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 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-03-26 23:06:44 | ||
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人教版选择性必修三Unit4 Adversity and Courage
Opening Page+Reading and Thinking教学设计
Ⅰ. 主题语境：
人与自我——逆境与勇气
Ⅱ. 语篇类型：
日记
Ⅲ. 教学时长：
两课时
Ⅳ. 学习目标与素养要求:
语言能力
①通过语境理解并掌握单元话题及阅读文本相关的核心词汇。
②通过阅读日记了解沙克尔顿的南极探险故事，梳理“坚忍号”南极探险的艰险历程，把握人物的性格特征。
学习能力
能够通过阅读并理解语篇，根据人物的具体言行分析其情感变化，解读其性格品质。
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，学习并探讨沙克尔顿及其团队成员身上所体现的坚忍、果敢等优秀品质，及其在当今社会中的作用。
思维品质
能够根据不同角度的叙事整理出“坚忍号”南极探险的大致历程；能够对文本的细节进行分析，判断人物的心理状态和性格品质。
Ⅴ. 文本分析:
[What] 阅读文本分为两个部分，一部分是简短的背景知识介绍，另一部分是以"坚忍号"服务员珀西·布莱克博罗的口吻写下的三篇日记。三篇日记的前后时间跨度很大，但从内容上看，它们记录了探险历程中的几次重大事件，而且基本上将这次南极探险的故事脉络勾勒了出来：(1）十九岁的少年珀西私自登上"坚忍号"，被沙克尔顿发现并被指派为船上的服务员；(2)"坚忍号"被浮冰围困后，沙克尔顿决定弃船，船员只得暂居浮冰之上；(3）船员们流落到荒无人烟的象岛，艰难求生，沙克尔顿组织救援小队赴南乔治亚岛寻求帮助。
[Why] 无论是阅读文本的体裁类型，还是文本所提及的人物及细节，都是基于历史事实而设计，主要为了激发学生的好奇心，鼓励他们去探寻真实的历史故事。通过文本阅读，希望学生能够发现并学习沙克尔顿身上所体现出的临危不乱、有勇有谋、坚毅果敢、永不言败的优秀品质。
[How]该阅读文本属于日记体裁，以第一人称叙事。故事情节虽不复杂，但是每一篇日记都具有丰富的细节和细腻的情感。第一篇日记生动地展现了少年珀西充满活力和热情的内心世界，包括他对探险家沙克尔顿的崇拜、对冒险的渴望，还有"初生牛犊不怕虎"的精神；第二篇日记从侧面描写了沙克尔顿作为领导者的气质和品格，尤其是重点叙述了他如何冷静又有条理地组织船员应对危机，以身作则地放弃财物，对船员的个人爱好给予充分鼓励；第三篇日记则着重描写了珀西在象岛的日常生活状态，他对未知的命运感到惶恐，对艰苦的客观环境感到不满、情绪低落，然而弗兰克的乐观真诚让他开始重新审视自己，对领导者的信任以及来自同伴的善意使他逐渐拾起希望。
Ⅵ. 学情分析:
学生对极地探索这一话题虽不陌生，但了解不多，所以对这一话题兴趣浓厚，文本以日记的形式再现沙克尔顿及其团队在探险过程中所面临的困境及其处理应对的措施和他们身上体现出的敢于冒险的探索精神无不吸引着学生的注意力。文中的词汇会对学生理解带来一定的困难，教师引导学生通过语境理解非常重要。虽然文本阅读和理解不会给学生带来太大困难，但要通过人物行为理解人物性格特征及人物品质，学生可在思维上会有一些困难。
Ⅶ. 重点：
通过阅读日记了解沙克尔顿的南极探险故事，梳理“坚忍号”南极探险的艰险历程，把握人物的性格特征。
Ⅷ. 难点：
通过阅读文本，准确把握人物性格特征，学习并探讨沙克尔顿及其团队成员身上所体现的坚忍、果敢等优秀品质，及其在当今社会中的作用。
Ⅸ. 教学准备:
①教师 教学设计、课件
②学生 课前认真完成导学案，按照导学案的要求完成第一部分的预习任务。
Ⅹ. 学习过程:
Step 1 Leading-in
Lead in the topic of this unit by showing a short video about the Red Army defeated the enemy when they were at a severe disadvantage. And ask the question:
●What made the Red Army dafeat the enemy when they were at a severe disadvantage/adversity
(Design Intention: to lead in the topic of the reading text as well as arouse students’ interest and get students to have a futher understanding of the theme in this unit--Adversity and Courage.)
Step 2 Opening Page
Activity 1 Read and Talk
Show the saying on the Opening Page and talk about the meaning of it with the class.
Activity 2 Look and discuss
Show the pciture on the Opening Page, and guide students to look and discuss the following questions:
●What happened to the ship in the photo
●How would you feel and what would you do if you were on this trip
(Design Intention:
Lead in the topic of the reading text, and arouse students’ interest and attention.)
Step 3 Pre-reading
Read the advertisement from a famous British explorer, and discuss with your group members.
●According to the advertisement, what kind of men was Ernest Shackleton looking for
● Would you like to join an expedition like this Why or why not
(Design Intention:
To practise students’ability to express their ideas and skills to comb information.)
Step 4 While-reading
Activity 1 Skimming
Skim the text, and get the structure of it quickly.
Read for the main idea of each diary entry, and match each diary entry with its main idea.
Activity 2 Scanning
Read the text carefully, and find out the information to fill in the chart below according to the text.
Read each diary entry carefully, and answer the questions below:
●How did Blackborow come to join the expedition
●What happened to Endurance
●What did the crew members have to do
Activity 3
Read the text carefully again, and sort out how Blackborow’s feelings changed during the trip.
(Design Intention:
Practise reading for detailed information and students’ ability to comb and sort out information.)
Step 5 Post-reading
Activity 1
What personal qualities did Shackleton, Wild, and Blackborow, Thomas Orde-Lees exhibit Find examples from the text to support your answers.
Shackleton: show great leadership, courage and perseverance.
example: he calmly called us together and told us to rescue our most essential supplies…
Soon after we arrived, Shackleton left us to find help…
Wild: considerate.
example: Bless Frank Wild, the kindest man there is after our leader, …
Blackborow: risky, adventurous, energetic, emotional, a bit selfish, and bad-tempered.
I shouted, “ shut the door!”
Thomas Orde-Lees: selfish.
How could I become as selfish and bad-tempered as Thomas Orde-Lees!
Activity 2 Discussion
How do you interpret the title——
“A SUCCESSFUL FAILURE”
(Design Intention:
Guide students to learn the reading tips of inferring character traits and emotions, as well as the retorical device “Oxymoron”.)
Step 6 Assignment
Imagine you are Perce Blackborow. Write a message in a bottle to explain your situation and ask for help.
(Design Intention:
Practise writing a message in a bottle to explain your situation and ask for help.)
Step 7 Self-evaluation（自我评价）
Blackboard Design（板书设计）：
Opening Page+Reading and Thinking教学设计
Ⅰ. 主题语境：
人与自我——逆境与勇气
Ⅱ. 语篇类型：
日记
Ⅲ. 教学时长：
两课时
Ⅳ. 学习目标与素养要求:
语言能力
①通过语境理解并掌握单元话题及阅读文本相关的核心词汇。
②通过阅读日记了解沙克尔顿的南极探险故事，梳理“坚忍号”南极探险的艰险历程，把握人物的性格特征。
学习能力
能够通过阅读并理解语篇，根据人物的具体言行分析其情感变化，解读其性格品质。
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，学习并探讨沙克尔顿及其团队成员身上所体现的坚忍、果敢等优秀品质，及其在当今社会中的作用。
思维品质
能够根据不同角度的叙事整理出“坚忍号”南极探险的大致历程；能够对文本的细节进行分析，判断人物的心理状态和性格品质。
Ⅴ. 文本分析:
[What] 阅读文本分为两个部分，一部分是简短的背景知识介绍，另一部分是以"坚忍号"服务员珀西·布莱克博罗的口吻写下的三篇日记。三篇日记的前后时间跨度很大，但从内容上看，它们记录了探险历程中的几次重大事件，而且基本上将这次南极探险的故事脉络勾勒了出来：(1）十九岁的少年珀西私自登上"坚忍号"，被沙克尔顿发现并被指派为船上的服务员；(2)"坚忍号"被浮冰围困后，沙克尔顿决定弃船，船员只得暂居浮冰之上；(3）船员们流落到荒无人烟的象岛，艰难求生，沙克尔顿组织救援小队赴南乔治亚岛寻求帮助。
[Why] 无论是阅读文本的体裁类型，还是文本所提及的人物及细节，都是基于历史事实而设计，主要为了激发学生的好奇心，鼓励他们去探寻真实的历史故事。通过文本阅读，希望学生能够发现并学习沙克尔顿身上所体现出的临危不乱、有勇有谋、坚毅果敢、永不言败的优秀品质。
[How]该阅读文本属于日记体裁，以第一人称叙事。故事情节虽不复杂，但是每一篇日记都具有丰富的细节和细腻的情感。第一篇日记生动地展现了少年珀西充满活力和热情的内心世界，包括他对探险家沙克尔顿的崇拜、对冒险的渴望，还有"初生牛犊不怕虎"的精神；第二篇日记从侧面描写了沙克尔顿作为领导者的气质和品格，尤其是重点叙述了他如何冷静又有条理地组织船员应对危机，以身作则地放弃财物，对船员的个人爱好给予充分鼓励；第三篇日记则着重描写了珀西在象岛的日常生活状态，他对未知的命运感到惶恐，对艰苦的客观环境感到不满、情绪低落，然而弗兰克的乐观真诚让他开始重新审视自己，对领导者的信任以及来自同伴的善意使他逐渐拾起希望。
Ⅵ. 学情分析:
学生对极地探索这一话题虽不陌生，但了解不多，所以对这一话题兴趣浓厚，文本以日记的形式再现沙克尔顿及其团队在探险过程中所面临的困境及其处理应对的措施和他们身上体现出的敢于冒险的探索精神无不吸引着学生的注意力。文中的词汇会对学生理解带来一定的困难，教师引导学生通过语境理解非常重要。虽然文本阅读和理解不会给学生带来太大困难，但要通过人物行为理解人物性格特征及人物品质，学生可在思维上会有一些困难。
Ⅶ. 重点：
通过阅读日记了解沙克尔顿的南极探险故事，梳理“坚忍号”南极探险的艰险历程，把握人物的性格特征。
Ⅷ. 难点：
通过阅读文本，准确把握人物性格特征，学习并探讨沙克尔顿及其团队成员身上所体现的坚忍、果敢等优秀品质，及其在当今社会中的作用。
Ⅸ. 教学准备:
①教师 教学设计、课件
②学生 课前认真完成导学案，按照导学案的要求完成第一部分的预习任务。
Ⅹ. 学习过程:
Step 1 Leading-in
Lead in the topic of this unit by showing a short video about the Red Army defeated the enemy when they were at a severe disadvantage. And ask the question:
●What made the Red Army dafeat the enemy when they were at a severe disadvantage/adversity
(Design Intention: to lead in the topic of the reading text as well as arouse students’ interest and get students to have a futher understanding of the theme in this unit--Adversity and Courage.)
Step 2 Opening Page
Activity 1 Read and Talk
Show the saying on the Opening Page and talk about the meaning of it with the class.
Activity 2 Look and discuss
Show the pciture on the Opening Page, and guide students to look and discuss the following questions:
●What happened to the ship in the photo
●How would you feel and what would you do if you were on this trip
(Design Intention:
Lead in the topic of the reading text, and arouse students’ interest and attention.)
Step 3 Pre-reading
Read the advertisement from a famous British explorer, and discuss with your group members.
●According to the advertisement, what kind of men was Ernest Shackleton looking for
● Would you like to join an expedition like this Why or why not
(Design Intention:
To practise students’ability to express their ideas and skills to comb information.)
Step 4 While-reading
Activity 1 Skimming
Skim the text, and get the structure of it quickly.
Read for the main idea of each diary entry, and match each diary entry with its main idea.
Activity 2 Scanning
Read the text carefully, and find out the information to fill in the chart below according to the text.
Read each diary entry carefully, and answer the questions below:
●How did Blackborow come to join the expedition
●What happened to Endurance
●What did the crew members have to do
Activity 3
Read the text carefully again, and sort out how Blackborow’s feelings changed during the trip.
(Design Intention:
Practise reading for detailed information and students’ ability to comb and sort out information.)
Step 5 Post-reading
Activity 1
What personal qualities did Shackleton, Wild, and Blackborow, Thomas Orde-Lees exhibit Find examples from the text to support your answers.
Shackleton: show great leadership, courage and perseverance.
example: he calmly called us together and told us to rescue our most essential supplies…
Soon after we arrived, Shackleton left us to find help…
Wild: considerate.
example: Bless Frank Wild, the kindest man there is after our leader, …
Blackborow: risky, adventurous, energetic, emotional, a bit selfish, and bad-tempered.
I shouted, “ shut the door!”
Thomas Orde-Lees: selfish.
How could I become as selfish and bad-tempered as Thomas Orde-Lees!
Activity 2 Discussion
How do you interpret the title——
“A SUCCESSFUL FAILURE”
(Design Intention:
Guide students to learn the reading tips of inferring character traits and emotions, as well as the retorical device “Oxymoron”.)
Step 6 Assignment
Imagine you are Perce Blackborow. Write a message in a bottle to explain your situation and ask for help.
(Design Intention:
Practise writing a message in a bottle to explain your situation and ask for help.)
Step 7 Self-evaluation（自我评价）
Blackboard Design（板书设计）：