北师大版英语九年级Unit 7 Journeys Lesson 21 To the South Pole课件.ppt
a. It is easy to get lost. b. The ice looks so nice under the sun. c. I planned this trip for three years.
I thought with a heavy breath as I walked againSsutptphoerwtiinngd and snow in sub – zero teimnfpoerrmatautiroens.
What difficulties do they face?
Para 2: Para 3: Para 4: Para 5:
IOt wuroutledambedaowctfuorl ihf awseaclowualydsn’ttregaettetod
our injuries well and has kept us in
the pole begcaooudsesohfaipnej.uries. How can they overcome the difficulty? What do you think of the team? grateful, prepare well
This whole tthriepfhirasst bseenetnence very difficult. It’s not eastyhetosemcoonvde osevnertence the white snow and the ice… Another chatlhleenfgiresot fsethnetence journey is preparing food. I think the thhaerdfiersstt pseanrtteinscteo protect our feet
injuries
physical weakness
1. Where is the writer?
On the way to the South Pole.
2. How many days has heRsopaeldnAt mthuenrdes?en
45 days.
Norway
3. How many years ago did Roald
Para 4: Another challenge of the journey is preparing food.
We have to eat any hot food fast as it geWtsec’voeldaqlwuaicykslym.aSdoemseutrime etshwate wjuesteat htahveersiogmhtefnouotds asondthsawteewtes scianncectohnetrineu’se no toimure jtoousrtnoepyfowritahpernoopuegrhmeenaelr.gy.
Para 4:
Another challenge of the journey is preparing food.
a. We stopped at different places during the expedition.
b. We brought a lot of warm clothes.
What can we learn from the text?
We need to overcome all kinds of difficulties before we can succeed and that we should never give up.
How to face and overcome the difficulties?
How can they overcome the difficulty? What do you think of the team? perseverant, optimistic, bear hardships,
Para 5: I think the hardest part is to protect our feet.
persevere
grateful brave
Never give up
strong-willed determined
Difficulties
optimistic positive
work hard
put your heart
confident
into it
When facing the difficulties, try to be optimistic, strong-willed and be grateful.
Amundsen travel there?
More than 100 yearsDaegcoe.mber 14, 1911
4. Who are with the writer?
The team doctor and other teammates.
Para 1: This must be one of the most difficult daystIh’eveseecvoenrdhsaedn.tence
中小学精编教育课件
freezing fantastic dangerous beautiful stormy amazing
cold
mysterious windy
coldness lack of food
storm
difficulty in breathing
snowslide getting lost
c. It is our doctor’s first trip with us.
Para 2: This whole trip has been very
difficult.
Whenever I almost gave up, I tried
Wet’ovethbieneknowfahlkoiwnghearoovuenrdca1m2ehohuisrs daifdgfaoiycoudalntaidtessIk’imminogrveertyhtainresl1de0.d0gesyeanadrsdoaggso. How can the writer overcome the difficulty?
Para 2:
This whole trip has been very difficult.
a. This trip is a wonderful experience for me.
b. Sometimes I can’t get enough sleep.
c. Roald Amundsen was a great explorer.
Try to keep our dream in mind, and stick to it.
With the determination to realize our dream, we can overcome any difficulties and live a meaningful life.
c. Usually we cook simple hot meals.
Para 5:
I think the hardest part is to protect our feet.
a. The sharp ice can hurt our feet easily.
b. We wear hats to protect our heads.
What do you think of the writer? determined, strong-willed, never give up
Para 3: It’s not easy to move over the
white snow and the ice. Siatho’smeLahuedatcribkmdeilectyosa,uistsew’erseeoowmufhhtosaierttoevewretemhevpaleslln.r.aynawnfheeewdremtahenetrdes How can they overcome the difficulty? What do you think of the team? predictive, thoughtful, plan well…
1. Retell the difficulties they face and the ways they overcome them.
2. Prepare a speech: How to face and deal with the difficulties in life.
3. Surf the Internet and get more information about the South Pole if you like.
【推荐】北师大版英语九年级Unit 7 Journeys Lesson 21 To the South Pole课件.ppt
This whole tthriepfhirasst bseenetnence very difficult. It’s not eastyhetosemcoonvde osevnertence the white snow and the ice… Another chatlhleenfgiresot fsethnetence journey is preparing food. I think the thhaerdfiersstt pseanrtteinscteo protect our feet
I thought with a heavy breath as I walked againSsutptphoerwtiinngd and snow in sub – zero teimnfpoerrmatautiroens.
What difficulties do they face?
Para 2: Para 3: Para 4: Para 5:
Amundsen travel there?
More than 100 yearsDaegcoe.mber 14, 1911
4. Who are with the writer?
The team doctor and other teammates.
Para 1: This must be one of the most difficult daystIh’eveseecvoenrdhsaedn.tence
Para 3:
First, it’s not easy to move over the white snow and ice.
a. It is easy to get lost. b. The ice looks so nice under the sun. c. I planned this trip for three years.
北师大版九年级英语Unit 7 Journeys全单元教学设计(精品)
Understand the structure of the passage and know how to read this kind of the passage.
Circle the cities the writer visited on the map.
3. Show the pictures and ask the Ss to guess where they are.
Talk about what they’ve already known about theSilk Road.
Look at the map and go over the words aboutcontinents
一、培养问题意识、促进心智发展
问题意识能促进学生积极主动地开展学习，能激发学生的求知兴趣和欲望。本节课我以问题贯穿整个教学过程。在设计问题时既要在一定程度上与学生已有的知识或技能有联系,也渗透一些学生原来尚未掌握的新知识,这样既能使学生有所获，也能激发学生的求知欲望和积极性，并且还可引发学生生成更多、更有深度和创意的新问题，使学生善学、乐学、好学。此外，本课也有意识地引导学生有效使用学习策略，如课上指导学生总结文中出现的城市的共同点、体会文章所传递的文化内涵等，提升学生的学习力。
Look at the pictures about different places of interest and guess which cities they are in.
与学生已有的知识，自己的生活经验建立联系，激活学生的背景知识。
复习部分地理词汇。
通过游戏激发阅读兴趣，使学生在读前对这些城市有简要的了解。
初中英语北师大版九年级全册《Lesson 21 To the South Pole 》课件PPT
Para 4: Another challenge of the journey is preparing food.
a. We stopped at different places during the expedition.
b. We brought a lot of warm clothes.
c. Usually we cook simple hot meals.
Para 5: I think the hardest part is to protect our feet.
a. The sharp ice can hurt our feet easily.
b. We wear hats to protect our heads.
Para 2: This whole trip has been very difficult.
a. This trip is a wonderful experience for me.
b. Sometimes I can’t get enough sleep.
c. Roald Amundsen was a great explorer.
c. It is our doctor’s first trip with us.
PART 03
教学重点
Para 2: This whole trip has been very
difficult.
Whenever I almost gave up, I tried to think
Woef ’hvoewbheeenovweraclakmineghiasrdoiuffnicdul1ti2eshmouorres
a day and Ith’manv1e0r0yyteiarresda.go.
2019-北师大版九年级全一册英语课件：Unit 7 Lesson 21-文档资料
北京师范大学出版社 九年级 | 全册
Amundsen travel there?
More than 100 yearsDaegcoe.mber 14, 1911
4. Who are with the writer?
The team doctor and other teammates.
北京师范大学出版社 九年级 | 全册
Para 1: This must be one of the most difficult daystIh’eveseecvoenrdhsaedn.tence
good at skiing
sledgter overcome the difficulty?
What do you think of the writer?
determined, strong-willed, never give up
北京师范大学出版社 九年级 | 全册
a. The sharp ice can hurt our feet easily.
b. We wear hats to protect our heads. c. It is our doctor’s first trip with us.
北京师范大学出版社 九年级 | 全册
Para 2: This whole trip has been very
Para 3: It’s not easy to move over the white snow and the ice.
Unit7Lesson21TotheSouthPole(第一课时)教学设计九年级英语北师大版全一册
Unit 7 Lesson 21 To the South Pole（第一课时）Lesson Focus·Reading to recognise the topic sentences in a story about a journey to the South Pole·Talking about a journey and its difficultiesWarmupExercise 1Purpose: to help students think about words related to the North Pole and the South Pole .➢Draw a picture of a circle on the board. Ask“What's this?”Encourage students to guess objects having a circular shape. Elicit the answer "the Earth" by drawing things such as a big sun and a small moon by the circle. Then draw lines at the top and bottom of the circle to represent the North Pole and the South Pole (as found on the globe. Have students identify these. Write the names on the board. You may skip this step if you feel students are ready to do the exercise.➢Direct students to the words in Exercise 1. Ask““Are these words related to the North Pole or the South Pole?”Ask students to write NP or SP next to each word.➢Discuss the answers as a class. Ask individual students to say the answers aloud.AnswersAntarctica (SP), Arctic (NP), polar bears(NP), penguins (SP)Exercise 2Purpose: to help students discuss what they know about the South Pole and think about a journey like that➢Ask“What do you know about the South Pole? What is the weather like?”Brainstorm ideas with students and write main points on the board➢Then ask“Who would like to take a journey to the South Pole?”Ask for a show of hands. Have students give reasons why or why not.➢Write the heading Journey to the South Pole on the board. Have students get into groups. Direct them to answer the question: “Why are the journeys to the South Pole difficult?”Have one student in each group take notes.➢Have each team share a difficulty with the class. (Encourage them to present an idea that another group has not yet identified.) Write their ideas on the board.➢Ask students to return to their groups. Have them think about those difficulties and answer the question: “What supplies are needed for a journey like this?”Have them make a checklist of items, noting 10 items that they think are most important. Monitor as students talk, offering help as needed. sin bot➢Ask one member from each team to write the checklist on the board. etogether as a class and pare these lists. Encourage students to explain their choices.Expansion: Show What You Know !Tell students that you are going to give them a little test about Antarctica. Say these three statements aloud and then write three possible answers for each on the board. Have students select and write down their answers (a, b or c).1. What is the coldest it has been in Antarctica?(a) minus 39 degrees C(b) minus 59 degrees C(c) minus 89 degrees C2. How much of the world's ice is found in Antarctica?(a) 25% (b) 60% (c) 90%3. When did the first people reach the South Pole?(a) 1811 (b) 1911 (e) 2011Answers1. с,2. с.3. b✳Roald Amundsen of Norway in December 1911ReadingExercise 3Purpose: to help students scan the text to answer questions based on a text ➢Direct students to the text. Ask“What is interesting about the writingof this text?”Have students note the use of “I”in the writing. (It is written in first person. The writer is writing about his own experiences. ) If you feel your students are ready, you may skip this step.➢Direct students to the instruction line. Ask students to tell you what scanning is. Make sure students understand that scanning a text means looking at it carefully to find some specific information. Say“Scan the text. Find answers to the questions”. Monitor as students read, offering help as needed.➢Go over the answers, asking individual students to say the answers aloud. Encourage them to respond in plete sentences.AnswersAnswers will vary but should include the following:The writer is on an expedition (journey) to the South Pole.He has spent 45 days there.He is there with a doctor and other teammates.Expansion: Keep Talking!Ask students to scan the text for more information. Here are some additional questions you can ask them:1. How's the weather on Day 45 of the expedition? (windy, snowy, subzero temperatures)2. How many hours a day do they usually walk? (12 hours a day)3. How many years ago did Roald Amundsen travel to the South Pole?( more than 100 years ago)Exercise 4Purpose: to help students identify topic sentences in a text➢Direct students to the first paragraph of the text. Ensure that students understand the meaning of the word expedition, which is a journey witha clear focus. Say“Find the sentence in the paragraph that expressesthe main idea of the paragraph”. Give students a few moments to read and think about the paragraph. Elicit This must be one of the most difficult days I've ever had. Explain that we call the sentence in a paragraph that expresses the main idea of that paragraph a topic sentence.➢Direct students to the Reading Help box. Ask them to read the statements. Then say“Look at the second paragraph. Which of the sentences in this paragraph is the topic sentence?”Give students a moment to read and then discuss their ideas with a partner. Elicit This whole trip has been very difficult. Note how this sentence is found at the beginning of Paragraph 2, but that a topic sentence isn't always the first sentence of a paragraph.➢Then direct students to item 2 under the Reading Help box. Say“Now write down the topic sentence for paragraph 2”. After students finish, have them look at the three choices under the topic sentence. I Ask “Which of these sentences supports the topic sentence?”Givestudents a moment to read the sentences and make their choice. Elicit Sometimes I can't get enough sleep. (The other two sentences do not support the topic sentence.) Have students circle b.➢Have students plete the exercise by writing the topic sentences for Paragraphs 3, 4 and 5, and circling the sentence that supports each.Monitor, offering help as needed. is students need support, have them work in➢Go over the answers, having individual students read them aloud. Answers2. This whole trip has been very difficult. (b)3. First, it's not easy to move over the white snow and ice ... (a)4. Another challenge of the journey is preparing food. ( c)5. I think the hardest part is to protect our feet. (a)。
北师大版九年级英语全一册：Lesson 21 To the South Pole 学案设计(无答案
Unit 7 JourneysLesson 21 To the South Pole【学习目标】知识目标1.掌握单词和短语：spend, hope, on holiday, clock, do some shopping，newspaper,tomorrow, gran2. 掌握句型：How long did it take to get there? How long did you spend there?能力目标：能在实际情境中用一般过去时介绍过去发生的事情。
情感目标：通过体验和分享旅行的快乐，培养对不同文化的兴趣，及热爱生活、享受生活的乐观态度。
【学习过程】一、检测联系阶段（一）短语：（在课本中找出下列短语并做好笔记。
）1.两年前____________________2.在地图上____________________3.在度假____________________4.玩得高兴____________________5.假日旅行____________________6.电影明星____________________7.多长时间______________________ 8.在太平洋_____________________9.猜猜发生了什么事？_____________ 10.太棒了！_____________________11.和某人一起___________________ 12.开车把某人带到某地______________（二）写出下列动词的过去式并背熟。
go ______ get ______ come ______ ride ______ can ______tell ______ meet ______ become ______ know ______ see ______spend ______ send ______ think ______ teach ______ make ______say ______ read ______ swim ______ take ______ do ______give ______ run ______ eat ______ buy ______ write ______leave ______ have /has _______ be______ _______二、启动导入阶段Part I: Leading inT：Do you like journey? Where do you want to go? Do you want to travel in the USA?Here are some places in the USA.Part II: Listening practice小听力：Listen to the dialogue and choose the best answer.( ) 1. Where did Betty go on holiday?A.CaliforniaB. HollywoodC. Los Angeles( ) 2. How long did it take her to get there?A.nine hoursB. two yearsC. ni ne o’clock( ) 3. What did Betty see in Hollywood?A.t he moviesB. the movie starsC. the homes of the movie stars大听力：Listen again and answer the questions. (Activity4)三、联动探讨阶段1．How long did it take to get there?how long 常用来提问时间段和长度，表示“多长时间；多长”。
Unit 7 Journeys Lesson 21 To the South Pole 1(练习)-2017届九年级英语全册
北师大版九年级英语Unit 7 JourneysLesson 21To the South Pole第一课时课堂练习一、翻译下列词组和句子词组9、有时10、确保11、以便于12、感觉好像13、最艰难的部分14、计划路线15、克服困难1、和…有关2、南极3、逆风而行4、离目的地几英里远5、和…对比6、100多年前7、即使，尽管8、因为，由于重点句1、每当我几乎放弃的时候，我就努力去想100多年前他是怎样克服困难的。
2、尽管有时感觉好像没有尽头，这次旅行还是很特别的。
3、此次旅行的另一个挑战是准备食物。
4、即便如此，我们总是确保饮食合理，以便有足够的能量继续我们的旅行。
5、这次探险教会我在成功之前，我们需要克服各种各样的困难，并且绝不放弃。
二、知识点拓展练习1、“one of + the +形容词的最高级+复数名词”，意为“最…之一”。
如：Miss Wang is one of the most popular teachers in our school.王老师是我们学校最受欢迎的老师之一。
2、最可爱的孩子之一______________________________最美丽的国家之一______________________________Shanghai is ____________________________ (中国最大的城市之一).3、1). Sydney is one of ______ cities in the world.A. beautifulB. more beautifulC. most beautifulD. the most beautiful2). China is one of ______ in the world.A. the oldest countryB. the oldest countriesC. much older countryD. much older countries3). We have a lovely room.It’sone of ____ in the hotel.A. niceB. nicerC. nicestD. the nicest4). China is one of _____ countries in theworld.A. largerB. largestC. the largest答案一、词组2、the South Pole1、be related to3、walk against the wind4、a few miles away from our destination5、comparewith6、more than 100 years ago7、even though8、because of9、at times重点句10、make sure11、so that12、feel like13、the hardest part14、plan the route15、overcome all kinds of difficulties1、Whenever I almost gave up, I tried to think of how he overcame his difficulties more than 100 years ago.2、This journey has been special even though at times it felt like it was never going to end.3、Another challenge of the journey is preparing food.4、Even so, we’ve always made surethat we eat the right food so that we can continue our journey with enoughenergy.5、This expedition has taught me that we need to overcome all kinds of difficulties before we can succeed and thatwe should never give up.二、2、one of the most lovely children；one of the most beautiful countries；one of the biggest cities in China3、DBDC。
「精品」九年级英语全册Unit7JourneysLesson21TotheSouthPole教案新版北师大版
Unit 7 JourneysLesson 21 To the South pole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。
【知识目标】能够通过阅读有关南极探险的文本，找到2-5段探险中遇到的各种困难的主题句，推测支持主题句的细节信息，并能找到本文中支持主题句的细节信息。
【能力目标】能够通过解读文本中南极探险所遇到的困难，以及作者和队友怎样面对困难，解决困难，挖掘作者和队友的品质，并能用一些动词和形容词来描绘。
【情感目标】能够通过阅读本文，体会南极探险的不容易，学会不畏困难，不言放弃。
【教学重点】能够通过阅读有关南极探险的文本，找到文本每段的主题句，并能找到支持主题句的细节信息。
【教学难点】解读文本中南极探险所遇到的困难，以及作者和队友怎样面对困难，挖掘作者和队友的品质。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；教具学具：光盘、大卡片等。
2.Step1. Warm-up1. Let students talk about the south pole and say the symbols they know.2. Let students talk about the difficulties people face on the way to the south pole. Step2. Reading1. Skim the text and answer the questions.2. Find out the topic sentence of each paragraph with the evidence.3. Guess the supporting information of each topic sentence.4. Scan and find out the supporting information.5. Read the last paragraph and answer what we can learn from the passage.Step3. Language points1.expedition n. 考察，远航；考察队，远征军Forty-three members of the expedition were killed.2. against the wind 顶风逆风逆风；迎风The wall screens them against the wind.again 迎着，逆着They were going to sail around the little island, against the tide.3. move over 挪动一下，腾地方Move over this way a little bit.4. route n.路；（公共汽车和列车等的）常规路线；航线All escape routes were blocked by armed police.5. awful adj.糟糕的；可怕的；非常的；极坏的I don't know how often I heard the same awful jokes.6. in good shape 完整无损，处于良好状态，健康情况良好The old actor is still in good shape.Step4. Discussion1.Let students debate over a difficult journey and the challenges they would face. Would you like to take a journey like this one day?Have you ever met with difficulties?How do you face and overcome the difficulties?2. Ask students to brainstorms various difficulties to overcome.3. Let students share with their ideas of journey.Step5. Homework1. Retell the difficulties they face and the ways they overcome them.2. Prepare a speech: How to face and deal with the difficulties in life.3. Surf the Internet and get more information about the South Pole if you like.无。
九年级英语北师大版全一册Unit7Lesson21TotheSouthPole(第一课时)教学设计
2.教师引导学生关注文章中的一般过去时态，通过示例句和练习，帮助学生掌握动词过去式的变化规则。
3.讲解目标句型，如：He wanted to..., They managed to..., He succeeded in...等，并让学生在课堂上进行实际操作，巩固句型运用。
2.抓住学生感兴趣的话题，创设情境，激发学生的学习兴趣和积极性。
3.注重培养学生的团队合作能力，鼓励他们在课堂活动中积极参与，提高沟通协作技巧。
4.针对学生的阅读理解能力，设计分层阅读任务，帮助不同水平的学生提高阅读技能。
三、教学重难点和教学设想
（一）教学重难点
1.重点：掌握一般过去时态的用法，包括动词过去式的变化规则；理解并运用目标句型进行叙述；提高阅读理解能力。
3.教师简要介绍南极洲的地理位置、气候特点以及探险家们的故事，为学生学习本节课奠定背景知识基础。
4.引入本节课的主题：“Today we're going to learn about an adventurer who went to the South Pole. Let's read the story ‘To the South Pole’ together.”
难点：在实际语境中灵活运用一般过去时态和目标句型；分析文章结构，提取关键信息，进行深入理解。
2.重点：培养学生在小组合作中有效沟通、协作的能力，提高学生的口语表达能力。
难点：引导学生主动参与小组讨论，充分发挥每个学生的积极作用，提高团队合作效果。
（二）教学设想
1.针对教学重点和难点，采用以下教学策略：
（四）课堂练习（500字）
北师大英语九年级Unit7Lesson21TotheSouthPole教学设计
4.运用多媒体手段，提高教学效果：利用多媒体课件、网络资源等手段，辅助教学，帮助学生更好地理解文章内容。
5.小组合作，培养团队合作精神：组织学生进行小组讨论、角色扮演等活动，培养他们的团队合作意识和沟通能力。
2.通过阅读文章，分析文章结构，提高阅读技巧，如：skimming, scanning等。
3.通过课堂活动，如角色扮演、小组合作等，锻炼英语口语表达能力和团队合作能力。
4.学会在实际语境中运用所学知识，提高英语实际运用能力。
（三）情感态度与价值观
Байду номын сангаас1.增强对自然界的探索精神，了解南极洲的自然环境和生物特点，激发对科学的热爱。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的兴趣和热情。在本章节的学习中，学生们对南极洲这一神秘地域表现出浓厚的兴趣，这为教学提供了良好的情感基础。然而，学生在学习过程中可能存在以下问题：
1.词汇量有限，对一些专业词汇和短语的理解和运用能力不足，需要教师在教学中予以关注和引导。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语的理解与运用：本课涉及许多专业词汇和短语，如migration, instinct, adapt,survive, explore等，学生需要熟练掌握并在实际语境中运用。
2.一般过去时的巩固：学生在学习过程中需能熟练运用一般过去时描述过去的事件，这对于他们来说是语法学习的重点和难点。
2.在阅读过程中，部分学生可能对长难句的理解存在困难，需要教师指导阅读技巧，提高阅读理解能力。
3.学生在英语口语表达方面存在一定程度的恐惧感，课堂参与度不高，教师需要鼓励学生大胆开口，提高他们的自信心。