资源简介

Unit 4 Adversity and Courage Using Language Writing
教材分析
本课时是人教版（2019）选择性必修第三册 Unit 4 Adversity and Courage 的 Using Language 板块中的 Writing 部分。教材围绕“逆境与勇气”这一核心主题，旨在引导学生运用本单元所学的词汇、句型和语法结构（特别是现在完成进行时），结合对相关文本的理解，完成一篇关于个人或他人如何面对并克服逆境、展现勇气的短文写作。这既是对本单元语言知识的综合运用，也是对学生情感态度价值观的引导，鼓励学生从逆境中汲取力量，培养坚韧品格。
学情分析
学生为高二学生，已具备一定的英语语言基础，能够进行基本的英语阅读和写作。经过本单元前几个课时的学习，学生对“逆境与勇气”主题有了一定的认知，积累了相关的词汇（如 adversity, courage, perseverance, overcome, challenge, determined 等）和句型，并对现在完成进行时的用法有了初步了解。然而，在将所学知识灵活运用于写作，尤其是清晰、有条理地叙述一个完整的故事，并生动展现人物在逆境中的情感变化和勇气体现方面，仍存在一定困难。部分学生可能在篇章结构组织、细节描写以及高级词汇和复杂句式的运用上需要进一步指导。
教学目标
语言能力：能够熟练运用本单元与“逆境与勇气”相关的核心词汇（如 desperate, cosy, bad-tempered, miserable, bear, genuine, panic, enthusiastic, assign, sink, energy 等）和短语；能够正确使用现在完成进行时等语法结构来描述持续的动作或状态及其影响；能够撰写一篇结构完整、逻辑清晰、内容具体的关于克服逆境、展现勇气的短文。
文化意识：通过思考和讨论不同情境下的逆境与勇气，理解勇气在不同文化背景下的共通性和重要性，培养积极面对困难的人生态度。
思维品质：能够对“逆境与勇气”进行深入思考，分析逆境产生的原因、人物应对逆境的策略及其带来的成长，培养批判性思维和逻辑思维能力；在写作过程中，能够进行合理的构思、选材和组织。
学习能力：能够在写作前通过小组讨论、头脑风暴等方式收集素材、激发灵感；能够在写作中运用所学语言知识解决表达困难；能够对自己和他人的作文进行评价和修改，培养自主学习和合作学习能力。
教学重难点
教学重点：运用本单元核心词汇、短语及现在完成进行时等语法结构进行写作；构建“逆境-应对-结果/感悟”的写作框架，使短文结构完整、逻辑清晰。
教学难点：如何生动具体地描述人物在逆境中的心理活动和行为表现，以突出“勇气”的主题；如何在写作中恰当地运用多样的句式和高级词汇，提升文章的表达效果。
课时安排
1课时
教学过程
一、新课导入 (Warm-up & Lead-in)
Activity 1: Think and Share
Teacher: “Class, in our previous lessons, we’ve learned about Perce Blackborow and his adventure with Shackleton. We’ve also discussed the theme of adversity and courage. Now, I’d like you to think about a time when you or someone you know faced a difficult situation (adversity). What was the situation How did you/they feel at first What did you/they do to overcome it What did you/they learn from it ”
Ask students to share their ideas briefly with their partner (2 minutes).
Invite 2-3 pairs to share their stories with the class.
Activity 2: Vocabulary Brainstorming
Teacher: “Great sharing! When we talk about adversity and courage, what words can we use to describe the difficult situation What words can we use to describe the feelings What words can we use to describe the actions of being courageous ”
Write three headings on the blackboard: “Adversity/Situations”, “Feelings”, “Courageous Actions/Qualities”.
Encourage students to brainstorm and contribute words under each heading. For example:
Adversity/Situations: challenge, difficulty, failure, problem, setback, hardship, accident, loss…
Feelings: scared, worried, anxious, desperate, miserable, frustrated, hopeless, determined, brave, confident…
Courageous Actions/Qualities: persist, persevere, overcome, face (difficulties), fight, struggle, try one’s best, never give up, brave, strong-willed, determined…
Review the words with the class, ensuring understanding.
设计意图：通过个人经历分享激活学生已有的生活经验和情感体验，自然引入“逆境与勇气”的写作主题。头脑风暴活动则帮助学生回顾和梳理本单元及相关的核心词汇，为后续写作储备语言素材，同时也培养了学生的思维发散能力。
二、写作指导 (Writing Guidance)
Task Analysis
Teacher: “Today, we are going to write a short essay about an experience of overcoming adversity and showing courage. It can be your own experience or someone else’s story that you know well. The essay should clearly describe the adversity, the process of facing it, and the result or what you learned from it.”
Present the basic structure of such an essay on the PPT or blackboard:
Introduction: Introduce the topic and briefly mention the experience (what/ who).
Body Paragraph 1: Describe the adversity in detail (what happened, when, where, how you felt at first).
Body Paragraph 2: Narrate the actions taken to overcome the adversity (what you did, how you showed courage, the challenges during the process).
Conclusion: Share the result, feelings after overcoming, and the lesson learned.
Language Focus: Using the Present Perfect Continuous Tense
Teacher: “In our Learning About Language section, we learned the present perfect continuous tense. This tense is very useful when we want to emphasize an action that started in the past, has been continuing up to the present, and may still be ongoing, or to show the result of such an action. How can we use it in our writing today ”
Provide examples related to adversity and courage:
“I have been practicing the piano for three hours because I need to perform at the school concert tomorrow, and I still feel nervous.” (Emphasizes the duration and current state of feeling nervous as a result)
“She has been trying to solve this math problem since this morning, but she hasn’t given up yet.” (Emphasizes the ongoing effort and perseverance)
Ask students to think of one or two sentences using the present perfect continuous tense related to overcoming a difficulty. Share a few.
Useful Expressions and Sentence Patterns
Present some useful expressions and sentence patterns on the PPT to help students with their writing:
Introducing the experience:
One of the most challenging experiences I have ever had was…
I will never forget the time when I had to…
A story that deeply moved me is about… who faced… with great courage.
Describing feelings:
At first, I felt… (desperate / scared / overwhelmed).
I was filled with… (fear / anxiety / hopelessness).
Despite the fear, I decided to…
Describing actions:
I made up my mind to…
I kept on… (trying / practicing / fighting) even though…
With the support/help of…, I managed to…
It took me a lot of (effort / courage / time) to…
Concluding and learning:
In the end, I succeeded in…
Through this experience, I learned that…
This experience taught me the importance of…
I realized that courage is not the absence of fear, but the willingness to face it.
设计意图：明确写作任务和要求，通过提供清晰的文章结构框架，帮助学生构建写作思路。聚焦现在完成进行时在写作中的应用，并提供相关例句，强化语法知识的实际运用。补充实用表达和句型，为学生提供语言支架，降低写作难度，提升表达的丰富性和准确性。
三、写作构思与初稿 (Pre-writing & Drafting)
Activity 1: Planning Your Essay
Distribute a planning worksheet to each student (or display the following questions on the PPT for students to take notes):
Topic: Whose story will you write about (Myself / Someone else: who )
Adversity: What was the difficult situation When and where did it happen
Feelings: How did the person feel at the beginning
Actions: What did the person do to overcome the adversity What specific steps were taken How did he/she show courage
Result: What was the final outcome
Lesson Learned: What did the person learn from this experience
Give students 5-7 minutes to think and fill in the worksheet individually.
Activity 2: Peer Discussion
Ask students to exchange their planning worksheets with their partner.
Students take turns to explain their planned story to their partner. The partner can ask questions or give suggestions to help improve the plan (e.g., “Can you add more details about how you felt ” “What was the most difficult part ”).
Teacher walks around to provide guidance if needed.
Activity 3: Drafting
Teacher: “Now, based on your plan and the discussion with your partner, start writing your first draft. Remember to use the vocabulary, expressions, and the present perfect continuous tense we talked about. Your essay should be about 150-200 words. You have 15 minutes.”
Students begin drafting. Teacher circulates the classroom, offering assistance to students who may have difficulties with vocabulary, sentence structure, or content organization.
设计意图：通过写作前的规划和同伴讨论，帮助学生理清思路，明确写作内容和重点，确保故事的完整性和逻辑性。同伴间的互动还能激发新的想法，互相启发。独立初稿撰写环节则是知识和技能综合运用的关键步骤，教师的巡回指导能及时解决学生在写作过程中遇到的具体问题。
四、作文互评与修改 (Peer Review & Revision)
Peer Review Guidelines
Teacher: “Now, please exchange your draft with another partner. You are going to be a reviewer. Here are some questions to guide your review.”
Display or distribute peer review checklist:
Content:
Is the adversity clearly described
Are the actions taken to overcome the adversity and the display of courage clear
Is there a clear result and lesson learned
Are there enough details to make the story interesting
Language:
Are the words and expressions used correctly and appropriately
Is the present perfect continuous tense used correctly (at least once)
Are the sentences grammatically correct
Are there any spelling or punctuation mistakes
Structure:
Is the essay well-organized with an introduction, body, and conclusion
Are the ideas logically connected
Encourage reviewers to write specific comments and suggestions, not just “good” or “ok”. They can underline good sentences or circle areas that need improvement.
Revision
After receiving feedback, students revise their own essays based on the peer comments and their own reflection.
Teacher reminds students to pay attention to:
Adding more specific details (e.g., what exactly happened, how you felt at a particular moment).
Correcting any grammatical or spelling errors.
Improving word choice for better expression.
Ensuring the essay flows smoothly.
设计意图：同伴互评活动不仅能帮助学生发现自己作文中的问题，还能培养他们的批判性思维能力和评价能力。通过对他人作文的审阅，学生也能从中学习优点，反思自己的写作。修改环节则是提升作文质量的关键，引导学生主动完善自己的作品。
五、成果展示与点评 (Presentation & Feedback)
Volunteer Presentations
Invite 2-3 students who are willing to share their revised essays with the class.
After each presentation, ask the class to give positive feedback first (e.g., “I like the part where you…”, “Your use of the word… is very good”).
Teacher Feedback
Teacher gives constructive feedback on the presented essays, highlighting strengths (e.g., good use of vocabulary, clear structure, vivid details, correct use of present perfect continuous tense) and areas for further improvement (in a gentle and encouraging way).
Use these examples to reinforce the key points of the lesson.
设计意图：成果展示为学生提供了展示自我的平台，增强其成就感和自信心。教师的点评则具有导向性，帮助学生进一步明确优秀作文的标准，巩固所学知识和技能。同时，正面鼓励为主的评价方式有助于营造积极的学习氛围。
课堂小结
In this lesson, we focused on writing about an experience of overcoming adversity and showing courage. We reviewed useful vocabulary, learned about the structure of such an essay, and practiced using the present perfect continuous tense in our writing. Through planning, drafting, peer review, and revision, you have created your own stories. Remember, everyone faces adversity in life, but it is our courage and perseverance that define us. I hope you can apply what you’ve learned today to your future writing and, more importantly, to your life.
布置作业
Finalize your essay: Based on the feedback from your peer and the teacher, polish your essay into a final version. Pay attention to handwriting (if submitting a hard copy) or typing format (if submitting electronically).
Read more: Read one story about courage from a book, magazine, or the internet. Write a short summary (50-80 words) and note down the key qualities of the person in the story that you admire.
Reflect: Think about a current challenge you are facing. How can you apply the courage and strategies you’ve learned from today’s lesson to overcome it Write a few sentences about your reflection.
板书设计
Unit 4 Adversity and Courage - Writing
Topic: An Experience of Overcoming Adversity & Showing Courage
Structure:
Introduction: Topic, brief experience (what/who)
Body 1: Describe the adversity (what, when, where, feelings at first)
Body 2: Actions to overcome (courageous actions, challenges)
Conclusion: Result, lesson learned
Useful Vocabulary:
Adversity: challenge, difficulty, setback, hardship…
Feelings: desperate, scared, determined, brave…
Actions: overcome, persist, struggle, try one’s best…
Grammar Focus: Present Perfect Continuous Tense
“I have been practicing…” (duration, result)
“She has been trying…” (ongoing effort)
Useful Expressions:
One of the most challenging experiences…
At first, I felt…
I made up my mind to…
Through this experience, I learned that…
教学反思
本课时围绕“逆境与勇气”主题展开写作教学，通过一系列活动引导学生从构思到成文，并进行互评修改。在教学过程中，学生参与度较高，特别是在导入环节的故事分享和词汇头脑风暴，能够有效激活学生的已有知识和经验。提供的写作框架和语言支架对学生，尤其是基础中等的学生，起到了较好的辅助作用。
然而，在时间分配上，初稿撰写和修改环节可能略显紧张，部分学生未能充分打磨。下次可适当调整各环节时间，或考虑将初稿撰写作为部分家庭作业，课堂上重点进行讨论和修改。此外，在范文选择或优秀学生作品点评时，可以更侧重于如何通过细节描写来展现人物的内心活动和勇气，为学生提供更具体的写作范例。对于学生在语法运用，特别是现在完成进行时的准确使用上，还需在后续练习中进一步巩固。总体而言，学生能够理解写作要求并完成作文，基本达成了教学目标。

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