Unit 5 Into the wild Viewing and Writing 课件 -2025-2026学年外研版高中英语必修第一册

必修一 Unit 5 Into the Wild-- Viewing and Writing 1 Learning Objectives Observe pictures to figure out plots and themes. Create stories with vivid descriptions based on the pictures. Develop critical thinking while learning about the balanced and positive relationships between humans and animals. During class, you are expected to Watch a video of a “beggar” wolf in Hoh Xil and answer the questions. Viewing & Predicting 1.What changes have happened to the wolf? 2.Why did it come to change? 3.Should humans give food to the wolf? Reasons? 3 仁勉 王 (仁王) - 可以设问引出主题意义。比如”从视频和照片中得知狼为什么变胖了？“”人们应不应该投喂野狼？“ Viewing & Predicting Watch the pictures, discuss with your group members about what might happen next for the wolf and share your thoughts. ① ② ③ ④ ⑤ 4 仁勉 王 (仁王) - 直接展示四张图片，让学生们观察并且讨论野狼可能的endings。 仁勉 王 (仁王) - 一般只有两种可能，either the wolf continues to have human food and becomes a dog in his life or he might go back to the wild and live on his own again. Scan the following version, complete the outline and explore its theme. In Hoh Xil’s wilds, a skinny wolf walked alone. Injured and away from his pack, his fur was not shiny anymore. He moved quietly along a road in search of food, not minding the loud cars. Little by little, he came closer to humans, curious but cautious. One day, driven by hunger, he dared to take a risk. With doubt, he smelled the snacks left by travellers and took a bite. Surprisingly, they tasted really nice, and he couldn't help but come back for more. Every day, he ate from humans, and soon he looked better. His fur got smooth again. He waited by the road, hoping for friendly treats, sometimes even asking like a dog. But inside him, as his wound healed, something wild began to call. He started to remember his old life, the joy of running and hunting. The taste of freedom appeared more attractive than that of the offerings from tourists. The humans, realizing it was not right to feed him, no longer provided him handouts. When his injury was finally gone and he could hunt again, he stopped taking food from people. He went back to the big, open land, strong and free once more, living like his great, proud family before him. Analyzing & Summarizing 5 仁勉 王 (仁王) - 两分半钟阅读，先边讲边画故事山。让学生上台写，或者让一个学生全部分享完。 3.__________ 4.__________ 2.__________ Though begging for human food, the wolf’s wild nature called. An injured wolf searched along the road for food. The hungry wolf came closer to humans and lived on their given food. The wolf got better and started to hunt again. The people stopped feeding him. The wolf fully returned to the wild, strong and free again. Analyzing & Summarizing Complete the story outline and share it with the class. Story Outline 1.Search 2.Dependency 3.Awakening 4.Recovery 5.Return Theme? Humans should balance offering help to animals with respecting their natural way of life. 6 仁勉 王 (仁王) - 此页紧接第6页学生观察图片讨论野狼未来的问题，展示范文，让学生梳理故事山，并口头展示。再揪出暗线，进入语言赏析。 仁勉 王 (仁王) - 压缩时间 仁勉 王 (仁王) - 过渡句。these elements just make up a fine structure, but to write a good story, we also need "building blocks" which are the language, the specific descriptions. Analyze the text and highlight any vivid descriptions. In Hoh Xil’s wilds, a skinny wolf walked alone. Injured and away from his pack, his fur was not shiny anymore. He moved quietly along a road in search of food, not minding the loud cars. Little by little, he came closer to humans, curious but cautious. One day, driven by hunger, he dared to take a risk. With doubt, he smelled the snacks left by travellers and took a bite. Surprisingly, they tasted really nice, and he couldn't help but come back for more. Every day, he ate from humans, and soon he looked better. His fur got smooth again. He waited by the road, hoping for friendly treats, sometimes even asking like a dog. But inside him, as his wound healed, something wild began to call. He started to remember his old life, the joy of running and hunting. The taste of freedom appeared more attractive than that of the offerings from tourists. The humans, realizing it was not right to feed him, no longer provided him handouts. When his injury was finally gone and he could hunt again, he stopped taking food from people. He went back to the big, open land, strong and free once more, living like his great, proud family before him. Analyzing & Summarizing Appearance Movement Feeling What kind of descriptions are these against orange background? 7 仁勉 王 (仁王) - 第一段先划，引导学生归类语言表达的三种“外貌，动作，情绪”，然后二三段让学生分组自己总结。 仁勉 王 (仁王) - 一分钟。 Analyze the text and highlight any vivid descriptions. In Hoh Xil’s wilds, a skinny wolf walked alone. Injured and away from his pack, his fur was not shiny anymore. He moved quietly along a road in search of food, not minding the loud cars. Little by little, he came closer to humans, curious but cautious. One day, driven by hunger, he dared to take a risk. With doubt, he smelled the snacks left by travellers and took a bite. Surprisingly, they tasted really nice, and he couldn't help but come back for more. Every day, he ate from humans, and soon he looked better. His fur got smooth again. He waited by the road, hoping for friendly treats, sometimes even asking like a dog. But inside him, as his wound healed, something wild began to call. He started to remember his old life, the joy of running and hunting. The taste of freedom appeared more attractive than that of the offerings from tourists. The humans, realizing it was not right to feed him, no longer provided him handouts. When his injury was finally gone and he could hunt again, he stopped taking food from people. He went back to the big, open land, strong and free once more, living like his great, proud family before him. Analyzing & Summarizing Appearance Movement Feeling What kind of descriptions are these against orange background? 8 仁勉 王 (仁王) - 第一段先划，引导学生归类语言表达的三种“外貌，动作，情绪”，然后二三段让学生分组自己总结。 仁勉 王 (仁王) - 一分钟。 仁勉 王 (仁王) - 分三大组寻找。 Observing & Organizing ① What does the picture tell you? Observe the pictures, organize possible plot developments and share. What do you think will happen next? Encounter/Discovery Possible details: 1.What is the setting and environment? 2.How did they react and feel? 3.How would the encounter end up? …… 仁勉 王 (仁王) - 展示一张，让学生们讨论讲解、猜测一张，然后放出下一张，再请另外的学生讲解、猜测。 仁勉 王 (仁王) - 是否要让学生或者引导学生在这一步骤就详细展开信息推测？ 仁勉 王 (仁王) - 让学生梳理的时候有点混乱，还是站起来一个个回答问题 Observing & Organizing ② Observe the pictures, organize possible plot developments and share. What can you learn from the picture? Anything different from your prediction before? If so, what is it? Bonding/Closer Connection Possible details: 1.What happened between the first picture and this one? 2.How did they get closer? 3.What new behaviors did the fox show? …… 仁勉 王 (仁王) - 展示一张，让学生们讨论讲解、猜测一张，然后放出下一张，再请另外的学生讲解、猜测。 Observing & Organizing Observe the pictures, organize possible plot developments and share. What happens in this picture? How do you think the story will develop? ③ Bringing Home Possible details: 1.What made the boy decide to bring the fox home? 2. How did the fox react when entering the home for the first time? 3.How would they spend time together? …… 仁勉 王 (仁王) - 展示一张，让学生们讨论讲解、猜测一张，然后放出下一张，再请另外的学生讲解、猜测。 Observing & Organizing Observe the pictures, organize possible plot developments and share. What is new in this picture? How will the story likely end? ④ Escape/Return to Nature Possible details: 1.How did the fox’s behavior change? 2.What made the boy realize that the fox needed to return to the wild? 3.What can the boy learn from the experience? …… 仁勉 王 (仁王) - 展示一张，让学生们讨论讲解、猜测一张，然后放出下一张，再请另外的学生讲解、猜测。 Creating & Evaluating Fill in the blanks to complete a story version for the first picture. Think about vivid wording of appearance, movement and feeling! One late autumn morning, as I walked on a path in the forest, the leaves 1.________ under my feet, and a cool breeze 2.________ through the trees. Suddenly, I 3.________ a flash of red among the fallen leaves—a 4.________ , 5.________ fox! 6.________ and full of 7.________, I slowly walked closer to the fox, feeling a mix of 8.________ and 9.________. As I 10.________ closer, the fox 11.________ and looked at me with its 12.________ eyes. My heart 13.________, and I 14.________ my breath as I stood face to face with this wild animal, experiencing a close 15.________ like never before. crunched whispered spotted shiny graceful Amazed wonder eagerness nervousness inched froze alert raced held encounter 仁勉 王 (仁王) - 让学生以小组为单位进行填词写作，让三个小组的代表上来填词。也可以两两对照，一个写屏幕，一个写黑板。然后进行语言分析，是否生动恰当。最后进行alternatives展示。 仁勉 王 (仁王) - 直接让一个学生在黑板上写1-15的用词，然后提供教师范例，选两三个词快速比较分析即可。突出语言生动为故事情节或者人物描写助力的要点所在。 Creating & Evaluating Write a short paragraph about the second picture based on the given hints. As winter set in, the days grew colder, but our bond warmer. __________ ______________________________________________________________________________________________________________________. Time and again,______________________________________________ ___________________________________________________________. Slowly but surely,____________________________________________ ___________________________________________________________. With each gentle touch, ________________________________________ ___________________________________________________________. Together, we_________________________________________________ ___________________________________________________________. Focus on the new developments in characters’ relations. 仁勉 王 (仁王) - 让学生以小组为单位进行填词写作，让三个小组的代表上来填词。也可以两两对照，一个写屏幕，一个写黑板。然后进行语言分析，是否生动恰当。最后进行alternatives展示。 仁勉 王 (仁王) - 希沃投屏上展示，并请其余同学结合下一页PPT的评价表进性点评即可。随即快速展示教师范文。 Present your work and complete self- and peer assessments. Evaluation Plot Does the paragraph or the story match with the pictures? Yes ☐ No ☐ Are the plot events attractive and well organized? Yes ☐ Somewhat ☐ No ☐ (If no, any room for improvement?) Is the paragraph or the story well structured? Yes ☐ Somewhat ☐ No ☐ (If no, any room for improvement?) Language Are the appearances of vividly described? Yes ☐ Somewhat ☐ No ☐ (If yes, please list some examples.) Are the movements of characters clearly portrayed? Yes ☐ Somewhat ☐ No ☐ (If yes, please list some examples.) Are the feelings of characters effectively shown? Yes ☐ Somewhat ☐ No ☐ (If yes, please list some examples.) Theme Does the story show good relations between humans and animals? Excellent ☐ Fair ☐ Poor ☐ (If poor, any room for improvement?) Comments and feedbacks(optional) Creating & Evaluating 15 Creating & Evaluating Write a short paragraph about the second picture based on the given hints. As winter set in, the days grew colder, but our bond warmer. __________ ______________________________________________________________________________________________________________________. Time and again,______________________________________________ ___________________________________________________________. Slowly but surely,____________________________________________ ___________________________________________________________. With each gentle touch, ________________________________________ ___________________________________________________________. Together, we_________________________________________________ ___________________________________________________________. Even though it was very freezing, I kept going back to the forest to see my fox friend, sometimes with food, sometimes with a toy. we got closer. The fox, once shy, now came up to me with curiosity. we started to trust each other more. The fox would even wag its tail and ask for a pat at sight of me. the gap between us disappeared. We got along like true friends despite our species. formed a special bond built on trust and friendship in the quiet, snowy woods Focus on the new developments in characters’ relations. 仁勉 王 (仁王) - 让学生以小组为单位进行填词写作，让三个小组的代表上来填词。也可以两两对照，一个写屏幕，一个写黑板。然后进行语言分析，是否生动恰当。最后进行alternatives展示。 Creating & Evaluating Create your own story version for the rest two pictures. ③ ④ The word bank in your learning sheet may be of help. Present your work and complete self- and peer assessments. Evaluation Plot Does the paragraph or the story match with the pictures? Yes ☐ No ☐ Are the plot events attractive and well organized? Yes ☐ Somewhat ☐ No ☐ (If no, any room for improvement?) Is the paragraph or the story well structured? Yes ☐ Somewhat ☐ No ☐ (If no, any room for improvement?) Language Are the appearances of vividly described? Yes ☐ Somewhat ☐ No ☐ (If yes, please list some examples.) Are the movements of characters clearly portrayed? Yes ☐ Somewhat ☐ No ☐ (If yes, please list some examples.) Are the feelings of characters effectively shown? Yes ☐ Somewhat ☐ No ☐ (If yes, please list some examples.) Theme Does the story show good relations between humans and animals? Excellent ☐ Fair ☐ Poor ☐ (If poor, any room for improvement?) Comments and feedbacks(optional) Creating & Evaluating 18 Review the stories in this session and think about the questions. Thinking and Sharing 2.How should we treat animals in our daily life? 1.Do you think animal rights are important? Give your reasons. There is no fundamental difference between man and animals in their ability to feel pleasure and pain, and happiness and misery." Charles Darwin We should respect, care for and live in harmony with our animal friends. Homework Compulsory: Finish and then polish your fox story. Draw a timeline summary map to organize its structure and highlight at least 3 sentences with vivid descriptions in your work. Optional: 1. Draw 2 more sequel pictures to continue the fox story and present them in the next session. 2. Pair up and perform a mini-play where the fox can “speak” and act out the story you created. Finish the compulsory task and select an assignment after class. Lavf58.29.100 Packed by Bilibili XCoder v2.0.2 $