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

Unit 6 At One with Nature-Understanding ideas 内容导航 This part includes two texts: Longji Rice Terraces and A Love of Gardening. It shows how people in different regions live in harmony with nature, presenting the wisdom of coexistence between humans and nature and guiding students to cherish and protect nature. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and complex sentences, and improve reading comprehension and expression skills. Cultural Awareness: Understand the harmony between humans and nature in Chinese and British cultures, and enhance cross-cultural understanding. Thinking Quality: Cultivate logical thinking through text analysis and critical thinking about the relationship between humans and nature. Learning Ability: Develop autonomous and cooperative learning habits, and improve the ability to apply knowledge in practice. 2. 教学重难点 Key Points: Master key vocabulary (e.g., terrace, wrap, harmony) and phrases (e.g., in harmony with, prevent...from...); understand the main ideas and structure of the two texts; grasp the writing purpose of the author. Difficult Points: Understand complex sentences (e.g., attributive clauses, emphasis sentences) in the texts; accurately analyze the deep meaning of the texts and the concept of harmony between humans and nature; apply the learned language knowledge to express personal views. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) Activity 1: Visual Aids Display and Free Talk The teacher shows pictures and short video clips of Longji Rice Terraces in different seasons (spring with silver water, summer with green rice, autumn with golden fields, winter with white frost) and British private gardens through PPT. Then the teacher asks students two questions: “What do you see in the pictures and videos? How do people get along with nature in these scenes?” After showing the materials, the teacher invites 3-4 students to share their views freely. The teacher gives positive comments and guidance, such as “Your observation is very careful. The terraces are really beautiful and show the wisdom of local people.” Then the teacher naturally leads to the topic of this lesson: “Today, we will learn two texts about how people live in harmony with nature, and explore the wisdom of coexistence between humans and nature.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in learning. The free talk links students’ existing life experience with the teaching content, helps students establish a preliminary understanding of the theme “At One with Nature”, and lays a good emotional and cognitive foundation for the subsequent reading teaching. At the same time, it provides students with an opportunity to practice oral English, which is conducive to improving their oral expression ability. Activity 2: Vocabulary Preview The teacher presents the key vocabulary of this lesson on the PPT, including nouns (terrace, frost, vapour, dynasty, region), verbs (wrap, prevent, design, attract), adjectives (steep, shallow, significant), and key phrases (in harmony with, prevent...from..., pass down). For each word and phrase, the teacher provides simple English explanations and example sentences related to the text, such as “Terrace: a flat area of land cut into a slope for growing crops, like the Longji Rice Terraces.” “In harmony with: living or working together without conflict, e.g., People live in harmony with nature in the Longji area.” Then the teacher asks students to read the words and phrases after him/her twice, and then invites several students to read them individually to check their pronunciation. For words with difficult pronunciation (e.g., vapour /ˈveɪpə(r)/, steep /stiːp/), the teacher corrects them patiently and guides students to read them correctly. Design Intention: Previewing key vocabulary before reading can help students reduce reading obstacles, improve reading efficiency, and lay a solid language foundation for understanding the text. By providing English explanations and example sentences related to the text, students can not only master the meaning and usage of words and phrases but also connect them with the subsequent reading content, realizing the integration of vocabulary learning and text reading. Step 2: Pre-reading (Predict and Prepare) Activity 1: Title Prediction The teacher writes the titles of the two texts on the blackboard: Longji Rice Terraces and A Love of Gardening. Then the teacher asks students to predict the content of each text based on the titles. The teacher can give some hints, such as “What do you think Longji Rice Terraces is about? Who built them? Why were they built? What can you learn about British people from A Love of Gardening?” Students are divided into groups of 4 to discuss their predictions for 3 minutes. After the discussion, each group sends a representative to share their predictions. The teacher records the key points of students’ predictions on the blackboard, and then says: “Let’s read the texts to check whether your predictions are correct.” Design Intention: Predicting the text content based on the title can stimulate students’ curiosity and reading motivation, and help students establish a reading goal (to verify their predictions), which makes the reading process more targeted. Group discussion can cultivate students’ cooperative learning ability and enable them to learn from each other’s ideas, improving their ability to think and express in English. Activity 2: Background Introduction The teacher briefly introduces the background of the two texts in English. For Longji Rice Terraces: “Longji Rice Terraces are located in Guangxi, China, built by the local Zhuang and Yao people. The construction started in the Yuan Dynasty and was completed in the early Qing Dynasty, taking hundreds of years. They are a great wonder created by humans and nature working together.” For A Love of Gardening: “In Britain, gardening is a very popular activity. Only the very rich had gardens in the past, but now millions of Brits like gardening, and many of them have ‘green fingers’.” The teacher also shows a simple map of Guangxi and Britain on the PPT to help students understand the geographical location. At the same time, the teacher explains the phrase “green fingers” simply: “It means the ability to grow plants well.” Design Intention: Brief background introduction can help students understand the cultural and historical background of the texts, eliminate cultural barriers in reading, and deepen their understanding of the text content. Explaining the key phrase “green fingers” in advance can avoid students’ confusion when reading the text, ensuring the smooth progress of reading. Step 3: While-reading (Read and Understand) Activity 1: Fast Reading (Skimming) The teacher asks students to read the two texts quickly (skimming) and complete two tasks: 1. Find out the main idea of each text. 2. Check whether their predictions in the pre-reading part are correct. After students finish reading, the teacher invites students to share their answers. For the main idea of Longji Rice Terraces: “It introduces the Longji Rice Terraces, including their appearance, construction process, reasons for construction, and the harmony between humans and nature reflected by them.” For the main idea of A Love of Gardening: “It tells the origin and development of British people’s love for gardening, and shows how British people get along with nature through gardening.” The teacher summarizes and supplements students’ answers, and emphasizes the key point: both texts reflect the theme of “living in harmony with nature” but from different cultural perspectives. Design Intention: Fast reading (skimming) aims to train students’ ability to grasp the main idea of the text quickly. By checking the predictions, students can gain a sense of achievement, which further stimulates their reading interest. At the same time, it helps students form a overall understanding of the two texts, laying a foundation for in-depth reading. Activity 2: Detailed Reading (Scanning) – Longji Rice Terraces The teacher asks students to read Longji Rice Terraces carefully and answer the following questions. The questions are presented on the PPT, divided into three levels to meet the needs of different students: Level 1 (Basic Questions): 1. What are the colors of Longji Rice Terraces in different seasons? 2. Who built the Longji Rice Terraces? How long did it take to build them? 3. Why did people build the terraces? Level 2 (Intermediate Questions): 1. How are the terraces designed to work in harmony with nature? 2. What role do the terraces play in protecting the environment? Level 3 (Advanced Questions): 1. Why are the terraces still important to local people even though modern technology can produce more crops? 2. What does the author want to tell us through this text? Students read the text independently for a few minutes, then discuss the answers in groups of 4. The teacher walks around the classroom to guide students who have difficulties, and answers their questions in time. After the discussion, the teacher invites students to answer the questions level by level. For Level 1 questions, the teacher invites students with weak foundation to answer, and gives positive encouragement; for Level 2 and 3 questions, the teacher invites students with strong foundation to answer, and guides other students to supplement. After answering all the questions, the teacher focuses on explaining the key sentences and difficult points in the text, such as: 1. “Starting in the Yuan Dynasty, work on the terraces took hundreds of years, until its completion in the early Qing Dynasty.” (Present participle phrase as adverbial of time) 2. “It is along these waterways that rainwater moves down the mountains and into the terraces.” (Emphasis sentence) 3. “Some of which feed on insects that can harm the rice crops.” (Attributive clause) The teacher explains the structure and meaning of these sentences in simple English, and asks students to make similar sentences to consolidate their understanding, such as asking students to make an emphasis sentence with “it is...that...”. Design Intention: Detailed reading (scanning) aims to train students’ ability to find specific information and understand the details of the text. Designing questions of different levels can meet the learning needs of students with different foundations, realize hierarchical teaching, and ensure that every student can gain something in the reading process. Explaining key sentences and difficult points can help students break through reading obstacles, master the key grammar and sentence structures, and improve their language analysis ability. Making similar sentences can help students apply the learned knowledge flexibly, realizing the integration of understanding and application. Activity 3: Detailed Reading (Scanning) – A Love of Gardening The teacher uses the same method as the previous text to guide students to read A Love of Gardening carefully. The questions are also divided into three levels: Level 1 (Basic Questions): 1. Who wrote the words “If you look the right way, you can see that the whole world is a garden”? 2. When did British people start to love gardening? 3. How many Brits spend their free time gardening? Level 2 (Intermediate Questions): 1. What do British people do in their gardens? 2. Why is the garden a private world for many British people? Level 3 (Advanced Questions): 1. What can we learn about British culture from their love of gardening? 2. What is the connection between British gardening and living in harmony with nature? Students read the text independently first, then discuss in groups. The teacher guides and supervises the discussion process. After the discussion, the teacher organizes the whole class to exchange answers, and focuses on explaining the key and difficult points, such as the phrase “green fingers”, the sentence “At that time, only the very rich in Britain had gardens. Very soon after this, homes with gardens began to be built.” (the change of British gardening), and the implied meaning of the text (British people’s love for nature and the pursuit of a harmonious life with nature). In addition, the teacher guides students to compare the two texts: “What are the similarities and differences between Longji Rice Terraces and British gardening in reflecting the harmony between humans and nature?” Students discuss freely, and the teacher summarizes: “Similarity: Both reflect people’s respect for nature and the wisdom of coexisting with nature. Difference: Longji Rice Terraces are related to agriculture and the survival of local people, while British gardening is a kind of leisure activity and reflects people’s pursuit of a beautiful life.” Design Intention: Continuing to use the detailed reading method can help students consolidate the reading skills learned in the previous text. Comparing the two texts can help students deepen their understanding of the theme “At One with Nature”, cultivate their comparative thinking ability, and at the same time, help students understand the differences and similarities between Chinese and British cultures in dealing with the relationship between humans and nature, enhancing their cross-cultural awareness. Activity 4: Text Structure Analysis The teacher guides students to analyze the structure of the two texts respectively. For Longji Rice Terraces: The first paragraph describes the appearance and colors of the terraces; the second paragraph introduces the builders and construction process of the terraces; the third paragraph explains the reasons for building the terraces; the fourth paragraph focuses on the harmony between humans and nature reflected by the terraces; the fifth paragraph emphasizes the significance of the terraces to local people and their influence. For A Love of Gardening: The first paragraph quotes a famous saying to lead to the theme of gardening; the second paragraph introduces the origin and development of British gardening; the third paragraph describes what British people do in their gardens and the significance of gardens to them. The teacher asks students to draw a mind map of the text structure in groups, and then invites 2-3 groups to show their mind maps on the blackboard. The teacher comments and modifies them, helping students sort out the text structure clearly. Design Intention: Analyzing the text structure can help students understand the logical relationship of the text, improve their ability to sort out and summarize information, and lay a foundation for the subsequent writing and retelling. Drawing mind maps can make the text structure more intuitive, help students memorize the text content better, and at the same time, cultivate students’ logical thinking ability and cooperative learning ability. Step 4: Post-reading (Practice and Extend) Activity 1: Vocabulary and Sentence Practice Task 1: Fill in the blanks with the key words and phrases learned in this lesson. The sentences are closely related to the text, such as: 1. The Longji Rice Terraces are ______ (包裹) in silver water in spring. 2. People in the Longji area live in ______ (和谐) with nature. 3. We should ______ (阻止) the soil from being washed away. 4. The tradition of building terraces has been ______ (传承) through families. Students complete the task independently, then check the answers with their deskmates. The teacher explains the wrong answers and emphasizes the usage of key words and phrases. Task 2: Rewrite the following sentences using the key sentence structures learned in this lesson. 1. Rainwater moves down the mountains along these waterways. (Use emphasis sentence) 2. The terraces provide a perfect environment for birds and fish. Birds and fish feed on insects that can harm the rice crops. (Use attributive clause) 3. The local people built the Longji Rice Terraces. They spent hundreds of years. (Combine into one sentence with present participle phrase) Students complete the task in groups, then the teacher invites several groups to share their answers, and corrects the mistakes in time. The teacher also gives examples of correct answers to help students master the usage of key sentence structures. Design Intention: Vocabulary and sentence practice is an important link to consolidate the learned knowledge. The tasks are closely related to the text, which can help students review the text content while mastering the key words and sentence structures. Independent completion and group cooperation can not only cultivate students’ autonomous learning ability but also improve their cooperative learning ability, ensuring that students can apply the learned language knowledge flexibly. Activity 2: Discussion and Expression The teacher puts forward the discussion topic: “In modern society, with the development of industry and technology, the relationship between humans and nature is facing many challenges. What can we do as senior high school students to live in harmony with nature?” Students are divided into groups of 5 to discuss the topic. The teacher puts forward some hints to guide students to think, such as: protecting the environment, saving resources, planting trees, reducing pollution, etc. During the discussion, the teacher walks around the classroom to guide students to express their views in English, and helps students solve the problems of vocabulary and sentence structure in expression. After the discussion, each group sends a representative to make a 2-3 minute speech in front of the whole class, sharing the group’s views. The teacher gives comments on each speech, affirming the advantages and putting forward suggestions for improvement, such as “Your speech is very fluent, and your views are very practical. You can use more key words and phrases learned in this lesson to make your speech better.” Design Intention: The discussion topic is closely related to real life, which can help students connect the text content with practical life, deepen their understanding of the theme “At One with Nature”, and cultivate their sense of social responsibility. Making speeches can improve students’ oral expression ability and logical thinking ability, and at the same time, let students apply the learned language knowledge to practical communication, realizing the goal of “using English to communicate”. Group discussion can also cultivate students’ cooperative learning ability and ability to solve problems together. Activity 3: Text Retelling The teacher asks students to retell one of the two texts (Longji Rice Terraces or A Love of Gardening) with their own words, using the key words, phrases and sentence structures learned in this lesson. The teacher can give some hints, such as the mind map of the text structure drawn earlier. Students prepare for 5 minutes independently, then invite 3-4 students to retell the text in front of the whole class. The teacher evaluates their retelling from the aspects of content completeness, language fluency, and the use of key words and phrases, and gives positive encouragement and guidance. For students who have difficulties in retelling, the teacher can prompt them appropriately, such as reminding them of key points or key words. Design Intention: Text retelling can help students consolidate the text content, improve their ability to summarize and express in English, and test whether students have mastered the key words, phrases and sentence structures. Preparing independently and retelling in public can cultivate students’ autonomous learning ability and confidence in speaking English, and at the same time, let other students review the text content again. Activity 4: Creative Practice The teacher assigns a creative task: “Write a short passage (80-100 words) about ‘How I Get Along with Nature’ , using the key words and phrases learned in this lesson. You can combine your own life experience, such as planting flowers, protecting animals, or participating in environmental protection activities.” Students complete the writing task independently. The teacher walks around the classroom to guide students who have difficulties in writing, such as helping them sort out ideas, providing appropriate vocabulary and sentence structures. After students finish writing, the teacher collects some works, reads them in front of the whole class, and comments on them, affirming the advantages and putting forward suggestions for improvement. For excellent works, the teacher can praise them and display them on the classroom blackboard. Design Intention: Creative writing is an important way to test students’ ability to apply language knowledge. Combining students’ own life experience can make the writing task more realistic and interesting, stimulate students’ writing interest, and at the same time, let students deeply understand the theme of “living in harmony with nature” and integrate the learned knowledge into their own expression. Commenting on students’ works can help students find their own advantages and shortcomings, and improve their writing ability. Step 5: Summary and Homework Activity 1: Class Summary The teacher summarizes the content of this lesson with the help of the mind map on the blackboard: “In this lesson, we learned two texts about Longji Rice Terraces and British gardening, which show us how people in different regions live in harmony with nature. We mastered many key words, phrases and sentence structures, and also discussed how we can live in harmony with nature as senior high school students. I hope you can keep in mind the concept of harmony between humans and nature and put it into practice in your daily life.” Then the teacher asks students to share their gains and feelings in this lesson. 2-3 students are invited to speak freely, and the teacher gives positive comments. Design Intention: Class summary can help students sort out the content of this lesson, consolidate the learned knowledge, and form a systematic understanding. Inviting students to share their gains and feelings can help the teacher understand students’ learning effect, and at the same time, cultivate students’ ability to summarize and reflect. Activity 2: Homework Arrangement Homework 1: Review the key words, phrases and sentence structures learned in this lesson, and copy them 3 times with example sentences. Homework 2: Polish the short passage written in the creative practice link and hand it in the next class. Homework 3: Find a case about humans living in harmony with nature (from China or other countries), and prepare a 2-minute speech to share in the next class. Homework 4: Read the two texts again and try to recite the key paragraphs (the fourth paragraph of Longji Rice Terraces and the third paragraph of A Love of Gardening). Design Intention: The arrangement of homework is hierarchical and diverse, which can meet the needs of different students. Homework 1 aims to consolidate the basic knowledge; Homework 2 aims to improve students’ writing ability; Homework 3 aims to expand students’ horizons, cultivate their ability to collect information and oral expression ability; Homework 4 aims to help students memorize the text content better and improve their sense of language. At the same time, the homework is closely related to the teaching content of this lesson, ensuring the continuity of learning. 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 $