外研版（2019）必修 第一册 Unit 5 Into the wild Starting out & Understanding ideas教学设计（表格式）
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| 名称 | 外研版（2019）必修 第一册 Unit 5 Into the wild Starting out & Understanding ideas教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-04 14:41:10 | ||
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教学设计
单元名称 Book 1 Unit 5 Into the wild
第 1和2 课时 Starting out & Understanding ideasThe Monarch’s Journey 课型 新授
教学目标 上完这节课后，学生能够：感知和注意单元主题语境、获取单元结构和内容的信息，树立大单元观念。获取和梳理宠物相关的话题词汇，激发对话题的兴趣；获取和梳理有关英国人饲养宠物的事实性信息，了解主题；获取和梳理人与动物之间关系的类型信息，激活已有的语言、背景知识，初步感知与注意人与动物之间的关系，并且能够内化获取的信息，基于自身经历，描述、谈论和评价人类与动物之间的关系。通过略读锁定关键词，获取课文大意，根据文章内容准确判断文章出处。通过精读，迅速找出主要细节在文中的位置，理清黑脉金斑蝶能够完成大迁徙的因果关系，以及黑脉金斑蝶大幅减少的因果关系，从而了解人类行为对其生存的影响，加深对课文和单元主题的认知。5. 通过自主学习与小组合作学习，进一步梳理和整合语篇信息，深度思考人类应该如何保护好黑脉金斑蝶，树立人与动物和谐共处的正确价值观。
教学重难点 教学重点获取和梳理话题词汇、事实性信息、类型信息。感知主题语境，形成大单元观念。通过略读和精读了解黑脉金斑蝶迁徙的背景、目的、方式，以及文中的因果逻辑关系，了解人类行为对其生存的影响，树立人与动物和谐共处的正确价值观。教学难点内化获取的信息，基于自身经历，描述、谈论和评价人类与动物之间的关系。引导学生通过关键词搭建课文的结构框架，精准定位框架里的内容，梳理出相关的因果关系。
教具/学具准备 Multi-media, blackboard, chalks
学习目标 活动形式与步骤 活动意图 活动层次 核心素养提升点
Starting out
The students are expected to perceive and notice the thematic context of Unit 5, acquire the information regarding the structure and content of the whole unit, and establish the concept of a large unit. Activity 1 The introduction of the whole unit.Step 1T leads in the topic of the wild and the animals and introduces the arrangement and the unit concept of Unit 5 using a mind map. 此活动通过展示思维导图的形式导出第5单元大单元主题“建构对大自然的认知、态度和行为选择”，并帮助学生树立大单元观念，使学生初步感知人类与大自然的关系。 学习理解 感知与注意 思维品质文化品质
The students are expected toAcquire and sort out the related vocabulary about pets.Stimulate the interest in the topic. Activity 2Look at pictures of animals and answer questions about pets.Step 1T shows pictures of some pets and activate students' original vocabulary and background knowledge with questions about pets.Questions: (1)Do you have a pet what is it (2)What do you think are the most popular pets (3)What do you think is the most unusual pet Step 2Ss voice their answers. 此活动通过图片来激活学生已有的知识，引导学生感知宠物的主题，讨论他们饲养宠物的情况和对于宠物的看法，从而激发学生对宠物这一话题的兴趣。 学习理解 感知与注意 语言知识思维品质
The students are supposed to Acquire, generalize and integrate the factual information concerning the situation of pets keeping in the UK.Get to know the topic. Activity 3Watch a video and answer the questions about the video.Step 1T plays the video and instruct Ss to get some key information about pets in the UK. (1)The most popular pet in the UK. (2)The most important animal charity in the UK.Step 2T has the students talk about the contributions made by RSPCA.Step 3Ss voice their opinions. 此活动通过听和看的训练，帮助学生利用理解性技能获取和梳理英国人饲养宠物的信息，培养学生的学习能力和扩展语言知识。并通过说的方式使学生通过表达性技能来概括和整合视频内容并进行评价。并由视频引入主题。 学习理解 获取与梳理 概括与整合 文化意识思维品质学习能力语言知识
The students are expected toAcquire and sort outthe information regarding different relationships between humans and animals.Activate the existing language background knowledge.Perceive and notice the relationships between humans and animals.Internalize the information and describe, discuss and evaluate the relationships. Activity 4Guess and discuss the relationships between the people and the animals.Step 1 Guess the relationships between the people and the animals in the 4 pictures.Step 2Ss discuss the relationship between students and animals.Step 3Ss discuss whether people should keep animals as pets. 此活动通过有关日常生活中人与动物的不同关系的图片，激活学生的已有知识，通过描述和阐释、批评和评价人与动物之间的关系的形式来帮助学生内化知识和运用知识。 应用实践 描述与阐释 内化与运用迁移创新 批判与评价 思维品质语言知识
Understanding ideas
学习目标 活动形式与步骤 活动意图 活动层次 核心素养提升点
The students are expected to getbackground knowledge about animal migration and familiar with the related language. Activity 1 Brainstorm about animal migrationStep 1 Look at the pictures(A1,Page66) and choose the animals that migrate.Step 2 BrainstormWhat is animal migration Why do some animals migrate 创设情境，了解动物迁徙知识，引入课文主题，铺垫语言。 学习理解 感知与注意 文化品质
The students are expected to raise interest in the North American monarch butterfly’ immigration and have the desire to read the passage. Activity 2 Get some knowledge about the North American monarch butterflyStep 1 Look at the title of the text and predict what the passage is about.Step 2 Look at the map showing the butterfly’s migration route.Step 3 Think about how they manage to do it.Q: Can you get the answer from the passage 培养学生利用文章标题和所提供的图片进行文章内容的推测意识，利用提问层层激发学生阅读的兴趣。 学习理解 感知与注意 思维品质学习能力
The students are expected to grasp the key words by skimming the passage and then summarize the main idea of the passage. Activity 3 Read for the gist of the passageStep 1 Skim the passage and find out the key words of each paragraph.Step 2 Get the main idea of the passage according to the key words. 引导学生通过略读锁定关键词，以此概括出文章的大意，对文章有一个整体的把握。 学习理解 获取与梳理 概括 学习能力思维品质
The students are supposed to identify the genre of the pasage and figure out the source of the passage according to the language features. Activity 4 Analyze the genre of the passageStep 1 Tell the genre of the passageStep 2 Analyze the features of the sources given in A3, Page 68Step 3 Choose where the passage is probably taken according to the language features 强化学生对文章体裁分析的意识，帮助学生学会利用体裁特点去更有效地理解文章和获取信息。 应用实践 分析与判断 学习能力语言知识
The students are expected to scan the passage and locate the information they need. Besides, the students are supposed to analyze the information and come up with its relationship between cause and effect. Activity 5 Read for the “cause-effect” informationStep 1 Scan the passage and find out the information needed in A4, Page 69 and complete the “cause-effect” flow charts.Step 2 Give your thinking about the butterfly’s imigration.Q: What do these two “cause-effect” flow charts make you realize 引导学生通过扫读快速定位所需信息，并进行分析，理清文中信息的因果关系，并由此进行思考人与动物的关系，为下面的think and share 讨论做准备。 学习理解 获取与梳理应用实践 分析与判断 学习能力思维品质文化品质
The students are expected to voice their understanding of the relationship bewteen man and animal, and offer the ways to protect the butterfly. Activity 6 Think and shareStep 1 Answer the questionQ: What have people done to protect the butterfly Step 2 Discuss in groupsQ: What else can people do to help protect the Monarch butterfly 通过合作学习，学生能够集思广益如何保护黑脉金斑蝶的方式，加强爱护自然、爱护动物的责任意识、树立人与动物和谐共处的正确价值观。 应用实践 描述与阐述 思维品质
The students are expected to summarize what they’ve learned to give a detailed introduction to the Monarch butterfly, and convey their own understanding about the importance of protecting the butterfly. Activity 7 Interview (work in groups of four)Suppose three of you are the research group members, and now you are interviewed to share your research work.Step 1 Take notes of the information of the butterflyName:Appearance:Immigration route:How they manage to reach the destination:What trouble they are in:What can people do to help them:Your understanding about the meaning of the help:Step 2: Work out the interview questions according to the notes.Step 3: Act out the interview(One is the interviewer, the other three are the interviewees.) 学生通过再次梳理整篇文章的信息，进行总结，培养概括能力。通过采访的形式，让学生在创设的情境中把所学的知识进行迁移应用。最后的个人对保护黑脉金斑蝶的理解深化主题意义。 学习理解 梳理与概括迁移创新 批判与评价 语言能力思维品质
作业设计 选择另一种迁徙动物并搜索相关信息，按照所学知识对其迁徙的情况进行描写。
课后评价表 Rate my performance 1-3(in need of improvement), 4(good), 5(excellent)Internalize the information learned from the video and describe, discuss and evaluate the relationships.12345Grasp the key words to get the main idea of the passage12345Identify cause and effect in a text12345Distinguish a passage taken from a popular nature magazine and one from a scientific research paper12345Have a better understanding of relationships between humans and animals12345Give a detailed introduction to the Monarch butterfly
板书设计 Book 1 Unit 5 Into the wild Understanding ideas The Monarch’s Journey Brainstorming: P1 migration/ the North American monarch butterflyP2 a long and difficult journey/ how they did thisP3 found the answer --------- P4 in trouble/ crashed ---------P5 a greater awareness of this creatureMain idea: _____________________________________
Why？
What？
Animal migration
What？
Why？
单元名称 Book 1 Unit 5 Into the wild
第 1和2 课时 Starting out & Understanding ideasThe Monarch’s Journey 课型 新授
教学目标 上完这节课后，学生能够：感知和注意单元主题语境、获取单元结构和内容的信息，树立大单元观念。获取和梳理宠物相关的话题词汇，激发对话题的兴趣；获取和梳理有关英国人饲养宠物的事实性信息，了解主题；获取和梳理人与动物之间关系的类型信息，激活已有的语言、背景知识，初步感知与注意人与动物之间的关系，并且能够内化获取的信息，基于自身经历，描述、谈论和评价人类与动物之间的关系。通过略读锁定关键词，获取课文大意，根据文章内容准确判断文章出处。通过精读，迅速找出主要细节在文中的位置，理清黑脉金斑蝶能够完成大迁徙的因果关系，以及黑脉金斑蝶大幅减少的因果关系，从而了解人类行为对其生存的影响，加深对课文和单元主题的认知。5. 通过自主学习与小组合作学习，进一步梳理和整合语篇信息，深度思考人类应该如何保护好黑脉金斑蝶，树立人与动物和谐共处的正确价值观。
教学重难点 教学重点获取和梳理话题词汇、事实性信息、类型信息。感知主题语境，形成大单元观念。通过略读和精读了解黑脉金斑蝶迁徙的背景、目的、方式，以及文中的因果逻辑关系，了解人类行为对其生存的影响，树立人与动物和谐共处的正确价值观。教学难点内化获取的信息，基于自身经历，描述、谈论和评价人类与动物之间的关系。引导学生通过关键词搭建课文的结构框架，精准定位框架里的内容，梳理出相关的因果关系。
教具/学具准备 Multi-media, blackboard, chalks
学习目标 活动形式与步骤 活动意图 活动层次 核心素养提升点
Starting out
The students are expected to perceive and notice the thematic context of Unit 5, acquire the information regarding the structure and content of the whole unit, and establish the concept of a large unit. Activity 1 The introduction of the whole unit.Step 1T leads in the topic of the wild and the animals and introduces the arrangement and the unit concept of Unit 5 using a mind map. 此活动通过展示思维导图的形式导出第5单元大单元主题“建构对大自然的认知、态度和行为选择”，并帮助学生树立大单元观念，使学生初步感知人类与大自然的关系。 学习理解 感知与注意 思维品质文化品质
The students are expected toAcquire and sort out the related vocabulary about pets.Stimulate the interest in the topic. Activity 2Look at pictures of animals and answer questions about pets.Step 1T shows pictures of some pets and activate students' original vocabulary and background knowledge with questions about pets.Questions: (1)Do you have a pet what is it (2)What do you think are the most popular pets (3)What do you think is the most unusual pet Step 2Ss voice their answers. 此活动通过图片来激活学生已有的知识，引导学生感知宠物的主题，讨论他们饲养宠物的情况和对于宠物的看法，从而激发学生对宠物这一话题的兴趣。 学习理解 感知与注意 语言知识思维品质
The students are supposed to Acquire, generalize and integrate the factual information concerning the situation of pets keeping in the UK.Get to know the topic. Activity 3Watch a video and answer the questions about the video.Step 1T plays the video and instruct Ss to get some key information about pets in the UK. (1)The most popular pet in the UK. (2)The most important animal charity in the UK.Step 2T has the students talk about the contributions made by RSPCA.Step 3Ss voice their opinions. 此活动通过听和看的训练，帮助学生利用理解性技能获取和梳理英国人饲养宠物的信息，培养学生的学习能力和扩展语言知识。并通过说的方式使学生通过表达性技能来概括和整合视频内容并进行评价。并由视频引入主题。 学习理解 获取与梳理 概括与整合 文化意识思维品质学习能力语言知识
The students are expected toAcquire and sort outthe information regarding different relationships between humans and animals.Activate the existing language background knowledge.Perceive and notice the relationships between humans and animals.Internalize the information and describe, discuss and evaluate the relationships. Activity 4Guess and discuss the relationships between the people and the animals.Step 1 Guess the relationships between the people and the animals in the 4 pictures.Step 2Ss discuss the relationship between students and animals.Step 3Ss discuss whether people should keep animals as pets. 此活动通过有关日常生活中人与动物的不同关系的图片，激活学生的已有知识，通过描述和阐释、批评和评价人与动物之间的关系的形式来帮助学生内化知识和运用知识。 应用实践 描述与阐释 内化与运用迁移创新 批判与评价 思维品质语言知识
Understanding ideas
学习目标 活动形式与步骤 活动意图 活动层次 核心素养提升点
The students are expected to getbackground knowledge about animal migration and familiar with the related language. Activity 1 Brainstorm about animal migrationStep 1 Look at the pictures(A1,Page66) and choose the animals that migrate.Step 2 BrainstormWhat is animal migration Why do some animals migrate 创设情境，了解动物迁徙知识，引入课文主题，铺垫语言。 学习理解 感知与注意 文化品质
The students are expected to raise interest in the North American monarch butterfly’ immigration and have the desire to read the passage. Activity 2 Get some knowledge about the North American monarch butterflyStep 1 Look at the title of the text and predict what the passage is about.Step 2 Look at the map showing the butterfly’s migration route.Step 3 Think about how they manage to do it.Q: Can you get the answer from the passage 培养学生利用文章标题和所提供的图片进行文章内容的推测意识，利用提问层层激发学生阅读的兴趣。 学习理解 感知与注意 思维品质学习能力
The students are expected to grasp the key words by skimming the passage and then summarize the main idea of the passage. Activity 3 Read for the gist of the passageStep 1 Skim the passage and find out the key words of each paragraph.Step 2 Get the main idea of the passage according to the key words. 引导学生通过略读锁定关键词，以此概括出文章的大意，对文章有一个整体的把握。 学习理解 获取与梳理 概括 学习能力思维品质
The students are supposed to identify the genre of the pasage and figure out the source of the passage according to the language features. Activity 4 Analyze the genre of the passageStep 1 Tell the genre of the passageStep 2 Analyze the features of the sources given in A3, Page 68Step 3 Choose where the passage is probably taken according to the language features 强化学生对文章体裁分析的意识，帮助学生学会利用体裁特点去更有效地理解文章和获取信息。 应用实践 分析与判断 学习能力语言知识
The students are expected to scan the passage and locate the information they need. Besides, the students are supposed to analyze the information and come up with its relationship between cause and effect. Activity 5 Read for the “cause-effect” informationStep 1 Scan the passage and find out the information needed in A4, Page 69 and complete the “cause-effect” flow charts.Step 2 Give your thinking about the butterfly’s imigration.Q: What do these two “cause-effect” flow charts make you realize 引导学生通过扫读快速定位所需信息，并进行分析，理清文中信息的因果关系，并由此进行思考人与动物的关系，为下面的think and share 讨论做准备。 学习理解 获取与梳理应用实践 分析与判断 学习能力思维品质文化品质
The students are expected to voice their understanding of the relationship bewteen man and animal, and offer the ways to protect the butterfly. Activity 6 Think and shareStep 1 Answer the questionQ: What have people done to protect the butterfly Step 2 Discuss in groupsQ: What else can people do to help protect the Monarch butterfly 通过合作学习，学生能够集思广益如何保护黑脉金斑蝶的方式，加强爱护自然、爱护动物的责任意识、树立人与动物和谐共处的正确价值观。 应用实践 描述与阐述 思维品质
The students are expected to summarize what they’ve learned to give a detailed introduction to the Monarch butterfly, and convey their own understanding about the importance of protecting the butterfly. Activity 7 Interview (work in groups of four)Suppose three of you are the research group members, and now you are interviewed to share your research work.Step 1 Take notes of the information of the butterflyName:Appearance:Immigration route:How they manage to reach the destination:What trouble they are in:What can people do to help them:Your understanding about the meaning of the help:Step 2: Work out the interview questions according to the notes.Step 3: Act out the interview(One is the interviewer, the other three are the interviewees.) 学生通过再次梳理整篇文章的信息，进行总结，培养概括能力。通过采访的形式，让学生在创设的情境中把所学的知识进行迁移应用。最后的个人对保护黑脉金斑蝶的理解深化主题意义。 学习理解 梳理与概括迁移创新 批判与评价 语言能力思维品质
作业设计 选择另一种迁徙动物并搜索相关信息，按照所学知识对其迁徙的情况进行描写。
课后评价表 Rate my performance 1-3(in need of improvement), 4(good), 5(excellent)Internalize the information learned from the video and describe, discuss and evaluate the relationships.12345Grasp the key words to get the main idea of the passage12345Identify cause and effect in a text12345Distinguish a passage taken from a popular nature magazine and one from a scientific research paper12345Have a better understanding of relationships between humans and animals12345Give a detailed introduction to the Monarch butterfly
板书设计 Book 1 Unit 5 Into the wild Understanding ideas The Monarch’s Journey Brainstorming: P1 migration/ the North American monarch butterflyP2 a long and difficult journey/ how they did thisP3 found the answer --------- P4 in trouble/ crashed ---------P5 a greater awareness of this creatureMain idea: _____________________________________
Why？
What？
Animal migration
What？
Why？