Unit 5 Into the Wild-Starting out 教案-2025-2026学年高中英语外研版必修第一册

Unit 5 Into the Wild-Starting out 内容导航 This section uses wild images and guiding questions to activate students’ prior knowledge of nature, arouses curiosity about wildlife and ecosystems, and lays a thematic foundation for the whole unit. 教学目标和重难点 1. 教学目标 In terms of language competence, students grasp basic nature-related vocabulary and express simple views on wild scenes. For cultural awareness, they understand the concept of harmonious coexistence between humans and nature across cultures and foster eco-friendly values. Regarding thinking quality, they observe and compare wild scenes, conduct simple analysis and reasoning, and develop critical thinking. As for learning ability, they participate in group discussions, accumulate learning strategies, and improve autonomous and cooperative learning skills. 2. 教学重难点 Key points: Master core vocabulary and expressions about nature and wildlife; understand basic wild ecological scenes; express personal feelings and simple views in English. Difficult points: Use target language to describe wild scenes logically; connect personal experience with the theme to form clear ecological awareness; overcome vocabulary obstacles in cross-topic expression. 教学过程 Step 1: Lead-in Greet students and briefly introduce the unit theme Into the Wild. Show vivid pictures of rainforests, polar regions, grasslands and deserts, and play a short video of wild animal activities. Ask students: What can you see in these pictures and videos? Have you ever been close to nature? What do you think of the wild world? Invite volunteers to share their thoughts freely.Design Purpose: Create an immersive wild-themed context, stimulate students’ sensory experience and learning interest, activate their life experience related to nature, and naturally lead to the unit theme to lay a psychological and cognitive foundation for subsequent learning. Step 2: Image Observation & Vocabulary Input Guide students to carefully observe the wild images in the textbook. List key words on the blackboard, such as wilderness, creature, ecosystem, survive, migrate, protect, habitat, endangered. Explain the pronunciation, part of speech and basic collocation of each word, and match words with corresponding images to enhance memory. Conduct a quick word-association activity: let students brainstorm more words related to nature based on the given vocabulary.Design Purpose: Combine visual input with vocabulary learning to reduce the difficulty of word memory; help students build a thematic vocabulary system in a targeted manner, prepare language input for later expression, and improve vocabulary recognition and application efficiency. Step 3: Guided Q&A & Preliminary Discussion Put forward progressive questions based on the images: What living things can be found in different wild habitats? What challenges do wild animals face? How do humans influence the natural world? Organize pair work first for students to exchange ideas, then conduct whole-class sharing. Teacher guides and supplements timely, encourages students to use newly learned words to answer, and corrects inappropriate expressions gently.Design Purpose: Train students’ ability to obtain information from images and organize language to express; cultivate cooperative communication awareness; guide students to think deeply about the relationship between humans and nature, and initially shape ecological thinking. Step 4: Group Inquiry & Deep Thinking Divide students into groups of 4–5, assign each group a discussion topic: If you were in the wild, what would you do to survive? What small things can we do to protect wild animals and their habitats? Each group elects a spokesperson to record and sort out group opinions. Teacher walks around to guide, inspire students to think from multiple perspectives, and encourages bold and reasonable expressions.Design Purpose: Enhance students’ cooperative inquiry ability and deep thinking ability; guide students to connect the theme with real life, transform passive acceptance into active exploration, and enhance their sense of responsibility for ecological protection. Step 5: Language Practice & Scene Description Provide sentence patterns for students to imitate and practice: I can see… in the wild. The wild world is… Wild animals need… We should… Ask students to choose a wild scene they like and describe it in 3–5 sentences using the learned words and sentence patterns. Invite some students to share their descriptions, and teacher gives targeted feedback and praise.Design Purpose: Consolidate newly learned vocabulary and sentence patterns through controlled and semi-controlled practice; improve students’ oral English output ability and logical expression ability; enhance their confidence in using English to express the theme of nature. Step 6: Cultural Extension & Value Guidance Introduce simple cross-cultural content: briefly talk about how different countries protect wild animals and natural ecosystems, such as wildlife reserves in China and animal protection laws in European and American countries. Guide students to discuss: Why is it important for humans to live in harmony with nature? Help students establish correct ecological values and cross-cultural awareness.Design Purpose: Broaden students’ international vision, enhance cultural awareness; integrate value guidance into language learning, so that students can understand the importance of ecological protection while learning language, and realize the unity of language learning and moral education. Step 7: Summary & Consolidation Lead students to review the key vocabulary, sentence patterns and core themes learned in this class. Ask students to summarize what they have gained in one sentence. Teacher makes a brief summary, emphasizes the significance of respecting and protecting nature, and encourages students to pay attention to wild animals and ecosystems in daily life.Design Purpose: Help students sort out classroom knowledge, form a complete cognitive structure; strengthen the theme impression, consolidate learning effects, and extend classroom content to after-class life. Step 8: Homework Assignment Collect 5 more words or phrases related to nature and wildlife, and make simple word cards. Write a short paragraph of 5–8 sentences to describe your favorite wild scene or animal. Observe the plants and animals around you after class, and prepare to share your findings in the next class. Design Purpose: Consolidate classroom learning content through after-class tasks; cultivate students’ autonomous learning ability and observation ability; connect classroom learning with real life, and maintain lasting interest in the unit theme. Step 9: Interactive Feedback & Extension Preview Ask students if they have any questions about this class. Teacher answers them patiently. Briefly preview the key content of the next section Understanding Ideas, remind students to preview related vocabulary and texts in advance, and stimulate their learning expectation for the next class.Design Purpose: Solve students’ learning doubts in a timely manner, ensure the effectiveness of learning; connect the current class with the next section, form a coherent teaching rhythm, and help students make adequate preparations for subsequent learning. 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 $