出自己的建议这一核心话题。Section B的第一课型，在话题上谈到生活中困难及解决方案，为本课型的学习做好了充足的知识铺垫，学生有足够的知识储备讨论故事主人公所面临的挑战和做出的抉择。2.3 Class data本班实际 本班学生学习动机明确，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课型读前引导学生观看由本篇文章主人公的故事所改编的电影片段，引发学生的兴趣和思考，接近本单元话题内容，学生愿意讨论，应该有话可说。对于阅读篇目，教师应该使用恰当的阅读策略，引导学生从读前讨论，进
8、入读中的思考，进行有效的思维训练。同时，读后的情感升华可以引导学生对于如何进行正确的抉择进行讨论。3.0 Teaching methods教法建议3.1Thematic teaching method主题教学法；3.2 Discussion method讨论法 4.0 教学辅助blackboard and chalk, computer, projector5.0 Teaching procedures 教学进程 5.1 Leading-in and warming-up 引入与激趣活动 Let Ss watch a short movie named 127 Hours based on t
9、he story itself.5.2 Reading Practice 阅读训练 5.2.1 Pre-reading 读前导入 5.2.1.1 T: Look at this picture, do you know the man? Ss: T: Look at his hand. Do you know what happened to him? 5.2.1.2 T asks Ss to read the title and the first sentence of the passage and let Ss guess the main idea of the whole pass
10、age. 5.2.2 while-reading 读中理解 5.2.2.1 Fast reading 5.2.2.1.1 Ask Ss to read fast for the first time and choose the main idea of each passage: Answers: Para.1 Aron Ralstons love for mountain climbing. Para.2 Aron Ralston lost his arm in a dangerous situation in 2019. Para.3 Aron Ralston wrote a book
11、to share his experience. Para.4 What his spirit bring to us. 5.2.2.2 Guide Ss to read Para.1 very carefully and fill in the blanks about Arons personal information and his experiences. In this way guide the students to find out the key elements of the story, for example, when and where. 5.2.2.3 Guid
12、e Ss to read Para.2 very carefully. Guide the students to find out the key elements about what happened to the man and how he saved himself. Then read again and let Ss put the pictures in right order. 5.2.2.4 Guide Ss to read Para.3 very carefully and answer the questions. 5.2.2.5 Guide Ss to read P
13、ara.4 very carefully and then talk about what we can learn from Aron. 5.2.3 Post-reading 读后提升 5.2.3.1 Read the whole passage and put the sentences in the correct order, in this way can the Ss understand the whole story from an overall way. 5.2.3.2 Role-play the interview, and then guide Ss to talk a
14、bout what they will do when they meet choices.5.3 New points interpretation 新知感悟（贴标签） 5.3.1 Discovering chunks 语块发现 Get Ss to read the text once again, this time, and underline all the useful chunks in it. 1) Aron Ralston is an American man who is interested in mountain climbing. P6 2) As a mountain
15、 climber, Aron is used to taking risks. P6 3) Then, with his left arm, he bandaged himself so that he would not lose too much blood. P6 4) In this book, Aron tells of the importance of making good decisions, and of being in control of ones life. P6 5) His love for mountain climbing is so great that
16、he kept on climbing mountains even after this experience. P6 6) Do we have the same spirit as Aron? P6 5.3.2 Analyzing chunks 语块分析 5.3.2.1 As a mountain climber, Aron is used to taking risks. 作为一名登山者，艾伦习惯于挑战。 be used to 意为“习惯于”，其中to是介词，其后要接名词或v.-ing形式。 他习惯放学后打篮球。 He is used to playing basketball aft
17、er school.5.3.2.2 His love for mountain climbing is so great that he kept on climbing mountains even after this experience. so.that.表示“如此/这么以至于”，常引导结果状语从句。其中so是副词，常可用来修饰形容词或副词。 他如此的懒以至于他不会做他的家庭作业。 He is so lazy that he cant do his homework. 5.3.3 Using chunks 语块运用 Help Ss to make their new sentences
18、 using the new chunks in this passage.5.3.3.1 As a mountain climber, Aron is used to taking risks. (P6)【原句翻译】_【仿写造句】be used to_5.3.3.2His love for mountain climbing is so great that he kept on climbing mountains even after this experience. (P6)【原句翻译】_【仿写造句】sothat_5.4 Practice and Consolidation 练习与巩固
19、1. Aron is (interest) in mountain climbing.2. I am used to (get) up early now.3. This is one of the exciting (thing) about doing dangerous sports.4. He knew that he would have to do something (save) his own life.5. Aron tells of the (important) of making good decisions.5.5 SummaryHelp Ss to make a s
20、ummary by talking and sharing about:Q1:What have you learnt in this period? Q2: What do you still have problem with?Q3: How will you work out the problems?Get the Group leader (GL) to make a report about their summary. Put some key points on the Bd to form a clear mind map.6.0 Homework 课后作业T asks Ss to prepare for a class debate on:We should take risks in our lives.T may divide Ss into two groups and assign a side (for or against) to each group. Have each group make their own choices.
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