人教版 (2019)选择性必修 第三册Unit 4 Adversity and Course教案及反思

Unit 4 Adversity and Courage

Reading and Thinking 教学设计                                  

教材分析

本单元的主题是“逆境与勇气”，主要围绕英国探险家沙克尔顿及其“坚忍号”船员的南极探险展开。编者将这一过程复杂、情节曲折的南极探险故事连贯地铺陈在本单元的各个板块，使板块之间环环相扣，内容细节前后呼应。各版块的文本既有对客观环境的描写，也有对人物的细致刻画。本单元的引言来自英国著名作家塞缪尔·约翰逊：“Great works are performed not by strength, but perseverance.”（伟大的作品不是靠力量，而是靠坚持来完成的。）该引言启示学生：只有坚持不懈地努力，才能把事情做成功。

该阅读版块的主题是“探讨冒险精神”（Explore the spirit of adventure）。阅读语篇分为两部分，一部分是背景知识介绍，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。这一板块展现了探险家沙克尔顿招募船员、少年珀西登上“坚忍号”、“坚忍号”被困并沉没、船员登陆象岛、沙克尔顿组队求援的大致过程。其中每一个事件都伴随着对相关人物的考验，展现了探险家和船员们不畏艰险、不惧困难的精神。

教学目标 

在本课学习结束时，学生能够：

1. 根据单元标题预测和联想单元的大致方向；

2. 了解“坚忍号”南极探险的历史背景；

3. 梳理“坚忍号”南极探险的艰险历程；

4. 根据文本信息推理人物的心理状态和性格品质。

教学重难点

【教学重点】

1. 引导学生通过理解单元标题预测本单元的大致内容；

2. 指导学生阅读并理解几则南极探险日记，并根据文本信息梳理探险的历程；

3. 引导学生对本文中的细节信息，如人物的言行等，进行推理和分析，判断人物的心理状态和性格品质。

【教学难点】

正确梳理“坚忍号”南极探险的艰险历程，并学会根据文章中人物的言行进行推理和分析，判断人物的心理状态和性格品质。

教学过程

Step 1 Warming-up

1. Look at the title of this unit and think about the following questions.

(1) What is the meaning of “adversity”?

(2) What is the relationship between the two words in the title?

(3) What else do we need while facing adversity?

(4) What do you expect to learn from this unit?

设计意图：通过提问引导学生关注标题生词并预测本单元的学习内容。

2. How do you understand the quote?

(1) What is the meaning of “perseverance”?

(2) Why is perseverance so important?

(3) What other situations do we need to show perseverance?

3. Look at the picture and discuss the following questions.

(1) When do you think the photo was taken? How do you know?

(2) What can you see in the picture?

(3) Where do you think the ship was?

(4) Is it an adversity for the people on this ship? What difficulties might they face and what do you think they should do?

(5) How would you feel and what would you do if you were on this ship?

设计意图：通过让学生讨论单元引言和主题图，激活学生的背景知识，并引出本单元将要学习的主题。

Step 2 Pre-reading

1. Discuss these questions in groups.

(1) What do you know about Antarctica?

(2) Would you like to explore Antarctica?

(3) Supposing you are going on an expedition to Antarctica, what are the conditions there like? What qualities are needed to survive the extremely tough conditions? What qualities are needed to survive the extremely tough conditions?

2. Read this advertisement that was posted by a famous British explorer. And discuss the questions with your partner.

(1) According to the advertisement, what kind of men was Ernest Shackleton looking for?

(2) Would you like to join an expedition like this? Why or why?

3. Learn about Ernest Shackleton.

设计意图：让学生阅读招募船员的广告，并根据广告的内容推测招募船员应具备的性格品质，为后续分析人物性格品质做准备。

Step 3 While-reading

1. Scan the first paragraph and find out the basic information about the expedition.

设计意图：让学生快速阅读第一段的背景介绍，了解故事发生的背景信息。

2. Read the three diary entries of Blackborow and find out the main ideas of each entry.

设计意图：引导学生归纳三篇日记的大意，训练学生归纳主旨大意的能力，并帮助学生梳理故事的历程。

3. Read the first diary entry and answer the following questions.

(1) How did Blackborow come to join the expedition?

(2) Why did Shcakleton turn down Blackborow’s application?

(3) How did Blackborow feel when Perce Blackborow was assigned to be a steward at first?

4. Read the second diary entry and answer the following questions.

(1) What happened to Endurance? What did the crew members have to do?

(2) Why did Shcakleton throw away all his gold?

(3) Why did Shackleton allow Hussey to keep his banjo?

5. Read the third diary entry and answer the following questions.

(1) What did Shackleton do to make sure they could survive?

(2) What happy memories did Blackborow think of?

(3) Why did the writer speak highly of Frank and Ernest?

(4) What do you think would happen next?

设计意图：引导学生分部分进行阅读，让学生更细致地阅读文本，理解文本的细节信息，并引导学生预测故事的后续内容。

Step 4 Post-reading

1. Infer character traits and emotions.

(1)  Read the text again and discuss the question in groups of four.

         How did Blackborow’s feelings about being on the expedition change as the days passed?

(2)  What personal qualities did Shackleton, Wild, and Blackborow exhibit? Find examples from the text to support your answers.

设计意图：引导学生学会通过关注人物的言行、他人的评价等细节信息，把握人物的情感变化，总结人物的性格特点。

2. What do the highlighted words mean? Use your own words to explain them.

3. What do the words in bold mean? Match the words with their meanings.

设计意图：引导学生结合语境猜测生词的含义。

4. Look at the title of the text and discuss the questions with your partner.

(1) How do you understand the title?

(2) What do “successful” and “failure” mean according to the content of the text?

设计意图：探究课文标题的内涵，并给学生介绍“矛盾修辞法”这一特殊的修辞手法。

Step 5 Assignment

Imagine you are Perce Blackborow. Write a message in a bottle to explain your situation and ask for help.

设计意图：给学生设置语言情境，让学生在情境中完成小型写作任务，提高学生的写作水平。