Unit 3 Adventuring-Reading B-Writing讲义-2025-2026学年高中英语沪外版选择性必修第一册

Unit 3 Adventuring-Reading B-Writing 教学目标和重难点 教学目标 It focuses on language competence by training reading and writing skills, cultivates cultural awareness by understanding adventure spirits across cultures, develops thinking quality through logical analysis and critical thinking, and promotes learning ability via independent and cooperative learning. 教学重难点 Key points: Master adventure-related vocabulary and sentence patterns, understand the structure and theme of Reading B, and write a coherent passage with data support. Difficult points: Using complex sentences flexibly and integrating personal views into writing logically. 教学过程 Pre-Class Preparation Before the class, students are required to finish two tasks: first, preview Reading B (excerpted from Robinson Crusoe, telling Robinson’s first sea voyage and his psychological changes during the storm) and mark new words, difficult sentences as well as their confusing points; second, collect one short adventure story (either famous explorers’ experiences or their own small adventures) and prepare a 1-minute oral introduction in simple English. Teachers need to check students’ preview notes in advance, sort out the common difficult points (such as new words like “endurance”, “desperate”, and complex sentences with attributive clauses or adverbial clauses), and prepare teaching aids including the text audio, pictures of Antarctic adventure and sea storm, and a questionnaire about people’s attitudes towards adventure. Design Intention: Previewing helps students form a preliminary understanding of the text content, reduce learning difficulties in class, and cultivate their independent learning ability. Collecting adventure stories can stimulate students’ interest in the theme of “Adventuring”, lay a foundation for in-class interaction, and connect the text with real life. Teachers’ advance check of preview notes enables them to grasp students’ learning status accurately, make targeted teaching arrangements, and improve teaching efficiency. Lead-In (Lead-in to Reading B) The teacher starts the class with a question: “Have you ever had an adventure experience? How did you feel during it?” Then, invite 2-3 students to share the adventure stories they collected, and give simple comments on their expressions, such as praising their courage in sharing and correcting small grammatical mistakes gently. After that, show students pictures of sea storms and ask: “If you were on a ship in such a storm, what would you do?” Guide students to express their feelings and thoughts freely, and then lead to the text: “Today, we will read a passage about Robinson’s first sea adventure, and feel his feelings and changes in the face of danger.” Finally, play the text audio twice: the first time for students to listen and get the general idea of the passage, and the second time for them to follow the audio and read aloud, paying attention to pronunciation, intonation and pauses. Design Intention: Starting with a question and story sharing can arouse students’ enthusiasm and participation, make them quickly enter the theme of “Adventuring”, and reduce their psychological distance from the text. Showing pictures of sea storms can create a vivid teaching situation, help students understand the background of the text, and lay an emotional foundation for understanding Robinson’s psychological changes. Listening to the audio and reading aloud can help students improve their listening and speaking skills, familiarize themselves with the text content and language rhythm, and lay a foundation for in-depth reading. In-Depth Reading of Reading B Vocabulary and Sentence Explanation First, the teacher lists the key words and phrases in the text on the blackboard, including “adventure”, “endurance”, “desperate”, “survive”, “struggle against”, “give up”, “in despair” and so on. For each word and phrase, the teacher explains its meaning, part of speech and usage with simple English, and combines with the context of the text to give examples. For example, when explaining “desperate”, the teacher can say: “In the text, ‘I felt desperate when the ship was about to sink’ means Robinson felt very hopeless because he thought he would die. ‘Desperate’ is an adjective, which means ‘feeling or showing that you have no hope and are ready to do anything to change a bad situation’.” Then, ask students to find sentences with these words and phrases in the text, read them aloud, and explain the meaning of the sentences in their own words. For difficult sentences in the text, such as “Although I was frightened, I tried my best to hold on to the rope, hoping that someone would come to rescue me.” and “It was the first time I had faced such a terrible storm, and I realized how small and helpless human beings are in front of nature.”, the teacher analyzes them sentence by sentence: first, point out the sentence structure (adverbial clause of concession, participle phrase as adverbial, and the structure “It was the first time that...”), then explain the meaning of each part, and finally let students imitate the sentence structure to make sentences. For example, after analyzing the structure “It was the first time that...”, ask students to make a sentence with it, such as “It was the first time I had participated in an adventure activity.” Design Intention: Vocabulary and sentences are the basis of reading and writing. Explaining key words and phrases combined with the text context helps students understand their specific usage and avoid mechanical memory. Analyzing difficult sentences can help students break through reading obstacles, master complex sentence structures, and lay a foundation for their own writing. Letting students find sentences and make imitative sentences can enhance their sense of participation and consolidate their learning achievements. Text Structure and Theme Analysis Divide students into groups of 4-5, and assign tasks: discuss the structure of the text and summarize the main content of each part. After 5 minutes of group discussion, invite representatives of each group to report their results. The teacher summarizes and sorts out: the text is a narrative, which is divided into three parts. The first part (Paragraph 1-2) introduces the background of Robinson’s first sea voyage and his initial excitement; the second part (Paragraph 3-5) describes the process of the ship encountering a storm and Robinson’s struggle to survive; the third part (Paragraph 6) expresses Robinson’s feelings and insights after the adventure. Then, guide students to analyze the theme of the text: ask questions such as “What kind of person is Robinson according to the text?”, “What can we learn from Robinson’s adventure?”, “What is the author’s purpose in writing this passage?” Guide students to think deeply, express their views freely, and the teacher summarizes: the text shows Robinson’s courage, perseverance and positive attitude in the face of difficulties, and conveys the spirit of daring to explore, not giving up in the face of setbacks, and cherishing life. At the same time, it also reflects the power of nature and the insignificance of human beings, prompting people to respect nature. In the process of discussion, the teacher walks around the classroom, guides students who have difficulty in thinking, encourages shy students to express their views, and ensures that every student participates in the discussion. After the discussion, the teacher comments on the performance of each group, affirms their advantages, and puts forward suggestions for improvement, such as “Your summary of the text structure is very clear, but you can pay more attention to the connection between each part.” Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability, and make them learn from each other in the discussion. Analyzing the text structure helps students grasp the logical context of the text and improve their reading comprehension ability. Exploring the theme of the text can help students understand the connotation of the text, cultivate their thinking quality, and realize the educational significance of the text, which lays a foundation for the subsequent writing link. Critical Thinking Training After analyzing the theme, the teacher puts forward a controversial question: “Do you think Robinson’s decision to go to sea for adventure is brave or reckless?” Guide students to express their views from different angles, and require them to combine the text content and real life to explain their reasons. For example, some students may think it is brave because Robinson dares to pursue his dream and face difficulties bravely; some students may think it is reckless because he did not fully consider the risks of going to sea and put his life in danger. The teacher does not give a fixed answer, but guides students to think comprehensively: adventure needs courage, but it also needs rationality. Before taking an adventure, we should fully understand the risks and make adequate preparations. At the same time, we should learn from Robinson’s perseverance and positive attitude in the face of difficulties. Then, ask another question: “What are the differences between the adventure spirit in the text and the adventure spirit in modern society?” Guide students to think about the changes of adventure spirit in different times, such as in the past, adventure was more about exploring unknown areas, while in modern society, adventure is more about challenging themselves and pursuing spiritual satisfaction. Through this question, students can connect the text with modern society, deepen their understanding of adventure spirit, and cultivate their critical thinking and innovative thinking. Design Intention: Critical thinking training is an important part of core literacy. Putting forward controversial questions can stimulate students’ thinking, make them no longer passively accept knowledge, but actively think and explore. Guiding students to think from different angles helps them form a comprehensive and objective view, improve their critical thinking ability. Connecting the text with modern society can enhance the practicality of the text, make students feel that the knowledge they learn is closely related to life, and improve their ability to apply knowledge. Transition from Reading to Writing After in-depth reading of Reading B, the teacher makes a transition: “We have learned Robinson’s adventure experience and felt his spirit. In our daily life, many people have different attitudes towards adventure. Some people are eager to try, some people are afraid to avoid, and some people hold a rational attitude. Today, we will learn to write a short report about people’s attitudes towards adventure, using the writing skills and language knowledge we have learned from Reading B.” First, the teacher introduces the writing task: Suppose you have done a survey among 50 students in your school about their attitudes towards adventure. The survey results are as follows: 30 students think adventure is meaningful and are willing to try it; 15 students think adventure is too dangerous and are unwilling to try it; 5 students have no idea. Please write a short report based on the survey results, including the purpose of the survey, the survey results, and your own views on adventure. The report should be coherent, logical, and use at least 5 key words and phrases from Reading B. Then, the teacher guides students to sort out the writing structure: the first part (introduction) introduces the purpose of the survey; the second part (main body) describes the survey results in detail; the third part (conclusion) expresses their own views on adventure. At the same time, remind students to pay attention to the use of data to support the views (such as “30 students, accounting for 60%, think adventure is meaningful”), and use connecting words to make the passage coherent (such as “firstly”, “secondly”, “in my opinion”). In addition, the teacher lists the key words and phrases from Reading B that can be used in writing, such as “adventure”, “courage”, “perseverance”, “struggle against”, “give up”, “meaningful”, “dangerous”, and guides students to think about how to use these words and phrases in the report. For example, “Adventure requires courage and perseverance, and it can help us challenge ourselves and gain valuable experience.” Design Intention: The transition from reading to writing is an important link to realize the integration of reading and writing. It can help students apply the language knowledge and writing skills learned from reading to their own writing, and improve their writing ability. Introducing the writing task clearly helps students clarify the writing requirements and direction. Guiding students to sort out the writing structure and select key words and phrases can reduce their writing difficulties, help them write a coherent and logical passage, and lay a foundation for independent writing. Writing Guidance and Practice Writing Guidance First, the teacher analyzes the writing points and precautions: The purpose of the survey should be clear, such as “The purpose of this survey is to understand the attitudes of students in our school towards adventure and guide students to view adventure rationally.” The survey results should be described in detail, including the number and proportion of students with different attitudes, and simple reasons can be added (such as “30 students think adventure is meaningful because it can help them challenge themselves and broaden their horizons”). Own views should be objective and reasonable, combined with the survey results and the spirit of Reading B, such as “In my opinion, adventure is a meaningful activity, but we should be rational and make adequate preparations before taking an adventure.” Pay attention to the use of complex sentences, such as attributive clauses, adverbial clauses, to make the passage more vivid and rich. Check the grammar, spelling and punctuation after writing to ensure the accuracy of the language. Then, the teacher gives a model paragraph for students to refer to: “Recently, I have done a survey among 50 students in our school to understand their attitudes towards adventure. The results show that 30 students, accounting for 60%, think adventure is meaningful and are willing to try it. They believe that adventure can help them challenge themselves, cultivate their courage and perseverance, and gain valuable experience. 15 students, accounting for 30%, think adventure is too dangerous and are unwilling to try it. They are afraid of getting hurt or even losing their lives. The remaining 5 students, accounting for 10%, have no idea. In my opinion, adventure is a meaningful activity that can bring us growth and progress, but we must be rational. Before taking an adventure, we should fully understand the risks, make adequate preparations, and learn from Robinson’s spirit of not giving up in the face of difficulties.” After showing the model paragraph, the teacher analyzes its advantages: clear structure, detailed data, reasonable views, and proper use of key words and phrases from Reading B. At the same time, points out the places that can be improved, such as adding more connecting words to make the passage more coherent. Design Intention: Writing guidance can help students grasp the writing points and precautions, avoid common mistakes in writing. The model paragraph can provide a specific reference for students, help them understand how to organize the content, use data and key words, and reduce their writing pressure. Analyzing the model paragraph can help students learn from its advantages and improve their writing level. Independent Writing Practice Ask students to start independent writing according to the writing task and guidance. During the writing process, the teacher walks around the classroom, provides timely help for students who have difficulties: for students who do not know how to start, guide them to refer to the model paragraph and clarify the purpose of the survey first; for students who have difficulty in using data, remind them to use the survey results correctly and calculate the proportion; for students who have problems in grammar and sentence structure, give appropriate prompts and corrections. At the same time, remind students to control the writing speed, ensure that they can complete the writing task on time, and check carefully after writing. For students who finish writing in advance, the teacher can ask them to check their own articles according to the following standards: Whether the structure is clear; Whether the data is accurate and detailed; Whether the own views are reasonable; Whether the key words and phrases are used properly; Whether there are grammar, spelling and punctuation mistakes. After checking, they can exchange articles with their deskmates and put forward revision suggestions for each other. Design Intention: Independent writing practice is the key link to improve students’ writing ability. It can let students apply the writing skills and knowledge they have learned to practice and consolidate their learning achievements. The teacher’s timely help can solve the difficulties encountered by students in writing, ensure that every student can complete the writing task smoothly. Letting students check their own articles and exchange revision suggestions with deskmates can cultivate their self-evaluation ability and mutual learning ability, and help them find their own mistakes and improve their writing level. Post-Writing Evaluation and Revision Sample Evaluation The teacher selects 2-3 students’ articles (including excellent articles and articles with common problems) to display in class, and evaluates them publicly. For excellent articles, the teacher affirms their advantages, such as clear structure, accurate data, fluent language, and proper use of key words and phrases, and asks other students to learn from them. For example, “This article is well-structured, the survey results are described in detail, and the own views are reasonable. The student uses many key words from Reading B, such as ‘courage’ and ‘perseverance’, which is very good.” For articles with common problems, the teacher points out the existing problems objectively, such as unclear structure, incorrect use of data, grammar mistakes, and puts forward specific revision suggestions. For example, “This article’s survey results are not detailed enough. You can add the reasons why students hold different attitudes. There is a grammar mistake in this sentence: ‘He think adventure is dangerous.’ It should be ‘He thinks adventure is dangerous.’” At the same time, guide other students to put forward revision suggestions, and let the author of the article express his own views on the revision suggestions. Design Intention: Sample evaluation can let students have a clearer understanding of the standards of good writing, learn from excellent articles, and find their own problems. Public evaluation can stimulate students’ learning enthusiasm, and let them participate in the evaluation process, improve their evaluation ability. Putting forward specific revision suggestions can help students correct their mistakes and improve their writing level. Independent Revision and Group Exchange After sample evaluation, ask students to revise their own articles according to the evaluation standards and revision suggestions. During the revision process, students can consult the teacher or their deskmates if they have any questions. After revising their own articles, students exchange their revised articles in groups of 4-5, read each other’s articles, and put forward final revision suggestions. The group leader summarizes the common problems in the group’s articles and reports them to the teacher. The teacher sorts out the common problems reported by each group, such as incorrect use of complex sentences, improper use of connecting words, and explains them to the whole class again, helping students further master the key points and avoid making the same mistakes again. At the same time, the teacher checks the revised articles of several students randomly to ensure that they have corrected their mistakes and improved their writing level. Design Intention: Independent revision can help students deepen their understanding of their own mistakes and improve their ability to correct mistakes. Group exchange can let students learn from each other, put forward more comprehensive revision suggestions, and cultivate their cooperative learning ability and communication ability. The teacher’s summary of common problems can help students focus on the key points, avoid making the same mistakes, and further consolidate their writing skills. Summary and Extension First, the teacher summarizes the content of this class: in this class, we have in-depth reading of Reading B, mastered the key words, phrases and sentence structures in the text, understood the structure and theme of the text, trained our critical thinking ability, and learned to write a short report about people’s attitudes towards adventure. We have also learned the spirit of Robinson’s courage, perseverance and positive attitude in the face of difficulties, which is worth learning from. Then, the teacher puts forward the extension task: Read more adventure stories (such as the story of Ernest Shackleton’s Antarctic adventure) and write a 100-word after-reading feeling, focusing on the adventure spirit reflected in the story; Interview your parents or friends about their attitudes towards adventure, record their views, and supplement them to your writing report, making the report more rich and realistic. Finally, the teacher encourages students: “Adventure is a kind of spirit, which is not only about exploring unknown areas, but also about challenging ourselves. I hope you can learn from the adventure spirit in the text, be brave to face difficulties in life and study, and have a positive and optimistic attitude. At the same time, I also hope you can apply the English knowledge and skills learned today to your daily life and make continuous progress in English learning.” Design Intention: The summary of the class can help students sort out the knowledge and skills learned in this class, consolidate their learning achievements, and form a systematic understanding. The extension task can extend the classroom content to extracurricular activities, enrich students’ extracurricular learning, and improve their ability to apply knowledge. Encouraging students can stimulate their learning enthusiasm and confidence, and guide them to apply the adventure spirit learned from the text to their daily life and study, realizing the educational significance of the course. 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 $