Unit7 Section A 3a-3c教学设计 人教版英语八年级下册
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人教版英语八年级下册Unit7 what’s the highest mountain in the world?
Section A 3a-3c教学设计
教学目标：
知识目标:
1、Words: achievement, thick, include, condition, succeed,
achieve, force, nature, take in, in the face of, even though(if)
2、 Sentence: The first people to reach the top were.....
能力目标:
训练学生的阅读技能
情感态度价值观目标:
培养学生勇于探索，挑战极限，尽力追求梦想的优秀品质
教学重难点:
1、掌握并运用新词汇，读懂本篇文章并讨论爬山事件。
2、训练学生的阅读技巧并完成任务型活动。
3、运用所学复述文章主要内容。
三、教学过程：
Step 1: Play a game
设计意图:
激发学生的学习兴趣，调动学习气氛，让学生很快投入到课堂学习中去，向着学习目标努力，行动有了方向。
Steps 2: lead in
1. Lead in by asking questions T: What’s the highest mountain in the world?
Ss: Qomolanama.
T: Let’s enjoy some pictures about Qomolangma.
T: It looks safe and beautiful, right?
Ss: Yes.
T: But in fact, it’s not safe there. Now let’s watch a video. After watching
the video, we know it’s dangerous to climb Qomolangma. But many
climbers try to climb it. Because they want to challenge themselves and
achieve their dreams, at last, they succeed. Let students read the new
words (challenge, achieve, achievement, succeed) after the teacher. Then
what might be the dangers of climbing Qomolanga. Show words: thick
clouds, snow hard, freezing weather conditions and hard to take in air.
T: Just now, we know something about Qomolangma. Let’s learn more
about it through the passage. Let’s challenge “Qomolangma. Reading is
just like climbing a mountain.
设计意图:让学生对珠穆朗玛峰产生好奇心，调动学生学习的积极性。
Step3: Fast reading.
1、Make a prediction about the main idea of the passage according
to the title and the picture. The passage is about________ of
climbing________.
T: Who can have a try. Here is a tip for you.
S1: The passage is about dangers of climbing Qomolangma. T: Well done! How do you get the answer?
S1: From the title and the picture.
T: Excellent! Which group are you in?
(及时评价学生，给予学生肯定，提高学生自信心。）
S1: Group 1.
T: Group 1 has one point.
设计意图：把阅读课比喻成珠峰，完成阅读任务，即登“世界之巅”，激发学生好胜的斗志和学习的兴趣，培养了学生的阅读技能。2、Read the article fast and match each paragraph with the main ideas.
Para1 Spirit of climbers
Para2 Achievements of climbers
Para3 Facts and dangers
设计意图：
这一步是为掌握文章大意而进行的略读策略，让学生用 scanning阅读技巧从整体上获得文章大意，目的是培养学生快速阅读的能力。此环节任务难度不大，以连线题的形式体现，要求学生独立自主完成，使学生有了初步的成就感。Just now, we knew some main ideas of each
paragraph. Now let’s read paragraph 1 carefully and know some details,
3、Read paragraph 1 and find out the facts about Qomolangma.
Where are the Himalayas? How high is Qomolangma？
设计意图：培养学生“scanning”和“分段定位”，寻找细节信息的阅读能力。同时巩固了重点单词，在视频图片中沉浸式体验学习的乐趣。过渡语：
T: Just now, we knew some facts about Qomolangma. But
there are many dangers about it, now let’s read paragraph 1 again and find
out the dangers.
4、Read paragraph 1 and find out the dangersabout the Qomolangma.
设计意图：
这一步为掌握文章大意而进行的精读策略，让学生用 careful
reading技巧从整体上获得文章大意.此环节任务难度较大，问题以完成思维导图的形式体现，学生独立完成。
过渡语：From paragraph 1, we know there are so many dangers. Can
you imagine other dangers?
Ss: Not enough food, get lost, fall down and so on.
T: There are so many dangers. Did anyone get to the top before? Let’s
read paragraph 2 and finish the timeline.
5、Read paragraph 2 and finish a timeline about achievements of
climbers.
Tenzing Norgay &Edmund Hillary The __________team Junk Tabe
The_____ people to
The first team to ....
The ______woman to... reach the top.
设计意图：使学生对文本理解的更加清晰，又巩固了重要知识.
6、Read paragraph 3 and choose the right answer.
(1). People want to ______ in the face of difficulties.
(2). We should _______ to achieve our dreams.
(3). Humans can ________.
A. sometimes be stronger than the forces of nature.
B. challenge themselves
C. never give up
设计意图：引导学生思考登山者的优秀品质，达到情感目标的升华和培养。
过渡语：
T：From paragraph 3, we know people want to challenge themselves
in the face of difficulties. So let’s challenge ourselves and read paragraph1
and 3, then retell them.
7、Read paragraph 1 and 3 aloud and retell them. Let’s challenge
ourselves.
四人一组，选组长做代表复述。 Para1: One of the_________sports is mountain climbing. One of
the_____places is the Himalayas. Qomolangma rises the _____and is the
___________.
Para3: Humans can be___than the forces of nature. Never give up
trying.
设计意图：结对练习、合作学习，巩固了本课的重点，培养了学生合作学习的能力。
Step4: Further thinking.
What will you do if you meet difficulties in your life?
Step 5: Groupwork. Let’s have a groupwork.
What is the “Qomolangma” in your life? How are you going to “climb” it?
Suppose you are a reporter from a TV, you are interviewing one student
about his “ Qomolangma”.
A: reporter B: interviewee(被采访者) C and D: adviser 提建议者
A: Good morning/afternoon/Hello/Hi. How are you!
B: I’m fine, thanks!
A: What’s your “Qomolangma” in your life?
