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

Unit 5 Into the Wild-Presenting ideas 内容导航 Focused on the theme of "man and nature", this section guides students to integrate what they’ve learned, present ideas on wildlife protection and human-nature relationships through speaking, writing and discussion, and master basic ways of organizing and expressing opinions in English. 教学目标和重难点 1. 教学目标 Language Ability: Master topic-related words and sentence patterns to express opinions fluently. Cultural Awareness: Understand global ecological protection consensus and respect diverse views on nature. Thinking Quality: Develop logical and critical thinking by analyzing and evaluating different ideas. Learning Ability: Cultivate autonomous and cooperative learning skills through group activities, and form the habit of applying English to solve practical problems related to ecological protection. 2. 教学重难点 Key Points: Master the usage of topic-related vocabulary (e.g., variety, concentrate, recover) and sentence patterns for presenting ideas; learn to organize opinions clearly with supporting details. Difficult Points: Using complex sentences (e.g., attributive clauses) accurately to express views; putting forward reasonable suggestions on wildlife protection combined with real-life situations; improving logical coherence in oral and written presentation of ideas. 教学过程 Step 1: Lead-in (Lead-in and Activation) Activity 1: Multimodal Presentation and Discussion The teacher presents a set of multimedia materials, including pictures of breathtaking wild scenery (such as snowcapped mountains, eagles flying in the sky), short videos of wildlife (e.g., monarch butterflies migrating, pandas living in the wild) and a brief audio clip about a photographer’s encounter with a bear in the wild. After showing the materials, the teacher asks two guiding questions: “What do you see in these materials? How do you feel about the relationship between humans and the wild?” Then, students are invited to share their views freely in pairs. After 5 minutes of pair discussion, several groups are selected to present their opinions to the whole class. The teacher listens carefully, gives positive feedback, and guides students to use simple English to express their feelings, such as “The wild is beautiful and amazing” or “We should protect wildlife”. Design Intention: This activity uses multimodal materials to stimulate students’ sensory experience, which is in line with the characteristics of senior one students who are visual and auditory learners. It can quickly attract students’ attention, activate their existing knowledge and experience about the wild and wildlife, and create a relaxed English learning atmosphere. At the same time, pair discussion provides students with the opportunity to practice oral expression initially, laying a foundation for the subsequent presentation of ideas. Activity 2: Vocabulary and Sentence Pattern Review Based on the lead-in discussion, the teacher reviews the key vocabulary and sentence patterns learned in the previous sections of the unit, which are closely related to Presenting ideas. The teacher writes the following words and sentence patterns on the blackboard or shows them on the screen: vocabulary (variety, concentrate, recover, shock, breathtaking, capture) and sentence patterns (I think / In my opinion..., The main reason why... is..., We should take measures to..., It is important to...). Then, the teacher asks students to make sentences with these words and sentence patterns in pairs, and invites some students to share their sentences. For example, “In my opinion, we should concentrate on protecting the variety of wildlife.” “The breathtaking scenery of the wild captures many photographers’ attention.” The teacher corrects the mistakes in students’ sentences in time, especially the incorrect use of prepositions and sentence structures, and emphasizes the accurate use of these language points. Design Intention: Reviewing the key language points can help students consolidate what they have learned, avoid forgetting, and provide necessary language support for their subsequent presentation of ideas. Making sentences in pairs can not only deepen students’ understanding of vocabulary and sentence patterns but also improve their oral expression ability in a targeted way, ensuring that students have the basic language ability to carry out the following teaching activities. Step 2: Presentation (Input and Guidance) Activity 1: Text Analysis and Idea Extraction The teacher distributes the text materials of Presenting ideas (including the two passages: one about pandas arriving in the Netherlands and the other about a trip to South Africa, as well as English idioms related to animals). First, the teacher asks students to read the text silently and answer two questions: “What are the main ideas of the two passages?” “What ideas do the writers present about the relationship between humans and wildlife?” After students finish reading, the teacher organizes a class discussion to check their understanding. Then, the teacher leads students to analyze the structure of the text together: the opening part (putting forward the topic), the main body (presenting specific ideas with supporting details) and the conclusion part (summarizing views or putting forward suggestions). For example, in the passage about pandas, the writer first introduces the arrival of pandas in the Netherlands, then describes people’s attitudes towards pandas, and finally expresses the idea that pandas can promote cultural exchanges and people’s attention to wildlife protection. At the same time, the teacher guides students to mark the key sentences in the text that are used to present ideas, and analyzes the functions of these sentences, such as expressing opinions, listing reasons, and putting forward suggestions. The teacher also emphasizes the use of connecting words (such as however, therefore, besides) in the text, which helps to improve the logical coherence of the article. Design Intention: Text analysis is the basis for students to learn to present ideas. By reading and analyzing the text, students can understand the structure and logical thinking of presenting ideas in English, extract the key ideas of the text, and learn from the writer’s way of expressing views. This activity can help students establish a clear framework for presenting ideas, lay a foundation for their own expression, and at the same time improve their reading comprehension ability and text analysis ability. Activity 2: Explanation of Idea Presentation Methods Based on the text analysis, the teacher summarizes three common methods of presenting ideas in English: 1. Expressing opinions clearly at the beginning, then providing specific examples or reasons to support the opinions; 2. Listing different views first, then expressing their own views and explaining the reasons; 3. Putting forward problems first, then analyzing the causes and putting forward solutions. For each method, the teacher gives examples combined with the text or real-life situations. For example, for the first method, the teacher takes the passage about South Africa as an example: the writer first expresses the opinion that “a trip to South Africa is unforgettable”, then describes the beautiful scenery and interesting experiences during the trip to support this opinion. For the third method, the teacher takes “wildlife protection” as an example: put forward the problem “many wild animals are in danger of extinction”, then analyze the causes (such as habitat destruction, illegal hunting), and finally put forward solutions (such as establishing nature reserves, strengthening legal supervision). In addition, the teacher reminds students to pay attention to the use of formal and appropriate language when presenting ideas, avoid too casual expressions, and use complex sentences properly to enrich the expression forms, such as attributive clauses, conditional clauses, etc. The teacher gives examples of incorrect and correct expressions, such as “The forest where animals live in” (incorrect) and “The forest where animals live” (correct), to help students avoid common grammatical mistakes. Design Intention: Summarizing and explaining the methods of presenting ideas can help students form a systematic understanding of how to express their views in English, avoid blind expression. Combining examples with the text and real life makes the explanation more vivid and easy to understand, which is conducive to students’ mastery and application. Reminding students of language norms and grammatical points can help them improve the accuracy and fluency of their expression. Step 3: Practice (Consolidation and Application) Activity 1: Group Discussion - “Should Zoos Exist?” The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Should zoos exist?” Each group is divided into two sides: the affirmative side (zoos should exist) and the negative side (zoos should not exist). The teacher requires each group to discuss the topic from the perspective of wildlife protection, human needs, and other aspects, put forward their own views, and find supporting reasons or examples. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides guidance when necessary, such as helping students put forward reasonable reasons, correcting their incorrect English expressions, and guiding students to use the idea presentation methods and language points learned. For example, if a group is unable to put forward supporting reasons, the teacher can prompt: “Zoos can protect endangered animals and help people understand wildlife better.” If students use incorrect sentence structures, the teacher can correct them in time and guide them to use attributive clauses or connecting words. After the discussion, each group sends a representative to present their views to the whole class. The representative of the affirmative side first presents their views and reasons, then the representative of the negative side presents theirs. After the presentation, other groups can ask questions or put forward different opinions, and the presenting group answers them. The teacher makes a summary after all groups have presented, affirms the advantages of each group, points out the existing problems, such as insufficient supporting reasons or unclear logical expression, and gives suggestions for improvement. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. Choosing a controversial topic can stimulate students’ thinking, arouse their enthusiasm for discussion, and help them develop critical thinking. During the discussion, students can apply the idea presentation methods and language points learned, which achieves the purpose of consolidation and application. The teacher’s guidance and summary can help students find their own problems and improve their ability to present ideas. Activity 2: Individual Writing - “My Views on Wildlife Protection” On the basis of group discussion, the teacher asks students to write a short passage of 80-100 words with the title “My Views on Wildlife Protection”. The teacher requires students to use the idea presentation methods and language points learned, express their own views clearly, and provide specific supporting details or suggestions. For example, students can express the view that “we should protect wildlife”, then list the reasons (such as wildlife is an important part of nature, many species are endangered) and put forward specific suggestions (such as not buying products made of wildlife, participating in volunteer activities for wildlife protection). During the writing process, the teacher walks around the classroom, provides help for students who have difficulties, such as guiding them to organize their ideas, choosing appropriate vocabulary and sentence patterns, and correcting grammatical mistakes. After students finish writing, the teacher collects some compositions (including excellent ones and those with common problems), and comments on them in class. For excellent compositions, the teacher reads them aloud, analyzes their advantages, such as clear structure, accurate language, and sufficient supporting details, and encourages other students to learn from them. For compositions with problems, the teacher points out the problems (such as unclear views, incorrect use of sentence patterns, lack of logical coherence) and gives specific revision suggestions. Then, students are asked to revise their own compositions according to the teacher’s comments and exchange their compositions with their deskmates for mutual revision. Deskmates put forward revision suggestions for each other, such as correcting grammatical mistakes, improving the logical coherence of the article, and enriching supporting details. The teacher reminds students to pay attention to the revision of language accuracy and logical coherence, and to use the connecting words and complex sentences learned. Design Intention: Writing practice is an important way to consolidate students’ language ability and idea presentation ability. Combining writing with the previous group discussion can help students better organize their ideas and improve the quality of their writing. Teacher’s comments and peer revision can help students find their own problems, learn from each other, and improve their writing level. At the same time, this activity can cultivate students’ ability to use English to express their views in writing, which is in line with the requirements of core literacy. Activity 3: Idea Presentation Competition The teacher organizes an idea presentation competition. Students can choose to participate individually or in pairs, and the topic is “How to Protect the Wild and Wildlife in Daily Life”. Students need to prepare a 2-3 minute oral presentation, which requires clear views, sufficient supporting details, fluent expression, and appropriate body language. Before the competition, students have 10 minutes to prepare. During the preparation, students can consult the teacher or their classmates for help. The teacher provides guidance on the structure of the presentation, the use of language, and body language, such as how to start the presentation (e.g., “Today, I want to talk about how to protect the wild in daily life”), how to express views clearly, and how to use eye contact and gestures to enhance the effect of the presentation. During the competition, the teacher invites 3-4 students as judges, and formulates the scoring criteria: view clarity (30 points), supporting details (25 points), language fluency (25 points), and body language (20 points). After each student or group finishes the presentation, the judges score them, and the teacher makes a brief comment, affirming their advantages and putting forward suggestions for improvement. Finally, the teacher awards certificates to the top three students or groups to encourage them. Design Intention: The idea presentation competition can stimulate students’ enthusiasm for learning, improve their oral expression ability and confidence in using English. Preparing for the competition can help students further consolidate the idea presentation methods and language points learned, and improve their ability to organize and express ideas. The form of judges scoring can make the competition more fair and transparent, and the teacher’s comments and awards can encourage students to make greater progress in English learning. Step 4: Consolidation and Extension (Summary and Application) Activity 1: Class Summary The teacher leads students to summarize the content of this lesson together. First, students are invited to share what they have learned in this lesson, such as the methods of presenting ideas, the key vocabulary and sentence patterns, and the experience of group discussion and writing. Then, the teacher makes a systematic summary: this lesson focuses on how to present ideas on the theme of “man and nature” in English, we have learned three common methods of presenting ideas, mastered the key vocabulary and sentence patterns related to wildlife protection, and practiced oral and written expression through group discussion, writing and competition. The teacher also emphasizes that presenting ideas in English requires clear views, sufficient supporting details, and logical coherence, and that we should apply what we have learned to real life and pay attention to wildlife protection. Design Intention: Class summary helps students sort out the knowledge and skills learned in this lesson, form a systematic understanding, and deepen their memory. Inviting students to share their learning experience can improve their ability to summarize and express, and enhance their sense of participation and achievement. The teacher’s summary can help students grasp the key points of the lesson and clarify the direction of subsequent learning and application. Activity 2: Homework Arrangement The teacher assigns three types of homework to meet the needs of different students: 1. Basic homework: Revise the composition written in class according to the teacher’s comments and peer suggestions, and recite the key vocabulary and sentence patterns of this lesson. 2. Improved homework: Write a 120-150 word passage with the title “The Importance of Protecting the Wild”, using the idea presentation methods and language points learned, and adding specific examples. 3. Extended homework: Surf the Internet to collect information about a kind of endangered wildlife, and prepare a 3-minute oral presentation to introduce the current situation of the wildlife and put forward protection suggestions, which will be presented in the next class. Design Intention: The layered homework takes into account the differences in students’ learning levels, so that each student can get exercise and improvement. Basic homework helps students consolidate the knowledge and skills learned; improved homework helps students further improve their writing ability; extended homework can expand students’ knowledge, cultivate their ability to collect and process information, and lay a foundation for the next class’s presentation. At the same time, extended homework connects English learning with real life, which is conducive to cultivating students’ awareness of wildlife protection. Activity 3: Emotional Education and Value Guidance At the end of the lesson, the teacher plays a short video about endangered wildlife and their living environment, and says: “The wild is the home of all wildlife, and wildlife is an important part of nature. Protecting the wild and wildlife is the responsibility of every one of us. Through this lesson, we have learned how to express our views on wildlife protection in English, and I hope you can not only master these language skills but also put your ideas into action, care for wildlife, protect the environment, and build a harmonious relationship between humans and nature.” Design Intention: Emotional education and value guidance are an important part of English teaching. Combining the theme of the lesson, guiding students to establish the awareness of wildlife protection and the concept of harmonious coexistence between humans and nature can help students form correct values, which is in line with the requirements of cultural awareness and emotional attitude in core literacy. The short video can arouse students’ emotional resonance and enhance their sense of responsibility for protecting the environment. Step 5: Evaluation and Feedback (Reflection and Improvement) Activity 1: Student Self-Evaluation The teacher asks students to fill in a self-evaluation form, which includes the following items: 1. I can master the key vocabulary and sentence patterns of this lesson. (Yes/No/Needs improvement) 2. I can use the methods of presenting ideas to express my views in oral English. (Yes/No/Needs improvement) 3. I can write a short passage to present my views on wildlife protection. (Yes/No/Needs improvement) 4. What difficulties did I encounter in this lesson? 5. What suggestions do I have for this lesson? Students fill in the self-evaluation form independently, and then exchange it with their deskmates to share their feelings and difficulties. The teacher collects some self-evaluation forms, understands students’ learning situation and existing difficulties, and makes records for subsequent teaching improvement. Activity 2: Teacher Evaluation and Feedback Based on the performance of students in class (group discussion, presentation, writing, competition) and the self-evaluation forms, the teacher makes a comprehensive evaluation of students’ learning situation. For students who perform well, the teacher gives public praise and encouragement, such as praising their fluent expression, clear views, and active participation. For students who have difficulties, the teacher communicates with them individually after class, understands their specific difficulties, and provides targeted guidance, such as helping them consolidate vocabulary and sentence patterns, and guiding them to improve their ability to present ideas. At the same time, the teacher reflects on the teaching process, summarizes the advantages and disadvantages of the lesson, such as whether the teaching links are reasonable, whether the teaching methods are appropriate, whether students’ participation is high, and puts forward improvement measures for the next lesson, such as adjusting the time of each link, enriching teaching activities, and strengthening the guidance for students with learning difficulties. Design Intention: Student self-evaluation can help students understand their own learning situation, find their own problems, and cultivate their ability to reflect and summarize. Teacher evaluation and feedback can help students understand their advantages and disadvantages, and get targeted guidance, which is conducive to their subsequent learning and improvement. Teacher’s reflection on the teaching process can continuously improve the quality of teaching and better meet the needs of students’ 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 $