Unit 3 Adventuring-Reading A-Listening,Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第一册

Unit 3 Adventuring-Reading A-Listening,Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Master adventure-related vocabulary and expressions, and improve listening, viewing and speaking skills to express adventure experiences and feelings. Cultural Awareness: Understand adventure cultures at home and abroad and respect diverse exploration spirits. Thinking Quality: Develop logical and critical thinking through analyzing adventure cases. Learning Ability: Cultivate autonomous and cooperative learning skills in interactive activities. 教学重难点 Key Points: Master core vocabulary and sentence patterns about adventures, understand the main idea and details of listening and viewing materials, and express personal views on adventures fluently. Difficult Points: Use complex sentences to describe adventure processes and express feelings appropriately, and think deeply about the meaning of adventure. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a series of vivid pictures and short video clips related to adventures, including Antarctic exploration, mountain climbing, sea voyages and other scenes, such as the clips of Ernest Shackleton's Antarctic adventure from the textbook-related materials. Then the teacher asks open-ended questions in English: "Have you ever had an adventure experience? What kind of adventure do you dream of? Why do people like adventures?" After asking the questions, the teacher gives students 3 minutes to think independently and then invites 2-3 students to share their ideas with the whole class. When students answer, the teacher listens carefully, corrects minor pronunciation or grammar mistakes gently, and guides them to use simple adventure-related words, such as "explore", "challenge", "bravery" and "endurance". At the same time, the teacher writes these key words on the blackboard to lay a foundation for the subsequent study. Design Intention: The multi-modal materials such as pictures and videos can intuitively show the charm of adventures, which is more likely to attract students' attention and arouse their learning interest. By asking questions closely related to students' life experience, it can activate their prior knowledge and experience, reduce their psychological distance from the theme of "adventuring", and create a relaxed and active English communication atmosphere. Writing down key words in the interaction helps students accumulate vocabulary unconsciously and pave the way for the listening, viewing and speaking activities in the next stage. Pre-listening and Pre-viewing: Preview Vocabulary and Predict Content Vocabulary Preview: The teacher focuses on teaching the core vocabulary and phrases related to the listening and viewing materials of this lesson, including "adventure", "explorer", "endurance", "survive", "overcome difficulties", "set off", "in spite of", "cheer up" and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with the adventure scenes shown in the lead-in part to give example sentences, and guides students to read after the teacher to correct their pronunciation. For example, when teaching "endurance", the teacher says: "Endurance is the ability to keep going even when you are tired or in difficulty. Ernest Shackleton and his team showed great endurance during their Antarctic adventure." Then the teacher asks students to make simple sentences with the new words in pairs, and checks their mastery in the process of walking around the classroom. Content Prediction: The teacher presents the title and key pictures of the listening material (a dialogue about a mountain climbing adventure) and the viewing material (a short video about a youth desert exploration) to the students. Then the teacher guides students to predict the content of the materials according to the title and pictures. The teacher asks: "Look at the title of the listening material 'A Mountain Climbing Experience' and the picture of a climber on the mountain. What do you think the dialogue will talk about? Who will be the speakers? What difficulties may they meet during the climbing?" For the viewing material, the teacher asks: "The video is about desert exploration. What do you think the explorers will do in the desert? Will they face any challenges? How will they solve them?" Students discuss in groups of 4 for 5 minutes, and each group sends a representative to share their predictions. The teacher affirms the reasonable predictions of each group and encourages students to keep their predictions in mind, so as to check whether their predictions are correct in the process of listening and viewing. Design Intention: Vocabulary is the foundation of listening, viewing and speaking. Focusing on teaching core vocabulary before class can help students avoid difficulties in understanding the materials due to unfamiliar words, and improve their listening and viewing efficiency. Guiding students to predict the content of the materials can cultivate their ability of logical reasoning and prediction, stimulate their desire to verify the predictions, and make them more focused in the process of listening and viewing. Group discussion can also cultivate students' cooperative learning ability and make them actively participate in the teaching activities. While-listening and While-viewing: Comprehend Details and Grasp Key Information Listening Activity: The teacher plays the listening material (a dialogue between two students, Tom and Lucy, talking about Tom's mountain climbing adventure last summer) twice. The first time, students are asked to listen carefully and check whether their predictions are correct, and then answer the general question: "What is the main idea of the dialogue?" After the first listening, the teacher invites students to answer the question and summarizes the main idea: Tom shares his mountain climbing experience with Lucy, including the preparation before climbing, the difficulties during climbing and his feelings after reaching the top. The second time, the teacher plays the listening material again, and asks students to fill in the blanks in the listening task sheet. The blanks mainly involve key details, such as the time of the mountain climbing, the difficulties they met (such as bad weather, tiredness), the way they overcame the difficulties (such as encouraging each other, taking a rest properly), and Tom's feelings (excited, proud). After filling in the blanks, students check their answers in pairs, and then the teacher explains the key points and difficult points in the listening material, such as the sentence "In spite of the heavy rain, we still decided to go on climbing." The teacher analyzes the usage of "in spite of" and guides students to read the sentence repeatedly to master its usage. In addition, the teacher asks some detailed questions to test students' understanding: "When did Tom go mountain climbing? What was the weather like that day? How did Tom and his partners overcome the difficulty of bad weather? How did Tom feel when he reached the top?" Students answer the questions one by one, and the teacher corrects their mistakes and supplements relevant information in time. Viewing Activity: The teacher plays the viewing material (a 3-minute short video about a group of teenagers' desert exploration activity) twice. The first time, students are asked to watch carefully and get the main idea: a group of teenagers complete a 3-day desert exploration with the help of their teachers, overcome the difficulties of water shortage and high temperature, and finally gain growth and friendship. The second time, the teacher plays the video again, and asks students to take notes while watching, recording the key information: the number of the teenagers, the duration of the exploration, the main difficulties (water shortage, high temperature, getting lost), the solutions (carrying enough water, taking a rest in the shade, using a compass to find the way), and the harvest of the teenagers (learning to cooperate, becoming more brave, understanding the importance of perseverance). After watching, students exchange their notes in groups, and the teacher selects several groups to share their notes, and supplements and improves the key information together with the students. At the same time, the teacher guides students to pay attention to the body language and intonation of the characters in the video, and asks: "How did the teenagers feel when they faced water shortage? What can you know from their body language and intonation? How did their feelings change from the beginning to the end of the exploration?" These questions can help students deeply understand the emotional changes of the characters and lay a foundation for the subsequent speaking activities. Design Intention: Listening and viewing are important input links. Playing the materials twice can help students from overall understanding to detailed grasp, which conforms to the law of language learning. Setting different tasks (checking predictions, answering general questions, filling in blanks, taking notes) can guide students to listen and watch with goals, improve their ability of extracting key information and details. Analyzing key sentences and guiding students to pay attention to body language and intonation can help students not only master language knowledge, but also improve their ability of understanding language in context. Pair work and group exchange can promote students' mutual learning and improve their participation in class. Post-listening and Post-viewing: Consolidate Input and Promote Output This part is divided into three levels of activities, from simple imitation to independent expression, to help students consolidate the input content and realize the transformation from input to output. Imitation Practice: The teacher plays the listening material and the key clips of the viewing material again, and guides students to imitate the pronunciation, intonation and body language of the characters. First, students imitate sentence by sentence, then paragraph by paragraph, and finally the whole dialogue or video clips. The teacher walks around the classroom to correct students' pronunciation and intonation, and encourages students to be bold and confident when imitating. For example, when imitating the sentence "I felt so excited when I stood on the top of the mountain and saw the beautiful scenery below.", the teacher guides students to use an excited intonation to express the feeling of pride and excitement. Design Intention: Imitation is an important way to improve speaking ability. By imitating the pronunciation, intonation and body language of the characters in the materials, students can not only consolidate the language knowledge they have learned, but also improve their oral expression fluency and emotional expression ability, laying a foundation for independent speaking. Role-play Activity: Students are divided into groups of 4. Each group chooses one of the two materials (listening dialogue or viewing video) to carry out role-play. The groups need to simulate the characters in the materials, complete the dialogue or video clips, and can properly add their own words and expressions to enrich the content. For example, the group choosing the listening dialogue can add the details of the preparation before mountain climbing; the group choosing the viewing video can add the communication between the teenagers during the exploration. Before the role-play, students have 10 minutes to prepare in groups. The teacher provides necessary help and guidance for each group, such as helping them sort out the dialogue context, supplementing relevant vocabulary and sentences. After preparation, each group sends a representative to perform the role-play in front of the whole class. After each performance, the teacher and other students make comments, affirming the advantages of the group (such as fluent expression, accurate use of vocabulary, vivid performance) and putting forward suggestions for improvement (such as paying attention to intonation, adding more emotional expressions). Design Intention: Role-play can create a real English communication context, let students put the learned language knowledge into practice, and improve their oral expression ability and cooperative communication ability. Allowing students to add their own ideas can stimulate their creativity and make the speaking activity more flexible and interesting. Peer evaluation and teacher evaluation can help students find their own advantages and disadvantages, and improve their oral expression level in the interaction. Topic Discussion and Expression: On the basis of understanding the listening and viewing materials, the teacher raises a deeper topic for students to discuss: "What can we learn from the adventure experiences in the listening and viewing materials? Do you think adventures are necessary for us? Why or why not? If you have a chance to take an adventure, what kind of adventure will you choose and how will you prepare for it?" Students discuss in groups for 8 minutes. During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to use the vocabulary, phrases and sentences learned in this lesson to express their views, and helps students sort out their ideas. For example, when students talk about the significance of adventures, the teacher guides them to use expressions such as "help us grow up", "cultivate perseverance", "broaden our horizons" and so on. After the discussion, each group sends a representative to make a 2-3 minute speech to share the group's views with the whole class. After all groups finish their speeches, the teacher makes a summary, affirms the positive views of the students, and guides them to realize that adventures can cultivate people's bravery, perseverance and cooperative spirit, but we should also pay attention to safety and make full preparations before taking an adventure. At the same time, the teacher combs the key expressions used by the students in the discussion and writes them on the blackboard for students to review and consolidate. Design Intention: Topic discussion can guide students to think deeply about the theme of "adventuring", develop their critical thinking and logical expression ability. The discussion topic is closely related to the students' own views and experiences, which can stimulate their desire to express and make them actively use the learned language knowledge to communicate. The teacher's guidance and summary can help students sort out their ideas, deepen their understanding of the theme, and further consolidate the language output. Summary and Extension: Consolidate Knowledge and Expand Vision Class Summary: The teacher leads the students to review the key content of this lesson, including the core vocabulary and phrases about adventures, the main idea and key details of the listening and viewing materials, and the key expressions used in speaking activities. The teacher asks students to retell the main content of the listening and viewing materials in their own words, and checks their mastery of the knowledge and skills of this lesson. At the same time, the teacher summarizes the performance of the students in class, affirms their progress and efforts, and puts forward suggestions for improvement, such as being more bold in oral expression and paying more attention to the accurate use of vocabulary. Extension Activity: The teacher assigns an after-class task: Ask students to collect an interesting adventure story (either at home or abroad), and prepare a 3-minute oral report to share the story in the next class. The report should include the main content of the story, the difficulties the adventurer faced, the way to overcome the difficulties, and the students' own feelings and insights. In addition, the teacher recommends some English materials related to adventures to the students, such as English documentaries about Antarctic exploration, adventure stories on English websites, etc., to help students expand their vision and accumulate more relevant language materials. Design Intention: Class summary can help students sort out the knowledge and skills learned in this lesson, strengthen memory and form a systematic knowledge framework. The after-class extension activity can extend the classroom teaching to daily life, encourage students to carry out autonomous learning, improve their ability of collecting and sorting out information, and further improve their oral expression ability. Recommending relevant English materials can broaden students' cultural vision, let them understand the adventure cultures of different countries, and enhance their cultural awareness. 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 $