【教案】Unit 4 Reading and Thinking 教學(xué)設(shè)計(jì)-人教版（2019）選擇性必修第三冊(cè)

1、Unit 4 ADVERSITY AND COURAGEReading and Thinking: A Successful Failure文本簡(jiǎn)析本單元閱讀文本的話題是英國(guó)探險(xiǎn)家沙克爾頓帶領(lǐng)一支28人的探險(xiǎn)隊(duì)乘坐“堅(jiān)忍號(hào)”遠(yuǎn)征南極，被困長(zhǎng)達(dá)兩年，歷經(jīng)磨難卻不放棄，最終全部生還的經(jīng)過(guò)。旨在讓高中生了解20世紀(jì)一次偉大的南極探險(xiǎn)經(jīng)歷，以及船長(zhǎng)沙克爾頓在極度惡劣的環(huán)境下冷靜應(yīng)對(duì)、堅(jiān)韌不拔的精神和高超的領(lǐng)導(dǎo)智慧。通過(guò)學(xué)習(xí)，高中生能以勇于探索、頑強(qiáng)拼搏的心態(tài)去迎接生活的種種考驗(yàn)。文本采用日記敘事文體，主人公珀西是一名19歲、崇拜沙克爾頓、對(duì)航海探險(xiǎn)充滿渴望的小水手。文本包含一則招探險(xiǎn)隊(duì)員的公告和三篇跨

2、度約兩年的日記。日記按時(shí)間為序，以第一人稱的口吻記錄了珀西從報(bào)名被拒到偷偷上了“堅(jiān)忍號(hào)”，再到“堅(jiān)忍號(hào)”被冰困住他們棄船在冰上扎營(yíng)，和他們?cè)诖笙髰u等待救援時(shí)經(jīng)受的煎熬和考驗(yàn)。主人公年齡與學(xué)生相近，以日記的方式呈現(xiàn)探險(xiǎn)隊(duì)經(jīng)歷的磨難，使得文本內(nèi)容和立意容易為學(xué)生所接受，進(jìn)而產(chǎn)生共鳴。標(biāo)題“A Successful Failure”是整個(gè)文本的濃縮提煉，說(shuō)明他們經(jīng)歷生死考驗(yàn)，雖然沒(méi)有到達(dá)原本的目的地，卻在沙克爾頓的正確指揮下九死一生，安然歸來(lái)。文本還使用了少量的心理描寫和對(duì)話，生動(dòng)刻畫了環(huán)境的惡劣以及沙克爾頓的人格魅力和他在隊(duì)員中傳遞的公正、關(guān)愛(ài)他人和堅(jiān)韌不拔的精神力量。在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，要幫助

3、學(xué)生梳理關(guān)于逆境與堅(jiān)毅的話題類語(yǔ)言，其中包括有關(guān)極度惡劣環(huán)境以及與之相關(guān)的情感的表達(dá)。此外，表示轉(zhuǎn)折和強(qiáng)烈反差的功能類語(yǔ)言，如：but，however，otherwise等，也值得梳理。教學(xué)設(shè)計(jì)(共2課時(shí))第1課時(shí)一、教學(xué)內(nèi)容理解全文，明確南極探險(xiǎn)隊(duì)員面對(duì)的艱難險(xiǎn)阻，了解隊(duì)員在探險(xiǎn)過(guò)程的心理變化和戰(zhàn)勝逆境必備的堅(jiān)持不懈、英勇頑強(qiáng)、合作等品格。二、課時(shí)目標(biāo)1. 圍繞逆境主題，對(duì)圖片、招聘啟事、標(biāo)題進(jìn)行討論，激活背景知識(shí)，預(yù)測(cè)文本內(nèi)容，學(xué)習(xí)話題相關(guān)語(yǔ)言。2. 通過(guò)跳讀、略讀、梳理歸納和推理判斷等策略，提取文本關(guān)鍵信息，概括日記大意，理解文本意義，分析描述情緒變化，發(fā)展邏輯思維能力。3. 通過(guò)文本分

4、析，并根據(jù)上下文理解相關(guān)詞義，完成概要填空與補(bǔ)充，結(jié)合事件發(fā)展對(duì)結(jié)局作出合理推斷，完成續(xù)寫作業(yè)。三、教學(xué)過(guò)程Activity 1: Talking about the continent.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。Students work in groups of four and talk about a picture of Antarctica.Q1: What place do you think this picture is about? Why do you think so?Q2: What basic facts do you know about the continen

5、t? Discuss and decide.【設(shè)計(jì)意圖】此活動(dòng)是導(dǎo)入環(huán)節(jié)。學(xué)生就上述兩個(gè)問(wèn)題進(jìn)行小組討論，根據(jù)提示完成小卡片內(nèi)容，在教師的引導(dǎo)下用已有的主題語(yǔ)言，描述南極洲，激活背景知識(shí)。第一個(gè)問(wèn)題有助于引出南極洲的話題，第二個(gè)問(wèn)題激發(fā)學(xué)生交流他們已知的關(guān)于南極洲的動(dòng)物、環(huán)境、氣候和其他值得一提的特色，引出penguin, seal, ice freezes, bitter cold, long months of darkness等話題語(yǔ)言，為預(yù)測(cè)課文內(nèi)容以及深刻理解探險(xiǎn)隊(duì)遇到的困難和考驗(yàn)作好鋪墊?！爸档靡惶帷边@一項(xiàng)需要教師適度引導(dǎo)。Activity 2: Inquiring and pre

6、dicting the content of the passage.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。Students read the ad, the title, and the pictures, and then work in pairs to ask as many questions as possible about the information each contains.If necessary, a sample question “Who posted the ad?” can be provided to students.Possible questions to be

7、 covered include:Who posted the ad?What kind of men was he looking for?Where could they be going?Why would they go on a dangerous journey?What extreme difficulties would they meet?Would there be men to apply?From the title, was the expedition a success or a failure?【設(shè)計(jì)意圖】引導(dǎo)學(xué)生帶著預(yù)測(cè)進(jìn)行閱讀，使他們更加積極主動(dòng)且聚焦主題語(yǔ)

8、境。在這個(gè)活動(dòng)中，學(xué)生通過(guò)理解征員廣告和標(biāo)題及圖片，以探究型學(xué)習(xí)方式提出自己想要從文中獲取的信息，籍此預(yù)測(cè)文本內(nèi)容，帶著問(wèn)題進(jìn)行閱讀，培養(yǎng)推斷能力，促進(jìn)主動(dòng)學(xué)習(xí)。學(xué)生在交流與問(wèn)答過(guò)程中，同時(shí)完成對(duì)關(guān)鍵詞“adversity”和“perseverance”的初步了解。Activity3: Identifying key information of the expedition.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。Students first scan paragraph 1 & the dates of the dairy entries to find out key information of t

9、he text, that is, who/what/where/when/how/why. Then students skim the diary entries to find out the location and main idea of each by using “How” with a limit of 8 words.【設(shè)計(jì)意圖】引導(dǎo)學(xué)生通過(guò)運(yùn)用跳讀和略讀的閱讀策略，尋找主要信息，并根據(jù)主要信息對(duì)日記進(jìn)行概括，整體把握文本內(nèi)容，提升概括能力。借助限定詞how和不多于八個(gè)單詞的大意概括的要求，學(xué)生可以規(guī)范提煉信息和重構(gòu)信息的方式，跳出文本枝節(jié)看全貌。同時(shí)，學(xué)生歸納了探險(xiǎn)隊(duì)將近

10、兩年的主要磨難之后，可以自然過(guò)渡到活動(dòng)4，把握作者心理變化過(guò)程。Activity 4: Inferring feelings and emotions.本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)2。Students read the text and then discuss in pairs how Blackborows feelings changed as the days passed. A flowchart is advised to be used.Q1: In diary entry 1, how did Blackborow feel about himself before he joine

11、d the expedition? Q2: How did he feel when he was allowed to stay?Q3: How many phases should the flowchart consist of?Q4: Whenever your group decides a word, ask yourself “How did I know this?”【設(shè)計(jì)意圖】通過(guò)再次閱讀和四個(gè)問(wèn)題的設(shè)置，為學(xué)生提供思維支架。學(xué)生兩人分組討論“我”的心理變化一共經(jīng)歷了幾個(gè)階段，從而理清文本包含的四個(gè)變化，即：出海前滿腔熱情、急于表現(xiàn)、自信，到出海后得到沙克爾頓同意留在船上的興

12、奮和驕傲，再到棄船扎營(yíng)浮冰時(shí)低落、擔(dān)憂，最后在大象島等候救援時(shí)的憂慮、茫然、心情低落卻又心存希望。通過(guò)對(duì)主人公在不同階段心理變化的分析，推進(jìn)學(xué)生思維向更高層次發(fā)展。Activity 5: Summarizing the text.本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)3。Students complete Ex. 3 in Students Book. Then they add one or two sentences that describe Blackborows feelings along the way to the paragraph.After seeing the advertisemen

13、t in the newspaper, Perce Blackborowresolvedto join the Antarctic expedition led by Sir Ernest Shackleton no matter what challenges might lie ahead. Unfortunately, his applicationwas turned downbecause he was too young and not qualified enough. However, he managed to getaboardthe Endurance with his

14、friends help. He hid in acupboard, but was soon discovered and brought to Shackleton. Although the captain was angry, heassignedthe boy the job of cooking for the crew. Theirvoyagedid not go smoothly, and the Endurance became stuck in the ice. Before the Endurance was crushed andsankinto the sea, Sh

15、ackleton gave the order toabandonship, and the crew had to camp on ice. They then sailed to Elephant Island. Soon after that, Shackleton selected a boat party andset offfor South Georgia Island to get help.At the beginning, Blackborow was excited and proud, but turned depressed and worried after the

16、 ship sank. Despite that, he remained hopeful with a strong belief that Shackleton would come back to rescue them. (a possible version)【設(shè)計(jì)意圖】明晰文本大意和主人公心理變化后，學(xué)生完成課后練習(xí)3，并新增加一至兩句能夠概括主人公心理發(fā)展變化的描述。學(xué)生需要根據(jù)上下文理解詞義，完整復(fù)現(xiàn)文本內(nèi)容，在理解中生成新的內(nèi)容，為下一個(gè)活動(dòng)也是課后的作業(yè)做好語(yǔ)言、內(nèi)容和情感準(zhǔn)備。Activity 6: Predicting & writing the outcome.本活動(dòng)

17、旨在落實(shí)課時(shí)教學(xué)目標(biāo)3。As the diary entries didnt tell yet if Shackleton would come back to rescue them. It was also unknown whether they would succeed or fail in the end. Students discuss in groups of 4 what was to continue and how the expedition would end. Then in the 1st person students write a diary entry

18、of about 80 words on the ending of the journey as after-class assignment.Certain expressions are provided for the students.【設(shè)計(jì)意圖】學(xué)生運(yùn)用所學(xué)語(yǔ)言內(nèi)容，結(jié)合文本主題、大意和主人公的內(nèi)心發(fā)展變化，整合結(jié)構(gòu)、內(nèi)容和語(yǔ)言，對(duì)文本進(jìn)行續(xù)寫，一方面鞏固文章內(nèi)容，強(qiáng)化主題語(yǔ)言，另一方面對(duì)所學(xué)內(nèi)容和語(yǔ)言進(jìn)行遷移與創(chuàng)新。本活動(dòng)也成為第一課時(shí)的作業(yè)，和第二課時(shí)的導(dǎo)入。第2課時(shí)一、教學(xué)內(nèi)容品讀語(yǔ)言，加深理解，學(xué)習(xí)沙克爾頓面對(duì)惡劣環(huán)境和生死存亡時(shí)的冷靜、堅(jiān)韌的品質(zhì)和極具魅力的領(lǐng)導(dǎo)智慧。審度

19、文中三個(gè)人物各自的真、善、美，深度理解主題意義，遷移所學(xué)，完成實(shí)用型型寫作任務(wù)。二、課時(shí)目標(biāo)1. 通過(guò)講評(píng)作業(yè)，深入理解文本，積累、歸類文中話題相關(guān)詞匯，培養(yǎng)歸納、聯(lián)想等有效的學(xué)習(xí)策略。2. 品讀語(yǔ)言，對(duì)標(biāo)題的修辭手法、豐富內(nèi)涵，深入探究與分析沙克爾頓為了讓隊(duì)員能安全返回所付出的努力和智慧，評(píng)判沙克爾頓應(yīng)該被獎(jiǎng)勵(lì)還是受懲罰。培養(yǎng)真、善、美和領(lǐng)導(dǎo)力意識(shí)，提高思維品質(zhì)。3. 結(jié)合文本語(yǔ)言，尤其是直接引語(yǔ)和表示動(dòng)作與情緒的表達(dá)，分辨三人物的性格特征，并完善有關(guān)這三人的海報(bào)，最后通過(guò)撰寫申請(qǐng)書，描寫自己曾經(jīng)遇到的逆境和堅(jiān)韌的精神，爭(zhēng)取赴貴州短期支教的資格，對(duì)主題內(nèi)容和語(yǔ)言進(jìn)行遷移創(chuàng)造，提高思維品質(zhì)和語(yǔ)

20、言能力。三、教學(xué)過(guò)程Activity 1: Reviewing the writing assignment of period 1.本活動(dòng)為實(shí)現(xiàn)課時(shí)教學(xué)目標(biāo)1作鋪墊。Review and give comments on a qualified writing piece, which includes:1. a theme about adversity, perseverance and courage,2. 1st person presentation,3. featured words and expressions related to the theme, and4. an e

21、nding in which “we” were saved by the captain.Group the featured words and expressions into 4 kinds, person, adversity, environment and emotions.【設(shè)計(jì)意圖】此活動(dòng)是熱身環(huán)節(jié)，作為第一課時(shí)作業(yè)的評(píng)講。學(xué)生需要反思自己在主題、語(yǔ)言、內(nèi)容與結(jié)構(gòu)上是否合理，一方面復(fù)現(xiàn)了目標(biāo)詞匯，鞏固了主線和結(jié)構(gòu)意識(shí)，另一方面也自然過(guò)渡到本節(jié)課的重點(diǎn)品讀語(yǔ)言，分析并歸納三位人物在面對(duì)逆境時(shí)的態(tài)度以及所展現(xiàn)的品質(zhì)。Activity 2: Tasting the title.本活

22、動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。Look at the title, discuss in groups and report answers to the whole class.1. What figure of speech is it? Is it a good title? Why or why not?2. What did they succeed in doing and what did they fail to do?3. Who contributed to the safe return of all members?4. How did he make it? Please i

23、llustrate with evidence from the text.5. Should he be rewarded for taking the crew back safe or punished for failure to make it to Antarctica?【設(shè)計(jì)意圖】作業(yè)講評(píng)后，教師引導(dǎo)學(xué)生重回課本，深入解讀標(biāo)題所采用的Oxymoron (矛盾修辭法)，如successful vs failure、safe return of all crew members vs not reaching Antarctica，以及其豐富的內(nèi)涵，探索沙克爾頓面對(duì)逆境時(shí)的態(tài)度和身先

24、士卒、堅(jiān)忍不拔的品質(zhì)。通過(guò)分析概括文本對(duì)應(yīng)的內(nèi)容，總結(jié)出沙克爾頓在面對(duì)極度惡劣的環(huán)境時(shí)的堅(jiān)韌、冷靜和先人后己的崇高品質(zhì)，引導(dǎo)學(xué)生做真、善、美之人，培養(yǎng)學(xué)生在面對(duì)困難時(shí)應(yīng)有的正確的價(jià)值觀。最后對(duì)沙克爾頓放棄南極改為把隊(duì)員安全送返的做法作出評(píng)判。Activity 3: Analysing the characters and making posters.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。1. Students split into three groups, and look at the three characters words and actions accordingly. What pers

25、onal qualities did each exhibit? Support your answers with examples from the text.Sample analyses:(1)Q: Why didnt Shackleton want to turn back when he caught me in the ship?A: Because he only focused on his goal and didnt like being interrupted. So, our conclusion is that Shackleton was a focused an

26、d bold person.(2) Q: What feelings did the sentence “Hold on Perce. Dont you go turning into another Tom.” tell us?A: It carries a strong sense of understanding, patient and kind warning. So, we can say Frank Wild was a kind, patient and understanding man.2. The City Drama Club is planning to put on

27、 a play about Shackletons Antarctica Expedition in different high schools. They ask for posters of the 3 main roles. Work with members of the other two groups, share your answers and make posters of the 3 characters for the club.【設(shè)計(jì)意圖】學(xué)生再次回歸文本，分角色重新梳理信息，再通過(guò)小組討論，分析論證、概括判斷，挖掘三個(gè)人物各自值得學(xué)習(xí)的品質(zhì)，學(xué)會(huì)在逆境中如何有勇有謀、身先士卒、不屈不撓。最后以完善人物海報(bào)的方式進(jìn)行各組的展示呈現(xiàn)，學(xué)生在活動(dòng)中實(shí)踐了小組互助交流和分工協(xié)作的團(tuán)隊(duì)精神。Activity 4: Solving problems in real life.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。The Student Union is