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

WORKBOOK-UNIT 4 ADVERSITY AND COURAGE 内容导航 This workbook consolidates the theme of adversity and courage, covering vocabulary building, tense practice, reading comprehension, listening tasks and writing exercises. It reinforces key language points and guides students to reflect on bravery in hardships based on Shackleton’s expedition story. 教学目标和重难点 1. 教学目标 Language competence: Master key vocabulary, present perfect continuous tense and expressive structures about adversity. Cultural awareness: Understand western adventurous spirit and positive values of overcoming hardships. Thinking quality: Cultivate logical and critical thinking in analyzing challenges and solutions. Learning ability: Develop autonomous and cooperative learning skills via pair work, self-assessment and reflective practice. 2. 教学重难点 Key points: Grasp core vocabulary related to adversity and courage, master the usage of present perfect continuous tense, and extract key information from listening and reading texts. Difficult points: Distinguish tense differences in practical contexts, express personal views on adversity fluently in English, and write coherent essays with clear logic about brave deeds in tough situations. 教学过程 Step 1: Lead-in & Theme Activation The teacher starts the class by showing short video clips of Shackleton’s Antarctic expedition and raising interactive questions. The teacher asks students to share in pairs a time when they faced a tough challenge and how they summoned courage to cope with it. After a few minutes of pair discussion, several students are invited to present their stories to the whole class. Then the teacher leads students to review the main content of the textbook unit, recalling the hardships the expedition team encountered and the noble qualities they displayed. The teacher connects the review to the workbook, telling students that this session will deepen their understanding of the theme and polish language skills through targeted exercises. Design Intention: Arouse students’ learning interest and activate their prior knowledge related to the theme, creating a coherent learning context between the textbook and workbook. Pair discussion encourages students to express personal experiences, laying an emotional foundation for the theme of adversity and courage, and helping them quickly integrate into the classroom learning atmosphere. Step 2: Vocabulary Consolidation & Expansion This section focuses on vocabulary exercises in the workbook to consolidate and expand key lexis of the unit. First, the teacher guides students to complete the word formation exercise, asking them to combine suffixes with root words to form new words and explain the meaning and part of speech of each new word. Students work in pairs to discuss the rules of word formation and brainstorm more words with the same suffixes, then draw a mind map on the notebook to sort out the vocabulary. Next, the teacher organizes students to finish the definition matching and phrase completion tasks, requiring them to circle key clues in the sentences to help choose the correct words. After students finish independently, the teacher checks the answers one by one, and explains the confusing words and fixed collocations in detail, such as the differences between “qualified” and “competent”, and common phrases like “keep one’s spirits up” and “set off for”. Then, the teacher designs a quick vocabulary application activity: students use the newly consolidated words and phrases to make simple sentences related to the expedition theme. The teacher walks around the classroom to offer guidance, correct mistakes timely and encourage students to use the vocabulary flexibly. Finally, students summarize the vocabulary learning methods by themselves, such as combining word formation rules and context memory, to enhance their vocabulary learning efficiency. Design Intention: Conduct layered vocabulary training from recognition to application, helping students consolidate basic vocabulary and master word formation rules to expand vocabulary reserve. Mind map and sentence-making activities turn passive memory into active use, strengthening students’ ability to apply vocabulary in context, which aligns with the goal of improving language competence. Step 3: Grammar Focus – Present Perfect Continuous Tense The teacher starts this part by leading students to review the definition, structure and usage of the present perfect continuous tense, combining typical sentences from the textbook to help students recall the core usage: expressing an action that started in the past, has continued to the present and may still be ongoing. Then students are asked to complete the tense exercises in the workbook independently, including filling in the correct verb forms and rewriting sentences with the target tense. When doing the exercises, students need to mark the time clues in each sentence, such as “for days”, “since this morning” and “for over five years”, to determine the tense usage. After completing the exercises, students exchange their exercise books with deskmates to check answers and discuss the wrong questions. The teacher collects common mistakes and explains them intensively, focusing on distinguishing the differences between present perfect tense and present perfect continuous tense, especially the emphasis on action continuity and duration in the latter. Then the teacher designs a situational dialogue activity: students work in pairs to interview each other about recent persistent activities, using the present perfect continuous tense to answer questions, for example, “What hobby have you been keeping recently?” “How long have you been learning this skill?” Next, the teacher provides several real-life contexts, asking students to create short paragraphs with the present perfect continuous tense, combining the theme of adversity, such as describing how they have been striving to overcome a study difficulty. The teacher selects several representative paragraphs to share in class and gives targeted feedback. Finally, students summarize the usage precautions of the tense to deepen their grammatical understanding. Design Intention: Follow the learning logic from review to practice, discussion to application, helping students break through the grammatical difficulty. Peer correction and situational creation activities enable students to understand abstract grammar rules in practical use, improving their ability to use grammar accurately in context and cultivating logical thinking in analyzing sentence structures. Step 4: Listening Comprehension & Information Extraction Before listening, the teacher guides students to preview the listening tasks, including the summary completion and question-answering parts. Students are asked to read the tasks carefully, predict the content of the listening material and circle key words that need to be focused on during listening, such as numbers, places and behaviors. The teacher briefly introduces the background of the listening material: a crew member’s account of Shackleton’s rescue plan, to help students build background knowledge and reduce listening barriers. For the first listening, students are required to grasp the main idea of the material and complete the general summary, focusing on extracting basic information like the number of team members and destinations. For the second listening, students focus on detailed information to answer the questions, taking notes quickly while listening to record key points. After listening, students discuss the answers in groups of four, exchanging their notes and verifying the information together. The teacher then plays the listening material again for students to check and revise their answers. Next, the teacher organizes a group discussion about the listening content: Why was Shackleton’s rescue mission full of adversity? What qualities did he show during the mission? Students express their views freely based on the listening information, and the teacher guides them to combine the theme of courage and adversity to deepen their comprehension. Finally, the teacher summarizes listening strategies, such as predicting before listening, grasping key words during listening and checking after listening, to improve students’ listening skills. Design Intention: Adopt layered listening training to help students master effective listening strategies, improving their ability to extract main ideas and detailed information. Group discussion after listening connects listening content to the unit theme, enhancing students’ understanding of the adventurous spirit and cultivating their critical thinking in analyzing characters’ qualities. Step 5: Reading Comprehension & Deep Thinking Students first read the memoir about the crew’s experience on Elephant Island independently, and the teacher sets a time limit for reading to train their skimming and scanning skills. Before reading, the teacher gives reading tasks: skim the text to get the main idea of each paragraph, and scan to find answers to the basic questions, such as what the crew ate and drank, the dangers they faced and how they kept positive. After independent reading, students finish the comprehension questions in the workbook, and mark the sentences in the text that support their answers. Then students conduct group cooperative learning: discuss the difficult questions in the reading part, such as the key reasons for the crew’s survival and whether they would trust Shackleton if they were on the island. Each group elects a spokesperson to share their discussion results, and other groups can raise different opinions for interaction. The teacher guides the discussion to focus on the theme, leading students to realize the importance of optimism, unity and perseverance in the face of adversity. Next, the teacher guides students to analyze the key sentences and emotional expressions in the text, such as sentences showing the crew’s despair and hope, helping students understand the text deeply and appreciate the language features of the memoir. Students are encouraged to draw a timeline of the crew’s experience on the island to sort out the context and deepen their comprehension of the story development. Finally, the teacher summarizes reading skills, such as using context clues to understand emotions and sorting out story clues to grasp the main idea, to improve students’ reading ability. Design Intention: Train students’ reading skills from shallow comprehension to deep analysis, guiding them to not only extract information but also think critically about the theme. Cooperative discussion and timeline drawing activities enhance students’ reading initiative and deepen their cultural awareness of the positive spirit of overcoming hardships. Step 6: Writing Training & Draft Revision The teacher first introduces the writing task: write an essay about Shackleton and his crew’s story on the ship Endurance, combining the diary entries and memoir read before. The teacher explains the writing requirements clearly: the essay should include the background of the expedition, the hardships they faced, the brave deeds they did and the enlightenment the story brings. Then the teacher guides students to brainstorm ideas and create an outline, including the introduction, body paragraphs and conclusion. In the introduction part, students are guided to briefly introduce the expedition background; in the body part, they need to describe the key difficulties and the crew’s responses with details; in the conclusion part, they should express personal feelings and the significance of courage in adversity. The teacher provides useful expressions and sentence structures for reference, such as “Despite the severe hardships...”, “What impressed me most is...”, “This story teaches us that...” to help students organize language smoothly. Students then write the first draft independently within the specified time. After finishing, students exchange drafts with partners and use the checklist in the workbook to give feedback, checking whether the draft has a clear structure, complete content, correct vocabulary and grammar, and fluent sentences. Students revise their drafts carefully according to the feedback, modifying the unclear expressions and wrong language points. The teacher walks around to provide individualized guidance, helping students solve writing difficulties and optimize their writing content. Next, several students are invited to share their revised essays in class, and the teacher gives positive feedback and targeted suggestions for improvement. Finally, students summarize the writing methods of narrative essays with themes, emphasizing the combination of story details and emotional expression, to improve their writing ability. Design Intention: Guide students to complete the writing process from outline drafting to revision, cultivating their ability to organize ideas and express thoughts coherently. Peer feedback and draft revision help students learn from each other, improve their language accuracy and writing logic, and realize the integration of language output and theme sublimation. Step 7: Self-Assessment & Summary Reflection Students first complete the self-assessment part in the workbook, reflecting on their learning performance in this session, including vocabulary mastery, grammar application, listening and reading comprehension, and writing performance. They rate their learning effects and record the parts that need further improvement. Then the teacher leads the whole class to summarize the key content of the workbook session, sorting out the core vocabulary, grammar rules, listening and reading strategies and writing skills learned in this class. The teacher guides students to connect the language learning with the theme of adversity and courage, encouraging them to apply the spirit of perseverance and bravery to daily study and life, facing difficulties positively. Students are asked to share one thing they have learned in this class and one plan to improve their English learning. The teacher affirms each student’s performance and gives targeted encouragement, enhancing students’ learning confidence. Finally, the teacher assigns homework: review the consolidated vocabulary and grammar, polish the revised essay and copy it neatly, and collect a short story about overcoming adversity to share in the next class. The homework is designed to consolidate classroom learning and extend the theme learning to after-class autonomous learning. Design Intention: Self-assessment helps students develop reflective learning ability, clarifying their learning advantages and deficiencies. Class summary sorts out the knowledge system, strengthening students’ overall grasp of the content. Theme sublimation and after-class homework connect classroom learning to real life, cultivating students’ positive values and autonomous learning ability. Step 8: Video Time & Theme Extension (Optional In-depth Part) If time permits, the teacher plays the related video about climbing challenges and adversity overcoming, guiding students to watch carefully and complete the event ordering and question-answering tasks. After watching the video, students hold a free talk about the meaning of adversity and courage, discussing how difficult challenges can shape personal growth and help people overcome negative feelings. The teacher guides students to connect the video content with their own lives, encouraging them to establish a positive attitude towards setbacks. Students are divided into small groups to create a short slogan about overcoming adversity in English, and each group presents their slogan to the class. The teacher selects excellent slogans to display in the classroom, creating a positive learning atmosphere. This part deepens the theme understanding and enhances students’ cultural awareness and emotional perception. Design Intention: Video watching and slogan creation enrich the teaching form, stimulating students’ learning interest. Theme extension activities help students internalize the positive values of courage and perseverance, realizing the integration of language learning and moral education, and fully cultivating students’ core competencies. 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 $