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

Teaching and Learning Design Book3 Unit4 Adversity And Courage 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：逆境与勇气 词汇：能正确使用下列单词和词块。 单词：wage, bitter, enthusiastic, abroad, cupboard, assign, envy, sink, abandon, blanket, navy, decent, genuine, resolve, resolution, crew, cruel, thorough, furniture, fortunately, bark, rugby, bat, damp, recreation, guidance, nephew, advertise, corporate, motor, candidate, episode, commitment, motive, Confucianism 词块：diary entry, the South Pole, dream of, turn sb. down, set off, throw away, keep one’s spirits up, hold on, ahead of, cheer up, make a fire, give off 语法： 能够理解现在完成进行时的功能和意义，能正确运用现在完成进行时表达从过去一直持续到现在且有可能还会继续的行为或状态。 语篇： 1. 阅读几则南极探险日记，梳理“坚忍号”南极探险的艰险历程，抓住人物的性格特点。 2. 阅读“坚忍号”船员的回忆录，了解这一文本体裁的叙事风格和语言特点。 表达： 1. 能够有条不紊地探讨不同的决策方案或选择，使讨论有序展开。 2. 能够写一篇有关沙克尔顿及其“坚忍号”船员南极探险的故事评论。 学习能力 1. 能够根据人物的具体言行分析其情感变化，解读其性格品质。 2. 能够抓住因果关系词，理解人物行动或抉择的意义。 文化意识 1.了解 20 世纪初人类进行南极探险的历史背景、典型人物及故事。 2. 培养自己坚毅的品质和乐观的态度，勇于面对挑战、挫折与逆境。 思维品质 能够根据不同角度的叙事整理出“坚忍号”南极探险的大致历程；能够对文本中的细节进行推理分析，判断人物的心理状态和性格品质；能够基于形势需要对人物的背景资料进行综合分析和考量，作出合理的抉择；能够基于对故事内容的理解评判文中人物。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6) 课时7 Using language—Writing (写作语篇7) 课时8 Assessing Your Progress(综合运用语篇8) + Project (综合运用语篇9) Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the picture and the saying on the Opening Page related to the theme of this unit—adversity and courage; 2) Read the text to understand Shackleton’s Antarctic expedition’s experience and learn to infer the meaning of some words in the context to explore the spirit of adventure; 3) Improve their thinking quality by discussing the questions and inferring the characters’ feelings and personal qualities based on the evidence. Teaching and learning important points: 1) Reading comprehension of the text content and writing style and inferring the meaning of some words in the context to explore the spirit of adventure; 2) Improving the students’ thinking quality by discussing the questions and inferring the characters’ feelings and personal qualities based on the evidence. Teaching and learning difficult points: 1) Reading comprehension of the text content and writing style and inferring the meaning of some words in the context to explore the spirit of adventure; 2) Improving the students’ thinking quality by discussing the questions and inferring the characters’ feelings and personal qualities based on the evidence. Teaching and learning procedure: Step 1 Leading in and introduction (Opening Page) Activity 1 Leading-in 1. Lead in the topic of this unit by talking about the title of this unit—adversity and courage, using the following questions. 1) What is the meaning of “adversity”? A difficult or unpleasant situation. 2) What is the relationship between the two words in the title? When you face adversity, you need courage to overcome difficulty. 3) What else do we need while facing adversity? Determination, perseverance, persistence, endurance, wisdom, action… 4) What do you expect to learn from this unit? How to use your courage to face adversity. 2. Look at the pictures and discuss the following questions. 1) What happened to the ship in the photo? This ship in the photo looks like it has got stuck in some ice. 2) How would you feel and what would you do if you were on this ship? If I were on that ship, I would feel worried because it is probably far from any land or town and one could run out of supplies quickly. Although it might be best to stay on the ship and wait for help to come, I think I would leave and try to find help, because no one would find you in such a place. Any rescue ship would face the same problem! 3. Talk about the quote. Great works are performed not by strength, but perseverance. —Samuel Johnson 1) What does it mean in Chinese?　伟大的作品不是靠力量，而是靠毅力。——塞缪尔·约翰逊 2) How do you understand the quote in English? Or what does the quote mean in English? In this quote, Johnson is saying how any great achievement is not done by just strength, talent, or having a good idea, but is the result of continuing to try and reach one’s goal despite whatever difficulties may arise. It is similar to the later quote attributed to the inventor Thomas Edison: “Genius is one percent inspiration, ninety-nine percent perspiration.” Activity 2 Introduction 1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 2. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 3 Pre-reading 1. Warm up. Supposing you are going on an expedition to Antarctica, what are the conditions there like? What qualities are needed to survive the extremely tough conditions? 2. Read this advertisement that was posted by a famous British explorer. Discuss the questions with your group members. 1) According to the advertisement, what kind of men was Ernest Shackleton looking for? According to the advertisement, Shackleton was looking for men who were not interested in money or comfort, but in honour and achievement, which cannot be bought. 2) Would you like to join an expedition like this? Why or why not? I would like to join an expedition like this. Although it would be extremely tough, the sense of achievement I would get from doing it would be worth it. I don’t think I could get the same feeling from anything else. 3. Introduce the background information about Sir Ernest Henry Shackleton. Sir Ernest Henry Shackleton was an Irish-born British explorer who was one of the giants of Antarctic exploration in the Heroic Age in the early years of the 20th Century. Step 3 While-reading Activity 4 Reading comprehension of the main content 1. Skim the text to get the main idea and some basic information about the expedition such as time, destination, leader, the author’s name and the name of the ship. 1) Main idea: Perce Blackborow’s diary entries about the great expedition. It is some of the diary entries of Perce Blackborow, in which he wrote that he joined an expedition of Antarctica on the ship Endurance with Sir Ernest Shackleton and how they managed to survive after Endurance was stuck in the ice. 2) Basic information. Time: 1914.10.31—1915.11.21—1916.5.20 Destination: To Antarctica Leader: Sir Ernest Shackleton The author’s name: Perce Blackborow 　The ship: Endurance 2. Read the text to find the answers to the questions and summarize the main idea of each diary entry. Answer the questions. 1) How did Blackborow come to join the expedition? Blackborow tried to join the expedition by applying but was rejected for lack of experience. So, he hid on the ship and was later discovered. Shackleton let him have a job rather than turn back. 2) What happened to Endurance? What did the crew members have to do? Endurance got stuck in ice as it approached Antarctica. The ship got crushed and the crew had to abandon it. The crew had to collect essential supplies and camp on the ice. 3) What did Shackleton do to make sure they could survive? Shackleton made sure they survived by leaving with a few men to find help. It was too dangerous for all the men to go. Main idea of each diary entry: The first diary is about how the author joined the Endurance expedition/became a crewmember on Endurance. The second diary is about how Shackleton and his crew abandoned the ship Endurance. The third diary mainly describes the crew members’ life on Elephant Island. Activity 5 Inferring the meaning of highlighted words in the text 1. Work in pairs to infer the meaning of highlighted words in the text. Try to explain the words in English. 2. Check the answers. vigour: health and energy turned...down: to reject or refuse sth. or sb. crushed: to be squeezed until damaged keep our spirits up: to stay positive usually in a bad situation miserable: very unhappy or uncomfortable cosy: very comfortable, safe, and warm Step 4 Post-reading Activity 6 Thinking and discussion 1. Learn about how to infer character traits and emotions. To infer means to guess something based on the evidence. When inferring character traits and emotions in a story, you need to look at the characters’ words and actions. What do these tell us about their personal qualities and feelings? 2. Match the descriptions with character traits or emotions they show. a. worried b. proud c. optimistic d. desperate e. grateful 1) Without Frank and Ernest, we’d all be dead by now. (e. grateful) 2) Perhaps there is a chance we will return home, after all. (c. optimistic) 3) No navy in the world ever stops at Elephant Island, and no one else knows that we are here.(d. desperate) 4) How everyone will envy me when I come back and tell them about the amazing places I have been to! (b. proud ) 5) We are now camped on the ice and we have been managing to survive, but spring is coming, and the ice will soon begin to melt. (a. worried) 2. Discuss the questions and infer character traits and emotions. 1) How did Blackborow’s feelings about being on the expedition change as the days passed? Blackborow’s feelings about being on the expedition changed from enthusiasm at the start to fear and extreme discomfort after Endurance got stuck. Occasions Blackborow’s feelings After he read the advertisement about the expedition excited, happy, full of expectations After his application was turned down enthusiastic, determined After he became a steward on board satisfied, excited, hopeful When Endurance sank worried, terrified, panicked Before the crew settled on Elephant Island a little calm, no time to panic After Shackleton left to find help worried, uncertain When he thought about the living conditions on the island low, miserable When his happy memories were interrupted by cold air angry, impatient After Frank Wild replied to him grateful 2) What personal qualities did Shackleton, Wild, and Blackborow exhibit? Find examples from the text to support your answers. Shackleton showed kindness when he allowed Blackborow to stay on the ship and gave him a job. He showed calmness when he asked the crew to collect essentials. He showed he was not selfish when he left his gold behind, but showed he was thinking of others’ feelings by allowing Hussey to keep his banjo. He showed great bravery by setting off to find help for the rest of the crew. Wild was shown to be kind when he tried to lift Blackborow’s spirits. Blackborow was enthusiastic at first, making sure he got on the expedition. Although he felt low later, he tried to think about better things, showing again his positive character. 3. Think about what personal qualities are needed when we are faced with adversity? Suggested answer: Resilience – Bouncing back from setbacks. Perseverance – Staying determined despite challenges. Optimism – Focusing on solutions, not problems. Self-Confidence – Trusting your abilities. Emotional Regulation – Managing stress and emotions. Adaptability – Being flexible in changing situations. Courage – Facing fear and moving forward. Patience – Taking time to work through challenges. Problem-Solving – Finding effective solutions. Support-Seeking – Reaching out for help when needed. Gratitude – Finding positives in tough times. Self-Discipline – Staying focused on goals. Growth Mindset – Viewing challenges as learning opportunities. These qualities help you cope with adversity and emerge stronger. Activity 7 Text reconstruction Reconstruct the text by summarizing the text from the perspective of text content and textual features, using the information above. Step 5 Evaluation and summary Activity 8 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the emotion changes described in the text? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) Activity 9 Summary Summarize what has been learned in this period. At the same time encourage the students to develop some good qualities to deal with adversity. Homework: 1. Read the text to comprehend it better and complete the rest reading comprehension exercises in the reference book. 2. Preview the new language items in the text by reading the explanations in the reference book. 学科网（北京）股份有限公司 $