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Unit 7 Lesson 21 To the South Pole（第二课时）Lesson Focus·Reading to recognise the topic sentences in a story about a journey to the South Pole·Talking about a journey and its difficultiesExercise 5Purpose: to help students read the text and plete the report➢Have students look at Exercise 5. Ask“What kind of form do you see?”Elicit A form about the trip to the South Pole. If you feel your students are ready, you may skip this step.➢Have students look at the different headings on the form. Direct them to the text. Say Read the text again. Find the specific information that you need to plete the form”Monitor, offering help as needed. If students need support, have them work in pairs.➢Go over the answers, having individual students read their answers aloud.Exercise 6Purpose: to help students express their opinions on taking a journey➢Direct students to the checklist in Exercise 5. Ask Does this list show positive or negative things about the trip?”Elicit Negative. Ask Can you think of some positive things?”Have students share their ideas and give reasons. If you feel students are ready, you may skip this step.➢Ask“Would you like to take a journey like this one day?”Give studentsa few moments to think about their answers. Then have them discusstheir ideas with partners. Encourage them to say why or why not they'd like to take the journey. Monitor, offering help as needed.➢Discuss their answers as a group. Encourage students to share their ideas.SpeakingExercise 7Purpose: to help students give presentations about the journey to the South Pole➢Say Imagine you were on that expedition to the South Pole. After the journey is over, how do you feel?”Elicit words from students (negativeand positive) , such as wonderful，tired, excited, sad, proud ...➢Tell them that as members of the expedition, they have been invited to put together a presentation about their journey to students at a school.Ask What are you going to talk about?”Elicit ideas.➢Then ask students to think about the three main topics that the writer covered in his report about the journey to the South Pole. In groups of four, have them note three main topics (referring them to the report form in Exercise 5, if needed). After discussion, note these three main topics on the board;(1) people on expedition(2) difficulties faced on journey(3) lesson (s) learned➢In groups of four, have students prepare their presentations. In order for your students to feel more confident, set clear guidelines. Here are some tips:⭕Encourage students to provide focus to their presentations by identifying the three main topics and making notes about each ( based on the information from the text in Exercise 3). They can take examples from the text about the people involved and the difficulties they had, and then provide more details to make their presentations more interesting and personal. ( They want their listeners to get a clear idea how they feel about the expedition. ) Finally, they can conclude their presentations by talkingabout what they learned from the expedition. Again, encourage them to provide their personal thoughts here.⭕Don't make the presentations very long. Clearly provide information about the three topics:(1) Who was on the team?(2) What difficulties did you have?(3) What did you learn from the expedition?Note: Write these questions on the board alongside the three topics noted earlier.⭕Make sure students know that they should make notes and not write the entire presentation down. This is meant to be a speaking exercise, not simply reading aloud one's notes. Have them look at the report in Exercise 5 for an example of how to present notes.⭕Assign roles for the presentation. Suggest;•Student A presents the opening statement and discusses who was on the team.•Students B and C share responsibility for discussing the different difficulties.•Student D discusses the lesson (s) learned and provides the closing statement.⭕Tell students to practise! This will help them use clear language and organise their thoughts well.⭕Encourage them to use expression in their voices. They are telling about an exciting expedition.⭕Try to think about their audience when planning or presenting their talk. What might be interesting and helpful for the audience to hear?➢Go over relevant points from the list above.Have students work over these points in class and then assign the preparation and practice of the presentation for homework. If time allows, give some time to practise in class as well.➢Leave time for students to ask questions and or ment after each presentation.Expansion: Do Some Research!Note: For more proficient students, have them research the expedition of either Robert Falcon Scott or Roald Amundsen. Have them answer these questions:Who was this person? Where was he from?When did he begin his journey to Antarctica?What happened on his journey?➢If time allows, do Workbook pages 158 and 159 in class. Alternatively, assign for homework.。
Lesson 21 To the South Pole一、教材分析本课所在的单元是北师大版九年级教材第七单元，本单元的内容都围绕journey这个主题，Lesson 19是一篇游记，介绍了游历丝绸之路的过程，Lesson 20是一首诗，把人生比喻成旅行，Lesson 21是南极探险，虽然是不同的旅行，但每一课学生都能体会文章的寓意，学到优良品质，这一单元既是对旅游过程的了解，也是对学生情感的洗礼。
引导学生在学习和生活中要不畏困难，永不言弃。
本课是第七单元的 Lesson 21 To the South Pole，是一节阅读课，内容为南极探险。
在八年级上册教材第三单元, Lesson 9 Together To the Poles也是讲南北极探险，虽然后者侧重于歌颂世界最年轻的探险者Janek Mela不放弃的精神，但其中也谈到了南北极探险需要的准备以及困难。
本课主要讲述作者南极探险遇到的重重困难，他们是怎么克服困难的，以及对到达目的地后的美好憧憬和作者通过探险旅程获得的深度感慨。
两课内容有相通之处。
本课主要对文本进行了整体梳理，通过第一段老师带着学生分析主题句，引导学生找寻二到五段的主题句；通过老师带着学生预测每个主题句的支持细节和例子，找寻文本每个主题句的支持细节和例子；通过分析由克服困难到成功的过程，了解文字背后的含义,体会每个成功的背后都是困难重重，不要轻言放弃。
二、学情分析本班学生处于初三年级上学期，对于英语阅读学习中需要使用的策略有所掌握，如阅读中的预测，获取大意和关键信息，找寻主题句和大意等；在课前的预习作业中，学生已经通过各种媒介对南极探险有所了解，为学习本课内容做了铺垫。
在情感态度价值观方面，现在的学生大多为独生子女，且几乎没有在逆境中磨练的经历，孩子都很有个性，可以说很任性。
因此在课文处理方面，除了分析文章结构，理解文本内容，抓住关键信息，找寻主题句及支持主题句的细节之外，更侧重于在情感上对学生进行熏陶，启发他们通过作者克服重重困难终于到达南极的事例，了解作者和队友的品质，体会成功来之不易，决不轻言放弃。
