北师大版英语九年级Unit 7 Journeys Lesson 21 To the South Pole课件
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）
九年级英语全册 Unit 7 Journeys Lesson 21 To the South Pol
cos α cos β = cos （ α ? β ）? cos （α — β ）
2
sin α sin β = - cos（α ? β ）— cos （ α — β ）
2
好 , 有了积化和差的四个公式以后
, 我们只需一个变形
, 就可以得到和差化积的四
个公式 .
x? y
x? y
1+tan 2 α=sec 2 α 1+cot
（二）同角三角函数关系六角形记忆法
cosα ·secα=1 2 α=csc 2α
构造以 上弦、中切、下割；左正、右余、中间
就 的正六边形为模型。
1 、倒数关系
对角线上两个函数互为倒数；
2 、商数关系
六边形任意一顶点上的函数值等于与它相邻的两个顶点上函数值的乘积。
sin( α - β )=sin α cos β -cos α sin β
我们把两式相加就得到
sin( α + β )+sin( α - β )=2sin α cos β
所以 ,sin α cos β = sin （α ? β ）? sin （ α — β ）
2
同理 , 若把两式相减 ,就得到 cos α sin β = sin （α ? β ）— sin （α — β ） 2
2
tan （ 3π －α） = cotα
2
cot （ 3π －α） = tanα 2
sec （ 3π -α) = —cscα
csc
2
诱导公式记忆口诀：“奇变偶不变，符号看象限”。
（ 3π —α) = —secα 2
“奇、 偶”指的是 π 的倍数的奇偶， “变与不变”指的是三角函数的名称的变化：
Unit7Lesson21TotheSouthPole(第二课时)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.。
【推荐】北师大版英语九年级Unit 7 Journeys Lesson 21 To the South Pole课件.ppt
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Para 2: Para 3: Para 4: Para 5:
Amundsen travel there?
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4. Who are with the writer?
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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.
九年级英语全册Unit7JourneysLesson21TotheSouthPole课件(新版)北师大版
Para 4: Another challenge of the journey is preparing food. We have to eat any hot food fast as it gets coldalways quickly. Sometimes we eat just We’ve made sure that we the right food so that can continue our have some nuts andwe sweets since there’s enough energy. no timejourney to stop with for a proper meal. How can they overcome the difficulty? What do you think of the team? perseverant, optimistic, bear hardships,
Para 1: This must be one of the most difficult days the I’ve ever had. second sentence I thought with a heavy breath as I Supporting walked against the wind and snow in information sub – zero temperatures. What difficulties do they face?
Para 3: It’s not easy to move over the white snow and the ice. Sometimes it’s white everywhere and Luckily, we have planned the route it’s hard to see more than a few metres well. ahead because of storms. How can they overcome the difficulty? What do you think of the team? predictive, thoughtful, plan well…
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
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北师大版九年级英语全Unit 7 Lesson 21 To the South Pole 教学课件.
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.
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.
Whenever I almost gave up, I tried We’ve been walking around 12 hours to think of how he overcame his difficulties more than 100 years ago. a day and I’m very tired.
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. c. It is our doctor’s first trip with us.
snowslide getting lost injuries physical weakness
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。
Unit 7 Lesson 21教学设计
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。
北师大 英语 九年级 Unit 7 Lesson 21 To the South Pole课程教学设
1.Read the diary loudly.
2. Finish the writing.
Look at the picture and answer the questions.
五、教学过程设计
教学环节
教师活动
学生活动
设计意图
Step 1
Warm-up
Step 2
Pre-reading
Step3
While-reading
Step 4
Sum-up
Step 5post-reading
Step6Homework
Ask the students to look at the picture and answer questions.
一、树立信心，明确目标，采取灵活多变的教学方法
信心是动力，目标是方向。学生在学习中将会碰到许多困难，因此，信心十足，目标明确是成功地进行英语教学的一个重要因素。首先，教师要上好课。如：备好课，吃透教材，抓住重点、难点，做到有的放矢。其次，教师要提高授课的效率，注重授课的艺术，活跃课堂气氛，激发学习爱好，采用灵活多变的教学方法。英语学习切不可盲目，周密有效的计划。同时老师要给学生明确各阶段的学习目标，并制定相应的措施来保证目标的实施，要加大督促检查的力度，并在此基础上进行总结。在教学过程中，应留意思想教育与知识教学互相渗透，寓思想素质教育于知识教育之中,鼓励学生树立远大的理想，努力学好英语。
Answer the teacher’s questions.
Try to remember Roald Amundsen.
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fantastic ngerous amazing windy
coldness lack of food storm difficulty in breathing
snowslide getting lost injuries physical weakness
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.
Whenever I almost gave up, I tried We’ve been walking around 12 hours to think of how he overcame his difficulties more than 100 years ago. a day and I’m very tired. sledges and dogs good at skiing
put your heart into it
When facing the difficulties, try to be optimistic, strong-willed and be grateful.
Try to keep our dream in mind, and stick to it.
Para 1:
This must be one of the most difficult days the I’ve ever had. second sentence
I thought with a heavy breath as I Supporting walked against the wind and snow in information sub – zero temperatures. What difficulties do they face?
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. c. It is our doctor’s first trip with us.
1. Where is the writer? On the way to the South Pole. 2. How many days has he spent there? Roald Amundsen 45 days. Norway 3. How many years ago did Roald Amundsen travel there? 14, 1911 More than 100 yearsDecember ago. 4. Who are with the writer? The team doctor and other teammates.
Para 2:
Para 3: Para 4: Para 5:
This whole the tripfirst has been sentence very difficult. It’s not easy to move over the second sentence the white snow and the ice… Another challenge of the the first sentence journey is preparing food. I think the the hardest is to first part sentence protect our feet
Para 5: I think the hardest part is to protect our feet.
Our team has treated It would bedoctor awful if we always couldn’t get to our injuries well and has kept us in the pole because of injuries. good shape.
Para 4: Another challenge of the journey is preparing food. We have to eat any hot food fast as it gets coldalways quickly. Sometimes we we just We’ve made sure that eat the right so that we since can continue have some food nuts and sweets there’s our journey with enoughmeal. energy. no time to stop for a proper How can they overcome the difficulty? What do you think of the team? perseverant, optimistic, bear hardships,
Para 2: This whole trip has been very difficult.
How can the writer overcome the difficulty? 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. Sometimes it’s white everywhere and Luckily, we have planned the it’s hard to see more than a few metres route well. ahead because of storms. How can they overcome the difficulty? What do you think of the team? predictive, thoughtful, plan well…
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.
How can they overcome the difficulty? What do you think of the team? grateful, prepare well
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?
persevere
strong-willed determined work hard grateful brave Never give up
Difficulties
confident
optimistic positive
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.
With the determination to realize our dream, we can overcome any difficulties and live a meaningful life.
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.