Unit 6 At One with Nature-Presenting 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-Presenting ideas 内容导航 This part centers on the theme of harmony between humans and nature. It guides students to discuss their ideal living places, present reasons combined with natural features, apply unit key words and sentence patterns, and cultivate their ability to express views and practice language in real contexts. 教学目标和重难点 1. 教学目标 Language Competence: Master key words like “priority”, “herb” and sentence patterns for presenting views. Cultural Awareness: Understand the connection between human life and nature in different regions and establish the awareness of living in harmony with nature. Thinking Quality: Develop logical thinking through organizing views and critical thinking by evaluating pros and cons of living places. Learning Ability: Improve cooperative learning and autonomous expression skills through group discussions and presentations. 2. 教学重难点 Key Points: Master the usage of unit core vocabulary and phrases related to nature and living places; skillfully use appropriate sentence patterns to present views, state reasons and express pros and cons. Difficult Points: Organize ideas logically and coherently in oral presentations; accurately apply complex sentence structures such as attributive clauses to improve expression fluency; combine natural features with personal views to make presentations persuasive. 教学过程 Step 1: Lead-in (Warm-up and Activation) Teacher’s Activities: Show students pictures of four typical natural landscapes: a quiet valley with clear streams, a grand waterfall, a vast desert with camels, and a rooftop garden full of sunflowers. Ask students to look at the pictures carefully and answer the following questions in pairs: “Which place would you most like to live in? Why? What natural features does this place have?” After 3 minutes of pair discussion, invite 2-3 pairs to share their answers with the whole class. Then, present the key words related to the pictures on the screen, such as “valley”, “waterfall”, “desert”, “camel”, “rooftop”, “sunflower”, “grand”, “shallow”, and read them aloud, asking students to repeat to consolidate their pronunciation and memory. Students’ Activities: Observe the pictures carefully, discuss with partners actively, express their preferences and reasons in simple English, listen to peers’ sharing and take notes of excellent expressions, and follow the teacher to read and memorize the key words. Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the theme of “ideal living places” related to nature. Pair discussion provides students with opportunities to practice oral expression in a relaxed atmosphere, laying a foundation for subsequent presentations. Reviewing and consolidating unit key words helps students connect the new lesson with the knowledge they have learned before, ensuring the continuity of language learning and preparing for the smooth development of follow-up teaching activities. Step 2: Presentation of Key Knowledge (Language Input) Teacher’s Activities: First, focus on the key vocabulary and phrases needed for presenting ideas. Introduce the usage of core words such as “priority”, “herb”, “region”, “benefit” and phrases like “be designed for”, “have a positive effect on”, “give sb. a helping hand” with specific examples related to the theme. For example, “Our top priority is to protect the natural environment.” “Herbs not only add flavor to food but also have health benefits.” “This region is famous for its beautiful waterfalls and clear rivers.” Then, explain the sentence patterns commonly used in presenting views, stating reasons and expressing pros and cons, such as “I would most like to live in... because...”, “The advantage of living here is that...”, “Although this place is beautiful, it has some disadvantages, such as...”, “In my opinion, living in a place close to nature can help us relax.” After explaining each sentence pattern, give students 1 minute to practice with their partners, using the natural places in the lead-in part as the topic. Then, invite several students to make sentences in front of the class to check their mastery. Next, introduce the basic structure of a presentation: opening (stating the choice), body (presenting reasons with details) and closing (summarizing views). Use a sample presentation about “living in a rooftop garden” to demonstrate the structure, emphasizing the logical connection between each part with transition words like “firstly”, “besides”, “finally”. Students’ Activities: Listen carefully to the teacher’s explanation of vocabulary, phrases and sentence patterns, take notes of key usages and examples, practice making sentences with partners actively, participate in the class demonstration actively, and understand the basic structure of a presentation through the sample. Design Intention: This step focuses on language input, which is the foundation for students’ subsequent language output. By combining the theme of the unit to explain vocabulary and sentence patterns, students can better understand and apply them in real contexts. The sample presentation helps students clarify the structure of presenting ideas, guiding them to organize their views logically and laying a solid foundation for their independent presentations later. The practice link enables students to consolidate the knowledge they have just learned in time, improving the efficiency of language learning. Step 3: Guided Practice (Semi-controlled Practice) Teacher’s Activities: Divide students into groups of 4-5. Provide each group with a task card: each card has a specific natural place (such as Longji Rice Terraces, the Great Barrier Reef, a mountain village, a coastal city) and some prompt words related to the place (e.g., “terrace”, “steep”, “organism”, “reef”, “coastal”, “climate”). Ask students to discuss in groups according to the following requirements: 1. Decide whether they would like to live in this place; 2. List 3-4 reasons to support their choice, using the key vocabulary and sentence patterns learned; 3. Briefly mention 1-2 possible disadvantages of living there; 4. Organize their views into a short presentation (about 1 minute per person). During the group discussion, the teacher walks around the classroom, observes students’ performance, provides timely help for students who have difficulties in expression (such as reminding them of appropriate vocabulary and sentence patterns), and guides students to organize their ideas logically. After 10 minutes of group discussion, invite 2 groups to present their results. Each group sends 1-2 representatives to give the presentation, and the other members can supplement. After each group’s presentation, the teacher makes comments, affirming the advantages (such as accurate use of vocabulary, clear logic) and putting forward suggestions for improvement (such as adding more details, using more transition words). Students’ Activities: Participate in group discussions actively, express their views, listen to partners’ opinions and reach a consensus, organize their ideas according to the requirements, practice the presentation in the group, listen to other groups’ presentations carefully and take notes of excellent expressions and improvement suggestions, and revise their own presentations according to the teacher’s comments. Design Intention: Group cooperative learning can stimulate students’ learning enthusiasm and improve their cooperative communication ability. The task cards provide appropriate prompts for students, reducing the difficulty of practice and helping them gradually transition from semi-controlled practice to independent expression. The teacher’s guidance and comments can help students find their own problems in time, correct mistakes and improve their expression ability. At the same time, listening to other groups’ presentations can broaden students’ thinking and enrich their expression methods. Step 4: Independent Practice (Free Expression) Teacher’s Activities: Ask students to choose their own ideal living place (not limited to the places provided in the guided practice), and complete an independent presentation preparation. The requirements are as follows: 1. The presentation lasts 1.5-2 minutes; 2. It includes opening, body and closing parts; 3. Use at least 5 unit key words and 3 key sentence patterns; 4. Combine specific natural features of the place to present reasons, and appropriately mention pros and cons; 5. The language is fluent and logical, and the pronunciation is accurate. During the preparation process, students can ask the teacher for help if they have any questions. The teacher provides targeted guidance according to students’ individual situations, such as helping students organize their ideas, correcting grammatical mistakes, and suggesting appropriate transition words. After 15 minutes of preparation, organize a class presentation activity. Ask students to volunteer to present their views in front of the class. For students who are shy or have difficulty in expression, the teacher can encourage them to participate and give appropriate prompts. After each student’s presentation, invite other students to make comments first (such as “What do you think of his/her presentation? What are the advantages? What can be improved?”), and then the teacher makes a summary comment, focusing on affirming students’ progress and encouraging them to dare to express themselves. Students’ Activities: Choose their own ideal living place, prepare the presentation independently, consult the teacher when encountering difficulties, actively volunteer to present their views, listen to peers’ comments and the teacher’s suggestions carefully, and revise their own presentations according to the comments. Design Intention: Independent practice is an important link to test students’ language application ability. Allowing students to choose their own topics can stimulate their enthusiasm and initiative, and make their expressions more authentic and personalized. The detailed requirements ensure that students can apply the knowledge they have learned in the presentation, improving their language competence. The student evaluation link can not only let students learn from each other but also improve their ability to evaluate and reflect. The teacher’s encouragement and guidance can help students build confidence in oral expression and overcome the fear of speaking English in public. Step 5: Consolidation and Expansion Teacher’s Activities: First, summarize the key points of this lesson, including the core vocabulary, key sentence patterns and the structure of presenting ideas, and ask students to recall and repeat to strengthen their memory. Then, carry out an expansion activity: “Protecting Our Ideal Home”. Ask students to discuss in groups: “If we live in our ideal natural place, what should we do to protect its environment?” Guide students to combine the unit theme of “At One with Nature” and put forward specific and practical suggestions, such as “We should not litter in the valley”, “We can plant more trees to protect the soil”, “We should avoid overdeveloping the coastal areas”. During the discussion, the teacher guides students to use the key vocabulary and sentence patterns learned, such as “prevent...from...”, “take measures to...”, “it is important to...”. After the discussion, invite each group to share 1-2 suggestions with the whole class. Next, assign a homework task: 1. Revise the presentation prepared in class and record it as a short video (1.5-2 minutes); 2. Write a short passage (100-120 words) about your ideal living place, using the key words and sentence patterns learned; 3. Collect 2-3 English materials about famous natural landscapes in the world and prepare to share them in the next class. Students’ Activities: Participate in the summary of the lesson, recall and repeat the key knowledge, discuss the environmental protection suggestions in groups actively, share the group’s views with the whole class, and record the homework task carefully, preparing to complete it after class. Design Intention: The summary link helps students sort out the knowledge they have learned in this lesson, forming a systematic knowledge framework. The expansion activity combines the presentation task with the unit theme of environmental protection, not only consolidating students’ language knowledge but also cultivating their awareness of environmental protection and sense of responsibility, which is in line with the requirements of cultural awareness and thinking quality in core literacy. The homework task extends the classroom learning to after class, combining oral expression, writing and autonomous learning, helping students further consolidate and apply the knowledge they have learned, and improving their comprehensive language application ability. Step 6: Summary and Reflection Teacher’s Activities: Invite 2-3 students to share their gains and feelings in this lesson, such as “What have you learned in this lesson? What difficulties have you encountered? How did you solve them? What can you do better next time?” Then, the teacher makes a final summary: In this lesson, we have learned the key vocabulary and sentence patterns for presenting ideas, mastered the structure of oral presentations, and practiced expressing our views on ideal living places. Through group discussions and presentations, we have not only improved our oral expression ability but also deepened our understanding of the relationship between humans and nature. We should always keep in mind the concept of living in harmony with nature and take actions to protect our natural environment. Finally, encourage students to reflect on their own performance in class, such as whether they actively participated in discussions, whether they dared to express their views, whether they could accurately use the knowledge they have learned, and put forward improvement plans for themselves. Students’ Activities: Share their gains and feelings actively, listen to the teacher’s final summary carefully, reflect on their own performance in class, and make improvement plans for themselves. Design Intention: The student reflection link can help students clarify their own gains and deficiencies, improve their learning ability of self-evaluation and self-adjustment. The teacher’s final summary not only combs the knowledge of the lesson but also elevates the theme of the lesson, guiding students to establish a correct concept of harmony between humans and nature, which effectively implements the requirements of core literacy. Encouraging students to make improvement plans helps them form a good learning habit and lay a foundation for their future English 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 $