Unit 5 Learning from Nature-Understanding ideas 教案-2025-2026学年高中英语外研版选择性必修第三册

该高中英语教案围绕“仿生学与建筑设计”核心知识点，以莲花、白蚁丘、绿藻图片导入，通过问题引导学生讨论自然与建筑的关联，激活背景知识，搭建从自然现象到文本主题的学习支架，为后续阅读奠定基础。 此教案亮点在于分层阅读设计提升语言能力，略读抓主旨、扫读填表格、精读析结构，结合小组讨论生活中的仿生学实例培养思维品质，融入莲花文化象征渗透文化意识，任务型写作活动促进语言应用。助力学生提升综合素养，为教师提供清晰可操作的教学路径。

Unit 5 Learning from Nature-Understanding ideas 教学目标和重难点 1. 教学目标 Language Ability: Master key words (biomimicry, mimic, convert) and sentences, and improve reading and expression skills. Cultural Awareness: Understand the concept of “learning from nature” in different cultures and establish the awareness of harmonious coexistence with nature. Thinking Quality: Cultivate analytical and critical thinking through exploring the relationship between nature and architecture. Learning Ability: Develop autonomous and cooperative learning skills by completing reading and discussion tasks. 2. 教学重难点 Key Points: Grasp the main idea and structure of the expository text, master key vocabulary and phrases related to biomimicry and architecture, and understand how architects apply natural inspiration to architectural design. Difficult Points: Comprehend the deep meaning of “learning from nature”, use the learned language to express personal views on the relationship between humans and nature, and cultivate critical thinking. 教学过程 Step 1: Lead-in (Lead-in and Warm-up) The teacher starts the class by showing students three high-definition pictures: a blooming lotus flower, a termite mound in the African savanna, and a cluster of green algae in the water. Then the teacher asks two questions in English: “What do you see in these pictures? Have you ever thought about how these natural things are related to architecture?” After asking the questions, the teacher gives students 2 minutes to discuss in pairs. During the discussion, the teacher walks around the classroom, listens to the students' exchanges, and gives appropriate guidance to those who have no ideas. After the discussion, invite 2-3 groups to share their opinions. Some students may say that lotus flowers are beautiful and can be used as decorative patterns in buildings; some may guess that termite mounds have special structures that can inspire building design. Then the teacher summarizes: “Today, we will learn a passage about how nature inspires architectural design, and explore the wonderful connection between nature and architecture.” Finally, the teacher writes the title “Nature in Architecture” on the blackboard and leads students to read it twice. Design Intention: The lead-in links nature with architecture through vivid pictures, which is closely related to the theme of the text. Pair discussion can stimulate students' enthusiasm for participation, activate their existing background knowledge, and arouse their curiosity about the text content. At the same time, it lays a foundation for the subsequent reading link and helps students quickly enter the learning state of the unit theme. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher presents the key vocabulary and phrases in the text on the multimedia courseware, including both new words and phrases related to the theme: biomimicry, mimic, convert, lotus, termite, mound, algae, pine cone, tile, take...for granted, draw inspiration from, convert...into. For each word and phrase, the teacher provides accurate English definitions, phonetic symbols, and example sentences closely related to the text. For example, for “biomimicry”, the definition is “the practice of copying ideas from nature to solve human problems”, and the example sentence is “Many architects use biomimicry to design environmentally friendly buildings.” For “draw inspiration from”, the example sentence is “Architects draw inspiration from nature to create beautiful and practical buildings.” Then, the teacher guides students to read the words and phrases aloud twice, corrects their pronunciation and intonation in time, and asks students to make simple sentences with 2-3 key phrases to check their preliminary mastery. Next, the teacher briefly introduces the background knowledge of biomimicry in English: “Biomimicry is a new field that combines nature and technology. It has been widely used in architecture, medicine, and other fields. For example, the shape of the high-speed train in China is inspired by the beak of a kingfisher, which can reduce air resistance. Today, we will learn how biomimicry is applied in architecture.” Finally, the teacher asks students to look at the title of the text and the pictures in the textbook, and predict the main content of the text: “Based on the title and pictures, what do you think the passage will talk about? What natural things may be mentioned in the passage?” Students can freely express their predictions, and the teacher does not rush to judge right or wrong, but guides them to verify their predictions in the subsequent reading process. Design Intention: Vocabulary is the foundation of reading. Previewing key vocabulary can help students reduce reading obstacles and improve reading efficiency. The example sentences closely related to the text can help students understand the usage of words in context. The brief introduction of biomimicry background can enrich students' knowledge reserve and help them better understand the theme of the text. Predicting the text content can cultivate students' predictive ability and improve their reading initiative. Step 3: While-reading (Intensive Reading and Information Extraction) This link is divided into three parts: skimming, scanning, and detailed reading, to help students gradually grasp the text content from shallow to deep. First, Skimming: The teacher asks students to read the entire passage quickly, without paying too much attention to details, and complete two tasks: 1. Determine the genre of the passage; 2. Summarize the main idea of the passage. After reading, invite students to share their answers. The teacher summarizes and supplements: “This passage is an expository text. Its main idea is that architects draw inspiration from nature (such as lotus, termite mounds, and algae) to design buildings, and introduces the application of biomimicry in architecture, advocating that humans should learn from nature and live in harmony with it.” Design Intention: Skimming training can help students quickly grasp the overall framework and main idea of the text, cultivate their ability to extract key information from the whole text, and lay a foundation for detailed reading. Second, Scanning: The teacher asks students to read the passage again, focusing on finding specific information, and complete the following table. The table is presented on the multimedia courseware, including three columns: Natural Things, Architectural Applications, and Design Concepts. Natural Things Architectural Applications Design Concepts Lotus The Lotus Building in Wujin, China Mimic the shape of lotus, combine beauty and function Termite mounds Eastgate Centre in Harare, Zimbabwe Copy the ventilation system of termite mounds to save energy Algae The Bio Intelligent Quotient Building in Hamburg, Germany Use algae to generate energy and purify air Students complete the table independently, and then discuss in groups to check their answers. The teacher walks around to guide, and after the group discussion, invites a representative of a group to present the group's answers on the blackboard, and corrects and supplements them. For example, when introducing the Eastgate Centre, the teacher emphasizes: “The termite mound has a special ventilation system that can maintain a constant temperature. The architect copied this system, making the Eastgate Centre use 90% less energy than ordinary buildings, which fully reflects the concept of energy conservation and environmental protection.” Design Intention: Scanning training can help students accurately find specific information in the text, improve their ability to locate information quickly. Completing the table can help students sort out the key content of the text clearly, understand the connection between natural things and architectural design, and lay a foundation for in-depth understanding of the text. Third, Detailed Reading: The teacher guides students to read the passage paragraph by paragraph, analyze the key sentences and logical structure, and deeply understand the meaning of the text. Paragraph 1: The teacher asks students to read the paragraph aloud, and then asks: “What is the function of the first paragraph? What does the sentence ‘Nature is our greatest teacher, and we can learn much from it’ imply?” Students discuss and answer, and the teacher summarizes: “The first paragraph is an introduction, which leads to the theme of the passage by putting forward the view that nature is our teacher. The sentence implies that humans should respect nature and learn from nature, which paves the way for the following introduction of architectural design inspired by nature.” Paragraphs 2-4: These paragraphs introduce three architectural cases inspired by nature. The teacher guides students to read each paragraph carefully, and asks questions for each case: 1. For the Lotus Building, why did the architect choose the lotus as the inspiration? 2. How does the Eastgate Centre copy the ventilation system of termite mounds? 3. What are the advantages of using algae in the Bio Intelligent Quotient Building? For each question, the teacher invites students to answer, and then supplements and explains in detail. For example, when analyzing the Lotus Building, the teacher says: “The lotus is a symbol of purity and beauty in Chinese culture. The architect combines the natural beauty of the lotus with the practical function of the building, making the building both beautiful and practical, which reflects the integration of nature and culture.” Paragraph 5: The teacher asks students to read the paragraph, and then asks: “What is the main idea of this paragraph? What attitude does the author advocate towards nature?” Students answer, and the teacher summarizes: “This paragraph is a conclusion, which summarizes the application of biomimicry in architecture, and advocates that humans should learn from nature, respect the laws of nature, and live in harmony with nature. This sentence ‘If we look and listen carefully, nature has much to teach us’ is the core sentence of the paragraph, which emphasizes the importance of learning from nature.” In the process of detailed reading, the teacher also focuses on analyzing the key sentences and grammatical structures in the text, such as the attributive clause “The building, which is shaped like a lotus flower, has become a landmark of the city”, and the infinitive structure “To use biomimicry is to create structures based on natural forms and processes”. The teacher explains the usage of these structures and asks students to make similar sentences to help them master the language knowledge in the text. Design Intention: Detailed reading is the key link to deepen students' understanding of the text. By analyzing paragraphs, key sentences and grammatical structures, students can not only grasp the detailed content of the text, but also master the language knowledge in the context, improve their language ability. At the same time, guiding students to think about the design concepts behind architectural cases can help them understand the deep meaning of “learning from nature” and cultivate their thinking quality. Step 4: While-reading Extension (Discussion and Critical Thinking Training) After the detailed reading, the teacher organizes students to carry out group discussions. The discussion topic is: “In addition to the architectural cases mentioned in the text, what other examples of biomimicry do you know? What can we learn from nature in our daily life? Do you think it is necessary for humans to learn from nature? Why?” Before the discussion, the teacher divides the students into groups of 4-5, assigns a group leader, and requires the group leader to organize the discussion, record the key points of the group's opinions, and ensure that every student participates in the discussion. The teacher puts forward the discussion requirements: 1. Express opinions in English; 2. Combine specific examples to illustrate; 3. Listen to others' opinions carefully and put forward their own supplementary opinions. During the discussion, the teacher walks around each group, listens to their discussions, gives guidance to groups with insufficient ideas, and corrects their incorrect expressions in English. For example, if a student says “Birds can fly, so we make planes”, the teacher can guide the student to express it more accurately: “Humans draw inspiration from the wings of birds to invent planes, which is a typical example of biomimicry.” After the discussion (about 8 minutes), each group sends a representative to present the group's opinions to the whole class. The presentation time of each group is about 2 minutes. After the presentation, other groups can ask questions or put forward supplementary opinions. For example, one group may mention that the design of the bullet train is inspired by the kingfisher's beak, and another group may supplement that the design of the swimming suit is inspired by the skin of sharks. The teacher summarizes the students' opinions, affirms their positive performance, and emphasizes: “Biomimicry is closely related to our life. Learning from nature can not only help us solve many practical problems, but also help us protect the environment and achieve sustainable development. It is very necessary for humans to learn from nature, because nature has accumulated rich experience in billions of years of evolution, which is the precious wealth of human beings.” Design Intention: Group discussion can cultivate students' cooperative learning ability and oral expression ability. The discussion topic is closely related to the text and daily life, which can stimulate students' thinking, expand their horizons, and help them deeply understand the theme of “learning from nature”. At the same time, guiding students to think about the necessity of learning from nature can cultivate their critical thinking and cultural awareness, and help them establish the concept of harmonious coexistence with nature. Step 5: Post-reading (Summary, Language Consolidation and Application) First, Text Summary: The teacher invites 1-2 students to summarize the main content of the text in English, and then the teacher makes a comprehensive summary: “This passage introduces three architectural cases inspired by nature (lotus, termite mounds, algae), explains the concept of biomimicry, and advocates that humans should learn from nature, respect the laws of nature, and live in harmony with nature. Through this passage, we not only learn knowledge about biomimicry and architecture, but also understand the importance of protecting nature.” Second, Language Consolidation: The teacher arranges two consolidation tasks on the multimedia courseware: Task 1: Fill in the blanks with the key words and phrases learned in the text. The sentences are closely related to the text, such as: 1. Architects often ______ inspiration from nature to design buildings. (draw) 2. The Eastgate Centre ______ the ventilation system of termite mounds to save energy. (copies) 3. ______ is a new field that combines nature and technology. (Biomimicry) Students complete the task independently, and then check the answers together with the teacher. Task 2: Translate the following sentences into English, using the key words and structures learned in the text. 1. 许多建筑师利用仿生学设计环保建筑。(Many architects use biomimicry to design environmentally friendly buildings.) 2. 白蚁丘的通风系统可以保持恒定的温度。(The ventilation system of termite mounds can maintain a constant temperature.) 3. 我们应该尊重自然规律，与自然和谐共处。(We should respect the laws of nature and live in harmony with it.) Students complete the translation task, and the teacher checks the answers, corrects the wrong translations, and emphasizes the correct usage of key words and structures. Third, Language Application: The teacher assigns a small writing task: “Suppose you are an architect, and you are going to design a building inspired by nature. Please write a short passage (about 80-100 words) to introduce your design, including the natural inspiration, design concept and advantages of the building.” Before writing, the teacher gives a sample passage to guide students: “My designed building is inspired by the pine cone. The shape of the building is like a pine cone, which can change with the weather. In rainy days, the ‘petals’ of the pine cone close to prevent rainwater from entering; in sunny days, they open to let in sunlight and air. This design is energy-saving and environmentally friendly, and it also reflects the beauty of nature.” Students write independently, and the teacher walks around to guide, helps students solve the problems encountered in writing, and corrects their grammatical mistakes and incorrect expressions. After writing, invite 2-3 students to read their passages to the whole class, and the teacher makes comments and suggestions, affirming their advantages and putting forward improvement opinions. Design Intention: Text summary can help students consolidate the main content of the text and improve their ability to summarize and generalize. Language consolidation tasks can help students master the key words and structures in the text and improve their language application ability. The small writing task combines the learned knowledge with practical application, which can not only consolidate the language knowledge, but also cultivate students' innovation ability and thinking quality, and realize the integration of reading and writing. Step 6: Summary and Homework Arrangement First, Class Summary: The teacher summarizes the content of this class in English: “In this class, we learned the passage ‘Nature in Architecture’, mastered the key words and phrases related to biomimicry and architecture, understood how architects draw inspiration from nature to design buildings, and discussed the importance of learning from nature. We also completed some consolidation and application tasks to improve our language ability and thinking quality. I hope you can pay more attention to nature in your daily life and learn from nature.” Second, Homework Arrangement: 1. Review the key words, phrases and key sentences in the text, and recite them. 2. Finish the small writing task in class, revise and improve it according to the teacher's comments. 3. Search for more examples of biomimicry after class, and write a short note (about 50 words) to introduce one of them. 4. Read the passage again and write a short summary (about 60 words) of the passage. Design Intention: Reviewing and reciting can help students consolidate the knowledge learned in class and lay a solid foundation for subsequent learning. The homework tasks combine review, consolidation and extension, which can not only help students consolidate the content of this class, but also expand their knowledge reserve, cultivate their autonomous learning ability, and connect classroom learning with after-class 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 $