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

该教案聚焦“人与自然和谐共生”主题，围绕《龙脊梯田》和《园艺之爱》两篇文本展开。通过展示龙脊梯田四季图片、英国花园视频及问题互动导入，激活学生知识储备，搭建从直观认知到主题思考的学习支架。 此资料亮点在于融合语言能力、文化意识与思维品质培养。读前词汇结合语境学习，读中用思维导图分析文本结构提升逻辑思维，读后创意写作实践核心词句。分层作业兼顾基础与拓展，助力教师高效教学，提升学生跨文化理解与语言应用能力。

Unit 6 At One with Nature-Developing ideas 内容导航 This part mainly includes two texts: Longji Rice Terraces and A Love of Gardening. It shows the harmonious coexistence between humans and nature, introduces relevant natural and cultural knowledge, and guides students to think about how to live in harmony with nature through practical cases. 教学目标和重难点 1. 教学目标 Language Competence: Master key words (e.g., terrace, wrap, harmony) and sentence patterns (e.g., attributive clauses, emphasis sentences), and improve abilities in reading comprehension, expression and writing. Thinking Quality: Cultivate logical thinking through analyzing text structure and case causes, and develop critical thinking by discussing the relationship between humans and nature. Cultural Awareness: Understand the ecological culture of ethnic minorities in China and British gardening culture, and establish the concept of respecting and protecting different cultures. Learning Ability: Master reading strategies such as skimming and scanning, and develop the ability of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master the core vocabulary and important sentence patterns in the texts; understand the main ideas, details and logical structure of the two texts; grasp the theme of harmonious coexistence between humans and nature. Difficult Points: Correctly understand and use attributive clauses with prepositions and emphasis sentences; deeply analyze the connection between human activities and nature in the texts; express personal views on the relationship between humans and nature in fluent English. 教学过程 Step 1: Lead-in (导入) Activity 1: Visual Aids Display and Question Interaction. Show students pictures and short videos of Longji Rice Terraces in different seasons (spring with silver water, summer with green rice, autumn with golden fields, winter with white frost) and typical British gardens. Then ask the following questions: 1. What do you see in the pictures/videos? 2. How do you feel when you look at these scenes? 3. Do you think there is a connection between humans and these natural landscapes? Ask students to answer freely in pairs first, and then invite 2-3 groups to share their opinions with the whole class. Design Intention: The visual aids (pictures and videos) can quickly attract students' attention, stimulate their interest in learning, and help them form a preliminary intuitive understanding of the core content of the texts. The pair discussion and class sharing activities not only activate students' existing knowledge and language reserves, but also create a relaxed and active classroom atmosphere, laying a good foundation for the subsequent reading and learning. At the same time, the questions guide students to initially think about the relationship between humans and nature, which is closely related to the unit theme. Step 2: Pre-reading (读前) Activity 1: Vocabulary Preview. Present the key vocabulary of this part on the blackboard or courseware, including nouns (terrace, frost, vapour, dynasty, region, agriculture), verbs (wrap, prevent, attract, admire), adjectives (steep, shallow, grand, pleasant) and phrases (in harmony with, prevent...from..., pass down). For each word and phrase, provide simple English definitions and example sentences related to the texts. For example, "terrace: a flat area of land cut into the side of a hill, used for growing crops"; "in harmony with: living or working together without conflict". Then organize students to read the words and phrases aloud in groups, and ask them to guess the possible meanings of the words according to the example sentences and the context of the pictures shown in the lead-in part. Design Intention: Vocabulary is the foundation of reading and language expression. Previewing key vocabulary before reading can help students reduce obstacles in understanding the texts, improve reading efficiency. Providing English definitions and example sentences helps students understand the meaning and usage of words in context, avoiding mechanical memorization. Group reading and guessing activities can enhance students' participation and initiative, and cultivate their ability to guess word meanings according to context, which is an important reading strategy. Activity 2: Background Introduction. Briefly introduce the background of the two texts in simple English. For Longji Rice Terraces: "Longji Rice Terraces are located in Guangxi, China, built by the local Zhuang and Yao people, starting from the Yuan Dynasty and completed in the early Qing Dynasty. They are a great wonder created by humans and nature working together." For A Love of Gardening: "The text is related to the book The Secret Garden, which was first published in 1911. At that time, only the very rich in Britain had gardens, and gardening gradually became a way for people to get close to nature." Design Intention: Proper background introduction can help students understand the cultural and historical context of the texts, deepen their understanding of the content, and lay a foundation for grasping the theme of the texts. At the same time, it can expand students' cultural horizons and cultivate their cultural awareness, which is in line with the requirements of core literacy. Step 3: While-reading (读中) Activity 1: Skimming for Main Ideas. Ask students to read the two texts quickly (skimming) and complete the following tasks: 1. For Longji Rice Terraces, write down the main idea of the text in one sentence. 2. For A Love of Gardening, summarize the main content of the text briefly. After students finish reading, invite them to share their answers, and the teacher will comment and correct them, helping students grasp the core content of each text. The reference answers are: 1. Longji Rice Terraces, built by the local Zhuang and Yao people, show the harmonious coexistence between humans and nature. 2. The text introduces the origin of British gardening and the significance of gardening for people to get close to nature. Design Intention: Skimming is an important fast reading strategy. Through this activity, students can practice their ability to quickly capture the main ideas of the texts, improve their reading speed and efficiency. At the same time, it helps students form an overall understanding of the texts, laying a foundation for in-depth reading. Activity 2: Scanning for Key Details. Ask students to read the texts again carefully (scanning) and complete the following detailed tasks in groups of 4. For Longji Rice Terraces: 1. Who built Longji Rice Terraces? 2. When did the construction of the terraces start and end? 3. Why did the local people build the terraces? 4. What is the most significant feature of the terraces? For A Love of Gardening: 1. Where does the sentence "If you look the right way, you can see that the whole world is a garden" come from? 2. Who had gardens in Britain at the time when The Secret Garden was published? 3. What is the significance of gardening for people? After the groups finish the tasks, each group sends a representative to report the answers, and the teacher checks and supplements them. At the same time, the teacher guides students to mark the key sentences in the texts that correspond to the answers, helping students grasp the details of the texts. Design Intention: Scanning is a strategy to find specific information quickly. Through group cooperation, students can complete the task more efficiently, and cultivate their cooperative learning ability. Marking key sentences helps students deepen their understanding of the texts and lay a foundation for the analysis of sentence patterns and themes later. The detailed tasks are designed to cover the key content of the texts, ensuring that students can grasp the important information. Activity 3: Sentence Pattern Analysis. Focus on the key sentence patterns in the texts, mainly attributive clauses with prepositions and emphasis sentences. 1. Attributive Clauses with Prepositions: Take the sentence from Longji Rice Terraces: "These terraces were built by the local Zhuang and Yao people, to whom Guangxi is home." Guide students to analyze the structure of the sentence: the antecedent is "the local Zhuang and Yao people", the relative pronoun is "whom", and the preposition "to" is placed before "whom" because of the collocation "be home to". Then give another example: "The book, from which I learned a lot, was written by a famous writer." Ask students to analyze the structure of this sentence, and then practice making sentences with attributive clauses with prepositions, using the key vocabulary of this unit. 2. Emphasis Sentences: Take the sentence from Longji Rice Terraces: "During the rainy season, it is along these waterways that rainwater moves down the mountains and into the terraces." Guide students to master the structure of emphasis sentences: "It is/was + the emphasized part + that/who + the rest of the sentence". Explain that the emphasized part can be a noun, pronoun, prepositional phrase, adverb, etc. Then ask students to find other emphasis sentences in the texts (if any) and analyze them. Then organize students to practice transforming common sentences into emphasis sentences. For example, transform "People work in harmony with nature to build the terraces" into "It is in harmony with nature that people work to build the terraces". Design Intention: Key sentence patterns are the focus and difficulty of this part. Through sentence analysis, example explanation and sentence practice, students can correctly understand and master the structure and usage of attributive clauses with prepositions and emphasis sentences, improving their language competence. Combining the sentence patterns with the texts ensures that students learn in context, avoiding isolated sentence pattern practice, which is more in line with the laws of language learning. Activity 4: Text Structure Analysis. Guide students to analyze the structure of each text with the help of mind maps. For Longji Rice Terraces: The text is structured in the order of "description of scenery → introduction of the origin of the terraces → reasons for building the terraces → the harmonious relationship between humans and nature → the significance of the terraces". Guide students to list the key points of each part and draw a mind map on the draft paper. For A Love of Gardening: The text is structured in the order of "quotation → background of British gardening → the significance of gardening". Guide students to analyze the logical relationship between each paragraph and complete the mind map. After students finish, invite several students to show their mind maps on the blackboard or courseware, and the teacher comments and optimizes them, helping students sort out the logical structure of the texts. Design Intention: Analyzing the text structure helps students understand the logical relationship between each part of the texts, improve their logical thinking ability, which is in line with the requirements of thinking quality. Mind maps can visualize the text structure, making it easier for students to grasp the overall framework of the texts. At the same time, it cultivates students' ability to sort out and summarize information. Step 4: Post-reading (读后) Activity 1: Theme Discussion. Organize students to have a group discussion on the topic "How do the two texts reflect the theme of 'At One with Nature'?" The discussion questions are: 1. In Longji Rice Terraces, how do the local people live in harmony with nature? 2. How does gardening help people get close to nature and achieve harmony with nature? 3. What can we learn from these two texts about living in harmony with nature? Each group discusses for a few minutes, and then each group sends a representative to share their views. The teacher guides students to express their views fluently and accurately, and summarizes the discussion results: Both texts show that humans can live in harmony with nature by understanding nature, respecting nature and making rational use of nature, and this harmonious relationship is of great significance to human survival and development. Design Intention: The theme discussion is an important part of deepening the understanding of the texts. Through group discussion, students can exchange their views, deepen their understanding of the theme of "At One with Nature", and cultivate their critical thinking and expression ability. The discussion questions are designed to guide students to connect the content of the texts with the unit theme, and to think about the practical significance of the theme, which helps students establish the concept of harmonious coexistence between humans and nature. Activity 2: Language Practice. 1. Fill in the blanks with the key words and phrases learned in this part. Provide 5-6 sentences related to the texts, and ask students to fill in the blanks with the correct form of the key words and phrases. For example: (1) The mountains are ______ (陡峭的) and the soil is ______ (浅的). (2) People should live in ______ (和谐) with nature. (3) We should ______ (阻止) the soil from being washed away. 2. Translate the following sentences into English, using the key sentence patterns learned. For example: (1) 龙脊梯田是当地壮族和瑶族人民建造的。(Longji Rice Terraces were built by the local Zhuang and Yao people.) (2) 正是通过这些水道，雨水流入梯田。(It is along these waterways that rainwater flows into the terraces.) After students finish, the teacher checks the answers, corrects the mistakes, and explains the key points and difficulties in translation. Design Intention: Language practice is an important way to consolidate the learned knowledge. Through filling in the blanks and translation exercises, students can further master the usage of key words, phrases and sentence patterns, improve their language application ability. The exercises are closely related to the texts, ensuring that students can apply the learned knowledge in context, and achieving the goal of "learning to use". Activity 3: Creative Writing. Ask students to write a short passage (about 80-100 words) with the title "My Way to Get Close to Nature". The requirements are: 1. Use at least 3 key words and 1 key sentence pattern learned in this part. 2. Express your own views on getting close to nature and living in harmony with nature. After students finish writing, invite several students to read their passages aloud, and the teacher comments on them, focusing on the use of vocabulary and sentence patterns, and the expression of views. Then ask students to revise their passages according to the comments. Design Intention: Creative writing is a comprehensive application of language ability. It not only helps students consolidate the learned knowledge, but also improves their writing ability and expression ability. The title is closely related to the unit theme, guiding students to combine their own experiences and views, and deepen their understanding of the theme of harmonious coexistence between humans and nature. Teacher's comments and students' revision help students find their own mistakes and improve their writing level. Step 5: Summary and Extension (总结与拓展) Activity 1: Class Summary. The teacher leads students to summarize the key content of this lesson: 1. The main content and theme of the two texts. 2. The key vocabulary, phrases and sentence patterns learned. 3. The understanding of the theme "At One with Nature". Ask students to participate in the summary actively, and the teacher supplements and sorts out, helping students form a systematic understanding of the knowledge learned in this lesson. Design Intention: Class summary helps students sort out the knowledge learned in this lesson, form a knowledge system, and consolidate the learning effect. Letting students participate in the summary can enhance their sense of participation and initiative, and cultivate their ability to summarize and sort out information. Activity 2: Extension Activity. Assign an after-class task: 1. Read the two texts again and recite the key sentences. 2. Collect information about other cases of harmonious coexistence between humans and nature (such as the protection of wetlands, the construction of green cities), and prepare to share it in the next class. 3. Revise the short passage written in the creative writing activity and hand it in. Design Intention: The extension activity connects the classroom learning with the after-class life, helps students consolidate the knowledge learned, and expands their horizons. Collecting relevant cases can let students understand more about the practice of harmonious coexistence between humans and nature, deepen their understanding of the theme, and cultivate their ability of information collection and independent learning. Reciting key sentences and revising the passage can further consolidate the language knowledge and improve the language ability. Step 6: Homework Arrangement (作业布置) 1. Basic Homework: Recite 10 key words and 5 key sentences in this part; copy the key sentence patterns and make 2 sentences for each pattern. 2. Consolidation Homework: Complete the exercise sheet related to the texts (including reading comprehension and language practice). 3. Development Homework: Finish the after-class extension task (collecting cases of harmonious coexistence between humans and nature) and write a short introduction (about 50 words) for each case. 4. Creative Homework: Draw a poster with the theme of "At One with Nature", using both English and Chinese, and write a short English slogan on the poster. Design Intention: The homework is designed hierarchically, including basic homework, consolidation homework, development homework and creative homework, which can meet the needs of different students. Basic homework helps students consolidate the basic knowledge; consolidation homework helps students further master the learned content; development homework expands students' horizons and cultivates their comprehensive ability; creative homework combines language learning with art, stimulates students' creativity and interest in learning, and further deepens their understanding of the unit theme. 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 $