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

UNIT 1 Charms of Nature-Exploring the Theme 内容导航 Exploring the Theme in Unit 1 Charms of Nature focuses on the beauty and value of nature, guiding students to appreciate natural scenery, understand the relationship between humans and nature, and reflect on environmental protection. It integrates various activities such as reading, discussion, speaking and writing, helping students perceive the charm of nature through language learning and establish a sense of responsibility to care for nature. This part connects the core content of the unit, laying a foundation for students to deeply explore the theme and improve their comprehensive English ability. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabularies and sentence patterns related to nature and environmental protection, and improve the ability to express feelings about nature and views on environmental issues in English. Cultural Awareness: Understand the views on nature in different cultures, respect the diversity of natural cultures, and enhance the awareness of cross-cultural communication. Thinking Quality: Develop logical thinking and critical thinking through analyzing the relationship between humans and nature, and learn to think dialectically about environmental problems. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities, master effective learning strategies, and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master the core vocabularies (such as scenery, charm, conservation, ecosystem) and complex sentence patterns related to the theme; understand the main ideas and emotional connotations of the theme-related texts; be able to use English to briefly describe natural scenery and express views on environmental protection. Difficult Points: Use appropriate rhetorical devices to describe natural scenery vividly; accurately express complex views on the relationship between humans and nature in English; cultivate the ability to combine language learning with practical environmental protection actions. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Video Appreciation and Free Talk. The teacher plays a 3-minute short video showing various natural scenery around the world, including snow-capped mountains, clear lakes, dense forests, and blooming flowers, with light English background music and simple English subtitles introducing the scenery. After watching the video, the teacher asks students to answer two questions in English: ① What natural scenery did you see in the video? ② How did you feel when watching these scenery? Students are allowed to express freely, and the teacher encourages them to use simple words and sentences to describe their feelings, such as "beautiful", "amazing", "peaceful", "I feel relaxed and happy". For students who have difficulty expressing, the teacher provides appropriate hints, such as prompting with words like "blue sky", "green trees", "clean water". Design Intention: The video appreciation can quickly attract students' attention and arouse their interest in the theme of nature. The vivid natural pictures can let students intuitively feel the charm of nature, laying an emotional foundation for the subsequent theme exploration. The free talk activity is designed to activate students' existing English vocabulary and expression ability, reduce their anxiety about speaking English, and create a relaxed and active classroom atmosphere. At the same time, it can guide students to focus on the theme of "Charms of Nature" and naturally lead into the formal teaching content. Activity 2: Theme Introduction. The teacher writes the title "Exploring the Theme: Charms of Nature" on the blackboard and explains briefly in English: "Today we will explore the charm of nature together. Nature is our home, which gives us beautiful scenery, fresh air and rich resources. Through today's learning, we will learn how to describe natural scenery in English, understand the importance of protecting nature, and express our own views on nature and environmental protection." Then the teacher asks students to think about a question: "What other natural scenery have you seen in your life? Can you describe it in one or two sentences?" Students take turns to answer, and the teacher comments positively, affirming their courage and expression, and correcting minor grammatical errors appropriately. Design Intention: The brief theme introduction helps students clarify the learning objectives and content of the class, so that they have a clear direction in the subsequent learning. The question of "natural scenery in life" connects the teaching content with students' real life, makes the theme of nature closer to students, and further stimulates their enthusiasm for participation. The positive comments from the teacher can enhance students' confidence in learning English and lay a good foundation for the smooth development of the following teaching activities. Step 2: Theme Exploration (Core Teaching Link) Activity 1: Vocabulary and Phrase Learning The teacher presents the core vocabularies and phrases related to the theme on the PPT, including nouns (scenery, charm, conservation, ecosystem, biodiversity, habitat, endangered species), adjectives (breathtaking, magnificent, peaceful, precious, sustainable), verbs (appreciate, protect, preserve, damage, pollute), and phrases (take measures to do sth., protect...from..., be responsible for, in harmony with). For each word and phrase, the teacher first reads it aloud, and asks students to follow along, paying attention to the pronunciation and stress. Then the teacher explains the meaning of the word or phrase with simple English, and gives practical examples related to nature, such as: ① "Breathtaking" means very beautiful or impressive, e.g., The view of the sunset over the sea is breathtaking. ② "Take measures to protect the environment" means do something to keep the environment safe, e.g., We should take measures to protect the endangered species. ③ "In harmony with nature" means living peacefully with nature, e.g., Humans should live in harmony with nature. After explaining, the teacher organizes a "Vocabulary Matching" activity: divide students into 4 groups, each group is given a set of word cards and meaning cards, and the group that matches all the words and meanings correctly in the shortest time wins. Then the teacher asks students to make sentences with the learned words and phrases, and each student makes at least one sentence, which can be about the natural scenery they have seen or their views on environmental protection. The teacher walks around the classroom, guides students who have difficulty making sentences, and selects some representative sentences to share with the whole class, commenting on their correctness and fluency. Design Intention: Vocabulary is the foundation of language learning. Mastering the core vocabularies and phrases related to the theme can help students better understand the subsequent texts and express their views smoothly. The way of "pronunciation + explanation + example" helps students accurately grasp the meaning and usage of words and phrases, avoiding mechanical memorization. The group matching activity increases the interactivity of the classroom, makes students learn vocabulary in a relaxed and pleasant atmosphere, and improves their learning efficiency. The sentence-making activity can test students' mastery of vocabulary and phrases, and help them apply the learned knowledge to practice, laying a foundation for the subsequent reading and speaking activities. Activity 2: Reading Comprehension (Theme-related Text) The teacher distributes a short passage about the charm of nature and environmental protection (closely related to the unit theme, with appropriate difficulty for senior high school students). The passage mainly introduces the beautiful natural scenery in different regions of the world, the importance of nature to humans, and the current environmental problems and solutions. Before reading, the teacher puts forward three pre-reading questions: ① What is the main topic of the passage? ② What natural scenery does the passage mention? ③ What does the passage suggest we do to protect nature? Then the teacher asks students to read the passage silently, and find the answers to the pre-reading questions. During the reading process, students can underline the key words and sentences, and ask the teacher for help if they encounter unknown words or difficult sentences. After silent reading, the teacher invites students to answer the pre-reading questions, and summarizes the main idea of the passage together with the students: The passage describes the beautiful natural scenery around the world, emphasizes the importance of nature to human survival and development, points out the current environmental problems caused by human activities, and calls on people to take measures to protect nature and live in harmony with it. Then the teacher guides students to conduct intensive reading: analyze the key sentences in the passage, such as the sentences describing natural scenery, the sentences expressing the importance of nature, and the sentences putting forward environmental protection suggestions. For example, the teacher asks: "How does the author describe the forest in the passage? What rhetorical devices are used? What effect do they have?" Students discuss in pairs, and then share their views. The teacher summarizes that the author uses personification and metaphor to describe the forest, making the description more vivid and vivid, allowing readers to feel the beauty of the forest intuitively. In addition, the teacher guides students to pay attention to the logical structure of the passage: the first part describes the beautiful natural scenery, the second part explains the importance of nature to humans, the third part points out the environmental problems, and the fourth part puts forward solutions and calls. Then the teacher asks students to retell the passage in their own words according to the logical structure, either individually or in pairs. The teacher provides appropriate hints, such as key words and sentences, to help students complete the retelling. Design Intention: Reading is an important way to explore the theme and improve language ability. The pre-reading questions can guide students to read with goals, improve reading efficiency, and help them grasp the main idea of the passage quickly. Silent reading allows students to think independently and cultivate their autonomous reading ability. Intensive reading helps students deeply understand the content of the passage, master the rhetorical devices and logical structure used in the passage, and improve their reading comprehension ability. The retelling activity can test students' mastery of the passage content, exercise their oral expression ability, and help them integrate the learned vocabulary and sentence patterns into their own expression, realizing the connection between reading and speaking. Activity 3: Group Discussion (Theme-related Topics) The teacher divides students into 6 groups, each group has 4-5 students, and assigns three discussion topics to the groups (each group chooses one topic, and the topics are rotated to ensure that each topic is discussed by two groups): ① What is the most beautiful natural scenery you have ever seen? Describe it in detail and talk about how it touched you. ② What environmental problems are there around us? What are the causes of these problems? ③ What can we do as students to protect nature and the environment? The teacher gives students 10 minutes to discuss, and asks each group to assign a recorder to record the key points of the discussion and a speaker to share the group's views with the whole class. During the discussion, the teacher walks around each group, guides students to use the learned vocabulary and sentence patterns to express their views, encourages shy students to participate in the discussion, and helps students solve the problems encountered in the discussion, such as how to express a certain view in English. After the discussion, each group's speaker takes turns to share the group's views. For example, for topic ①, students may describe the mountains, rivers, or fields in their hometown, using words like "breathtaking", "magnificent", "peaceful" to describe the scenery, and talk about their feelings when seeing the scenery; for topic ②, students may mention environmental problems such as air pollution, water pollution, and deforestation, and analyze the causes such as industrial emissions, random littering, and excessive logging; for topic ③, students may put forward suggestions such as saving water and electricity, planting trees, using environmentally friendly bags, and refusing to use disposable products. After each group's sharing, other groups can ask questions or supplement their views, and the teacher makes comments and summaries, affirming the positive views put forward by the students, and guiding them to establish a correct view of environmental protection. Design Intention: Group discussion is an effective way to cultivate students' cooperative learning ability and oral expression ability. The discussion topics are closely related to the theme and students' real life, which can stimulate students' enthusiasm for discussion and make them actively participate in the theme exploration. Assigning different roles (recorder, speaker) to each group member can ensure that every student participates in the discussion, avoiding the phenomenon that some students are passive. The teacher's guidance and comments can help students standardize their English expression, improve their oral communication ability, and at the same time deepen their understanding of the theme of nature and environmental protection, and cultivate their sense of social responsibility. Step 3: Theme Application (Consolidation and Extension) Activity 1: Speaking Practice - "My Favorite Natural Scenery" On the basis of the group discussion, the teacher organizes a speaking activity. Each student prepares a 2-3 minute speech with the title "My Favorite Natural Scenery". The speech should include the following contents: ① Where is the natural scenery? ② What does it look like? ③ Why do you like it? ④ What can we do to protect it? Students are allowed to use the learned vocabulary, phrases and sentence patterns, and can also add their own feelings and experiences. Before the speech, students have 5 minutes to prepare, and they can discuss with their deskmates to modify and improve their speeches. During the speech, the teacher asks students to pay attention to their pronunciation, intonation and body language, and encourages them to speak confidently and fluently. After each student's speech, the teacher and other students make comments: the teacher affirms the advantages of the speech, such as accurate use of vocabulary, fluent expression, clear logic, and puts forward suggestions for improvement, such as correcting pronunciation errors, adding more vivid descriptions; other students can express their feelings after listening to the speech, and ask questions about the scenery described by the speaker. For example, a student may ask: "Where is the scenery you described? How can I get there?" The speaker answers the questions in English. After all students finish their speeches, the teacher selects the best speeches and commends the students, encouraging all students to keep practicing their oral English. Design Intention: The speaking practice is a further extension of the group discussion, which can fully exercise students' oral expression ability and help them apply the learned knowledge to practical communication. The theme of the speech is closely related to the unit theme, which can deepen students' understanding and perception of the charm of nature. The preparation time and peer discussion can help students improve their speech quality and enhance their confidence in speaking. The comments from the teacher and students can help students find their own shortcomings and improve their oral expression ability continuously. At the same time, the speech activity can also cultivate students' observation ability and emotional expression ability, making them pay more attention to the natural scenery around them. Activity 2: Writing Practice - "Protect Nature, Protect Our Home" The teacher assigns a writing task: write a short essay with the title "Protect Nature, Protect Our Home", with a length of about 150 words. The essay should include the following contents: ① The charm of nature and its importance to humans; ② The current environmental problems; ③ The measures we can take to protect nature. Before writing, the teacher guides students to sort out the writing ideas: first, introduce the charm of nature briefly; then, point out the serious environmental problems caused by human activities; finally, put forward specific and feasible environmental protection measures. The teacher also reminds students to use the learned vocabulary, phrases and sentence patterns, and pay attention to the logical connection of the essay, using conjunctions such as "first", "second", "finally", "however", "therefore" to make the essay coherent and logical. During the writing process, students write independently, and the teacher walks around the classroom, providing guidance to students who have difficulty writing. For example, for students who don't know how to start the essay, the teacher can prompt: "You can start with the beautiful natural scenery you have seen, and then lead to the importance of nature." For students who have difficulty putting forward environmental protection measures, the teacher can remind them of the suggestions discussed in the group discussion. After students finish writing, they exchange their essays with their deskmates, and help each other modify and improve the essays, such as correcting grammatical errors, modifying inappropriate expressions, and improving the logical structure. Then the teacher collects some representative essays, reads them aloud to the whole class, and makes comments, affirming the advantages of the essays and putting forward suggestions for improvement. Design Intention: Writing is an important way to consolidate language knowledge and improve language application ability. The writing task is closely related to the theme of the unit, which can help students integrate the learned vocabulary, phrases and sentence patterns into their writing, and improve their writing ability. Guiding students to sort out the writing ideas can help them write the essay with clear logic and complete content. Peer modification can help students find their own shortcomings, learn from each other's strengths, and improve their writing level. The teacher's guidance and comments can help students standardize their writing, master writing skills, and at the same time deepen their understanding of environmental protection, and strengthen their sense of responsibility to protect nature. Activity 3: Theme Extension - Environmental Protection Public Welfare Poster Design The teacher introduces an extension activity: design an environmental protection public welfare poster with the theme of "Protect Nature, Cherish Life". The poster should include a short English slogan (using the learned vocabulary and phrases) and simple pictures related to environmental protection. The teacher shows some excellent environmental protection posters on the PPT for students to refer to, and explains the requirements of the poster: the slogan should be concise and powerful, conform to the theme; the pictures should be simple and clear, able to convey the concept of environmental protection. Students can complete the poster design individually or in pairs, and have 10 minutes to prepare. During the preparation process, students can use colored pens, paper and other materials provided by the teacher, and can consult the teacher if they have questions about the English slogan. After completing the poster design, each student or group displays their poster in front of the class, and introduces the design concept and the meaning of the slogan in English. For example, a student's slogan may be "Protect Biodiversity, Protect Our Future", and the design concept is to call on people to pay attention to the protection of endangered species and maintain the balance of the ecosystem. After all displays, the teacher and students vote for the best poster, and commends the students who designed the poster. The teacher also puts the excellent posters on the classroom blackboard to create a good environmental protection atmosphere. Design Intention: The theme extension activity combines language learning with art creation, which enriches the form of classroom teaching and stimulates students' interest in learning. Designing environmental protection posters can make students deeply understand the importance of environmental protection, and convert their language knowledge into practical actions, realizing the integration of knowledge and practice. Introducing the poster design concept in English can further exercise students' oral expression ability and help them apply the learned knowledge to more extensive fields. The display and evaluation of posters can enhance students' sense of achievement and participation, and at the same time, let more students feel the concept of environmental protection, and strengthen their awareness of environmental protection. Step 4: Summary and Reflection (Closing Link) Activity 1: Class Summary The teacher guides students to summarize the content of this class together. The teacher asks questions: ① What have we learned today? ② What core vocabularies and phrases have we mastered? ③ What views on nature and environmental protection have we formed? Students take turns to answer, and the teacher supplements and summarizes: Today we explored the theme of "Charms of Nature", mastered the core vocabularies and phrases related to nature and environmental protection, read the theme-related passage, discussed environmental protection topics, and completed speaking, writing and poster design activities. Through today's learning, we not only improved our English comprehensive ability, but also realized the importance of nature to humans, and established the awareness of protecting nature. The teacher emphasizes that nature is our common home, and everyone has the responsibility to protect it. We should integrate the concept of environmental protection into our daily life and take practical actions to care for nature. Design Intention: The class summary helps students sort out the knowledge learned in this class, consolidate the key and difficult points, and form a systematic knowledge structure. Guiding students to summarize independently can cultivate their ability of induction and summary, and improve their autonomous learning ability. The teacher's emphasis on environmental protection can further deepen students' understanding of the theme, strengthen their sense of responsibility to protect nature, and achieve the goal of moral education in language teaching. Activity 2: Self-Reflection The teacher asks students to reflect on their performance in this class, and answer the following questions in their hearts: ① Did I actively participate in the classroom activities today? ② Did I master the core vocabularies and phrases learned today? ③ What are my strengths and shortcomings in speaking and writing? ④ What can I do to improve my English ability and better practice environmental protection in the future? Students have 3 minutes to reflect silently, and then some students can share their reflection results with the whole class. The teacher listens carefully to the students' reflections, affirms their strengths, and puts forward targeted suggestions for their shortcomings. For example, for students who are not active in speaking, the teacher encourages them to be brave and confident, and practice speaking more after class; for students who have errors in writing, the teacher suggests them to accumulate more vocabulary and sentence patterns, and practice writing more. Design Intention: Self-reflection is an important part of improving learning ability. It can help students understand their own learning status, find their own shortcomings, and put forward targeted improvement measures. Allowing students to share their reflection results can help them learn from each other, and the teacher's targeted suggestions can help students clarify the direction of improvement, which is conducive to their long-term learning and development. At the same time, self-reflection can also cultivate students' self-awareness and self-management ability, laying a foundation for their lifelong learning. Activity 3: Homework Arrangement The teacher assigns three after-class homework tasks: ① Review the core vocabularies and phrases learned in this class, and make 10 sentences with them, which are related to nature and environmental protection. ② Revise the essay written in class according to the teacher's and classmates' suggestions, and hand it in the next class. ③ Observe the natural scenery around you, take a photo, and write a short English introduction (about 50 words) for the photo, introducing the scenery and your feelings. The teacher reminds students to complete the homework carefully, and encourages them to use the learned knowledge to observe and think about nature in daily life, and take practical actions to protect the environment. Design Intention: The after-class homework is a supplement and extension of the classroom teaching, which can help students consolidate the knowledge learned in class and apply it to daily life. The homework tasks are closely related to the theme of the unit, and cover vocabulary, writing and practical observation, which can comprehensively improve students' English ability. The homework of observing natural scenery and taking photos can guide students to pay more attention to the natural scenery around them, deepen their perception of the charm of nature, and further strengthen their awareness of environmental protection. At the same time, the homework can also cultivate students' observation ability and practical ability, realizing the connection between classroom learning and daily life. Through the above teaching process, students can not only master the language knowledge related to the theme of "Charms of Nature", improve their comprehensive English ability, but also deeply understand the charm of nature and the importance of environmental protection, establish a correct view of nature and environmental protection, and cultivate their sense of social responsibility. Each teaching activity is designed with clear intentions, which is closely combined with the four-dimensional key competencies, and focuses on cultivating students' language ability, cultural awareness, thinking quality and learning ability, so as to achieve the teaching goal of the unit. 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 $