高中英语学案：Unit+5+Into+the+wildPeriod+Ⅳ+Word版含解析

Unit 5 Into the wildDeveloping ideasAn Encounter with Nature天津耀华滨海学校崔子晗Teaching contents:This is a reading material about an encounter with nature.A nature photographer encountered a bear.Teaching objectives:(1)Linguistic ability:Students can understand the narrative content, accurately grasp the narrative structure, and clarify the context of the development of the story.(2)Cultural awareness:Students can learn to respect animals and bee socially responsible people.(3)Thinking quality:Students can further understand the relationship between human beings and animals and form the correct values of respecting animals and nature.(4)Learning ability：Students can use what they have learned to introduce the story of themselves and animals to others in the form of writing articles.Teaching key and difficult points:(1)Teaching key point:Students can grasp the characteristics and reading methods of narration.(2)Teaching difficult point:Students can establish the values of harmonious coexistence between human beings and animals.Teaching procedures：Step 1:Prereading①At the beginning of the lesson,the teacher can ask some questions about the knowledge referred to before:a.What’s the topic of this unit?(Into the wild.)b.Why did the number of Monarch butterflies decrease according to the last passage we have learned?(Due to human activities.)(Justification:Based on the review of the previous contents,the teacher canstimulate students’ desire to learn the content of this lesson.It can help students link the old and new knowledge organically,which can also make it easier for teachers to carry out the teaching process step by step.)②PredictionShow the title and photos of this passage,and ask students two questions:a.What’s the meaning of ‘encounter’?b.What are these two pictures?Try to guess what the passage will talk about based on the title and two pictures.(Justification:The photos can active the class atmosphere and provide students with some clues to answer the questions.Prediction can arouse students’ curiosity and make a preparation for the next step.)Step 2:Whilereading(1)SkimmingAsk students to read the passage quickly to check their prediction within 2 minutes and answer the following questions.a.What is the main idea of each paragraph?b.What is the type of this passage?(Narration.)(Justification:Students can understand the general idea of passage and basic elements of the narration.)(2)Detailed readingTask 1:Students will be required to read the passage again to find out some specific elements about the passage.The questions are:a.Who is the main character of this passage?b.Where did this story take place?c.When did this story take place?d.What happened in this story?e.Why did this story happen?f.How did the author feel about this story?(Justification:Reading with questions can improve students’ reading efficiency.Students can get the details of the passage and deepen the understandingof the elements of a narration.)Task 2:Ask students to number the events in the correct order and divide these events into 3 parts,beginning,climax and ending.(Justification: Help students sort out the story and understand the development of the story more clearly.)Task 3:Role play.Invite some students to act the characters in the story，allow them to add words and actions as appropriate.(Justification:To mobilize students' participation in class, activate the classroom atmosphere, and improve students' language expression ability.)Step 3:Postreading(1)Watch a video:Ask students to watch a video which is a ted talk from a real nature photographer,and think about the questions:What happened in that cave？What the cave stands for?What did he want to express?(Justification:This task can arouse students' interest, deepen their thinking about the relationship between human beings and animals, and pave the way for the sublimation of the course.）(2)Group discussion:Ask students to work in groups to discuss the following questions:What can we do to show our respect for animals?What should we do when humans encounter nature?After discussion,several students will be invited to share their answers.Then the teacher will make a conclusion.(Justification:This task can involve the whole class.Besides,by group discussion,their critical thinking and autonomous learning ability can be developed.)Step 4:HomeworkAsk students to write a story about themselves and the animals,including the elements of a narration.(Justification:To deepen students’ understanding of the important knowledge in this lesson and help them improve the ability of writing.)Blackboard design:Unit 5 Into the wildAn Encounter with NatureWho A nature photographer&A bearWhere In YellowstoneWhen Last springWhat happened EncounteredWhy(cause) To photograph sceneHow(view) Show respectReflections on TeachingUnder the 45 minutes classroom teaching capacity, the content of the course design is relatively full, and the time for students to think independently is deficient.。

教学设计课题Unit5 Into the wild--Developing ideas学科英语班级Class授课教师教学目标1 引导学生读懂课文内容，准确把握课文结构，理清故事发展的脉络；2 引导学生通过完成阅读任务，了解如何介绍一种动物，能够理解与动物有关的文章内容的写作特点；3 引导学生联系自身实际，进一步理解人与动物之间的关系，认识到爱护动物、尊重动物、尊重自然的重要性，树立人与动物和谐相处的价值观。

重点掌握动物介绍类文章的写作特点和常见的阅读方法。

难点能够运用所学内容用写文章的形式向别人介绍一种动物，并能够给动物创建档案。

教学方法Task-based Approach.Group Work.教学内容与过程Step1 Leading-in: predicting看图片，描述图片内容，并基于图片与词云预测课文的内容。

Look at the word cloud and the pictures. Predict what happens in the story.Step2 Fast-reading学生带着问题快速阅读课文，把握记叙文的内容和结构特点，并检验自己的预测是否准确。

Read the passage and check your prediction.备注a surprising way.2 “Reflected”means that images can be seen on the surface of the mirror, glass or water.3 “Frightening”means that something is making people feel afraid, anxious or nervous.Step4 Group Work教师利用此活动，结合文本内容，引导学生了解其他与动物相关的职业，感知人与动物的和谐相处，帮助学生树立关爱动物、尊重动物的意识。

Period ⅣWriting |应用文写作——动物简介本单元写作的要求是应用文，主题是写关于动物的简介。

为了让读者更好地了解所介绍的动物，一般会描述其外形特点和活动情况，如形状，颜色等。

另外也会涉及其基本信息，如栖息地、是否迁徙、以何为食等生活习性，再进一步可以从环保或文化角度介绍，写出在人类文化中的象征含义。

写作时注意突出重点。

1．Sea otters are pretty petite compared to other marine mammals.与其他海洋哺乳动物相比，海獭非常娇小。

2．Every Spring, migratory birds flood back to where they breed.每年春天，候鸟都会飞回到它们繁殖的地方。

3．Just 30 percent of the ants did 70 percent of the labor.仅仅30%的蚂蚁完成了70%的工作量。

4．The snake is a long and thin animal that lives in dark places.蛇是一种生活在阴暗地方的瘦长形的动物。

5. ... usually have green, yellow or black skins, which make it difficult for their enemies to find them.……通常拥有绿色、黄色或黑色的外皮，这使得其天敌很难发现它们。

6．In fact, the animal may travel 50 miles a day to search for food.实际上，这种动物一天可以行走50英里去搜寻食物。

7．But the maternal (母性的) bonds are strong, and offspring sometimes have reunions with their mother.但是母系的纽带很强大，有时幼崽会与母亲重聚。

Period ⅡUsing language——Grammar &VocabularyGrammar(定语从句2)课前自主预习[观察句子，总结规律]①Somehow they manage to travel around 4,000 kilometres south and find their way to places where they will spend the winter.②The solution to the mystery of the monarch's amazing ability comes at a time when it is in serious trouble.③Unfortunately, human activity is the main reason why the monarch numbers are falling.[我的发现]通过观察可知：(1)句①中定语从句的引导词是关系，在定语从句中充当状语，定语从句修饰表示的名词places。

(2)句②中定语从句的引导词是关系，在定语从句中充当状语，定语从句修饰表示的名词time。

(3)句③中定语从句的引导词是关系，在定语从句中充当状语，定语从句修饰表示的名词reason。

答案：(1)副词；地点；地点(2)副词；时间；时间(3)副词；原因；原因精讲课时语法关系副词的用法(1)when指时间，在从句中作时间状语。

先行词通常为表示时间的名词，如：time, day, week, year等。

I cannot forget the day when I first saw you.我永远不会忘记第一次见到你的日子。

(2)where指地点，在从句中作地点状语。

先行词通常有：place, street, house, city, country以及一些抽象意义的名词，如point, case, position, condition, situation等。

Unit 5 Into the wildSection Ⅰ Starting out & Understanding ideas【核心词汇解析】 1. manage to do sth. 设法做某事(教材原句P50) Somehow they manage to travel around 4000 kilometers south and find their way to California or Mexico.归纳拓展Later, engineers managed to construct railways in a system of deep tunnels, which became as the Tube. 后来，工程师们设法在深隧道系统中建造铁路，这被称为管道。

【即学即练】单句语法填空（1） Though we left very late, we managed ______（catch ） the last bus.尽管我们出门很晚，但我们赶上了某班车。

（2） He took great pains _______ (manage) the factory well.为了管理好工厂，他可真是煞费苦心。

（3） That’s not a hard job. I am sure I can manage ______ myself.那份工作不难。

我确信我一个人能做到。

2. Seek vt. （ sought ， sought ）寻求，请求；寻找；设法(教材原句P50) They migrate to find food ，seek a partner... 它们迁徒是为了寻找食物，寻找伴侣… 归纳拓展【即学即练】单句语法填空（1） Our teacher encouraged us to_______ _______（寻求帮助）when we feel stressed.（2）) In the early 1920s ，thousands of people went to Australia to ______ ______ ______（寻找他们的财富）.（3） I think you need to _______ _______ _______（寻求专业的建议）. 3. destroy v. 破坏，毁掉(教材原句P51) ...people are destroying the natural environment. ……人们正在破坏自然环境。

○参考答案１bee ２birds ３mice ４horses ５cats, dogsTask２第一步：学生独立阅读语篇，理解语篇大意，了解活动意图。

第二步：学生分组，各小组根据语篇的上下文信息，完成填空，并核查对习语的理解。

Complete the paragraph with the animal idioms above.English idioms are a way of adding colour to the language. For example, instead of saying It’s raining heavily”, you could say “１______ ”. Another reason to use idioms is that they are concise. For example, to describe someone who is always working or busy doing something, we can say they are ２______ . If they’re rushing into something and should wait and be patient, you could say“３______ ”. Learning idioms can be fun, especially when we compare them to Chinese equivalents. T ake, for example,“４______ ”（people do what they want and have fun when someone in authority is absent）and “５______ ”（solve two problems with one action）–are there corresponding idioms in Chinese？○参考答案○参考答案１in danger of dying out２educate people about animals３natural environments４depend too much on humans５as good as6 do more good forStep３After—listening：debating教师鼓励学生运用在前面活动中所学习的语言知识，将听与说结合起来，借助学生用书提供的话题情境和实用表达，就“我们是否应该饲养宠物”展开辩论。

Into the wild续写语料积累背诵·句之美欣赏·语之秀1．(心理描写)(2023·新高考Ⅰ卷)My heart skipped a beat anddisbelief washed over me．2．(行为描写)(2023·浙江1月卷)Moments later，she uttered asqueaking call，spread her wingsand flew into the sky．3．(人物描写)(2024·苏北四市统一考试)He was tall，dark andhandsome and had a lot ofdreams．(2022·新高考Ⅰ卷)I lookedaround and finally spotted David，who was standing by himself offto the side by a fence．He wassmall for ten years old．His usualbig toothy smile was absenttoday．核心单词语境运用(用所给词的适当形式填空)1．seek v．寻找，寻求2．measure v．量，测量3．destroy v．破坏，毁掉4．chemical n．化学品5．found v．创立，创建6．eventually ad v．终于，最终7．element n．基本部分，要素8．encounter n．意外的相遇，邂逅1．You will be able to replace it，either immediately or eventually(eventual)．2．(2023·新高考Ⅱ卷)Seeking(seek) and accepting constructive feedback (反馈) is crucial to growth．3．(2023·全国乙卷)They also remove some harmful chemicals(chemical) from paints or cooking．4．(2021·全国甲卷)If I want to decorate my website with some Chinese elements(element)，what should I do?5．The organization，founded(found) in 2008，aims to protect the ocean ecosystem around the globe．。

Period 4 Developing ideas课时作业(四)[基础训练]Ⅰ单词拼写1．This tool can be used in a ________ (多样化) of ways.答案：variety2．His public ________ (形象) is different from the real person.答案：image3．They went out for a walk on the rough ________ (小径，小道)．答案：path4．Fitness has now become an important ________ (要素) in our lives.答案：element5．The scientists will study the variety of trees in the wild and ________ (观察) which are fruiting.答案：observeⅡ单句语法填空1．She enjoys ________ (listen) to music in her spare time.答案：listening enjoy doing sth. “喜欢做某事”。

2．I decided to concentrate all my efforts ________ finding somewhere to live.答案：on concentrate ... on ... 为固定动词短语，意为“集中……于……”。

3．It is my deskmate ________ helped me with my English in time.答案：who/that 本句为强调句型，被强调的部分是主语my deskmate，故填who/that。

4．With prices ________ (go) up so fast, we can't afford luxuries.答案：going 在本句中的with复合结构中，prices和go之间存在主动关系，故填going。

新外研社（19）高中英语必修一Unit 5 Into the wild Starting out教案Teaching objectives:1.Enable the students to fully grasp the key words and phrases in this class.2.Let the students understand the diversity of animals, and develop a sense of love for nature.3.Make the students realize the impact of human behavior on nature, and establish the awareness of protecting nature and harmonious coexistence between human beings and nature.Evaluation objectives:Ask the students to talk about their understanding of the relationships between the people and the animals to find out if they can use some relevant expressions correctly.Teaching key and difficult points:1.Enable the students to watch the video, understand the situation of pets raised by British people, and initially introduce the theme.2.Lead the students to discuss the relationships between the people and the animals in daily life.3.Guide the students to learn the ability to quickly record key information in the video.4.Lead the students to talk about how people and animals should get along harmoniously with each other.Teaching methods:Taskbased Approach; Cooperative LearningTeaching procedures:Step1: Watch the video and introduce the themeThe teacher leads the students to watch the British pet video and answer the following questions.1.What are the most popular pets in the UK?Suggested answer:Cats, dogs, parrots and rats.2.What is the most important animal charity in the UK?Suggested answer:Fluidiam. Fluidiam protects animals and endangered species by providing them with shelter and food. The leading animal conservation group learn how to help the animals.3.Do you have a pet in your own home? What is it?Suggested answer: Yes, I have a pet dog in my home.Step2:Look at the pictures and answer the questions1.Autonomous learningLet’s look at the pictures and talk about what are the best relationships between the people and the animals. Why?Suggested answer:Close friends. Because pets are our soul mates, they can reduce our pressure to some extent.（Purpose:Activate the s tudents’ existing language and background knowledge, and stimulate their interest in the topic.）2.Show resultsThe pictures show different kinds of relationships between the people and the animals, namely the pet owner and the pet, blind people and the guide dog（life assistant）, horsemen and horses（petition panion）, the owner and livestock（from top left to bottom right）（Purpose:bine the text with students’ real life to arouse their interest in this topic）3.What do you think is the most unusual pet?Suggested answer：Wolf, tiger, eagle, the monarch butterfly...4.What do you think are the best relationships between the people and the unusual animals? Why?Suggested answer:We should let them go back to nature, because they belong to nature. Animals and plants are created to have a good relationship with each other to make a better and beautiful life.Especially, we should not catch so many monarch butterflies as a collection, because they are so rare, and we should protect them.Step3:Important words and expressions1.measure vt.测量n.措施【知识链接】take (effective)to do sth.采取(有效的)措施去做某事【实战演练】翻译句子我们应该采取措施去提高我们的英语成绩。