Unit 1 Charms of Nature-Reading and Thinking 教案-2025-2026学年高中英语人教版选修第一册

UNIT 1 Charms of Nature-Reading and Thinking 内容导航 This section presents a well-structured English passage focusing on the diverse charms of nature, covering magnificent natural landscapes such as mountains, forests, lakes and oceans. It describes the beauty of nature in vivid language, conveys the close connection between humans and nature, and guides students to perceive the value of nature, arouse their love for nature, and cultivate their awareness of environmental protection through reading and thinking activities. It also involves key vocabulary and complex sentence structures related to natural description, laying a foundation for students' language application. 教学目标和重难点 1. 教学目标 Language Ability: Students will master key vocabulary and sentence patterns for describing natural scenery, improve their ability to understand and analyze expository texts, and enhance their skills in expressing views on nature in English. Cultural Awareness: They will understand the different perceptions and expressions of natural beauty in diverse cultures, foster cross-cultural communication awareness, and establish a sense of harmony between humans and nature. Thinking Quality: Students will develop logical thinking through sorting out the text structure, critical thinking through analyzing the author’s views, and innovative thinking through expressing their own feelings about nature. Learning Ability: They will master effective reading strategies such as skimming and scanning, and cultivate the habit of independent reading and cooperative learning. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., serene, vast, abundant, breathtaking) and sentence structures (e.g., attributive clauses, parallel sentences) used to describe natural scenery; grasping the text structure (introduction - main body - conclusion) and the author’s main ideas and emotional tendency; mastering reading strategies such as skimming for the main idea and scanning for specific details. Difficult Points: Accurately distinguishing and using similar descriptive vocabulary; understanding complex long sentences in the text and clarifying their logical relationships; deeply comprehending the implied meaning of the text, such as the significance of protecting nature, and expressing personal views on natural charms in fluent and appropriate English. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) Activity 1: Visual Aids Display and Free Talk. The teacher shows students a series of high-definition pictures and short videos of natural scenery, including snow-capped mountains, dense forests, crystal-clear lakes, rolling grasslands, and surging oceans. The pictures and videos are accompanied by light English background music related to nature. After playing, the teacher asks students the following questions in English: “What do you see in these pictures and videos? Which scenery impresses you the most? Why? Do you have the experience of getting close to nature? How did you feel at that time?” Then, invite 3-4 students to share their views freely in English. The teacher gives positive comments and guidance, such as “Your description is very vivid. You used the word ‘beautiful’ well. Can you think of another word to describe this scenery?” Activity 2: Theme Introduction. Based on students’ sharing, the teacher naturally leads to the theme of this lesson: “Today, we will read a passage about the charms of nature. It will take us to appreciate different natural landscapes and feel the beauty and power of nature. Through this lesson, we will not only improve our English reading ability but also learn to cherish and protect nature.” Then, write the unit title “Charms of Nature” and the lesson focus “Reading and Thinking” on the blackboard or multimedia courseware, and briefly introduce the main content of the reading passage: “This passage introduces various natural scenery around the world, describes their unique charms with vivid language, and tells us the close relationship between humans and nature.” Design Intention: The visual aids (pictures and videos) can quickly attract students’ attention, arouse their interest in the theme of nature, and reduce their psychological distance from the lesson. The free talk activity provides students with an opportunity to use English orally, activates their existing vocabulary and expressions related to nature, and lays a foundation for the subsequent reading activities. The theme introduction helps students clarify the learning objectives and content of the lesson, enabling them to enter the learning state with a clear purpose. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) Activity 1: Vocabulary Preview. The teacher presents the key vocabulary of this lesson on the multimedia courseware, including adjectives (serene, vast, abundant, breathtaking, magnificent, peaceful), nouns (landscape, valley, waterfall, creature, harmony), and verbs (surround, flow, shine, whisper, survive). For each word, the teacher provides accurate pronunciation, Chinese meaning, and simple English examples related to natural scenery. For example, for “serene”, the teacher says: “Serene, /səˈriːn/, adj. calm and peaceful. Example: The lake is serene in the early morning, with no wind or waves.” Then, let students read the words after the teacher twice, and ask them to make simple sentences with 2-3 words by themselves, such as “The vast grassland looks very beautiful.” The teacher checks and corrects students’ sentences in time to ensure that they can initially master the pronunciation and basic usage of the words. Activity 2: Key Phrases and Sentence Structures Preview. Focus on introducing the key sentence structures in the text, such as attributive clauses (e.g., “The mountain that stands in the distance is covered with snow all year round.”) and parallel sentences (e.g., “Nature gives us fresh air, beautiful scenery, and endless inspiration.”). The teacher explains the structure and usage of these sentences with simple examples, and lets students practice making sentences in pairs. For example, ask students to work in pairs to make an attributive clause about natural scenery, and then invite several pairs to present their sentences. Activity 3: Background Introduction. The teacher briefly introduces the background of the passage: “This passage is selected from an English environmental magazine. The author is a travel writer who has traveled around the world and witnessed various magnificent natural landscapes. He wrote this passage to show people the unique charms of nature, arouse people’s love for nature, and call on people to protect the natural environment. In foreign countries, people attach great importance to the protection of nature, and there are many relevant laws and regulations to ensure the harmony between humans and nature. We can also learn from their advanced experience.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary and sentence structures helps students reduce difficulties in reading, improve reading speed and comprehension, and avoid being hindered by unknown words or complex sentences during reading. The background introduction enables students to understand the writing purpose and context of the passage, helps them deeply comprehend the implied meaning of the text, and lays a foundation for the subsequent in-depth reading and thinking activities. The pair practice activity also cultivates students’ cooperative learning ability. Step 3: While-reading (In-depth Reading and Skill Training) This step is divided into three parts: skimming, scanning, and intensive reading, to help students gradually deepen their understanding of the text and master relevant reading strategies. Part 1: Skimming (Grasp the Main Idea) The teacher asks students to read the entire passage quickly (skimming) and answers the following questions: 1. What is the main topic of this passage? 2. How many parts can the passage be divided into? What is the main content of each part? After students finish reading, invite them to share their answers. The teacher summarizes and sorts out: “The main topic of this passage is the charms of nature. The passage can be divided into three parts: the first part (Paragraph 1) introduces the importance of nature to humans and puts forward the theme of the passage; the second part (Paragraphs 2-4) describes different natural landscapes (mountains, forests, lakes) and their unique charms; the third part (Paragraph 5) emphasizes the close relationship between humans and nature and calls on people to protect nature.” Then, the teacher helps students sort out the text structure on the blackboard or courseware, making it clear for students to see the logical relationship of the text. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea and text structure of the passage, cultivate their ability to extract key information from the whole text, and lay a foundation for subsequent intensive reading. By sorting out the text structure, students can better understand the logical connection between each part of the text and improve their logical thinking ability. Part 2: Scanning (Find Specific Details) The teacher asks students to read the passage again, this time focusing on scanning for specific details, and completes the following task: Fill in the blanks according to the text. The task content is as follows: 1. The mountains mentioned in the passage are covered with ______ all year round, and they look very magnificent. 2. The forests are home to many ______, and the air there is very fresh. 3. The lake is ______ and clear, and the water reflects the blue sky and white clouds. 4. The author thinks that nature gives humans ______, ______ and ______. Students complete the task independently, and then check the answers in pairs. The teacher explains the key points in the task, such as the collocation of words, and emphasizes the key details in the text. For example, for the first blank, the answer is “snow”, and the teacher can remind students: “In Paragraph 2, it says ‘The mountains in the distance are covered with snow all year round, standing tall and straight like giants.’ So we can find the answer here.” In addition, the teacher asks students to find out the sentences in the text that describe the beauty of nature, and read them aloud. For example, “The forest is a sea of green, with sunlight filtering through the leaves, creating beautiful light and shadow.” “The lake shimmers in the sunlight, like a piece of crystal.” The teacher guides students to appreciate the vividness of the language and pays attention to the use of descriptive words and rhetorical devices (such as metaphor) in the sentences. Design Intention: Scanning helps students improve their ability to find specific information quickly, which is an important practical reading skill. The filling-in-the-blank task is designed to let students focus on the key details of the text, deepen their understanding of the content of the text, and at the same time review the key vocabulary and sentences learned. Reading aloud the descriptive sentences helps students feel the beauty of the language in the text, improve their sense of language, and lay a foundation for subsequent language application. Part 3: Intensive Reading (Analyze and Understand Deeply) The teacher guides students to read each paragraph intensively, analyze the sentence structure, the author’s emotional tendency, and the implied meaning of the text, and solves the difficulties in reading. 1. Analysis of Paragraph 1: The teacher asks students to read Paragraph 1 carefully and answer the question: “What does the author want to tell us in this paragraph?” Students discuss in pairs and then share their answers. The teacher summarizes: “The author tells us that nature is an important part of human life, which gives us a lot of benefits and brings us endless joy. This paragraph lays the emotional foundation for the whole passage and leads to the theme of the charms of nature.” Then, the teacher analyzes the key sentence in this paragraph: “Nature is the greatest artist, creating magnificent landscapes that take our breath away.” The teacher explains the rhetorical device of metaphor in this sentence, and guides students to understand that the author compares nature to an artist, which vividly reflects the beauty and magic of nature. The teacher also asks students to try to make a similar metaphorical sentence about nature. 2. Analysis of Paragraphs 2-4: These paragraphs are the main part of the text, describing mountains, forests, and lakes respectively. The teacher guides students to analyze each paragraph one by one. For Paragraph 2 (mountains): The teacher asks: “How does the author describe the mountains? What words and sentences are used? What kind of feeling do these descriptions bring to you?” Students think independently and then share their views. The teacher summarizes: “The author uses words such as ‘tall and straight’, ‘magnificent’, ‘snow-covered’ to describe the mountains, and uses the sentence ‘They stand tall and straight like giants, watching over the land silently.’ to use personification, making the mountains more vivid and vivid. These descriptions make us feel the grandeur and majesty of the mountains.” Then, the teacher asks students to find other descriptive words in this paragraph and analyze their usage. For Paragraph 3 (forests): The teacher asks: “What is the role of the forest mentioned in the text? How does the author describe the forest?” Students discuss in groups and share their answers. The teacher explains: “The forest is the home of many creatures, which can purify the air and bring us fresh air. The author describes the forest as ‘a sea of green’, uses the sentence ‘Sunlight filters through the leaves, creating beautiful light and shadow on the ground.’ to describe the scene in the forest, which is very vivid and makes us feel the vitality of the forest.” The teacher also guides students to pay attention to the collocation of words in the paragraph, such as “purify the air”, “filter through the leaves”, and asks students to practice these collocations. For Paragraph 4 (lakes): The teacher asks: “What are the characteristics of the lake described in the text? How does the author express his love for the lake?” Students answer independently, and the teacher corrects and supplements: “The lake is serene and clear, and the water reflects the blue sky and white clouds. The author uses the sentence ‘The lake is like a mirror, reflecting the beauty of the surrounding scenery.’ to use metaphor, which vividly reflects the clarity of the lake. At the same time, the author expresses his love for the lake by describing his feeling of being by the lake: ‘Standing by the lake, I feel calm and peaceful, as if all my worries have disappeared.’” 3. Analysis of Paragraph 5: This paragraph is the conclusion of the text. The teacher asks students to read it carefully and answer the question: “What is the author’s appeal in this paragraph?” Students share their answers, and the teacher summarizes: “The author emphasizes that humans and nature are closely connected, and nature is our home. We should cherish and protect nature, and live in harmony with nature. This paragraph elevates the theme of the passage and conveys the concept of environmental protection.” Then, the teacher analyzes the key sentence: “We should protect nature, not destroy it, because it is the source of our life and happiness.” The teacher guides students to understand the importance of environmental protection and encourages them to think about what they can do to protect nature in daily life. In the process of intensive reading, the teacher focuses on solving the difficult points of the lesson: for the confusing descriptive vocabulary (such as “magnificent” and “impressive”), the teacher distinguishes their differences through examples, such as “magnificent” emphasizes grandeur and splendor, which is suitable for describing large-scale scenery such as mountains and oceans; “impressive” emphasizes leaving a deep impression, which can be used to describe various scenery. For complex long sentences, the teacher guides students to analyze the sentence structure, split the sentence into simple sentences, and clarify the logical relationship between each part, so as to help students understand the meaning of the sentence. Design Intention: Intensive reading is the key link of this lesson, which helps students deeply understand the content of the text, analyze the author’s writing techniques and emotional tendency, and solve the difficulties in reading. By analyzing each paragraph in detail, students can better grasp the key points of the text, improve their ability to analyze and understand the text, and at the same time cultivate their critical thinking ability. The analysis of rhetorical devices and word collocations helps students improve their language appreciation ability and lay a foundation for subsequent language application. Step 4: Post-reading (Consolidation and Application) This step is designed to help students consolidate the knowledge and skills learned in this lesson, apply the key vocabulary and sentence structures to practice, and deepen their understanding of the theme of the lesson. Activity 1: Text Retelling. Ask students to work in groups of 4-5, retell the passage according to the text structure and key details. The teacher puts forward specific requirements: 1. Use the key vocabulary and sentence structures learned in this lesson; 2. Retell the main content of each part of the passage clearly; 3. Express fluently and accurately. Each group prepares for 5 minutes, and then invites 2-3 groups to present their retelling. The teacher gives comments and guidance, such as “Your retelling is very clear, and you used many key words we learned today. If you can add some of your own feelings, it will be better.” For the groups with problems, the teacher helps them correct and improve. Design Intention: Text retelling helps students consolidate the content of the text, review the key vocabulary and sentence structures, and improve their oral expression ability. The group cooperation form cultivates students’ cooperative learning ability and communication ability, and at the same time increases the participation of students in the class. Activity 2: Discussion and Expression. The teacher puts forward the discussion topic: “What are the charms of nature in your eyes? What can we do to protect nature in our daily life?” Ask students to discuss in groups, and each student should express their own views. The teacher walks around the classroom, guides students to use the key vocabulary and sentence structures learned in this lesson to express their views, and helps students solve the problems encountered in expression. After the discussion, invite several students to share their views in front of the whole class. For example, a student may say: “In my eyes, the charm of nature is the beautiful scenery of spring, with flowers blooming and birds singing. We can protect nature by planting trees, saving water and electricity, and not throwing garbage randomly.” The teacher gives positive comments and encourages other students to learn from them. Design Intention: The discussion topic is closely related to the theme of the lesson and students’ daily life, which can arouse students’ thinking, deepen their understanding of the theme of protecting nature, and at the same time provide students with an opportunity to apply the learned language knowledge to practice, improve their oral expression ability and critical thinking ability. The teacher’s guidance helps students better use the language knowledge and improve the effect of the activity. Activity 3: Writing Practice. Ask students to write a short passage (about 80-100 words) with the title “My Favorite Natural Scenery”. The teacher puts forward specific requirements: 1. Use at least 5 key vocabulary and 2 key sentence structures learned in this lesson; 2. Describe the scenery clearly and express your love for it; 3. The structure is clear and the language is fluent. Students complete the writing independently, and then exchange their works in pairs, put forward revision suggestions to each other. The teacher collects some students’ works, comments on them in class, affirms the advantages, and points out the problems that need to be improved, such as the incorrect use of vocabulary, the inappropriate use of sentence structures, and the unclear logic. Then, ask students to revise their own works according to the comments. Design Intention: Writing practice is an important way to consolidate language knowledge and improve language application ability. Through writing, students can better master the key vocabulary and sentence structures learned in this lesson, and improve their writing ability. The pair exchange and teacher’s comment help students find their own problems and improve their writing level. At the same time, writing about their favorite natural scenery can also arouse students’ love for nature and deepen their understanding of the theme of the lesson. Step 5: Summary and Extension Activity 1: Lesson Summary. The teacher guides students to summarize the content of this lesson together: “Today, we read a passage about the charms of nature. We learned the key vocabulary and sentence structures for describing natural scenery, mastered the reading strategies of skimming, scanning and intensive reading, and understood the main idea and theme of the passage. We also discussed how to protect nature and completed the writing practice. Through this lesson, we not only improved our English ability but also realized the importance of protecting nature.” Then, the teacher emphasizes the key and difficult points of this lesson again, and reminds students to review the knowledge learned after class. Activity 2: Extension and Homework. 1. After-class Reading: Ask students to read an English article about natural scenery (provided by the teacher or found by themselves), and write a short reading report (about 50 words) to summarize the main idea of the article. 2. Vocabulary Consolidation: Ask students to copy the key vocabulary and sentence structures of this lesson, and make 3-5 sentences with each word. 3. Practical Activity: Ask students to take photos of the natural scenery around them (such as parks, rivers, trees) and write a short English introduction for the photos, which will be shared in the next class. 4. Think deeply: Ask students to think about the impact of human activities on nature and write down their own views (about 30 words). Design Intention: The lesson summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their memory of the knowledge. The after-class extension and homework not only consolidate the knowledge learned in class but also expand students’ horizons, cultivate their independent learning ability and practical ability. The practical activity of taking photos and writing introductions connects English learning with daily life, improves students’ interest in learning English, and further conveys the concept of protecting nature. Step 6: Evaluation and Feedback The evaluation in this lesson is carried out throughout the whole teaching process, including formative evaluation and summative evaluation. 1. Formative Evaluation: In the lead-in, pre-reading, while-reading and post-reading links, the teacher evaluates students’ performance in time, such as the enthusiasm of participating in free talk, the accuracy of vocabulary preview, the mastery of reading strategies, the fluency of oral expression, and the quality of writing. The evaluation is mainly positive, such as “You did a good job!”, “Your idea is very creative!”, “Your writing is very fluent.”, to encourage students and enhance their confidence in learning. For students who have problems, the teacher gives patient guidance and help, and encourages them to make progress. 2. Summative Evaluation: After the class, the teacher evaluates students’ after-class homework, reading reports, and practical activities, focuses on checking students’ mastery of key vocabulary and sentence structures, the application of reading strategies, and the understanding of the theme of the lesson. For the common problems, the teacher will explain and review in the next class. At the same time, the teacher collects students’ feedback on this lesson, such as the difficulties encountered in learning, the suggestions on the teaching content and methods, so as to improve the teaching effect of the next lesson. Design Intention: The combination of formative evaluation and summative evaluation helps the teacher timely grasp students’ learning situation, find out the problems in students’ learning, and give targeted guidance and help. Positive evaluation can stimulate students’ learning motivation, enhance their learning confidence, and promote their all-round development. Collecting students’ feedback helps the teacher continuously improve the teaching method and improve the teaching quality. Through the above teaching process, students can not only master the key knowledge and skills of this lesson, improve their English language ability, but also cultivate their cultural awareness, thinking quality and learning ability, and establish a sense of protecting nature, which fully reflects the requirements of the four-dimensional core literacy of senior high school English. 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 $