Unit 1 Charms of Nature-Language Focus 2 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 2 内容导航 This section focuses on the key vocabulary (e.g., magnificent, bloom, eternal) and complex sentence structures related to describing natural scenery in Unit 1. It guides students to master word usage and sentence patterns through context-based practice, helping them express feelings and observations about nature accurately and vividly. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence structures for describing nature, and improve the ability to express views on natural scenery in English. Cultural Awareness: Understand the cultural connotation of natural description in English works, respect the diversity of natural culture, and cultivate love for nature. Thinking Quality: Develop logical thinking through analyzing sentence structures and critical thinking through discussing natural protection. Learning Ability: Master effective vocabulary and grammar learning strategies, and enhance independent learning and cooperative inquiry abilities in language practice. 2. 教学重难点 Key Points: Master the usage of core vocabulary (magnificent, bloom, eternal, etc.) and their derivatives; grasp the application of complex sentences (e.g., non-restrictive relative clauses, as if/though clauses) in describing nature. Difficult Points: Flexibly use the learned vocabulary and sentence patterns to describe natural scenery vividly; understand the subtle differences between similar words (e.g., magnificent vs. grand) and avoid improper usage; apply grammar rules correctly in practical expression. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher shows a series of high-definition pictures of natural scenery, including snow-capped mountains, blooming flowers, clear lakes, and vast grasslands, and plays a short video clip about the charms of nature (without any subtitles). Then the teacher asks students the following questions in English: “What can you see in the pictures and video? How do these natural scenes make you feel? Can you use some English words to describe them?” After students share their answers freely, the teacher writes down the words and phrases they mention on the blackboard, such as “beautiful”, “amazing”, “green”, “peaceful”, etc. Then the teacher says: “Today, we will learn more precise and vivid vocabulary and sentence structures to describe these charming natural scenes, so that we can express our feelings about nature more accurately. This is the core content of Language Focus 2 in Unit 1.” Design Intention: The warm-up activity uses visual materials (pictures and videos) to stimulate students' sensory experience, arouse their interest in the theme of nature, and activate their existing vocabulary related to natural description. By asking open-ended questions, students are guided to actively participate in the classroom interaction, lay a foundation for the new knowledge learning, and realize the connection between prior knowledge and new content. At the same time, it implicitly leads to the learning objectives of this lesson, letting students know what they will learn and why they learn it. Step 2: Presentation of New Knowledge (Vocabulary and Sentence Patterns) 2.1 Vocabulary Presentation The teacher takes the core vocabulary of this section as the key, combines the context of the unit text and real-life scenes, and presents each word in a vivid and intuitive way, focusing on explaining its meaning, pronunciation, part of speech, derivatives and usage. First, the teacher presents the word “magnificent” with a picture of a magnificent mountain range. The teacher says: “Look at this picture. The mountains are tall, grand and extremely beautiful. We can use the word ‘magnificent’ to describe it. ‘Magnificent’ is an adjective, meaning ‘extremely beautiful and impressive’. Its noun form is ‘magnificence’, which means ‘the quality of being magnificent’. For example, ‘We were shocked by the magnificence of the mountain scenery.’ (We were shocked by the grandeur of the mountain scenery.)” Then the teacher asks students to make a sentence with “magnificent” combined with a natural scene they know, and invites 2-3 students to share their sentences, correcting mistakes in usage and pronunciation in time. Next, the teacher introduces “bloom” in the same way. Showing a picture of blooming roses, the teacher explains: “The roses in the picture are opening beautifully. This is ‘bloom’. ‘Bloom’ can be a verb, meaning ‘to produce flowers’, and it can also be a noun, meaning ‘a flower’. Its adjective form is ‘blooming’, meaning ‘producing flowers’. For example, ‘Roses are blooming all over the garden.’ (Roses are blooming all over the garden.) ‘The cherry blossoms are in full bloom.’ (The cherry blossoms are in full bloom.)” Then the teacher organizes a small group activity: each group discusses and lists 3-5 kinds of flowers that bloom in different seasons, and uses “bloom” to make sentences to describe them, then each group sends a representative to report. In the same way, the teacher successively presents and explains other core vocabulary such as “eternal”, “solitude”, “infinite”, “horizon”, “heavenly”, “transparent”, “adore”, “awaken” and “awe”. For each word, the teacher combines specific natural scenes or example sentences to help students understand, focuses on the collocation and derivatives of the words, and guides students to connect the words with their own life experience, so as to deepen their memory and understanding. For example, when explaining “eternal”, the teacher uses the sentence “The eternal beauty of the sunset deeply touches my heart.” and asks students to think about what natural scenes they think are “eternal”, so as to realize the combination of language learning and emotional experience. Design Intention: Vocabulary is the foundation of language learning. By combining pictures, example sentences and real-life scenes to present vocabulary, it avoids the tediousness of pure word explanation, makes students understand the meaning and usage of words in a specific context, and improves the efficiency of vocabulary memory. The small group activity and sentence-making practice can not only let students consolidate the newly learned vocabulary in time, but also cultivate their cooperative learning ability and language expression ability. Paying attention to the derivatives and collocations of words helps students build a vocabulary network and lay a foundation for their future language learning. 2.2 Sentence Pattern Presentation On the basis of vocabulary learning, the teacher introduces the key sentence patterns of this section, focusing on non-restrictive relative clauses and as if/though clauses, which are commonly used in describing natural scenery. First, the teacher presents a sentence from the unit text: “The lake, which is surrounded by green mountains, is as transparent as a piece of crystal.” Then the teacher analyzes the sentence structure: “This is a non-restrictive relative clause. The clause ‘which is surrounded by green mountains’ is used to supplement and explain the antecedent ‘the lake’. It is separated from the main clause by a comma. Unlike restrictive relative clauses, non-restrictive relative clauses cannot be omitted, otherwise the meaning of the sentence will be incomplete.” Then the teacher gives another example: “The rainbow, which appears after the rain, adds more charm to the nature.” Then the teacher guides students to analyze the structure of the example sentence, and summarizes the usage of non-restrictive relative clauses (antecedent, relative pronoun, comma separation, supplementary explanation). Then, the teacher introduces as if/though clauses. The teacher says: “When we want to describe the characteristics of natural scenery by making a comparison, we can use as if/though clauses. For example, ‘The clouds in the sky look as if they were cotton candy.’ This sentence uses as if to compare clouds to cotton candy, making the description more vivid.” Then the teacher explains the usage of as if/though clauses: when the content of the clause is inconsistent with the facts, the subjunctive mood is used; when it is consistent with the facts, the indicative mood is used. The teacher gives two examples to distinguish: “The water is so clear as if we can see the bottom of the lake.” (indicative mood, consistent with facts) and “The tree looks as if it had been hit by a storm.” (subjunctive mood, inconsistent with facts). Then the teacher guides students to analyze the differences between the two examples and summarize the usage rules. After introducing the two sentence patterns, the teacher combines the newly learned vocabulary to make comprehensive example sentences, such as “The magnificent mountain, which stands tall in the distance, looks as if it were covered with a layer of white snow.”, and asks students to read the sentences aloud, feel the charm of the sentence patterns, and understand how to combine vocabulary and sentence patterns to describe natural scenery. Design Intention: Sentence patterns are the framework of language expression. By taking the example sentences in the unit text as the starting point, students can better connect with the unit theme and realize the integration of text learning and language focus. The analysis of sentence structure and the distinction between usage rules help students master the core points of the sentence patterns. The comprehensive example sentences combining vocabulary and sentence patterns can guide students to form a sense of language and lay a foundation for their subsequent practical application. Reading aloud can help students deepen their understanding of sentence patterns and improve their pronunciation and intonation. Step 3: Controlled Practice (Consolidation of New Knowledge) This link is mainly to help students consolidate the newly learned vocabulary and sentence patterns through controlled practice, ensure that students can master the basic usage of vocabulary and sentence patterns, and lay a foundation for flexible application. The practice is divided into two parts: vocabulary practice and sentence pattern practice. 3.1 Vocabulary Practice Activity 1: 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 lesson (magnificent, bloom, eternal, solitude, heavenly, etc.). The passage is as follows: “In the early morning, we walked into the forest. The air was fresh, and the flowers were ______ (bloom) everywhere. The ______ (magnificent) of the sunrise made us hold our breath. In the depth of the forest, there was a kind of ______ (eternal) peace, which made people forget all their troubles. The ______ (heavenly) scenery here made us feel as if we were in a fairyland.” Students complete the blanks independently, then check the answers in pairs, and the teacher explains the key and difficult points in the practice, such as the form of verbs, the collocation of adjectives and nouns. Activity 2: Word discrimination. The teacher lists groups of similar words, such as “magnificent vs. grand”, “eternal vs. permanent”, “solitary vs. lonely”, and explains the subtle differences between each group of words with example sentences. For example, “magnificent” focuses on being beautiful and impressive, often used to describe natural scenery, buildings, etc.; “grand” focuses on being large and magnificent, often used to describe scale and momentum. Then the teacher gives a few sentences, and asks students to choose the appropriate words to fill in the blanks, so as to help students master the accurate usage of similar words. Design Intention: The controlled practice of vocabulary is from single word practice to contextual practice, which conforms to the law of students' language learning (from simple to complex, from single to comprehensive). The fill-in-the-blank activity in the passage can let students consolidate the usage of vocabulary in the context, and realize the combination of vocabulary and discourse. The word discrimination activity can help students distinguish the subtle differences between similar words, avoid improper usage, and improve the accuracy of language expression. Pair check can cultivate students' cooperative learning ability and self-correction ability. 3.2 Sentence Pattern Practice Activity 1: Rewrite the sentences with non-restrictive relative clauses. The teacher provides simple sentences, and asks students to combine them into complex sentences with non-restrictive relative clauses. For example: “The lake is in the center of the park. It is surrounded by green trees.” → “The lake, which is in the center of the park, is surrounded by green trees.” Students complete the rewrite independently, then the teacher invites several students to share their answers, corrects the mistakes in the sentence structure (such as forgetting to add commas, using wrong relative pronouns), and summarizes the key points of rewriting. Activity 2: Complete the sentences with as if/though clauses. The teacher provides the first half of the sentences, and asks students to complete the latter half with as if/though clauses combined with the newly learned vocabulary. For example: “The stars in the sky twinkle as if they were ______ (bright diamonds).” “The wind blows gently as if it were ______ (whispering to us).” Students complete the sentences independently, then share their answers in groups, and the teacher comments on the creativity and accuracy of the sentences, encouraging students to use vivid metaphors to make the sentences more attractive. Design Intention: The sentence pattern practice is designed from rewriting to creation, which gradually increases the difficulty and helps students consolidate the usage of sentence patterns step by step. Rewriting can let students master the basic structure of sentence patterns, while completing sentences can stimulate students' thinking and creativity, and let them flexibly use the learned sentence patterns and vocabulary. Group sharing can let students learn from each other, broaden their thinking, and the teacher's comments can help students find their own mistakes and improve their language expression ability. Step 4: Guided Practice (Application of New Knowledge) On the basis of controlled practice, this link guides students to apply the newly learned vocabulary and sentence patterns to more complex language scenarios, such as describing a natural scene they are familiar with, discussing the charms of nature, etc., so as to realize the transformation from knowledge mastery to ability application. 4.1 Group Discussion: Describe Your Favorite Natural Scene The teacher divides students into groups of 4-5, and asks each group to choose a natural scene they are familiar with (such as a mountain, a river, a forest, a beach, etc.), and discuss how to describe it with the vocabulary and sentence patterns learned in this lesson. The teacher puts forward specific requirements: each group should use at least 5 core vocabulary and 2 key sentence patterns learned in this lesson; the description should be vivid and detailed, including the appearance, color, sound and their own feelings of the scene. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides guidance and help in time. For example, if a group has difficulty choosing words, the teacher can remind them of the core vocabulary learned; if a group uses sentence patterns incorrectly, the teacher can correct them and explain them again. After the discussion, each group sends a representative to make a 2-3 minute oral report, describing their favorite natural scene to the whole class. After each group's report, the teacher makes comments, affirming the advantages of the group (such as accurate use of vocabulary and sentence patterns, vivid description, etc.), and puts forward suggestions for improvement (such as adding more details, using more vivid metaphors, etc.). At the same time, the teacher encourages other students to ask questions or make supplements to the report, so as to enrich the content of the report and promote the interaction between students. Design Intention: Group discussion is a kind of cooperative learning activity, which can stimulate students' enthusiasm for participation, let students communicate and learn from each other in the process of discussion, and improve their cooperative learning ability and language expression ability. The oral report can test students' mastery and application of new knowledge, and let students show their learning achievements. The teacher's comments and students' interaction can help students find their own shortcomings, improve their language expression ability, and deepen their understanding of the theme of nature. 4.2 Short Writing: My Favorite Natural Scenery On the basis of group discussion and oral report, the teacher asks students to write a short passage of 80-100 words with the title “My Favorite Natural Scenery”. The teacher puts forward specific requirements: use the vocabulary and sentence patterns learned in this lesson; the structure is clear (beginning: introduce the natural scene; middle: describe the characteristics of the scene in detail; end: express your feelings and views on the scene); the language is accurate and vivid. Before writing, the teacher gives a sample passage to guide students to understand the structure and writing skills of the short passage. The sample passage is as follows: “My favorite natural scenery is the beach at sunset. The beach, which is covered with soft sand, looks golden in the sunset. The waves gently hit the shore, making a pleasant sound. The sky is filled with red and orange clouds, which look as if they were on fire. Standing on the beach, I feel relaxed and peaceful. I adore this beautiful scenery, which makes me realize the charm of nature.” Students write independently, and the teacher walks around the classroom to provide individual guidance for students who have difficulty in writing. For example, if a student has no idea how to start, the teacher can guide them to recall the natural scene they discussed in the group; if a student uses sentence patterns incorrectly, the teacher can correct them and give guidance. After students finish writing, they exchange their works in pairs, and put forward suggestions for revision (such as word choice, sentence structure, logic, etc.). Then the teacher collects some representative works (including excellent works and works with common problems), comments on them in class, affirms the advantages of excellent works, and analyzes and corrects the common problems, so as to help students improve their writing ability. Design Intention: Writing is an important way to test students' comprehensive language ability. On the basis of oral expression, writing practice can let students further consolidate the learned vocabulary and sentence patterns, and improve their ability to organize language and express ideas. The sample passage can provide students with a clear writing framework and reference, help students master writing skills, and reduce the difficulty of writing. Pair revision and teacher's comment can help students find their own mistakes and deficiencies, improve their writing level, and cultivate their ability to evaluate and revise their works. Step 5: Expansion and Extension (Deepen Understanding and Emotion) This link is to expand the content of the lesson on the basis of the application of new knowledge, combine the theme of “Charms of Nature”, guide students to think about the relationship between humans and nature, cultivate their awareness of environmental protection, and realize the integration of language learning and emotional education. First, the teacher plays a short video about environmental pollution (such as the pollution of lakes, the felling of forests, the death of animals due to environmental damage), and then asks students to discuss in groups: “What do you think of the current environmental situation? What should we do to protect nature and keep its charms?” During the discussion, the teacher guides students to use the vocabulary and sentence patterns learned in this lesson to express their views. For example, students can use “We should protect the transparent lakes and blooming flowers.” “The eternal beauty of nature needs our joint efforts to protect.” and other sentences to express their views. After the discussion, each group sends a representative to share their discussion results, and the teacher summarizes, emphasizing the importance of protecting nature, and guiding students to establish the concept of harmonious coexistence between humans and nature. Then, the teacher introduces some famous natural literary works in English, such as excerpts from Walden by Henry David Thoreau, and reads a short passage to students. The teacher says: “In many English literary works, writers describe the charms of nature and express their love for nature. We can read more such works after class to enrich our vocabulary and deepen our understanding of the relationship between humans and nature.” Then the teacher recommends some simple English articles and documentaries about nature and environmental protection for students to read and watch after class. Design Intention: The expansion and extension activity combines language learning with environmental education, which not only enriches the content of the lesson, but also helps students establish a correct view of nature and cultivate their sense of social responsibility. The discussion on environmental protection can let students apply the learned language knowledge to practical topics, improve their ability to solve practical problems with language. The introduction of natural literary works and extracurricular recommendations can guide students to expand their extracurricular reading, cultivate their interest in English learning, and realize the connection between classroom learning and extracurricular learning. Step 6: Summary and Homework 6.1 Summary The teacher guides students to summarize the key content of this lesson together. The teacher asks: “What have we learned today? What core vocabulary and sentence patterns have we mastered? How can we use them to describe natural scenery?” Students answer one by one, and the teacher supplements and sorts out, summarizing the key points of the lesson: 1. Master the core vocabulary related to natural description and their derivatives; 2. Grasp the usage of non-restrictive relative clauses and as if/though clauses; 3. Be able to use the learned vocabulary and sentence patterns to describe natural scenery and express views on nature. At the same time, the teacher emphasizes again: “Language learning is for practical application. We should use the knowledge we have learned to express our feelings and views, and at the same time, we should cherish and protect nature, so that we can always enjoy the charms of nature.” Design Intention: Letting students summarize the key content of the lesson by themselves can help students sort out the knowledge they have learned, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. The teacher's supplement and emphasis can help students grasp the key points of the lesson and clarify the purpose and significance of learning, so as to achieve the teaching objectives of the lesson. 6.2 Homework Homework is divided into three levels, which are designed according to the principle of hierarchical teaching, so as to meet the learning needs of different students. Basic Homework: 1. Copy the core vocabulary and key sentence patterns learned in this lesson, and make 2 sentences for each word and 1 sentence for each sentence pattern; 2. Revise the short passage written in class according to the teacher's comments and classmates' suggestions, and hand it in the next class. Improvement Homework: 1. Read the recommended English articles about nature after class, and pick out 5-8 new words and 2-3 beautiful sentences, and write them in the vocabulary notebook; 2. Describe a natural scene you saw recently in 100-120 words, using the vocabulary and sentence patterns learned in this lesson. Challenge Homework: 1. Write a short English essay of 150 words about “How to Protect the Charms of Nature”, combining the knowledge learned in this lesson and your own views; 2. Share the natural scenery you described with your classmates in the next class, and have a small speech. Design Intention: Hierarchical homework can meet the learning needs of different students. Basic homework is to help students consolidate the basic knowledge and ensure that all students can master the key content of the lesson; improvement homework is to help students expand and improve, and improve their language application ability; challenge homework is to stimulate the potential of students with strong learning ability, and cultivate their ability to think independently and express publicly. This kind of homework design is conducive to the all-round development of students and the improvement of their comprehensive language ability. Step 7: Teaching Reflection (Teacher's Internal Summary) After the class, the teacher conducts a comprehensive reflection on the teaching process, focusing on the following aspects: 1. Whether the teaching objectives are clear and whether they are effectively achieved; 2. Whether the teaching links are reasonable and whether the transition between links is natural; 3. Whether the students' participation is high and whether the interaction between teachers and students, students and students is sufficient; 4. Whether the practice design is appropriate and whether it can effectively help students consolidate and apply new knowledge; 5. Whether there are problems in the teaching process and how to improve them in the next class. At the same time, the teacher collects students' feedback (such as students' feelings about the lesson, difficulties in learning, suggestions for teaching, etc.), and adjusts the teaching plan and methods according to the reflection and feedback, so as to continuously improve the teaching effect and promote the improvement of students' English comprehensive ability. Design Intention: Teaching reflection is an important part of teaching practice, which helps teachers sum up experience, find problems, and continuously improve their teaching level. Collecting students' feedback can let teachers understand students' learning situation and needs, make the teaching more targeted, and better meet the needs of students' learning and development. 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 $