人教版（2019）选择性必修第三册 Unit4 Adversity and Courage Using Language(2) 名师教学设计
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| 更新时间 | 2023-03-14 12:47:45 | ||
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Unit4 Using Language(2) 名师教学设计
课时内容
Learn about optimism and perseverance
主题语境：人与自我
主题群：做人与做事
子主题：优秀品行，正确的人生态度
语篇类型：回忆录
文本分析：
[What]本课是一篇回忆录。文章以“坚忍号”大厨的口吻生动地描述了象岛上船员们的生活。
[Why]通过回忆录的学习，让学生获取和梳理“坚忍号”的船员们在象岛上的生活，学习他们积极乐观的精神， 加强对主题语境的理解。
[How]该语篇为回忆录，第一段是一连串船员面临的问题。二、三、四段运用生动的语言描绘了船员们在象岛的艰苦生活：缺水、生火难、缺食物、气候恶劣。五、六段交代了他们积极乐观的生活态度﹑对沙克尔顿的信任以及他们的团队精神让他们最终获得了救援。前文恶劣环境的生动叙述映衬出他们积极的生活态度和面对困难不屈服的精神。
课时目标
1. 获取﹑梳理和描述象岛上的沙克尔顿团队成员的生活。
2. 赏析团队成员身上良好的品质。
3. 结合前面沙克尔顿南极探险的经历，让学生写出故事梗概，以及自己的感悟，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4. 通过小组合作，对组内成员草稿进行批判性评价与相互学习，培养学生的批判性思维及与他人合作学习的能力。
重点难点
重点：
1. 获取﹑梳理和描述象岛上的沙克尔顿团队成员的生活。
2. 赏析团队成员身上良好的品质。
难点：
写出故事梗概以及分享自己的感悟。
教学准备
教师准备：
回忆录的写作特点。
学生准备：
预习新词汇和课文。
教学过程
Step I学习理解
活动一：感知与注意
Pair work: Make predictions.
Ask students to predict what happened to the crewmembers on Elephant Island.
Suggested answer: 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.
【设计意图】通过预测文章内容，激活学生已有知识，形成阅读期待。
活动二：获取与梳理
1. Read and check the predictions.
Ask students to read the text and check their predictions.
2. Read and answer.
(1) Ask students to read the questions below.
What did the men eat and drink on the island
What were the dangers of living on the island
How did the men stay in good spirits while waiting to be rescued
What do you think were the key reasons for their survival
If you were one of the men on Elephant Island, would you have trusted Shackleton Why or why not
(2) Ask students to read the text again and answer the questions above.
Suggested answers: The men ate the meat of sea creatures and drank water from melted ice. The dangers of living on the island were the changing temperatures, lack of food and water, and the black smoke from burning animal fat. 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. I think the key reasons for their survival were their discipline and positive mental attitudes as well as the reliability of Shackleton. I would have trusted Shackleton as he was a man of honour and would do all he possibly could to save us.
【设计意图】通过获取文章细节，梳理沙克尔顿团队成员在象岛的生活，为后面的写作做好语言基础。
Step Ⅱ 应用实践
活动三：内化与应用
Write an essay about the story of Shackleton and his men on the ship Endurance.
(1) The content of the essay.
Ask students to read the story for the following questions and make notes with their answers.
How does the author describe Shackleton and his crew members
What kind of relationship did Shackleton have with his crew
What struggles did they face
What were the motives for their actions
What did you like most about the story
(2) Write a brief summary of the story.
Ask students to begin their essays with a brief summary of the story and include who, what, where, when, why and how.
Element Key words
who
what
where
when
why
how
(3) Observe the text.
Ask students to observe the characteristics of this text.
Related information: A memoir is any nonfiction narrative writing based on the author’s personal memories. The assertions made in the work are thus understood to be factual. While memoir has historically been defined as a subcategory of biography or autobiography since the late 20th century, the genre is differentiated in form, presenting a narrowed focus. A biography or an autobiography tells the story of a life, while a memoir often tells the story of a particular event or time, such as milestone moments and turning points in the author’s life. The author of a memoir may be referred to as a memoirist or a memorialist. Memoirs are generally autobiographical, but they are not exactly the same as autobiography. The focus of autobiographical writers’ writing is on themselves, while memoir writers are often participants or observers of some important historical events. Their purpose of writing is to describe or interpret historical events. Memoirs generally have the following characteristics: focus on a specific person, relationship or event; the style of the memoir is intimate; the memoir generally has a complete story line; the memoir is not a complete biographical record, but some specific memory fragment description; the memoir is the author’s personal narrative, and the story is greater than the accuracy of the details.
(4) Use notes and cite examples.
Instruct students to use their notes and cite examples to explain what they think about the characters.
(5) End the essay by feelings.
Instruct students to end their essays by talking about how the story make them feel, and give their overall impressions of the expedition and the men who went on it. Have them explain why they feel that way.
Sample writing: This story is about the 1914～1916 expedition by Ernest Shackleton to make the first land crossing of Antarctica. For this task he used the ship, Endurance, with a 28-man crew, including one stowaway. Shackleton is described as calm and brave and takes his crew’s safety very seriously. The rest of the crew are also brave, though a few are not very positive, and all were at times understandably worried and desperate about their situation. Overall though, they remained positive. This was helped by the good relationship Shackleton had with his crew who trusted him and knew he would do his best to save them. The crew faced great troubles once Endurance got stuck in the ice. Soon they had to abandon the ship and camp on the ice. They had to face the extreme weather and cold as well as a dangerous environment and all with limited supplies. All of this added to the mental challenge, so they had to maintain a positive state of mind. Shackleton’s motive was always to make sure his crew survived, and theirs was to last until he had found help. What I like most about this story is that although their expedition failed in achieving its goal, it was not the disaster it could have been. This was due to Shackleton’s perseverance in getting help and the crew’s bravery in surviving for so long. My impression of them is very positive as they must have struggled greatly in such a position of adversity. I felt very happy when I learnt that the whole crew survived.
【设计意图】通过梳理文章的主要内容，为写作打好语言基础和结构基础，接着指导学生表达自己的想法，旨在降低写作难度，增强写作的信心。
Step III 迁移创新
活动四：批判与评价
1. Exchange drafts with a partner.
Ask students to use the checklist to help them review their partner’s draft.
√ Does the essay contain the main points in the story
√ Is the essay written in the writer's own words
√ Does the writer give his/her opinion about the story
√ Does the writer present his/her ideas clearly by using linking words and phrases
2. Share with the class.
Inspire students to share their essays with the rest of the class.
【设计意图】通过同伴合作的评价方式，让学生更好地理解文章的写作要求及加深对主题意义的理解，培养学生的批判性思维，深化对主题语境的理解，实现深度学习。
板书设计
Unit 4 Adversity and Courage Period V Using Language (2) Ⅰ. 学习理解 活动一：感知与注意 Pair work: Make predictions. 活动二：获取与梳理 1. Read and check the predictions. 2. Read and answer. II. 应用实践 活动三：内化与应用 Write an essay. (1) The content of the essay. (2) Write a brief summary of the story. (3) Observe the text. (4) Use notes and cite examples. (5) End the essay by feelings. Ⅲ. 迁移创新 活动四：批判与评价 1. Exchange drafts with a partner. 2. Share with the class.
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课时内容
Learn about optimism and perseverance
主题语境：人与自我
主题群：做人与做事
子主题：优秀品行，正确的人生态度
语篇类型：回忆录
文本分析：
[What]本课是一篇回忆录。文章以“坚忍号”大厨的口吻生动地描述了象岛上船员们的生活。
[Why]通过回忆录的学习，让学生获取和梳理“坚忍号”的船员们在象岛上的生活，学习他们积极乐观的精神， 加强对主题语境的理解。
[How]该语篇为回忆录，第一段是一连串船员面临的问题。二、三、四段运用生动的语言描绘了船员们在象岛的艰苦生活：缺水、生火难、缺食物、气候恶劣。五、六段交代了他们积极乐观的生活态度﹑对沙克尔顿的信任以及他们的团队精神让他们最终获得了救援。前文恶劣环境的生动叙述映衬出他们积极的生活态度和面对困难不屈服的精神。
课时目标
1. 获取﹑梳理和描述象岛上的沙克尔顿团队成员的生活。
2. 赏析团队成员身上良好的品质。
3. 结合前面沙克尔顿南极探险的经历，让学生写出故事梗概，以及自己的感悟，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4. 通过小组合作，对组内成员草稿进行批判性评价与相互学习，培养学生的批判性思维及与他人合作学习的能力。
重点难点
重点：
1. 获取﹑梳理和描述象岛上的沙克尔顿团队成员的生活。
2. 赏析团队成员身上良好的品质。
难点：
写出故事梗概以及分享自己的感悟。
教学准备
教师准备：
回忆录的写作特点。
学生准备：
预习新词汇和课文。
教学过程
Step I学习理解
活动一：感知与注意
Pair work: Make predictions.
Ask students to predict what happened to the crewmembers on Elephant Island.
Suggested answer: 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.
【设计意图】通过预测文章内容，激活学生已有知识，形成阅读期待。
活动二：获取与梳理
1. Read and check the predictions.
Ask students to read the text and check their predictions.
2. Read and answer.
(1) Ask students to read the questions below.
What did the men eat and drink on the island
What were the dangers of living on the island
How did the men stay in good spirits while waiting to be rescued
What do you think were the key reasons for their survival
If you were one of the men on Elephant Island, would you have trusted Shackleton Why or why not
(2) Ask students to read the text again and answer the questions above.
Suggested answers: The men ate the meat of sea creatures and drank water from melted ice. The dangers of living on the island were the changing temperatures, lack of food and water, and the black smoke from burning animal fat. 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. I think the key reasons for their survival were their discipline and positive mental attitudes as well as the reliability of Shackleton. I would have trusted Shackleton as he was a man of honour and would do all he possibly could to save us.
【设计意图】通过获取文章细节，梳理沙克尔顿团队成员在象岛的生活，为后面的写作做好语言基础。
Step Ⅱ 应用实践
活动三：内化与应用
Write an essay about the story of Shackleton and his men on the ship Endurance.
(1) The content of the essay.
Ask students to read the story for the following questions and make notes with their answers.
How does the author describe Shackleton and his crew members
What kind of relationship did Shackleton have with his crew
What struggles did they face
What were the motives for their actions
What did you like most about the story
(2) Write a brief summary of the story.
Ask students to begin their essays with a brief summary of the story and include who, what, where, when, why and how.
Element Key words
who
what
where
when
why
how
(3) Observe the text.
Ask students to observe the characteristics of this text.
Related information: A memoir is any nonfiction narrative writing based on the author’s personal memories. The assertions made in the work are thus understood to be factual. While memoir has historically been defined as a subcategory of biography or autobiography since the late 20th century, the genre is differentiated in form, presenting a narrowed focus. A biography or an autobiography tells the story of a life, while a memoir often tells the story of a particular event or time, such as milestone moments and turning points in the author’s life. The author of a memoir may be referred to as a memoirist or a memorialist. Memoirs are generally autobiographical, but they are not exactly the same as autobiography. The focus of autobiographical writers’ writing is on themselves, while memoir writers are often participants or observers of some important historical events. Their purpose of writing is to describe or interpret historical events. Memoirs generally have the following characteristics: focus on a specific person, relationship or event; the style of the memoir is intimate; the memoir generally has a complete story line; the memoir is not a complete biographical record, but some specific memory fragment description; the memoir is the author’s personal narrative, and the story is greater than the accuracy of the details.
(4) Use notes and cite examples.
Instruct students to use their notes and cite examples to explain what they think about the characters.
(5) End the essay by feelings.
Instruct students to end their essays by talking about how the story make them feel, and give their overall impressions of the expedition and the men who went on it. Have them explain why they feel that way.
Sample writing: This story is about the 1914～1916 expedition by Ernest Shackleton to make the first land crossing of Antarctica. For this task he used the ship, Endurance, with a 28-man crew, including one stowaway. Shackleton is described as calm and brave and takes his crew’s safety very seriously. The rest of the crew are also brave, though a few are not very positive, and all were at times understandably worried and desperate about their situation. Overall though, they remained positive. This was helped by the good relationship Shackleton had with his crew who trusted him and knew he would do his best to save them. The crew faced great troubles once Endurance got stuck in the ice. Soon they had to abandon the ship and camp on the ice. They had to face the extreme weather and cold as well as a dangerous environment and all with limited supplies. All of this added to the mental challenge, so they had to maintain a positive state of mind. Shackleton’s motive was always to make sure his crew survived, and theirs was to last until he had found help. What I like most about this story is that although their expedition failed in achieving its goal, it was not the disaster it could have been. This was due to Shackleton’s perseverance in getting help and the crew’s bravery in surviving for so long. My impression of them is very positive as they must have struggled greatly in such a position of adversity. I felt very happy when I learnt that the whole crew survived.
【设计意图】通过梳理文章的主要内容，为写作打好语言基础和结构基础，接着指导学生表达自己的想法，旨在降低写作难度，增强写作的信心。
Step III 迁移创新
活动四：批判与评价
1. Exchange drafts with a partner.
Ask students to use the checklist to help them review their partner’s draft.
√ Does the essay contain the main points in the story
√ Is the essay written in the writer's own words
√ Does the writer give his/her opinion about the story
√ Does the writer present his/her ideas clearly by using linking words and phrases
2. Share with the class.
Inspire students to share their essays with the rest of the class.
【设计意图】通过同伴合作的评价方式，让学生更好地理解文章的写作要求及加深对主题意义的理解，培养学生的批判性思维，深化对主题语境的理解，实现深度学习。
板书设计
Unit 4 Adversity and Courage Period V Using Language (2) Ⅰ. 学习理解 活动一：感知与注意 Pair work: Make predictions. 活动二：获取与梳理 1. Read and check the predictions. 2. Read and answer. II. 应用实践 活动三：内化与应用 Write an essay. (1) The content of the essay. (2) Write a brief summary of the story. (3) Observe the text. (4) Use notes and cite examples. (5) End the essay by feelings. Ⅲ. 迁移创新 活动四：批判与评价 1. Exchange drafts with a partner. 2. Share with the class.
2 / 2