北师大英语必修三第八单元第四课lesson4 说课教案

指导思想与理论依据

本节课设计的主要依据是高中英语课程标准。高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。根据高中学生认知能力发展的特点和学业发展的需求，高中英语课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力。在本节课的阅读活动中，通过略读检测预测结果，找读，对比Captain Scott团队在去南极探险和回程过程中的异同，培养学生的获取信息、处理信息的能力。

针对教学实施，课程标准提出：在教学中应增加开放性的任务型活动和探究性的学习内容，使学生有机会表达自己的看法与观点。在本节课的阅读活动中，学生四人为一小组进行讨论，比较Captain Scott团队在去南极探险和回程过程中的异同，教师预先没有给出从哪几个方面进行比较，为的是给学生探讨的空间，通过和组员间的合作讨论，积极发现更多的相似点和不同点。

课程标准同时提出：高中英语课程关注学生的情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。本节课中的阅读活动从对两次竞赛的事实性了解，到通过比较两次竞赛的异同深入了解Captain Scott和他的队员的性格品质，到最后认识英雄应具备的品质，逐层递进，帮助学生对英雄有更深入的认识，对自己的人生进一步的思考。

教学背景分析

教学内容分析：

本单元话题为adventure，本节课为单元中的第4课，主要讲述Captain Scott和他的队员去南极探险过程中和挪威人Amundsen所带领的队伍进行比赛以及在归途中不幸全部丧生的故事，在描述的过程中同时穿插Captain Scott本人的日记片段。

对于竞赛的描述和日记片段凸显出Captain Scott和他的队员是名符其实的英雄这一文章主题。文章篇幅虽然较长，但是主题“英雄”是学生比较熟悉的，在之前的模块中曾经学过Christopher Reeve的故事，在配套的泛读材料中也读过更多英雄的故事，因此对“英雄”也有了自己的认识。

文章主要由两部分构成：去南极探险和离开南极回家，文章的题目又为The Race to the Pole，这两部分其实都是一种竞赛：在去南极探险中时和Amundsen所带领的队伍竞赛，在离开南极回家过程中时和周遭的一起困难险阻竞赛。因此，在阅读的处理上，把文章分成两部分先后阅读，这样既可以避免文章篇幅长需要获取信息多的困难，也能让学生更了解在这两次竞赛中的事实细节信息。

学生情况分析：

本节课的授课对象为高一平行班的学生，学生水平虽然参差不齐，但是课上表现积极活跃，参与讨论、活动的热情比较高。

从词汇的掌握上来看，因为在平时的高考阅读练习中，除完成相应的练习题，也非常重视对高考中出现的高频词的学习和考查，所以本课文章中出现的生词，例如ambition, run out of, exhausted对于学生来说不算陌生词汇。同时，平时学习词汇强调利用构词法等猜测词汇含义，所以一些生词，例如hopeless, cheerful, sadness也不会给学生带来阅读障碍。

教学方式：

1. 词汇教学上，因为大部分生词在之前的学习中都已经接触过，只有sledge这个词会给学生带来较大的障碍，在学习这个词的过程中引导学生先考虑词性，再根据文章内容猜测大概含义，最后借助图片了解准确含义并进行领读。

2. 在阅读过程中，将文章分割成两部分进行阅读，帮助学生更清楚了解整个探险的过程，设置由浅入深的问题，逐步从对两次竞赛的事实性了解，过渡到对两次竞赛的异同比较，最终达到对Captain Scott以及他的队员性格品质的清晰认识。在讨论过程中，不设置标准答案，由学生总结两次竞赛的异同，教师在此过程中通过追加问题，引导学生对这些人物的性格进行深入地思考，最后再加以总结。

教学手段：

1. 教材，学案

2. 黑板，粉笔

3. 教学课件，多媒体设备

技术准备：

多媒体设备

教学目标

在本节课结束时，学生能够：

1. 根据所获取的信息，提炼出促成Captain Scott和他的队员成为英雄的性格品质；

2. 提升对“英雄”性格品质的认识。

教学过程（文字描述）

本节课主要分成引入、文章第一部分阅读，文章第二部分阅读，两部分分析比较，输出，总结和作业组成。

在引入部分中，教师通过PPT呈现一幅南极的图片以及课文题目The Race to the Pole，引导学生说出文章中描述的竞赛是在哪个极点进行。随后在PPT中展现两幅两个队伍在到达极点时拍摄的照片，通过照片鼓励学生预测竞赛的结果并阐述理由。通过引入，对文章进行预热并且对文章内容进行预测。

在文章第一部分阅读过程中，学生首先速读文章，检测预测结果。之后细读这一部分文章内容，找出Captain Scott所带领的队伍失败的原因。在学生说出答案的过程中，因为普遍对sledge这个词的含义不清楚，引导学生首先猜测词性，再根据语境大概确定含义，最后

通过展现图片明确含义并领读。通过速读和细读，学生对Captain Scott 和他的队员经历的第一次竞赛有了清楚的认识。

在文章第二部分阅读过程前，教师进行适当的过渡：这场和Amundsen 队伍的竞赛结束了，但是回家的征途即第二场竞赛开始了。教师布置两个阅读问题：1. Captain Scott 和他的队员在第二场竞争中面对的对手是谁？2. 结果如何？阅读过后，因为第1个问题具有一定的开放性，学生两人一起讨论各自的答案。在获取学生答案过程中，教师把答案一一呈现在黑板上，鼓励学生发现更多的对手。在学生回答问题的过程中，教师要求学生具体描述各个对手，例如糟糕的天气究竟在文章中是怎样描述的。通过这样的追加问题，帮助学生对第二部分文章的细节信息也有了认识。

在两部分分析比较过程中，学生以4人为一小组，分析比较两个竞赛的相同点、不同点以及在文章中找到证明这些相同点、不同点的证据，讨论时同时把结果写在学案上，以便之后的小组活动的展示。在小组展示环节中，每个小组由reporter 说出本组找出的一个相同点和一个不同点以及相应的证据。这样班上的10个小组都有展现自己的机会。在每个小组分享讨论结果的同时，教师把答案总结在黑板上，并且对于给出的答案进行追加提问。例如，有的小组给出的答案是两次竞赛中Captain Scott 一直都记日记，那么教师就追问：为什么在寒冷的天气下要坚持记日记？有的小组给出的答案是在第二次竞赛中Captain Scott 和他的队员一直抬着20公斤重的石头，这是第一次竞赛中没有的，那么教师就追问：为什么在队员几乎没有任何力气，缺少食物，寒冷的天气下，他们依旧这样做？通过这些追问，不仅巩固的是学生对两次竞赛的细节信息的掌握，更重要的是希望学生对Captain Scott 和他的队员品质的思考，为之后的输出活动做好铺垫。在总结完所有小组的答案后，提出问题：在竞赛时，Captain Scott 和他的队员是否预知到竞赛结果？这个问题的答案直接能够证明Captain Scott 和他的队员伟大之处，随之引出本篇文章的主题“英雄”。

在输出过程中，引导学生思考是哪些性格品质使Captain Scott 和他的队员成为英雄，并且要求学生想出以R, A, C, E 开头的一些性格品质，紧扣本节课一直在讨论的“竞赛”。将学生给出的答案写在黑板上，并鼓励学生想出更多以R, A, C, E 开头的表示人品质的词汇。 在总结和作业过程中，鼓励学生学习这些人身上的优秀品质，提升自己对英雄的认识。课后作业未写出一个段落描述有哪些品质使Captain Scott 和他的队员成为英雄，达到对课文内容的复习巩固以及呈现自己对英雄的认识。

教学过程（表格描述）

Steps

Activity Purpose IP & Time Step 1

Lead-in

Based on the pictures, make predictions: Which team won the race? To lead Ss into the topic of the lesson. CW 3' Step 2

1st part of the passage 1. Read the first part of the passage. 2. Read this part again more To check predictions. To get detailed information of the first

IW 3' IW 3'

carefully and figure out why

Captain Scott's team lost the

race.

race. Step 3

2nd part of the passage 1. Read the second part of the passage and figure out the competitor in the second race as well as the result of the second race. 2. Discuss the two questions in

pairs.

3. Share the answers with the

whole class.

To get a general idea of the second race. To come up with better answers with the help of other students.

To clarify the answers.

CW 5' PW 2' CW 4' Step 4 Comparison 1. Work in groups of four, discuss the similarities and differences between the two races, and write

them down on the handout. 2. Share the answers with the

whole class. (While selecting the answers from Ss, T lists the similarities and differences on the blackboard and asks questions based on the answers given. For example, Why did Captain Scott

kept his diary? Why did they carry

those rocks with them the entire

way?)

3. Listen carefully to T summarize

the biggest differences between

the two races.

1. To consolidate the information in the two races.

2. To have a better

understanding of Captain Scott and his

men. 3. To get Ss prepared for the output activity afterwards. GW 8' CW 8' CW 2' Step 5

Output Think about the personal qualities starting with the letters R, A, C, E that made Captain Scott and his men into heroes. Share these personal qualities with the whole 1. To check whether Ss have a clear idea what

happened to Captain

Scott and his men as

well as what kind of

CW 5'

class. men they were.

2. To help Ss have a

better understanding

of heroes.

Step 6 Conclusion Draw Ss' attention to the

personal qualities that Captain

Scott and his men once

possessed.

To guide Ss to reflect

on their own lives.

CW 2'

Homework: Write a short paragraph describing the personal qualities that made Captain Scott and his men into heroes.

学习效果评价设计

本节课的学习效果评价主要由形成性评价和终结性评价组成。

1. 对阅读能力的评价主要看学生回答问题或呈现小组讨论结果时是否能给予相应的答案。

2. 课后作业为写一个段落，描述哪些性格品质使得Captain Scott和他的队员成为英雄，通过这样的段落写作可以看出学生是否理解文章内容以及情感态度上是否有提升。

教学设计特色与反思

1. 本节课主线清晰，整节课从race开始，以race结束。将文章分割成两部分阅读，让学生更清楚地了解Captain Scott和他的队员的南极探险两次竞赛的经历；比较两个竞赛的异同，让学生从对竞赛的事实性了解过渡到对人物性格的认识；最后的输出活动，再次利用race这个词，评价文章中的人物。

2. 本节课中对于词汇的学习相对来说较少，这让我思考一个问题：对于生词比较少、信息容量大的课文我们应该怎样处理？上完本节课后，我觉得应该在读完两部分文章内容后设置一个复述文章内容的环节，这样一来可以考查学生是否大致了解文章内容，又可以看出学生是否能够在语境中恰当地运用词汇，复述故事。

3. 本节课在阅读理解环节大多问题都是开放性的，没有标准答案，这能让学生自由地发挥，但同时也增加了这个环节的时间，导致最后的输出环节略显单薄。设置最后的输出活动的本意是能够扣住题目中的race，在回答R, A, C, E分别代表什么样的性格品质时，学生机能够联系自己本身对“英雄”的认识，又能结合本节课所学的故事，达到既提升自己的认识又巩固所获取的信息的效果。但是因为时间的问题，学生只是粗略地把每个字母所代表的性格品质提炼出来，没有充分的说明为什么认为这些人物具备这些性格品质。在今后的教学中应该灵活掌握活动的开放性，既能够给学生自由地发挥空间，又能够控制时间为之后的输出做好铺垫。

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