Unit 4 Adversity and Courage-Video Time 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 4 Adversity and Courage-Video Time 内容导航 This video depicts a professional mountaineering team’s tough expedition to climb a sharp, icy peak near Antarctica, named Razor Peak. It shows their physical hardships, mental struggles, teamwork and unyielding courage in the face of extreme adversity, inspiring viewers to face challenges bravely. 教学目标和重难点 1. 教学目标 1. Language Ability: Master topic-related vocabulary (adversity, courage, expedition, perseverance) and expressive sentences about hardships and determination; improve listening, viewing and speaking skills in authentic contexts. 2. Cultural Awareness: Understand the spirit of challenging limits and respecting nature in Western adventure culture, shape positive values of perseverance. 3. Thinking Quality: Cultivate logical thinking to analyze video details and critical thinking to reflect on courage and adversity. 4. Learning Ability: Develop autonomous and cooperative learning habits, learn to extract key information from visual and audio materials. 2. 教学重难点 Key Points: Grasp core vocabulary and sentence patterns related to adversity and courage; capture main plot and key details of the video; express personal views on adversity and courage in English. Difficult Points: Understand implicit emotions and spiritual connotations in the video; apply learned language knowledge to real-life situations to reflect on and talk about personal experiences of overcoming difficulties; cultivate deep thinking about the meaning of courage. 教学过程 Stage 1: Lead-in & Activation (Warm-up Phase) Activity 1: Topic Brainstorm & Vocabulary Preview The teacher starts the class with a series of interactive questions to arouse students’ interest and activate their prior knowledge related to the unit theme “Adversity and Courage”. First, the teacher shows several vivid pictures on the screen: a climber clinging to a steep rock face, a sailor fighting against stormy waves, a student persisting in studying despite failures. Then the teacher asks students to observe the pictures carefully and answer questions in pairs: “What can you see in these pictures? What feelings do these pictures bring to you? Have you ever experienced a moment when you felt stuck in trouble but kept going?” After 2 minutes of pair discussion, the teacher invites 3-4 groups to share their answers with the whole class. Next, the teacher conducts targeted vocabulary preview to lay a language foundation for video viewing. The teacher lists core topic words on the blackboard: adversity, courage, expedition, perseverance, challenge, hardship, struggle, determination, teamwork, unyielding. For each word, the teacher guides students to pronounce it correctly, explains its part of speech and basic meaning, and asks students to give simple collocations or example sentences. For instance, for “perseverance”, students may say “perseverance is the key to success”; for “teamwork”, students may say “good teamwork helps us overcome difficulties”. The teacher corrects students’ pronunciation and expression errors timely, and supplements classic collocations such as “face adversity bravely”, “show great courage”, “overcome hardships” to enrich students’ language accumulation. Design Intention: This lead-in activity connects abstract theme words with real-life scenes and students’ personal experiences, breaking the barrier between textbook knowledge and daily life. Brainstorming stimulates students’ thinking and participation enthusiasm, while vocabulary preview targets the key language points of the class, eliminating language obstacles for subsequent video viewing and ensuring students can focus on content comprehension rather than vocabulary confusion. Activity 2: Video Background Introduction Before playing the video, the teacher briefly introduces the background information of the video to help students understand the context better. The teacher explains that the video is a documentary clip about a real mountaineering expedition to Razor Peak, a dangerous and sharp peak located near the Antarctic Circle. The teacher emphasizes the extreme environmental conditions there: freezing cold, strong winds, sharp rocks, thin air, and unpredictable weather changes, which make the expedition extremely challenging and full of unknown risks. The teacher also adds that the mountaineers in the video are not only pursuing the goal of reaching the summit, but also challenging their own physical and mental limits, which perfectly embodies the theme of adversity and courage. To further activate students’ anticipation, the teacher raises a predictive question: “What kinds of difficulties do you think the mountaineers will meet during the expedition? How will they deal with these troubles?” Students are encouraged to think freely and share their guesses without pressure. The teacher does not give correct or wrong judgments, but records students’ guesses on the blackboard, which will be verified during video viewing. Design Intention: Background information popularization helps students build a cognitive context for the video, avoiding incomprehension caused by lack of background knowledge. Predictive questions guide students to think actively and generate curiosity about the video content, making them take the initiative to watch and verify their guesses, thus improving the efficiency of video viewing and cultivating students’ predictive thinking ability. Stage 2: While-Viewing & Comprehension (Core Learning Phase) Activity 1: First Viewing – Grasp the Main Idea The teacher plays the complete video for the first time, requiring students to watch and listen carefully without taking notes, and focus on grasping the general plot and core theme of the video. Before playing, the teacher clearly states the task: “After watching, you need to answer two questions: What is the main story of the video? What is the spirit that the video wants to convey?” The teacher plays the video smoothly, ensuring every student can watch and hear clearly. After the first viewing, the teacher gives students 1 minute to organize their thoughts independently, then conducts a whole-class sharing session. The teacher invites students to answer the questions one by one. For the first question, students should summarize that the video tells a team of mountaineers climbing Razor Peak in Antarctica, experiencing many hardships but finally reaching the summit. For the second question, students should point out that the video conveys the spirit of perseverance, courage and teamwork in the face of adversity. The teacher affirms all students’ answers, supplements and optimizes the expression of the main idea, and writes the core theme “Unyielding Courage and Strong Teamwork Overcome Adversity” on the blackboard. Design Intention: The first viewing aims at overall comprehension, guiding students to establish a macro understanding of the video content and avoid getting lost in details. This task design conforms to the cognitive law of “from whole to part” in language learning, helping students clarify the context and core connotation first, which lays a solid foundation for detailed comprehension in the second viewing. Activity 2: Second Viewing – Capture Key Details Based on the main idea comprehension, the teacher plays the video for the second time, this time requiring students to take notes quickly and capture key details according to the task sheet designed by the teacher. The task sheet includes three parts of detailed questions, covering characters, difficulties and actions: 1. Who are the main characters in the video? What is their goal? 2. What specific hardships do the mountaineers face during the expedition? (List at least three points) 3. What actions do they take to overcome these hardships? How do they support each other? During the second viewing, the teacher pauses the video appropriately at key segments to give students time to take notes, especially at the scenes showing extreme weather, physical injuries and team cooperation. After the viewing, the teacher organizes students to discuss the answers in groups of 4, exchanging and supplementing their notes. Each group is required to reach a consensus on the answers and assign a representative to share later. The teacher walks around the classroom to participate in students’ discussions, guide them to find accurate details and correct inaccurate information. After group discussion, the teacher invites each group to share part of the answers, and the whole class supplements together. For the question of hardships, students will summarize points such as freezing cold weather, sharp rocks cutting their skin, physical exhaustion, unstable road conditions and strong winds. For the question of actions, students will mention that they help each other climb, encourage each other, persist in moving forward and never give up. The teacher sorts out the detailed answers on the blackboard in a clear list form, strengthening students’ memory of key information. Design Intention: The second viewing focuses on detailed mining, training students’ ability to extract and organize key information from audio-visual materials. Group discussion not only improves students’ participation, but also cultivates their cooperative learning ability and communication skills. By sorting out details, students can deeply understand the mountaineers’ experiences and further perceive the spiritual connotation behind the plot. Activity 3: Third Viewing – Understand Implicit Emotions & Language Expressions The teacher plays the video for the third time, focusing on two core objectives: perceiving the implicit emotions of the mountaineers and learning classic expressive sentences in the video. First, the teacher guides students to pay attention to the mountaineers’ facial expressions, tones and actions, and think about their inner emotions: When they encounter difficulties, do they feel scared or desperate? What keeps them going? When they reach the summit, what kind of emotions do they show? Second, the teacher asks students to pay attention to the classic lines and descriptive sentences in the video’s narration, such as “Every step is a struggle, but we never lose faith”, “Teamwork is our strongest weapon”, “Courage is not the absence of fear, but moving forward despite fear”. The teacher pauses the video at these sentences, guides students to read them aloud repeatedly, understand their deep meaning, and record them in their notebooks. After the third viewing, the teacher organizes an emotional sharing session: “Which scene in the video touched you most? What emotions did it convey? How do these emotions reflect the theme of courage?” Students are encouraged to express their personal feelings freely, combining the video details. The teacher also leads students to analyze the meaning of classic sentences, helping them understand that courage is not fearlessness, but persisting in the face of fear, and that adversity is a test of one’s will and teamwork. Design Intention: The third viewing deepens comprehension from the levels of emotion and language, breaking through the teaching difficult point of understanding implicit connotations. By perceiving emotions, students cultivate empathy and deepen their understanding of the theme; by learning classic sentences, students accumulate language materials, improving their language application ability. This activity integrates emotional experience and language learning, realizing the unity of theme comprehension and language acquisition. Stage 3: Post-Viewing & Extension (Deepening & Application Phase) Activity 1: Group Discussion – Reflect on the Theme The teacher designs in-depth discussion questions to guide students to connect the video theme with real life, cultivating their critical thinking and value judgment. The discussion questions are set as follows: 1. What is the most important quality to overcome adversity according to the video? Is it courage, perseverance or teamwork? Why? 2. Have you ever experienced adversity in your study or life? How did you face it? What did you learn from that experience? 3. What can we do to cultivate courage and perseverance in our daily life? Students discuss in the original groups of 4, and each student is required to express their own opinions actively, combining the video content and personal experiences. The teacher reminds students to use the vocabulary and sentences learned in class during the discussion, and to listen to others’ opinions patiently. The teacher walks around to guide the discussion direction, encourage shy students to speak, and help students organize their language expression. After 5 minutes of heated discussion, each group sends a representative to make a summary speech, sharing the group’s views and experiences. The teacher listens carefully, affirms each group’s insights, and makes targeted comments: for example, praising students for combining personal experiences with the theme, guiding students to realize that adversity is inevitable in life, but with courage and teamwork, we can overcome all difficulties. The teacher also summarizes the core value of the theme: Adversity is not a stumbling block, but a stepping stone to grow stronger, and courage and perseverance are the most precious weapons to face challenges. Design Intention: Theme reflection discussion connects the video content with students’ real life, realizing the transformation from “understanding the theme” to “internalizing the value”. This activity not only trains students’ oral expression and logical thinking ability, but also helps students establish a positive attitude towards adversity, achieving the goal of cultivating cultural awareness and thinking quality. Group discussion also enhances students’ sense of cooperation and mutual learning. Activity 2: Language Application – Oral Presentation & Writing To consolidate the learned language knowledge and improve students’ application ability, the teacher designs two progressive language output tasks: oral mini-presentation and short writing. First, the oral task: Each student prepares for 2 minutes independently, and gives a 1-minute mini-speech with the title “My Experience of Overcoming Adversity”. The teacher provides a speech framework to help students organize content: Start with a brief introduction of the adversity you faced → Describe how you felt and what difficulties you met → Explain how you overcame it (with courage, perseverance or help from others) → Share what you learned from this experience. Students are encouraged to use the vocabulary and classic sentences learned in class, such as “I faced great adversity in...”, “I showed great courage to...”, “Perseverance helped me get through...”. After preparation, the teacher invites 5-6 students to give speeches in front of the class, and other students listen carefully and give positive feedback. The teacher corrects students’ language errors gently and praises their fluent expression and sincere feelings. Then, the writing task: For students who are not good at oral expression, they can choose to write a short paragraph of about 80 words on the same topic, integrating the key language points and theme comprehension. The teacher walks around to guide students’ writing, help them solve vocabulary and grammar problems, and ensure each student can complete the output task smoothly. Design Intention: Language output tasks follow the principle of “input first, output later”, consolidating the language knowledge learned in class and improving students’ oral and written expression ability. Providing a speech framework reduces the difficulty of output, helping students build confidence in language application. Personalized task design (choosing oral or written) takes into account students’ individual differences, ensuring every student can gain a sense of achievement in language learning. Activity 3: Theme Extension & Value Enhancement The teacher extends the theme to a broader scope, showing more examples of people overcoming adversity with courage and perseverance, such as famous scientists persisting in experiments despite failures, athletes training hard to win honors, and ordinary people sticking to their dreams in difficult life. The teacher shares a short inspirational quote: “The greatest glory in living lies not in never falling, but in rising every time we fall.” and guides students to read it aloud together, understanding its profound meaning. The teacher then makes a summary of the class, emphasizing that adversity is an inevitable part of life, but it is also a chance to grow. The courage and perseverance shown in the video are not only for mountaineers, but also for every one of us. In study and life, we will encounter all kinds of difficulties, but as long as we have the courage to face them, the perseverance to persist, and the support of teamwork, we can overcome all adversity and become better ourselves. Finally, the teacher assigns homework: 1. Review the vocabulary and classic sentences learned in class, and recite 3 classic sentences. 2. Share the story of the video and your understanding of courage with your family in English. 3. Write a short essay (about 100 words) entitled “Courage in My Eyes” to deepen the theme comprehension. Design Intention: Theme extension broadens students’ horizons, linking the textbook theme to real-life examples and inspirational ideas, further internalizing positive values. Homework design is hierarchical, combining language consolidation and theme extension, not only reviewing classroom knowledge, but also guiding students to apply what they have learned to family communication and independent writing, forming a closed loop of learning and realizing the sustainable development of learning ability. Stage 4: Summary & Feedback (Closing Phase) The teacher leads students to review the whole class content together: First, review the main plot and key details of the video; second, review the core vocabulary and classic sentences related to adversity and courage; third, review the spiritual connotation and value of the theme. The teacher asks students to reflect on what they have gained in this class, both in language knowledge and in life enlightenment. Then, the teacher collects students’ feedback briefly: Ask students to put up their hands if they have mastered the key vocabulary, and ask students to share one sentence that impressed them most in the class. The teacher affirms all students’ efforts and progress in the class, encourages them to apply the spirit of courage and perseverance to daily study and life, and look forward to students’ better performance in future English learning. Design Intention: Classroom summary helps students sort out the knowledge system of the class, strengthening memory and comprehension; collecting feedback allows the teacher to understand students’ learning situation timely, and also enhances students’ sense of participation. Positive encouragement boosts students’ learning confidence, laying a good foundation for subsequent learning, and perfectly ends the whole teaching process. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $