人教版选择性必修三Unit4adversityandcourage教学设计

Unit4adversityandcourage

ReadingandThinking:asuccessfulfailure

Goodmorning,dearjudges.It’smygreathonortobeheretopresentmyteachingdesign.

ThecontentofmylessonisSeniorEnglishrequiredelectivecourseBook3Unit4Readingandthinkingasuccessfulfailure.

Tobeginwith,Iwillintroducemybasicteachingelementsfromthefollowingperspectives.

Analysisofthebasicteachingelements

Teachingmaterialanalysis

ThisunitshowstheBritishexplorerShackletonleda28memberexpeditiontoAntarcticaby"Endurance",trappedfortwoyears,aftersufferingbutnotgivingup,andfinallyallsurvived.ItaimstoteachhighschoolstudentsaboutoneofthegreatAntarcticexpeditionsofthe20thcentury,aswellasCaptainShackleton'scalmresponse,perseveranceandleadershipunderextremelyharshconditions.Throughlearning,highschoolstudentscanmeetthetestsoflifewiththecouragetoexploreandtenaciousstruggle.

Thetextadoptsdiarynarrativestyle.Theprotagonist,Blackborowisa19yearoldsailorwhoidolizesShackletonandyearnsforadventure.Theprotagonist,Blackborowwhoiscloseinagetothestudents,presentstheordealoftheexpeditionteamintheformofadiary,makingthecontentandideaofthetexteasytobeacceptedbythestudentsandthusresonatewiththem.

Thetextcontainsanadvertisementforexpeditionmembersandthreediaryentriesspanningabouttwoyears.Thechronological,firstpersonaccountofBlackborow'sjourneyfrombeingrejectedtobeingsmuggledaboardtheEndurance,totheEndurancebeingtrappedintheice,theirabandonmentofshipandencampedontheice,andtheirordealastheywaitedforrescueonElephantIsland.

Thetitle"ASuccessfulFailure"isacondenseddistillationoftheentiretext,indicatingthattheywentthroughtheordealoflifeanddeath,althoughtheydidnotreachtheiroriginaldestination,butunderShackleton'scorrectmand,theynarrowlysurvivedandreturnedsafely.Thetextalsousesasmallamountofpsychologicaldescriptionanddialoguetovividlydepicttheharshenvironment,Shackleton'spersonalitycharmandthespiritualstrengthofjustice,loveforothersandperseverancethatheconveysamonghisplayers.

=2\*GB3

②

Studentsanalysis

Thestudentsofseniortwohavemasteredbasicreadingskills.TheyhavesomelifeexperienceandbasicknowledgeofEnglish;TheycanunderstandthebasicEnglishsentences;However,infaceofplexvocabulary,theymayfinditdifficulttohaveagoodmandofthepassage,whichmeansteacher’sguidanceisextremelyimportant.Mostofmystudentscannotexpressthemselvesappropriatelybecausetheirvocabularyisquitelimited.Moreover,Theirlearningattitudeandmotivationisnotclear.

=3\*GB3

③

Analysisoftheteachingobjectivesandcorequalities

Knowledgeobjective:Readquicklytogetthedetailedinformation;readcarefullytodothedeductiveinformation

Abilityobjective:Studythestructurefeaturesandlanguagefeatures

Emotionalgoal:LetstudentsbeinterestedinEnglish.

=4\*GB3

④

analysisofteachingimportantanddifficultpoints

1.Throughskipreading,skimming,bingandinduction,reasoningandjudgmentandotherstrategies,thekeyinformationofthetextisextracted,themainideaofthediaryissummarized,themeaningofthetextisunderstood,theemotionalchangesareanalyzedanddescribed,andthelogicalthinkingabilityisdeveloped.

2.Throughtextanalysis,understandtherelevantmeaningaccordingtothecontext,pletethesummaryblankfillingandsupplement,makeareasonableinferencetotheoutebinedwiththedevelopmentoftheevent,andpletethecontinuinghomework.

⑤Analysisoftheteachingmethodsandlearningmethods

Toachievetheteachingobjectives,therearethreeteachingmethodsusedinthislesson.Theyaresituationalteachingmethod,taskbasedlanguageteachingmethodandmunicativeteachingmethod.Asforthelearningmethod,studentswillbeencouragedtoadoptcooperativelearningmethodtoenhancetheircooperativeawareness.

Presentationofthetheories

Thedesignofthisclassisbasedontwo

teachingtheories:

♦Productorientedapproach

♦Thecurriculumstandard

Analysisoftheteachingprocedures

Step1:prereading

Inquiringandpredictingthecontentofthepassage.

Studentsreadthead,thetitle,andthepictures,andthenworkinpairstoaskasmanyquestionsaspossibleabouttheinformationeachcontains.

Ifnecessary,asamplequestion“Whopostedthead?”canbeprovidedtostudents.

Possiblequestionstobecoveredinclude:

Whopostedthead?

Whatkindofmenwashelookingfor?

Wherecouldtheybegoing?

Whywouldtheygoonadangerousjourney?

Whatextremedifficultieswouldtheymeet?

Wouldtherebementoapply?

Fromthetitle,wastheexpeditionasuccessorafailure?

[Designintent]Guidestudentstoreadwithpredictions,makingthemmoreproactiveandcontextfocused.Inthisactivity,studentsputforwardtheinformationtheywanttoobtainfromthetextbyunderstandingtheadvertisement,titleandpicturesinaninquirybasedlearningway,predictthetextcontent,readwithquestions,cultivatetheabilityofinference,andpromoteactivelearning.Inthecourseoftheconversationandquestionandanswer,studentsalsolearnedaboutthewords"adversity"and"perseverance."

Step2:Whilereading

Task1

Guidestudentstoreadthetextasawholeandmasterthebasicinformationofthestory.

FindoutthebasicinformationoftheAntarcticexpeditionandthegeneralideasofthethreediaryentries.

Basicinformationabouttheexpedition

Time

Destination

ToAntarctica

Leader

SirErnestShackleton

Theauthor’sname

PerceBlackborow

Theship

Endurance

Diary

Date

Mainidea

1

ThefirstdiaryisabouthowtheauthorjoinedtheEnduranceexpedition/becameacrewmemberonEndurance.

2

TheseconddiaryisabouthowShackletonandhiscrewabandonedtheshipEndurance.

3

Thethirddiarymainlydescribesthecrewmembers'lifeonElephantIsland.

[Designintention]Guidestudentstolookforthemaininformationbyusingthereadingstrategiesofskippingandskimming,andsummarizethediaryaccordingtothemaininformation,soastograspthetextcontentasawholeandimprovethesummarizationability.

Task2readingprehension

1．Whydidn'tShackletonpermitBlackborowtojointheexpedition?

A．Theadventure. B．Theage.

C．Thedream. D．Thephysical.

答案：B

2．HowdidBlackborowetojointheexpedition?

A．Byapplyingimmediately.

B．Byhidinginacupboardsecretly.

C．Byservingmealsforthecrew.

D．Byworkinginakitchen.

答案：B

3．WhywasHusseyallowedtokeephisbanjo?

A．Becausehewasallowedtotakemostofhispersonalbelongings.

B.BecauseitwasHussey'sessentialsupply.

C．BecauseitwasHussey'spersonalbelongings.

D．Becauseheoftenplayeditandmadethecrewfullofhope.

答案：D

4．BlackborowfeltwhenShackletonlefttofindhelp.

A．hopefulbuthomesick B．cheerfulandoptimistic

C．doubtfulbuthappy D．hopelessandanxious

答案：C

Task3Inferringfeelingsandemotions.

StudentsreadthetextandthendiscussinpairshowBlackborow’sfeelingschangedasthedayspassed.

[Designintention]Throughtherereadingandthesettingoffourquestions,toprovidestudentswithathinkingframe.Thestudentsdiscussedthepsychologicalchangesof"me"intwogroupsandwentthroughseveralstagesinordertoclarifythefourchangescontainedinthetext,namely:TotheexcitementandprideofShackleton'sconsenttostayonboard,tothedepressionandworryofabandoningshiptocampontheice,andfinallytotheanxiety,confusion,depressionandhopeofwaitingforrescueonElephantIsland.Throughtheanalysisofthepsychologicalchangesoftheheroindifferentstages,thestudents'thinkingispromotedtoahigherlevel.

Task4consolidation:fillintheblanksaccordingtothetext

Afterseeing1.theadvertisementinanewspaper，PerceBlackborowresolvedandmanaged2.tojoin(join)theAntarcticexpedition3.led(lead)bySirErnestShackletonontheshipEndurancein1914.Theirvoyagedidn'tgo4.smoothly(smooth)，andtheEndurancebecame5.stuck(stick)intheiceasthey6.approached(approach)Antarctica.Theyhadtocampontheiceandmanagedtosurvive.ThentheysailedtoElephantIsland，andhadbeen7.struggling(struggle)fordays，butthingsonElephantIslandweregoingfrombadtoworse，8.wheretheywaitedforShackletontofindhelp.BlessFrankWild，thekindestmantherewas9.aftertheirleader，ErnestShackleton.Theirgenuineconcernforothers，their10.perseverance(perseverant)，andtheirresolvefilledBlackborowwithhope.

Step4postreading:roleplay

Organizestudentstoactoutdiaryfragmentsindifferentroles.Thestudentsworkedingroupsoffour,oneasBlackborow,oneasShackleton,andtherestofthecrewastheothersailorsontheship.Eachteammemberreadthediarycarefully,designedthecharacters'linesaccordingtothedetailsinthediary,andthenpracticedandmodifiedthemcooperativelyinthegroup.

Forexample:

Blackborow:DearSirErnestShackleton,inmyeyes,youarethemostfamousandoutstandingexplorerintheworld.Iam19,andI'mfitandfullofvigor.IamreallyeagertojoinyouradventurethatIhavebeendreamingof.

Shackleton:Thankyou,goodboy.Youarebrave,butyouaretooyoung.Forthesakeofyoursafety,Iamsorrytotellyouthatyouarenotqualified.

Step5:Assignment:

Predicting&writingtheoute.

Asthediaryentriesdidn’ttellyetifShackletonwo