Unit 4 Adversity and Courage Reading and Thinking 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第三册

教学设计方案 1.学习阶段： PEP Book6 Senior School English (2019) The 1th lesson of Unit 4 Adversity and Courage: Reading and Thinking 2.授课时长： 45分钟 3.语篇主题语境： Human and Self 4.文本分析： What：This section is the first lesson of this unit, Reading and Thinking, and the theme of this section is "Explore the spirit of adventure". Focusing on the Antarctic expedition of United Kingdom explorer Shackleton and his crew of the Endurance, students will understand the hardships and challenges of Antarctic exploration, as well as the courage and perseverance required in the face of adversity. Why： The main thrust of this article echoes the famous quote on the main page of the unit, that is, "to achieve great things does not depend on strength, but on perseverance". According to the development of the plot and the performance of the characters, each section is set up with questions about survival, frustration, emotion and psychology, etc., providing students with space for in-depth thinking and discussion. At the same time, students will also learn about the survival education, frustration education, emotional education and psychological education. It aims to encourage students to face up to adversity in life and grasp the value and meaning of life. How： The text of this section is divided into two parts. The first part provides a brief background and the second part includes three diaries. The text is presented in the form of a diary, which tells the story of the process of joining the expedition, the difficulties encountered during the expedition, and how to deal with them in a positive way. The language is concise and the content is real, which is easy to inspire students to experience and feel "perseverance", and face adversities and setbacks in life with an optimistic and persevering attitude. 5.学情分析： In general, students have certain basic knowledge, comprehension and presentation skills. Due to the large number of new words involved in this section, it will be difficult for students to sort out the plot of the story and to infer the personality traits and emotional changes of the characters through key words and sentences. In addition, due to the characteristics of life experience and mental development, students do not have a deep enough understanding of adversity and how to adopt a positive attitude and spirit to face difficulties. Therefore, it is necessary to cultivate students' critical thinking ability and perseverance in the face of difficulties through guidance in the classroom. 6.教学目标： 1. Tell the story of Shackleton's team's expedition to Antarctic including the difficulties and solutions. 2. Analyze the characters, conclude their emotional changes and qualities in the Antarctic expedition. 3. Have a deeper understanding of adversity, perseverance and courage. 7.教学重难点： Guide students to grasp the important events in the course of the Antarctic expedition of "Endurance" through reading, and understand the dilemma faced by the main character; Inspire students to analyze the emotional changes and personality traits of characters through their words and deeds. 8.教学过程： 步骤 教学活动及互动方式 设计意图 英语学习活动观 时长 Step 1: Lead-in Perceive and lead to the topic. A student does a class report on Sir Ernest Henry Shackleton to help Ss to gain background information of the expedition. Use the pre-class speech to lead to the topic, activate the background knowledge, arouse students' interest, and pave the way for the completion of the next reading task. 感知与注意 描述与阐释 3mins Step 2: Pre-reading Supplement the background information. Prepare for the reading. Activity 1 : Present the advertisement and inspire students to think what kind of expedition it is? Q: Who posted the ad? What extreme difficulties would they meet? What kind of men was he looking for? Activity 2 : Ask students’ opinion of joining an expedition like this and then lead in the author who’d like to join in. Q: Would you explore the Antarctic if you had a chance? 1.Guide students to skim the introduction and fill in the blanks to find key information, so that students can be familiar with the background knowledge of the text and prepare for the next diary reading. 2. To pave the way for the reading of the text that follows by asking students about their own choices. 1. 描述与阐释获取与梳理 5mins Step 3: While-reading Read for the main idea. Read for detailed information. Conclude the feelings and qualities. 1.Read for main idea. Ask my students to scan the dairy entries and summarize the main idea of each one. 2.Read for detailed information. (1) Invite students to read the passage carefully and think about and then discuss the following questions in group: •How did Blackborow come to join the expedition? •What happened to Endurance? •Why did Shackleton allow Hussey to keep his banjo? •What did Shackleton do to make sure all crew members(成员) could survive? •What did the crew members have to do to make sure they could survive? 3.Comb the plot together by analyzing the questions above one dairy entry by another. 4.Read for changes of feelings and qualities. (Pair work) Teacher explains some sentences and asks students to do pair work to come up with some adjectives to describe the changes of feelings of the author from these clue sentences and figure out Shackleton’s personal qualities according to the samples given. •How did Blackborow’s feelings change as the days passed? 1.Exercise students' ability to read quickly and make inductive judgments, so that students can understand the general idea and structure of the text. 2.By reading carefully and explore the detailed information, students can sort out the plot of the story based on the hints. 3.Exercise students' ability to extract key information and think logically. 4.Infer and analyze the qualities and characteristics of characters through the support of examples, and learn the good qualities of these characters. 获取与梳理 概括与整合 分析与判断 28 mins Step 4: Post-reading Retell the story. Read for thinking. 1.Invite students to use their own words to describe the diary entries. 2. Guide students to think about the title of the passage by noticing students the situation of the endurance and the crew’s spirit and attitude. Q: How do you understand the title “A SUCCESSFUL FAILURE”? 1. Guide students to kick back the title and think about the meaning of the title. 2,To cultivate students' cultural awareness and spiritual qualities of perseverance in the face of adversity. 推理与判断 批判与评价 迁移与运用 10 mins Step 6 Evaluation & Consolidation & Homework 1.Guide students to conduct self evaluation and mutual evaluation according to the learning aims we set. 2.Consolidate what we’ve learned in class to deepen the understanding and fill the gaps. 3.Give students two options for assignment. Option A Draw a mind map to describe “A Successful Failure” . Option B Write a dairy to record the difficulties you have encountered in your life and how you have overcome them. 1. To rebate learning objectives. 2. To consolidate and improve what we learned. 3.To realize the application and transfer innovation of the knowledge learned. 2mins 9.板书设计 10.教学反思 This lesson introduces vocabulary to problem setting, from easy to difficult, from shallow to deep, and gradually guides students to explore the core questions from the story. For example, the diary format is more authentic, and the diary of the crew member Perce was chosen because he was the same age as the students, which was easy to resonate with the students. In the teaching process, debates, group discussions and other methods are set up to stimulate students' classroom participation and thinking quality training. However, there are still some points to be noticed and improved: 1. Insufficient knowledge background; 2. There should be trade-offs in the training of reading strategies in the classroom, focusing on cultivating students' higher-order thinking; 3. Teachers should attach importance to the subjective status of students, create more atmosphere of independent inquiry, and stimulate students' curiosity and desire for expression; 4. It is necessary to better excavate the textbook texts and better penetrate into the unit-based teaching. 学科网（北京）股份有限公司 $$