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

UNIT 1 Charms of Nature-Language Focus 1 内容导航 Language Focus 1 in Unit 1 Charms of Nature mainly focuses on vocabulary and sentence patterns related to describing natural scenery. It covers core words like magnificence, bloom and eternal, and key sentence structures for depicting natural beauty, laying a foundation for students to express their feelings about nature in English. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns about natural scenery, and be able to use them to describe natural landscapes simply. Cultural Awareness: Understand the similarities and differences in the expression of natural beauty in different cultures, enhance cultural sensitivity and respect for diverse cultures. Thinking Quality: Cultivate logical thinking through analyzing and using descriptive language, and develop critical thinking by evaluating different expressions of natural beauty. Learning Ability: Master effective vocabulary and sentence learning strategies, and improve the ability of independent learning and cooperative exploration. 2. 教学重难点 Key Points: Master the meanings, usages and collocations of core vocabulary (magnificence, bloom, eternal, solitude, etc.) in the context of natural scenery; grasp the key sentence structures for describing natural landscapes and be able to use them flexibly. Difficult Points: Distinguish the subtle differences between similar words (e.g., solitary and alone); use complex sentence structures accurately to express the characteristics and feelings of natural scenery; combine vocabulary and sentences to describe natural scenery vividly and logically. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing a series of high-definition pictures and short video clips of natural scenery, including snow-capped mountains, blooming flowers, clear lakes, vast forests and other scenes. The video is accompanied by light and beautiful English background music, and the pictures are displayed one by one with simple English captions, such as “The magnificent mountain stands tall in the distance” and “The flowers are in full bloom in the garden”. After playing, the teacher asks the students two questions: “What natural scenery did you see just now?” and “How would you describe these scenery in English if you were asked?”. Then, the teacher invites 3-4 students to share their answers freely, and does not correct their mistakes immediately, but just listens carefully and records the key words or sentences they use. Finally, the teacher summarizes: “Today we will learn Language Focus 1, which will help us master more accurate and vivid words and sentences to describe these beautiful natural scenery, so that we can express our love for nature better in English.” Design Intention: The lead-in link uses multi-modal materials such as pictures and videos to create a real and vivid situational atmosphere, which can quickly attract students' attention and arouse their interest in learning. The questions raised are closely related to the theme of natural scenery, which can activate students' existing knowledge reserve of English vocabulary and sentences related to nature, help students establish a connection between the new knowledge to be learned and the existing knowledge, and lay a good foundation for the subsequent learning of new knowledge. At the same time, allowing students to share freely can reduce their learning pressure and enhance their participation in classroom activities. Step 2: Presentation of New Knowledge (Vocabulary Teaching) In this link, the teacher focuses on teaching the core vocabulary of Language Focus 1, including magnificence (n.), magnificent (adj.), bloom (vi./n.), eternal (adj.), solitude (n.), infinite (adj.), horizon (n.), heavenly (adj.), transparent (adj.), presence (n.) and adore (vt.). The teaching of each word follows the process of “context presentation → meaning explanation → usage analysis → example demonstration → practice consolidation”, ensuring that students can understand and master the words in depth. First, the teacher presents each word in the context of natural scenery. For example, when teaching “magnificence” and “magnificent”, the teacher displays a picture of the Grand Canyon and says: “Look at this picture. The Grand Canyon is very beautiful and grand. We can say ‘The magnificence of the Grand Canyon surprises the world.’ Here, ‘magnificence’ is a noun, meaning ‘the quality of being extremely beautiful and impressive’. And we can also say ‘The Grand Canyon is a magnificent sight.’ ‘Magnificent’ is an adjective, which is derived from ‘magnificence’, meaning ‘extremely beautiful and impressive’.” Then, the teacher explains the usage of the words in detail: “‘Magnificence’ is an uncountable noun, and its common collocations are ‘the magnificence of...’; ‘magnificent’ is an adjective, which can modify nouns such as scenery, building and achievement, and its comparative and superlative forms are ‘more magnificent’ and ‘most magnificent’.” After that, the teacher gives more examples to help students understand, such as “We were shocked by the magnificence of the mountain scenery.” and “The palace is a magnificent example of ancient architecture.”. When teaching “bloom”, the teacher shows a picture of blooming roses and says: “The roses in the picture are very beautiful. They are blooming. ‘Bloom’ can be used as a verb, meaning ‘to produce flowers’; it can also be used as a noun, meaning ‘a flower’. When used as a verb, its past tense and past participle are ‘bloomed’, and its common collocations are ‘bloom in spring’ and ‘be in full bloom’. For example, ‘Roses are blooming all over the garden.’ and ‘The roses are in full bloom.’” For words with similar meanings, such as “solitude” and “solitary”, the teacher focuses on distinguishing their differences. The teacher says: “‘Solitude’ is a noun, meaning ‘the state of being alone, especially when you enjoy it’; ‘solitary’ is an adjective, meaning ‘spent alone or done alone’. For example, ‘She likes to read books in solitude on weekends.’ (solitude is a noun, used as an object) and ‘He leads a solitary life in the countryside.’ (solitary is an adjective, modifying the noun ‘life’).” In the process of teaching each word, the teacher invites students to read the word and the example sentences together, corrects their pronunciation and intonation in time, and asks students to take notes of the key usages and collocations of the words. After teaching all the core words, the teacher organizes a small activity: “Word Matching”. The teacher writes the words on the blackboard on one side and their meanings and collocations on the other side, and invites students to come to the blackboard to match them. After the matching, the teacher checks and corrects them together with the whole class, and emphasizes the key and difficult points again. Design Intention: Vocabulary is the foundation of language learning. Teaching vocabulary in the context of natural scenery can help students understand the meaning and usage of words more intuitively, avoiding the mechanical memory of words. The process of “context presentation → meaning explanation → usage analysis → example demonstration → practice consolidation” conforms to the cognitive law of students, which can help students master words step by step. Distinguishing similar words can help students use words more accurately. The “Word Matching” activity can consolidate the knowledge learned in time, enhance the interactivity of the classroom, and let students participate in the learning process actively. Step 3: Presentation of New Knowledge (Sentence Pattern Teaching) On the basis of mastering the core vocabulary, the teacher starts to teach the key sentence patterns of Language Focus 1. The key sentence patterns in this section mainly include three types: 1. Sentences used to describe the characteristics of natural scenery (e.g., “The + natural scenery + is + adjective + because of + reason.”); 2. Sentences used to express the state of natural scenery (e.g., “There be + natural scenery + doing sth.”); 3. Sentences used to express feelings about natural scenery (e.g., “I am deeply impressed by the + natural scenery + which/that + clause.”). First, the teacher presents each sentence pattern in combination with the core vocabulary learned earlier. For example, when teaching the first type of sentence pattern, the teacher says: “We have learned the word ‘magnificent’. Now we can use it to describe the mountain scenery: ‘The mountain scenery is magnificent because of its high peaks and clear streams.’ This sentence is used to describe the characteristics of the mountain scenery and the reason why it is magnificent. The structure of the sentence is ‘The + natural scenery + is + adjective + because of + reason.’ Here, ‘because of’ is followed by a noun or a noun phrase, indicating the reason.” Then, the teacher gives another example: “The lake is transparent because of the clean water.” and invites students to try to make sentences with this sentence pattern by using the words they have learned, such as “The forest is beautiful because of the green trees and singing birds.”. When teaching the second type of sentence pattern, the teacher shows a picture of birds flying in the sky and says: “Look at the picture. There are many birds flying in the sky. We can say ‘There are many birds flying in the sky.’ This sentence is used to express the state of the natural scenery. The structure is ‘There be + natural scenery + doing sth.’, where ‘doing sth.’ is a present participle phrase, used to modify the natural scenery, indicating the action being carried out.” Then, the teacher gives more examples: “There are some flowers blooming in the garden.” and “There is a river flowing through the village.”, and asks students to practice making sentences in pairs. After the pair practice, the teacher invites several groups to share their sentences and comments on them. For the third type of sentence pattern, the teacher says: “When we see beautiful natural scenery, we will have some feelings. We can use this sentence pattern to express our feelings: ‘I am deeply impressed by the magnificent mountain scenery which stands tall in the distance.’ The structure of the sentence is ‘I am deeply impressed by the + natural scenery + which/that + clause.’ Here, ‘which/that + clause’ is an attributive clause, used to modify the natural scenery.” Then, the teacher gives an example: “I am deeply impressed by the transparent lake which reflects the blue sky.” and guides students to make sentences according to their own feelings about natural scenery. In the process of teaching sentence patterns, the teacher pays attention to explaining the structure and usage of each sentence pattern in detail, and combines the core vocabulary to let students understand the connection between vocabulary and sentence patterns. At the same time, the teacher encourages students to actively participate in the practice of making sentences, and corrects their mistakes in time, helping students master the sentence patterns flexibly. Design Intention: Sentence patterns are the basis for students to express ideas in English. Teaching sentence patterns in combination with core vocabulary can help students integrate vocabulary and sentence patterns, and improve their ability to use language comprehensively. The way of “example demonstration → structure analysis → practice consolidation” can help students master the sentence patterns step by step. Pair practice and group sharing can enhance students' cooperative learning ability and language expression ability, and let students apply the knowledge they have learned in practice. Step 4: Consolidation Practice (Comprehensive Application) This link is designed to help students consolidate the vocabulary and sentence patterns they have learned, and improve their ability to use them comprehensively. The practice is divided into three levels: basic practice, intermediate practice and advanced practice, which are carried out step by step to meet the learning needs of different students. 1. Basic Practice: Fill in the blanks with the correct form of the given words. The teacher provides a passage about natural scenery, and the blanks are filled with the core vocabulary learned in this class, such as magnificence, bloom, eternal, solitude, etc. For example: “The ______ of the sunset is beyond description. Every evening, we can see the sun slowly setting behind the mountains, painting the sky with golden colors. The flowers in the garden ______ every spring, bringing vitality to the whole garden. In the deep forest, there is a kind of ______ peace, which makes people feel calm and relaxed.” Students complete the exercise independently, and then the teacher checks the answers together with the whole class, explains the reasons for the mistakes, and emphasizes the usage of the words again. 2. Intermediate Practice: Rewrite the sentences according to the requirements. The teacher provides some simple sentences about natural scenery, and asks students to rewrite them by using the key sentence patterns learned in this class. For example: “The mountain is very magnificent. Its peaks are high.” → Rewrite it by using the sentence pattern “The + natural scenery + is + adjective + because of + reason.”. The correct answer is: “The mountain is very magnificent because of its high peaks.” Another example: “Many birds are singing in the tree. We can hear them.” → Rewrite it by using the sentence pattern “There be + natural scenery + doing sth.”. The correct answer is: “There are many birds singing in the tree, which we can hear.” Students complete the exercise in groups of four, and then each group sends a representative to share their answers. The teacher comments on their answers, affirms their correct expressions, and corrects their mistakes. 3. Advanced Practice: Write a short passage about your favorite natural scenery. The teacher asks students to write a short passage of 80-100 words about their favorite natural scenery, using at least 5 core vocabulary and 2 key sentence patterns learned in this class. Before writing, the teacher gives a sample passage: “My favorite natural scenery is the lake in my hometown. The lake is transparent, and we can see the fish swimming in the water. There are many flowers blooming around the lake, which makes the lake more beautiful. I am deeply impressed by the eternal beauty of the lake. Every weekend, I like to go to the lake to enjoy the solitude and the beautiful scenery. The magnificence of the lake always makes me feel relaxed and happy.” Then, students write independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, and helps them solve problems such as word collocation and sentence structure. After students finish writing, the teacher collects some representative passages (including excellent passages and passages with common mistakes), displays them on the screen, and comments on them together with the whole class. For excellent passages, the teacher affirms the advantages of the passages, such as accurate use of vocabulary and sentence patterns, vivid description, etc., and encourages other students to learn from them. For passages with mistakes, the teacher points out the mistakes and guides students to correct them, helping students avoid making the same mistakes again. Design Intention: The hierarchical practice design conforms to the principle of “from easy to difficult”, which can help students consolidate the knowledge learned step by step and improve their language application ability. Basic practice focuses on consolidating vocabulary, intermediate practice focuses on consolidating sentence patterns, and advanced practice focuses on comprehensive application, which can meet the learning needs of different students. Group practice and independent writing can not only improve students' cooperative learning ability and independent learning ability, but also let students apply the knowledge they have learned to practical writing, achieving the goal of “learning to use”. Step 5: Discussion and Exploration (Theme Elevation) After the consolidation practice, the teacher organizes a class discussion with the theme “How to Protect the Beauty of Nature”. The teacher first asks the students: “We have learned many words and sentences to describe the beauty of nature. But in real life, some natural scenery is being destroyed. What do you think we can do to protect the beauty of nature?” Then, the teacher divides the students into groups of 5-6, and asks them to discuss the question freely. During the discussion, the teacher walks around the groups, listens to their discussions, and provides appropriate guidance and inspiration. For example, if a group has no ideas, the teacher can prompt them: “We can start from our daily life, such as not littering, planting trees, protecting animals, etc.” After the discussion, each group sends a representative to share their views. The teacher records the key points of their views on the blackboard, such as “Plant more trees to protect the environment”, “Don't litter in natural scenic spots”, “Protect wild animals and plants”, “Reduce the use of plastic products to avoid environmental pollution”, etc. Then, the teacher summarizes: “Nature gives us beautiful scenery and brings us happiness. It is our responsibility to protect the beauty of nature. We should start from small things in our daily life, take action to protect nature, and let the beauty of nature exist forever. At the same time, we can use the English words and sentences we have learned today to introduce the beauty of nature to foreign friends and call on them to join us in protecting nature.” In addition, the teacher recommends some English reading materials about environmental protection to the students, such as “The Hidden Life of Trees” and “A Sand County Almanac”, and encourages them to read after class to expand their horizons and enhance their awareness of environmental protection. Design Intention: The discussion link connects the language learning with the real life, which can not only consolidate the knowledge learned in this class, but also elevate the theme of the unit. Through the discussion, students can enhance their awareness of environmental protection and establish a correct concept of environmental protection. At the same time, the discussion can improve students' oral expression ability and cooperative learning ability, and let students realize the practical significance of learning English. Recommending English reading materials can help students expand their vocabulary and reading ability, and lay a foundation for their lifelong learning. Step 6: Summary and Homework 1. Summary: The teacher leads the students to review the key content of this class together. First, the teacher asks the students to recall the core vocabulary learned in this class, and invites several students to list the words and their usages. Then, the teacher asks the students to recall the key sentence patterns, and invites students to make sentences with each sentence pattern. Finally, the teacher summarizes: “In this class, we have learned the core vocabulary and key sentence patterns about describing natural scenery, and we have also practiced using them through various exercises. We have also discussed how to protect the beauty of nature, which makes us realize the importance of protecting nature. I hope you can remember the knowledge learned today and apply it to your daily English expression.” 2. Homework: The homework is divided into three parts, which are designed to consolidate the knowledge learned in class and expand students' learning space. ① Basic Homework: Recite the core vocabulary and key sentence patterns learned in this class, and write 5 sentences with each sentence pattern, using the core vocabulary learned. ② Practical Homework: Take a photo of the natural scenery around you (such as the scenery in the park, the scenery on the campus, etc.), and write a short English introduction of 50-80 words for the photo, using the vocabulary and sentence patterns learned in this class. ③ Extended Homework: Read the recommended English reading materials about environmental protection, and write a short reading report of 100-120 words, introducing the main content of the materials and your own feelings. Design Intention: The summary link can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. The hierarchical homework design can meet the learning needs of different students. Basic homework focuses on consolidating the knowledge learned in class, practical homework connects language learning with real life, and extended homework helps students expand their horizons and improve their reading ability. At the same time, practical homework and extended homework can stimulate students' interest in learning and improve their comprehensive language ability. Step 7: Blackboard Design The blackboard is divided into three parts. The left part is used to write the core vocabulary and their usages and collocations; the middle part is used to write the key sentence patterns and their examples; the right part is used to record the key points of the class discussion and the summary of the class. The specific content is as follows: Left Part (Core Vocabulary): 1. magnificence (n.) - the quality of being extremely beautiful and impressive; collocation: the magnificence of... magnificent (adj.) - extremely beautiful and impressive; comparative: more magnificent; superlative: most magnificent 2. bloom (vi.) - to produce flowers; (n.) - a flower; collocation: bloom in spring, be in full bloom 3. eternal (adj.) - lasting forever; collocation: eternal beauty, eternal truth 4. solitude (n.) - the state of being alone; collocation: live in solitude, enjoy solitude 5. infinite (adj.) - without limits; collocation: infinite space, infinite patience 6. horizon (n.) - the line where the sky and the earth meet; collocation: on the horizon, broaden one’s horizons Middle Part (Key Sentence Patterns): 1. The + natural scenery + is + adjective + because of + reason. Example: The mountain scenery is magnificent because of its high peaks. 2. There be + natural scenery + doing sth. Example: There are many birds flying in the sky. 3. I am deeply impressed by the + natural scenery + which/that + clause. Example: I am deeply impressed by the transparent lake which reflects the blue sky. Right Part (Discussion and Summary): How to Protect the Beauty of Nature: 1. Plant more trees. 2. Don't litter in natural scenic spots. 3. Protect wild animals and plants. 4. Reduce the use of plastic products. Summary: Master vocabulary and sentence patterns, describe natural scenery, protect nature. 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 $