资源简介

Unit 4 Adversity and Courage
Section C Using Language
Teaching plan
Subject：English Title：The reward for perseverance Teaching time：1.5 class
Teaching objectives and core competencies：
Language ability：enable students to master the words and expressions,such as:episode,commitment,optimistic,motive
Learning ability:Students form a complete impression of the Antarctic adventure by reading the text
3.Cultural awareness：Students write down the thinking and feeling with the story, summarize the harvest
4.Thinking quality：Develop students' thinking and problem-solving skills to motivate students to prepare for future challenges
Teaching Emphasis and Challenges
Teaching Emphasis：To guide students to summarize the main reasons why the crew were rescued, to summarize the plot of the story, to help students sort out the writing framework, to guide students to analyze, reason and evaluate the characters reasonably based on the details of the story, share your reading experience.
Teaching difficulty：Develop students' ability to analyze and solve problems
Teaching media：Multimedia, Blackboard, chalk
Teaching Process：
一、Pre-class
1. Greeting
2. Leading-in
Student Activities: (1) predict story development and results. Students browse the task requirements of activity 1. The teacher briefly introduces the background of the content and explains the meaning of memoir, then leads the students through the questions to predict the living conditions of the sailors left on the elephant island from different angles:
What problems would the people remaining on Elephant Island face
What do you think was the biggest challenge for them
How long do you think they had stayed on the island
Were they finally rescued
Verify the guess. Students read the text to verify the accuracy of their previous guesses.
二、While-class
Teacher Activities: guide students to read the text, grasp the details of the article. Read the text again and think about and answer the first four questions in activity 2.
（2）Discuss after reading. Teachers can add more open-ended questions to the fifth question in activity 2 to enable students to think deeply and discuss, for example：
How would you describe Shackleton Why
What qualities of Shackleton make you trust him or not trust him
Do you think he would abandon the crew on the island
Can you explain in your own words how he earned the other members' trust
If you were Shackleton, what would you do
（3）Organize event information. Ask the students to read through all the text about the expedition to the South Pole by endurance. Then, in groups of two, organize the relevant information into the following table according to the last three questions in step 1 of activity 3.
Struggles Actions in response Motives Members involved My feelings and My feelings and comments
Shipwreck Rescue most essential supplies Throw away personal belongings To survive Everyone on the ship Shackleton was a very calm and experienced explorer and leader. The crew kept good discipline.
（4）Writing practice: according to the requirements of step 2 to step 4 of activity 3, combining all the information prepared before, students discuss with their peers and draft an outline of the article.
Paragraph 1: Summary of the whole story (who, what, when, where, why, how)
Paragraph 2: What I think about the characters in the story (struggles they faced, their actions and motives, my comments)
Paragraph 3: How the story made me feel and my overall impressions of the expedition
Students work independently with the above outline and all information. (5) students' suggestions were made by their peers. Teachers could select representative assignments for display.
三、After-class
Playwriting and acting: divide students into groups and ask them to choose the story they are interested in in Reading and Thinking and Using Language. Students read the text carefully, according to the information in the text to make their own role information card.
Name:
Character traits:
His words:
His skills:
His actions:
Students create a timeline of key events related to the selected clips, marking their characters' actions, expressions and lines at this time below the key events. If the character does not appear in the text, the teacher should guide the students to infer the character's words and deeds reasonably based on the role information card, so as to create the plot independently. Students rehearse in groups, perfect their lines and actions, and strengthen the cooperation with the actors in the same group. Students report in groups, and the audience writes down their most memorable lines and actions. Awards are given for“Best Acting Group,”“Best story adaptation,” and“Most creative performance.”
四、Summary
Summary of the article, as well as knowledge points,
Assignment: to master the writing methods learned in this class.

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