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

该教案聚焦“冒险”主题语言表达，通过3分钟冒险视频（如马里亚纳海沟探索）导入引发讨论，激活学生旧知，再复习核心词汇（attempt, survive等）及短语，搭建语言支架，为后续呈现活动奠定基础。 特色在于任务驱动的合作学习与多维度评价，小组选主题（真实/历史/想象冒险）分工准备、展示，结合同伴互评与教师点评，培养学习能力与思维品质。视频导入与样本分析提升语言能力，写作与主题讨论深化文化意识，助力学生逻辑表达与自信展示，为教师提供可操作的综合语言实践方案。

Unit 5 What an Adventure!-Presenting ideas 内容导航 This part centers on adventure themes, guiding students to integrate what they’ve learned to present adventure stories, share exploration experiences and opinions. It emphasizes oral and written expression, helping students develop the ability to convey ideas clearly and logically around adventure topics. 教学目标和重难点 1. 教学目标 Language Ability: Master adventure-related vocabulary and sentence patterns to express experiences and views orally and in writing. Learning Ability: Cultivate autonomous and cooperative learning skills through group discussions and presentation practices. Cultural Awareness: Understand the spirit of explorers at home and abroad, establish the awareness of harmony between humans and nature. Thinking Quality: Develop logical thinking and critical thinking by analyzing adventure stories and expressing personal insights. 2. 教学重难点 Key Points: Master core vocabulary (e.g., attempt, survive, surround) and phrases (e.g., make an attempt to, survive on) related to adventure; be able to present adventure stories or views clearly and coherently in English. Difficult Points: Use proper tenses (past perfect tense, past continuous tense) to describe adventure processes; express personal opinions logically with sufficient supporting details; overcome shyness to present confidently in public. 教学过程 Step 1: Lead-in (Lead students into the theme and activate prior knowledge) Activity 1: Video Appreciation and Discussion. Play a 3-minute short video about famous adventures, such as the exploration of the Mariana Trench or the journey to Mount Everest. The video should include vivid scenes of exploration and simple English narration to arouse students’ interest. After watching the video, ask students two questions: “What adventure did you see in the video?” and “If you have a chance, what kind of adventure would you like to have? Why?” Invite 3-4 students to share their answers in simple English. Design Intention: The video can visually present the charm of adventure, quickly attract students’ attention and stimulate their interest in the theme. The simple discussion questions can activate students’ prior knowledge about adventure, help them recall relevant vocabulary and expressions they have learned before, and lay a foundation for the subsequent presenting activities. At the same time, it can cultivate students’ oral expression ability and courage to speak in public. Activity 2: Vocabulary Review. Display the core vocabulary and phrases of the unit on the screen, including attempt, survive, surround, astonish, make an attempt to do sth, survive on, be surrounded by, to one’s astonishment. Ask students to read the words and phrases aloud together, then invite individual students to make sentences with each word or phrase. For example, “He made an attempt to climb the high mountain.” “The village is surrounded by green trees.” If students have difficulty making sentences, the teacher can give appropriate hints and guidance. Design Intention: Reviewing the core vocabulary and phrases can help students consolidate the knowledge they have learned in the previous lessons, ensure that they can use these words and phrases flexibly in the subsequent presenting activities, and avoid language barriers caused by insufficient vocabulary. At the same time, sentence-making practice can deepen students’ understanding of the usage of words and phrases, improving their language application ability. Step 2: Presentation of Sample (Provide models and guide students to summarize methods) Activity 1: Analyze the Sample Passage. Distribute the sample passage of Presenting ideas in the textbook to students. The sample passage is about a diving adventure experience, which includes the process of the adventure, the feelings during the adventure and personal insights. Ask students to read the passage silently and complete two tasks: 1. Underline the key information about the adventure (time, place, process, feelings). 2. Summarize the structure of the passage. After students finish reading, organize a class discussion. First, invite students to share the key information they underlined, and the teacher will sort out and display it on the screen. Then, guide students to summarize the structure of the sample passage: Introduction (introduce the adventure topic) → Body (describe the adventure process in detail, including the difficulties encountered and how to solve them, and the feelings during the process) → Conclusion (express personal insights and feelings about the adventure). Design Intention: The sample passage is a good model for students to present their ideas. By analyzing the sample, students can clearly understand the structure and key elements of presenting an adventure story, learn how to organize their ideas and arrange the content. Underlining key information can help students improve their reading comprehension ability and extract key information quickly. Summarizing the structure can cultivate students’ logical thinking ability, enabling them to master the method of writing and presenting adventure stories. Activity 2: Analyze the Language Features of the Sample. Guide students to re-read the sample passage and pay attention to the tenses and sentence patterns used in it. Ask students to find out the sentences using past perfect tense, past continuous tense and simple past tense, and analyze their usages. For example, “Before we dived into the sea, we had received professional training.” (past perfect tense, used to express an action that happened before another past action) “While we were diving, we saw many beautiful fish swimming around us.” (past continuous tense, used to express an action happening at a certain time in the past) In addition, guide students to pay attention to the transitional words and phrases used in the passage, such as first, then, suddenly, finally, which make the passage more coherent and logical. The teacher can list these transitional words and phrases on the screen and explain their usages, encouraging students to use them in their own presentations. Design Intention: Analyzing the language features of the sample can help students master the proper use of tenses in describing past adventures, avoid tense errors in their own expressions. Transitional words and phrases are very important for coherent expression. By learning and mastering these words and phrases, students can make their presentations more fluent and logical, improving their language expression ability. Step 3: Group Preparation (Cooperative learning and practice) Activity 1: Group Division and Topic Selection. Divide students into groups of 4-5, and ask each group to choose an adventure topic. The topics can be selected from the following options: 1. A real adventure experience of yourself or someone you know. 2. A famous adventure story in history (e.g., Vasco da Gama’s voyage to India). 3. An imaginary adventure (e.g., exploring a mysterious island). 4. The adventure in the novel Twenty Thousand Leagues Under the Sea. Each group can choose a topic according to their interests, and the teacher should ensure that the topics of each group are not repeated. Design Intention: Group cooperative learning can cultivate students’ cooperative spirit and communication ability. Allowing students to choose topics according to their interests can fully mobilize their enthusiasm and initiative, make them more actively involved in the preparation process. The diverse topics can enrich the content of the subsequent presentations, enabling students to learn from each other and broaden their horizons. Activity 2: Group Discussion and Content Arrangement. Ask each group to have a discussion around their chosen topic, and complete the following tasks: 1. Determine the main content of the presentation (including the background of the adventure, the process, the difficulties encountered, the solutions, the feelings and insights). 2. Assign roles to each member of the group: one student is responsible for introducing the topic and background, one or two students are responsible for describing the adventure process in detail, one student is responsible for sharing feelings and insights, and one student is responsible for summarizing. 3. Draft the script of the presentation, and pay attention to the use of the core vocabulary, phrases and sentence patterns reviewed earlier, as well as the proper use of tenses and transitional words. During the group discussion, the teacher should walk around the classroom, observe the discussion situation of each group, and provide timely guidance and help. For example, if a group has difficulty determining the content of the presentation, the teacher can give appropriate suggestions; if a group has errors in the use of vocabulary or tenses, the teacher should correct them in time. At the same time, the teacher should encourage students to communicate actively, express their own opinions, and cooperate with each other to complete the task. Design Intention: Group discussion can help students clarify their ideas, determine the content and structure of the presentation, and improve their ability to organize and arrange content. Assigning roles can make each student have a clear task, ensure that every student participates in the activity, and avoid the phenomenon that some students are lazy. Drafting the script can help students sort out their ideas, practice their language expression ability, and lay a foundation for the subsequent formal presentation. The teacher’s guidance can help students solve problems in time, ensure the smooth progress of the preparation work, and improve the quality of the presentation. Activity 3: Group Rehearsal. After completing the script drafting, ask each group to rehearse their presentation. During the rehearsal, students should pay attention to their pronunciation, intonation and expression, and try to speak fluently and confidently. They should also pay attention to the coordination between members, ensure that the transition between different parts is natural and smooth. The teacher can invite some groups to rehearse in front of the class, and give comments and suggestions on their pronunciation, intonation, content arrangement and expression, helping them improve their presentation skills. Design Intention: Rehearsal can help students familiarize themselves with the content of the presentation, improve their oral expression ability and fluency, and enhance their confidence in presenting. Rehearsing in front of the class can help students get used to the public presentation environment, overcome shyness, and at the same time, other students can learn from each other and put forward valuable suggestions. The teacher’s comments and suggestions can help students find their own shortcomings and improve their presentation quality. Step 4: Group Presentation (Show results and conduct evaluation) Activity 1: Formal Presentation. Each group takes turns to present their adventure story or views in front of the class. The presentation time of each group is about 5-6 minutes. During the presentation, other students should listen carefully, take notes, and pay attention to the content, language expression, fluency and confidence of the presentation. The teacher should record the performance of each group, including their strengths and areas that need improvement. Design Intention: Formal presentation is the key link of this lesson, which can test the learning effect of students, show their language application ability and cooperative learning results. Listening carefully to others’ presentations can help students learn from each other, broaden their horizons, and cultivate their listening ability and concentration. The teacher’s record can help to conduct a comprehensive and objective evaluation of each group later. Activity 2: Peer Evaluation. After each group’s presentation, invite 2-3 students to evaluate their performance. The evaluation criteria include: 1. Content: Whether the content is complete, logical and interesting. 2. Language: Whether the vocabulary and phrases are used correctly, whether the tenses are appropriate, and whether the expression is fluent. 3. Performance: Whether the speaker is confident, whether the pronunciation and intonation are correct, and whether the coordination between members is good. Students should put forward positive comments and constructive suggestions, such as “Your presentation is very interesting, but you can use more transitional words to make it more coherent.” Design Intention: Peer evaluation can cultivate students’ critical thinking ability and evaluation ability, enable them to find the strengths and shortcomings of others, and learn from each other. At the same time, it can also make students pay more attention to their own performance, and improve their ability to reflect and summarize. Positive comments can encourage students and enhance their confidence, while constructive suggestions can help students improve their presentation skills. Activity 3: Teacher Evaluation. After all groups have finished their presentations, the teacher makes a comprehensive evaluation. First, affirm the strengths of each group, such as rich content, fluent expression, confident performance, etc., and praise the groups and students who performed well. Then, point out the common problems existing in the presentations, such as incorrect use of tenses, insufficient use of transitional words, unclear expression, etc., and give specific guidance and suggestions. Finally, summarize the key points of presenting ideas around adventure themes, emphasizing the importance of clear structure, correct language and confident expression. Design Intention: Teacher evaluation is an important supplement to peer evaluation. The teacher’s comprehensive and professional evaluation can help students have a clear understanding of their own performance, find their own shortcomings, and know how to improve. Affirming and praising can enhance students’ sense of accomplishment and enthusiasm for learning, while pointing out problems and giving suggestions can help students correct their mistakes and improve their language application ability and presentation skills. Step 5: Consolidation and Extension (Deepen understanding and expand application) Activity 1: Individual Writing. Ask students to write a short passage about their own adventure experience or an imaginary adventure, with a length of about 150 words. The passage should include the key elements of the adventure, such as the process, feelings and insights, and use the core vocabulary, phrases and sentence patterns learned in this lesson. Students can refer to the sample passage and the presentations of other groups to complete the writing task. Design Intention: Writing is an important way to consolidate language knowledge and improve language application ability. Through individual writing, students can further master the method of organizing adventure-related content, flexibly use the vocabulary, phrases and sentence patterns learned, and deepen their understanding of the theme. At the same time, it can also cultivate students’ independent thinking ability and writing ability. Activity 2: Sharing and Commenting on Writings. Invite several students to share their written passages in front of the class, and ask other students to comment on them. The teacher can also select some typical passages (both excellent and those with common problems) to comment on, pointing out their strengths and shortcomings, and giving suggestions for improvement. For example, for an excellent passage, the teacher can praise its clear structure and accurate use of language; for a passage with tense errors, the teacher can correct the errors and explain the correct usage of tenses. Design Intention: Sharing writings can help students learn from each other, understand different ways of expressing adventure themes, and broaden their thinking. Commenting on writings can help students find their own mistakes in writing, improve their writing ability and error-correcting ability. The teacher’s comment can provide professional guidance for students, help them master writing skills and improve the quality of their writings. Activity 3: Theme Discussion. Organize a class discussion on the topic “What is the significance of adventure?” Ask students to express their own views, combining with the adventure stories they have learned and presented. For example, “Adventure can help us challenge ourselves and gain new experiences.” “Adventure can help us understand nature better and establish the awareness of protecting nature.” The teacher should guide students to have a positive and correct understanding of adventure, emphasizing that adventure is not reckless behavior, but requires courage, wisdom and preparation. Design Intention: Theme discussion can deepen students’ understanding of the significance of adventure, cultivate their critical thinking ability and ability to express personal views. It can also help students establish a positive outlook on life, encourage them to dare to challenge themselves, pursue their dreams, and at the same time, establish the awareness of harmony between humans and nature, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Step 6: Summary and Homework (Summarize knowledge and consolidate practice) Activity 1: Lesson Summary. The teacher leads students to summarize the key points of this lesson, including: 1. The structure and key elements of presenting adventure stories. 2. The core vocabulary, phrases and sentence patterns related to adventure. 3. The methods and skills of oral presentation and written expression. Ask students to recall and share what they have learned in this lesson, and the teacher supplements and sorts out to ensure that students have a clear understanding of the knowledge and skills learned. Design Intention: Lesson summary can help students sort out the knowledge and skills learned in this lesson, consolidate their memory, and form a systematic knowledge framework. It can also cultivate students’ ability to summarize and reflect, enabling them to better master and apply the knowledge and skills learned. Activity 2: Homework Arrangement. Assign two homework tasks: 1. Revise the short passage written in class according to the comments and suggestions, and submit it in the next class. 2. Prepare a 2-minute individual oral presentation about “My Favorite Adventure Story” and present it in the next class. The presentation should be fluent and confident, and use the knowledge and skills learned in this lesson. Design Intention: Homework is an important way to consolidate the knowledge and skills learned in class. Revising the short passage can help students correct their mistakes, improve their writing ability. Preparing the individual oral presentation can further exercise students’ oral expression ability and confidence, and consolidate the presentation skills learned in this lesson. At the same time, it can also lay a foundation for the subsequent teaching activities. 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 $