资源简介

Unit
4
ADVERSITY
AND
COURAGE
Reading
and
Thinking:
A
Successful
Failure
　文本简析?
　　本单元阅读文本的话题是英国探险家沙克尔顿带领一支28人的探险队乘坐“坚忍号”远征南极，被困长达两年，历经磨难却不放弃，最终全部生还的经过。旨在让高中生了解20世纪一次伟大的南极探险经历，以及船长沙克尔顿在极度恶劣的环境下冷静应对、坚韧不拔的精神和高超的领导智慧。通过学习，高中生能以勇于探索、顽强拼搏的心态去迎接生活的种种考验。?
　　文本采用日记叙事文体，主人公珀西是一名19岁、崇拜沙克尔顿、对航海探险充满渴望的小水手。文本包含一则招探险队员的公告和三篇跨度约两年的日记。日记按时间为序，以第一人称的口吻记录了珀西从报名被拒到偷偷上了“坚忍号”，再到“坚忍号”被冰困住他们弃船在冰上扎营，和他们在大象岛等待救援时经受的煎熬和考验。主人公年龄与学生相近，以日记的方式呈现探险队经历的磨难，使得文本内容和立意容易为学生所接受，进而产生共鸣。标题“A
Successful
Failure”是整个文本的浓缩提炼，说明他们经历生死考验，虽然没有到达原本的目的地，却在沙克尔顿的正确指挥下九死一生，安然归来。文本还使用了少量的心理描写和对话，生动刻画了环境的恶劣以及沙克尔顿的人格魅力和他在队员中传递的公正、关爱他人和坚韧不拔的精神力量。?
　　在进行文本教学设计时，要帮助学生梳理关于逆境与坚毅的话题类语言，其中包括有关极度恶劣环境以及与之相关的情感的表达。此外，表示转折和强烈反差的功能类语言，如：but，however，otherwise等，也值得梳理。?
　　教学设计(共2课时)?
　　第1课时?
　　一、教学内容?
　　理解全文，明确南极探险队员面对的艰难险阻，了解队员在探险过程的心理变化和战胜逆境必备的坚持不懈、英勇顽强、合作等品格。?
　　二、课时目标?
　　1.
围绕逆境主题，对图片、招聘启事、标题进行讨论，激活背景知识，预测文本内容，学习话题相关语言。?
　　2.
通过跳读、略读、梳理归纳和推理判断等策略，提取文本关键信息，概括日记大意，理解文本意义，分析描述情绪变化，发展逻辑思维能力。?
　　3.
通过文本分析，并根据上下文理解相关词义，完成概要填空与补充，结合事件发展对结局作出合理推断，完成续写作业。?
　　三、教学过程?
　　Activity
1:
Talking
about
the
continent.?
　　本活动旨在落实课时目标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
continent?
Discuss
and
decide.
　　?
　　【设计意图】此活动是导入环节。学生就上述两个问题进行小组讨论，根据提示完成小卡片内容，在教师的引导下用已有的主题语言，描述南极洲，激活背景知识。第一个问题有助于引出南极洲的话题，第二个问题激发学生交流他们已知的关于南极洲的动物、环境、气候和其他值得一提的特色，引出penguin,
seal,
ice
freezes,
bitter
cold,
long
months
of
darkness…等话题语言，为预测课文内容以及深刻理解探险队遇到的困难和考验作好铺垫。“值得一提…”这一项需要教师适度引导。?
　　Activity
2:
Inquiring
and
predicting
the
content
of
the
passage.?
　　本活动旨在落实课时目标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
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??
　　【设计意图】引导学生带着预测进行阅读，使他们更加积极主动且聚焦主题语境。在这个活动中，学生通过理解征员广告和标题及图片，以探究型学习方式提出自己想要从文中获取的信息，籍此预测文本内容，带着问题进行阅读，培养推断能力，促进主动学习。学生在交流与问答过程中，同时完成对关键词“adversity”和“perseverance”的初步了解。?
　　Activity3:
Identifying
key
information
of
the
expedition.?
　　本活动旨在落实课时目标2。?
　　Students
first
scan
paragraph
1
&
the
dates
of
the
dairy
entries
to
find
out
key
information
of
the
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.
　　
【设计意图】引导学生通过运用跳读和略读的阅读策略，寻找主要信息，并根据主要信息对日记进行概括，整体把握文本内容，提升概括能力。借助限定词how和不多于八个单词的大意概括的要求，学生可以规范提炼信息和重构信息的方式，跳出文本枝节看全貌。同时，学生归纳了探险队将近两年的主要磨难之后，可以自然过渡到活动4，把握作者心理变化过程。?
　　Activity
4:
Inferring
feelings
and
emotions.?
　　本活动旨在落实教学目标2。?
　　Students
read
the
text
and
then
discuss
in
pairs
how
Blackborow’s
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
joined
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?”
　　?
　　【设计意图】通过再次阅读和四个问题的设置，为学生提供思维支架。学生两人分组讨论“我”的心理变化一共经历了几个阶段，从而理清文本包含的四个变化，即：出海前满腔热情、急于表现、自信，到出海后得到沙克尔顿同意留在船上的兴奋和骄傲，再到弃船扎营浮冰时低落、担忧，最后在大象岛等候救援时的忧虑、茫然、心情低落却又心存希望。通过对主人公在不同阶段心理变化的分析，推进学生思维向更高层次发展。?
　　Activity
5:
Summarizing
the
text.?
　　本活动旨在落实教学目标3。?
　　Students
complete
Ex.
3
in
Student’s
Book.
Then
they
add
one
or
two
sentences
that
describe
Blackborow’s
feelings
along
the
way
to
the
paragraph.?
　　After
seeing
the
advertisement
in
the
newspaper,
Perce
Blackborow?resolved?to
join
the
Antarctic
expedition
led
by
Sir
Ernest
Shackleton
no
matter
what
challenges
might
lie
ahead.
Unfortunately,
his
application?was
turned
down?because
he
was
too
young
and
not
qualified
enough.
However,
he
managed
to
get?aboard?the
Endurance
with
his
friend’s
help.
He
hid
in
a?cupboard,
but
was
soon
discovered
and
brought
to
Shackleton.
Although
the
captain
was
angry,
he?assigned?the
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
and?sank?into
the
sea,
Shackleton
gave
the
order
to?abandon?ship,
and
the
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
to
get
help.?At
the
beginning,
Blackborow
was
excited
and
proud,
but
turned
depressed
and
worried
after
the
ship
sank.
Despite
that,
he
remained
hopeful
with
a
strong
belief
that
Shackleton
would
come
back
to
rescue
them.
(a
possible
version)?
　　【设计意图】明晰文本大意和主人公心理变化后，学生完成课后练习3，并新增加一至两句能够概括主人公心理发展变化的描述。学生需要根据上下文理解词义，完整复现文本内容，在理解中生成新的内容，为下一个活动也是课后的作业做好语言、内容和情感准备。?
　　Activity
6:
Predicting
&
writing
the
outcome.?
　　本活动旨在落实课时教学目标3。?
　　As
the
diary
entries
didn’t
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
of
about
80
words
on
the
ending
of
the
journey
as
after-class
assignment.?
　　Certain
expressions
are
provided
for
the
students.?
　　【设计意图】学生运用所学语言内容，结合文本主题、大意和主人公的内心发展变化，整合结构、内容和语言，对文本进行续写，一方面巩固文章内容，强化主题语言，另一方面对所学内容和语言进行迁移与创新。本活动也成为第一课时的作业，和第二课时的导入。?
　　第2课时?
　　一、教学内容?
　　品读语言，加深理解，学习沙克尔顿面对恶劣环境和生死存亡时的冷静、坚韧的品质和极具魅力的领导智慧。审度文中三个人物各自的真、善、美，深度理解主题意义，迁移所学，完成实用型型写作任务。?
　　二、课时目标?
　　1.
通过讲评作业，深入理解文本，积累、归类文中话题相关词汇，培养归纳、联想等有效的学习策略。?
　　2.
品读语言，对标题的修辞手法、丰富内涵，深入探究与分析沙克尔顿为了让队员能安全返回所付出的努力和智慧，评判沙克尔顿应该被奖励还是受惩罚。培养真、善、美和领导力意识，提高思维品质。?
　　3.
结合文本语言，尤其是直接引语和表示动作与情绪的表达，分辨三人物的性格特征，并完善有关这三人的海报，最后通过撰写申请书，描写自己曾经遇到的逆境和坚韧的精神，争取赴贵州短期支教的资格，对主题内容和语言进行迁移创造，提高思维品质和语言能力。?
　　三、教学过程?
　　Activity
1:
Reviewing
the
writing
assignment
of
period
1.?
　　本活动为实现课时教学目标1作铺垫。?
　　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,
and?
　　4.
an
ending
in
which
“we”
were
saved
by
the
captain.?
　　Group
the
featured
words
and
expressions
into
4
kinds,
person,
adversity,
environment
and
emotions.?
　　【设计意图】此活动是热身环节，作为第一课时作业的评讲。学生需要反思自己在主题、语言、内容与结构上是否合理，一方面复现了目标词汇，巩固了主线和结构意识，另一方面也自然过渡到本节课的重点——品读语言，分析并归纳三位人物在面对逆境时的态度以及所展现的品质。?
　　Activity
2:
Tasting
the
title.?
　　本活动旨在落实课时目标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
illustrate
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??
　　【设计意图】作业讲评后，教师引导学生重回课本，深入解读标题所采用的Oxymoron
(矛盾修辞法)，如successful
vs
failure、safe
return
of
all
crew
members
vs
not
reaching
Antarctica，以及其丰富的内涵，探索沙克尔顿面对逆境时的态度和身先士卒、坚忍不拔的品质。通过分析概括文本对应的内容，总结出沙克尔顿在面对极度恶劣的环境时的坚韧、冷静和先人后己的崇高品质，引导学生做真、善、美之人，培养学生在面对困难时应有的正确的价值观。最后对沙克尔顿放弃南极改为把队员安全送返的做法作出评判。?
　　Activity
3:
Analysing
the
characters
and
making
posters.?
　　本活动旨在落实课时目标3。?
　　1.
Students
split
into
three
groups,
and
look
at
the
three
characters’
words
and
actions
accordingly.
What
personal
qualities
did
each
exhibit?
Support
your
answers
with
examples
from
the
text.?
　　Sample
analyses:?
　　(1)Q:
Why
didn’t
Shackleton
want
to
turn
back
when
he
caught
me
in
the
ship??
　　A:
Because
he
only
focused
on
his
goal
and
didn’t
like
being
interrupted.
So,
our
conclusion
is
that
Shackleton
was
a
focused
and
bold
person.?
　　(2)
Q:
What
feelings
did
the
sentence
“Hold
on
Perce.
Don’t
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
a
play
about
Shackleton’s
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.?
　　【设计意图】学生再次回归文本，分角色重新梳理信息，再通过小组讨论，分析论证、概括判断，挖掘三个人物各自值得学习的品质，学会在逆境中如何有勇有谋、身先士卒、不屈不挠。最后以完善人物海报的方式进行各组的展示呈现，学生在活动中实践了小组互助交流和分工协作的团队精神。?
　　Activity
4:
Solving
problems
in
real
life.?
　　本活动旨在落实课时目标3。?
　　The
Student
Union
is
looking
for
three
students
for
a
3-week
voluntary
program
in
Guizhou
province.
The
volunteers
have
got
to
be
high
school
students,
with
a
persevering
personality
and
experiences
in
overcoming
adversity.
The
volunteers
need
to
stay,
eat
and
teach
with
20
pupils
in
a
small
school
up
on
the
hill
of
a
village.
There
are
no
facilities
but
desks
and
a
blackboard
in
the
school.
And
there
is
no
take-away
food
to
be
bought
anywhere;
the
only
way
to
feed
yourself
is
to
cook.?
　　You’re
interested
in
applying.
Write
your
application
letter
introducing
what
adversity
you
have
ever
overcome
and
how
persevering
you
are
as
well
as
what
you
want
to
do
when
at
work.?
　　Dear
Student
Union,
　
　　【设计意图】此任务旨在迁移一、二课时所学，解决实际问题。学生对比自己经历过的挑战或挫折，写信给学生会申请前往贵州担任短期支教教师，把个人以前是怎么战胜挫折的经过书写出来。结合所学，迁移创新，分析解决自身实际问题，在真实情境中学生通过仿写进行主题语言的精确输出。完成任务的过程中，能较多地使用已学语言、内容、结构和写作手法来描述自己面对挫折的处理方式、态度和应有的品质，近一步激发学生树立正确的价值观，学会逆境出人才，坚忍不拔，从容不迫，又做到谦让、分享和合作。课后学生修正习作，再次提交。?

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