Unit6 Period3 Developing ideas&Presenting ideas（表格式教学设计）英语外研版必修第一册

Unit 6 At one with nature Period 3 Developing ideas & Presenting ideas表格式教学设计 教学基本信息 单元名称 必修第一册Unit6 At one with nature 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：外语教学与研究出版社 出版日期：2019年7月 课时安排 1课时(45min) 课型 阅读课（读写结合 + 口语展示） 教学设计理念 本课以主题意义为引领，落实单元整体教学。Unit 6 “At one with nature”前两课时分别通过Longji Rice Terraces和Using language建立“自然环境—人类生活—语言表达”的认知链，本课进一步聚焦英国园艺文化，引导学生思考普通人如何主动把自然带进日常生活，并把阅读所得转化为摘要写作与口语展示。 教学遵循英语学习活动观，形成“学习理解—应用实践—迁移创新”的完整活动链。学生先借助视频、图片和标题预测激活图式，再通过主题句定位、细节表格和结构分析理解说明文；随后运用概括、同义改写和连接成文策略完成summary训练，最后以gardening interview实现面向真实交际的口语输出。 核心素养贯穿课堂全过程。语言能力侧重主题句阅读、说明文结构和摘要表达；文化意识侧重理解英国园艺传统与自然生活方式；思维品质侧重从“历史—不同乐趣—城市解决方案—环境与心灵益处”建构逻辑，并理解“garden”由物理空间走向精神世界的隐喻；学习能力侧重预测、略读、信息筛选、paraphrase和同伴评价。 教材分析 【What】Developing ideas围绕英国园艺文化展开。导入部分通过British gardens视频、历史背景和quiz激活已有知识；主体语篇是一篇说明文，聚焦英国人对园艺的热爱及其发展。四个核心段落依次呈现：英国园艺传统的形成与普及；不同人从园艺中获得的不同乐趣；城市空间有限时的创新解决方案（租用小块土地、把屋顶和墙面改造成私人花园）；园艺对环境与人的精神世界的积极影响。教材同时设置topic sentence学习策略，要求学生用主题句把握段落主旨。 Presenting ideas与写作板块进一步把阅读转化为输出。写作部分明确summary是“只保留main points、不保留细节”的简要陈述，并给出“概括要点—同义表达—连接成文”的操作路径，以及change words and phrases / change the part of speech / change sentence patterns等paraphrase方法；口语任务要求学生两人合作，就gardening in Britain设计问题并完成interview。 【Why】编者借英国园艺文化说明人与自然和谐相处并不只存在于宏大工程，也体现在普通人的居住空间、休闲方式和精神生活中。语篇让学生理解园艺能够改善环境、带来愉悦和满足，也能在城市空间受限的条件下催生新的绿色生活方案。通过The Secret Garden及“garden / soul”的联系，进一步引导学生关注积极心态与自然体验。文化层面帮助学生理解英国生活文化，同时形成开放、比较的跨文化视角；育人层面强化热爱自然、主动创造绿色生活空间的责任意识。 【How】语篇为典型Exposition，整体呈“背景与发展—个体体验—问题与解决—价值升华”的逻辑。段落主题句具有显著组织作用：This is what started the British love of gardening! / For many people in the UK, their garden is their own private world. / But in cities, limited space has led to people looking for new solutions. / As well as being good for the environment, gardening is also good for the soul. 文本使用数据、举例、分类和因果分析增强说明性；核心词汇包括publish, green fingers, sunflower, expert, branch, rent, rooftop, thistle, limited, benefit, herb, pleasant, flavour, energy, system等，短语包括millions of, enter into a competition, lead to, free-time activity, allow sb to do sth, be at one with, reflect on等；句法上出现with + 名词 + doing复合结构及turn…into…等表达，为读写输出提供语言支架。 学情分析 【What I know（我已知）】学生已完成Unit 6前两课时，对“人与自然和谐共生”主题、自然环境与生活方式的关系有初步认识；具备略读、寻读等基本阅读策略，能从段落中获取显性信息；多数学生熟悉garden, plant, flower, environment等基础词汇，对英国园艺文化可能有零散印象。 【What I want to know（我想知）】学生可能关注：为什么英国人如此热爱园艺？没有大花园的人如何亲近自然？不同年龄和水平的人从园艺中得到什么？园艺为什么既“good for the environment”又“good for the soul”？怎样快速找到说明文每段重点？怎样把长文本压缩成50—70词左右的summary？怎样在interview中把阅读信息转化为自然问答？ 【What I learned（我将会学到）】学生能够识别并利用topic sentences梳理说明文结构；能够概括英国园艺文化的发展、不同园艺乐趣、城市绿色方案及园艺益处；能够用main points—paraphrase—connect步骤完成摘要；能够运用green fingers, limited space, rooftop, benefit, lead to, turn…into…等语言进行gardening interview，并联系自身生活表达把自然带入日常生活的方式。 学习支持 对阅读基础较弱的学生：提供“段落首句/主题句—关键词—细节证据”三栏任务卡，先匹配topic sentence，再完成少量高频信息填空；允许用短语回答后再扩展完整句。对Paragraph 2用Children / Expert gardeners / Others三类表格降低信息负荷；对Paragraph 3用Problem → Solutions图示帮助形成因果关系。 对写作基础一般的学生：提供summary三步卡“1. Main point 2. Paraphrase 3. Connect”，以及同义替换和句型转换示例；要求每段先压缩成一句话，再连接成文，避免直接删句式“拼贴”。对口语展示提供question bank：When did…? Why do…? What do children / experts…? How do people solve…? What are the benefits…? 对学有余力的学生：要求识别说明文使用的illustration / classification / cause & effect等说明方法，评价topic sentence的位置与效果；在summary中进行真正paraphrase而非照抄原句；在interview中加入follow-up question，并比较英国园艺与自己熟悉的中国绿色生活实践。 教学目标 语言能力：能够通过标题、图片和topic sentences预测并概括语篇主旨；能够准确提取1911 / homes with gardens / half the population等发展信息，以及children / expert gardeners / others的不同园艺体验、limited space的解决方案和gardening benefits；能够运用publish, green fingers, rent, rooftop, limited, benefit, herb等词汇及lead to, turn…into…, be at one with等表达进行读写说活动；能够按照“main points—paraphrase—connect”完成简短summary，并在interview中清晰问答。 文化意识：能够理解英国园艺传统、私人花园文化和城市绿色创新，认识园艺在不同文化中体现的人与自然联系；能够尊重不同国家把自然融入日常生活的方式，并联系中国生活经验形成开放的跨文化视角。 思维品质：能够依据topic sentence区分主旨与细节，建立“发展—体验—问题/解决—价值”的语篇结构；能够分析园艺对环境和人的精神世界的双重作用，理解“rose / thistle”与积极/消极思想之间的隐喻关系；能够筛选核心信息并通过paraphrase重组表达。 学习能力：能够运用预测、略读、主题句定位、表格归纳、思维导图、摘要写作和同伴互评等策略完成学习任务；能够根据“内容完整—主旨突出—非照抄—衔接自然”标准自我检查summary，并在合作interview中合理分工、倾听和追问。 教学重难点 教学重点：1. 识别topic sentence并据此梳理英国园艺说明文的四段结构；2. 准确理解并整合不同园艺体验、城市解决方案和园艺益处；3. 掌握summary“概括要点—同义表达—连接成文”的方法；4. 运用目标词汇和信息完成gardening interview。 教学难点：1. 学生容易把细节当主旨，或认为topic sentence只能位于段首，需要通过“主题句—支撑细节”关系判断；2. summary容易出现大段照抄或只做机械删除，难以真正paraphrase；3. 从“花园的实际益处”上升到“garden as a metaphor for the inner world”存在思维跨越；4. 在有限时间内把阅读信息转化为自然、连贯的即兴问答。 教学资源 教材Developing ideas & Presenting ideas相关页面；配套PPT（43页）；British gardens视频；The Secret Garden背景材料；topic sentence任务卡；Paragraph 2分类表、Paragraph 3 Problem–Solutions图；summary写作卡；Fruit and herbal teas摘要练习；interview question bank；黑板/白板。 评价设计 形成性评价：贯穿“预测—主题句—细节获取—结构分析—摘要—展示”。导入阶段观察学生是否能基于视频/quiz提出合理预测；阅读阶段检查topic sentence匹配及段落证据；细读阶段通过表格和Problem–Solutions图核验信息；summary阶段以“main points / paraphrase / coherence”三项同伴互评；interview阶段使用“accurate information / target language / interaction”三项评价。 终结性评价：以课后短文或改写后的summary作为学习证据。要求内容基于课堂主题，结构清晰，使用至少4个本课词汇/短语；若选择写“a person who loves gardening”，需包含人物、园艺活动、原因/益处和个人评价。评价不以是否拥有私人花园为标准，而看语言表达与主题理解。 本课重点观察：学生能否从topic sentence出发区分主次信息；能否不用照抄完成一句paraphrase；能否解释“good for the environment and the soul”的双重含义；能否在interview中根据对方回答进行至少一次追问。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 情境导入：Why do British people love gardening? T: Watch the short video about British gardens. While watching, note down three things you can see and one feeling the garden gives you. T: Do you like gardens? Why or why not? There is no single correct answer—give one real reason. T: Now try the quick quiz: When were the earliest British gardens planted? About what percentage of British homes were likely to have a garden? How many insect species may be found in a British garden? T: Look at the background information: nearly half of British people regard gardening as a hobby, and many spend considerable time and money on it. What question do you now want the passage to answer? Ss: Individual viewing → 20-second note-taking → pair share. Students describe visible garden features and personal feelings. Ss: Complete the quiz by prediction, then compare with the PPT answers and generate one inquiry question, e.g. “Why is gardening so important in British life?” 以视频、生活体验和quiz建立真实阅读动机。学生先“看见花园”，再意识到gardening是一种广泛文化现象，由此自然形成问题意识，为阅读“British love of gardening”提供目的。 4min 应用实践 Activity 2 预测与主题句策略：Read the text through topic sentences T: Look at the title and picture. Tick what you predict the passage may mention: plants, famous gardens, competitions, greening of cities, air quality, country life. Do not check yet. T: Here are four sentences from the passage. Which sentence could introduce Paragraph 1, 2, 3 and 4? Work in pairs and match them. T: What is a topic sentence? Does it always appear at the beginning of a paragraph? T: Read the Learning to learn box. A topic sentence states or suggests the main idea of a paragraph. Your job is not just to match it, but to explain what kind of details you expect after it. Ss: Predict passage content from title and picture; match four topic sentences to Para 1–4: d–c–b–a. Ss: Explain expected supporting details after each topic sentence and note that topic sentences may appear at the beginning, middle or end. 把topic sentence从“答案题”转化为阅读工具。学生在未细读前先用主题句建立段落假设，形成“主旨—支撑信息”的结构意识，降低后续阅读的信息负荷。 5min Activity 3 略读与结构梳理：History → Private world → Solutions → Benefits T: Skim the whole passage quickly. Check your predictions from Activity 2. Which predicted topics really appear? T: For each paragraph, underline the topic sentence and write only one key word in the margin: history / joys / solutions / benefits. T: Now connect the four words. What is the logic of the exposition? T: Which paragraph moves from a problem to solutions? Which paragraph lifts the topic from physical gardens to a deeper value? Ss: Skim independently, verify predictions and label each paragraph with one keyword. Ss: Pair discussion: identify the overall structure as development/history → personal gardening experiences → city problem and new solutions → environmental and spiritual benefits. 训练略读与结构化概括。用四个关键词替代逐句翻译，帮助学生把说明文看成有组织的信息系统；同时为后面的摘要写作准备“每段一句”的主干框架。 6min Activity 4 精读P1–P2：How gardening became a British love T: Read Paragraph 1 and complete the timeline: In 1911, only ___ had gardens → very soon, homes with gardens ___ → today, around half the population spend their free time ___. T: What does this timeline show: a private luxury, a growing habit, or a disappearing tradition? T: Now read Paragraph 2. Complete the table: Children / Expert gardeners / Others — What joy does each group get from gardening? T: Which details best support the topic sentence “their garden is their own private world”? Use one example as evidence. T: Notice “green fingers”. Can we understand it literally? What does it mean in this context? Ss: Complete the timeline: the very rich → began to be built → gardening; infer that gardening moved from an elite privilege to a widespread activity. Ss: Fill in the table: children grow sunflowers and compare height; expert gardeners grow perfect vegetables for competitions; others sit under branches and enjoy the beauty around them. Ss: Explain “green fingers” as being good at growing plants and use evidence to support the “private world” idea. 通过时间线与分类表分别处理P1和P2，训练时间信息和分类信息的不同组织方式。学生用具体例子支撑主题句，并在真实语境中掌握green fingers等表达。 6min Activity 5 精读P3–P4：From limited space to a richer life T: Read Paragraph 3. What problem do city gardeners face? Circle the phrase that names the problem. T: What solutions have people found? Complete the diagram: limited space → renting small pieces of land / turning rooftops and walls into private gardens. T: Why is “turn rooftops and walls into private gardens” connected with our unit title At one with nature? T: Read Paragraph 4. What are the two broad benefits of gardening? T: The text says, “Where you tend a rose… A thistle cannot grow.” According to the PPT explanation, what does the garden stand for here? What might the rose and the thistle suggest? Ss: Identify limited space as the city problem and complete the two-solution diagram. Explain that people creatively bring nature into urban life rather than giving up because of limited space. Ss: Infer that gardening is good for the environment and people’s souls; explain the metaphor: positive, beautiful ideas can fill the mind and leave less room for negative thoughts. Activity 6 说明文与摘要写作：Main points → Paraphrase → Connect T: What type of text have we read? The PPT calls it an exposition. What is the purpose of an exposition? T: Look at the structure: Beginning—Body—Ending. Which methods can an exposition use? Today we have seen examples, classification, and cause-and-effect. T: Now move to summary writing. A summary is a brief statement that gives only the main points, not the details. Imagine the long text “loses weight”. What must stay? T: Use the three-step method: ① main points; ② paraphrase; ③ connect. How can we paraphrase? Change words/phrases, change the part of speech, or change sentence patterns. T: Practice with the Fruit and herbal teas material: locate the topic sentence of each paragraph. In pairs, rewrite ONE topic sentence without changing its meaning, then connect the three main points orally into a 50–70-word summary plan. T: Check: Does the subject match the whole passage? Does each sentence focus on the paragraph’s main idea? Have you copied a long original phrase unnecessarily? Ss: Identify the text as exposition and connect its structure/methods to the gardening passage. Ss: Use three topic sentences from Fruit and herbal teas as main points; paraphrase one sentence and orally arrange them into a coherent summary plan. Peer-check: main points kept / wording changed / logic connected. Activity 5从事实理解推进到主题意义。Problem–Solutions图使P3因果关系可视化；P4通过“environment + soul”实现价值升华，并借rose/thistle隐喻训练推断与文本证据意识。 Activity 6把阅读策略迁移到写作策略。topic sentence成为“找主旨”的桥梁，学生学习真正的summary不是机械删除，而是筛选main points、paraphrase并连接成文，同时落实课件的说明文结构与改写方法。 7min 6min Activity 7 Presenting ideas：Interview a British gardener T: Work in pairs. One of you is an interviewer; the other is a British gardening lover. Read the passage again and select important information—do not try to include everything. T: Prepare 4–5 questions. Your interview should cover at least three areas: history/popularity, different gardening joys, city solutions, benefits. T: Use the question bank if needed: When did…? Why do…? What do children / expert gardeners…? How do people deal with limited space? What benefits does gardening bring? T: Interviewee, answer in complete ideas and use at least three target expressions: green fingers, enter into a competition, limited space, lead to, turn…into…, be at one with, benefit. T: Interviewer, ask one follow-up question based on the answer—not a question from the prepared list. T: Two pairs perform. Listeners give one “clear information” comment and one “natural interaction” suggestion. Ss: Pairs extract key information, assign roles, prepare questions and conduct a 60–90 second interview. Ss: Use target vocabulary and respond to a follow-up question; peer-assess information accuracy, language use and interaction. 把阅读信息转化为真实交际任务，避免“读完即结束”。学生需要重新筛选信息、组织问题、即时回应并追问，综合检验理解、语言运用和合作能力。 迁移创新 Activity 8 总结评价与作业迁移：Bring nature into your life T: Let’s rebuild today’s learning path from the board: topic sentences helped us read an exposition; main points + paraphrase + connection helped us write a summary; an interview helped us present ideas. T: Complete the 1–5 self-assessment: (1) I can find and use topic sentences; (2) I can summarize without copying details; (3) I can talk about gardening and its benefits. T: Exit ticket: complete one sentence—“One way I can bring nature into my life is…, because…” Use one word or phrase from today. T: For homework, choose one task. Whichever task you choose, make your ideas concrete and use your own words. Ss: Orally reconstruct the lesson framework and complete the self-assessment. Ss: Write the exit ticket and record one of the differentiated homework tasks. 用“阅读策略—写作策略—口语展示—价值迁移”完成闭环。Exit ticket把英国园艺文化迁移到学生个人生活，落实单元“人与自然和谐共生”的主题意义。 4min 迁移创新 Activity 8 作业内容 作业设计意图 课后 T: Choose ONE task according to your level. Use your own words. If you use outside information, select only what directly supports your topic and reorganise it. 作业一（基础巩固）Topic sentence & vocabulary card：整理本文4个topic sentences，并为每一段写3—5个关键词。再从publish, green fingers, sunflower, expert, branch, rent, rooftop, thistle, limited, benefit中任选6词各造一个与gardening相关的短语或句子。 提示：每段关键词应能帮助你“看词说段意”，不要整句抄课文。 作业二（综合提升）Summary rewriting：根据课堂的main points—paraphrase—connect步骤，把Fruit and herbal teas材料压缩为50—70词summary；至少使用两种paraphrase方法（同义替换/改变词性/改变句式）。 提示：先圈出3个topic sentences，再用自己的语言改写；删除具体水果清单等非必要细节；完成后检查“内容是否都是main points”。 作业三（迁移创新）A person who loves gardening / A green corner in my life：仿照课件Homework，写100—120词短文，介绍一位喜欢园艺的人；若身边没有合适人物，可介绍自己希望建设的“green corner”。内容包括who/where, what he/she does, why gardening matters, one challenge/solution, your reflection。至少使用4个本课词汇/短语。 评价标准：内容与主题30%；结构与逻辑25%；目标语言25%；语言准确与自主修改20%。 ●基础任务巩固topic sentence与核心词汇，保证阅读知识结构化。 ●提升任务落实摘要写作核心方法，检查“筛选—改写—衔接”是否真正掌握。 ●迁移任务把英国园艺文化转向学生真实生活与个人表达，延续At one with nature主题。 板书设计 板书生成逻辑：Activity 1—3逐步生成左栏British gardening与四段结构；Activity 2把topic sentence作为贯穿全文的阅读抓手；Activity 4—5补充history / different joys / city solutions / benefits；Activity 6在中右栏形成Exposition与Summary writing方法；Activity 7补充Presenting ideas: Interview，最终用“Bring nature into our lives — be at one with nature”回扣单元主题。 教学反思 优点：第一，阅读策略与文本结构高度匹配。课件把topic sentence作为Learning to learn内容，本设计不是把它作为孤立知识点，而是让学生在预测、略读、段落精读和summary中反复使用，实现策略迁移。第二，信息组织可视化。P1时间线、P2人群分类表、P3 Problem–Solutions图和P4 Benefits双维结构分别对应不同信息类型，减少逐句翻译。第三，读写衔接自然。summary写作直接建立在“每段主旨句”之上，通过main points—paraphrase—connect实现从阅读到写作的真实转换。第四，Presenting ideas具有交际性。interview要求follow-up question，避免照稿朗读，能观察学生是否真正理解内容。第五，文化与育人融合自然。课堂由英国园艺文化出发，最终迁移到“如何把自然带入自己的生活”，使At one with nature成为可实践的生活观。 缺点：第一，课件内容容量大，既包括阅读、说明文知识、摘要写作，又包含词汇句法讲解和口语采访，45分钟不可能逐页展开，必须坚持主线取舍。第二，topic sentence与summary对基础薄弱学生仍有抽象性，尤其paraphrase容易退化为同义词机械替换。第三，P4“rose / thistle”隐喻涉及从物理花园到精神世界的跨越，若教师解释过多容易变成价值灌输，解释过少又可能停留在字面。第四，interview时间有限，部分学生可能把活动做成一问一答的事实核对，缺少自然互动。第五，学生对英国花园住宅条件的现实差异可能了解有限，需要避免将“British people”概括为人人都有私人花园。 改进：第一，明确“核心必学+课件拓展”：课堂核心只抓topic sentences、四段主线、summary三步和interview；publish/with复合结构等语言点作为阅读中点到即止或课后整理。第二，summary先做“保留/删除”判断，再做paraphrase，帮助学生先学会选信息，再改写语言；提供一正一反两个示例让学生比较。第三，隐喻理解采用“文本证据—个人解释—生活例子”三步，不设唯一标准答案，但要求解释合理。第四，interview先给question bank再逐步撤掉，要求至少一个follow-up question并设置计时，提升真实互动。第五，下次可加入中国社区花园、阳台种植或校园绿化的微型对比材料，让跨文化理解更具双向性。 课后复盘清单 1. 45分钟内是否真正保留了“topic sentence—四段主线—summary—interview”四个核心环节？哪些课件拓展内容需要移到课后？ 2. 学生能否说明topic sentence与supporting details之间的关系，而不仅是记住四个答案？错误主要发生在“找不到主旨”还是“细节干扰”？ 3. Paragraph 1时间线、Paragraph 2分类表、Paragraph 3 Problem–Solutions图是否有效降低了阅读负荷？哪一种支架最有帮助？ 4. 学生能否解释gardening既“good for the environment”又“good for the soul”？对rose/thistle隐喻的理解是否有文本依据？ 5. summary中是否仍存在整句照抄、细节过多、主语不统一或句间缺少衔接？下一课时应针对哪类问题提供微练习？ 6. interview中是否出现真正的follow-up question？基础薄弱学生是否有足够支架参与，而不是只由高水平学生主导？ 后续课时衔接记录 7. 课后迁移任务是否让学生把“园艺/绿色空间”与自己的真实生活联系起来，并形成具体而非口号化的At one with nature理解？ 8. 若多数学生在summary中仍以原句拼接为主，下一课时先安排“原句—删细节—换表达—连句子”四步示范，再进入新的写作任务。 9. 若topic sentence识别准确但复述困难，说明问题更多在语言输出而非文本理解，应补充关键词复述和句型转换，而不是重复阅读。 10. 若interview互动不足，下次使用“必须追问一次+必须回应同伴观点一次”的角色卡，并减少预设问题数量，为真实互动留出时间。 11. 将本课与单元后续综合任务衔接：鼓励学生观察校园或社区中的绿色空间，收集一个“people bring nature into daily life”的真实例子，作为单元复习或展示素材。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $