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

Unit 5 Into the Wild-Understanding ideas 内容导航 This section takes "The Monarch’s Journey" as the core text, introducing the amazing migration of monarch butterflies, the scientific mystery of their navigation, their survival crisis caused by human activities, and calls on people to protect wild creatures and maintain the balance of nature. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to migration and environmental protection, and improve reading and expression skills. Cultural Awareness: Understand the significance of protecting biodiversity and establish the concept of harmony between humans and nature. Thinking Quality: Develop logical analysis and critical thinking by exploring the causes and solutions of the monarch butterfly’s crisis. Learning Ability: Cultivate autonomous reading and cooperative learning skills, and form good learning habits of integrating knowledge and practice. 2. 教学重难点 Key Points: Grasp the main idea and logical structure of the expository text, master core vocabulary (such as migration, crash, survive) and sentence patterns (attributive clauses), and understand the migration process and navigation principle of monarch butterflies. Difficult Points: Analyze the hidden causal relationship between human activities and the decline of monarch butterflies, and flexibly use the learned language to express views on wild animal protection. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Video and Picture Presentation. Show students a 3-minute short video about animal migration, including scenes of monarch butterflies flying in groups, wild geese migrating south, and zebras moving in the grassland. After playing the video, display several high-definition pictures of monarch butterflies, focusing on their orange and black wings, and ask two questions: ① What do you see in the video and pictures? ② Have you ever heard of monarch butterflies? What do you know about them? Activity 2: Free Discussion. Invite students to share their views freely. Some students may mention that they have seen similar butterflies, some may talk about animal migration in daily life, and the teacher will guide them to focus on the migration of monarch butterflies, and naturally lead to the topic of the text — "The Monarch’s Journey". Design Intention: The video and pictures are intuitive and vivid, which can quickly attract students’ attention and arouse their interest in learning. By asking questions and organizing free discussions, students’ prior knowledge is activated, their enthusiasm for participation is mobilized, and a good learning atmosphere is created for the subsequent reading teaching. At the same time, it paves the way for students to understand the core content of the text — the migration of monarch butterflies. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview. Display the core vocabulary of the text on the blackboard or multimedia, including migration, annual, seek, measure, position, eventually, crash, destroy, creature, survive, etc. For each word, the teacher will give simple English explanations and example sentences related to the text, and guide students to read aloud and memorize them. For example, for "migration", the explanation is "the annual movement of animals from one place to another", and the example sentence is "The migration of monarch butterflies is one of the most wonderful phenomena in nature." For difficult words such as "crash", the teacher will combine the context of the text to remind students that it means "to decrease suddenly and greatly" in the text. Activity 2: Text Prediction. Ask students to look at the title of the text "The Monarch’s Journey" and the pictures in the textbook, and predict the content of the text. Guide students to put forward questions from the perspective of 5W1H (what, who, when, where, why, how), such as: ① What is the journey of monarch butterflies like? ② Where do they migrate to? ③ How do they complete the long journey? ④ Why do they migrate? Write down students’ predictions on the blackboard and check them in the subsequent reading process. Design Intention: Vocabulary is the foundation of reading. Previewing core vocabulary can help students reduce reading obstacles and improve reading efficiency. Text prediction can cultivate students’ ability of logical reasoning and imagination, let students have a clear reading goal, and enhance their initiative in reading. At the same time, it helps students form the habit of thinking actively before reading. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning and detailed reading, which guides students to understand the text from shallow to deep, and gradually grasp the main idea, logical structure and key details of the text. Activity 1: Skimming — Grasp the Main Idea. Ask students to read the whole text quickly, ignore the new words they don’t know temporarily, and answer two questions: ① What is the main topic of the text? ② What are the main contents introduced in the text? After students finish reading, invite several students to share their answers. The teacher will summarize and sort out: The main topic of the text is the migration of monarch butterflies. The text mainly introduces the migration process of monarch butterflies, the mystery of their navigation, their survival crisis and the protection measures. Design Intention: Skimming is a basic reading skill. Through skimming, students can quickly grasp the main idea of the text, establish a general understanding of the text, and lay a foundation for in-depth reading. At the same time, it can train students’ reading speed and the ability to capture key information quickly. Activity 2: Scanning — Locate Key Details. Ask students to read the text again, scan the key information quickly, and complete the following table. The teacher will display the table on the multimedia, and students will fill in it independently. After finishing, organize students to check and correct in groups, and the teacher will explain the key points. Aspects Key Information Migration Time Every autumn Migration Distance About 4,000 kilometres Migration Destination California or Mexico Navigation Principle Tell the time of day and measure the position of the sun with eyes Survival Crisis Population has crashed by 90 per cent; human activities destroy the natural environment Protection Measures Record migration and ensure enough food Design Intention: Scanning can help students accurately locate key details in the text, improve the ability of information extraction, and make students have a more detailed understanding of the migration of monarch butterflies. Completing the table in groups can cultivate students’ cooperative learning ability and communication ability, and at the same time, let students check their own reading results in time and find out their own deficiencies. Activity 3: Detailed Reading — Analyze Logical Structure and Key Sentences. Ask students to read the text paragraph by paragraph carefully, analyze the logical relationship between paragraphs and the meaning of key sentences, and solve the difficult points in reading. Paragraph 1: Introduce the concept of animal migration and point out that the migration of monarch butterflies is one of the most wonderful migrations in nature. Guide students to understand the sentence "This annual movement is called migration." and master the definition of migration. At the same time, let students think about: Why do animals migrate? (To find food, seek a partner, or in search of warmer weather.) Paragraph 2: Describe the migration process of monarch butterflies — millions of monarch butterflies start a long and difficult journey every autumn, flying about 4,000 kilometres south to California or Mexico, but people didn’t know how they did it until recently. Guide students to pay attention to the adverb "somehow" and the conjunction "however", which reflect the difficulty of the migration and the suspense of the mystery, laying a foundation for the following introduction of the scientific research results. Paragraph 3: Introduce the scientific mystery of monarch butterflies’ navigation — a team of scientists led by Professor Eli Shlizerman found that monarch butterflies can tell the time of day and measure the position of the sun with their eyes, and these two pieces of information help them determine the direction. Guide students to analyze the attributive clause "where the sun is in the sky" and "where it will spend the winter", and master the usage of attributive clauses guided by "where". At the same time, let students understand the importance of scientific research for exploring the mysteries of nature. Paragraph 4: Point out the survival crisis of monarch butterflies — their population has crashed by 90 per cent in recent years, and human activity is the main reason. Guide students to analyze the sentence "The solution to the mystery of the monarch’s amazing ability comes at a time when it is in serious trouble." This sentence plays a transitional role, connecting the previous introduction of the migration mystery with the following survival crisis. At the same time, let students think about: What human activities have destroyed the living environment of monarch butterflies? (Cut down trees and use chemicals that kill the plants that monarch caterpillars eat.) Paragraph 5: Introduce the protection measures for monarch butterflies — people work together to record their migration and ensure enough food, hoping that their population will increase again. Guide students to understand the sentence "The more we know about this lovely creature, the greater the chance it will survive." and master the structure "The more..., the more...". At the same time, let students realize the importance of protecting wild creatures. After analyzing each paragraph, the teacher will summarize the logical structure of the text: The text adopts the logical order of "phenomenon — mystery — crisis — countermeasure". Paragraphs 1-2 introduce the phenomenon of monarch butterflies’ migration; Paragraph 3 explains the mystery of their navigation; Paragraph 4 points out their survival crisis; Paragraph 5 puts forward protection measures. This structure makes the text logical and clear. Design Intention: Detailed reading is the key link of in-depth understanding of the text. By analyzing each paragraph, students can not only grasp the key details and logical structure of the text, but also understand the usage of key sentences and grammar points, which helps to improve their language ability. At the same time, guiding students to think deeply about the content of the text can cultivate their logical analysis ability and lay a foundation for the subsequent application and expansion. Step 4: Post-reading (Consolidation, Application and Expansion) This step is divided into three parts: vocabulary and sentence pattern consolidation, discussion and expression, and expansion and extension, which helps students consolidate the learned knowledge, improve their language application ability and升华 their emotional awareness. Activity 1: Vocabulary and Sentence Pattern Consolidation. ① Ask students to complete the vocabulary filling exercise. The teacher will display the exercise on the multimedia, and students will complete it independently. After finishing, check and correct it together. For example: a. Many animals begin their annual ______ (迁徙) every autumn. (answer: migration) b. The number of monarch butterflies has ______ (暴跌) by 90 per cent in recent years. (answer: crashed) c. We should take measures to protect wild ______ (生物). (answer: creatures) ② Ask students to imitate the key sentences in the text to make sentences. For example, imitate "The more we know about this lovely creature, the greater the chance it will survive." to make sentences: The more we protect the environment, the happier we will be. Imitate the attributive clause "where it will spend the winter" to make sentences: This is the place where I grew up. Design Intention: Vocabulary and sentence pattern consolidation is an important link to consolidate the learned knowledge. Through filling in the blanks and making sentences, students can flexibly master the usage of core vocabulary and key sentences, and lay a solid foundation for language application. At the same time, it can help students find out their own deficiencies in vocabulary and sentence patterns and make targeted improvements. Activity 2: Discussion and Expression. Divide students into groups of 4-5, and give the discussion topic: "What can we do to protect monarch butterflies and other wild creatures?" Ask students to discuss freely in groups, and each group should put forward at least 3 specific measures. During the discussion, the teacher will walk around to guide students, help them solve the language difficulties in discussion, and remind them to use the vocabulary and sentence patterns learned in the text. After the discussion, each group sends a representative to make a speech, and the teacher will comment on their speeches, affirm their advantages, and put forward suggestions for improvement. For example, some groups may put forward measures such as "Plant more plants that monarch caterpillars eat", "Stop cutting down trees", "Reduce the use of chemicals", "Publicize the importance of protecting wild creatures through posters and speeches", etc. The teacher will praise these reasonable suggestions and guide students to use more accurate English expressions. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. By discussing the topic of wild animal protection, students can not only apply the learned language knowledge to practice, but also deepen their understanding of the theme of the text, and enhance their sense of social responsibility. The teacher’s comment can help students improve their language expression ability and correct their mistakes in expression. Activity 3: Expansion and Extension. ① Introduce more knowledge about wild animal protection to students, such as the current situation of other endangered wild animals (such as giant pandas, tigers, eagles) and the relevant protection measures. Show students pictures and short videos of these endangered animals, let them realize the seriousness of the endangered situation of wild animals, and strengthen their awareness of protecting wild animals. ② Ask students to write a short passage (80-100 words) with the title "How to Protect Wild Creatures". Ask them to use the vocabulary and sentence patterns learned in the text, and put forward specific protection measures. After finishing, invite several students to read their passages, and the teacher will comment and revise them. Design Intention: Expansion and extension can enrich students’ knowledge and broaden their horizons. By introducing other endangered wild animals, students can have a more comprehensive understanding of the importance of protecting wild creatures. Writing a short passage can further improve students’ language output ability, consolidate the learned knowledge, and let students apply the knowledge to practice. At the same time, it can升华 students’ emotional awareness and let them establish the concept of harmony between humans and nature. Step 5: Summary and Homework Activity 1: Summary. Invite students to summarize the content of this class independently, including the main idea of the text, core vocabulary and sentence patterns, and the theme of protecting wild creatures. Then the teacher will make a comprehensive summary, sort out the key points of this class, and emphasize the importance of mastering the reading skills of expository texts and establishing the awareness of protecting wild creatures. Design Intention: Summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Inviting students to summarize independently can cultivate their ability of induction and summary, and improve their learning initiative. Activity 2: Homework. ① Review the core vocabulary and key sentences of this class, and recite them. ② Finish the short passage "How to Protect Wild Creatures" and revise it according to the teacher’s comments. ③ Surf the Internet to find more information about monarch butterflies or other endangered wild animals, and share it in the next class. ④ Read the supplementary materials about wild animal protection provided by the teacher, and improve the reading ability. Design Intention: Homework is an important link to consolidate the knowledge learned in class and extend the learning effect. Reviewing vocabulary and sentences can help students consolidate the basic knowledge; finishing the short passage can improve students’ writing ability; searching for information and reading supplementary materials can broaden students’ horizons and enhance their interest in learning. At the same time, it can lay a foundation for the next class’s sharing activity. 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 $