[ID:4-6557119] 人教版高三英语选修10 Unit 1 Nothing Ventured, Nothing Gained单元教案
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Unit 1 Nothing Ventured, Nothing Gained I 教学内容分析 本单元的中心话题是歌颂坚忍不拔的顽强精神,比如:不怕困难,勇往直前,持之以恒,坚持不懈,以及团结合作、积极乐观,渴望挑战和冒险的精神等。语言技能和语言知识都是根据这一中心话题设计的。 Warming Up 部分由三幅图片和与之相关的三个故事组成,其主人公分别是苏格兰国王罗伯特一世,双目失明的美国著名作家海伦凯勒,以及卧薪尝胆完成复国大业的越王勾践。他们无一例外的曾受到挫折,身处逆境,但他们都凭借超人的毅力和决心,最终创立伟业。这部分的两个问题都旨在引导学生认识到:1) 挫折并不可怕;2)成就大业的人在挫折和失败面前所表现出的精神——恒心,信心,决心等往往是相似的。 Pre-reading 部分先让喧声联系自身实际。回想曾经经历过的艰难困境以及自己是如何面对困难和挑战的。然后让学生想象,假如去南极探险,在那种极端恶劣的自然环境下生存,需要哪些心理素质等问题。联系2其实是个预测题,学生通过“头脑风暴”(brainstorming) 、集体讨论方式,可以初步了解在南极洲生存的一些基本情况,为下面的阅读文章作好铺垫。 Reading 部分讲述的是一个真实的南极探险故事。1914年以沙克尔顿爵士为首的28明勇士搭乘“持久号”前往南极探险。这次探险被称为一次“成功的失败”。说失败,是因为他们还没到目的地船就沉了,没有完成探险任务;说成功,是因为全船的人意志坚强,团结一致,客服了种种难以想象的困难,最终奇迹般全部生还。文章作者以第一人称的方式生动的描写了亲身经历的这次探险。教师引导学生阅读是,重点注意他们在遇险时采取了那些措施以摆脱险境,尤其注意作为一船之长的沙克尔顿自啊整个过程中所起的领导作用。 Comprehending 部分设计了三个教学活动来加深学生对阅读课文的理解,练习1是多项选择题,答案不能从课文中直接找到,而是让学生根据课文内容进行合理推断。练习2是角色扮演,学生扮演面临困境的水手,在危机时刻决定随身携带的物品哪些该丢弃、哪些该丢弃,哪些该留下。这个练习没有唯一正确的答案,训练的是学生的思考能力和逻辑推理能力。练习3和练习2在形式上相似,也是小组讨论,三个练习的主题都是关于文章中的人物在危急时刻的表现及对他们的评价。 Learning about Language 部分突出了本单元的一些重点词汇和语法。词汇部分的两个语篇考察学生运用本单元部分词汇的能力,其中一篇与课文内容相关,而另一篇则是越王勾践的故事。由此看来,古今中外都不乏例子能印证一句古话 Nothing ventured, nothing gained.或者从更广泛的范围来说,也可以理解为:若没有敢于冒险,乐于挑战的精神,没有以恒心,信心,决心为支柱的艰苦奋斗,就不会品尝到成功的甘甜。词汇部分的联系3是一个是网络图,启发学生思维,复习描写人物性格的形容词。实际上,学生所学的已远远超过十个。语法部分重点复习定语的用法。练习1以单句的形式要求学生辨认定语的各种形式,练习2以语篇的形式巩固复习定语的形式,练习3虽然实质上是用定语从句连接两个句子,但它半开放式的语境为练习内容提供了实际的意义。 Using Language部分的联系设计也和阅读课文的内容密切相关。阅读部分描述了留在岛上的队员们的艰苦生活,而在听说部分,学生将听到承担外出求救任务队员们的故事,练习1要求学生根据录音材料回答两个问题。练习2 考察学生听细节的能力,要求根据录音材料列出沙克尔顿所面临的种种困难,以及他们是如何克服这些困难的。练习3是个任务型的讨论题,主题是:沙克尔顿要挑选两名水手乘坐小舟外出求救,他应该挑选哪两名呢?学生进行小组讨论,要求把语言功能项目的训练运用其中,并向全班汇报讨论结果。读写部分的阅读文章与前面的课文相呼应,更加详细的描述了队员们在求救队伍出发后在孤岛生存的艰难,挣扎煎熬的四个月后终于盼来了救援。练习1是问问题,要求学生根据文章内容回答问题,和前面一样,这里也是重点学习探险队员们争取绝处逢生的积极措施。练习2是写作题,列举出写读后感的几个要点,并要求学生根据主课文内容写一篇读后感 Summing Up 部分归纳了本单元的主要学习内容并让学生自我检测学习效果。 II.教学重点和难点 1. 教学重点 (1)培养敢于冒险,不怕困难,持之以恒,团结合作,积极乐观等精神,并学习掌握相关词汇。 (2)学习表达自己的观点和不同意见。 (3)复习定语的形式,意义和用法 2.教学难点 (1)定语的用法 (2)形容人的词语的用法 .教学计划 本单元建议分为四个课时: 第一课时:Warming Up, Reading I 第二课时:Learning about language 第三课时:Listening and Speaking 第四课时:Reading and writing IV. 教学步骤: Period 1 Warming-up, Reading I Teaching Goals: ? To help the students understand “Nothing ventured, nothing gained” ? Enable the students to learn the heroes’ perseverance and strengthen their determination to achieve success in life from reading the story. ? Enable the students to be strong-minded and face difficulties in life calmly and bravely so that they can find solutions to the problems. ? Help the students learn to describe people's characters from their behavior.Develop their ability to make correct judgments and decisions when facing a difficult situation. ? To develop students’ ability in reading Teaching Procedures: ? Warming-up Step 1. Leading- in Give Students a few minutes to say something about heroes by asking the following questions. ? Who is the hero? ? Why do you admire him/her? ? What kind of person do you want to be in the future? Step 2. Background knowledge Purpose: To inspire student’ understanding of perseverance Teachers give students some knowledge about Robert Bruce, Helen Keller and Gou Jian. Robert Bruce ? King of Scotland ? Born: July 11,1274 ? Died: June 7, 1329 ? Reign:1306-1329 ? Achievement: Fighting for Scotland’s independence Helen Keller ? Born: 27 June 1880 ? Birthplace: Tuscumbia, Alabama ? Died: 1 June 1968 ? Best Known As: The blind and deaf woman who became a famous activist ? Works: The Story of My Life (1902) Gou Jian ? King of Yue ? Best famous for: “卧薪尝胆" (literally meaning "sleeping on sticks and tasting gall") Step 2. Stories reading 1. Ask the students to read the three stories quickly in five minutes. While reading, ask students to think about these questions and they should try to use simple words to answer them. ? What troubles were they in? ? What achievements did they make? Suggested answer Who? What troubles are they in? Qualities that help them achieve success in life What achievements did they make? Robert Bruce Beaten by the English several times; at first lose the war against the English Defeated the English; Became the first Scottish King Helen Keller Unable to speak, hear or see Learned how to communicate, became a famous writer Gou Jian Beaten by the King of Wu, kept as a slave in Wu Defeated the King of Wu; regained his lost land 2. Ask the students to use adjectives or short phrases to describe their spirit Purpose: recite the adjectives that describe people’s spirit. Suggested answer: Confident, courageous, never lose heart, determined, strong-minded ? Reading Step 1. Pre-reading Purpose: to provide some background knowledge for the reading. 1. Discussion: ask the students to talk about: ? What do you know about Antarctica? 2. Let students look at some pictures of Antarctica and provide the students with knowledge about Antarctica-the mysterious land Location: continent mostly south of the Antarctic Circle Area: 14 million sq km Climate: severe low temperatures Natural resources: iron ore, copper, gold, nickel, platinum and oil, Population: no indigenous inhabitants 3. Discussion2: ask the students to talk about: ? How to survive in Antarctica? Suppose we are living in Antarctica, how can we survive? Step 2. Fast reading Purpose: To get the gist of the passage. To correctly understand some information given in the text. 1. Ask the student to read the text quickly and try to answer the while-reading questions ? What is a successful failure? ? What happened to the writer? Suggested answer: ? During the expedition to Antarctica the Endurance became stuck in pack ice and crushed, which made a failure. But due to their great perseverance and determination they eventually got rescued, which was a great success. ? During their expedition to Antarctica the Endurance became stuck in pack ice and crushed, and they were trapped on Elephant Island. Step 3. Intensive reading Purpose: to get the students to learn the details of the text. 1. Fill the form Key Topics Notes The focus on this period in the writer’s life Physical surroundings ? Their goals ? Major problems ? Suggested answer: ? To survive ? Grey, severe cold, ice world ? Remain optimistic and healthy, Survive ? No food, low temperature, bad living condition 2. Choose the correct answer. 1) Why did Blackborow think that being “young, fit and energetic" would encourage Shackleton to take him on the trip? A: Shackleton liked young people who were fit and energetic B: It would be cold and Shackleton would need young, energetic people to do difficult jobs C: Shackleton wanted people who were fit but not trained in useful skills D: Blackborow would not have gone unless he was young and energetic 2) Why did Shackleton accept Perce when he found him hiding in the ship after the voyage had started? A: He didn’t have time to turn around and take him back to England. B: He admired his courage and encouraged him to stay C: He felt angry but could not show so he accepted the boy D: He made the best of the situation. 3) Why did Shackleton not show how disappointed he was when the ship sank? A: He thought he could always organize another expedition B: He knew it would be easier to across Antarctica without the Ship C: He felt men would need encouraging after this disaster D: He had already taken all necessary supplies from the ship Suggested answer: B B C 3. Finish the mind-map. Suggested answer: Determined Captain Shackleton ? Proof 1: To show his determination, Shackleton threw some gold coins and his gold watch onto the ice ? Proof2: His perseverance won our complete faith on him Optimistic Captain Shackleton ? Proof 1 He described it as vital for keeping us cheerful. ? Proof 2 He was always honest with us and never gave way to disappointment . Hard-working Perce ? Proof He made me a steward to help cook twenty-eight meals three times a day. Loyal Perce ? Proof We who determined on Elephant Island swore that we would do as he advocated: remain optimistic and recover our health before he returned to rescue us. 4. A speaking task Ask students to form into groups, let students talk about: ? When the ship sank, Shackleton encouraged each sailor to collect three things (camera, banjo, diary, family album, etc) to take with him .In four role-play a dialogue between Shackleton and three of his men about what to leave and what to take and why. Step4: Language points Purpose: help the students have a better understanding of the reading and help them to master the new and difficult words. I tried to think of happier things: warm and dry clothes, a cosy bedroom, sunny days, my mothers’ face and the celebration we will get when we returned, for I am part of a failed expedition that tried to cross the continent of Antarctica, something that had never been done before. For 引导是一个原因状语从句 由连词because, since, as引导, 也可由for, now that 等词引导 例句: ? I didn’t go to school yesterday because I was ill. ? Since everybody is here, let’s begin our meeting.   ? As you are in poor health, you should not stay up late. ? I asked her to stay to tea, for I had something to tell her. 难点——because , since , as , for,辨析 语气:because>since>as>for Tips: 回答why 时只能用because. As ,一般不表示原因, 而是表明理由, 进一步说明 (译为:由于,既然). for 被认为是复合句的并列连词(常用于推断),表示理由. Our circumstances are do desperate that it is uncertain whether we will ever return alive. Under no circumstances: 决不,无论如何也不 She won’t give up in any circumstances in/under the circumstances: 在这种情况下 It’s amazing that they did so well under the circumstances Our circumstances are do desperate that it is uncertain whether we will ever return alive. 形容词作伴随状语 表明状态,而不是方式 ? Make sure he is captured alive ? Suddenly he fell on the ground dead ? He went to bed, cold and hungry. So it was with great excitement one morning in July 1914 that I read this advertisement ? 强调句 加强语气,表达意愿或情感 句型: It is(was)+被强调的部分+that(who)+原句其它部分” ? It was on Monday night that all this happened. ? It's me that he blamed. Practice It was ____ my teacher worked ____ I work hard.? ? A.??where; that? B. where; Where ? C .that; that? ? D. that ;where? ? It was until dark ___ he found ___ he thought was the correct way to solve the problem.? ? A. that; what? ? B. that; that? ? C. when; what? ?D. when; that? Suggested answer :A A Soon Shackleton set out the framework for our life here: no differences in rank or status… Set out: to explain, describe or arrange something in a detailed way, especially in writing E.g. He set out his plans for the department in his report 回顾Set 的短语 ? Set about 着手 ? Set back 妨碍 阻碍 ? Set down 把…放下来 ? Set in (气候,季节等)开始 ? Set off 动身,出发,发射 ? Set up 竖立,创立 Homework: ? Write a short memoir (回忆录)about 200 words. ? Preview the “learning about language Period 2 Learning about Language Teaching Goals: 1. To get the students to know how to use new words and phrases. 2. To help the students to master some new words and expressions. 3. To get the students to have the knowledge of this grammar point: attributives Teaching Procedures: Step 1. Grammar Purpose: To review the use of attributives and make sure the students understand the usage of attributives 1. 定语的定义:是对名词或代词起修饰、限定作用的词、短语或句子。分为前置定语和后置定语 2 定语前置 在英语里,一般定语前置时的次序为:限定词,形容词、分词、 动名词和名词性定语。 当几个形容词同时出现在名词短语之前,我们要注意其次序 其形容词遵循的词序为:限观形龄色国材 3. Practice 1. __students are required to take part in the boat race. A. Ten strong young Chinese??????? B. Ten Chinese strong young C. Chinese ten young strong????? D. Young strong ten Chinese 2. John Smith, a successful businessman, has a __ car. A. large German white B. large white German C. white large German D. German large white 3. The ______house smells as if it hasn’t been lived in for years.???????????????????????????????????????????? ??A. little white wooden B. little wooden white C. white wooden little D. wooden white little 4. This_______ girl is Linda’s cousin. (2005北京卷) A. pretty little Spanish?? B. Spanish little pretty?? C. Spanish pretty little??? D. little pretty Spanish Suggested answers: ABAA 4. 定语从句 ? 定语从句与表语从句的互换 ? 定语从句与宾语从句的互换 ? 定语从句与主语从句的互换 5. 定语从句中关系代词与先行词的一致性 ?定语从句中关系代词一般应与它所指代的先行词的单复数保持主谓一致。 6. 定语从句与强调结构 7. 定语从句与同位语从句 定语从句相当于形容词,它对先行词起修饰、描述或限制作用.而同位语从句则相当于名词,它对其前面的词给予说明或作进一步解释. 8. Practice: ? My?father?and?Mr?Crosset?talked?of?things?and?persons?who?they?remembered?in?the?school. Suggested answer My?father?and?Mr?Crosset?talked?of?things?and?persons?that?they?remembered?in?the?school.? ? I?have?two?sisters, both?of?them?are?doctors.? Suggested answer I?have?two?sisters, both?of?whom?are?doctors.? ? The?captain's?head?soon?appeared?out?of?the?second?storey?windows, from?which?he?could?see?nothing?but?trees. Suggested answer The?captain's?head?soon?appeared?out?of?the?second?storey?windows, from?where?he?could?see?nothing?but?trees. ? The?news?which?a?new?English?teacher?will?come?makes?us?excited Suggested answer ? The?news?that?a?new?English?teacher?will?come?makes?us?excited Step 2 Consolidation Purpose: To consolidate the words and phrases in the text. 1. Ask the students to finish Ex1 on page 5 and Ex2 on P6 and check the answers in groups. 2. Ask the students to finish Ex 3 and then let them check each other’s answers. 3. Ask the students to finish Ex 2 and Ex3 on P7 and then let them check each other’s answers. Homework ? Review the usage of attribute of English. ? Preview the reading II Period 3 Listening and Speaking Teaching Goals: 1. To improve the students’ listening and speaking ability. 2. To ensure the students have really grasped the important words and phrases of the unit. Teaching Procedures: Step 1. Speaking Task 1 Purpose: let the students predict what might happen in the listening part. Ask the students to have the discussion: ? What the group left behind should do if the boat did not return within four months? Background: ? Shackleton has set out his five companions, leaving the rest of the group on the ice. ? The journey is very dangerous and it’s not certain that he will return with a rescue team Requirements: ? Four students a group ? Give your suggestions and reasons ? 5 minutes for discussion, 4 minutes for presentation, 1 minutes to vote the best idea Questions for students to think about ? Should another party set out in another small boat on the journey themselves? ? Should the whole group leave together on the journey? ? Should they wait a little longer for shackle ton? After the discussion and ask students to vote the best idea on the blackboard Step 1. Listening 1. Ask the students to listen to the tape carefully; they should keep those questions in mind. Why did shackle ton have to attempt the journey to South Georgia?  Do you think there was any alternative? Suggested answer: ? He felt his men were too weak to last very long without rescue; ? No ships passed that way. So shackle ton knew he would go for help himself 2. Listen to the tape again and fill in the form on Page 8 Shackle ton's problems How he overcame them ? ? ? ? ? ? Suggested answer: Problems To make sure that the group left behind had the best chance of survival How to arrive safely on South Georgia He arrived on the wrong side of South Georgia How he overcome them: ? The choice of his party: he took the best navigator and the most difficult members so that he left the optimistic and most co-operative people behind ? The quality of the navigation; despite terrible seas the navigator checked the ship’s position only three times but managed to arrive safely. ? The perseverance of the party; they crossed the mountains sometimes sliding on their bottoms and arrived Step 3: Speaking task 2 1. Learn some useful expressions to express your ideas and argue ? I’m not sure that… ? I think…is better because ? I hate to have say this but ? There is no doubt that… ? It’s hard to say . ? It’s clear that… 2. Ask the students to imagine you have been asked by Shackleton to choose two sailors for his rescue team from the list and discuss who do they think are the most suitable. Requirements: ? Four students a group ? Choose two sailors and give the reasons in three sentences ? 4minutes for discussion 3. Then find out which two sailors are chosen by most groups. Period 4 Reading & Writing Teaching Goals: 1. To enable the students to better understand the story and spirit of perseverance 2. To improve the students’ reading and speaking ability Step 1. Pre-reading Purpose: let students have a prediction of the reading material 1. Ask the students to predict what happens in this part. Step 2. Fast reading Purpose: To get the gist of the passage. To correctly understand some information given in the text. 1. Ask the students to look though the text and try to find answers to the two questions below. ? What kind of problems did they face? ? Were they finally rescued? Suggested answer: What kind of problems did they face? ? Psychological and physical problems ? To stay cheerful and not give way to despair ? To stay fit despite a diet consisting only of meat. Were they finally rescued ? ? Of course Step 3. Intensive reading Purpose: to get the students to learn the details of the text. Ask the students to think what was their greatest worry? How do you think they overcome this difficulty? Requirements: ? 2 people a pair ? 2 minutes for a short discussion Questions to think about: ? Why did Shackleton encourage them to have celebrations? How do you think the celebrations helped? Suggested answer: ? Give people something to look forward to ? Create good relationships between the people who are celebrating ? Make people feel cheerful Step 3. Language points Purpose: To study the important and difficult language points in this part. The danger of what lay ahead of them, the chances of them ever returning to find us, the fear that we might ever know their fate and possible delays, at first made us feel low and discouraged ? The danger…the chances… the fear…名词词组并列结构 ? Delay: n./verb 耽搁,延迟 ? Delays: n. 延时 ? Discouraged: adj. 气馁,灰心的 ? He was discouraged by the unsuccessful attempt. ? I was never discouraged in learning English. There was nothing like a good dinner of penguin and some dynamic music to make a man feel more cheerful again Dynamic : a. 动态的,有动力的,有力的 ? He has a dynamic personality For example, we had to gather fresh water by grasping and then melting sea-ice grasp n. 把握,抓紧,把 v. 抓住,紧握,领会 ? Kept her hands in my grasp. ? You must grasp this opportunity. This give off oily, black smoke but had the advantages of burning strongly in fierce winds give off:发出(光、声音等),散发出(气味) 回顾与give有关的短语 give away 泄露;赠送 give back (归)还 give in 交上,呈上;投降,屈服,认输 give off 发出(光、声音等),散发出(气味) give out 分发;用完;消耗尽;发出(光、声音) give up 停止,放弃;(oneself)自首 We could eat the remains when the fire died down Remains: n. 剩余物,遗迹,遗体 ? The remains of a meal ? The remains of an army die down: to become less strong or violent ? The excitement soon die down 回顾die 的短语 ? Die away (声音,风,光等)渐渐减弱,甚至停止 ? Die off 一个接一个的死去 ? Die out (家族,种族,习俗,观念等)完全消失;绝种 We were lucky that our group worked hard to show an admirable mental attitude admirable: a. 令人钦佩的,令人赞赏的 ? It was reserved for him to make the admirable discovery. Our optimism and faith in Shackleton had helped us preserve in staying alive and he had repaid us by his commitment to return and save us from a slow but painful death Preserve: 坚持 忍耐 ? He preserves in his studies Repay: 回报,报答,偿还 搭配:repay sb for sth repay sb with/by doing sth ? We’ll never be able to repay for everything you’ve done for us Commitment:承诺,责任,约束 ? We’ve made a commitment to help, and we will. Homework: ? Write a review of Perce Blackborow’s story for a newspaper ? Page 10 Mind Map Proof 1____ Proof 1____ Proof 2____ Proof 2____ Proof 2____ Captain Shackleton Determined Optimistic Hard-working Loyal Proof 2____ Proof 1____ Proof 1____ Perce Blackborow
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