Unit 4 Adversity And Courage教案

Readingand Thinking: A Successful Failure

文本簡析

本單元閱讀文本的話題是英國探險(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，被困長達(dá)兩年，歷經(jīng)磨難卻不放棄，最終全部生還的經(jīng)過。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，和他們在大象島等待救援時(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，說明他們經(jīng)歷生死考驗(yàn)，雖然沒有到達(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。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)，要幫助學(xué)生梳理關(guān)于逆境與堅(jiān)毅的話題類語言，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)測文本內(nèi)容，學(xué)習(xí)話題相關(guān)語言。

2. 通過跳讀、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. 通過文本分析，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)過程

Activity1: Talking about the continent.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

Studentswork in groups of four and talk about a picture of Antarctica.

Q1: Whatplace do you think this picture is about? Why do you think so?

Q2: Whatbasic facts do you know about the continent? 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)下用已有的主題語言，描述南極洲，激活背景知識(shí)。第一個(gè)問題有助于引出南極洲的話題，第二個(gè)問題激發(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 monthsof darkness…等話題語言，為預(yù)測課文內(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。“值得一提…”這一項(xiàng)需要教師適度引導(dǎo)。

Activity2: Inquiring and predicting the content of the passage.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

Studentsread the ad, the title, and the pictures, and then work in pairs to ask as manyquestions as possible about the information each contains.

If necessary,a sample question “Who posted the ad?” can be provided to students.

Possiblequestions to be 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 successor a failure?

【設(shè)計(jì)意圖】引導(dǎo)學(xué)生帶著預(yù)測進(jìn)行閱讀，使他們更加積極主動(dòng)且聚焦主題語境。在這個(gè)活動(dòng)中，學(xué)生通過理解征員廣告和標(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)測文本內(nèi)容，帶著問題進(jìn)行閱讀，培養(yǎng)推斷能力，促進(jìn)主動(dòng)學(xué)習(xí)。學(xué)生在交流與問答過程中，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。

Studentsfirst scan paragraph 1 & the dates of the dairy entries to find out key informationof the text, that is, who/what/where/when/how/why. Then students skim the diaryentries to find out the location and main idea of each by using “How…” with a limitof 8 words

【設(shè)計(jì)意圖】引導(dǎo)學(xué)生通過運(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)將近兩年的主要磨難之后，可以自然過渡到活動(dòng)4，把握作者心理變化過程。

Activity4: Inferring feelings and emotions.

本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)2。

Studentsread the text and then discuss in pairs how Blackborow’s feelings changed as thedays passed. A flowchart is advised to be used.

Q1: Indiary entry 1, how did Blackborow feel about himself before he joined the expedition?Q2: How did he feel when he was allowed to stay?

Q3: Howmany phases should the flowchart consist of?

Q4: Wheneveryour group decides a word, ask yourself “How did I know this?”

【設(shè)計(jì)意圖】通過再次閱讀和四個(gè)問題的設(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奮和驕傲，再到棄船扎營浮冰時(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。

Activity5: Summarizing the text.

本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)3。

Studentscomplete Ex. 3 in Student’s Book. Then they add one or two sentences that describeBlackborow’s feelings along the way to the paragraph.

Afterseeing the advertisement in the newspaper, Perce Blackborow resolved to jointhe Antarctic expedition led by Sir Ernest Shackleton no matter what challengesmight lie ahead. Unfortunately, his application was turned down because hewas too young and not qualified enough. However, he managed to get aboardthe Endurance with his friend’s help. He hid in a cupboard, but was soondiscovered and brought to Shackleton. Although the captain was angry, he assignedthe boy the job of cooking for the crew. Their voyage did not go smoothly,and the Endurance became stuck in the ice. Before the Endurance was crushed andsank into the sea, Shackleton gave the order to abandon ship, andthe crew had to camp on ice. They then sailed to Elephant Island. Soon after that,Shackleton selected a boat party and set off for South Georgia Island toget help. At the beginning, Blackborow was excited and proud, but turned depressedand worried after the ship sank. Despite that, he remained hopeful with a strongbelief 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)做好語言、內(nèi)容和情感準(zhǔn)備。

Activity6: Predicting & writing the outcome.

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)3。

As thediary entries didn’t tell yet if Shackleton would come back to rescue them. It wasalso unknown whether they would succeed or fail in the end. Students discuss ingroups of 4 what was to continue and how the expedition would end. Then in the 1stperson students write a diary entry of about 80 words on the ending of the journeyas after-class assignment.

Certainexpressions are provided for the students.

【設(shè)計(jì)意圖】學(xué)生運(yùn)用所學(xué)語言內(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)化主題語言，另一方面對(duì)所學(xué)內(nèi)容和語言進(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)合文本語言，尤其是直接引語和表示動(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)，最后通過撰寫申請書，描寫自己曾經(jīng)遇到的逆境和堅(jiān)韌的精神，爭取赴貴州短期支教的資格，對(duì)主題內(nèi)容和語言進(jìn)行遷移創(chuàng)造，提高思維品質(zhì)和語言能力。

三、教學(xué)過程

Activity1: 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。

Reviewand give comments on a qualified writing piece, which includes:

1. a themeabout adversity, perseverance and courage,

2. 1stperson presentation,

3. featuredwords and expressions related to the theme, and

4. anending in which “we” were saved by the captain.

Groupthe featured words and expressions into 4 kinds, person, adversity, environmentand 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)，另一方面也自然過渡到本節(jié)課的重點(diǎn)——品讀語言，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)。

Activity2: Tasting the title.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

Look atthe title, discuss in groups and report answers to the whole class.

1. Whatfigure of speech is it? Is it a good title? Why or why not?

2. Whatdid they succeed in doing and what did they fail to do?

3. Whocontributed to the safe return of all members?

4. Howdid he make it? Please illustrate with evidence from the text.

5. Shouldhe be rewarded for taking the crew back safe or punished for failure to make itto 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successfulvs failure、safe return of all crewmembers 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)度和身先士卒、堅(jiān)忍不拔的品質(zhì)。通過分析概括文本對(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 makingposters.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。

1. Studentssplit into three groups, and look at the three characters’ words and actions accordingly.What personal qualities did each exhibit? Support your answers with examples fromthe text.

Sampleanalyses:

(1)Q:Why didn’t Shackleton want to turn back when he caught me in the ship?

A: Becausehe only focused on his goal and didn’t like being interrupted. So, our conclusionis that Shackleton was a focused and bold person.

(2) Q:What feelings did the sentence “Hold on Perce. Don’t you go turning into anotherTom.” tell us?

A: Itcarries a strong sense of understanding, patient and kind warning. So, we can sayFrank Wild was a kind, patient and understanding man.

2. TheCity Drama Club is planning to put on a play about Shackleton’s Antarctica Expeditionin different high schools. They ask for posters of the 3 main roles. Work with membersof the other two groups, share your answers and make posters of the 3 charactersfor 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。