外研版（2019）必修第三册 Unit5 What an adventure!单元教学设计
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| 名称 | 外研版（2019）必修第三册 Unit5 What an adventure!单元教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-01 18:19:57 | ||
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Book 3 Unit 5 What an adventure!教案设计
单元主题 本单元的主题语境是“人与自然”，同时包含“人与自我”的主题语境内容，内容是人类的探险活动及其意义。单元以历史上著名探险家的介绍引入话题，然后通过谈论人们攀登珠峰的故事，分析探险家的品格特征，讨论了人们冒险攀登珠穆朗玛峰的话题，引导学生思考探险的意义，又通过科幻小说《海底两万里》的选读，展示了海底世界的独特及其对人的吸引力。最终启发读者对人与自然的关系和自我价值的思考。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容；听懂并能够介绍旅途见闻，了解中外探险家的历史贡献，探讨探险的意义；掌握常用急救用语和技能；恰当使用过去将来时描述人物经历；根据所给材料描述探险经历，了解探险对人类的价值与探险家探索未知世界的好奇心和献身精神，深化对单元主题意义的理解；同时能够运用单元所学描述和谈论自己的探险或旅行经历，培养探究自然的好奇心和挑战自我的积极人生态度，树立人与自然和谐共生的意识，形成正确的人生价值观；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习进程，提高理解和表达的水平，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然——世界探险家的影响、中国探险家的故事
内容分析 两部分内容均为多模态语篇。活动1以图片的形式呈现15-16世纪的海上航路，结合短文信息，介绍三位航海探险家。活动2通过视频介绍中国明代探险家徐霞客的生平和贡献。
教学目标 了解三位欧洲探险家的相关信息并完成图文匹配练习； 通过观看徐霞客生平的视频，了解其贡献并回答相关问题； 简要评价这四位探险家的成就并总结其优秀品质，激活与主题相关的语言表达和知识。
教学重点 讨论三位欧洲探险家的成就和影响； 学生通过视频材料，获取徐霞客生平的主要信息，概括其主要贡献； 对比几位探险家的特质，表达对其贡献的感受，学习总结其优秀品质。
教学难点 引导学生比较并总结对探险家的优秀品质和谈论自己的感受； 引导学生通过对比徐霞客和欧洲三位航海探险家的异同，锻炼学生的信息比较分析和归纳能力。
教学策略 视听策略、听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the statements about the three explorers and match the routes to the explorers. 1. Ss look at the pictures and share answers with the class. Understand the achievements of the European adventurers.
Activity 2 T asks Ss to read the questions in Activity 2 and plays the video. 2. T asks Ss to compare the three European voyagers and Xu Xiake and try to find out what they have in common as explorers. 1. Ss watch a video about Xu Xiake. 2. Ss answer the questions.. Enrich Ss’ knowledge as well as raise their cultural awareness. Practise expressing ideas and give reasons.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自然——讨论探险家的探险“天性”和探险活动的价值
内容分析 语篇类型是夹叙夹议的论说文（essay）。通过举例和引用几位探险家和心理学家的话，分析探险家的探险“天性”和探险活动的价值。
教学目标 1. 能够理解语篇的主要内容，理解文章中探讨的探险的目的与价值； 2. 能够了解不同观点，分析语篇结构，学习并掌握与话题相关的语言表达； 3. 学生理解语篇主题并联系生活，深入理解探险家的探险“天性”和探险活动的价值，能够形成自己的观点并发表评论。
教学重点 学生通过自主阅读和小组合作学习理解语篇主旨和探险的价值； 理解语篇表达的主要观点，尝试用思维导图理解语篇结构，并能够基于语篇内容形成自己的观点。
教学难点 引导学生根据语篇文本理解语篇结构； 分析和理解语篇中的主要观点，并分析语篇结构。
教学策略 整体教学、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents several images of the movie The Climbers (2019)（《攀登者》） that tells how the Chinese mountain- climbing players succeeded in climbing Qomolangma in the1960s despite various difficulties. T asks Ss to tell whether they have watched it and answer: What difficulty did they have in preparing and finishing climbing 2. T asks Ss to look at the map and answer the questions. T can add one question “Why do some people climb Qomolangma despite the risks ” for Ss to think more about the theme and get ready to explore the passage. Ss follow T’s instruction and share their answers. Ss observe the map and read the information in Activity 1. Lead to the theme and activate the background knowledge.
Activity 2 T asks the Ss to read the passage quickly and find out what “Type T” personalities are. Ss fast read the passage and find the required information. Train students’ reading skill in locating the specific information.
Activity 3 1. T asks Ss to choose the author’s purpose in writing the passage in Activity 3. 2. T asks some Ss to share their answers. 1. Ss complete Activity 3 based on fast reading. They can scan the passage again if necessary. 2. Ss share their answers. Train students’ reading skill in understanding the author’s purpose.
Activity 4 1. T asks Ss to complete the paragraphs with expressions from the passage in Activity 4. 2. T may demonstrate by filling in the first blank. 3. T asks Ss to complete the table in Activity 4. 4. T can continue to inspire Ss to further read the passage and analyse how it is organised. Try drawing a mind map of the organisation of the passage. 1. Ss complete the table in Activity 4 based on the passage. 2. Ss read the passage again, find the right expressions and complete the table. 3. Ss follow T’s instruction and think more deeply about how the passage is organised and try to work out a mind map of the passage. Train Ss’ skill in getting specific information and better understanding the language of the passage. Train Ss’ skill in understanding passage organization and drawing a mind map, helping them better comprehend the passage.
Think & Share T asks Ss to discuss the two questions in groups and offers help when necessary. Ss discuss the two questions in groups and then share with the class. Encourage Ss to think and practise solving similar problems in a real-life situation by employing what they have learned in the passage.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然——探险活动对人类的意义
内容分析 本板块包括语法部分Past future、词汇部分First aid和听说部分Amazing road trips。语法部分旨在通过语境对比和时间轴图示，结合句子和情境训练，加深学生对动词的过去将来时用法的理解；词汇部分是与主题相关的急救知识和词汇的结合，帮助学生了解和熟悉生活中的急救方法，积累救生知识，培养生存技能。听说部分是一段访谈，两位学生描述他们完成318国道骑行的经历，通过真实语境下做笔记和听说技能的综合训练，帮助学生加深对探险主题的理解，提高语言运用能力。
教学目标 1 归纳过去将来时的用法，熟练掌握并能够在实际语境中恰当运用； 2 在急救技能学习部分，学习话题词汇和急救常识，掌握并运用针对不同情况实施急救的相关内容和用语； 3 理解探险旅行相关的对话语篇内容，通过听写能力训练能够记录细节内容，熟练掌握笔记学习策略，学会运用一些笔记符号。
教学重点 1. 熟练掌握并能够在实际语境中恰当运用过去将来时； 2. 掌握并运用针对不同情况实施急救的相关内容和用语； 3. 通过听写能力训练能够记录细节内容，熟练掌握笔记学习策略，学会运用一些笔记符号。
教学难点 通过听写能力训练能够记录细节内容，熟练掌握笔记学习策略，学会运用一些笔记符号。
教学策略 听说法、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to compare the two groups of sentences and answer the questions in Activity 1. 2. T helps Ss review Past future tense based on the passage and the timeline. 1. Ss review past future tense. 2. Ss carry out the practice in Activity 1. Activate Ss’ knowledge and consolidate the use of past future tense.
Activity 2 T asks Ss to deal with the task in Activity 2 and offers help if necessary. Ss finish the activity with the knowledge of sentence structure and clauses. Ss complete the captain’s memoir with the clauses in the paragraph. Better understand and organise the structure of these sentences. Use language in the given situation and context.
Activity 3 1. T asks Ss to look at the images and understand the situation. 2. T asks Ss to answer the questions in Activity 3. 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. Practise using the Past future tense in the context.
Activity 4 1. T asks Ss to look at the items in the first aid kit and talk about what they are used for. 2. T encourages Ss to think about the topic and add more items that would be useful. Ss work in pairs and talk about what they are used for. Ss try to add more useful items that would be useful for first aid. Collect and memorise theme vocabulary.
Activity 5 T has Ss complete the first aid guidelines with the words in Activity 4. T encourages Ss to remember first aid skills in each situation. T may ask Ss to guess the meanings of some words in some chunks like: keep the arm still , make a sling out of ... Ss complete the first aid guidelines with the words in Activity 4. Ss follow T’s instructions to understand and learn first aid skills in each situation. Practice using the words in every situation according to the topic of this section. Learn the basic skill in giving first aid in specific situations.
Activity 6 T gets Ss to work in pairs. Ask Ss to offer first aid advice for injuries or illness in Activity 5. Encourage Ss to add more they can think of. Ss follow T’s instructions to practise giving advice for injuries or illness using first aid knowledge. Practise Ss giving advice for injuries or illness using first aid knowledge.
Did you know T asks Ss to read the short passage in “Did you know ” on page 55 and find out the background information about National Highway 318. Ask Ss to pick out 3 words to describe its attractiveness. Ss read the passage on page 55 and find out the background information about National Highway 318. Get to know the background information for listening activity.
Activity 7 T asks Ss to read Activity 7 and plays the recording. T asks Ss to recall how the speakers describe their experiences and choose the answer. Ss listen for the first time to get the words that best describe the speakers’ experiences. Practise the skill in evaluating special experiences. Enhance the skill in summary.
Activity 8 1. T asks Ss to read “Learning to learn” on the page and reminds Ss to take notes during listening. 2. T plays the recording for the Ss to complete Activity 7. Play the recording again if necessary. T lists some words and expressions for Ss to understand and refer to. 1. Ss read “Learning to learn” on this page and get the point. 2. Ss listen for the second time and complete the blog. 3. Ss work in groups and talk about how the speakers describe their experiences. Understand the details of the listening and note-taking skill in listening. Practice intensive listening.
Activity 9 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to perform to the class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation. Consolidate the useful expressions and practise describing an experience through Q & As by acting out a conversation.
Activity 10 T asks Ss to think about a trip they have taken and have a similar conversation. Ss think about a trip they have taken and have a similar conversation. Further practise describing an experience through Q & As.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然—科幻小说《海底两万里》的海底描写选段
内容分析 文章是文学名著选读，根据法国作家Jules Verne的科幻小说《海底两万里》的选段改写，属于记叙类文章。 文中通过Aronnax教授跟随Nemo船长在水下漫步的视角，呈现了海底的景色，着重描述了阳光透过水面的光线变化和海底的沙床行走的感受。读写部分的语篇是潜水探险广告，要求学生根据广告，发挥想象力，写一篇日记记录一次假想的水下探险经历。
教学目标 1. 理解文章对海底世界的描述，理解和掌握文章内容和主题语境的关系； 2. 初步了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受，并深入思考人们对探索海底世界的向往； 3. 掌握一定的语言表达，并根据写作部分的要求，完成水下探险经历描写。
教学重点 1. 理解和掌握文章内容和主题语境的关系； 2. 了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受； 3掌握一定的语言表达，完成水下探险经历描写。
教学难点 1了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受； 2掌握一定的语言表达并描写水下探险经历。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the short introduction to Jules Verne and answer the questions in Activity 1. 2. T may ask more questions like below: What’s Jules Verne famous for What do people call him？ What’s special about Jules Verne Ss read the short introduction to Jules Verne and answer the questions in Activity 1. Ss can answer more questions. Present the theme and activate Ss’ background knowledge.
Activity 2 1. T asks Ss to read the passage and underline the key sentences of each paragraph. 2. T asks Ss to find out what the author intends to tell the readers and check their answers. 1. Ss read the passage and underline the key sentences of each paragraph. 2. Ss read the passage and check their answers. Grasp the general idea of the passage. Find out the key sentences and the author’s intention of the passage.
Activity 3 T asks Ss to complete the table with expressions from the passage in Activity 3. Ss complete the table with expressions from the passage. Understand the passage and grasp specific information.
Think & Share 1. T asks Ss to read “Learning to learn” on this page to get the idea of using the context or word formation to infer new or unfamiliar words. 2. T asks Ss to discuss the four questions in “Think and Share”. 3. T invites Ss to share their opinions. 1. Ss learn how to infer meanings of new or unfamiliar words by using the context or word formation. 2. Ss discuss the four questions in groups and then share the answers with the class. Practise inferring the meanings of new words based on the context clues or using word formation. Encourage Ss to think independently.
Activity 4 1. T helps Ss understand the requirement of Activity 4. 2. T asks Ss to retell the experiences properly. 3. T guides Ss to talk about their experiences by playing the marine biologist. 1. Ss read the requirement of Activity 4. 2. Ss work in groups and organise their ideas. Consolidate and integrate the language and content learnt in the passage.
Activity 5 T invites Ss to read the poster and asks about what the poster is mainly about. 2. T invites Ss to share their answers. 1. Ss read the poster and tell what the poster is mainly about. 2. Ss choose their favorite experiences and explain why they love them most. Grasp the specific information in a passage.
Activity 6 1. T asks Ss to complete the notes with their information learnt in the passage. 2. T asks Ss to write a journal entry according to the notes, and reminds them to use the useful expressions. 1. Ss complete the notes with the information from the passage and their own experiences. 2. Ss write their journal entries according to the notes. Practise narrative writing using the expressions learnt in the passage.
Activity 7 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks some Ss to show their journal entries to the class, and invites other Ss to make comments. Ss show their journal entries to the class, and do peer evaluation. Improve writing through peer evaluation.
Presenting ideas & Reflection板块教学设计 （Presenting ideas和Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——描述探险故事
内容分析 Presenting ideas版块重点训练学生表达技能，要求学生讲一个探险故事，在组内分享，然后小组推选出一个故事并在全班分享。通过完成本板块的活动，学生复习巩固本单元学过的内容，并在真实的情境下加以运用和实践。 Reflection板块引导学生根据在本单元学习过程中和结束时对自己的学习行为和效果作出评估和分析，对自己的优缺点和得失做出反思。
教学目标 1 通过本单元的学习，加深对探险这一主题的理解，讲一个自己读过或听说的探险故事； 2 运用本单元所学语言，借助所给图片提示启发思考，记叙和描述故事的历险经历、心理过程、情感变化； 3 与小组成员分享故事，对其他组员的故事予以评价，并与小组成员合作完成班级分享交流。
教学重点 讲一个自己读过或听说的探险故事,记叙和描述故事的历险经历、心理过程、情感变化； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点； 2. 引导学生养成自我评价的好习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to review what’s been learned and think of an adventure story and make notes. 2. T asks Ss to write down the story and share it with the class. 1. Ss talk about what’s been learned and think of an adventure story and make notes. 2. Ss write down the story. Brainstorm and prepare for the presentation.
Activity 2 1. T divides Ss into several groups, with each group having a leader, a note-taker and 2–4 idea providers. 2. T asks Ss to work in groups, share their ideas and prepare a short presentation. 1. Ss take different roles in their group. 2. Ss work in groups, share their ideas and prepare a short presentation. Organise presentation in groups.
Activity 3 1. T invites some groups to volunteer to do presentations in class. 2. T asks Ss to vote for the best story. 1. Ss give presentations in class. 2. Ss vote for the best story. Practise skills in presentation, and writing. Ss learn from each other.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on page 60. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——介绍现代探险家
内容分析 本单元的项目实践活动要求学生设计制作一幅介绍现代探险家的海报，通过查找资料、筛选信息，小组分工合作完成海报制作，并在教师的指导下，在班内展示分享，评选出最佳海报。
教学目标 1学生能够利用教材、图书馆、互联网等资源找出相关信息并讨论、选择感兴趣的探险家，然后按照要求收集需要的信息； 2学生能够商讨确定海报要呈现的主体内容，合理制定计划和分工，准备所需素材和材料，设计并完成海报制作； 3 学生通过完成项目，了解更多探险家的故事，进一步理解探险的意义。
教学重点 1. 引导学生利用单元所学，上网查找资料，用英语做事情； 2. 引导学生了解更多探险家的故事，进一步理解探险的意义和对人的价值。
教学难点 引导学生明确小组分工合作，相互协作完成海报制作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate In the previous class, T divides the class into groups of 4-6 and asks them to select an explorer and find what information is included. Ss work in groups and collect information after class. Develop skill in planning a research and searching for information.
Plan T asks some Ss to share what they’ve found and then record necessary information of the chosen explorer. 2. T asks Ss to work in pairs and make a draft for the poster. 3. T asks Ss to complete their posters after class. T reminds Ss to cooperate as a group. 1. Ss share what they’ve found after class and understand the information essential to record for use. 2. Ss work in groups and make a draft. Understand the basic requirements for a poster.
Create While Ss making their posters after class, T provides guidance to Ss if necessary. Ss make their posters in groups after class. Practise group work. Develop their team-work spirit.
Present T arranges time for Ss to display their posters to the class and do presentations. Each group show their poster to the class and carry out presentations. Practise skill in presentation, and learn from each other.
单元主题 本单元的主题语境是“人与自然”，同时包含“人与自我”的主题语境内容，内容是人类的探险活动及其意义。单元以历史上著名探险家的介绍引入话题，然后通过谈论人们攀登珠峰的故事，分析探险家的品格特征，讨论了人们冒险攀登珠穆朗玛峰的话题，引导学生思考探险的意义，又通过科幻小说《海底两万里》的选读，展示了海底世界的独特及其对人的吸引力。最终启发读者对人与自然的关系和自我价值的思考。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容；听懂并能够介绍旅途见闻，了解中外探险家的历史贡献，探讨探险的意义；掌握常用急救用语和技能；恰当使用过去将来时描述人物经历；根据所给材料描述探险经历，了解探险对人类的价值与探险家探索未知世界的好奇心和献身精神，深化对单元主题意义的理解；同时能够运用单元所学描述和谈论自己的探险或旅行经历，培养探究自然的好奇心和挑战自我的积极人生态度，树立人与自然和谐共生的意识，形成正确的人生价值观；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习进程，提高理解和表达的水平，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然——世界探险家的影响、中国探险家的故事
内容分析 两部分内容均为多模态语篇。活动1以图片的形式呈现15-16世纪的海上航路，结合短文信息，介绍三位航海探险家。活动2通过视频介绍中国明代探险家徐霞客的生平和贡献。
教学目标 了解三位欧洲探险家的相关信息并完成图文匹配练习； 通过观看徐霞客生平的视频，了解其贡献并回答相关问题； 简要评价这四位探险家的成就并总结其优秀品质，激活与主题相关的语言表达和知识。
教学重点 讨论三位欧洲探险家的成就和影响； 学生通过视频材料，获取徐霞客生平的主要信息，概括其主要贡献； 对比几位探险家的特质，表达对其贡献的感受，学习总结其优秀品质。
教学难点 引导学生比较并总结对探险家的优秀品质和谈论自己的感受； 引导学生通过对比徐霞客和欧洲三位航海探险家的异同，锻炼学生的信息比较分析和归纳能力。
教学策略 视听策略、听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the statements about the three explorers and match the routes to the explorers. 1. Ss look at the pictures and share answers with the class. Understand the achievements of the European adventurers.
Activity 2 T asks Ss to read the questions in Activity 2 and plays the video. 2. T asks Ss to compare the three European voyagers and Xu Xiake and try to find out what they have in common as explorers. 1. Ss watch a video about Xu Xiake. 2. Ss answer the questions.. Enrich Ss’ knowledge as well as raise their cultural awareness. Practise expressing ideas and give reasons.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自然——讨论探险家的探险“天性”和探险活动的价值
内容分析 语篇类型是夹叙夹议的论说文（essay）。通过举例和引用几位探险家和心理学家的话，分析探险家的探险“天性”和探险活动的价值。
教学目标 1. 能够理解语篇的主要内容，理解文章中探讨的探险的目的与价值； 2. 能够了解不同观点，分析语篇结构，学习并掌握与话题相关的语言表达； 3. 学生理解语篇主题并联系生活，深入理解探险家的探险“天性”和探险活动的价值，能够形成自己的观点并发表评论。
教学重点 学生通过自主阅读和小组合作学习理解语篇主旨和探险的价值； 理解语篇表达的主要观点，尝试用思维导图理解语篇结构，并能够基于语篇内容形成自己的观点。
教学难点 引导学生根据语篇文本理解语篇结构； 分析和理解语篇中的主要观点，并分析语篇结构。
教学策略 整体教学、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents several images of the movie The Climbers (2019)（《攀登者》） that tells how the Chinese mountain- climbing players succeeded in climbing Qomolangma in the1960s despite various difficulties. T asks Ss to tell whether they have watched it and answer: What difficulty did they have in preparing and finishing climbing 2. T asks Ss to look at the map and answer the questions. T can add one question “Why do some people climb Qomolangma despite the risks ” for Ss to think more about the theme and get ready to explore the passage. Ss follow T’s instruction and share their answers. Ss observe the map and read the information in Activity 1. Lead to the theme and activate the background knowledge.
Activity 2 T asks the Ss to read the passage quickly and find out what “Type T” personalities are. Ss fast read the passage and find the required information. Train students’ reading skill in locating the specific information.
Activity 3 1. T asks Ss to choose the author’s purpose in writing the passage in Activity 3. 2. T asks some Ss to share their answers. 1. Ss complete Activity 3 based on fast reading. They can scan the passage again if necessary. 2. Ss share their answers. Train students’ reading skill in understanding the author’s purpose.
Activity 4 1. T asks Ss to complete the paragraphs with expressions from the passage in Activity 4. 2. T may demonstrate by filling in the first blank. 3. T asks Ss to complete the table in Activity 4. 4. T can continue to inspire Ss to further read the passage and analyse how it is organised. Try drawing a mind map of the organisation of the passage. 1. Ss complete the table in Activity 4 based on the passage. 2. Ss read the passage again, find the right expressions and complete the table. 3. Ss follow T’s instruction and think more deeply about how the passage is organised and try to work out a mind map of the passage. Train Ss’ skill in getting specific information and better understanding the language of the passage. Train Ss’ skill in understanding passage organization and drawing a mind map, helping them better comprehend the passage.
Think & Share T asks Ss to discuss the two questions in groups and offers help when necessary. Ss discuss the two questions in groups and then share with the class. Encourage Ss to think and practise solving similar problems in a real-life situation by employing what they have learned in the passage.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然——探险活动对人类的意义
内容分析 本板块包括语法部分Past future、词汇部分First aid和听说部分Amazing road trips。语法部分旨在通过语境对比和时间轴图示，结合句子和情境训练，加深学生对动词的过去将来时用法的理解；词汇部分是与主题相关的急救知识和词汇的结合，帮助学生了解和熟悉生活中的急救方法，积累救生知识，培养生存技能。听说部分是一段访谈，两位学生描述他们完成318国道骑行的经历，通过真实语境下做笔记和听说技能的综合训练，帮助学生加深对探险主题的理解，提高语言运用能力。
教学目标 1 归纳过去将来时的用法，熟练掌握并能够在实际语境中恰当运用； 2 在急救技能学习部分，学习话题词汇和急救常识，掌握并运用针对不同情况实施急救的相关内容和用语； 3 理解探险旅行相关的对话语篇内容，通过听写能力训练能够记录细节内容，熟练掌握笔记学习策略，学会运用一些笔记符号。
教学重点 1. 熟练掌握并能够在实际语境中恰当运用过去将来时； 2. 掌握并运用针对不同情况实施急救的相关内容和用语； 3. 通过听写能力训练能够记录细节内容，熟练掌握笔记学习策略，学会运用一些笔记符号。
教学难点 通过听写能力训练能够记录细节内容，熟练掌握笔记学习策略，学会运用一些笔记符号。
教学策略 听说法、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to compare the two groups of sentences and answer the questions in Activity 1. 2. T helps Ss review Past future tense based on the passage and the timeline. 1. Ss review past future tense. 2. Ss carry out the practice in Activity 1. Activate Ss’ knowledge and consolidate the use of past future tense.
Activity 2 T asks Ss to deal with the task in Activity 2 and offers help if necessary. Ss finish the activity with the knowledge of sentence structure and clauses. Ss complete the captain’s memoir with the clauses in the paragraph. Better understand and organise the structure of these sentences. Use language in the given situation and context.
Activity 3 1. T asks Ss to look at the images and understand the situation. 2. T asks Ss to answer the questions in Activity 3. 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. Practise using the Past future tense in the context.
Activity 4 1. T asks Ss to look at the items in the first aid kit and talk about what they are used for. 2. T encourages Ss to think about the topic and add more items that would be useful. Ss work in pairs and talk about what they are used for. Ss try to add more useful items that would be useful for first aid. Collect and memorise theme vocabulary.
Activity 5 T has Ss complete the first aid guidelines with the words in Activity 4. T encourages Ss to remember first aid skills in each situation. T may ask Ss to guess the meanings of some words in some chunks like: keep the arm still , make a sling out of ... Ss complete the first aid guidelines with the words in Activity 4. Ss follow T’s instructions to understand and learn first aid skills in each situation. Practice using the words in every situation according to the topic of this section. Learn the basic skill in giving first aid in specific situations.
Activity 6 T gets Ss to work in pairs. Ask Ss to offer first aid advice for injuries or illness in Activity 5. Encourage Ss to add more they can think of. Ss follow T’s instructions to practise giving advice for injuries or illness using first aid knowledge. Practise Ss giving advice for injuries or illness using first aid knowledge.
Did you know T asks Ss to read the short passage in “Did you know ” on page 55 and find out the background information about National Highway 318. Ask Ss to pick out 3 words to describe its attractiveness. Ss read the passage on page 55 and find out the background information about National Highway 318. Get to know the background information for listening activity.
Activity 7 T asks Ss to read Activity 7 and plays the recording. T asks Ss to recall how the speakers describe their experiences and choose the answer. Ss listen for the first time to get the words that best describe the speakers’ experiences. Practise the skill in evaluating special experiences. Enhance the skill in summary.
Activity 8 1. T asks Ss to read “Learning to learn” on the page and reminds Ss to take notes during listening. 2. T plays the recording for the Ss to complete Activity 7. Play the recording again if necessary. T lists some words and expressions for Ss to understand and refer to. 1. Ss read “Learning to learn” on this page and get the point. 2. Ss listen for the second time and complete the blog. 3. Ss work in groups and talk about how the speakers describe their experiences. Understand the details of the listening and note-taking skill in listening. Practice intensive listening.
Activity 9 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to perform to the class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation. Consolidate the useful expressions and practise describing an experience through Q & As by acting out a conversation.
Activity 10 T asks Ss to think about a trip they have taken and have a similar conversation. Ss think about a trip they have taken and have a similar conversation. Further practise describing an experience through Q & As.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然—科幻小说《海底两万里》的海底描写选段
内容分析 文章是文学名著选读，根据法国作家Jules Verne的科幻小说《海底两万里》的选段改写，属于记叙类文章。 文中通过Aronnax教授跟随Nemo船长在水下漫步的视角，呈现了海底的景色，着重描述了阳光透过水面的光线变化和海底的沙床行走的感受。读写部分的语篇是潜水探险广告，要求学生根据广告，发挥想象力，写一篇日记记录一次假想的水下探险经历。
教学目标 1. 理解文章对海底世界的描述，理解和掌握文章内容和主题语境的关系； 2. 初步了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受，并深入思考人们对探索海底世界的向往； 3. 掌握一定的语言表达，并根据写作部分的要求，完成水下探险经历描写。
教学重点 1. 理解和掌握文章内容和主题语境的关系； 2. 了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受； 3掌握一定的语言表达，完成水下探险经历描写。
教学难点 1了解科幻小说的文学体裁及其语言风格文章的组织方式，体会主人公的心理感受； 2掌握一定的语言表达并描写水下探险经历。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the short introduction to Jules Verne and answer the questions in Activity 1. 2. T may ask more questions like below: What’s Jules Verne famous for What do people call him？ What’s special about Jules Verne Ss read the short introduction to Jules Verne and answer the questions in Activity 1. Ss can answer more questions. Present the theme and activate Ss’ background knowledge.
Activity 2 1. T asks Ss to read the passage and underline the key sentences of each paragraph. 2. T asks Ss to find out what the author intends to tell the readers and check their answers. 1. Ss read the passage and underline the key sentences of each paragraph. 2. Ss read the passage and check their answers. Grasp the general idea of the passage. Find out the key sentences and the author’s intention of the passage.
Activity 3 T asks Ss to complete the table with expressions from the passage in Activity 3. Ss complete the table with expressions from the passage. Understand the passage and grasp specific information.
Think & Share 1. T asks Ss to read “Learning to learn” on this page to get the idea of using the context or word formation to infer new or unfamiliar words. 2. T asks Ss to discuss the four questions in “Think and Share”. 3. T invites Ss to share their opinions. 1. Ss learn how to infer meanings of new or unfamiliar words by using the context or word formation. 2. Ss discuss the four questions in groups and then share the answers with the class. Practise inferring the meanings of new words based on the context clues or using word formation. Encourage Ss to think independently.
Activity 4 1. T helps Ss understand the requirement of Activity 4. 2. T asks Ss to retell the experiences properly. 3. T guides Ss to talk about their experiences by playing the marine biologist. 1. Ss read the requirement of Activity 4. 2. Ss work in groups and organise their ideas. Consolidate and integrate the language and content learnt in the passage.
Activity 5 T invites Ss to read the poster and asks about what the poster is mainly about. 2. T invites Ss to share their answers. 1. Ss read the poster and tell what the poster is mainly about. 2. Ss choose their favorite experiences and explain why they love them most. Grasp the specific information in a passage.
Activity 6 1. T asks Ss to complete the notes with their information learnt in the passage. 2. T asks Ss to write a journal entry according to the notes, and reminds them to use the useful expressions. 1. Ss complete the notes with the information from the passage and their own experiences. 2. Ss write their journal entries according to the notes. Practise narrative writing using the expressions learnt in the passage.
Activity 7 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks some Ss to show their journal entries to the class, and invites other Ss to make comments. Ss show their journal entries to the class, and do peer evaluation. Improve writing through peer evaluation.
Presenting ideas & Reflection板块教学设计 （Presenting ideas和Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——描述探险故事
内容分析 Presenting ideas版块重点训练学生表达技能，要求学生讲一个探险故事，在组内分享，然后小组推选出一个故事并在全班分享。通过完成本板块的活动，学生复习巩固本单元学过的内容，并在真实的情境下加以运用和实践。 Reflection板块引导学生根据在本单元学习过程中和结束时对自己的学习行为和效果作出评估和分析，对自己的优缺点和得失做出反思。
教学目标 1 通过本单元的学习，加深对探险这一主题的理解，讲一个自己读过或听说的探险故事； 2 运用本单元所学语言，借助所给图片提示启发思考，记叙和描述故事的历险经历、心理过程、情感变化； 3 与小组成员分享故事，对其他组员的故事予以评价，并与小组成员合作完成班级分享交流。
教学重点 讲一个自己读过或听说的探险故事,记叙和描述故事的历险经历、心理过程、情感变化； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点； 2. 引导学生养成自我评价的好习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to review what’s been learned and think of an adventure story and make notes. 2. T asks Ss to write down the story and share it with the class. 1. Ss talk about what’s been learned and think of an adventure story and make notes. 2. Ss write down the story. Brainstorm and prepare for the presentation.
Activity 2 1. T divides Ss into several groups, with each group having a leader, a note-taker and 2–4 idea providers. 2. T asks Ss to work in groups, share their ideas and prepare a short presentation. 1. Ss take different roles in their group. 2. Ss work in groups, share their ideas and prepare a short presentation. Organise presentation in groups.
Activity 3 1. T invites some groups to volunteer to do presentations in class. 2. T asks Ss to vote for the best story. 1. Ss give presentations in class. 2. Ss vote for the best story. Practise skills in presentation, and writing. Ss learn from each other.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on page 60. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——介绍现代探险家
内容分析 本单元的项目实践活动要求学生设计制作一幅介绍现代探险家的海报，通过查找资料、筛选信息，小组分工合作完成海报制作，并在教师的指导下，在班内展示分享，评选出最佳海报。
教学目标 1学生能够利用教材、图书馆、互联网等资源找出相关信息并讨论、选择感兴趣的探险家，然后按照要求收集需要的信息； 2学生能够商讨确定海报要呈现的主体内容，合理制定计划和分工，准备所需素材和材料，设计并完成海报制作； 3 学生通过完成项目，了解更多探险家的故事，进一步理解探险的意义。
教学重点 1. 引导学生利用单元所学，上网查找资料，用英语做事情； 2. 引导学生了解更多探险家的故事，进一步理解探险的意义和对人的价值。
教学难点 引导学生明确小组分工合作，相互协作完成海报制作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate In the previous class, T divides the class into groups of 4-6 and asks them to select an explorer and find what information is included. Ss work in groups and collect information after class. Develop skill in planning a research and searching for information.
Plan T asks some Ss to share what they’ve found and then record necessary information of the chosen explorer. 2. T asks Ss to work in pairs and make a draft for the poster. 3. T asks Ss to complete their posters after class. T reminds Ss to cooperate as a group. 1. Ss share what they’ve found after class and understand the information essential to record for use. 2. Ss work in groups and make a draft. Understand the basic requirements for a poster.
Create While Ss making their posters after class, T provides guidance to Ss if necessary. Ss make their posters in groups after class. Practise group work. Develop their team-work spirit.
Present T arranges time for Ss to display their posters to the class and do presentations. Each group show their poster to the class and carry out presentations. Practise skill in presentation, and learn from each other.