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

Unit 5 Into the Wild-Developing ideas 内容导航 This section presents a photographer’s amazing and thrilling encounter with a bear in the wild, showing the beauty of nature and the harmony between humans and wildlife. It guides students to reflect on the value of the wild and cultivate a sense of respect for all living things. 教学目标和重难点 1. 教学目标 Language Ability: Master key words (encounter, capture, breathtaking) and sentence patterns (attributive clauses, inverted sentences) to express experiences and feelings. Cultural Awareness: Understand the global concept of ecological protection and respect the diversity of nature. Thinking Quality: Develop critical thinking by analyzing the photographer’s experience and the relationship between humans and wildlife. Learning Ability: Cultivate autonomous and cooperative learning skills through reading, discussion and language output. 2. 教学重难点 Key Points: Comprehend the main plot and emotional changes in the text; master the usage of key words, phrases and sentence patterns (such as concentrate on, stare at, inverted sentences and attributive clauses); understand the theme of respecting nature and wildlife. Difficult Points: Accurately understand the implied meaning of the text and the photographer’s emotional changes; flexibly use the learned language to describe personal experiences and express views on human-wildlife relationship. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Multimedia Presentation and Discussion. The teacher shows students a set of stunning pictures of wild scenery, including snow-capped mountains, clear lakes, flying eagles and active bears, and plays a 1-minute short video about wildlife encounters. Then the teacher asks two questions: “What do you see in the pictures and video?” “Have you ever had an experience related to wild animals? If yes, share it briefly; if not, what do you imagine a wild encounter would be like?” Students are invited to share their ideas freely in pairs first, and then 2-3 groups are selected to present their opinions to the whole class. Design Intention: The multimedia materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the theme of “the wild”. By asking questions and organizing pair discussions, students’ prior knowledge and life experience are activated, which lays a good emotional and cognitive foundation for the subsequent text reading. At the same time, it helps students practice oral expression in a relaxed atmosphere and improves their ability to communicate in English. Step 2: Pre-reading (Vocabulary and Background Preview) Activity 1: Vocabulary Preview. The teacher presents the key words and phrases in the text on the blackboard or courseware, including encounter, capture, breathtaking, concentrate on, stare at, freeze, recover, shock, reaction, variety, etc. For each word, the teacher explains its pronunciation, part of speech and core meaning, and gives example sentences combined with the text context. For example, for “encounter”, the teacher says: “Encounter is a noun here, meaning an unexpected meeting. In the text, the photographer has an encounter with a bear, which means he meets a bear unexpectedly in the wild.” Then, students are asked to read the words and example sentences aloud twice, and practice making simple sentences with 2-3 words in pairs to ensure they have a preliminary grasp of the vocabulary. Activity 2: Background Briefing. The teacher briefly introduces the background of the text: “The text is a narrative about a photographer’s experience in the wild. He went to the wild to take photos of beautiful scenery and unexpectedly met a bear. This experience made him deeply realize the beauty of nature and the importance of respecting wildlife. Now, let’s read the text to find out what exactly happened to him.” Design Intention: Vocabulary is the foundation of text reading. Previewing key words and phrases helps students remove language obstacles in reading and improve reading efficiency. Combining example sentences with the text context enables students to understand the usage of vocabulary in specific situations, rather than just memorizing the meaning mechanically. The brief background introduction helps students grasp the general context of the text in advance, so that they can read with a clear purpose. Step 3: While-reading (In-depth Text Analysis) Activity 1: Skimming for Main Idea. The teacher asks students to read the text quickly (skimming) and answer the following question: “What is the main idea of the text?” After students finish reading, the teacher invites several students to answer, and then summarizes: “The text mainly tells a photographer’s amazing and thrilling encounter with a bear in the wild, describing his emotional changes from concentration to shock and finally to calm, and expressing his respect for wildlife.” Design Intention: Skimming is an important reading skill. Through this activity, students can quickly grasp the core content of the text, cultivate their ability to extract key information, and lay a foundation for in-depth reading. Activity 2: Scanning for Specific Information. The teacher asks students to read the text again (scanning) and complete the following table, which is presented on the courseware: Time What the photographer was doing What happened His reaction While photographing the amazing scene Concentrating on taking photos He felt he was being watched Suddenly had a feeling of being watched After feeling being watched Turning around slowly He saw a bear only metres away Froze in shock When facing the bear Staying still and holding the camera The bear stared at him and then left Stayed calm and then recovered from shock After students complete the table independently, they check the answers in groups of four. The teacher walks around the classroom to guide students who have difficulties, and then explains the key points in the table to ensure that all students grasp the specific details of the text. Design Intention: Scanning is a skill to find specific information quickly. By completing the table, students can sort out the plot of the text clearly, understand the logical relationship between events, and deepen their understanding of the text content. Group checking can promote mutual learning among students and improve their cooperative learning ability. Activity 3: Detailed Reading for Language Points and Emotional Changes. The teacher guides students to read the text paragraph by paragraph, analyzes the key language points and the photographer’s emotional changes. Paragraph 1: The teacher asks students to read the paragraph aloud, and then analyzes the key sentence: “While I was concentrating on photographing this amazing scene, I suddenly had a feeling that I was being watched.” The teacher explains: “‘Concentrate on’ means to focus all one’s attention on something. The clause ‘while I was concentrating on...’ is a time adverbial clause, and ‘that I was being watched’ is an attributive clause modifying ‘a feeling’.” Then the teacher asks: “How did the photographer feel at this moment? (Concentrated and a little surprised)” Paragraph 2: The key sentence is “Only metres away from me was a bear.” The teacher explains the inverted sentence structure: “When ‘only + adverbial phrase’ is placed at the beginning of the sentence, the sentence needs to be inverted, that is, the auxiliary verb or be verb is placed before the subject. The original sentence is ‘A bear was only metres away from me’.” Then ask: “What was the photographer’s reaction when he saw the bear? (He froze in shock)” Paragraph 3: The teacher analyzes the phrase “stare at” (look at someone or something fixedly) and the sentence “Slowly, and with the camera still held to my eye, I turned...and froze.” Then ask: “Why did the photographer turn around slowly? (He was afraid of startling the bear and wanted to stay calm)” Paragraph 4: The key sentence is “It is after all we who are the visitors to their world.” The teacher explains the emphatic sentence structure “It is...who...” and the phrase “after all” (in spite of everything). Then ask: “What does this sentence mean? (It means that humans are just visitors in the wild world, and we should respect the home of wild animals)” During the analysis, the teacher invites students to read the key sentences aloud, and asks them to express their understanding of the sentences and the photographer’s emotions. For difficult sentences, the teacher explains them repeatedly and gives additional examples to help students understand. Design Intention: Detailed reading is the key link to grasp the text deeply. By analyzing key language points, students can master the usage of important words and sentence patterns, which lays a foundation for their subsequent language output. Analyzing the photographer’s emotional changes helps students understand the theme of the text more deeply and cultivate their ability to perceive and express emotions. Step 4: Post-reading (Consolidation and Expansion) Activity 1: Text Retelling. The teacher asks students to retell the text according to the table completed in the scanning activity. Students can work in pairs first, and then 2-3 students are invited to retell the text in front of the whole class. The teacher gives comments and guidance, focusing on whether the retelling is complete, the logic is clear, and whether the key words and sentence patterns are used correctly. Design Intention: Text retelling is an effective way to consolidate the text content and improve oral expression ability. It can help students review the plot and language points of the text, and flexibly use the learned language to organize their thoughts and express themselves. Activity 2: Group Discussion. The teacher puts forward the following discussion topics: “1. What do you think of the photographer’s reaction when he met the bear? Do you think it was correct? Why? 2. What can we learn from the photographer’s experience? 3. In your opinion, what should we do to protect wildlife and maintain the harmony between humans and nature?” Students are divided into groups of 4-5 to discuss the topics. Each group selects a representative to record the key points of the discussion, and then presents the group’s views to the whole class. The teacher participates in the discussion of each group, guides students to think deeply, and summarizes the views of each group after the presentation. Design Intention: Group discussion can stimulate students’ thinking, cultivate their critical thinking and cooperative learning ability. Through discussing the topics related to the text, students can deepen their understanding of the theme of respecting nature and wildlife, and combine the text content with real life, so as to achieve the goal of cultivating cultural awareness and emotional attitude. Activity 3: Language Practice. The teacher presents the following exercises on the courseware to help students consolidate the key words and sentence patterns learned: 1. Fill in the blanks with the correct form of the given words: encounter, capture, concentrate on, stare at, freeze, recover, shock （1）I ________ the beautiful scenery with my camera yesterday. （2）When he saw the terrible accident, he ________ in shock. （3）She ________ her work so much that she didn’t notice the time. （4）After the earthquake, it took him a long time to ________ from the pain. （5）I had an unexpected ________ with my old friend in the street yesterday. 2. Rewrite the following sentences using inverted sentences or emphatic sentences: （1）A beautiful eagle was flying in the sky. (Inverted sentence, beginning with “In the sky”) （2）We should respect wildlife. (Emphatic sentence, emphasizing “we”) Students complete the exercises independently, and then the teacher checks the answers and explains the key points. For students who make mistakes, the teacher helps them find out the reasons and correct them. Design Intention: Language practice is an important link to consolidate the learned knowledge. Through filling in the blanks and rewriting sentences, students can flexibly use the key words and sentence patterns, and improve their ability to use language accurately. Activity 4: Writing Practice. The teacher asks students to write a short passage (80-100 words) about “My Imaginary Wild Encounter”. The requirements are: 1. Describe the scene of the encounter; 2. Express your reaction and feelings; 3. Use at least 3 key words or sentence patterns learned in this lesson. Students write independently, and the teacher walks around the classroom to guide students who have difficulties in writing. After students finish writing, they exchange their passages with their deskmates and give comments and suggestions. Then the teacher selects 2-3 excellent passages and 1-2 passages with common problems to comment on in class, focusing on the use of language, the clarity of the plot and the expression of emotions. Design Intention: Writing practice is a comprehensive application of language ability. It can help students integrate the learned words, phrases and sentence patterns, and improve their ability to organize language and express their thoughts in writing. Peer evaluation can help students learn from each other and improve their writing level. Step 5: Summary and Homework Activity 1: Summary. The teacher invites students to summarize what they have learned in this class, including the main content of the text, key words and sentence patterns, and the theme of the text. Then the teacher makes a final summary: “In this class, we read a wonderful text about a photographer’s wild encounter with a bear. We mastered some key words and sentence patterns, understood the photographer’s emotional changes, and realized the importance of respecting nature and wildlife. I hope you can apply what you have learned to your daily life and take actions to protect wildlife.” Design Intention: Summarizing the knowledge learned in class helps students sort out the knowledge system and deepen their memory and understanding of the knowledge. Inviting students to summarize can also improve their ability to organize language and express themselves. Activity 2: Homework Arrangement. The teacher assigns the following homework: 1. Recite the key words and sentences learned in this lesson, and write them down twice in the exercise book. 2. Revise the short passage written in class according to the teacher’s and deskmate’s comments, and hand it in the next class. 3. Search for one story about human-wildlife interaction (either positive or negative) after class, and prepare to share it in the next class. 4. Think about: What specific actions can we take in our daily life to protect wildlife? Design Intention: Homework is an extension of classroom teaching. Reciting and writing key words and sentences can help students consolidate the learned knowledge. Revising the passage can improve their writing ability. Searching for stories and thinking about protective actions can help students connect classroom knowledge with real life, further deepen their understanding of the theme, and cultivate their sense of social responsibility. Step 6: Teaching Reflection (for Teachers) After the class, the teacher should reflect on the following aspects: 1. Whether the lead-in activity effectively aroused students’ interest in the theme; 2. Whether students mastered the key words and sentence patterns through pre-reading and while-reading activities; 3. Whether the group discussion and language practice activities effectively improved students’ language ability and thinking quality; 4. Whether the homework arrangement is reasonable and can achieve the purpose of consolidating and expanding knowledge; 5. What problems did students encounter in the learning process, and how to solve them in the next class. According to the reflection, the teacher adjusts the teaching plan and methods to improve the teaching effect. Design Intention: Teaching reflection is an important way for teachers to improve their teaching level. Through reflection, teachers can find out the advantages and disadvantages of the teaching process, summarize experience and lessons, and continuously optimize the teaching plan, so as to better meet the learning needs of students and improve the quality of English teaching. 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 $