Unit 5 Revealing Nature-Developing ideas 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 5 Revealing Nature-Developing ideas 内容导航 This section focuses on the text "The Secret Language of Plants", introducing plants’ communication methods through chemicals and sounds, breaking the myth of "talking plants" as fantasy, and guiding students to explore nature’s mysteries and cultivate environmental awareness. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentence patterns about plant communication, and improve reading comprehension and expression skills. Thinking Quality: Cultivate critical and logical thinking by analyzing the text structure and exploring the principles of plant communication. Cultural Awareness: Enhance understanding of the relationship between humans and nature and establish the concept of environmental protection. Learning Ability: Develop autonomous and cooperative learning skills through reading, discussion and practice to lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Understand the main content of the text, grasp the two ways of plant communication (chemicals and sounds) and their principles, and master key vocabulary such as detect, release, pesticide and relevant sentence patterns. Difficult Points: Comprehend the deep meaning of the text, understand the logical relationship between paragraphs, apply the learned knowledge to express personal views on plant communication, and develop critical thinking in the process of exploration. 教学过程 Step 1: Lead-in (Lead-in and Activation) Teacher’s Activities: First, show students pictures and short videos of magical natural phenomena, including talking trees in myths, plants attacked by insects, and the "wood wide web" mentioned in the text. Then, ask two guiding questions: "Do you think plants can communicate? What ways do you think they might use to communicate?" Invite 3-4 students to share their opinions freely, and give positive comments on their answers, guiding them to focus on the theme of plant communication. Students’ Activities: Watch the pictures and videos carefully, think about the teacher’s questions actively, combine their existing knowledge and life experience to express their views, and listen carefully to their classmates’ sharing to form preliminary thinking about plant communication. Design Intention: The vivid pictures and short videos can quickly attract students’ attention, arouse their interest in exploring nature, and activate their existing knowledge reserve about plants. The guiding questions can guide students to think positively, lay a good foundation for the subsequent text reading, and also help teachers understand students’ prior knowledge level, so as to adjust the teaching progress and depth in a targeted way. Step 2: Pre-reading (Vocabulary and Background Preview) Teacher’s Activities: First, list the key vocabulary and phrases in the text on the blackboard or PPT, including myth, legend, detect, release, pesticide, wasp, chilli, drive away, link...to..., and explain their pronunciations, parts of speech and meanings with simple English. For example, when explaining "detect", use the sentence "Plants can detect chemicals from their neighbors" to help students understand its usage. Then, briefly introduce the background knowledge: For a long time, people have regarded talking plants as a myth, but with the development of science and technology, new research has found that plants can really communicate, and this text will reveal the secret of plant communication. Finally, ask students to predict the main content of the text according to the title "The Secret Language of Plants". Students’ Activities: Record the key vocabulary and phrases, listen carefully to the teacher’s explanation, try to use the new words to make simple sentences, understand the background knowledge, and predict the main content of the text according to the title, writing down their predictions in the notebook. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary can help students reduce difficulties in reading, improve reading speed and comprehension. Introducing background knowledge can help students understand the context of the text, narrow the distance between students and the text, and stimulate their desire to read. Predicting the text content can cultivate students’ predictive ability and make their reading more targeted. Step 3: While-reading (Text Reading and Comprehension) Activity 1: Fast Reading (Skimming for Main Idea) Teacher’s Activities: Ask students to read the text quickly within a certain range, and answer two questions: 1. What is the main idea of the text? 2. How many ways of plant communication are mentioned in the text, and what are they? After students finish reading, organize them to exchange their answers in pairs, then invite several groups to report their results, and summarize and correct them, making it clear that the main idea of the text is to introduce the two ways of plant communication (chemicals and sounds), and break the myth that talking plants are fantasy. At the same time, guide students to mark the paragraphs corresponding to the two communication ways. Students’ Activities: Read the text quickly, focus on grasping the main content, avoid getting stuck in new words or difficult sentences, answer the teacher’s questions according to the reading content, exchange ideas with partners, and correct their own understanding through the teacher’s summary. Design Intention: Fast reading can help students quickly grasp the main idea of the text, cultivate their ability to skim for key information, and lay a foundation for in-depth reading. Pair exchange can promote students’ mutual learning and help them find their own reading deficiencies. Marking the corresponding paragraphs can help students sort out the text structure and prepare for detailed reading. Activity 2: Detailed Reading (Scanning for Specific Information) Teacher’s Activities: Guide students to read the text paragraph by paragraph in detail, and design targeted questions for each part to help students grasp specific information: 1. Paragraphs 1-2: Why does the author mention Alexander the Great, Marco Polo and the film Avatar? What is the amazing discovery of new research? 2. Paragraph 3: How do plants communicate through chemicals? Please describe the process in detail with your own words. 3. Paragraph 4: What is the other way of plant communication? What examples are given in the text? What do these examples show? When students answer the questions, the teacher should give timely guidance and correction, especially focusing on the key details, such as the process of chemical communication between bean plants, the sound communication of corn, chilli and trees, and explain the difficult sentences in the text, such as "With us long believing that talking plants are fantasy, new research has revealed something amazing: it appears that plants can communicate after all." Help students understand the sentence structure and meaning. Students’ Activities: Read the text carefully, find the answers to the questions in the text, organize their own language to answer, listen carefully to the teacher’s explanation of difficult points, and take notes on key details and difficult sentences to deepen their understanding of the text. Design Intention: Detailed reading is the key link to grasp the text content. Targeted questions can guide students to read carefully, find specific information, and improve their ability to scan for details. Explaining difficult sentences can help students break through reading obstacles, accurately understand the text meaning, and lay a foundation for the subsequent analysis and application of the text. Activity 3: Text Structure Analysis Teacher’s Activities: After detailed reading, guide students to analyze the text structure. Ask students: "How is the text structured? Can we divide it into several parts? What is the main content of each part?" Invite students to express their views, and then summarize the text structure: Part 1 (Paragraphs 1-2): Lead in the topic by introducing the myth of talking plants and the new research discovery, pointing out that plants can communicate. Part 2 (Paragraphs 3-4): Introduce the two ways of plant communication in detail: chemical communication and sound communication. Part 3 (Paragraph 5): Put forward the prospect of plant communication research, hoping to use plant warning systems to grow crops without pesticides. Then, guide students to draw a mind map of the text structure on the notebook, and invite several students to show their mind maps and make comments. Students’ Activities: Think about the text structure, discuss with partners, divide the text into parts and summarize the main content of each part, draw the mind map of the text structure, and learn from each other through the display and comment of their classmates. Design Intention: Analyzing the text structure can help students understand the logical relationship between paragraphs, grasp the overall framework of the text, and cultivate their logical thinking ability. Drawing a mind map can make the text structure more intuitive, help students memorize and understand the text content, and also exercise their ability to sort out and summarize information. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Practice Teacher’s Activities: Design two types of exercises to help students consolidate the key vocabulary and sentence patterns learned: 1. Vocabulary Fill-in-the-blank: Provide sentences with blanks, and ask students to fill in the blanks with the key vocabulary learned, such as "Plants can ______ the chemicals released by their neighbors. (detect)", "When attacked by insects, plants will ______ chemicals to ask for help. (release)". 2. Sentence Pattern Imitation: Ask students to imitate the difficult sentences in the text to make sentences, such as imitating "With us long believing that talking plants are fantasy, new research has revealed something amazing" to make sentences with "With + sb. doing sth., ...". After students finish the exercises, organize them to check the answers in groups, and the teacher will comment on the common mistakes, especially the usage of key words and sentence patterns, to help students master them flexibly. Students’ Activities: Complete the vocabulary and sentence pattern exercises independently, check the answers with group members, correct their own mistakes, and practice imitating sentences to improve their ability to use vocabulary and sentence patterns. Design Intention: Vocabulary and sentence pattern practice is an important link to consolidate the knowledge learned. Through fill-in-the-blank and imitation exercises, students can flexibly master the usage of key vocabulary and sentence patterns, improve their language expression ability, and lay a foundation for the subsequent oral expression and writing. Activity 2: Group Discussion Teacher’s Activities: Divide students into groups of 4-5, and put forward the discussion topic: "What do you think is the significance of studying plant communication? How can we apply the research results of plant communication to our daily life?" Give students enough time to discuss, and the teacher walks around the classroom to guide each group’s discussion, prompting students to combine the text content and their own life experience to express their views. After the discussion, invite one representative from each group to report the discussion results, and the teacher makes a summary and evaluation, affirming the reasonable views of each group, and guiding students to realize the importance of protecting nature and exploring natural mysteries. Students’ Activities: Discuss the topic actively in groups, express their own views, listen carefully to the opinions of group members, sort out the discussion results, and report the group’s views to the whole class under the leadership of the representative. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability, and also stimulate students’ critical thinking and innovative thinking. The discussion topic is closely related to the text content and real life, which can help students deepen their understanding of the text theme, realize the practical significance of plant communication research, and enhance their sense of social responsibility and environmental protection awareness. Activity 3: Critical Thinking Training Teacher’s Activities: Put forward critical thinking questions to guide students to think in depth: "The text says that plants can communicate through chemicals and sounds. Do you think there are other ways of plant communication? What evidence can you provide? Do you agree with the author’s view that we can use plant warning systems to grow crops without pesticides? Why or why not?" Invite students to express their views freely, and encourage them to put forward their own opinions and provide corresponding reasons. The teacher does not give a fixed answer, but guides students to think independently and objectively, and cultivates their critical thinking ability. Students’ Activities: Think about the critical thinking questions carefully, combine their own knowledge and understanding, put forward their own views and reasons, listen carefully to the opinions of other students, and conduct in-depth exchanges and discussions. Design Intention: Critical thinking training is an important part of core literacy. Through in-depth questions, students can be guided to break through the limitations of the text, think independently and objectively, put forward their own views, and cultivate their critical thinking ability and innovative ability, which is conducive to the all-round development of students. Step 5: Summary and Extension Activity 1: Class Summary Teacher’s Activities: Invite students to summarize the main content of this class, including the main idea of the text, the two ways of plant communication, key vocabulary and sentence patterns, and the harvest of the class. Then, the teacher makes a comprehensive summary, emphasizing the key and difficult points of this class, and reviewing the core content of the text. At the same time, guide students to sort out the knowledge system of this class and consolidate the knowledge learned. Students’ Activities: Recall the content of this class, summarize the main points, share their own harvest, and sort out the knowledge system of this class under the guidance of the teacher. Design Intention: Letting students summarize the class content can help them sort out the knowledge learned, strengthen memory, and improve their ability to summarize and sort out information. The teacher’s summary can help students clarify the key and difficult points, form a complete knowledge system, and lay a foundation for the subsequent review and learning. Activity 2: Knowledge Extension Teacher’s Activities: Introduce extended knowledge to students: In addition to the two ways of communication mentioned in the text, plants can also communicate through the fungal network underground, which is called the "wood wide web". Briefly introduce the principle of the "wood wide web": plants can share nutrients and information through the fungal network, help each other, and resist external threats. Then, recommend related materials to students, such as the documentary "The Private Life of Plants" and popular science articles about plant communication, and encourage students to read and watch after class to expand their knowledge. Students’ Activities: Listen carefully to the extended knowledge, record the recommended materials, and make a plan to read and watch after class to expand their knowledge reserve about plant communication and nature. Design Intention: Knowledge extension can enrich students’ knowledge reserve, arouse their interest in exploring natural mysteries, and guide students to learn beyond the textbook, cultivate their autonomous learning ability and lifelong learning awareness. The recommended materials are closely related to the text theme, which can help students deepen their understanding of plant communication and broaden their horizons. Activity 3: Homework Arrangement Teacher’s Activities: Assign three types of homework, which are hierarchical to meet the needs of different students: 1. Basic Homework: Recite the key vocabulary and sentence patterns of this class, and retell the main content of the text in your own words (about 100 words). 2. Improved Homework: Write a short passage (about 150 words) about "My Views on Plant Communication", combining the text content and your own understanding. 3. Challenging Homework: Collect information about the "wood wide web" or other ways of plant communication, and prepare a 3-minute oral report to be shared in the next class. At the same time, remind students to complete their homework independently, and encourage them to use the recommended extended materials to enrich their homework content. Students’ Activities: Record the homework requirements, clarify the tasks of each type of homework, and make a plan to complete the homework after class. For challenging homework, actively collect relevant information and prepare for the oral report. Design Intention: Hierarchical homework can meet the learning needs of different levels of students, help students consolidate the knowledge learned, improve their language expression ability and autonomous learning ability. The challenging homework can stimulate students’ interest in exploration, cultivate their ability to collect and sort out information and oral expression ability, and connect classroom learning with after-class learning. Step 6: Teaching Evaluation Teacher’s Activities: Conduct comprehensive evaluation of students’ performance in this class, including participation in class activities (such as answering questions, group discussion), mastery of key knowledge (vocabulary, sentence patterns, text comprehension), and performance in homework. For students who perform well, give timely praise and encouragement; for students who have deficiencies, give targeted guidance and help, and put forward suggestions for improvement. At the same time, collect students’ feedback on this class, understand their learning difficulties and suggestions, and adjust the teaching plan for the next class. Students’ Activities: Participate in the evaluation actively, understand their own advantages and deficiencies, accept the teacher’s guidance and suggestions, and put forward their own opinions and suggestions on the class. Design Intention: Teaching evaluation is an important link to improve teaching effect. Comprehensive evaluation can help teachers understand students’ learning situation, adjust teaching strategies in a targeted way, and also help students understand their own learning level, find their own deficiencies, and improve their learning motivation and learning effect. Collecting students’ feedback can make the teaching more in line with students’ learning needs and improve the quality of teaching. 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 $