Unit4 Adversity and Courage Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第三册

Unit 4 Adversity and Courage Reading and Thinking 一、课程标准 本内容契合新课标选择性必修阶段要求，聚焦“人与自我”主题语境，引导学生阅读日记体记叙文，梳理事件脉络、推断人物情感，提升语言解码与逻辑思维能力；挖掘“成功的失败”的内涵，培育勇于面对逆境的文化品格，落实四维目标融合，帮助学生深化对探险精神与人性光辉的理解，学会用英语表达对逆境与勇气的思考。 二、教材分析 1.[What]主题语境和主要内容 本语篇的主题语境是“人与自我”下的“做人与做事”范畴，主要内容是Perce Blackborow的三篇日记，记录1914年他偷偷加入Shackleton的南极探险队，从最初的憧憬到“Endurance”号沉没后被困象岛，在绝境中从绝望到因队友互助重拾希望的完整经历，展现探险队在极端逆境中的生存状态与精神面貌。 2.[Why]作者意图和价值取向 作者以日记的真实第一人称视角，将这场未抵达南极点的探险定义为“成功的失败”，意在传递探险精神的核心并非抵达目标，而是绝境中坚守的人性光辉——互助、坚韧与责任，引导读者重新审视成功的意义，明白逆境中的坚守与对他人的关怀亦是一种伟大的成功，激发读者对勇气与担当的思考。 3.[How]文体特征和语言特点 文体为第一人称日记体记叙文，以时间为叙事线索，语言口语化且情感真挚，通过环境细节（如bitter cold, constant danger）、心理描写（如happy memories interrupted by cold air）刻画人物情感变化；词汇多聚焦逆境与品质类，语篇结构清晰，以日期推进情节，逐步展现人物从憧憬到绝望再到重拾希望的情感脉络，让读者身临其境感受绝境中的人性温度。 三、学情分析 高二学生已具备选择性必修阶段的英语阅读基础，能快速抓取记叙文的时间、事件等表层信息，对探险主题有天然的好奇心，且经过前期学习，具备小组合作讨论的基本能力，能初步表达个人观点与思考。 不过学生对20世纪初南极探险的历史背景较为陌生，对日记体语篇中人物深层情感的推断需进一步引导；同时对“成功的失败”这类辩证性主题的理解存在难度，需借助文本细节与背景补充来深化对探险精神内涵的认知，提升思维深度。 四、教学目标 1.语言能力：能掌握语篇中vigour, perseverance, resolve等核心词汇的含义与用法，梳理探险事件的时间线，用英语清晰复述Blackborow的探险经历，提升文本信息整合与语言表达能力。 2.文化意识与思维品质：了解20世纪初南极探险的历史背景，探究“成功的失败”的深层内涵，辩证分析Shackleton团队的探险精神，培育在逆境中坚守、互助的文化品格，提升批判性思维与逻辑思维能力。 3.学习能力：掌握日记体语篇的阅读策略（抓时间线索、细节推断情感），能通过小组合作探究主题问题，学会自主梳理文本逻辑，提升合作学习与自主探究的能力，为后续同类语篇阅读奠定基础。 五、教学重点和难点 1.教学重点 （1）梳理日记中的关键事件，精准把握Blackborow从憧憬到绝望再到重拾希望的情感变化； （2）理解“成功的失败”的内涵，提炼探险队的坚韧、互助等核心品质； （3）掌握日记体语篇的阅读方法与技巧。 2.教学难点 辩证理解“成功的失败”的深层意义，结合自身生活实际，思考探险精神在当代社会的价值与现实启示。 六、教学方法 采用情境教学法、问题链引导法，搭配小组合作学习法，引导学生在探究中解读语篇、深化思维。 七、教学准备 制作含探险背景、文本细节的PPT，准备Shackleton探险的短视频，打印拓展材料，布置预习任务。 八、教学过程 教学环节 教师活动 学生活动 设计意图 1. Lead in The teacher first displays Ernest Shackleton’s original recruitment advertisement from the text on the screen, then plays a 1-minute short video clip showing the harsh Antarctic environment and the Endurance’s initial voyage. After that, the teacher raises two guiding questions: “What kind of men was Shackleton looking for?” and “Would you join this expedition?”, and organizes students to discuss in groups of 4 for 3 minutes, walking around to offer proper guidance. Students watch the video and read the advertisement carefully, then engage in heated group discussion. Some argue they would join for the adventure dream and honor, while others refuse due to the listed extreme dangers like “bitter cold” and “constant danger”. Each group selects a representative to share their opinions, explaining their choices with specific details from the advertisement. 通过真实招募广告与短视频创设沉浸式探险情境，激活学生对南极探险主题的兴趣，契合课文中Blackborow因广告加入探险的背景；通过讨论引导学生初步感知探险的挑战与精神内核，为后续文本阅读做好铺垫。 2.Pre - reading The teacher assigns a 2-minute skimming task, instructing students to focus on the text title A SUCCESSFUL FAILURE, the dates of diary entries, and the opening/closing sentences of each diary. Then the teacher asks students to identify the text type, summarize the core event of each diary, and infer the central theme, reminding them to catch key signals like “diary entries” and “Endurance crushed by ice”. Students quickly skim through the text, recognize it’s a first-person diary narrative. They summarize that the 1914 entry is about Blackborow sneaking onto the ship and being hired as a cook; the 1915 entry records the Endurance sinking and the crew stranded on ice; the 1916 entry tells of being trapped on Elephant Island and regaining hope. They share summaries in class and conclude the theme is a “failed yet honorable expedition”. 通过略读策略训练学生快速抓取语篇关键信息的能力，帮助学生明确文本体裁与核心事件脉络，初步感知“成功的失败”的表层含义；为后续深入分析人物情感变化与主题内涵搭建框架，激发探究欲望。 3.While-reading The teacher designs three targeted careful reading tasks: 1) A timeline table for students to fill in key events and Blackborow’s emotions on each date; 2) 5 true-or-false statements about Shackleton’s decisions and crew’s situations; 3) A vocabulary blank-filling exercise using words like vigour, perseverance. The teacher walks around to assist, then invites groups to present answers and leads a brief analysis of tricky points. Students work in groups to complete the three tasks. They scan each diary entry carefully to extract specific details for the timeline, debate on controversial true-or-false statements, and match context clues to fill in vocabulary blanks. Each group sends a representative to share their completed timeline and justifications for their choices, actively participating in the class analysis of key details. 通过表格填空、判断正误、词汇补全的多样任务，引导学生精准捕捉文本细节，梳理事件脉络与人物情感变化，掌握核心词汇；同时借助小组合作深化对探险队绝境中行为与精神的感知，为后续探究“成功的失败”内涵筑牢基础。 4. Post-reading Activity 1: Debate: "Is Shackleton’s Antarctic Expedition a Total Failure or a Glorious Success?" 1. Divide students into two teams: the "Failure" team and the "Success" team. Provide each team with a debate outline, reminding them to extract evidence from Blackborow’s diary entries and the historical background shared in class (e.g., the unachieved South Pole goal, the crew’s full survival). 2. Set clear rules: 3 minutes for opening statements, 5 minutes for cross-examination, 2 minutes for closing statements. Walk around to offer guidance, prompting teams to quote specific details like "the Endurance was crushed by the ice" or "Shackleton left to seek help and eventually saved everyone" to support their arguments. 3. After the debate, summarize key viewpoints from both sides, then guide the whole class to conclude that the expedition is a "successful failure"—a failure in geographical goals but a remarkable success in human spirit and team survival. Activity 2: "Adversity Challenge Plan" Design & Sharing. 1. Present a template of "Adversity Challenge Plan" with three sections: My Current Adversity, What I Can Learn from Shackleton’s Team, My Action Steps. Explain each section with examples (e.g., Adversity: struggling with a difficult science subject; Learning Point: perseverance and mutual support; Action Steps: make a daily study schedule and join a peer study group). 2. Ask students to complete the plan independently first, then organize them to share in groups of 4. Walk around to listen to group discussions, encouraging students to connect specific qualities of Shackleton, Wild, and Blackborow (e.g., resilience, positive mindset, mutual help) to their own real-life challenges. 3. Invite 2-3 students to share their plans with the whole class, then comment on their connections between expedition spirit and real life, highlighting the practical value of the explored qualities. 1.In teams, members collaborate to collect textual evidence. The "Failure" team focuses on the uncompleted mission, the sinking of the Endurance, and the crew’s extreme sufferings. The "Success" team emphasizes the crew’s full survival, Shackleton’s responsible leadership, and the display of perseverance and mutual help. 2.Each team selects speakers to deliver opening statements, then members take turns to question the opposing team with precise textual evidence during cross-examination. Finally, closing speakers summarize the team’s core arguments. 3.Students listen carefully to the teacher’s summary, actively participate in the class conclusion, and share their updated understanding of the concept of "successful failure". 1.Students reflect on their own real-life adversities (e.g., academic difficulties, sports training setbacks, interpersonal conflicts) and fill in the plan template, linking each challenge to a targeted quality from the expedition team. 2.In groups, students take turns to share their plans, give constructive feedback to peers, and adjust their action steps based on suggestions. For example, a student struggling with public speaking might revise their plan to include weekly practice with classmates, inspired by the crew’s mutual support. 3.Selected students present their plans to the class, listen to the teacher’s comments, and take notes to optimize their own adversity-solving strategies. 通过辩论活动引导学生回归文本细节挖掘论据，培养基于语篇的逻辑论证能力与批判性思维；围绕“失败与成功”的辩证讨论，深化对课文核心主题的理解，领会探险队在绝境中彰显的人性光辉与团队精神；同时锻炼学生的英语口语表达与合作探究能力，落实新课标对思维品质与语言能力的双重培养要求。 将语篇中的探险精神迁移到学生的现实生活，搭建语篇与自我成长的桥梁，落实新课标文化意识中“内化优秀品质并践行”的要求；通过规划与分享活动，引导学生反思自身逆境，学会用探险队的坚韧、互助、担当等品质应对挑战，提升解决实际问题的能力；同时培养学生的自主反思与合作交流能力，实现从语篇学习到核心素养提升的转化。 5. Summary The teacher guided students to analyze the diary text via structured tasks (timeline sorting, true-or-false judgment), organized a heated debate on "failure vs. success" of the expedition, and led the adversity challenge plan sharing. They offered context support, clarified confusing points, and linked expedition spirit to real life, facilitating students’ deep grasp of the "successful failure" theme and core qualities like perseverance and mutual help. Students actively participated in all tasks: they collaborated to sort the expedition timeline and track Blackborow’s emotional curve, debated fiercely with textual evidence to explore the theme’s duality, designed personal adversity plans by connecting expedition qualities to real-life challenges, and shared their thoughts confidently, showing improved text analysis, critical thinking and oral expression abilities. 通过结构化任务、辩论与分享活动，层层递进引导学生深度解读文本，落实语言能力、思维品质等四维目标；搭建语篇与生活的桥梁，让学生在探究中内化探险精神，提升综合素养。 6. Homework Mandatory Task: Write a 150-word diary entry from Perce Blackborow’s perspective, describing the exact moment Shackleton returns to rescue them. Include specific details of his emotions and a small interaction with Frank Wild to reflect the crew’s bond. Optional Task 1: Create an A4 poster highlighting 3 core qualities of Shackleton’s team. For each quality, pair a textual quote with a simple hand-drawn illustration (e.g., a penguin for "perseverance"). Optional Task 2: Write a 200-word short essay explaining how one expedition quality (e.g., mutual support) helped you overcome a recent difficulty in study or daily life, with a specific real-life example. Blackboard design 教学反思 学科网（北京）股份有限公司 $