Unit 4 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: An Adventure of Endurance — Lesson Plan Subject: English | Grade: Senior 2 (Second semester) | Period: 1 (40 mins) | Type: Reading class | Textbook: PEP (2019) Selective Compulsory Book 3, Unit 4 一、教学目标 1. 梳理三篇日记的时间线，按顺序说出主要事件，能复述 Blackborow 登船的经过。 2. 从原文中找出体现 Blackborow 情感变化的词句，建立“情节—情感—语言”对应。 3. 结合人物言行分析 Shackleton 的品质，辩证理解标题“A Successful Failure”。 二、教材分析 本课时选自人教版（2019）选择性必修第三册 Unit 4 Adversity and Courage 的 Reading and Thinking。课文是 Shackleton 1914—1916 年南极探险的真实故事，以船员 Blackborow 的三篇日记（1914.10.31、1915.11.21、1916.5.20）串起 Endurance 号被困浮冰、船被压碎、冰上扎营、Shackleton 冒死前往 South Georgia 求援、28 人全部活着回来的经过。 三篇日记时间跨度一年半，人名地名多，但一条时间线拉出来故事就清楚。学生读的时候容易卡在专有名词上，也容易只读到“发生了什么”而跳过人物情绪。本课时不逐句讲，用表格和问题带着学生自己找事件、找情绪词，最后落到标题上：船没了、队没走到南极，为什么还叫 success？ 三、学情分析 授课对象为高二下学期学生。学生基本会略读、寻读，能找记叙文的 when/where/what，但这篇课文长、人名地名密，读着容易碎；情感变化要从词句里推，学生习惯直接说 happy/sad，不愿回原文找原句；标题要两面看，学生容易只说“船沉了所以是 failure”。所以课堂上用表格给抓手，问题一步步追问，不让学生自己硬啃。 四、教学重难点 教学重点：按日记顺序提取关键事件，从原文词句推断 Blackborow 的情感变化。 教学难点：辩证解读“A Successful Failure”，能结合文本证据表达自己的判断。 五、教学准备 (Teaching Aids) PPT（含 1914 年招聘广告、Endurance 号被困浮冰的照片、三篇日记时间表）、黑板粉笔；Step 2 和 Step 5 的表格印在学案上发下去，不印的话让学生画在笔记本上。 六、教学过程 (Teaching Procedures) Step 1 Lead-in (约5分钟) Teacher: Put the 1914 newspaper ad on the screen and ask one student to read it aloud. Then ask: "Find two phrases that tell you this trip is dangerous." and "Would you go? One reason is enough." Take any answer; do not judge right or wrong, just warm up the class. Students: Look at the ad below. Shackleton put it in a newspaper in 1914 to find men for his Antarctic trip. "MEN WANTED FOR HAZARDOUS JOURNEY. Small wages, bitter cold, long months of complete darkness, constant danger, safe return doubtful. Honour and recognition in case of success." 1. Find two phrases that tell you this trip is dangerous. 2. Would you go? One reason is enough. 设计说明：用真实历史广告导入，不设生词门槛，3–5 分钟把学生带入情境；开放题不设标准答案，先把气氛带起来。 Step 2 Fast reading (约8分钟) Teacher: Set the task: "Read quickly. Don’t worry about new words — just get the main idea of each diary." Hand out or show the chart (Where / What happened / How they feel, three diaries). After students finish, check answers and do the A/B/C matching. If they only write "Antarctica", push for the exact place. Students: Read quickly. Don’t worry about new words — just get the main idea of each diary. Fill in the chart. | Diary 1 (31 Oct. 1914) | Diary 2 (21 Nov. 1915) | Diary 3 (20 May 1916) Where | | | What happened | | | How they feel | | | Match each diary with its main idea. Diary 1 ( ) Diary 2 ( ) Diary 3 ( ) A. Endurance was crushed; the men camped on ice. B. Blackborow secretly joined the ship. C. Shackleton left for help; the men waited on Elephant Island. 设计说明：限时略读抓每篇主旨，表格把三篇日记的骨架先搭起来；匹配题检测 gist；追问具体位置防止学生只写 Antarctica。 Step 3 Diary 1 — How did Blackborow join? (约5分钟) Teacher: Ask students to read Diary 1 carefully and number the five events. Call one student to read out the order; if wrong, do not correct at once — ask another student to help. Students: Read Diary 1 carefully. Number the events in the order they happened. ( ) He hid in a small cupboard on the ship. ( ) He read the ad in a newspaper. ( ) He was made a steward and cooked for the crew. ( ) He was refused because he was too young. ( ) He was found three days later. 设计说明：只精读第一篇，任务量小，聚焦事件先后；学生互相当众订正，既省老师时间又训练按时间线复述。 Step 4 Diary 2 & 3 — Read and answer (约12分钟) Teacher: Students read Diaries 2 and 3 silently and answer the five questions. Q2 is the key — push them to give BOTH reasons; if one side is missing, ask the desk-mate to add. For every answer ask: "Which line says so? Point to it." Students: Diary 2: (1) After Endurance sank, what did the crew have to do? (2) Why did Shackleton throw away his own gold? (3) Why did Hussey get to keep the banjo? Diary 3: (4) Why did Shackleton leave? Why not take everyone? (5) What kept the men going while they waited? 设计说明：问题从“发生了什么”推到“为什么”；Q2 是重点，逼学生说出两点并指原文；同桌补充防止一个人答不全。 Step 5 Feelings of Blackborow (约7分钟) Teacher: Ask students to read the diaries again and track Blackborow’s feelings. Show the chart (When / How he felt / Words from the text). Do the first row on the board as a model: reading the ad → excited → "have been dreaming of". Then students do the other five rows; walk around and, if stuck, point to a sentence to underline. Students: Read the diaries again. How did his feelings change? Write the feeling and find the words in the text. When | How he felt | Words from the text After reading the ad | | After being refused | | Becoming a steward | | When Endurance sank | | After Shackleton left | | After Wild talked to him | | 设计说明：本课难点。先示范第一行，学生知道两栏都要写；要求必须抄原句，防止空喊 happy/sad 这种没依据的感受。 Step 6 Discussion (约3分钟，说不完留课后) Teacher: 抛出三个讨论题；时间紧就只讨论第 2 题，第 1、3 题留作书面作业。 Students: (1) What do you think of Shackleton? Find one sentence in the text. (2) The title is "A Successful Failure". What is the failure? What is the success? (3) Do you think it was a success or a failure? Why? 设计说明：Q2 扣标题悖论是核心，当堂讨论；Q1、Q3 延伸到课后写作，下节课开头反馈。 Summary (约2分钟) Teacher: 黑板上写句子骨架 "Endurance was lost, but ______."，请两位学生补全，随后齐读答案：all 28 men came home alive。 Students: Endurance was lost, but ______. 设计说明：一句话收尾，既总结全文又回扣标题，学生带着“船没了但人回来了”这个反差下课。 七、Homework 1. Retell the story in about 100 words, as Blackborow. 2. Choose ONE of the following: • Write Diary 4 — the day they were saved. • Write a short recommendation letter for Shackleton. 八、Blackboard Design (板书设计) Unit 4 An Adventure of Endurance Timeline: 1914.10.31 → 1915.11.21 → 1916.5.20 read ad ship sank Shackleton left Feelings: excited → proud → sad → hopeful Shackleton: responsible / selfless / brave A Successful Failure failure = no expedition, ship lost success = all 28 survived 九、教学反思 (Teaching Reflection) （一）优点 1. 三篇日记靠 Where / What happened / How they feel 一张表串起来，时间线清楚，学生上手快，故事框架一下就立住了。 2. Step 4 第2题追问到位，Shackleton 扔金子的两点（做榜样、金子不如补给重要）学生基本能答全。 3. Step 5 先带着做第一行示范，再让学生回原文找词，后进生也有抓手，课堂上划句子的动作很实在。 4. Step 6 改成 4 人小组选一题、1 分钟准备再分享，发言面比直接提问广，Q2 标题悖论讨论得开。 （二）不足与改进 1. 课文长、专有名词密，Step 2 略读必须限时 3 分钟，到点就停，不能被个别学生拖住；课前发词汇小单先过 Endurance / Elephant Island / South Georgia / steward / banjo 这几个词。 2. Step 5 仍是难点，7–8 分钟内部分学生找不全原文证据；下次示范行再加一句中文解释，明确“feeling + 原句”两栏都要写。 3. Step 6 只有 4 分钟，Q1、Q3 当堂讨论不充分，已留作书面作业；下节课开头用 5 分钟抽两组反馈，避免作业流于形式。 4. 板书只写关键词和箭头，不写整句，时间轴横向画在黑板中间，保证后排看得见。 5. 叫人答时特意点一两个后进生，答不全再请同桌补，不让课堂总是几个活跃学生包办。 Appendix: Reference Answers （参考答案后置） Step 1 Lead-in 1. e.g. "constant danger", "safe return doubtful". (Other acceptable phrases: "hazardous journey", "bitter cold", "long months of complete darkness".) 2. (Open)—Personal answer. Step 2 Fast Reading • Diary 1 (31 Oct. 1914): aboard Endurance; read ad → was refused → hid in a cupboard → was found → was made steward; excited. • Diary 2 (21 Nov. 1915): trapped / camping on pack ice after abandonment; Endurance crushed, essential supplies taken; hearts sank, anxious. • Diary 3 (20 May 1916): on Elephant Island; Shackleton left for South Georgia to fetch help, the others waited; worried but hopeful. Match: Diary 1 — B Diary 2 — A Diary 3 — C Step 3 Diary 1 Number in the five blanks (top to bottom): 3, 1, 5, 2, 4. Time order: 1 — read the ad → 2 — was refused because he was too young → 3 — hid in a small cupboard → 4 — was found three days later → 5 — was made a steward and cooked for the crew. Step 4 Diary 2 & 3 (1) They abandoned the ship, took only essential supplies and camped on the ice. (2) Two points: ① lead by example — show discipline in crisis; ② gold was not essential compared with food, boats and clothes when survival was uncertain. (3) Not for entertainment only — the banjo was a morale item; music could cheer the men up and keep spirits high. (4) He sailed to South Georgia alone with a small crew to get help; taking all 28 on such a voyage was too dangerous. (5) Three layers: ① food — they caught seals and penguins; ② morale — Hussey’s banjo, Wild’s words; ③ hope — Shackleton’s rescue mission and the belief that they might return home. Step 5 Feelings of Blackborow When Feelings Clues (words from the text) Reading the ad excited, longing "have been dreaming of" Being refused enthusiastic, determined "so enthusiastic … secretly went aboard" Becoming a steward proud "how everyone will envy me" Endurance sank sad, anxious, heartbroken "our hearts sank with it" Shackleton left worried, uncertain "if Shackleton fails … no hope" Wild's reply hopeful, grateful "fill me with hope", "we will return home" Step 6 Discussion (1) e.g. responsible — refused Blackborow at first; selfless — threw away his own gold; brave — sailed for help himself; decisive — left the weak on Elephant Island rather than risk all. (2) Failure in the expedition goal: did not reach Antarctica, Endurance was trapped by pack ice, crushed and abandoned, 28 men stranded on the ice and then on Elephant Island. Success in human survival and leadership: all 28 men came home alive. (3) (Open)—Personal judgement, supported by a line from the text. Summary Endurance was lost, but all 28 men came home alive — a failure in the expedition, a success in leadership and survival. 学科网（北京）股份有限公司 $