高中英语Unit 5 What an adventure!教学设计及反思

这是一份高中英语Unit 5 What an adventure!教学设计及反思，共10页。

课时教学设计
课题
Unit5 Understanding ideas: Climbing Qmlangma: Wrth the risks?
I.The analysis f the teaching materials
This lessn fcuses n the theme f Munt Everest and the spirit f adventure. It plays a crucial rle in the curriculum by integrating language learning with cultural awareness and value educatin. Thrugh the article, students will gain insights int the gegraphical features f Munt Everest, its climbing histry, and the challenges faced by muntaineers, thereby develping their internatinal perspective and crss-cultural understanding. The article als embdies values such as respect fr life, curage t explre, teamwrk, and envirnmental prtectin, inspiring students t face challenges and cultivate resilience.
II.The analysis f thestudents
High schl students pssess fundatinal English reading skills and a basic grasp f gegraphy. They shw interest in adventure but may struggle with cmplex vcabulary and sentence structures. Their critical thinking and teamwrk skills are areas fr develpment, aligning with the lessn's fcus n Munt Everest and the spirit f adventure.
III.Teaching Objectives
1. Linguistic Cmpetence:
Develp students' ability t cmprehend and use key vcabulary and cmplex sentence structures t grasp infrmatin abut Munt Everest.
Enable students t effectively express their understanding and pinins n the tpic f Munt Everest and the spirit f adventure in English.
2. Cgnitive Develpment:
Enhance students' critical thinking skills t analyze the structure and purpse f the text. Encurage students t evaluate the prs and cns f Munt Everest expeditins and articulate their viewpints.
3. Intercultural Awareness:
Fster an understanding and appreciatin f different cultural perspectives n adventure and explratin.
Cultivate respect fr diverse interpretatins f risk-taking and the spirit f adventure acrss cultures.
4. Learning Cmpetency:
Equip students with effective learning strategies t gather, prcess, and apply infrmatin frm
the text.
Develp students' ability t wrk cllabratively and autnmusly t enhance their understanding and cmmunicatin skills.
IV. Key and difficult pints
Key Pints
Students can learn abut the backgrund knwledge f Munt Everest thrugh reading, understand the purpse f the article, extract main infrmatin, and summarize the reasns why climbers climb muntains; thrugh thinking and integrating infrmatin, they can summarize the reasns why climbers climb muntains.
Difficult Pints
Students can creatively express the benefits and risks f climbing Munt Everest thrugh brainstrming and exchanging ideas with peers; they can critically and dialectically recgnize the significance and depth f Chinese climbers climbing Munt Everest and reflect n their spirit.
V.Teaching prcedure
Step1:Vide Intrductin: Sparking Interest in Munt Everest
Teacher's activities
1. Present the vide t give them a hint abut tday's tpic and ask students t read abut the facts.
2.Shw the map and request students t circle the key infrmatin f Qmlangma and get ready fr the quiz.
Students' activities
1.Watch the Vide and Discuss:
Students
watch
the
vide
"Climbers
|
Mntage" and discuss what infrmatin they gained frm the vide. What new insights abut Munt Everest did the vide prvide? Students reflect n their understanding f
Munt
Everest
climbing,
including
the
challenges and difficulties invlved.
2.Grup Wrk: Create a Map:
Students wrk in grups t analyze a prvided map f Munt Everest, marking key details such as climbing rutes, base camps, and imprtant gegraphic features.
Afterward, each grup presents their map t the class, cmparing their marked lcatins with ther grups, and discussing differences in understanding and interpretatins.
3.Answer Questins and Share Insights:
Students answer and share their thughts n the teacher's questins
(Students may research r use prir knwledge t prvide answers and participate in pen discussins )
4.Class Discussin and Reflectin:
3. Ask quiz questins:
1) Wh were the first peple cnfirmed t have reached the tp f the muntain? When did this happen?
2) Why d yu think the climbers need s many camp alng the rute?
3)What
else
d
yu
knw
abut
Qmlangma? Share the infrmatin with the class.
4. Invite students t answer them.
The teacher invites several students t share their answers and insights with the class. Other students can cntribute additinal thughts, ask questins, r clarify pints raised. This fsters a deeper class discussin.
Aims
1. T engage students with the tpic f Munt Everest by using a cmpelling vide, fstering curisity and initiating discussin n the challenges f climbing the muntain. 2. Students will develp their cmprehensin and analytical skills by discussing the insights gained frm the vide, reflecting n the challenges f Munt Everest climbing.
Students will develp their cmprehensin and analytical skills by discussing the insights gained frm the vide, reflecting n the challenges f Munt Everest climbing.
3. Thrugh cllabrative map analysis, students will deepen their understanding f Munt Everest's gegraphy and enhance their teamwrk and presentatin skills.
4. Class discussins will allw students t share and cmpare their insights, fstering deeper understanding and encuraging peer learning.
Featured learning resurces and tls
Vide resurces: "Climber | mix clip" vide t aruse students' interest in Qmlangma and stimulate their thinking.
Map tl: Qmlangma map, students can use the map t mark the Everest climbing rute and camp lcatin.
Quiz cards: Prepared in advance, QUIZ cards cntain multiple questins abut the histry, climbing prcess and challenges f Munt Everest t help teachers guide students' thinking and facilitate classrm interactin.
Online r paper resurces: Students can use paper materials r nline tls (such as Ggle Maps, Baidu Encyclpedia, etc.) t find mre relevant backgrund infrmatin t help answer class questins.
Step2:Quick Glance and Writing Purpse Discussin: Understanding the Main Idea
Teacher's activities
1. Quick
glance
at
the
passage:
The
teacher briefly guides the students t read the passage quickly. Ask students t pay attentin t the tpic, tne, writing style, etc., and help students grasp the main infrmatin f the article by scanning the article.
2. Guide
students
t
understand
the
purpse f the article: The teacher invites students t infer the purpse f the article based n the understanding after a quick glance.
3. Chse the right answer: The teacher prvides multiple ptins fr students t chse the answer that best meets the purpse f the essay
4. T
encurage
peple
t
climb
Qmlangma if fully prepared, as risks bring many benefits
5.
T
remind
peple
t
balance
the
benefits and risks befre deciding t climb Qmlangma
6. T suggest that peple stp taking risks and climbing Qmlangma, as the risks utweigh the benefits
7. Teachers guide students t analyze the ratinality f each ptin and help students
make
the
mst
apprpriate
chice
accrding t the cntent and expressin f the article.
8. 4.Grup discussin: Befre the class
Students' activities
1.Quickly brwse the article: Students quickly skim the article under the teacher's guidance, paying attentin t cre infrmatin such as tpic sentences and key wrds.
2.Think abut the writing purpse f the article: Students reflect n the article's purpse and, based n their understanding, discuss the main ideas and intentins in small grups.
3.Select the answer: Students chse the ptin that best matches the writing purpse f the article based n their understanding.
4.Grup discussin and sharing: In small grups, students exchange viewpints and discuss their interpretatins. Each grup selects a representative t present their findings t the class, while the teacher prvides feedback and ensures that the understanding f the article's purpse is accurate.
share, the teacher arranges the students t discuss in grups t prmte the students t understand the purpse f the article thrugh cperatin, and imprve the students' critical thinking skills.
Aims
1. Students will skim the article t identify key infrmatin, practicing their speed reading and summarizatin skills.
2. Grup discussins will help students hypthesize the article's purpse, encuraging them t analyze the text's intent and structure.
3. Students will chse the ptin that aligns with the article's purpse, reinfrcing their understanding and analytical skills.
4. Students will exchange viewpints and present their findings, prmting critical thinking and public speaking skills.
Featured learning resurces and tls
Essay text: An essay that students are required t read befre class. Slides r bard ntes: List questins and ptins t help students clear their minds.
Grup discussin tls: Grup discussin cards r task sheets can be used t help students recrd discussin pints.
Electrnic devices (ptinal) : such as the use f educatinal platfrms r prjectrs t display questins and ptins t facilitate classrm interactin.
Step3:Detail Reading: Identifying Climbing Risks and Reasns
Teacher's activities
1. Invite students t read the text again and wrk ut the risks f climbing Qmlangma. 2. Cmplete the blank-filling chart t understand the reasns f the tw climbers' decisins.
3. T think critically, raise the questins
“D
yu
think
Mallry's
experience
a
failure?”
and
“Why
d
climbers
need
physical and mental tughness t climb it?”. 4. Play a vide.Ask students t cntinue t read abut the scientific reasns behind this risk-taking and t cnclude it individually.
Students' activities
1.Re-read the Text and List Muntaineering Risks
Students will re-read the article under the
teacher's
guidance
and
identify
all
the
muntaineering risks mentined in the text. They can discuss in grups t ensure everyne recgnizes the specific risks mentined and engage in cmparative analysis.
2.Cmplete the Fill-in-the-Blank Wrksheet Using a fill-in-the-blank wrksheet prvided by bk, students will fill in the reasns behind the decisins f tw muntaineers. Students can discuss in grups t think thrugh the mtivatins and justificatins
behind
each
decisin
and
ensure
they
accurately cmplete all the details.
3.Critical Thinking Discussin
Students will engage in grup discussins n
the
fllwing
questins.Students
are
encuraged t express their pinins and use
examples
frm
the
text
r
their
wn
experiences t supprt their viewpints.
4.Watch a Vide and Cntinue Reading the Scientific Reasns
Students will watch a shrt vide related t Munt Everest. Afterward, students will cntinue reading and summarize the scientific explanatins behind the risks discussed in the article. They can share their
summaries
with
peers
and
crrect
each
ther's understanding.
Aims
1. Students will re-read the article t list risks, practicing their detail cmprehensin and cllabrative analysis skills.
2. Students will fill in reasns behind climbers' decisins, structuring their understanding f the text and imprving their infrmatin extractin skills.
3. Grup discussins n critical questins will encurage students t cnsider different perspectives n success and failure in muntaineering, fstering their critical thinking. 4. By watching a related vide and summarizing scientific reasns behind risks, students will cnnect thery and practice , enhancing their interest and cmprehensin f the scientific aspects f muntaineering.
Featured learning resurces and tls
Fill in the blanks: The cncise and targeted fill in the blanks helps students present the key infrmatin f the essay in a structured frm, imprving their ability t extract and summarize infrmatin.
Mind mapping tls: The use f mind mapping tls (such as Xmind, MindMeister, etc.) can be recmmended t help students summarize the risks f muntaineering and the scientific reasns behind them, prmting their lgical thinking and cmprehensive understanding.
Vide resurces: Vides abut Munt Qmlangma r muntaineering can be used t help students mre intuitively understand the relevant scientific principles and muntaineering prcess, s as t enhance students' learning interest and understanding f the cntent f the article.
Critical thinking guidance: Prvide students with a framewrk f critical thinking r questin guidance t help students have mre prfund insight in the discussin, such as "why" questins, cmparing different views and ther ways t encurage students t think.
Step4:Adventure Spirit Explratin: Delving int the Essence f Adventure
Teacher's activities
1.Student Grup Discussin
Teachers lead students t think by asking,
Students' activities
1.Student grup discussin
1)Students are divided int grups. Each
"What is an adventure? Hw des the spirit f adventure manifest itself in everyday life?" And s n t prvide a starting pint fr grup discussin. Befre gruping, the teacher prvides sme discussin prmpts r framewrks t help students fcus n tpics related t the text. Fr example: "In the text, what is the definitin f 'risky'? Hw d yu think 'adventure' in the text is similar and different frm adventure in mdern sciety?" 2. Class Presentatin and Cmments
The teacher cmment n the speeches f each grup, highlighting the highlights f each grup's analysis f the text, and their unique insights in cnnecting the tpic t real life.
grup chses a tpic in the text fr in-depth
discussin,
such
as
the
definitin
f
adventure,the
meaning
f
righteusness,
adventure, etc.
2) Discuss within the grup hw the tpic is reflected in the text and hw this spirit can be applied t real life.
Each grup chses a representative wh is ready t present the results f the discussin t the class.
2.Class presentatin and cmments
The representatives f each grup presented the discussin results n stage successively, including the cnntatin f the theme, the embdiment in the text and the practical applicatin.
Aims
1. Students will engage in discussins t explre the definitin f adventure and its relevance t mdern sciety, prmting critical thinking and peer learning.
2. Class presentatins allw students t share their grup's insights, while teacher cmments prvide feedback and validatin, reinfrcing learning and public speaking skills.
Featured learning resurces and tls
Text Analysis Framewrk: Prvides a discussin framewrk t guide students t analyze the text step by step in grup discussins, such as: tpic vcabulary, Definitins, symblic meanings, main ideas, the cre ideas cnveyed by the authr .
Character Analysis: Hw t shw the spirit f adventure thrugh character behavir Real Life cnnectins: Hw the cncepts in the text apply t the Adventure Spirit Case Study Vide: Teachers can prvide a vide shwing a mdern adventure stry r the adventures f a celebrity (such as an explrer, extreme athlete, etc.) t stimulate students' interest and help them better understand the diversity and depth f the spirit f adventure. The vide cntent can guide students t think abut hw t understand the definitin f adventure frm different angles thrugh discussin questins, and cmpare and analyze with the cntent f the text.
Online Discussin Platfrm: Teachers can use nline learning platfrms such as Ggle Classrm r Edmd t create discussin bards that encurage students t cntinue t think deeply and share their persnal insights n the tpic f "adventure" after class. This nt nly extends classrm discussin, but als prmtes interactin and cperatin amng students.
Discussin Evaluatin Criteria: Teachers can prvide a simple discussin evaluatin criteria t help students identify key pints that shuld be addressed during presentatin and discussin, such as: Tpic depth and analysis Clear ideas and fluency f expressin Respnse t thers' ideas and cnnectin between interactive creativity and real life
Step5:Writing Dialgue with Heres: Enhancing Expressin and Critical Thinking
Teacher's activities
Questin: If yu were given the chance t talk t ne f the Chinese climbers, what will yu say?
1.
Lead
students
t
think
abut
their
thughts.
2.
Ask
students
t
write
dwn
their
cmments r ideas.
3. Require students t present their ideas t the class.
4. Present teacher's wrds.
Students' activities
1.Thinking and Preparatin
Students first think abut what they wuld say t a Chinese muntaineer if given the chance t cnverse with ne. They can reflect individually and then discuss their
ideas
with
a
partner,
rganizing
their
thughts and pinins.
2.Writing
Based n their reflectins, students write dwn their thughts and cmments abut the cnversatin with the muntaineer. During writing, students are encuraged t express their feelings, questins, r admiratin using specific language.
3.Presentatin and Sharing
Students take turns presenting their ideas and written cntent t the class. This can be dne thrugh ral presentatins r by sharing their written wrk with the class, fllwed by a class discussin.
4.Interactin and Feedback
After
listening
t
their
classmates'
presentatins, students can ask questins r prvide psitive feedback, engaging in a discussin and further stimulating reflectin and critical thinking.
Aims
1. Students will reflect n what they wuld discuss with a climber, prmting individual thught and preparatin fr written and ral expressin.
2. Students will write dwn their thughts and cmments, practicing their writing skills and ability t articulate cmplex ideas clearly.
3. Oral presentatins f written wrk allw students t share their perspectives with the class, building cnfidence in public speaking and receiving peer feedback.
4. Classrm interactin fllwing presentatins stimulates further discussin and critical reflectin, enhancing students' ability t engage with different viewpints and ideas.
Featured learning resurces and tls
Dialgue Template:Prvide a dialgue framewrk t help students rganize language, ask questins r express pinins. Fr example:"I wuld like t ask yu abut…""Hw did yu feel when…""What mtivated yu t…""D yu think that…"
Case Study Vide n Heres:Teachers can play a shrt vide abut Chinese muntaineers, intrducing their achievements, challenges and spirit, helping students understand the stries f these characters mre deeply and inspiring them t think and write.
Emtinal Vcabulary List:Prvide a vcabulary n expressin f feelings t help students use a richer vcabulary in their writing and expressin t describe the emtins
and
experiences
f
climbers.
Fr
example:"Determined",
"Brave",
"Fearless",
"Resilient", "Admiratin", "Inspiratin" etc.
Writing Guide:A writing guide is prvided t help students think abut hw t express ideas clearly, hw t structure an essay, and hw t present persnal feelings and insights effectively as they write.
Peer Evaluatin Sheet:Prvide peer assessment frms and encurage students t evaluate each ther and give cnstructive feedback after presentatin and sharing. This nt nly helps students t see things frm the perspective f thers, but als encurages students t reflect n and imprve upn the pinins f thers.
6.Bard Design
7.Teaching reflectin and imprvement
With the theme f Everest and the spirit f adventure, we aim t imprve students' English reading ability, critical thinking and intercultural cmmunicatin skills thrugh varius activities such as vides, discussins and writing. In teaching practice, students shwed a strng interest in adventure tpics, especially in watching vides and grup discussins.
Hwever, it was als fund that sme students had difficulties in understanding prfessinal vcabulary and cmplex sentence patterns, which affected their grasp f the deeper meaning f the articles. In terms f the achievement f teaching gals, althugh mst students can actively participate and shw gd teamwrk spirit, sme students still need t further imprve in the in-depth analysis f the purpse f writing articles and the accurate expressin f the spirit f adventure. The self-assessment shwed that althugh the teaching activities were well designed, there were shrtcmings in time management, resulting in sme activities nt being fully implemented.
In the future, it is planned t strengthen the preview f vcabulary and sentence patterns befre class t help students better understand the cntent f the article. At the same time, mre
interactive and experiential learning activities, such as simulated muntaineering, will be incrprated t enhance students' sense f participatin and learning effectiveness. Thrugh these adjustments, we expect t be able t mre effectively prmte students' mastery f knwledge, enhance their cmprehensive language skills, and deepen their understanding f the values f adventure.
8.Learning evaluatin design
Knwledge acquisitin: Students' understanding f key vcabulary and text cntent is assessed thrugh regular vcabulary and reading cmprehensin tests. Design a small writing task in which students summarize infrmatin abut Munt Everest t assess their mastery f the details f the passage.
Ability imprvement: Evaluate students' critical thinking and teamwrk skills thrugh classrm bservatins and grup wrk. Students' ral and cmmunicative skills are assessed thrugh classrm discussins and rle-playing activities.

Learning attitude: Students' attitude and mtivatin t learn are evaluated by class
participatin and assignment cmpletin. Thrugh
students' self-reflectin
reprts,
understand their attitudes and self-evaluatin f the learning prcess.
Learning methds: Evaluate the effectiveness f learning methds adpted by students thrugh student learning lgs and teacher feedback. Students' ability t integrate infrmatin and think creatively is assessed thrugh their prject wrk and presentatin.Value Develpment: Students' understanding and internalizatin f risk-taking and envirnmental values are assessed thrugh classrm discussins and writing assignments. Thrugh grup prjects and rle play, students are assessed fr their embdiment f the values f teamwrk and respect fr multiculturalism.