Warming up、Pre-reading、Reading、Comprehending教学目标设计

Unit 1 Nothing ventured, nothing gained I. 单元教学目标

技能目标Skill Goals ▲ Learn about perseverance ▲ Describe people’s characters or qualities ▲ Learn the use of the attributes ▲ Learn from the spirit of perseverance to strengthen one’s determination ▲ Learn adjectives to describe people ▲ Write a review for a newspaper II. 目标语言

功能句式

Helpful expressions in a discussion I’m not sure that…. I think …is better because…. I hate to have to say this but…. Which qualities do you think…? He is unable to…. There’s no doubt that…. It’s hard to say. What do you mean…? It’s clear that…. I don’t mind if….

词汇

1. 四会词汇

venture, web, Scottish, suffering, strengthen, endurance, hut, stove, unbearable, cosy, breathless, rotten, blacken, circumstance, blast, hoarse, bless, selfish, hook, aboard, seasickness, anyhow, steward, crush, mourn, urgent, bedding, vital, cheerful, persevere, perseverance, faith, framework, rank, morale, select, booming, swear, advocate, freezing, stool, gratitude, punishment, loyal, tactful, odd, stout, optimism, delay, discourage, dynamic, regular, grasp, bored, liver, chef, changeable, caution, admirable, commitment, proverb 2. 认读词汇

gall-bladder, Perce Blackborrow, Sir Earnest Shackleton, Tom Orde-Lees, Hussey, banjo, Frank Worsley, Hubert Hudson, Lionel Greenstreet, sun-blindness 3. 词组

block out, give way to, give off, 4. 重点词汇

venture, suffering, strengthen, unbearable, cosy, anyhow, perseverance, advocate,

freezing, delay, discourage, grasp, bored, admirable

重点句子

1. When it finally succeeded, Robert realized that it had taught him a valuable lesson and he was inspired to continue fighting till he defeated the English and gained independence for Scotland. 2. Beaten by Wu in 494 BC, Gou Jian, the king of Yue, was forced to live as a slave in Wu for three years. 3. The smell is, as usual, almost unbearable, being a mixture of sweat, seal oil fat, and dirty underwear. 4. “Hold on now, Perce. Don’t you go turning into another Tom,” comes the reply. 5. So it was with great excitement one morning in July 1914 that I read this advertisement: 6. The ice froze around us and we were well and truly stuck. 7. I believe Shackleton must have mourned this unexpected end to his expedition, but he did not waste time on regrets. 8. His perseverance won our complete faith in him. 9. This team spirit contributed to the morale of the crew and saved our lives. 10. I will never forget watching the little boat disappear through the booming waves into the stormy ocean. Ⅲ. 教材分析与教材重组

1. 教材分析

本单元以perseverance 为话题，旨在通过单元教学，使学生了解一些古今中外有关意志品质的故事，学会描述人物性格与品质，能够在讨论中分析形势，做出判断，阐述和论证个人观点，了解并掌握不同形式的定语，学会写评论，重点在于引导学生从故事中得到教益，使他们在生活中具有顽强的意志，不畏艰辛，顽强拼搏，决不轻言放弃, 去努力追求人生中的成功。

1.1 Warming Up 通过Robert the Bruce, Helen Keller和越王勾践的故事引出本单元话题，学生在阅读思考探讨中得出自己的结论，即意志品质、顽强的毅力在人生的成功当中有重要意义。由此进入阅读环节。

1.2 Pre-reading 通过两个层次的问题，以单独提问或学生讨论交流的形式，使学生完成阅读前的热身活动，进入本单元话题，完成思维准备。第一个层次的问题引导学生回忆亲身经历过的困难与挑战，总结经验教训；第二个层次的问题引导学生设想在一次南极之旅中，需要具备什么素质才能在困境中生存，直接进入阅读的故事背景。

1.3 Reading 以Perce Blackborrow的日记形式，记述并回忆了在Sir Earnest Shackleton 领导的一次南极探险中，陷于困境，经过大家的坚韧不拔的努力，凭借无比顽强的毅力最终获救的故事。这一部分从身陷孤岛的恶劣处境写起，追述了这次探险的发起，遇险沉船，身陷孤岛，Shackleton外出求援的过程。

1.4 Comprehending 考查学生对课文的阅读理解。第一部分三个问题为浅层次理解题，考查学生对故事基本内容的理解；第二部分设计了一个学生活动，让学生扮演角色，就故事中挑选三件随身个人物品的情节，表演对话，进行Speaking训练，深化学生对于当时处境的理解与判断；第三部分小组讨论人物性格品质并找出例证。第一题考察对Shackleton船沉时的表现的评价，并设身处地，设想你当时会怎么做。第二题引导学生通过事例发现人物性格与品质。第

三题通过讨论Tom Orde-Lees的去留问题，进一步加深对故事的理解，培养学生面对复杂形势，冷静分析，做出判断的能力，培养学生在实际生活中面对困境，沉着冷静，解决问题的能力。

1.5 Learning about Language分为Discovering useful words and expressions 和Revising useful structures 两部分。词汇部分第1、2题通过两个cloze对本单元出现的重点词汇进行复习，第3题总结扩展描绘人物性格的形容词。结构部分对不同结构充当定语的用法进行总结和复习。

1.6 Using Language是语言技能与应用练习。第一部分是针对课文内容的听力训练，要求学生捕捉信息，回答问题，学会做笔记。第二部分以小组讨论的形式，练习用英语分析情况，做出判断，阐述并论证自己的观点。reading and writing 阅读部分讲述了“我们”身陷孤岛，克服种种困难与艰辛，并最终获救的故事。写作部分练习写评论。

2．

教材重组

2.1 把Warming up 作为Reading的导入内容。将Pre-reading, Reading, Comprehending, Reading and Writing中的Reading部分结合在一起上一节阅读课。

2.2将Learning about Language与Workbook 中USING WORDS AND EXPRESSIONS 和USING STRUCTURES结合在一起上一节语言知识课。

2.3将Using Language部分与Workbook 中的LISTENING 和TALKING 结合起来设计一节听说课。

2.4把Workbook 中的READING TASK, LISTENING TASK, SPEAKING TASK结合在一起上一节综合技能课。

2.5 Reading and Writing 部分的Writing与Workbook 中WRITING TASK 题材一致，把二者结合起来上一节写作课。

3．课型设计与课时分配（经过教材分析，本单元可以用5课时教完）

1st Period

Reading

2nd Period Language study

3rd Period

Listening && Speaking

4th Period Integrating skills

5th Period Writing IV 分课时教案

The First Period Reading Teaching goals 教学目标

1． Target language 目标语言

a. 重点词汇和短语

venture, suffering, unbearable, cosy, anyhow, perseverance, advocate, freezing, delay, discourage, grasp, bored, admirable, be inspired to continue fighting, plot to do, strengthen one’s determination, achieve success in life, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one’s health, feel low and discouraged, fall into a regular pattern, give off, suffer from b. 重点句子

So it was with great excitement one morning in July 1914 that I read this advertisement. P3 His perseverance won our complete faith in him. P3 This team-spirit contributed to the morale of the crew and saved our lives. P3 2. Ability goals 能力目标

Enable the students to learn the heroes’

perseverance and strengthen their determination to achieve success in life from reading the story. 3. Learning ability goals 学能目标

Enable the students to be strong-minded and face difficulties in life calmly and bravely so that they can find solutions to the problems. Teaching important points 教学重点

Help them learn to describe people’s characters from their behavior. Develop their ability to make correct judgments and decisions when facing a difficult situation. Teaching difficult points 教学难点 Help the students to judge and describe people’s characters. Develop their ability to analyze the situation and make decisions to solve the problem. Teaching methods 教学方法 Reading comprehension, group discussion. Teaching aids 教具准备

A tape recorder, multi-media equipment (a projector and a computer) and a dictionary. Teaching procedures && ways 教学过程与方式

Step I Leading-in T: Everyone enjoys interesting and moving stories. I believe some of you are even good storytellers. Today we’ll read some really impressive good stories and I hope you will enjoy them and tell them to others. Step II Warming up First the teacher asks the students to look at the three pictures and asks them what stories the pictures show. Then check the answers by fasting reading. T: Look at the pictures carefully please! Now who would like to tell what stories they are about? S1: Picture 3 is about a very famous Chinese story of Gou Jian, the King of Yue. T: Yes, that’s true. Very good! How about the other two? S2: Maybe Picture 2 is about Helen Keller. But I am not sure about the first one. The man in the picture looks like a fighter. T: OK. It doesn’t matter. Now let’s read the three stories very fast and check your answers. After reading, ask the students to retell the stories very briefly. T: OK. We can just stop here. Now who’d like to tell us the stories very briefly? Who is the hero/heroine and what happened? S1: Robert the Bruce was inspired by a spider to continue fighting till he finally succeeded and became the first Scottish king. T: That’s it. Next? S2: Helen Keller was unable to speak, hear and see. With the help of Anne Sullivan, she became a famous writer. Both Helen and her teacher are great. S3: Gou Jian slept on firewood and straw to remind him of his sufferings and tasted a bitter gall bladder to strengthen his determination. Eventually he defeated the King of Wu. T: Very good. You did nice jobs! Then come to Question 2. The students can have a quick discussion in groups. Q: Do you think the characters above have something in common? Suggested answers: 1. They had very bad luck at first. Robert the Bruce and Gou Jian were defeated and Helen Keller was disabled. 2. They never gave up.

3. They succeeded at last. 4. All of them were people of great determination. They showed great perseverance in the face of difficulty. Q: What do you think helped them to achieve success in life? Suggested answers: 1. Their strong character helped them most. They never gave in to difficulties in life and continue struggling always. 2. They were people of great determination. They showed great perseverance in the face of difficulty. Their great perseverance and determination had an important effect on their life and finally led to success. T: After reading these stories, now we will come to another that is more impressive and moving. Yes. It is a story of people of great determination. Step III Pre-reading Group discussion: Have the students discuss Question 1 in groups. These questions will help them think of their own experience, which makes good preparations for the reading of the story. Question 1: What is the hardest experience you have ever had? What is the greatest challenge you have ever faced? How did you go through it? What lessons have you learned from it? A sample of discussion: S1: What is the hardest experience you have ever had? S2: Well, to speak the truth, I don’t think I have had any hard experience till now. How about you? S3: I have. When I was at Junior 1, I had great difficulty in speaking English. S4: How did you go through it? S3: Well, It was really very hard. But I didn’t give up. I practiced speaking whenever I was free. I practiced and practiced and I succeeded at last. You know, I can speak good English now. S4: Yes, you do. We are glad that you made it at last. What lessons have you learned from it? S3: Difficulty is not terrible. We can’t give up. Great perseverance and determination will lead to success. S1: You are a good boy of determination. And all of us should learn from you. Your perseverance is admirable. Several minutes later one student in a group is supposed to report their discussion. For Question 2, the teacher, together with the students, can go through it very quickly. It just leads us to the setting of the story — Antarctica. Step IV Reading Reading skills: how to read a story When reading a story, ask yourself questions as follows: WHAT (What happened?) WHO(Who is/are the hero/heroine or characters in the story?) WHEN (Time or date: When did the story happen?) WHERE (Where did the story happen?) WHY (Why did it take place?) HOW (Beginning, development, climax and ending: How did the story develop?) In total five Ws and an H.

Practice: Take this story as an example. Ask the students to find answers to these five questions. Skimming & Scanning Help the students practice fast reading skills. T: Read the story very quickly and answer the questions. To read fast, try to read silently. Show the questions on the PowerPoint. 1. What does the title A Successful Failure mean? 2. Who kept the diary? How did he join this expedition? 3. Who is Sir Earnest Shackleton? 4. What happened during their expedition to Antarctica? 5. When were they stuck in pack ice? 6. Why would Sir Earnest Shackleton go to South Georgia? 7. How many people were left on Elephant Island? 8. What were the people who remained on the island to do? T: OK. Stop here. Now let’s come to the answers. Volunteer? First let the students give their answers and then show the suggested answers on the PowerPoint. Suggested answers: 1. 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. 2. Perce Blackborrow kept the diary. He secretly hid aboard the ship in a smallcupboard. 3. Sir Earnest Shackleton was one of the most famous explorers of his day and it was considered a great honor to be part of any of his expeditions. He led this expedition. 4. During their expedition to Antarctica the Endurance became stuck in pack ice and crushed, and they were trapped on Elephant Island. 5. On January 18th, 1915. 6. No rescue attempt could be expected from outside as nobody knew where they were. 7. Twenty-two. 8. The people who remained on the island swore that they would do as Sir Earnest Shackleton advocated: remain optimistic and recover their health before he returned to rescue them. Play the tape. While tape playing, ask the students to think how many parts it can be divided into. Then they will be asked to discuss and tell the main idea of each part. T: Now let’s listen to the tape carefully. While listening, please think carefully and decide how many parts the passage should be divided into. After listening, discuss with you partner and tell the main idea of each part. After listening, the students will think carefully and then they will discuss in groups. Later some spokesmen will report their discussion and tell the main idea of each part. Show the suggested answers on the PowerPoint. The main idea of each part Part 1 (Para.1-2): “Our” circumstances were desperate and a new day began on Elephant Island. Part 2 (Para.3-4): The expedition led by the great Sir Earnest Shackleton was announced and “I” was hooked and secretly hid aboard the ship. Shackleton accepted the situation and made “me”

a steward. Part 3 (Para.5-6): The Endurance became stuck in pack ice and crushed and “we” had to camp on Elephant Island. Part 4 (Para.7): Shackleton with five others sailed to South Georgia to bring help and the rest remained on Elephant Island. Step V Explanation During this procedure the teacher plays the tape again or asks the Ss to read the text one by one. While listening or reading, deal with some language points very briefly. Before explaining the language point, Ss should read the notes to the texts on Page 91-92. T: We have got the main idea of each part. Now we’ll deal with difficult language points in it. Ask Ss to read the text or listen to the tape and the teacher explain language points, esp. some difficult sentences. Show the phrases and some of the explanations on the PowerPoint. Phrases: block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, set out the framework for our life, the booming waves 1. So it was with great excitement one morning in July 1914 that I read this advertisement. =I read this advertisement with great excitement one morning in July 1914. It is a very important sentence structure going as: It is / was +what is / was emphasized +that / who (referring to sb) +the rest of the sentence. Subjective, objective and adverb in a sentence can be emphasized. e.g. I met my junior English teacher on the street yesterday. It was I that/who met my junior English teacher on the street yesterday. It was my junior English teacher that/who I met on the street yesterday. It was on the street that I met my junior English teacher yesterday. It was yesterday that I met my junior English teacher on the street. 2. His perseverance won our complete faith in him. = We began to believe/trust in him completely because what he did showed his great perseverance. We knew he would never give up. 3. This team spirit contributed to the morale of the crew and saved our lives. The team spirit was: no differences in rank or in social status; everyone to keep busy; a fair division of food and bedding; and a concern for all. With this spirit they didn’t give way to disappointment and continued struggling and at last they were saved. contribute to: to be one of the causes of sth e.g. Medical negligence was said to have contributed to her death. morale: the amount of confidence and enthusiasm, etc. that a person or a group has at a particular time. Step VI Comprehending The three questions in the first part help the Ss comprehend the story. Also they help check whether they understand the text well. T: My class, now we turn to Page 4 and answer the three questions in Ex. 1. Who can tell the answers? Hands up! Check the answers with the students.

T: Good! You have a good understanding of the text. For Part 2 the Ss are supposed to make up a dialogue between Shackleton and three of his men about what to leave, what to take and why. They will role-play it in fours. This will help them a lot to have a better understanding of the story and they will realize what a dangerous and desperate situation Shackleton and his men faced when the ship sank. T: Next let’s come to a dangerous and desperate situation Shackleton and his men faced when the ship sank. What to leave and what to take is really a hard question for them. Just suppose we were they, what would be our answers. Now it is your turn to consider the situation and make up a dialogue with your group members. Later you are supposed to role-play it. OK? Ss: OK! T: Maybe first we can have a look at the personal things together. What are they? Ss: A comb, a pen and a bottle of ink, a banjo, a novel, a camera, a watch, a diary and a lighter. T: Yes. You are quite right. Go ahead! A sample dialogue: S1: Captain, what should we take along with us? S2: Take things that are most useful. S1, 3, 4: Yes, Sir! S3: What will you take, Sir? S2: I’ll first take my lighter so that we can make a fire. And also I’ll take my diary and the camera. S4: We know you cherish you diary because it’s a good record of our expedition. But why do you take the camera. S2: Well, I can take some pictures of our life and after rescue we can develop them and let people know what happened to us. S4: Good idea, Sir. S3: Hussey, how about you? S1: I agree with Sir. But it’s a great pity that I have to leave my favorite banjo. Pity! I really love it. S3: Why not take it? S1: You know, it’s just a banjo. It won’t be useful. S3: Pity. Maybe you have to leave it. S2: Hey! Hussey, you silly boy, just take it. You don’t have to be so sad. S1, 3, 4: But why, Sir? S2: Listen to me, boys. The banjo will be vital for keeping us cheerful. You will know it later. Perce, what will you take? S1: Sir, I’ll take the pen and ink as well as a diary book. S2: Why? You’d like to keep a diary? S1: Yes, Sir. I want to write down what we have experienced. I believe it will be very valuable. S2: I agree, boy. Do it. After the dialogues, ask the students to write sth. down. Fill in the form below. Give the students a sample on the PowerPoint. What Sailor 1 kept and why? 1. A lighter to make a fire.

2. A diary. It’s a good record of the expedition. 3. A camera to take pictures to keep a record of their life. What Sailor 2 kept and why? 1. A pen and a bottle of ink. 2. a diary book to keep a diary to keep a record of their life. 3. ... What Sailor 3 kept and why? 1. A banjo. It will be vital for keeping them cheerful. 2. ... 3. ... T: You did a nice job. Now we come to Ex. 3. There will be an activity-group discussion in Ex. 3. Through this discussion the students should learn to draw conclusions from facts. Learn to describe people’s qualities / characters shown by what they said and did / their words and behavior. Learn to find examples to support your ideas. At the same time it helps Ss have a deeper understanding of the story. T: Do you think Shackleton behaved well when the ship sank? Ss: Yes, he did. T: What would you have done? S1: I’m not sure. I think maybe I would have been very nervous and at a loss what to do. Things would have been terribly bad. T: You are frank. But in our life we may experience hard times. We should learn from Shackleton and his men. Be a man of great determination. Never give up. Perseverance will lead to success in life. S1: Yes, I will. S2: I would have behaved as well as Shackleton. In that case, the only way before you seemed to die. So what else would scare you? Just fight. Fight, and you would survive. T: Good! I believe you would have been as good as Sir Earnest Shackleton. Question 2 What qualities do you think Shackleton and Perce show? Find some examples to support your ideas. Show the suggested answers on the PowerPoint. Name Qualities Examples Shackleton 1 Perseverance 1 After the ship crushed he did not waste time on regrets. 2 He threw some gold coins and his gold watch onto the ice. 3 He never gave to disappointment, even when the ship sank.

2 Calm & Wise 1 Calling us calmly together, he made an urgent announcement that we must save essential supplies before the ship sank, particularly the small boats, food, cooking equipment, candles, bedding and clothes. 1. Soon Shackleton set out the framework for our life here: no differences in rank or in social status; everyone to keep busy; a fair division of food and bedding; and a

concern for all. 2. Once we were settled on Elephant Island, Shackleton explained his plan to save us.

3 Considerate 1 He encouraged Hussey to bring his banjo, describing it as vital for keeping us cheerful. 2 Shackleton set out the framework for our life here: no differences in rank or in social status; everyone to keep busy; a fair division of food and bedding; and a concern for all.

4 Honest 1 The advertisement of the expedition was very honest saying: Men wanted for a dangerous journey: small wags, bitter cold, months of complete darkness, safe return uncertain. 2 He was always honest with us (as in the advertisement). 3 He finally returned to rescue his sailors as he promised. Blackborrow 1 Careful 1 He kept a diary even in so desperate a situation.

2 Brave & Adventurous 1 He was hooked by the expedition with the great Sir Earnest Shackleton. 2 He was an amateur. 3 He secretly hid aboard the ship, Endurance, in a small cupboard. In the case of Question 3, it’s a little bit more difficult for the Ss to make a decision. But it is really important for the students to develop the ability to analyze a difficult and complicated situation and make correct decisions. And the most important for them is to stay calm/cool when facing dangers or difficulties. This question is a good practice for them. Question 3 T: Tom orde-Lees is a selfish and bad-tempered member of the crew and his attitude may upset other people. Do you think Shackleton should leave him on Elephant Island or take him with him on the boat? Discuss in pairs what you would do with him. Give your reasons. Make notes for a presentation to the class. Show the suggested answer on the PowerPoint. The suggested answer: In my opinion, Shackleton should take him with him on the boat. Because Tom orde-Lees is a selfish and bad-tempered member of the crew and his attitude may upset other people. If he were left on Elephant Island, he would certainly have a bad effect on the morale of the team. And there wasn’t a leader as strong as Shackleton, it was likely something bad would happen. Taking Tom orde-Lees with him on the boat, Shackleton would control him and it would certainly do good to the whole team. Step VII Reading (II) For this part just let the students read the passage and answer questions. A general comprehension of the passage will be OK. Ss will learn the problems the men had to face on the island and they were rescued at last. T: I believe you are eager to know what happened to them on the island and whether they were rescued. OK, let’s turn to Page 9, and we’ll get the answer.

Then the teacher can play the tape. While listening, the Ss try to get the general idea of the passage. T: Listen to the passage carefully. While listening, try to get the general idea of the passage. Several minutes later, ask the Ss to tell the general idea. T: Who has got the answer, volunteer? S1: It tells us the problems the men had to face on the island and how they overcame them and they were rescued at last. T: Nice job! Now we come to the questions in Ex. 1. Deal with the questions in Ex. 1 on Page 9. Check the answers. Show the suggested answers on the PowerPoint. 1. The problems the men had to face on the island were as follows: The situation made them feel low and discouraged. Just keeping alive took all their time and energy. e.g. To gather fresh water, melting the ice was a problem. Food was also a problem as there were no vegetables or fruit to be found. The only fuel they could use was seal fat. They had to be very particular about personal care because of the changeable temperature. 2. Their greatest worry was whether they could be rescued a slow but painful death. Their optimism and faith in Shackleton helped them overcome this difficulty. 3. Having celebrations would help keep them cheerful and encourage harmony in the group. This helped them to show an admirable mental attitude and deal with their ever-present fears in a positive and successful way. Step VIII Consolidation After reading the whole story, ask the Ss an open question to make them think more: T: We have read the whole story. I think it’s a very useful text for you. OK. What lesson have you learned from the story? Various answers will be acceptable. One possible version: After reading the whole story, we know Shackleton and his men were people of great determination. They showed great perseverance in the face of difficulty. They never gave up and they succeeded at last. I was deeply touched by them and I will learn from them. No matter what difficulties we meet in future, never give up and struggle to achieve success in life. Step IX Homework 1. Read the story aloud after class and try to retell it to others. 2. Try to finish the exercises in Learning about language on Page 5-7.