Unit 5 What an Adventure!-Starting out 教案-2025-2026学年高中英语外研版必修第三册

Unit 5 What an Adventure!-Starting out 内容导航 Starting out of Unit 5 focuses on the theme of adventure, introducing famous explorers and their journeys through maps and pictures. It guides students to discuss adventure experiences and their meanings, laying a foundation for subsequent learning with situational interaction and vocabulary input. 教学目标和重难点 1. 教学目标 Language Competence: Master adventure-related vocabulary and simple descriptive sentences, and improve listening and speaking skills through interaction. Cultural Awareness: Understand the contributions of Chinese and foreign explorers, and cultivate a positive attitude towards exploring nature. Thinking Quality: Develop logical thinking and critical thinking by discussing the value of adventure. Learning Ability: Form good learning habits by using strategies like observation, cooperation and inquiry to lay a foundation for autonomous learning. 2. 教学重难点 Key Points: Master core vocabulary such as “explorer, journey, adventure, attempt” and phrases like “make an attempt to do, set out”; understand the basic information of famous explorers and their adventures; be able to talk about simple adventure experiences in simple English. Difficult Points: Using adventure-related vocabulary and sentences accurately in real communication; expressing personal views on adventure logically; understanding the deep meaning of exploration spirit reflected in the materials. 教学过程 Step 1: Lead-in (Lead students into the theme of adventure and activate prior knowledge) Activity 1: Visual Aids Display and Free Talk The teacher shows pictures and short video clips related to adventures, including the scenes of climbing Qomolangma, the voyage of explorers, and the underwater world in Twenty Thousand Leagues Under the Sea. Then the teacher asks students the following questions: “Have you ever had an adventure experience? What kind of adventure do you think is exciting? Do you know any famous explorers in history?” After asking the questions, the teacher invites 3-4 students to share their ideas freely. There is no restriction on the form of expression, and students can use simple words or sentences to express their thoughts. For students who have difficulty speaking, the teacher gives appropriate prompts, such as “I think climbing mountains is an adventure because...” Design Intention: This activity uses visual aids to attract students’ attention and stimulate their interest in the theme of adventure. By asking open-ended questions, it activates students’ prior knowledge and life experience, shortens the distance between students and the teaching content, and creates a relaxed and active classroom atmosphere for the follow-up teaching. At the same time, it implicitly guides students to think about the connotation of adventure and lays a foundation for the introduction of explorers and their stories. Activity 2: Vocabulary Preview and Presentation Based on the lead-in activity, the teacher presents the core vocabulary of this section: explorer, adventure, journey, attempt, voyage, discover, border, zone. The teacher pronounces each word clearly, explains the meaning in simple English, and combines the pictures and video clips just shown to give example sentences, such as “Columbus is a famous explorer who discovered America.” “Climbing Qomolangma is a dangerous but exciting adventure.” Then, the teacher organizes a quick memory game: show the Chinese meaning of the words, and ask students to stand up and say the corresponding English words quickly; or show the English words and ask students to explain their meanings in simple English. After the game, the teacher checks the mastery of vocabulary by asking random questions, such as “What does ‘explorer’ mean?” “Can you make a sentence with ‘attempt’?” Design Intention: Vocabulary is the foundation of language learning. This activity combines the theme of the unit to present and consolidate vocabulary in a situational way, avoiding the tediousness of mechanical memorization. The quick memory game increases the interactivity of the classroom, mobilizes students’ enthusiasm, helps students master the core vocabulary quickly, and lays a solid language foundation for the subsequent listening, speaking and reading activities. Step 2: Text Learning and Interaction (Master the core content and improve language application ability) Activity 1: Map Observation and Explorer Introduction The teacher shows a world map on the screen, marks the voyage routes of three famous explorers: Magellan, Vasco da Gama and Columbus. Then the teacher introduces their basic information and adventure experiences in simple English, combining the map to help students understand their voyage routes and historical contributions. For example: “Magellan was a Portuguese explorer. He led the first voyage around the world, proving that the earth is round.” “Vasco da Gama was the first European to reach India by sea.” “Columbus discovered the American continent in his voyage.” After the introduction, the teacher divides students into groups of 4, and asks each group to discuss the following questions based on the teacher’s introduction and the map: 1. What was the main achievement of each explorer? 2. What difficulties do you think they might have encountered during their voyages? 3. Why did they insist on exploring despite the difficulties? Each group discusses for a period of time, and then sends a representative to share the group’s opinions. The teacher listens carefully, corrects the wrong expressions in students’ speeches, and supplements and summarizes the key points. For example, when students talk about the difficulties encountered by explorers, the teacher can supplement “They might have faced bad weather, lack of food and water, and unknown dangers in the sea.” Design Intention: This activity combines map resources to make the introduction of explorers more intuitive and vivid, helping students understand their adventure experiences and historical contributions. Group discussion encourages students to communicate and cooperate, gives full play to students’ main role, and improves their oral expression ability and cooperative learning ability. At the same time, by discussing the difficulties and motivations of explorers, it guides students to think about the spirit of exploration, which is conducive to the cultivation of cultural awareness and thinking quality. Activity 2: Listening Practice and Information Extraction The teacher tells students that they will listen to a short conversation about adventure experiences. Before listening, the teacher presents the listening tasks: 1. What kind of adventure did the two speakers talk about? 2. What difficulties did they encounter during the adventure? 3. Did they finish the adventure successfully? Then the teacher plays the recording twice. For the first time, students listen carefully to get the general idea of the conversation; for the second time, students listen carefully and take notes to complete the listening tasks. After listening, the teacher invites students to answer the questions, checks the answers, and plays the key parts of the recording again to help students understand the difficult points in the conversation. After completing the listening tasks, the teacher asks students to read the conversation together with the recording, pays attention to correcting students’ pronunciation and intonation, and explains the key sentences in the conversation, such as “We made an attempt to climb the mountain, but we had to give up because of the bad weather.” “It was a thrilling experience even though we didn’t succeed.” Design Intention: Listening practice is an important part of improving students’ language ability. This activity designs targeted listening tasks to help students master the method of extracting key information. Playing the recording twice, from general to specific, conforms to the law of listening learning. Reading after the recording helps students improve their pronunciation and intonation, and understanding key sentences helps students master the application of grammar and vocabulary in real communication. Activity 3: Role-play and Situational Communication The teacher divides students into pairs, and asks them to role-play the conversation they just listened to. After practicing for a period of time, the teacher invites 2-3 pairs to perform in front of the class, and gives comments and suggestions, such as praising students for their fluent expression, and pointing out the problems in pronunciation or grammar. Then, the teacher expands the situational communication: asks students to imagine that they are talking with their friends about their own adventure experiences (real or imagined), and uses the vocabulary and sentences learned in this section, such as “I once had an adventure of...”, “We set out early in the morning...”, “We encountered... during the adventure.” The teacher walks around the classroom, provides help for students who have difficulty communicating, and guides them to use the learned knowledge flexibly. Design Intention: Role-play and situational communication can make students apply the learned vocabulary and sentences to real communication scenarios, which is conducive to improving their oral expression ability and language application ability. Performing in front of the class can enhance students’ confidence and sense of achievement, and the teacher’s comments and guidance can help students find their own problems and improve their language level. Step 3: Theme Exploration and Deep Thinking (Cultivate core literacy and expand thinking) Activity 1: Discussion on the Meaning of Adventure The teacher asks students the core question of this section: “Why do people like adventures? What is the meaning of adventure?” Then the teacher organizes students to have a class discussion. Students can express their views freely, and the teacher guides them to think from multiple angles, such as the exploration of the unknown, the challenge of themselves, the promotion of human progress, etc. During the discussion, the teacher can give appropriate prompts, such as “Explorers’ adventures have promoted the exchange of different regions. What other meanings do you think adventure has?” “What can we learn from the spirit of explorers?” After the discussion, the teacher summarizes: Adventure is not only a kind of exciting experience, but also a spirit of exploring the unknown, challenging oneself and persisting in pursuit. It promotes human progress and helps us understand the world better. Design Intention: This activity guides students to think deeply about the theme of adventure, from the surface experience to the deep connotation, which is conducive to cultivating students’ critical thinking and logical thinking. The class discussion provides a platform for students to express their views, and the teacher’s guidance helps students establish a correct understanding of adventure, which is conducive to the cultivation of cultural awareness and positive values. Activity 2: Vocabulary and Sentence Consolidation The teacher arranges a consolidation exercise: 1. Fill in the blanks with the core vocabulary learned in this section. (1) Columbus is a famous ______ who discovered America. (2) We made an ______ to finish the task on time. (3) The ______ from Beijing to Shanghai is very wonderful. 2. Translate the following sentences into English. (1) 他是一位勇敢的探险家，曾进行过一次环球航行。(2) 尽管遇到了很多困难，他们仍然坚持完成了冒险。 Students complete the exercises independently, and then the teacher checks the answers, explains the wrong questions, and emphasizes the key points of vocabulary and sentence usage. For example, when explaining the word “attempt”, the teacher emphasizes its collocation “make an attempt to do sth”; when translating sentences, the teacher guides students to use the correct sentence structure and vocabulary. Design Intention: This activity helps students consolidate the core vocabulary and sentences learned in this section, checks the effect of students’ learning, and finds out the problems in students’ learning. Through filling in the blanks and translation exercises, students’ ability to use vocabulary and sentences is further improved, laying a solid foundation for the subsequent learning of the unit. Activity 3: Extension and Expansion The teacher introduces some modern adventure activities to students, such as space exploration, deep-sea exploration, polar exploration, etc., and shows relevant pictures and short videos. Then the teacher asks students: “What do you think of modern adventure activities? Do you want to take part in any modern adventure activities in the future? Why?” Students can discuss in groups first, and then share their views. The teacher encourages students to put forward their own ideas, and guides them to realize that modern adventure activities are more scientific and technological, and also require the spirit of exploration and perseverance. At the same time, the teacher reminds students that adventure should be based on safety and rationality. Design Intention: This activity expands students’ horizons, connects the theme of adventure with modern society, makes students realize the continuity and development of the spirit of exploration, and further deepens their understanding of the theme of the unit. It also guides students to establish a rational attitude towards adventure, which is conducive to the cultivation of correct values and thinking quality. Step 4: Summary and Homework (Consolidate learning and extend after class) Activity 1: Classroom Summary The teacher invites students to summarize the content of this class independently. Students can talk about the vocabulary, sentences, explorers’ stories and their understanding of adventure learned in this class. Then the teacher makes a comprehensive summary: In this class, we learned the core vocabulary and sentences related to adventure, understood the adventure experiences and historical contributions of famous explorers, discussed the meaning of adventure, and improved our listening and speaking ability through interaction and practice. We also learned the spirit of exploration from explorers, which is worth learning. Design Intention: Letting students summarize the classroom content by themselves can help them sort out the knowledge system, deepen their understanding and memory of the learned content, and improve their ability of induction and summary. The teacher’s comprehensive summary can make up for the deficiencies in students’ summary and help students form a complete knowledge framework. Activity 2: Homework Arrangement 1. Recite the core vocabulary and key sentences of this section, and write 5 sentences with the learned vocabulary. 2. Search for information about a famous explorer, and write a short passage (about 50 words) to introduce his/her adventure experience. 3. Discuss with your family or friends about adventure, and record their views, then share them in the next class. 4. Preview the next part of the unit, and try to understand the main content. Design Intention: Homework is an important way to consolidate classroom learning and extend after-class learning. Reciting vocabulary and writing sentences helps students consolidate the language knowledge learned in class; searching for explorer information and writing short passages can improve students’ ability of information collection and writing; discussing with family and friends can expand the scope of communication and deepen their understanding of the theme of adventure; previewing the next part can lay a foundation for the follow-up teaching. Activity 3: After-class Reflection Guidance The teacher guides students to do after-class reflection: ask students to think about what they have learned in this class, what they have mastered well, what problems they have encountered, and how to improve them. Students can write down their reflections in their English study notebooks, and the teacher will check and give feedback in the next class. Design Intention: After-class reflection helps students find their own learning problems, adjust their learning methods, and improve their learning ability. It also helps the teacher understand the effect of teaching and adjust the teaching plan in time, so as to better promote students’ learning and the development of core literacy. Step 5: Teaching Feedback and Adjustment (Optimize teaching and promote students’ development) After the class, the teacher conducts a comprehensive feedback on the teaching process: analyzes the students’ performance in each activity, such as the mastery of vocabulary, the participation in discussion, the effect of listening and speaking, etc.; finds out the problems in the teaching process, such as whether the teaching link is reasonable, whether the activity design is appropriate, whether the guidance to students is in place, etc. According to the feedback, the teacher adjusts the teaching plan and methods for the next class. For example, if students have difficulty in using the word “attempt” flexibly, the teacher will add more practice activities in the next class; if students’ participation in group discussion is not high, the teacher will adjust the grouping method or design more attractive discussion topics. Design Intention: Teaching feedback and adjustment are important links to improve teaching quality. By analyzing students’ learning status and teaching problems, the teacher can optimize the teaching process, make the teaching more in line with students’ learning needs, and better promote the improvement of students’ language ability and the development of core literacy. 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 $