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

Unit 5 Into the Wild-Using language 内容导航 This section focuses on attributive clauses with relative adverbs where, when, why, wildlife-related idioms, and a TV debate on human-wildlife relations, integrating grammar, lexis, listening and speaking to build practical language competence. 教学目标和重难点 1. 教学目标 In language competence, students master relative adverbs and wildlife idioms for accurate description and debate. In cultural awareness, they respect wild lives and advocate eco-friendly values. In thinking quality, they analyze arguments logically and form critical views on wildlife protection. In learning capacity, they develop autonomous and cooperative learning via listening, speaking and grammar practice. 2. 教学重难点 The key point is to understand and use where, when, why in attributive clauses and grasp wildlife idioms in context. The difficult point lies in distinguishing relative adverbs from relative pronouns and using grammar and idioms flexibly in debating human-wildlife coexistence, expressing opinions clearly. 教学过程 Step 1 Lead-in Greet students and show short video clips of wild animals and natural habitats. Ask students to share what they see and how they feel about wildlife. Invite volunteers to describe the scenes in simple sentences. Design Intent: Arouse students’ interest in the wild theme, activate prior knowledge about nature and animals, create a relaxed English learning atmosphere, and naturally lead to the lesson’s language points and topic. Step 2 Vocabulary Learning: Wildlife Idioms Present common English idioms related to wild animals and nature, such as a fish out of water, kill the goose that lays the golden eggs, the early bird catches the worm, hold your horses. Explain their meanings, origins and usage scenarios one by one. Provide example sentences for each idiom to show how they are used in daily communication. Ask students to match idioms with their meanings and make new sentences with partners. Walk around to offer help and correct mistakes. Select several students to read their sentences aloud and comment on their performance. Summarize the usage rules of these idioms and emphasize that they make expressions vivid and vivid. Design Intent: Enrich students’ lexical resources related to the unit theme, help them understand idiomatic expressions, improve language accuracy and fluency, and lay a foundation for later listening and speaking tasks. Step 3 Grammar Focus: Attributive Clauses with Relative Adverbs Review the basic concept of attributive clauses and relative pronouns (who, which, that) learned before. Present sentences containing where, when, why to guide students to observe the structure and function. Analyze sentence patterns: where modifies place nouns, when modifies time nouns, why modifies the noun reason. Compare relative adverbs with relative pronouns to clarify the difference between adverbial and pronominal functions. Do controlled exercises: fill in blanks with where, when, why; combine two sentences into one with attributive clauses. Let students finish exercises independently then check answers together. Explain confusing points and typical errors. Design semi-controlled practice: ask students to describe their favorite wildlife spots, memorable moments in nature, and reasons for protecting animals using the grammar. Encourage free expression under the guidance of grammar rules. Design Intent: Systematically teach the core grammar point, connect old and new knowledge to reduce learning difficulty, train students’ ability to analyze and use sentence structures, and ensure they can use relative adverbs correctly in context. Step 4 Listening Practice: TV Debate on Wildlife Introduce the listening material: a TV debate about whether human activities should be limited to protect wildlife. Tell students to listen for main ideas, speakers’ positions and key arguments. Play the audio for the first time. Ask students to tick the correct topic and identify the two sides’ opinions. Check answers and ask students to briefly state the gist. Play the audio for the second time. Let students take notes of key reasons and examples from both speakers. Provide note-taking frameworks if needed. Have students compare notes in pairs and supplement missing information. Play the audio for the third time. Pause at key sentences to help students catch details. Guide students to summarize the debate structure: claim, reason, example. Conduct a class check and explain difficult listening points. Design Intent: Improve students’ listening skills of grasping main ideas and specific details, train note-taking ability in English debates, expose students to real spoken discourse, and deepen understanding of the human-wildlife topic. Step 5 Speaking Practice: Debate & Opinion Expression Teach functional expressions for agreeing, disagreeing, giving reasons and rebutting, such as I agree with… because…, I don’t think so because…, That’s not the case since…, On the contrary…. Divide students into groups of four, half supporting wildlife protection with limited human activities, half holding the opposite view. Ask groups to list arguments and examples using grammar and idioms learned. Walk around to assist with language organization, remind students to use attributive clauses and wildlife idioms properly, and ensure every student participates in discussion. Hold a mini-class debate. Each group sends representatives to present opinions, followed by free rebuttal. Encourage students to respond flexibly and use learned language points. Comment on students’ performance, praise fluent and accurate expression, and point out areas for improvement in grammar and logic. Summarize effective debating skills and language use. Design Intent: Develop students’ oral expression and communicative competence, train critical thinking and cooperative spirit, provide a real context to apply grammar and vocabulary, and enhance confidence in using English to express views. Step 6 Consolidation & Summary Ask students to finish comprehensive exercises: rewrite sentences with attributive clauses, use proper idioms in short passages, and answer questions about the debate. Collect and analyze common mistakes for targeted feedback. Lead students to summarize what they have learned: key grammar of relative adverbs, wildlife idioms, listening skills for debates, and speaking expressions for opinions. Highlight the connection between language learning and the theme of wildlife protection. Encourage students to think about how to live in harmony with wild animals in real life, and call on them to take action to protect the natural environment. Design Intent: Consolidate classroom learning outcomes via integrated practice, help students form a complete knowledge framework, strengthen ecological awareness, and link language learning to real-life responsibility. Step 7 Homework Write a short paragraph of 80-100 words to describe a wild animal or natural scene, using at least one attributive clause with relative adverbs and one wildlife idiom. Surf the Internet to find one more English idiom about wildlife, learn its meaning and make a sentence. Prepare a 1-minute speech on How to Protect Wildlife for the next class, using the expressions learned in this lesson. Design Intent: Assign hierarchical homework to consolidate knowledge, extend learning after class, cultivate autonomous learning ability, and prepare for further output in the next lesson. 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 $