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

Unit 6 At One with Nature-Using language 内容导航 This section focuses on "preposition + relative pronoun" attributive clauses and environmental themes. It integrates vocabulary like ecosystem and sustainable development, through listening, speaking, reading and writing activities, helping students master grammar and express views on human-nature harmony. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and "preposition + relative pronoun" structure, and use them in communication. Cultural Awareness: Understand the concept of living in harmony with nature across cultures and enhance cultural confidence. Thinking Quality: Develop logical and critical thinking through analyzing sentences and discussing environmental issues. Learning Ability: Cultivate autonomous and cooperative learning skills by completing hierarchical tasks and summarizing learning strategies. 2. 教学重难点 Key Points: Master the usage of "preposition + relative pronoun" (which/whom) in restrictive attributive clauses; grasp core vocabulary and phrases related to nature and environmental protection; use target language to express opinions on environmental protection. Difficult Points: Correctly choose prepositions in attributive clauses according to context; flexibly apply the structure in oral and written expression; deeply understand the connotation of human-nature harmony and integrate it into language output. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Listen and Fill in the Blanks. Play an English song related to nature, and present the lyrics on the screen with blanks. The blanks are mainly set for attributive clause structures, such as "She is the one _______ you never forget. She is the heaven-sent angel you met. Oh, she must be the reason _____ god made a girl." Ask students to listen carefully and fill in the blanks according to the song. After listening twice, invite students to share their answers and read the complete lyrics together. Activity 2: Free Discussion. Ask students the following questions: "What comes to your mind when you think of nature? Do you think humans live in harmony with nature now? What can we do to protect nature?" Guide students to express their views freely in simple English, and encourage them to use the words and phrases they have learned in the previous sections, such as at one with nature, ecosystem, protect the environment, etc. During the discussion, the teacher walks around the classroom, provides timely guidance for students who have difficulty expressing themselves, and records the key words and sentences mentioned by students on the blackboard. Design Intention: The song lead-in is vivid and interesting, which can quickly attract students' attention, activate their prior knowledge of attributive clauses, and lay a foundation for the subsequent grammar learning. The free discussion closely combines the unit theme of "At One with Nature", which not only helps to arouse students' concern about environmental issues, but also provides an opportunity for students to practice oral English, activating their learning enthusiasm and participation. Step 2: Review and Lead-in to New Knowledge (Review and Presentation) Activity 1: Review of Attributive Clauses. First, ask students to recall what an attributive clause is, and explain briefly: "An attributive clause is a clause used to modify a noun or pronoun, which is often translated as '...的' in Chinese. Words or phrases can be used as attributes, and clauses can also be used as attributes." Then, present two simple sentences on the screen: "They could increase the areas. They could grow crops in these areas." Ask students to combine the two sentences into one sentence. After students finish, present the correct sentence: "They could increase the areas in which they could grow crops." Then, present another pair of simple sentences: "These terraces still mean a lot to the local people. Traditions hold much value for them." Guide students to combine them into "These terraces still mean a lot to the local people for whom traditions hold much value." Activity 2: Explore the New Structure. Ask students to observe the two combined sentences carefully and answer the following questions: Q1. What do "which" and "whom" refer to in each sentence? Q2. Why do we use prepositions before "which" and "whom"? Q3. In the first sentence, can we replace "in which" with "where" without changing the meaning? After students discuss in groups for a few minutes, invite each group to send a representative to share their answers. The teacher summarizes and explains: "Which refers to 'the areas' in the first sentence, and whom refers to 'the local people' in the second sentence. We use prepositions before which and whom because which and whom serve as the object of the action phrases that end with a preposition. In the first sentence, 'in which' can be replaced with 'where' because 'where' is a relative adverb that can replace 'preposition + which' to indicate a place." Activity 3: Summarize the Usage Rules. The teacher summarizes the usage of "preposition + relative pronoun" attributive clauses: 1. The relative pronouns used are mainly which (for things) and whom (for people), and that cannot be used in this structure. 2. The choice of preposition depends on the collocation of the verb, adjective or noun in the main clause or the attributive clause, such as "in the areas → in which", "for the local people → for whom". 3. The preposition can also be placed at the end of the attributive clause, such as "They could increase the areas which they could grow crops in." But it is more formal to put the preposition before the relative pronoun. Design Intention: By reviewing simple sentences and combining them into attributive clauses, students can naturally transition from known knowledge to new knowledge, reducing the difficulty of learning new grammar points. The group discussion and question exploration can stimulate students' thinking, let them summarize the usage rules by themselves, which is more conducive to their memory and understanding. The teacher's summary and explanation can help students sort out the knowledge system and clarify the key points of the new structure. Step 3: Practice and Consolidation (Practice Activity) Activity 1: Look and Explore. Ask students to look for more sentences with "preposition + relative pronoun" attributive clauses in the reading passage of the unit. Give students 5 minutes to read the passage quickly and find the sentences. Then, invite students to share the sentences they found, and the teacher writes them on the blackboard, such as "This forms clouds from which rain falls down onto the mountain terraces once again." "But perhaps what is most significant is the way in which people have worked with nature." For each sentence, ask students to point out the preposition, relative pronoun and the antecedent, and explain the collocation basis of the preposition, so as to strengthen their understanding of the structure. Activity 2: Fill in the Blanks with Proper Prepositions and Relative Pronouns. Present the following exercises on the screen, and ask students to complete them independently. After finishing, check the answers together and explain the reasons for choosing the prepositions and relative pronouns. 1. The man _______ we talked just now is our new teacher. (whom; with) 2. This is the book _______ I got a lot of knowledge. (which; from) 3. The room _______ we live is very bright. (which; in) 4. The girl _______ you bought a gift is my sister. (whom; for) 5. The reason _______ he was late is that he missed the bus. (which; for) Activity 3: Rewrite the Sentences. Ask students to rewrite the following sentences using "preposition + relative pronoun" attributive clauses. 1. This is the factory. We worked in this factory last year. → This is the factory in which we worked last year. 2. The girl is my classmate. I borrowed a pen from her. → The girl from whom I borrowed a pen is my classmate. 3. He gave me a book. I learned a lot from the book. → He gave me a book from which I learned a lot. 4. The people are very kind. We met them in the village. → The people whom we met in the village are very kind. 5. The day is unforgettable. I graduated on that day. → The day on which I graduated is unforgettable. Students complete the exercises in groups of four, and the teacher walks around to provide guidance. After finishing, each group selects one or two sentences to share, and the teacher comments and corrects the mistakes. Design Intention: The first activity connects the new grammar points with the previous reading passage, realizing the integration of reading and grammar learning, and helping students understand the application of the new structure in real context. The fill-in-the-blank and sentence rewriting exercises are hierarchical, from simple to complex, which can help students consolidate the usage rules of the new structure step by step. Group cooperation can promote the communication and interaction between students, let them help each other, and improve their learning efficiency and cooperative learning ability. Step 4: Vocabulary Learning and Context Application (Vocabulary and Context Practice) Activity 1: Vocabulary Learning. Present the core vocabulary and phrases of this section on the screen, including ecosystem, sustainable development, biodiversity, conserve, preserve, contribute to, take measures, etc. For each word and phrase, explain its meaning, pronunciation and usage, and give example sentences related to environmental protection. For example, "ecosystem: a system consisting of all the living things in a particular area and the way they interact with each other and with the non-living parts of the environment. Example: We should protect the ecosystem to maintain biodiversity." "sustainable development: development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Example: Our country advocates sustainable development to achieve harmony between humans and nature." Ask students to read the words and phrases aloud, and practice making sentences with them in pairs. Activity 2: Contextual Dialogue Practice. Divide students into groups of four, and give each group a scenario: "Suppose you are members of the school environmental protection club, and you are discussing how to protect the school environment. You need to use the 'preposition + relative pronoun' attributive clauses and the new vocabulary you just learned to carry out the dialogue." Provide some prompt questions: 1. What measures should we take to protect the ecosystem of our school? 2. Which parts of our school are the places where we can plant more trees? 3. The students whom we should call on to participate in environmental protection activities are all the students in our school, right? 4. What is the way in which we can make more students pay attention to environmental protection? Give students 10 minutes to prepare the dialogue, and then invite 2-3 groups to perform their dialogues in front of the class. The teacher comments on their performance, focusing on the correct use of grammar structures and vocabulary, and puts forward suggestions for improvement. Activity 3: Reading Comprehension. Present a short passage about environmental protection on the screen. The passage contains the "preposition + relative pronoun" attributive clauses and the new vocabulary learned in this section. Ask students to read the passage silently and answer the following questions: 1. What is the main idea of the passage? 2. What is the ecosystem mentioned in the passage? 3. What measures does the author suggest to protect the environment? 4. Find the sentences with "preposition + relative pronoun" attributive clauses in the passage and analyze them. After students finish, check the answers together, and explain the difficult sentences and key points in the passage. Guide students to summarize the main content of the passage and express their own views on the suggestions put forward by the author. Design Intention: Vocabulary learning is the foundation of language learning. By explaining the meaning, usage and example sentences of core vocabulary, students can master the vocabulary and apply it flexibly. Contextual dialogue practice combines grammar, vocabulary and oral expression, which can help students apply the learned knowledge to real communication scenarios, improving their oral English expression ability. Reading comprehension can not only consolidate the learned grammar and vocabulary, but also cultivate students' ability to obtain and process information, and deepen their understanding of the theme of environmental protection. Step 5: Writing Practice (Writing Activity) Activity 1: Writing Guidance. The teacher guides students to write a short essay about "How to Live in Harmony with Nature". First, ask students to think about the structure of the essay: the opening part introduces the importance of living in harmony with nature; the body part puts forward specific measures to live in harmony with nature, using the "preposition + relative pronoun" attributive clauses and the new vocabulary learned; the closing part expresses their determination and hope. Then, present some useful sentence patterns for students to refer to: 1. As we all know, nature is the home in which we live and work. 2. There are many ways in which we can protect nature and live in harmony with it. 3. We should take measures to conserve the ecosystem on which we depend. 4. The people whom we should learn from are those who actively protect the environment. 5. Only by living in harmony with nature can we have a better future. Activity 2: Independent Writing. Ask students to write a short essay of 80-100 words according to the guidance. During the writing process, the teacher walks around the classroom, provides timely help for students who have difficulty writing, such as how to use the "preposition + relative pronoun" structure correctly, how to choose appropriate vocabulary, etc. Remind students to pay attention to the coherence and logic of the essay, and check for grammar and spelling mistakes after finishing. Activity 3: Peer Evaluation and Teacher Comment. Ask students to exchange their essays with their deskmates, and evaluate each other's essays according to the following standards: 1. Are the "preposition + relative pronoun" attributive clauses used correctly? 2. Are the core vocabulary used properly? 3. Is the structure of the essay clear and logical? 4. Are there any grammar or spelling mistakes? After peer evaluation, invite a few students to share their essays and the evaluation opinions of their deskmates. The teacher makes comments on the selected essays, affirms the advantages, points out the existing problems, and gives specific suggestions for improvement. Then, ask students to revise their own essays according to the evaluation opinions. Design Intention: Writing practice is an important way to test students' comprehensive language ability. Through writing guidance, students can clarify the structure and writing points of the essay, and master useful sentence patterns, which reduces the difficulty of writing. Independent writing can exercise students' ability to use language comprehensively. Peer evaluation can let students learn from each other, find their own problems, and improve their writing ability. Teacher's comment can help students further clarify their shortcomings and improve the quality of their essays. Step 6: Summary and Extension (Summary and Extension) Activity 1: Class Summary. Invite students to summarize what they have learned in this class, including the usage of "preposition + relative pronoun" attributive clauses, core vocabulary and phrases, and the methods of expressing views on environmental protection. The teacher supplements and sorts out the key points of the class, helping students form a complete knowledge system. Emphasize that the "preposition + relative pronoun" structure is an important grammar point in English, which is widely used in written and oral English. At the same time, remind students to pay attention to protecting the environment in daily life and practice the concept of living in harmony with nature. Activity 2: Knowledge Extension. Introduce some international environmental protection organizations and their actions, such as the United Nations Environment Programme (UNEP), which is an organization through which many countries cooperate to protect the global environment. Introduce some environmental protection activities carried out in China, such as the "Ten-Year Action Plan for Forest Restoration" and the "Thousand-Village Demonstration and Ten-Thousand-Village Renovation Project", so as to enhance students' sense of social responsibility and cultural confidence. Ask students to think about what they can do in daily life to contribute to environmental protection, and write down their own environmental protection plans after class. Activity 3: Homework Arrangement. 1. Review the usage of "preposition + relative pronoun" attributive clauses and the core vocabulary learned in this class, and finish the related exercises in the textbook. 2. Revise the essay written in class and hand it in the next class. 3. Write a short environmental protection plan, introducing the measures you will take to protect the environment in daily life, using at least 3 "preposition + relative pronoun" attributive clauses. 4. Surf the Internet to find more information about environmental protection and share it in the next class. Design Intention: Class summary helps students sort out the knowledge learned in the class, deepen their memory and understanding. Knowledge extension can broaden students' horizons, let them understand the global and domestic environmental protection situation, and enhance their sense of social responsibility and cultural confidence. The homework arrangement is hierarchical, which not only consolidates the knowledge learned in the class, but also extends the learning content, guiding students to apply the learned knowledge to daily life and cultivate good learning habits. 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 $