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上外版 高二年级 选择性必修一 第三单元 第一课时 学案（教师版）
课时学习目标：
1. 依据记叙文的语篇特征获取沙克尔顿南极征程的经历并加以描述；
2. 判断作者的写作目的、对象和态度；
3. 批判性表达自己对于沙克尔顿经历的看法。
1. Q：What knowledge and expressions about Antarctic have you learnt through preview
Knowledge about Antarctic Useful Expressions
ahazardous journey hazardous
bitter cold dangerous
long months of complete darkness expedition
constant danger; doubtful safe return a group of people who are going for
cross Antarctica from the Weddell Sea to the Ross Sea via the South Pole exploration
2. Q: What is the textual pattern What key elements have been involved What facts have you sorted out about Shackleton’s adventure experience
Narrative Pattern OrientationIn 1914; Shackleton and his team; In plicating actionFrom England to Weddell Sea to South Georgia to Elephant Island to Whaling Station and finally returned to Elephant Island. Resolution Shackleton and 5 men returned to Elephant Island to bring all the team back to England. No one died.
Evaluationmiraculous experience;Shackleton was remembered as aman with exceptional leadership and unbelievable endurance.
上外版 高二年级 选择性必修一 第三单元
学案（学生版）
课时学习目标：
1. 依据记叙文的语篇特征获取沙克尔顿南极征程的经历并加以描述；
2. 判断作者的写作目的、对象和态度；
3. 批判性表达自己对于沙克尔顿经历的看法。
1. Q：What knowledge and expressions about Antarctic have you learnt through preview
Knowledge about Antarctic Useful Expressions
2. Q: What is the textual pattern What key elements have been involved What facts have you sorted out about Shackleton’s adventure experience
Pattern Orientation Complicating action Resolution ___________________________________ Evaluation ___________________________________(共25张PPT)
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第 一 册第三单元
Adventuring
课时
授课内容
I 1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1.5
Listening, Viewing and Speaking
1
Reading B
0.5
Critical Thinking
1
Writing
1
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第 一 册第三单元
单元封面
Endurance
The Story of Ernest Shackleton, Hero of the Antarctic
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1. 能获取记叙文语篇大意和文体特征;
identify the main idea of the text with the help of textual pattern analysis and situational context analysis;
2. 能判断作者的写作目的、意图和态度；
judge the writing purpose, writer’s question in mind and basic concept through pragmatic analysis；
3. 能联系自身，批判性表达自己对沙克尔顿南极征程的 见解。
express your own ideas on the given topics through critical thinking.
Nothing else matters but the step ahead of you!
Dive into an unexplored environment!
Stay sharp. Don’t look down!
Match the motto
The Antarctic l a hazardous journey l bitter cold l long months of complete darkness l constant danger; doubtful safe return l cross Antarctica from the Weddell Sea to the Ross Sea via the South Pole
KEY WORDS & EXPRESSIONS
l hazardous dangerous
l expedition
a group of people who are
going for exploration
Share content and language
Q: What background information did the writer tell us
Ernest Shackleton’s preparation
for the expedition.
Read and interact - Textual pattern
place an
advertisement on
the expedition
only 28
applicants were
chosen.
a narrative
Q: What is the textual pattern
Who
Setting
Read and interact - Orientation
In Antarctica
In 1914
Ernest Shackleton and his men
Q: Where did the story happen
Q: When did the story happen
Q: Who were involved in the story
Read and interact - Complicating action
What problem did they encounter in this period
What qualities did Ernest Shackleton show
How did they deal with the tough situation
Where did
they travel
from and to
Quality
Problem
Solution
Route
4
months
Start England
Read and interact - Route (1)
Elephant Island
Elephant Island
Finish
South Georgia
Whaling Station
Got stuck in ice The ship broke in
half
waited for about
eight months
abandoned ship
and camped on the
ice for two months
Route: Weddell Sea to Elephant Island
Read and interact - Route (2)
Problem
Solution
Read and interact - Route (2)
Start England
Elephant Island
Elephant Island
Finish
South Georgia
Whaling Station
4 months
about 1 year
bad weather
lack of food and energies
no chance of rescue
long distance
Problem
Solution
chose five men togo with him
15 days to reach South Georgia
Route: Elephant Island to South Georgia
Read and interact - Route (3)
a decisive
leader
about 1 year
15 days
Elephant Island
Read and interact - Route (3)
Start England
Elephant Island
Finish
South Georgia
Whaling Station
4 months
Route: South Georgia to whaling station Problem
bad weather
long distance
no tent
starvation and coldness
Solution
The men marched
continuously for 36 hours
Read and interact - Route (4)
Read and interact - Route (4)
15 days
Elephant Island
Start England
Elephant Island
Finish
South Georgia
Whaling Station
4 months
about 1 year
36 hours
miraculous experience;
Shackleton was remembered as a man with exceptional leadership and unbelievable endurance.
Shackleton and 5 men
returned to Elephant Island
to bring all the team back to
England. No one died.
a trustworthy man
Q: What does the author think of the experience and Shackleton
Read and interact - Resolution & Evaluation
Q: What happened at the end of the story
Evaluation
Resolution
Read and interact - Complete expedition
a persistent
explorer
England
South Georgia
Finish
Start
2
years
about 1 year
Elephant Island
Elephant Island
Whaling Station
15 days
4 months
36 hours
To narrate Shackleton and his
team’s adventure story in which
they overcame various difficulties and inspire readers to learn from Shackleton.
Deep thinking - writing purpose
Shackleton, Hero of the
Antarctic
Endurance
The Story of Ernest
Why does the author write this article
To the pure professional explorers; // To the people who are curious about adventures.
Deep thinking - intended readers
To whom does the author write this article
Taking various risks and dangers into consideration, the author appreciates the adventurous spirit, and the essential qualities involved in an adventure.
Endurance
The Story of Ernest
Shackleton, Hero of the Antarctic
Deep thinking - author's stance
What is the author’s stance on adventure
For one thing, ... For another,... Therefore, no one can deny that Shackleton deserved to be admired as a great hero.
Why is Shackleton looked up to as a hero despite his failure to reach the South Pole
wCritical thinking - Discuss in groups
If you had the opportunity, would you try an expedition like the one led by Ernest Shackleton Why or why not
Yes, I would have. What made Shackleton‘s expedition remarkable was … , so if i had the opportunity to … .., I would … ./ No, I wouldn't. Apparently, it would be ... if I... In other words, ...
Critical thinking - Discuss in groups
Assignment
Write a letter to Shackleton in which you summarize Shackleton’s adventure and share what you have learnt from his adventure.
T hank you ！《高中英语（上外版）》选择性必修第一册 Unit 3 Adventuring
课时：
教学内容：Endurance The story of Ernest Shackleton
课型：阅读
一、教学设计与说明
1. 教学目标
本课为本单元的第 1 课时，核心目标为依据记叙文的语篇特征获取沙克尔顿南极征程 的经历并加以描述，判断作者的写作目的、对象和态度，批判性表达自己对于沙克尔顿经 历的看法。
2. 设计思路
本课的第一个教学环节为导入活动，分为两个部分，活动 1 为名言与图片的配对，运 用多模态激发学生对主题语境探险话题的兴趣。活动 2 为学生分享课前预习所获取的与南 极相关的客观事实，并通过查阅字典，联系上下文等策略获取文章中影响阅读的词汇意义， 旨在激活相关背景和语言知识、激发学生的学习兴趣。
第二个教学环节为基于语篇的理解。学生根据引导性问题，依据记叙文语篇特征，进 行宏观分析，获取语篇的细节与大意。
第三个教学环节为深入语篇的理解。在此环节中，教师引导学生运用语用分析策略判 断作者的写作目的、写作对象以及对于沙克尔顿南极征程的观点。
第四个教学环节为超越语篇的理解。设计意图是让学生根据教师所给的引导性问题， 利用语篇信息，联系生活实际，借助语言框架批判性地表达自己对于沙克尔顿南极征程的 观点。
第五个教学环节为作业布置，旨在以书面表达的形式巩固和完善与话题相关的批判性 表达，并利用本课所学词汇为本单元的项目做准备。
3. 重点难点
利用记叙文语篇模式，梳理文章结构，分享文章内容；从“自我校准”的角度，进行 批判性思维，表达自己的观点。
1
Lesson Plan
By the end of this period, students will be able to:
1. identify the main idea of the text with the help of textual pattern analysis and buildup topic- related vocabulary；
2. judge the writing purpose, intended readers and writer’s attitude through pragmatic analysis.
3. express their own ideas on the given topics through critical thinking.
Procedures:
I. Interactive activity 1: Sharing content and language about Antarctic
*T: Get students to match the motto and the picture, and share the knowledge of Antarctic and key lexis they have grasped through prevision. *Ss: Share knowledge and lexis with the help of the learning proposal. Purpose: To direct students’ attention to the contents and language of the text.
Guided questions:
1. What knowledge about Antarctic have you obtained from the text
2. What words and expressions have you learned Explain in English.
II. Independent activity 2: Literal comprehension
*T: Get students to figure out the textual pattern of the passage. *Ss: Work out the textual pattern under the guidance of the learning proposal. *T: Guide students to build the topic-related vocabulary. *Ss: Build the topic-related vocabulary. Purpose: To develop students’ ability to analyze the text, deepen their understanding of the main idea, and get students prepared to describe the adventure.
Guided questions:
1. What is the textual pattern
2. What are the key elements
III. Independent activity 3: Inferential comprehension
2
*T: Let students analyze the pragmatic value of the text through different angles. *Ss: Analyze the text through pragmatic analysis and supply evidence or details. Purpose: To integrate language with meaning as well as to deepen students’ understanding.
Guided question:
1. What is the author’s main purpose of writing this passage
2. Who are the intended readers
3. What is the author’s stance on adventures
IV. Interactive activity 4: Critical thinking
*T: Provide the template for critical thinking and encourage students to share their own opinions concerning questions about the passage. *Ss: Put forward their comments, ideas etc. on the basis of having a good understanding of this passage. Purpose: To provide a chance for students to reflect on the article and apply what they’ve learned to express themselves.
Guided question:
1. Why is Shackleton looked up to as a hero despite his failure to reach the South Pole
2. If you had the opportunity, would you try an expedition like the one led by Ernest Shackleton Why or why not
V. Assignments:
Write a letter to Shackleton in which you summarize Shackleton’s adventure and share what you have learnt from his adventure.
3

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