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

该教案聚焦“自然启示”主题，核心涵盖植物交流方式（化学信号、点击声、真菌网络“wood wide web”）及陶渊明与梭罗的跨文化田园思想对比。课堂导入通过问题讨论与多媒体视频、图片展示，激活学生已有认知，搭建文本主题与生活经验的连接支架，为深度阅读铺垫。 该资料特色在于融合语言能力（词汇句式训练与文本结构分析）、思维品质（逻辑梳理与批判性讨论植物智慧、诗人选择）和文化意识（中西方田园文化对比）。通过小组合作探究、分层作业设计，提升学生语言运用与思维深度，为教师提供系统教学流程与可操作活动，助力高效课堂实施。

Unit 5 Learning from Nature-Developing ideas 教学目标和重难点 1. 教学目标 Language Ability: Master key words (e.g., root, link, pesticide, fungal) and phrases (e.g., link...to, drive away), and understand the structure and language features of expository and comparative texts. Cultural Awareness: Understand the similarities and differences between Chinese and Western pastoral cultures reflected by Tao Yuanming and Thoreau, and establish the concept of harmonious coexistence with nature. Thinking Quality: Develop logical thinking through analyzing the communication ways of plants and comparing the two poets, and cultivate critical thinking about the relationship between humans and nature. Learning Ability: Improve reading skills (skimming, scanning, detailed reading) and autonomous learning ability through independent exploration and cooperative discussion. 2. 教学重难点 Key Points: Grasp the main idea and structure of the text, master the key vocabulary and sentence patterns related to nature and communication; understand the communication methods of plants and the core ideas of Tao Yuanming and Thoreau’s return to nature. Difficult Points: Comprehend the deep meaning of the "wood wide web" and the symbolic significance of plants’ communication; analyze the similarities and differences between Tao Yuanming and Thoreau’s life concepts and literary styles from a cross-cultural perspective; apply the learned knowledge to express personal views on "learning from nature". 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Question and Discussion. The teacher asks the following questions to guide students to think and discuss: "Do you think plants can communicate? If yes, how do they communicate? Have you ever heard of the ‘wood wide web’? What do you know about Tao Yuanming and Thoreau?" Then, invite 2-3 students to share their views freely, and the teacher briefly comments without giving correct answers directly. Activity 2: Multimedia Presentation. Show students short videos and pictures about plants releasing chemicals, the fungal network under the ground, Tao Yuanming’s pastoral life and Thoreau’s cabin by the Walden Pond, with simple English explanations to arouse students’ interest and lay a foundation for the text reading. Design Intention: The lead-in links students’ existing knowledge and life experience with the text theme, stimulating their curiosity about "plants’ communication" and "learning from nature". The combination of questions and multimedia materials not only activates the classroom atmosphere but also helps students build a preliminary cognitive framework for the text content, paving the way for the subsequent reading activities. At the same time, it implicitly introduces key figures and core concepts in the text, reducing the difficulty of text understanding. Step 2: Pre-reading (Vocabulary and Background Preview) Activity 1: Vocabulary Learning. The teacher presents the key vocabulary of the text on the blackboard or PPT, including 1. Core words: root (n.), link (v./n.), centimetre (n.), myth (n.), legend (n.), wasp (n.), pesticide (n.), chilli (n.), fungus (n.), fungal (adj.), cybercrime (n.), detect (v.), detection (n.), detector (n.); 2. Key phrases: drive away, be similar to, link...to, steal sth from..., side by side, face up, be shaped like. For each word and phrase, the teacher provides simple English definitions, example sentences related to the text theme, and guides students to read them correctly. For example, when explaining "fungal network", the teacher says: "A fungal network is a system under the ground that connects the roots of different plants, helping them share information and food, just like the Internet we use." For the word "detect", the teacher introduces its word-formation rule: "Detect is a verb, and its noun form is detection, which follows the rule that verbs ending with -t or -te often form nouns with -tion, such as invent—invention, create—creation." Activity 2: Background Introduction. The teacher briefly introduces the background of the text in English: "The text is taken from a science magazine, which mainly introduces the latest scientific findings about plants’ communication. In addition, it mentions two famous poets: Tao Yuanming, a poet of the Eastern Jin Dynasty in China, who quit his official position to live a pastoral life; Henry David Thoreau, an American writer and philosopher in the 19th century, who lived in a cabin by Walden Pond for two years to explore the true meaning of life. Both of them showed great respect for nature and gained spiritual peace from it." Design Intention: Vocabulary is the foundation of text reading. By previewing key words and phrases, students can reduce the obstacles in reading and improve reading efficiency. The combination of word-formation rules helps students master vocabulary more systematically and develop the ability of independent vocabulary learning. The background introduction enables students to understand the source of the text and the life experiences of the key figures, which is conducive to grasping the deep meaning of the text and laying a foundation for understanding the cross-cultural comparison part later. Step 3: While-reading (Text Reading and Comprehension) Stage 1: Skimming (Get the Main Idea) Ask students to read the text quickly (skimming) and complete two tasks: 1. Summarize the main idea of the text in one sentence; 2. Divide the text into parts and match each part with its main idea. The teacher provides the following options for the second task to help students: A. Introduction of plants’ communication methods; B. Comparison of Tao Yuanming and Thoreau’s life choices and literary styles; C. The inspiration of nature and the two poets’ choices for modern people. After students finish reading, invite several students to share their answers, and the teacher corrects and summarizes: The text is mainly about how plants communicate with each other and the similarities and differences between Tao Yuanming and Thoreau’s pursuit of nature, guiding people to learn from nature and think about the meaning of life. The text can be divided into three parts: Paragraphs 1-4 introduce plants’ communication methods; Paragraphs 5-8 compare Tao Yuanming and Thoreau; Paragraph 9 is the conclusion, emphasizing the inspiration from nature. Design Intention: Skimming is an important reading skill that helps students quickly grasp the core content and structure of the text. By setting specific tasks, students’ reading is more targeted, avoiding aimless reading. The matching task helps students clarify the logical structure of the text, laying a foundation for detailed reading and deep understanding. Stage 2: Scanning (Locate Key Information) Ask students to read the text again (scanning) and complete the following two tables respectively, focusing on locating key information quickly. Table 1: Plants’ Communication Methods Communication Method Specific Performance Chemical Signals When being eaten by insects, plants release chemicals from leaves to drive insects away or call wasps to kill insects; neighbors can respond to these chemicals. Clicking Noises Some plants make clicking noises with their roots; these noises may suggest drought is coming; chilli plants can tell if a neighbor is helpful or unfriendly through these noises. Fungal Network ("Wood Wide Web") Plants are connected underground by fungal networks, sharing information and food; they can even attack unfriendly plants through this network. Table 2: Comparison of Tao Yuanming and Thoreau Aspect Tao Yuanming Thoreau Time Period Eastern Jin Dynasty, China 19th century, America Previous Life An official at court Living a normal life in society Reason for Returning to Nature Felt conflicted over the complicated court life and refused to compromise with it Wanted to seek the essential facts of life and pursue spiritual peace Life After Returning Lived a simple rural life, planting crops and writing poems Lived in a cabin by Walden Pond, observing nature and recording his findings in journals Literary Style His poems are simple and natural, expressing his love for nature and pursuit of freedom His writings emphasize the beauty and purity of nature, full of philosophical thoughts After students finish filling in the tables, organize them to exchange answers in groups of 4, check each other’s mistakes, and supplement the missing information. Then, the teacher randomly invites groups to present their tables, corrects the wrong information, and emphasizes the key points, such as the specific functions of the "wood wide web" and the core reasons for the two poets’ choices. Design Intention: Scanning is a skill to locate specific information quickly, which is very practical for students’ daily reading and exam-taking. By filling in the tables, students can systematically sort out the key information of the text, deepen their understanding of plants’ communication methods and the two poets’ life experiences. Group exchange not only promotes students’ cooperative learning but also enables them to learn from each other and make up for their own deficiencies. Stage 3: Detailed Reading (Deep Comprehension) Ask students to read the text carefully and answer the following questions, which are designed to guide students to understand the details and deep meaning of the text: 1. What do the recent scientific studies show about plants’ communication? (Key tip: Chemical way, response to neighbors, calling wasps, etc.) 2. Why can’t people hear the clicking noises made by plants? (Key tip: The frequency of the noises is not within the range of human hearing.) 3. What is the "wood wide web" and what is its function? 4. Why did Tao Yuanming quit the service of the court? What does his famous line "he would not ‘bow like a servant in return for five dou of grain’" show? 5. What is the similarity between Tao Yuanming and Thoreau? 6. What inspiration can we get from the text for our modern life? After students finish answering, the teacher invites students to answer each question one by one, and makes detailed explanations for the difficult questions. For example, when explaining question 4, the teacher emphasizes: "Tao Yuanming quit the court because he was tired of the complicated and conflicting court life, and he refused to give up his dignity and freedom for material gains. His famous line shows his pursuit of freedom and his noble personality." For question 6, the teacher guides students to think deeply: "We should learn from nature’s wisdom, respect natural laws, and not destroy nature; at the same time, we can learn from Tao Yuanming and Thoreau, simplify our life, pursue spiritual peace, and find the true meaning of life." In addition, the teacher guides students to analyze the key sentences in the text, such as: "Plants are not as silent as we think—they can communicate with each other in various ways." This sentence is the topic sentence of the first part, which leads to the introduction of plants’ communication methods. "Though living in different times and cultures, Tao Yuanming and Thoreau shared a deep respect for nature and a desire to live a simple life." This sentence is the core sentence of the comparative part, summarizing the similarity between the two poets. The teacher asks students to analyze the structure and function of these sentences, helping them master the language features of expository texts. Design Intention: Detailed reading is the key link to deepening students’ understanding of the text. The designed questions cover details, key sentences, and deep meaning, guiding students to read carefully and think deeply. By analyzing key sentences, students can grasp the language features and writing skills of the text, which is conducive to improving their language ability and thinking quality. At the same time, guiding students to connect the text content with modern life helps them understand the practical significance of the text theme. Step 4: Post-reading (Consolidation and Extension) Stage 1: Vocabulary and Sentence Pattern Consolidation Activity 1: Vocabulary Exercise. Ask students to complete the following sentences with the key words and phrases learned: 1. Plants can ______ their roots ______ the fungal network to share information. (link...to) 2. When attacked by insects, some plants will release chemicals to ______ the insects ______. (drive away) 3. The ______ network under the ground connects different plants, just like the Internet. (fungal) 4. Tao Yuanming ______ the service of the court because he hated the complicated life there. (quit) 5. Thoreau ______ himself to observing natural phenomena and recorded his findings in journals. (devoted) Activity 2: Sentence Pattern Imitation. The teacher presents the key sentence patterns in the text and asks students to imitate them to make sentences. 1. Pattern: Though living in different times and cultures, Tao Yuanming and Thoreau shared a deep respect for nature. Imitation: Though living in different countries, they share the same dream of peace. 2. Pattern: When being eaten by an insect, a plant can release chemicals to call wasps to kill the insect. Imitation: When being hurt, a child will cry to ask for help from his parents. 3. Pattern: The "wood wide web" is an amazing system of communication that helps plants share information and food. Imitation: The Internet is an important tool of communication that helps people connect with each other. After students finish the exercises, the teacher checks the answers, corrects the mistakes, and explains the key points. For example, when checking the vocabulary exercise, the teacher emphasizes the correct use of verb tenses; when checking the sentence pattern imitation, the teacher pays attention to the structure and logic of the sentences, and encourages students to use the learned vocabulary in their sentences. Design Intention: Vocabulary and sentence pattern consolidation is an important link to internalize the learned knowledge. Through exercises and imitation, students can flexibly use the key vocabulary and sentence patterns, improving their language output ability. The design of the exercises is closely related to the text content, which helps students consolidate the knowledge while reviewing the text. Stage 2: Group Discussion and Expression Divide students into groups of 4-5, and assign the following discussion topics: 1. Do you think the "wood wide web" is amazing? What other wisdom of nature have you found in daily life? (e.g., biomimicry: radar imitates bat’s echo-location, dragonfly’s wings inspire the design of drones) 2. Do you agree with Tao Yuanming and Thoreau’s choice to return to nature? Why or why not? What can we learn from them in modern society? 3. As senior high school students, what can we do to protect nature and learn from nature? Before the discussion, the teacher gives some tips: 1. Each group member should express their own views; 2. Use the key vocabulary and sentence patterns learned in the class; 3. Listen to others’ views carefully and put forward their own opinions; 4. Elect a representative to present the group’s views after the discussion. During the discussion, the teacher walks around the classroom, guides students who have difficulty expressing themselves, corrects their wrong expressions, and ensures that each group’s discussion is carried out smoothly. After the discussion, each group sends a representative to present their views, and the teacher makes comments and summaries. For example, when a group talks about biomimicry, the teacher supplements relevant examples, such as "the design of swimsuits imitates the scales of fish, which can reduce water resistance"; when a group expresses different views on the two poets’ choices, the teacher affirms their critical thinking and guides them to understand the background of the poets’ choices and respect different life concepts. Design Intention: Group discussion not only improves students’ oral expression ability and cooperative learning ability but also guides them to apply the learned knowledge to practice, deepening their understanding of the text theme. The discussion topics are closely related to students’ life and the times, which helps students establish the concept of protecting nature and learning from nature, and cultivate their sense of social responsibility. Stage 3: Text Extension and Thinking Upgrade Activity 1: Supplementary Reading. The teacher provides a short supplementary passage about biomimicry, which introduces how humans learn from nature to solve practical problems, such as the design of buildings imitating lotus leaves (waterproof), the design of pipes imitating termite mounds (ventilation), etc. Ask students to read the passage quickly and answer the following questions: 1. What is biomimicry? 2. What examples of biomimicry are mentioned in the passage? 3. How does biomimicry help humans solve practical problems? Activity 2: Critical Thinking Training. The teacher asks students to think and write a short passage (80-100 words) about the following topic: "With the development of science and technology, humans are more and more dependent on technology. Do you think we should still learn from nature? Why?" After students finish writing, invite several students to read their passages, and the teacher makes comments, focusing on their logical thinking and language expression. Design Intention: Supplementary reading enriches students’ knowledge and expands their horizons, helping them understand the practical value of "learning from nature". Critical thinking training guides students to think deeply about the relationship between humans, technology and nature, cultivating their critical thinking ability and writing ability. At the same time, it further sublimates the text theme, enabling students to realize the importance of learning from nature in the modern society. Step 5: Summary and Homework Stage 1: Class Summary The teacher summarizes the content of the class in English: "Today, we have learned the Developing Ideas section of Unit 5. We have understood how plants communicate with each other through chemical signals, clicking noises and fungal networks, and compared the life choices and literary styles of Tao Yuanming and Thoreau. We have also mastered the key vocabulary and sentence patterns related to the theme, and discussed the inspiration of nature for modern life. Through this class, we should realize that nature is full of wisdom, and we should respect nature, learn from nature, and live in harmony with nature." At the same time, the teacher guides students to sort out the knowledge framework of the class, including the main content of the text, key vocabulary and phrases, key sentence patterns, and the core theme, helping students form a systematic knowledge system. Design Intention: Class summary helps students sort out the knowledge learned in the class, consolidate the key points, and form a systematic knowledge framework. It also helps students review the text theme and deepen their understanding of the concept of "learning from nature". Stage 2: Homework Arrangement Assign the following homework, which is divided into basic homework and extended homework to meet the needs of different students: 1. Basic Homework: a. Recite the key vocabulary and phrases learned in the class; b. Retell the main content of the text in your own words (100-120 words); c. Complete the exercises on the textbook related to the text. 2. Extended Homework: a. Search for more examples of biomimicry and write a short passage (120-150 words) to introduce them; b. Write a reflection on "What I Learned from Nature", combining your own life experience (150-200 words); c. Discuss with your family members about the importance of protecting nature and record their views. Design Intention: The homework is designed hierarchically, which not only ensures that students master the basic knowledge (basic homework) but also provides opportunities for students to expand their knowledge and practice their language skills (extended homework). The extended homework is closely related to students’ life and social reality, which helps students apply the learned knowledge to practice, cultivate their autonomous learning ability and sense of social responsibility. 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 $