Unit4 Adversity and Courage Reading and Thinking教学设计-2024-2025学年高中英语选择性必修第三册

Unit 4 Adversity and Courage Reading and Thinking A Successful Failure Reading and Thinking 被列为本单元的开篇第一课时，该板块的活动主题是“探索冒险精神”（Explore the spirit of adventure）。主要围绕英国探险家 Shackleton 及其“坚忍号”船员的南极探险展开，让学生了解南极探险的艰辛和挑战，以及面对逆境时所需的勇气和韧性。该板块阅读文本分为两部分。第一部分对背景知识进行简要介绍，第二部分是以船员珀西口吻写下的三篇日记，以第一人称讲述了他加入探险的过程，探险过程中遇到的困境，以及如何以积极的态度应对困境的故事。故事情节并不复杂，语言也相对简洁，内容中有丰富的细节描写以及细腻的情感表达，容易引发学生共鸣，启发学生体会和感受“坚毅”，并且以乐观坚毅的态度面对人生的逆境和挫折。 学情分析 高二学生展现出极高的学习积极性和浓厚的兴趣，尤其在英语学习方面，他们拥有坚实的基础，思维敏捷，并且渴望在课堂上得到展示和认可。尽管大多数同学对“坚忍号”并不熟悉，但青春期的他们情感充沛，意志力日益增强，兴趣更加广泛且稳定，学习动力也更为强烈。探险类话题能够激发他们的好奇心和求知欲，通过引入相关话题并参与一系列后续学习活动，不仅能够激发认知活动，还能提升学生的思维品质。然而，初次尝试通过语篇中的关键词句来推断人物性格特征和情感变化确实存在一定的难度。因此，在教学过程中，老师首先使用形容词作为示例，引导学生自行总结归纳。同时，由于学生自身的认知和经验有限，他们对逆境的理解尚浅，往往不能从辩证的角度去理解“困境”，以及在困境中如何保持积极和乐观的态度。因此，在课堂上培养学生的思辨能力和面对困难时的坚持精神显得尤为关键。 教学目标 At the end of the class, the students can 1.master words and expressions in contexts based on themes; 2.understand the title, the structure and the language features of the passage; 3.judge the character traits based on supporting evidence; 4.develop perseverance and positive thinking through reading the adventurous story. 教学重难点 Infer character traits and emotions based on the evidence. 教学资源 课件 PPT，黑板，多媒体展台。 教学步骤与学习活动安排 活动设计意图/评价任务 Lead in: Watch a piece of video and learn something about“Endurance”. 活动设计意图： 介绍坚忍号沉船被发现的新 闻，引起学生兴趣 Let the students pay attention to the learning objectives of this period. 活动设计意图： 明确本堂课学习目标，便于课 中及课后进行自我评价及反 思。 Before the class, stress the cooperation within group and the competition among different groups, at the end of class, the winner group will get some award. 活动设计意图： 增强小组内同学间合作以及 组间的竞争意识，更好地调动 学生的积极性，增大课堂参与 度，增强可评价性。 Read the advertisement. According to the advertisement, get the basic information about the advertisement. 1. Who wrote the advertisement? 2. What is the aim of the advertisement? 3. What kind of men was looked for? 评价任务： 学生能否通过阅读这则广告 获取基本信息，并且梳理出坚 忍号船员需要具备的品质。 Read for setting: Go through the introduction part and find the key elements on the screen. 评价任务： 学生能否通过快速阅读开篇 介绍，获取核心要素。 Read for the plot: Go through the three diaries and find out the main idea of each one to fill in the blanks. Diary1: It is about how Perce joined the Endurance expedition. Diary2: It is about how Shackleton and his crew managed to survive when the ship got crushed and sank. Diary3: It mainly describes the crew members hard time waiting for rescue on Elephant island. 评价任务： 限定时间内，学生能否快速阅 读三篇日记，并且分别概括三 篇日记的主旨大意。 Read for detailed information： Read diary2 ， 3 respectively, work out the development of each one, and then answer the questions. 1.What happened to Endurance? 2.What did the crew members have to do? 3.Why did he allow Hussey to keep his banjo? 4.What did Shackleton do to make sure all crew members could survive? 评价任务： 限定时间内，学生能否梳理出 坚忍号南极探险过程中发生 的事件，并且对具体事情细节 能够进行准确地表达。 Read for changes of feeling: Find out the actions and feelings of Blackborow in diary 1; (the first time give students some clues to describe the feelings of Blackborow.) Infer Blackborows emotional changes based on his actions and then draw a mind-map to show it. 评价任务： 根据提示的动作表达，学生能 否用恰当的形容词去概括船 员珀西的情绪； 既定时间内，学生能否从日记 2 以及 3 中找出更多珀西的行 为，由此推断珀西的心理变 化，并且用适当的形容词加以 描述。 Ask students what help them to find his feeling and the traits? -from his words and actions. Lead the students to realize when inferring character traits and emotions in a story, they need to look at the characters words and actions. 活动设计： 通过上一个的活动的结果呈 现，进一步启发学生思考是从 文本中的什么地方我们可以 获取或是归纳出人物的性格 特点。 评价任务： 同学学生的表述，判断学生能 否总结出或是意识到推断某 个人物性格特点时要关注该 人物的言语与行为表现。 Read for characters' traits： What personal qualities did Shackleton exhibit? Find examples from the text to support your answers. 评价任务： 限定时间内，是否进行有效的 小组合作探讨； 是否能够根据沙克尔顿的言 语及其行为推断他的性格特 点； 沙克尔顿的性格特点可表述 得很多，评价学生语言表达的 准确度与多元化； Read for critical thinking： Based on the traits that the students have gotten, the students infer the following event. “Do you think they could be rescued in the end? Why?” 评价任务： 同学学生的表述，去评判学生 能否根据现有信息以及文本 中呈现的人物特点，合理分析 故事的后续，并推出自己的论 证。 点题总结 ： the spirit of adventure Pose the further thinking： Guide the students to think about the title in different dimensions. What does the title "a successful failure" mean？ The Endurance sank, so they never made it to the South Pole, which was a failure. Successful: Inspired by Shackleton, the crew didn't give up but persevered, trying their best to stay optimistic, which was a great success.“We should use dialectical thinking（辩 证思维）， rather than single standard to measure success and failure. So it was a glorious defeat. They were all heroes because of their perseverance and courage.” 活动意图： 对于标题的深入分析，是在对文本解读之后的再反思以及体现对学生辩证思维的培养。 评价任务： 通过学生的表述去评判学生是否学会辩证地去看待这次 探险之旅； 是否具备了辩证思维，结合生命的价值和意义是否有了自己的理解； Assignment： 1.Read the text again and underline your favoured phrases and sentences; 2. Complete the exercises on page 40; 3. Imagine you are Perce Blackborow. Write a message in a bottle to explain your situation and ask for help. 作业的布置，从词汇的运用到情境代入的表达，都能检测学生是否掌握了本堂课所学内容。 学科网（北京）股份有限公司 $$