Unit4 Adversity And Courage Period6 Using language—Reading comprehension and language focus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 Period 6 Teaching and learning contents: Using Language—Reading comprehension and language focus Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Read and understand the story of Shackleton’s men who were left on Elephant Island; 2) Learn about the new language items in the text; 3) Learn about optimism and perseverance. Teaching and learning important points: 1) Reading comprehension of the story of Shackleton’s men who were left on Elephant Island; 2) Learning about the usage of the new language items in the text. Teaching and learning difficult points: 1) Reading comprehension of the story of Shackleton’s men who were left on Elephant Island; 2) Learning about the usage of the new language items in the text. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in 1. Lead in the learning topic by getting the students to talk about what happened to the crew left behind on the Elephant Island after Shackleton travelled to South Georgia Island. 2. Introduce the learning objectives of this period. Step 2 Reading comprehension Activity 2 Reading comprehension 1. Introduce the writing style (or genre) of the text—memoir and read the title to predict the main content of the text. Questions for inspiration: 1) What problems would the people remaining on Elephant Island face? 2) What do you think was the biggest challenge for them? 3) How long do you think they had stayed on the island? 4) Were they finally rescued? Possible prediction: I predict that the crew members struggled with keeping warm in the terrible conditions. They also would have found it hard to find food and make fire. The ice would have been moving and breaking too, which would be very dangerous. I predict that Shackleton would be successful in rescuing his men, though I am not sure if all of them survived for that long. 2. Read the memoir and then answer the questions. 1) What did the men eat and drink on the island? The men ate the meat of sea creatures and drank water from melted ice. 2) What were the dangers of living on the island? The dangers of living on the island were the changing temperatures, lack of food and water, and the black smoke from burning animal fat. 3) How did the men stay in good spirits while waiting to be rescued? The men stayed in good spirits by being disciplined and staying positive. They celebrated birthdays, festivals, and every time when they caught a sea animal. 4) What do you think were the key reasons for their survival? I think the key reasons for their survival were their discipline and positive mental attitude, as well as the reliability of Shackleton. 5) If you were one of the men on Elephant Island, would you have trusted Shackleton? Why or why not? I would have trusted Shackleton as he was a man of honour and would do all he possibly could to save us. 3. Complete more reading comprehension exercises in the reference book to understand the text better. Step 3 Language Focus Activity 3 Learning about the new language items Learn about the new language items. 1. What if they were delayed? 如果他们被耽搁了怎么办? 句式结构：What if...?常用来提出假设、建议、邀请、要求等，意为“倘若……将会怎样?”“如果……将会怎样?”后面经常跟一般现在时，有时根据语境也可以跟虚拟语气(一般过去时或“should+动词原形”)。 e.g. What if others look down upon him because he is an exception? 如果别人因为他是个例外而看不起他怎么办? What if the boss came tomorrow instead of this afternoon? 其它类似结构： How come?　怎么会这样?怎么搞的? What for? 为了什么目的?为何目的? So what? 那又怎样? What’s up? 怎么了?发生什么事了? e.g. —The T-shirt I received is not the same as is shown online. —How come? But I promise you we’ll look into it right away. —Tom missed the early bus this morning and missed the exam. —So what? He failed the exam anyway. “What if my phone was taken by other passengers?” I muttered, sinking into depression. “如果我的手机被其他乘客拿走了怎么办?”我喃喃自语,陷入了抑郁。 2. cheer (sb.) up (使)高兴起来，(使)振作起来; e.g. I think he misses her terribly. You might cheer him up. 我估计他是太想念她了。也许你可以让他打起点儿精神来。 I wrote that song just to cheer myself up. 我写那首歌是给我自己打气的。 We all went to cheer up our basketball team. 我们都去为我们的篮球队加油。 Come along, now, cheer up; he will be all right. 得啦, 打起精神来。他不会有事的。 3. make fire 生火 e.g. He has to learn how to collect water, hunt for food, and make fire. 他必须学会怎样取水, 怎样猎取食物以及怎样生火。 4. There were no trees growing on Antarctica and no oil, so the only fuel we could use was animal fat. 句式结构：There be + 主语 + 非谓语动词作后置定语修饰主语。 1) There be + 主语 + doing (表示主动和进行) 2) There be + 主语 + done (表示被动或完成) 3) There will be + 主语 + to do (表示动作尚未发生) e.g. There are 300 people moving to the new factory in the south. There are some citizens standing in front of the gallery. In this book, there are passages learnt before. There is a red car parked outside the house. There will be some problems to discuss at the conference. There is nothing to do and he just sits there absent-minded. 5. give off放出(热、光、气味或气体) give up 戒除；放弃；让出 give in (to...) (向……)屈服；投降；让步；递交 give away泄露；赠送，免费给予；颁发 give out分配；分发；(食物、燃料、力气等)用光；精疲力竭；宣布 e.g. If plastic and rubber are burnt, they’ll give off poisonous gases. 要是塑料和橡胶被焚,就会放出有毒的气体。 In the last 300 meters, David gave out, sweat rolling down his face. But he gritted his teeth and made up his mind never to give up. Such was David, a boy with great perseverance, who never gave in to hardships. 在最后300米时，大卫累坏了，汗水从他脸上滚落下来。但他咬紧牙关，下定决心决不放弃。这就是大卫，一个坚忍不拔的孩子，从不向困难屈服。 With graduation from university drawing near, the Student Union is to hold an activity where graduates will give away their used books to their juniors. 随着大学毕业的临近，学生会将举办一场活动，毕业生们将把他们用过的书送给他们的学弟学妹。 It’s also a good idea for us to give out booklets to advocate civilized behavior. 我们分发宣传文明行为的小册子也是一个好主意。 6. If it weren’t for sea animals, we would all starve. 如果没有海洋动物,我们都会饿死。 句式结构：if虚拟条件句。 虚拟情况 从句谓语动词 主句谓语动词 与现在事实相反 一般过去时(be动词用were) would/should/could/might＋动词原形 与过去事实相反 过去完成时 would/should/could/might＋have＋过去分词 与将来事实相反 (1)一般过去时(be动词用were) (2)should＋动词原形 (3)were to＋动词原形 would/should/could/might＋动词原形 e.g. If you had got up earlier, you would have caught the train. (与过去事实相反) If it had not been for this experience, I wouldn’t have realized that I should spend more time with my family. 要不是这次经历，我就不会意识到我应该花更多的时间和家人在一起。(与过去事实相反) If it were to rain tomorrow, we would have to put off the sports meeting. (与将来事实相反) If it were not for the support of the teachers, the student could not overcome her difficulty. 注意：在 if 引导的虚拟条件句中，如果谓语动词有were/should/had时，可以省略if，把它们提到主语前面，条件从句变为部分倒装句。 →Were it not for the support of the teachers, the student could not overcome her difficulty.(倒装句) 7. As a chef，it was my duty to cook, so I tried to vary the meals in whatever way I could. 作为厨师，做饭是我的职责，所以我想方设法去变化伙食的花样。 e.g. Do whatever you like. 你喜欢做什么就做什么。 Take whatever action is needed. 采取任何必要的行动。 I will do whatever I can (do) to lend a hand to others. 我会尽我所能帮助别人。 8. Our discipline and team spirit kept us optimistic and helped us deal with our fears in a positive and successful way. 我们的纪律和团队精神使我们保持乐观，并帮助我们以积极和成功的方式应对我们的恐惧。 句式结构：keep复合结构为keep+宾语+宾语补足语，可用作宾语补足语的常见词有：现在分词、过去分词、形容词、副词以及介词短语。 e.g. She kept him thinking for a week before making her decision. It is necessary that we keep the young generation informed of the current affairs. Doing exercise regularly and properly can help to keep us healthy. Much to our delight, the local government is taking strong measures to keep the price under control. 令我们非常高兴的是，当地政府正在采取强有力措施来控制物价。 Everyone moved with excitement. I always kept my eyes on David and ran with him. 每个人都激动地动了起来。我一直盯着大卫，和他一起跑。 9. episode n. 一集，一节；插曲，一段经历 e.g. The final episode will be shown next Sunday. 下周日将播出最后一集。 I’d like to try and forget the whole episode. 我倒想尽量把那段经历全部忘掉。 10. And he paid us back by his commitment to save us from a slow but painful death. 他回报了我们，他承诺要把我们从缓慢而痛苦的死亡中拯救出来。 1) pay back 偿还；报复；报答 pay down 用现金支付；付订金 pay for为……付钱；为……付出代价 pay off 偿清, 付清；成功；奏效；达到目的 pay up (尤指不情愿地) 全部还清, 付清 e.g. Did he ever pay you back that $100 he owed you? You may think you can get away with neglecting your responsibilities, but events will pay you back. 2) commitment n.承诺；保证；奉献 commit vt.犯罪；做错事；保证，承诺；花(钱或时间) commit vi.忠于；全心全意投入(工作、活动等) committed adj.尽心尽力的；坚定的；坚信的 commitment to sb./sth. (对工作或某活动)献身/奉献/投入；对……作出承诺 make a commitment (to do sth.) 保证/承诺(做某事) commit an error/a crime/suicide做错事/犯罪/自杀 commit oneself to (sth./doing sth/do sth.) 承诺/保证(做某事、遵守协议或安排等) commit...to (doing) sth. 投入……于(做)某事 be committed to (doing) sth.全身心地投入(做)某事 e.g. Then he realized what a big mistake he had committed. This requires commitment to a particular occupation, branch of study or research. 这需要致力于特定的职业、学习或研究分支。 I strongly suggest that you commit an hour to reading the newspaper every morning. I have made a commitment to thoroughly help you with your English study. →I have committed myself to thoroughly helping you with your English study. With the commitment to promote Chinese culture, a students’ traditional Chinese painting exhibition was held by our school in the library from May 30th to June 5th. 致力于弘扬中国文化，我们学校于5月30日至6月5日在图书馆举办了一个学生国画展。 11. motive n. 动机，原因，目的 (常与具体行为相关) adj. 运动的；动机的；发动的 motivate vt. 使有动机，促动，激发，诱导；刺激；激发……的积极性 motivated adj. 有动机的，有目的的；有积极性的 motivation n. 动力；积极性(强调广义的驱动力或积极性，如学习、工作的动力) e.g. There seemed to be no motive for the murder. 这起谋杀案看不出有什么动机。 I’m suspicious of his motives. 我怀疑他的动机。 She’s very good at motivating her students. 她非常擅长激励她的学生。 They are motivated by a need to achieve.对成功的渴望激励着他们。 Money is my motivation. 金钱是我的动力。 Step 4 Summary and evaluation Activity 4 Discussion and text reconstruction 1. Discuss the following questions to improve the students’ thinking quality. 1) How would you describe Shackleton? Why? 2) What qualities of Shackleton make you trust him or not trust him? 3) Do you think he would abandon the crew on the island? 4) Can you explain in your own words how he earned the other members’ trust? 5) If you were Shackleton, what would you do? 2. Summarize the new language items and main content to reconstruct the text. Activity 5 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) 3. What can you learn from Shackleton and his crew? Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Complete the vocabulary and other exercises in the reference book. 学科网（北京）股份有限公司 $