人教版（2019）选修三Unit 4 Adversity and Courage Reading and Thinking A Successful Failure 教学设计（表格式）
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人教版选择性必修三 Unit 4 Adversity and Courage Reading and Thinking A Successful Failure 教学设计
【单元学习主题】
人与自然——逆境与勇气
【语篇类型】日记
【设计思路】学生通过阅读这次南极探险历程中的几个重要事件，理解 Ernest Shackleton与船员们面临的挑战和困境，分析不同人物的言行，了解主要人物的情感变化和性格品质，培养学生的分析和推理能力。探讨探险家的冒险精神，鼓励学生勇于挑战自我，以乐观和坚毅的态度面对人生的逆境和挫折。
文本选自人教版选择性必修三 Unit4-Adversity and Courage，属于“人与自然”的主题。其中，Reading and thinking板块主题是 Explore the spirit of adventure，主语篇“A successful failure”包含 3则日记，从 Perce Blackborow的角度，分别记述了“我”如何加入冒险队、途中遭遇的困难及船员们如何自救。学生通过阅读，体会主人公的经历和感受；并进一步分析人物品质，深入探究主题意义“冒险精神”。同时，通过语篇学习，在语境中感知、理解和运用主题词汇。
本节课以阅读语篇“A successful failure”为载体，要求学生能够具备如下英语学科素养：
1．语言能力：主题词汇；现在完成进行时；了解文本体裁的叙事风格和语言特点；有条不紊地探讨不同的决策方案或选择。
2．学习能力：能够根据人物的具体言行分析情感变化，解读其性格品质，能够抓住因果关系词，理解人物行动或抉择的意义。
3．文化意识：了解 20世纪初人类进行南极探险的历史背景、典型人物及故事。培养自己坚毅的品质和乐观的态度，用于面对挑战、挫折和逆境。
4．思维品质：能够对文本中的细节进行推理分析，判断人物的心理状态和性格品质；能能够基于形势需要对人物的背景资料进行综合分析和考量，做出合理的抉择；能够基于对故事内容的理解评判文中人物。
教学重点难点：
1.通过标题以及格式等引导学生辨识“日记”的文本类型。
2.引导学生通过阅读抓住“坚忍号”南极探险过程中的重要时间，理解主人公所面临的的困境。启发学生透过表象的言行分析人物的情感变化和性格特质，并能够对人物进行批判性解读。
教学过程：
教学步骤 教学活动 设计意图
Warm-up Learn some new words and phrases
Step 12 mins 1. T shows the picture on the opening page to Ss and asks Ss to discuss the three questions concerning the content of the picture. 2.T guides Ss to read the quote on the opening page and asks Ss to discuss about the quote. 3.T introduces the learning objectives of the unit and the lesson. 1.引导学生通过阅读主题图和主题引言，引出单元话题； 2.激活学生有关冒险、勇气等相关词汇和知识； 3.帮助学生做好单元阅读语言和话题的准备，并形成阅读期待；4.锻炼学生的语言表达能力
Lead-in
Step 23 mins 1.T guides Ss to read the advertisement and extract the requirements that one needs to meet in order to join the expedition. 2.T invites Ss to talk about their own opinions on whether to join the expedition 1.引导学生体会“南极探险”所要求的的条件，初步体会 “探险精神”是什么； 2.进一步激活话题词汇和知识，对文本内容进行一定程度的预测
Reading-read for the basic information and details
Step 32 mins 1.Ss read the title and the introduction part, figure out the basic information of the expedition. 2.T leads Ss to summarize the main idea of each diary entry. 略读文本，引导学生初步获取文本背景信息，并通过略读提取文本的中心思想。
Step 410 mins1. Ss read the first diary and figure out how did Perce join the expedition. 2.Ss read the second diary and answer the following questions: Q1 ：What happened to Endurance What did the crew members have to do Q2 ：Why did Shackleton throw away all his gold but allow Hussey to keep his banjo Which one would you choose to keep 2. Ss read the third dairy and discuss the following questions: Q1. What did Shackleton do to make sure all crew members could survive Q2. What did the crew members have to do to make sure they could survive Q3. What do you think would happen next 细读文本，通过问题链的方式，梳理Perce 加入探险队、途中遇难以及自救过程的相关信息，为下一环节的人物情感和品质分析做铺垫。
Step 5 5 mins 1.Read the passage again and find out how did Blackborow’s feelings about being on the expedition change as days passed on. 2.T leads Ss to analyze the traits and emotions of the main characters in the passage. 1.引导学生基于文本所给的事实性的细节信息，思考少年Perce 在南极探险过程中的情感变化。2.引导学生关注人物的品质和性格特征，并从文本中找出证据支撑自己的观点。
Summary- Discuss the title of the passage
Step 6 3 mins T guides Ss to read the title and discuss the following questions: Q1. Why is the title called “A successful Failure” What might “success” and “failure” refer to Q2: What’s special about the title 1.引导学生回扣标题，思考标题所隐含的意义； 2.引导学生内化并运用本节课所学知识进行输出，提升语言综合运用能力。
Homework 1.Read the passage on P85-86 and finish exercise on P86. 2.Imagine you are Perce BlackBorow. Write a message in a bottle to explain your situation and ask for help
Unit 4 Adversity and Courage Using Language 课时练习 一、根据句意完成句子。 1. I was so e ________ about the idea of going along with them that I secretly went aboard his ship. 2. The system will automatically a ________an IP address to each device. 3. Here we offer thousands of quality b ________ to suit various tastes or our buyers. 4. Outside, a b________wind was accompanied by heavy snow. 5. The c________ finally landed the plane on the wing on the runway. 二、语法填空。 Are You Facing a Situation That Looks Impossible to Fix In 1969， the pollution was terrible along the Cuyahoga River Cleveland，Ohio. It 1. ________ (be) unimaginable that it could ever be cleaned up. The river was so polluted that it 2._______ (actual) caught fire and burned. Now，years later，this river is one of 3.______ most outstanding(杰出的 )examples of environmental cleanup. But the river wasn’t changed in a few days 4. ________even a few months. It took years of work 5. ______ (reduce) the industrial pollution and clean the water. Finally，that hard work paid off and now the water in the river is 6. ________ (clean) than ever. Maybe you are facing an impossible situation. Maybe you leave a habit 7. ________ is driving your family crazy .Possibly you drink too much or don’t know how to control your credit card use. When you face such an impossible situation，don’t you want a quick fix and something to change immediately While there are 8. ________ (amaze) stories of instant transformation，for most of us the 9. ________ (change) are gradual and require a lot of effort and work，like cleaning up a polluted river.Just be 10. ________ (patience)．
课后反思 本堂课由词汇引入到问题设置，由易到难、由浅入深，逐渐引导学生从故事中explore核心问题，如；what makes a good leader 进而对学生一生的发展至关重要。无论身处什么身份，都应该思考如何发挥自己的作用，增加团队的凝聚力。同时，本文还对文本进行了表层和深层问题进行了剖析。例如，日记形式更具真实性、选择船员perce的日记，是因为他的年纪与学生年龄相仿，易引发学生共鸣。教学过程中，设置了辩论、小组讨论等方式激发学生的课堂参与度及思维品质的训练。本堂课的不足之处；1.知识背景补充不充分；2.课堂中阅读策略训练应有所取舍，注重培养学生的高阶思维；3.教师应当重视学生的主体地位，创造更多自主探究的氛围，激发学生的求知欲、表达欲；4.需更好地挖掘教材文本，更好地深入单元式教学之中。
【单元学习主题】
人与自然——逆境与勇气
【语篇类型】日记
【设计思路】学生通过阅读这次南极探险历程中的几个重要事件，理解 Ernest Shackleton与船员们面临的挑战和困境，分析不同人物的言行，了解主要人物的情感变化和性格品质，培养学生的分析和推理能力。探讨探险家的冒险精神，鼓励学生勇于挑战自我，以乐观和坚毅的态度面对人生的逆境和挫折。
文本选自人教版选择性必修三 Unit4-Adversity and Courage，属于“人与自然”的主题。其中，Reading and thinking板块主题是 Explore the spirit of adventure，主语篇“A successful failure”包含 3则日记，从 Perce Blackborow的角度，分别记述了“我”如何加入冒险队、途中遭遇的困难及船员们如何自救。学生通过阅读，体会主人公的经历和感受；并进一步分析人物品质，深入探究主题意义“冒险精神”。同时，通过语篇学习，在语境中感知、理解和运用主题词汇。
本节课以阅读语篇“A successful failure”为载体，要求学生能够具备如下英语学科素养：
1．语言能力：主题词汇；现在完成进行时；了解文本体裁的叙事风格和语言特点；有条不紊地探讨不同的决策方案或选择。
2．学习能力：能够根据人物的具体言行分析情感变化，解读其性格品质，能够抓住因果关系词，理解人物行动或抉择的意义。
3．文化意识：了解 20世纪初人类进行南极探险的历史背景、典型人物及故事。培养自己坚毅的品质和乐观的态度，用于面对挑战、挫折和逆境。
4．思维品质：能够对文本中的细节进行推理分析，判断人物的心理状态和性格品质；能能够基于形势需要对人物的背景资料进行综合分析和考量，做出合理的抉择；能够基于对故事内容的理解评判文中人物。
教学重点难点：
1.通过标题以及格式等引导学生辨识“日记”的文本类型。
2.引导学生通过阅读抓住“坚忍号”南极探险过程中的重要时间，理解主人公所面临的的困境。启发学生透过表象的言行分析人物的情感变化和性格特质，并能够对人物进行批判性解读。
教学过程：
教学步骤 教学活动 设计意图
Warm-up Learn some new words and phrases
Step 12 mins 1. T shows the picture on the opening page to Ss and asks Ss to discuss the three questions concerning the content of the picture. 2.T guides Ss to read the quote on the opening page and asks Ss to discuss about the quote. 3.T introduces the learning objectives of the unit and the lesson. 1.引导学生通过阅读主题图和主题引言，引出单元话题； 2.激活学生有关冒险、勇气等相关词汇和知识； 3.帮助学生做好单元阅读语言和话题的准备，并形成阅读期待；4.锻炼学生的语言表达能力
Lead-in
Step 23 mins 1.T guides Ss to read the advertisement and extract the requirements that one needs to meet in order to join the expedition. 2.T invites Ss to talk about their own opinions on whether to join the expedition 1.引导学生体会“南极探险”所要求的的条件，初步体会 “探险精神”是什么； 2.进一步激活话题词汇和知识，对文本内容进行一定程度的预测
Reading-read for the basic information and details
Step 32 mins 1.Ss read the title and the introduction part, figure out the basic information of the expedition. 2.T leads Ss to summarize the main idea of each diary entry. 略读文本，引导学生初步获取文本背景信息，并通过略读提取文本的中心思想。
Step 410 mins1. Ss read the first diary and figure out how did Perce join the expedition. 2.Ss read the second diary and answer the following questions: Q1 ：What happened to Endurance What did the crew members have to do Q2 ：Why did Shackleton throw away all his gold but allow Hussey to keep his banjo Which one would you choose to keep 2. Ss read the third dairy and discuss the following questions: Q1. What did Shackleton do to make sure all crew members could survive Q2. What did the crew members have to do to make sure they could survive Q3. What do you think would happen next 细读文本，通过问题链的方式，梳理Perce 加入探险队、途中遇难以及自救过程的相关信息，为下一环节的人物情感和品质分析做铺垫。
Step 5 5 mins 1.Read the passage again and find out how did Blackborow’s feelings about being on the expedition change as days passed on. 2.T leads Ss to analyze the traits and emotions of the main characters in the passage. 1.引导学生基于文本所给的事实性的细节信息，思考少年Perce 在南极探险过程中的情感变化。2.引导学生关注人物的品质和性格特征，并从文本中找出证据支撑自己的观点。
Summary- Discuss the title of the passage
Step 6 3 mins T guides Ss to read the title and discuss the following questions: Q1. Why is the title called “A successful Failure” What might “success” and “failure” refer to Q2: What’s special about the title 1.引导学生回扣标题，思考标题所隐含的意义； 2.引导学生内化并运用本节课所学知识进行输出，提升语言综合运用能力。
Homework 1.Read the passage on P85-86 and finish exercise on P86. 2.Imagine you are Perce BlackBorow. Write a message in a bottle to explain your situation and ask for help
Unit 4 Adversity and Courage Using Language 课时练习 一、根据句意完成句子。 1. I was so e ________ about the idea of going along with them that I secretly went aboard his ship. 2. The system will automatically a ________an IP address to each device. 3. Here we offer thousands of quality b ________ to suit various tastes or our buyers. 4. Outside, a b________wind was accompanied by heavy snow. 5. The c________ finally landed the plane on the wing on the runway. 二、语法填空。 Are You Facing a Situation That Looks Impossible to Fix In 1969， the pollution was terrible along the Cuyahoga River Cleveland，Ohio. It 1. ________ (be) unimaginable that it could ever be cleaned up. The river was so polluted that it 2._______ (actual) caught fire and burned. Now，years later，this river is one of 3.______ most outstanding(杰出的 )examples of environmental cleanup. But the river wasn’t changed in a few days 4. ________even a few months. It took years of work 5. ______ (reduce) the industrial pollution and clean the water. Finally，that hard work paid off and now the water in the river is 6. ________ (clean) than ever. Maybe you are facing an impossible situation. Maybe you leave a habit 7. ________ is driving your family crazy .Possibly you drink too much or don’t know how to control your credit card use. When you face such an impossible situation，don’t you want a quick fix and something to change immediately While there are 8. ________ (amaze) stories of instant transformation，for most of us the 9. ________ (change) are gradual and require a lot of effort and work，like cleaning up a polluted river.Just be 10. ________ (patience)．
课后反思 本堂课由词汇引入到问题设置，由易到难、由浅入深，逐渐引导学生从故事中explore核心问题，如；what makes a good leader 进而对学生一生的发展至关重要。无论身处什么身份，都应该思考如何发挥自己的作用，增加团队的凝聚力。同时，本文还对文本进行了表层和深层问题进行了剖析。例如，日记形式更具真实性、选择船员perce的日记，是因为他的年纪与学生年龄相仿，易引发学生共鸣。教学过程中，设置了辩论、小组讨论等方式激发学生的课堂参与度及思维品质的训练。本堂课的不足之处；1.知识背景补充不充分；2.课堂中阅读策略训练应有所取舍，注重培养学生的高阶思维；3.教师应当重视学生的主体地位，创造更多自主探究的氛围，激发学生的求知欲、表达欲；4.需更好地挖掘教材文本，更好地深入单元式教学之中。