人教版（2019）选择性必修第三册Unit 4 Adversity and Courage Reading and Thinking 教学设计
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| 名称 | 人教版（2019）选择性必修第三册Unit 4 Adversity and Courage Reading and Thinking 教学设计 |  | |
| 格式 | docx | ||
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-06-05 21:42:46 | ||
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人教选择性必修三第四单元阅读课教学设计
【what】该单元的主题是“逆境与勇气”，主要围绕英国探险家沙克尔顿及其“坚韧号”船员的南极探险展开。Reading and Thinking板块的子主题是“探讨冒险精神”（Explore the spirit of adventure）。这一板块展现了探险家沙克尔顿招募船员、少年珀西登上“坚韧号”、“坚韧号”被困并沉没、船员登陆象岛、沙克尔顿组队求援的大致过程。
【why】该文本旨在引导学生深入思考和探讨“冒险精神”，培养学生不畏困难、锲而不舍的精神，鼓励学生用于挑战自我、正视生命中的逆境、把握生命的价值。
【how】该文本分为两个部分。第一部分是第一段的背景信息介绍，第二部分是船员珀西以第一人称叙事记载的三篇日记，记录了自己如何登上“坚韧号”及其在航行中遇到的困难。以日记为形式，方便文本贴近学生和学生理解文本。
本节课的设计思路
本堂课以“the spirit of exploration”为主线，通过文本的阅读及基于文本设置的层层递进、环环相扣的教学活动，引导学生深入探究文本及人物品格，思考并体会探险精神的实质内涵。
我的教学简要步骤
Step 1: Lead-in
Ss talk about some famous foreign explorers.
【设计意图】激活学生背景知识，帮助学生迅速感知文本话题。
Step 2: Pre-reading activity
Activity 1: Reading the advertisement
T introduces the background information of this expedition. Ss read this advertisement and think about what kind of people are qualified for this job.
【设计意图】激活文本话题相关的词汇链，如expedition, Antarctica, crew members等，为下一环节的阅读活动做好语言知识的准备，同时引导学生关注探险精神所涵盖的品格。
Step 3: While-reading activities
1. General Reading
Activity 1: Reading for structure and writing type
Ss scan the passage and divide the passage into two part. Then Ss conclude the main idea for each part.
【设计意图】通过学生自主阅读文本，概括文本每部分大意，引导学生更好理解文本主要内容和文体特征。
Activity 2：Reading for background information and main idea for each diary
Ss read the passage for more background information about the expedition and conclude the main idea of each diary.
Background information about the expedition
Time duration
Destination
Name of the ship
Leader
Other crew members
Main idea for each diary
Diary 1 How the crew members lived on the Elephant Island
Diary 2 How Blackborow joined the Endurance expedition
Diary 3 How Shackleton and his crew abandoned the ship Endurance
【设计意图】通过查找文本背景内容的信息和概括日记主要内容的活动，为接下来深入探究文本内容做铺垫，同时提高了学生的自主阅读能力。
2. Detailed Reading
Acivity 3: Reading for events and feelings
(1) Ss read the first diary and answer the following questions.
Q1: Why did Blackborow apply for this job when he happened to read this advertisement
Q2: How did Blackborow feel when applied for the job
Q3: Did he successfully get this job
Q4: How did he fell when he was turned down
Q5: What did he do to be a member of this expedition
Q5: What was Shackleton’s reaction when he faced this unexpected situation
(2) Ss read diary 2&3 and find out the adversities in the expedition and Shackleton’s reaction.
【设计意图】通过问题链的设置，引导学生了解Blackborow如何成功登船的过程及人物情感变化。学生自主阅读2、3两篇日记，查找日记中此次航行遇到的逆境及Shackleton遇到危机所采取的措施，引导学生厘清事件经过及人物情感起伏变化，进一步感知“探险精神”主题意义的内涵。
Step 4: Post-reading activities
Activity 1: Discussing characters’ personal qualities
Ss discuss in groups about the personal qualities of Shackleton and Blackborow. Ss are supposed to support their opinions with relevant evidence from the three diaries.
【设计意图】通过对人物品质的探讨，引导学生深刻体会面对险境所需要的品质精神，加深对主题意义“探险精神”的理解和认知。
Activity 2: Exploring the meaning of the title
Ss discuss in pairs about their understanding the title.
【设计意图】通过对文本标题的探究，引导学生进一步挖掘文本主题意义，并了解标题所运用的修辞手法——“矛盾修辞法”的特征和作用。
作业设计：
n Watch a documentary to get more information about this expedition
https://www./video/BV1Jt411Q7FX/ spm_id_from=333.337.search-card.all.click&vd_source=f20fbeecef1a9128d83f1e3f6464ee80
n If you were Perce Blackborow, during the days of waiting for Shackleton’s return, what would you do to stay hopeful and positive Please write a diary and share with classmates.
Writing tips: events+feelings+personal qualities
本堂课亮点
1. 通过熟悉的航行家导入，能够引导学生迅速感知文本主题和激活背景知识。
2. 通过层层递进的问题链的设置，引导学生查找Blackborow如何成功登船的信息及概括人物心情变化，培养学生的思维严密性和逻辑性。
3. 通过events&feelings的坐标建立，帮助学生直观感知“坚韧号”航行途中经历的困境和Blackborow的个人情感起伏变化。
学生收获
1. 学生了解了日记的文体格式和写作特点
2. 学生掌握了话题相关词汇和表达
3. 学生理解了“坚韧号”航行途中遇到的困难及人物情感变化，探究船员们遇到困难所展现出的品格，体会“探险精神”的实质内涵
课堂妙招1
在探究探险过程遇到的困境和人物情感变化的活动中，教师利用event&feelings的坐标图，帮助学生更加直观体会Blackborow的情感起伏变化。
课堂妙招2
在学生探讨人物品格的活动环节，通过搭建思维支架，引导学生深入挖掘人物特质内涵，拓展思维的广度和深度。
课堂活跃瞬间1：
学生小组讨论Shackleton和Blackborow的人物品质。
教师：What personal qualities did Shackleton and Blackborow have
学生1：I think Shackleton is a responsible person because he thought Blackborow was too young and turned down his application.
学生2：I think Shackleton is a calm and selfless person because he calmly told us what to do when the ship sank and threw away all his gold.
学生3：I think Blackborow is a persistent person because he didn’t give up even if he was rejected.
…………
课堂活跃瞬间2：
学生同桌讨论，探讨文本标题的含义。
教师：How do you understand the title What does succssful mean What does failure mean
学生1：I think succssful means the crew members survived on the island.
学生2：I think failure means they failed to reach their destination.
…………
课后学生1反馈：
这节课让我了解了一个充满传奇色彩的探险故事，船员们遇到各种困难及他们的坚持给我留下了深刻的印象。
课后学生2反馈：
通过大家的讨论，我积累了许多词汇，更加深刻理解了什么是探险精神。
【what】该单元的主题是“逆境与勇气”，主要围绕英国探险家沙克尔顿及其“坚韧号”船员的南极探险展开。Reading and Thinking板块的子主题是“探讨冒险精神”（Explore the spirit of adventure）。这一板块展现了探险家沙克尔顿招募船员、少年珀西登上“坚韧号”、“坚韧号”被困并沉没、船员登陆象岛、沙克尔顿组队求援的大致过程。
【why】该文本旨在引导学生深入思考和探讨“冒险精神”，培养学生不畏困难、锲而不舍的精神，鼓励学生用于挑战自我、正视生命中的逆境、把握生命的价值。
【how】该文本分为两个部分。第一部分是第一段的背景信息介绍，第二部分是船员珀西以第一人称叙事记载的三篇日记，记录了自己如何登上“坚韧号”及其在航行中遇到的困难。以日记为形式，方便文本贴近学生和学生理解文本。
本节课的设计思路
本堂课以“the spirit of exploration”为主线，通过文本的阅读及基于文本设置的层层递进、环环相扣的教学活动，引导学生深入探究文本及人物品格，思考并体会探险精神的实质内涵。
我的教学简要步骤
Step 1: Lead-in
Ss talk about some famous foreign explorers.
【设计意图】激活学生背景知识，帮助学生迅速感知文本话题。
Step 2: Pre-reading activity
Activity 1: Reading the advertisement
T introduces the background information of this expedition. Ss read this advertisement and think about what kind of people are qualified for this job.
【设计意图】激活文本话题相关的词汇链，如expedition, Antarctica, crew members等，为下一环节的阅读活动做好语言知识的准备，同时引导学生关注探险精神所涵盖的品格。
Step 3: While-reading activities
1. General Reading
Activity 1: Reading for structure and writing type
Ss scan the passage and divide the passage into two part. Then Ss conclude the main idea for each part.
【设计意图】通过学生自主阅读文本，概括文本每部分大意，引导学生更好理解文本主要内容和文体特征。
Activity 2：Reading for background information and main idea for each diary
Ss read the passage for more background information about the expedition and conclude the main idea of each diary.
Background information about the expedition
Time duration
Destination
Name of the ship
Leader
Other crew members
Main idea for each diary
Diary 1 How the crew members lived on the Elephant Island
Diary 2 How Blackborow joined the Endurance expedition
Diary 3 How Shackleton and his crew abandoned the ship Endurance
【设计意图】通过查找文本背景内容的信息和概括日记主要内容的活动，为接下来深入探究文本内容做铺垫，同时提高了学生的自主阅读能力。
2. Detailed Reading
Acivity 3: Reading for events and feelings
(1) Ss read the first diary and answer the following questions.
Q1: Why did Blackborow apply for this job when he happened to read this advertisement
Q2: How did Blackborow feel when applied for the job
Q3: Did he successfully get this job
Q4: How did he fell when he was turned down
Q5: What did he do to be a member of this expedition
Q5: What was Shackleton’s reaction when he faced this unexpected situation
(2) Ss read diary 2&3 and find out the adversities in the expedition and Shackleton’s reaction.
【设计意图】通过问题链的设置，引导学生了解Blackborow如何成功登船的过程及人物情感变化。学生自主阅读2、3两篇日记，查找日记中此次航行遇到的逆境及Shackleton遇到危机所采取的措施，引导学生厘清事件经过及人物情感起伏变化，进一步感知“探险精神”主题意义的内涵。
Step 4: Post-reading activities
Activity 1: Discussing characters’ personal qualities
Ss discuss in groups about the personal qualities of Shackleton and Blackborow. Ss are supposed to support their opinions with relevant evidence from the three diaries.
【设计意图】通过对人物品质的探讨，引导学生深刻体会面对险境所需要的品质精神，加深对主题意义“探险精神”的理解和认知。
Activity 2: Exploring the meaning of the title
Ss discuss in pairs about their understanding the title.
【设计意图】通过对文本标题的探究，引导学生进一步挖掘文本主题意义，并了解标题所运用的修辞手法——“矛盾修辞法”的特征和作用。
作业设计：
n Watch a documentary to get more information about this expedition
https://www./video/BV1Jt411Q7FX/ spm_id_from=333.337.search-card.all.click&vd_source=f20fbeecef1a9128d83f1e3f6464ee80
n If you were Perce Blackborow, during the days of waiting for Shackleton’s return, what would you do to stay hopeful and positive Please write a diary and share with classmates.
Writing tips: events+feelings+personal qualities
本堂课亮点
1. 通过熟悉的航行家导入，能够引导学生迅速感知文本主题和激活背景知识。
2. 通过层层递进的问题链的设置，引导学生查找Blackborow如何成功登船的信息及概括人物心情变化，培养学生的思维严密性和逻辑性。
3. 通过events&feelings的坐标建立，帮助学生直观感知“坚韧号”航行途中经历的困境和Blackborow的个人情感起伏变化。
学生收获
1. 学生了解了日记的文体格式和写作特点
2. 学生掌握了话题相关词汇和表达
3. 学生理解了“坚韧号”航行途中遇到的困难及人物情感变化，探究船员们遇到困难所展现出的品格，体会“探险精神”的实质内涵
课堂妙招1
在探究探险过程遇到的困境和人物情感变化的活动中，教师利用event&feelings的坐标图，帮助学生更加直观体会Blackborow的情感起伏变化。
课堂妙招2
在学生探讨人物品格的活动环节，通过搭建思维支架，引导学生深入挖掘人物特质内涵，拓展思维的广度和深度。
课堂活跃瞬间1：
学生小组讨论Shackleton和Blackborow的人物品质。
教师：What personal qualities did Shackleton and Blackborow have
学生1：I think Shackleton is a responsible person because he thought Blackborow was too young and turned down his application.
学生2：I think Shackleton is a calm and selfless person because he calmly told us what to do when the ship sank and threw away all his gold.
学生3：I think Blackborow is a persistent person because he didn’t give up even if he was rejected.
…………
课堂活跃瞬间2：
学生同桌讨论，探讨文本标题的含义。
教师：How do you understand the title What does succssful mean What does failure mean
学生1：I think succssful means the crew members survived on the island.
学生2：I think failure means they failed to reach their destination.
…………
课后学生1反馈：
这节课让我了解了一个充满传奇色彩的探险故事，船员们遇到各种困难及他们的坚持给我留下了深刻的印象。
课后学生2反馈：
通过大家的讨论，我积累了许多词汇，更加深刻理解了什么是探险精神。