人教版（2019）选择性必修第三册Unit 4 Adversity and Courage Section A Reading and Thinking教案
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| 名称 | 人教版（2019）选择性必修第三册Unit 4 Adversity and Courage Section A Reading and Thinking教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-08 17:56:01 | ||
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Unit 4 Adversity and Courage
Section A Reading and thinking
教学设计
科目：英语 课题：Section A Reading and thinking 课时：1课时
教学目标与核心素养：
知识目标：Read quickly to get the detailed information; read carefully to do the deductive information
能力目标：Study the structure features and language features
情感目标：Let students be interested in English.
教学重难点
教学重点：Study the structure features and language features
教学难点：Let students be interested in English.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
学生活动：
（1）阅读人员招募广告。教师提醒学生关注该板块的活动标题Explore the spirit of
adventure, 然后引导学生阅读活动1的人员招募广告并思考相关问题。教师可以这样引入话题：
From what we have learnt from the Opening Page and the activity title of this Reading and Thinking section, I think you may have already come to the conclusion that we are going to read an adventure story. And this remarkable story started with a short advertisement, which you can see in Activity 1. Now read the advertisement and think about the questions in Activity 1.
（2）小组讨论广告细节。教师可用课件展示以下问题引导学生展开讨论：
What does “small wages” mean Do you think there could be many people who would work hard but not caring much about wages Why
What is the meaning of “bitter cold" here What kind of men do you think could overcome the bitter cold
What kind of men was Ernest Shackleton looking for Use your own words to describe them.
If you saw an advertisement like this, would you like to join the expedition Why or why not
（3）分享讨论结果。学生小组讨论完毕，教师可以请不同的小组回答问题，鼓励他们发表自己的见解。
2、 While-class
教师活动：
（1）教师引导学生整体阅读课文，掌握故事的基本信息。学生快速浏览标题、背景介绍语和三篇日记，找出这次南极探险的基本信息和三篇日记的大意。教师可提供以下表格帮助学生梳理文中信息。
Basic information about the expedition
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
Diary Date Main idea
1 1914.10.31 The first diary is about how the author joined the Endurance expedition/became a crew member on Endurance.
2 1915.11.21 The second diary is about how Shackleton and his crew abandoned the ship Endurance.
3 1916.5.20 The third diary mainly describes the crew members' life on Elephant Island.
（2）教师引导学生读第一篇日记，了解主人公加入探险队的过程。学生仔细阅读第一篇日记并思考活动2的第一个问题“How did Blackborow come to join the expedition ”。教师可提供以下要点让学生将Perce Blackborow的行为按照时间顺序整理出来。
Diary 1
At the very beginning, Perce Blackborow ______________________________________________
Then he_______________________________________. However, he_______________________
Later he_______________________________________, but_______________________________
Finally he________________________________________________________________________
教师可请不同的学生分享答案，鼓励学生用自己的话表达，而不是照搬文中的句子来回答问题。
Diary 1
At the very beginning, Perce Blackborow bought a newspaper and read the advertisement about the expedition.
Then he applied to join the expedition. However, he was turned down by Shackleton because he was too young and not qualified.
Later he secretly went aboard Endurance, but he was discovered.
Finally he was assigned to be a steward and serve meals for the crew.
（3）教师组织学生分角色编演日记片段。学生四人一组开展角色扮演活动，一人扮演Blackborow,一人扮演Shackleton,其他组员扮演船上的其他水手。每个组员仔细阅读第一篇日记，根据文中细节信息设计人物的台词，然后在组内进行合作演练并修改完善。如果学生设计人物台词时有困难，教师可以通过课件给出前两句台词提示，例如：
Blackborow: Dear Sir Ernest Shackleton, in my eyes, you are the most famous and outstanding explorer in the world. I am 19, and I'm fit and full of vigor. I am really eager to join your adventure that I have been dreaming of.
Shackleton: Thank you, good boy. You are brave, but you are too young. For the sake of your safety, I am sorry to tell you that you are not qualified.
学生组内演练完毕，教师可邀请几组学生表演，其他小组进行点评。
（4）教师引导学生阅读第二篇日记，理解探险队的生存危机及应对措施。学生细读第二篇日记，思考并回答活动2的第二个问题。同时，教师还可提供一些推理性的问题供学生讨论，例如：
Why did Shackleton throw away all his gold
Why did he allow Hussey to keep his banjo
（5）教师引导学生阅读第三篇日记，理解主人公的生活状态。学生细读第三篇日记，回答以下问题：What did Shackleton do to make sure all crew members could survive
What did the crew members have to do to make sure they could survive
What do you think would happen next
（6）总结人物性格特点与情感。教师引导学生阅读活动4的策略提示框，理解如何推断人物性格特点与情感。学生读完提示框后，教师可请一个学生回答问题：“What do we look for as evidence to infer traits and emotions ”。学生再次阅读课文，用不同颜色的笔画出描写不同人物的句子，然后与同伴分析和讨论人物的性格、品质与情感。学生讨论完毕，教师可请不同小组的学生分享他们的推理结果。
在学生汇报之前，教师可通过示范引导学生用正确的句式表达自己的推理结果。
（7）解析文中重要词汇。学生浏览课文中的黑体词和带有阴影部分的词汇，教师可通过解析和提问引导学生结合语境猜测词义，例如：Please look at the word “cosy”。 The author used many positive adjectives to describe the things that could make him happy. So “cosy” must be a positive adjective. What positive adjectives can be used to describe a bedroom Do you have any ideas For example, nice, comfortable…
另外，教师也可提供这些词汇的英文释义，让学生完成词汇和词义的匹配练习。
（8）解析难句，分享优美句子。学生从课文中找出句式较为复杂的句子以及优美的句子，然后与同伴讨论交流，并尝试将这些句子翻译成中文。小组讨论完毕，教师可请几个小组分享和汇报所列的句子。
（9）探讨课文标题的内涵。教师请学生关注课文标题A Successful Failure,并询问学生这个标题的特别之处。教师可让学生结合文本内容讨论标题中的success和failure分别可能指什么。
三、After-class
学生活动：
分角色复述课文内容。学生四人一组开展口语活动，其中三人可分别选择以Shackleton, Blackborow, Frank Wild的口吻复述课文内容，最后一名组员则以新闻记者的身份向他们提问。教师可根据角色的需要提供要点或表达句式供学生参考，例如：
Perce Blackborow
Self-introduction
How I went aboard Endurance
What happened to Endurance
How I felt about life on Elephant Island
四、Summary
总结课上所学。
让学生开展“头脑风暴”活动，列出作者记日记的原因。教师可提供下列问题帮助学生拓展思路：
How did Blackborow feel on the deserted island Would writing a diary help him deal with his feelings
What could he do to kill time on the island How do people keep track of date on a deserted island
What are some common reasons why people write a diary Do you think he could still remember everything so clearly if he had not written a diary
If they had not been rescued in time, would people know about their stories
What kind of people would keep a diary Would you have kept a diary if you were in the same situation
五、作业布置
撰写瓶中信。学生想象自己是Perce Blackborow，回顾课文描述的遇险情况，撰写一封简短的瓶中信，以达到求救的目的。
2
Section A Reading and thinking
教学设计
科目：英语 课题：Section A Reading and thinking 课时：1课时
教学目标与核心素养：
知识目标：Read quickly to get the detailed information; read carefully to do the deductive information
能力目标：Study the structure features and language features
情感目标：Let students be interested in English.
教学重难点
教学重点：Study the structure features and language features
教学难点：Let students be interested in English.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
学生活动：
（1）阅读人员招募广告。教师提醒学生关注该板块的活动标题Explore the spirit of
adventure, 然后引导学生阅读活动1的人员招募广告并思考相关问题。教师可以这样引入话题：
From what we have learnt from the Opening Page and the activity title of this Reading and Thinking section, I think you may have already come to the conclusion that we are going to read an adventure story. And this remarkable story started with a short advertisement, which you can see in Activity 1. Now read the advertisement and think about the questions in Activity 1.
（2）小组讨论广告细节。教师可用课件展示以下问题引导学生展开讨论：
What does “small wages” mean Do you think there could be many people who would work hard but not caring much about wages Why
What is the meaning of “bitter cold" here What kind of men do you think could overcome the bitter cold
What kind of men was Ernest Shackleton looking for Use your own words to describe them.
If you saw an advertisement like this, would you like to join the expedition Why or why not
（3）分享讨论结果。学生小组讨论完毕，教师可以请不同的小组回答问题，鼓励他们发表自己的见解。
2、 While-class
教师活动：
（1）教师引导学生整体阅读课文，掌握故事的基本信息。学生快速浏览标题、背景介绍语和三篇日记，找出这次南极探险的基本信息和三篇日记的大意。教师可提供以下表格帮助学生梳理文中信息。
Basic information about the expedition
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
Diary Date Main idea
1 1914.10.31 The first diary is about how the author joined the Endurance expedition/became a crew member on Endurance.
2 1915.11.21 The second diary is about how Shackleton and his crew abandoned the ship Endurance.
3 1916.5.20 The third diary mainly describes the crew members' life on Elephant Island.
（2）教师引导学生读第一篇日记，了解主人公加入探险队的过程。学生仔细阅读第一篇日记并思考活动2的第一个问题“How did Blackborow come to join the expedition ”。教师可提供以下要点让学生将Perce Blackborow的行为按照时间顺序整理出来。
Diary 1
At the very beginning, Perce Blackborow ______________________________________________
Then he_______________________________________. However, he_______________________
Later he_______________________________________, but_______________________________
Finally he________________________________________________________________________
教师可请不同的学生分享答案，鼓励学生用自己的话表达，而不是照搬文中的句子来回答问题。
Diary 1
At the very beginning, Perce Blackborow bought a newspaper and read the advertisement about the expedition.
Then he applied to join the expedition. However, he was turned down by Shackleton because he was too young and not qualified.
Later he secretly went aboard Endurance, but he was discovered.
Finally he was assigned to be a steward and serve meals for the crew.
（3）教师组织学生分角色编演日记片段。学生四人一组开展角色扮演活动，一人扮演Blackborow,一人扮演Shackleton,其他组员扮演船上的其他水手。每个组员仔细阅读第一篇日记，根据文中细节信息设计人物的台词，然后在组内进行合作演练并修改完善。如果学生设计人物台词时有困难，教师可以通过课件给出前两句台词提示，例如：
Blackborow: Dear Sir Ernest Shackleton, in my eyes, you are the most famous and outstanding explorer in the world. I am 19, and I'm fit and full of vigor. I am really eager to join your adventure that I have been dreaming of.
Shackleton: Thank you, good boy. You are brave, but you are too young. For the sake of your safety, I am sorry to tell you that you are not qualified.
学生组内演练完毕，教师可邀请几组学生表演，其他小组进行点评。
（4）教师引导学生阅读第二篇日记，理解探险队的生存危机及应对措施。学生细读第二篇日记，思考并回答活动2的第二个问题。同时，教师还可提供一些推理性的问题供学生讨论，例如：
Why did Shackleton throw away all his gold
Why did he allow Hussey to keep his banjo
（5）教师引导学生阅读第三篇日记，理解主人公的生活状态。学生细读第三篇日记，回答以下问题：What did Shackleton do to make sure all crew members could survive
What did the crew members have to do to make sure they could survive
What do you think would happen next
（6）总结人物性格特点与情感。教师引导学生阅读活动4的策略提示框，理解如何推断人物性格特点与情感。学生读完提示框后，教师可请一个学生回答问题：“What do we look for as evidence to infer traits and emotions ”。学生再次阅读课文，用不同颜色的笔画出描写不同人物的句子，然后与同伴分析和讨论人物的性格、品质与情感。学生讨论完毕，教师可请不同小组的学生分享他们的推理结果。
在学生汇报之前，教师可通过示范引导学生用正确的句式表达自己的推理结果。
（7）解析文中重要词汇。学生浏览课文中的黑体词和带有阴影部分的词汇，教师可通过解析和提问引导学生结合语境猜测词义，例如：Please look at the word “cosy”。 The author used many positive adjectives to describe the things that could make him happy. So “cosy” must be a positive adjective. What positive adjectives can be used to describe a bedroom Do you have any ideas For example, nice, comfortable…
另外，教师也可提供这些词汇的英文释义，让学生完成词汇和词义的匹配练习。
（8）解析难句，分享优美句子。学生从课文中找出句式较为复杂的句子以及优美的句子，然后与同伴讨论交流，并尝试将这些句子翻译成中文。小组讨论完毕，教师可请几个小组分享和汇报所列的句子。
（9）探讨课文标题的内涵。教师请学生关注课文标题A Successful Failure,并询问学生这个标题的特别之处。教师可让学生结合文本内容讨论标题中的success和failure分别可能指什么。
三、After-class
学生活动：
分角色复述课文内容。学生四人一组开展口语活动，其中三人可分别选择以Shackleton, Blackborow, Frank Wild的口吻复述课文内容，最后一名组员则以新闻记者的身份向他们提问。教师可根据角色的需要提供要点或表达句式供学生参考，例如：
Perce Blackborow
Self-introduction
How I went aboard Endurance
What happened to Endurance
How I felt about life on Elephant Island
四、Summary
总结课上所学。
让学生开展“头脑风暴”活动，列出作者记日记的原因。教师可提供下列问题帮助学生拓展思路：
How did Blackborow feel on the deserted island Would writing a diary help him deal with his feelings
What could he do to kill time on the island How do people keep track of date on a deserted island
What are some common reasons why people write a diary Do you think he could still remember everything so clearly if he had not written a diary
If they had not been rescued in time, would people know about their stories
What kind of people would keep a diary Would you have kept a diary if you were in the same situation
五、作业布置
撰写瓶中信。学生想象自己是Perce Blackborow，回顾课文描述的遇险情况，撰写一封简短的瓶中信，以达到求救的目的。
2