Unit 5 Into the wild Understanding ideas教学设计（表格式）2025-2026学年高中英语外研版（2019）必修第一册
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| 名称 | Unit 5 Into the wild Understanding ideas教学设计（表格式）2025-2026学年高中英语外研版（2019）必修第一册 |
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| 格式 | docx | ||
| 文件大小 | 374.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-23 13:19:35 | ||
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教学设计
课程基本信息
课题 Book 1 Unit 5 Into the wild Understanding ideas: The Monarch’s Journey 课型 新授课
学科 英语 年级 高中一年级
学段 高中 版本章节 Book 1 Unit 5 Into the wild Period 2 Understanding ideas
教学目标 1. Understand the basic structure of the passage; 2. Grasp the cause-effect relationship contained in the passage; 3. Form correct value on the ecological environment.
教学重难点 Important point: Grasp the structure and basic information about the migration of the monarch through reading; Difficult point: Form correct value on the ecological environment.
学情分析 The students of this lesson are freshmen of senior high. They have acquired basic vocabulary and grammar knowledge in the middle school. At the same time, they are able to read and understand normal essays. However, the ability to deeply read articles, which contains extracting specific clue information from articles, understanding text content, and analyzing ideological connotations, still needs to be improved. In terms of thinking quality, students’ abstract thinking ability is in the development stage, and emphasis should be placed on cultivating critical thinking and logical thinking, especially the cause-effect relation, so that students can correctly view and reasonably analyze issues. At the same time, students of this period are in the stage of forming the values, and therefore appropriate measures should be taken to enhance their views on ecological environment.
教学准备 The teaching design follows the cognitive characteristics of students, and aligns with the expectations outlined in the Curriculum Standards. Teacher should emphasize the importance of critical thinking in reflection, encourage students to move beyond mere description to analyze their experiences. This can be achieved through guiding questions, such as “What would you do after learning this article ” Such questions push students to delve deeper into their thoughts and emotions. Meanwhile, teacher needs to provide opportunities for students to reflect on their own learning during the post-reading part. This could involve a series of short follow-up questions where students assess how the reflection process has deepened their understanding of the topic or improved their reading skills.
教学过程
教学任务 教学内容 设计意图 创新设计 （含AI应用）
Lead-in The teacher begins by playing a short video clip from the documentary Flight of the Butterflies. After the video, the teacher facilitates a brief class discussion by asking students to express their initial feelings and impressions about the migration. The teacher encourages varied responses and asks questions to guide Ss: -What amazed you most -How did the visuals make you feel (Bilibili: BV11a4y1v7E6) 1. Create a thematic context, making Ss get familiar with the topic of this unit. 2. Cultivate the Ss’ ability of analyzing problems so as to form logical thinking ability. 3. To activate Ss' sensory and emotional connection to the subject matter through audiovisual input. 含AI应用 男女生作答
Pre-reading The teacher displays a word cloud composed of key terms from the lesson. The teacher guides students to observe and think about the following two questions:
- Which word stands out to you
- What might the text talk about based on these key words
The teacher further guides Ss to predict the passage content by combining the title and images. 1. Use the word cloud to activate students' prior knowledge, enhancing the fun and visual nature of prediction.
2. Train Ss in the reading strategy of using various textual cues for reasonable prediction.
3. Stimulate reading interest and pave the way for subsequent in-depth reading. 含AI应用 男女生作答
While-reading The teacher asks Ss: “How does the monarch make it Now let's focus on paragraph three and four, I'm sure you can find the mystery there.”Then organize Ss into pairs to work for creating a mind map, organizing the retrieved informatiom. The teacher guides students to refer to Activity 4 from the textbook. The teacher monitors pair work, provides assistance, and finally selects a few groups to present their mind maps or answers to the class. 1. To help Ss visualize and internalize the text structure, improving information organization skills.
2. To deepen understanding of the textual logic through graphic organizers.
3. To develop presentation and communication skills.
The teacher instructs students to read the passage intensively. Then asks Ss two questions: -In Paragraph 5, the author says “If this works”. What does “THIS” mean Can you find more approaches related to “this” -Why does the author apply "Journey" instead of "Migration" in the title 1. To develop Ss’ ability to locate key details and understand cause-effect relationships in the text.
2. To enhance comprehension and information synthesis through task-based reading.
3. To promote collaborative inquiry and logical thinking. 含AI应用
Post-reading The teacher sets the content:"Welcome to the International Environmental Protection Forum. Today's special session is dedicated to finding solutions for the protection of wild animals." Ss form groups of four, each assuming a role: Scientist, High School Student, Government Official, Environmental Activist. The teacher acts as the Forum Chair, monitors the groups, provides language and conceptual support, and ensures discussions stay on topic. After discussion, the teacher asks Ss: -Why should we protect wild animals 1. By simulating an international forum, the task's authenticity and student engagement are enhanced, making language use more relevant to the real world.
2. Ss can learn to understand and integrate diverse viewpoints and positions, fostering critical thinking and empathy.
3. Comprehensively trains Ss' abilities in independent thinking, negotiation, collaboration, information synthesis, and public speaking.
含AI应用 角色扮演
The teacher then introduces the recent news about Dr. Jane Goodall's passing, highlighting her lifelong dedication to wildlife research and conservation. The teacher introduces Dr. Jane: She is the woman who lives with nature and dies in nature. Nothing is more satisfactory. Only if we can understand, can we care; Only if we care, will we help; Only if we help, shall all be saved. Ss learn about Dr. Jane Goodall's life and legacy, and learn how her work and philosophy inspire them personally. They can find out the philosophical and practical reasons for protecting wildlife, discussing ecological balance and ethics. They articulate their thoughts in the group.
Show the pictures of famous places of interest in China, and specific measures the Party and the government has taken to protect the environment. Explain the Ecological view of President Xi. 5. Elevates conservation actions from the individual level to the realm of global cooperation, fostering a deep understanding of"harmonious coexistence between humans and nature"and the importance of a"Community with a Shared Future for Mankind."
作业设计 分层作业1： Write a short essay within 80-100 words. Your essay should be organized around the following questions: 1. What is the most impressive thing about the monarch butterfly's migration (Is it the distance, the navigation, or something else ) 2. What are three concrete actions that people can take to help protect the monarch butterfly 分层作业2: Based on your role of representative (scientist, government official, middle school student, environmental activist) of the "International Environmental Protection Forum.", draft a proposal letter outlining at least three specific measures to protect monarch butterflies and provide reasoning for each measure.
板书设计/课堂小结
教学反思 The teaching objectives of this lesson have been basically achieved. By the end of this lesson, students are able to sort out the cause-effect relationships in the text. Through the study of this lesson, students have realized the huge impact of human behavior on animals, learned more measures to protect animals, and also understood the efforts made by the country to protect the environment and advanced ecological view of President Xi. But there are also some shortcomings. Firstly, in the process of learning the last paragraph of the article, students cannot summarize human activities and their impacts well, indicating that their ability to organize information in the article still needs to be improved; secondly, when discussing measures to protect the monarch butterfly, students' answers are relatively fixed and there is not much divergent thinking. Teachers should guide them. In addition, some questions about the content of the article are difficult for students to quickly obtain answers. When there are such problems again, the teacher’s instructions should be simpler and clearer, and the problem setting should be more reasonable.
课程基本信息
课题 Book 1 Unit 5 Into the wild Understanding ideas: The Monarch’s Journey 课型 新授课
学科 英语 年级 高中一年级
学段 高中 版本章节 Book 1 Unit 5 Into the wild Period 2 Understanding ideas
教学目标 1. Understand the basic structure of the passage; 2. Grasp the cause-effect relationship contained in the passage; 3. Form correct value on the ecological environment.
教学重难点 Important point: Grasp the structure and basic information about the migration of the monarch through reading; Difficult point: Form correct value on the ecological environment.
学情分析 The students of this lesson are freshmen of senior high. They have acquired basic vocabulary and grammar knowledge in the middle school. At the same time, they are able to read and understand normal essays. However, the ability to deeply read articles, which contains extracting specific clue information from articles, understanding text content, and analyzing ideological connotations, still needs to be improved. In terms of thinking quality, students’ abstract thinking ability is in the development stage, and emphasis should be placed on cultivating critical thinking and logical thinking, especially the cause-effect relation, so that students can correctly view and reasonably analyze issues. At the same time, students of this period are in the stage of forming the values, and therefore appropriate measures should be taken to enhance their views on ecological environment.
教学准备 The teaching design follows the cognitive characteristics of students, and aligns with the expectations outlined in the Curriculum Standards. Teacher should emphasize the importance of critical thinking in reflection, encourage students to move beyond mere description to analyze their experiences. This can be achieved through guiding questions, such as “What would you do after learning this article ” Such questions push students to delve deeper into their thoughts and emotions. Meanwhile, teacher needs to provide opportunities for students to reflect on their own learning during the post-reading part. This could involve a series of short follow-up questions where students assess how the reflection process has deepened their understanding of the topic or improved their reading skills.
教学过程
教学任务 教学内容 设计意图 创新设计 （含AI应用）
Lead-in The teacher begins by playing a short video clip from the documentary Flight of the Butterflies. After the video, the teacher facilitates a brief class discussion by asking students to express their initial feelings and impressions about the migration. The teacher encourages varied responses and asks questions to guide Ss: -What amazed you most -How did the visuals make you feel (Bilibili: BV11a4y1v7E6) 1. Create a thematic context, making Ss get familiar with the topic of this unit. 2. Cultivate the Ss’ ability of analyzing problems so as to form logical thinking ability. 3. To activate Ss' sensory and emotional connection to the subject matter through audiovisual input. 含AI应用 男女生作答
Pre-reading The teacher displays a word cloud composed of key terms from the lesson. The teacher guides students to observe and think about the following two questions:
- Which word stands out to you
- What might the text talk about based on these key words
The teacher further guides Ss to predict the passage content by combining the title and images. 1. Use the word cloud to activate students' prior knowledge, enhancing the fun and visual nature of prediction.
2. Train Ss in the reading strategy of using various textual cues for reasonable prediction.
3. Stimulate reading interest and pave the way for subsequent in-depth reading. 含AI应用 男女生作答
While-reading The teacher asks Ss: “How does the monarch make it Now let's focus on paragraph three and four, I'm sure you can find the mystery there.”Then organize Ss into pairs to work for creating a mind map, organizing the retrieved informatiom. The teacher guides students to refer to Activity 4 from the textbook. The teacher monitors pair work, provides assistance, and finally selects a few groups to present their mind maps or answers to the class. 1. To help Ss visualize and internalize the text structure, improving information organization skills.
2. To deepen understanding of the textual logic through graphic organizers.
3. To develop presentation and communication skills.
The teacher instructs students to read the passage intensively. Then asks Ss two questions: -In Paragraph 5, the author says “If this works”. What does “THIS” mean Can you find more approaches related to “this” -Why does the author apply "Journey" instead of "Migration" in the title 1. To develop Ss’ ability to locate key details and understand cause-effect relationships in the text.
2. To enhance comprehension and information synthesis through task-based reading.
3. To promote collaborative inquiry and logical thinking. 含AI应用
Post-reading The teacher sets the content:"Welcome to the International Environmental Protection Forum. Today's special session is dedicated to finding solutions for the protection of wild animals." Ss form groups of four, each assuming a role: Scientist, High School Student, Government Official, Environmental Activist. The teacher acts as the Forum Chair, monitors the groups, provides language and conceptual support, and ensures discussions stay on topic. After discussion, the teacher asks Ss: -Why should we protect wild animals 1. By simulating an international forum, the task's authenticity and student engagement are enhanced, making language use more relevant to the real world.
2. Ss can learn to understand and integrate diverse viewpoints and positions, fostering critical thinking and empathy.
3. Comprehensively trains Ss' abilities in independent thinking, negotiation, collaboration, information synthesis, and public speaking.
含AI应用 角色扮演
The teacher then introduces the recent news about Dr. Jane Goodall's passing, highlighting her lifelong dedication to wildlife research and conservation. The teacher introduces Dr. Jane: She is the woman who lives with nature and dies in nature. Nothing is more satisfactory. Only if we can understand, can we care; Only if we care, will we help; Only if we help, shall all be saved. Ss learn about Dr. Jane Goodall's life and legacy, and learn how her work and philosophy inspire them personally. They can find out the philosophical and practical reasons for protecting wildlife, discussing ecological balance and ethics. They articulate their thoughts in the group.
Show the pictures of famous places of interest in China, and specific measures the Party and the government has taken to protect the environment. Explain the Ecological view of President Xi. 5. Elevates conservation actions from the individual level to the realm of global cooperation, fostering a deep understanding of"harmonious coexistence between humans and nature"and the importance of a"Community with a Shared Future for Mankind."
作业设计 分层作业1： Write a short essay within 80-100 words. Your essay should be organized around the following questions: 1. What is the most impressive thing about the monarch butterfly's migration (Is it the distance, the navigation, or something else ) 2. What are three concrete actions that people can take to help protect the monarch butterfly 分层作业2: Based on your role of representative (scientist, government official, middle school student, environmental activist) of the "International Environmental Protection Forum.", draft a proposal letter outlining at least three specific measures to protect monarch butterflies and provide reasoning for each measure.
板书设计/课堂小结
教学反思 The teaching objectives of this lesson have been basically achieved. By the end of this lesson, students are able to sort out the cause-effect relationships in the text. Through the study of this lesson, students have realized the huge impact of human behavior on animals, learned more measures to protect animals, and also understood the efforts made by the country to protect the environment and advanced ecological view of President Xi. But there are also some shortcomings. Firstly, in the process of learning the last paragraph of the article, students cannot summarize human activities and their impacts well, indicating that their ability to organize information in the article still needs to be improved; secondly, when discussing measures to protect the monarch butterfly, students' answers are relatively fixed and there is not much divergent thinking. Teachers should guide them. In addition, some questions about the content of the article are difficult for students to quickly obtain answers. When there are such problems again, the teacher’s instructions should be simpler and clearer, and the problem setting should be more reasonable.