Unit 6 At One with Nature-Starting out 教案-2025-2026学年高中英语外研版必修第一册

Unit 6 At One with Nature-Starting out 内容导航 This section mainly includes a video about Venice’s environmental problems and pictures of people’s life influenced by nature. It guides students to realize the relationship between humans and nature, laying a foundation for the whole unit’s study of living in harmony with nature. 教学目标和重难点 1. 教学目标 Language Ability: Students can understand the video content and key words about nature and environment, and simply describe the impact of nature on life. Cultural Awareness: They learn about the environmental conditions of different regions and establish the awareness of respecting and coexisting harmoniously with nature. Thinking Quality: They develop critical thinking by discussing environmental problems and solutions. Learning Ability: They cultivate interest in English learning and the habit of cooperating and communicating in groups to explore knowledge. 2. 教学重难点 Key Points: Understanding the main content of the video about Venice’s environmental problems; mastering key words such as “frost, terrace, harmony” and phrases like “prevent...from...”; being able to talk about the impact of nature on human life briefly. Difficult Points: Using the key words and phrases correctly in simple communication; thinking deeply about the relationship between humans and nature and putting forward reasonable suggestions for environmental protection. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Free Talk & Picture Display The teacher shows students several pictures on the screen, including grand waterfalls, steep mountains, vast grasslands, and crowded cities with serious air pollution. Then the teacher asks two guiding questions: “What do you think of these pictures? How do you feel when you see the beautiful natural scenery and the polluted environment?” After asking the questions, the teacher invites 3-4 students to share their opinions freely. There is no limit to the form of expression, and students can use simple English words or sentences to express their true feelings. For students who have difficulty in expression, the teacher gives appropriate prompts, such as “beautiful”, “amazing”, “sad”, “worried” and other adjectives. After students share, the teacher makes a brief comment, guides students to realize that nature is both beautiful and fragile, and then leads to the topic of this unit: “At One with Nature”. Finally, the teacher introduces the Starting out section, telling students that in this part, we will learn about the relationship between humans and nature through video and pictures. Design Intention: The warm-up activity starts with pictures, which is intuitive and vivid, and can quickly attract students’ attention. By comparing beautiful natural scenery with polluted environment, students can initially establish the awareness of protecting nature. Free talk lowers the threshold of English expression, encourages students to participate actively, activates their existing vocabulary and language knowledge, and lays a good foundation for the subsequent video learning and discussion. At the same time, it naturally leads to the unit topic, making the transition smooth and natural. Activity 2: Vocabulary Preview The teacher presents the key words and phrases of this section on the screen, including “frost, sheet, terrace, dynasty, steep, soil, prevent...from..., in harmony with, design”. For each word and phrase, the teacher pronounces it clearly and slowly, and asks students to follow along twice. Then, the teacher explains the basic meaning and usage of each word and phrase with simple English and combined with the pictures shown just now. For example, when explaining “terrace”, the teacher shows a picture of Longji Terraces and says: “This is a terrace. It is a kind of farmland built on steep mountains, which is designed by people to grow crops.” When explaining “prevent...from...”, the teacher gives a simple example: “We plant trees to prevent the soil from being washed away.” After the explanation, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students quickly say the corresponding English word or phrase; or the teacher says the English word or phrase, and students say the Chinese meaning. This game lasts for 5-6 rounds to help students remember the new words and phrases initially. Finally, the teacher reminds students to pay attention to the pronunciation and spelling of the words, especially the spelling of “dynasty” and “steep”. Design Intention: Vocabulary is the foundation of language learning. Previewing the key words and phrases in advance can help students reduce the difficulty of understanding the subsequent video content. The combination of picture explanation and simple examples makes the meaning and usage of words and phrases more intuitive and easy to understand. The quick memory game increases the fun of vocabulary learning, mobilizes students’ enthusiasm, and helps students remember the new words and phrases in a relaxed atmosphere, laying a solid foundation for the follow-up teaching activities. Step 2: Video Learning (Comprehension & Analysis) Activity 1: Watch the Video for the First Time (General Comprehension) The teacher tells students that they will watch a video about Venice, a famous city in Italy. Before watching, the teacher puts forward two simple questions to guide students to watch with purposes: 1. What is the main problem Venice is facing? 2. What is the cause of this problem? Then the teacher plays the video for the first time. During the playing process, the teacher asks students to concentrate on watching and not to take notes temporarily, so as to grasp the general content of the video. After watching the video, the teacher gives students 1 minute to discuss with their deskmates and sort out their answers. Then the teacher invites several groups to share their answers. The teacher corrects and supplements the answers, and summarizes: The main problem Venice is facing is that the city is gradually sinking, and floods hit the city every winter. The cause of this problem is that saltwater is slowly damaging the bases of Venice’s buildings. Design Intention: Watching the video for the first time focuses on training students’ ability of general comprehension, guiding students to grasp the core content of the video quickly. Putting forward questions in advance makes students watch with purposes, avoiding aimless watching. Group discussion gives students the opportunity to communicate and exchange ideas, helps them sort out their thoughts, and improves their cooperative learning ability. The teacher’s correction and summary helps students clarify the key points of the video and lay a foundation for in-depth understanding. Activity 2: Watch the Video for the Second Time (Detailed Comprehension) On the basis of the first viewing, the teacher puts forward more detailed questions to guide students to watch the video in depth: 1. How does saltwater damage the buildings of Venice? 2. What problems do floods bring to Venice? 3. Are there any similar cities or regions in China that are facing environmental problems? If yes, please give an example. The teacher plays the video for the second time. This time, students can take simple notes to record key information while watching. After watching, the teacher organizes students to discuss in groups of 4. Each group is responsible for answering one question, and then sends a representative to share the group’s answer with the whole class. During the sharing process, the teacher encourages students to use the new words and phrases they have just learned, such as “damage”, “prevent...from...”, “flood” and so on. For example, when answering the second question, students can say: “Floods damage the buildings and streets of Venice, and bring great inconvenience to people’s life.” After all groups share, the teacher makes a detailed comment. For the correct answers, the teacher affirms and praises them; for the answers with deficiencies, the teacher guides students to correct them. At the same time, the teacher supplements relevant background knowledge about Venice, such as its geographical location, architectural characteristics and the importance of protecting it, so as to enrich students’ knowledge and arouse their awareness of environmental protection. Design Intention: Watching the video for the second time focuses on training students’ ability of detailed comprehension, guiding students to capture specific information in the video. Taking notes helps students cultivate the habit of sorting out key information and improve their learning efficiency. Group cooperation enables students to exchange and complement each other’s ideas, improve their ability of communication and cooperation, and also gives each student the opportunity to participate in the activity. The teacher’s comment and background supplement not only helps students deepen their understanding of the video content, but also expands their horizons and enhances their sense of social responsibility. Activity 3: Video Retelling The teacher plays the video for the third time, and asks students to retell the main content of the video after watching. The teacher first gives a retelling model, using simple sentences and key words: “Venice is a beautiful city in Italy, but it is facing a serious problem—it is sinking. The reason is that saltwater is damaging the bases of its buildings. Every winter, floods hit Venice and bring many problems to people’s life.” Then students retell the video content in turn. They can retell it individually or in pairs. For students who have difficulty in retelling, the teacher gives appropriate prompts, such as key words and sentences. After each student retells, the teacher makes a brief comment, affirming their advantages and pointing out the places that need improvement, such as the use of words, sentence structure and fluency. Finally, the teacher invites a student with better performance to retell the video content completely in front of the whole class, and gives praise and encouragement. Design Intention: Video retelling is an effective way to test students’ understanding of the video content and improve their oral expression ability. The retelling model lowers the difficulty of retelling, helps students master the method of retelling, and builds their confidence. Retelling in turn ensures that each student has the opportunity to practice oral English, and the teacher’s comment and guidance helps students improve their oral expression level continuously. At the same time, it also consolidates the key words and phrases learned in this section, realizing the integration of listening and speaking. Step 3: Picture Discussion (Application & Expansion) Activity 1: Analyze the Pictures The teacher shows four pictures on the screen. Picture 1: People living in mountainous areas build terraces to grow crops; Picture 2: Inuit people live in igloos and hunt for a living; Picture 3: Farmers plant crops in the plains and use water from rivers to irrigate; Picture 4: People in coastal areas make a living by fishing. The teacher asks students to look at the pictures carefully and discuss the following questions in groups of 4: 1. What do people in each picture do for a living? 2. How does the natural environment influence their lives and lifestyles? 3. What can we learn from these pictures about the relationship between humans and nature? During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and gives appropriate guidance to groups with difficulty in discussion. For example, when a group can’t figure out how the natural environment influences the Inuit people’s lifestyle, the teacher prompts: “The Inuit people live in cold areas with much snow and ice. What kind of houses are suitable for them to live in? What kind of food can they get easily?” After the discussion, each group sends a representative to share the group’s discussion results. The teacher listens carefully, records the key points of each group’s sharing, and makes a summary after all groups finish sharing: The natural environment determines people’s living places, living styles and ways of making a living. Humans adapt to the natural environment and use the resources provided by nature to live and develop, which reflects the harmonious coexistence between humans and nature. Design Intention: The pictures are closely related to the theme of “At One with Nature”, and can help students further understand the relationship between humans and nature. Group discussion encourages students to think actively, express their own views, and improve their ability of thinking and communication. The teacher’s guidance helps students break through the difficulties in discussion, ensures the smooth progress of the activity, and the final summary helps students sort out their thoughts and deepen their understanding of the theme. Activity 2: Share Personal Experience The teacher asks students to combine their own living environment and personal experience, and talk about: “How does the natural environment in your hometown influence your life? For example, the climate, scenery, natural resources and so on.” Before students share, the teacher gives an example to guide them: “I live in a city with many green trees and lakes. The air is fresh, and I often go for a walk by the lake on weekends. In summer, it is not too hot because of the many trees. The natural environment makes my life more comfortable and pleasant.” Then students share their personal experiences one by one. The teacher encourages students to use the key words and phrases learned in this section, such as “in harmony with”, “provide”, “influence” and so on. For students who are shy or have difficulty in expression, the teacher gives encouragement and prompts, so that every student can participate in the sharing activity. After the sharing, the teacher makes a comment, affirming the authenticity and richness of students’ experiences, and guiding students to cherish the natural environment in their hometown and establish the awareness of protecting it. Design Intention: Combining personal experience with the teaching content makes the theme of “At One with Nature” closer to students’ life, which is conducive to students’ in-depth understanding and perception. Sharing personal experience provides students with more opportunities to practice oral English, improves their ability of language application, and also enables students to realize the close relationship between nature and their own life, thus enhancing their awareness of protecting nature. Step 4: Theme Exploration (Deepening & Reflection) Activity 1: Group Debate The teacher puts forward a controversial topic: “Is it more important to develop the economy or protect the environment?” Then the teacher divides students into two groups: Group A holds the view that “developing the economy is more important”, and Group B holds the view that “protecting the environment is more important”. Before the debate, the teacher gives students 5 minutes to discuss in their own groups, sort out their arguments and supporting materials, and reminds students to use the knowledge and language learned in this section. For example, Group B can use the example of Venice to illustrate the importance of protecting the environment: “If we only pursue economic development and ignore environmental protection, just like Venice, we will face serious environmental problems, which will eventually affect our lives and economic development.” The debate starts, and each group takes turns to put forward their own arguments and refute the other group’s views. Each student in the group can speak, and the time for each group to speak is controlled appropriately. During the debate, the teacher acts as a host and judge, guides the debate to be carried out in a positive and orderly manner, and reminds students to use polite language. After the debate, the teacher makes a comment, affirms the advantages of both groups, points out their deficiencies, and finally summarizes: Developing the economy and protecting the environment are not contradictory. We should pursue sustainable development, develop the economy on the premise of protecting the environment, and realize the harmonious coexistence between humans and nature. Design Intention: The group debate is conducive to training students’ critical thinking and logical reasoning ability, and also improves their oral expression ability and ability of debating. The controversial topic can arouse students’ interest in thinking, guide them to think deeply about the relationship between economic development and environmental protection, and further deepen their understanding of the theme of “At One with Nature”. The teacher’s guidance and summary helps students establish a correct view of development and environmental protection. Activity 2: Put Forward Suggestions The teacher asks students to think about: “What can we do as senior high school students to protect the environment and live in harmony with nature?” Then students discuss in groups of 4, and put forward specific and feasible suggestions. The teacher encourages students to think creatively, and the suggestions can be related to their study and life, such as saving water and electricity, planting trees, reducing the use of disposable products, protecting wild animals and so on. After the discussion, each group writes down their suggestions on a piece of paper, and then pastes the paper on the blackboard. The teacher leads students to read the suggestions put forward by each group, and comments on them, affirming the feasibility and practicality of the suggestions. Finally, the teacher calls on all students to take action, start from small things, and make contributions to protecting the environment and living in harmony with nature. Design Intention: This activity guides students to combine the theme of the unit with their own actual life, transforms the understanding of the theme into practical actions, and enhances their sense of responsibility and mission. Writing down the suggestions and pasting them on the blackboard can strengthen students’ memory and awareness of action. The teacher’s call encourages students to put their ideas into action, realizing the educational goal of “learning for use”. Step 5: Summary & Homework (Consolidation & Extension) Activity 1: Class Summary The teacher invites students to summarize the content of this class. First, ask 2-3 students to share what they have learned in this class, including key words and phrases, video content, discussion results and their own feelings. Then the teacher makes a comprehensive summary: In this class, we learned about Venice’s environmental problems through video, understood the impact of natural environment on human life through pictures and discussions, explored the relationship between humans and nature, and put forward practical suggestions for environmental protection. We also practiced our listening, speaking and thinking abilities. The teacher emphasizes that protecting nature is everyone’s responsibility, and we should always keep in mind the concept of living in harmony with nature. Design Intention: Letting students summarize the class content helps them sort out the knowledge they have learned, deepen their memory and understanding, and improve their ability of induction and summary. The teacher’s comprehensive summary helps students clarify the key points of the class, consolidate the knowledge they have learned, and further strengthen their awareness of environmental protection. Activity 2: Homework Arrangement 1. Review the key words and phrases learned in this section, and write 5 sentences using these words and phrases, such as “We should plant more trees to prevent the soil from being washed away.” 2. Retell the content of the video about Venice to your family or friends in English, and record your retelling (optional). 3. Write a short passage (80-100 words) about “How to Live in Harmony with Nature”, using the knowledge and language learned in this class. 4. Observe the natural environment around you, find out one environmental problem, and put forward a feasible solution. 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 $