Unit 6 Surprising Plants-Reading Actively 教案-2025-2026学年高中英语重大版必修第一册

Unit 6 Surprising Plants-Reading Actively 教学目标和重难点 教学目标 The four-dimensional core literacy of this lesson is closely integrated with the theme of "Surprising Plants" and the characteristics of the Reading Actively text, aiming to promote students’ comprehensive development. Language Ability is cultivated by guiding students to master core vocabulary such as "carnivorous", "photosynthesis" and complex sentence structures like attributive clauses, enabling them to understand the scientific content of the text and express their views on plant characteristics in English. Cultural Awareness is developed by exploring the connection between plants and human society in different cultures, helping students establish the concept of harmony between humans and nature and respect the diversity of natural life. Thinking Quality is improved through analyzing the adaptive mechanisms of surprising plants, guiding students to conduct logical reasoning, critical thinking and inductive summary, and encouraging them to explore the scientific principles behind plant wonders. Learning Capacity is fostered by teaching students reading strategies such as skimming, scanning and context-based word guessing, enabling them to form autonomous learning habits and lay a foundation for lifelong learning. All four dimensions are interrelated and mutually promoted, realizing the organic unity of language learning and literacy development. 教学重难点 The key points of this lesson focus on two aspects: language knowledge and reading skills. For language knowledge, students need to master the meaning and usage of core vocabulary related to plants and their characteristics, as well as the structure and application of attributive clauses in the text. For reading skills, they should be able to use skimming to grasp the main idea of the text, use scanning to find specific information, and understand the logical connection between paragraphs. The difficult points lie in three aspects: first, understanding the scientific principles of plant adaptation (such as the predation mechanism of Venus flytraps and the rapid growth principle of bamboo) and expressing them in simple English; second, using context clues to guess the meaning of new words and accurately understand long and difficult sentences in scientific texts; third, combining the text content to conduct in-depth thinking and put forward their own views on plant protection, realizing the migration and application of knowledge, and avoiding superficial understanding of the text content. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing students vivid pictures and short video clips of surprising plants, including Venus flytraps catching insects, bamboo growing rapidly overnight, lady’s slippers with unique shapes, and mimosa leaves closing when touched. After watching, the teacher asks two guiding questions in English: "What do you think of these plants? Do you know any other surprising plants around you?" Then, the teacher invites 3-4 students to share their answers in English, and gives positive comments and appropriate guidance, such as correcting simple grammatical errors and supplementing relevant vocabulary. Finally, the teacher naturally leads to the theme of this lesson: "Today, we will learn the Reading Actively part of Unit 6 Surprising Plants, and explore the secrets of these amazing plants together." Design Intent: The visual materials such as pictures and videos can quickly attract students’ attention, arouse their interest in learning and curiosity about surprising plants, and lay an emotional foundation for the subsequent reading teaching. The guiding questions can activate students’ existing knowledge reserve and language expression ability, help them quickly enter the English learning state, and naturally connect the daily life experience with the text content, reducing the difficulty of understanding the text. At the same time, the teacher’s positive comments can enhance students’ confidence in speaking English and stimulate their enthusiasm for participation. Step 2: Pre-reading (Preparatory Activity) First, the teacher introduces the background knowledge of the text briefly in English: the Reading Actively text mainly introduces two kinds of surprising plants — Venus flytraps and bamboo, focusing on their unique characteristics and adaptive mechanisms, which is a typical scientific popularization text with accurate and vivid language. Then, the teacher presents the core vocabulary and phrases of the text, including "carnivorous", "trap", "digest", "photosynthesis", "sprout", "thrive", "adapt to", "in nutrient-poor soil" and so on. For each word and phrase, the teacher explains its meaning with simple English, combines the pictures shown in the lead-in part to give examples, and guides students to read after the teacher to strengthen memory. For example, when explaining "carnivorous", the teacher says: "Carnivorous plants are plants that eat insects, just like the Venus flytrap we saw in the video." Next, the teacher teaches students the reading strategy of guessing new words from context, and gives simple examples to help students master this strategy. For example, the teacher presents the sentence: "Some plants are carnivorous because they grow in nutrient-poor soil and need to get nutrients from insects." Then asks students: "Can you guess the meaning of ‘carnivorous’ from the context? What clues do you find?" After students’ discussion and answer, the teacher summarizes: "We can guess the meaning of new words through the reason clause ‘because...’ in the sentence." Finally, the teacher asks students to predict the content of the text according to the title "Surprising Plants" and the pictures in the textbook, and write down their predictions on the exercise book. After that, invite several students to share their predictions, and encourage them to put forward different ideas. Design Intent: The brief introduction of background knowledge helps students understand the genre and core content of the text in advance, establishing a preliminary cognitive framework. The teaching of core vocabulary and phrases solves the language barrier for students to read the text, laying a solid foundation for their smooth reading. The teaching of word-guessing strategies is conducive to cultivating students’ autonomous reading ability, enabling them to solve the problem of new words in reading independently, and improving their reading efficiency. Predicting the text content can stimulate students’ reading motivation, make them read with questions, and enhance their pertinence in reading. Step 3: While-reading (Core Reading Activity) This step is divided into three sub-activities, focusing on training students’ different reading skills and deepening their understanding of the text. Sub-activity 1: Skimming for the main idea. The teacher asks students to read the text quickly, without paying too much attention to new words and details, and then answer two questions: "What are the two surprising plants introduced in the text?" "What is the main idea of the text?" After students finish reading, the teacher organizes a group discussion (4 students in a group) for 5 minutes, allowing students to exchange their answers in English. Then, the teacher invites representatives of each group to share the discussion results, and summarizes the main idea of the text: The text introduces the unique characteristics, living habits and adaptive mechanisms of Venus flytraps and bamboo, showing the magic and wisdom of nature. Design Intent: Skimming training helps students grasp the core content of the text quickly, cultivate their ability to generalize the main idea, and lay a foundation for in-depth reading. Group discussion enables students to communicate and cooperate with each other, learn from each other’s strengths, and improve their oral expression ability and cooperative learning ability. The teacher’s summary helps students clarify the core content of the text and correct possible misunderstandings. Sub-activity 2: Scanning for specific information. The teacher presents a task list to students, asking them to read the text again carefully, find the corresponding specific information and fill in the blanks. The task list includes: 1. Where do Venus flytraps grow? 2. How do Venus flytraps catch insects? 3. Why can bamboo grow so fast? 4. What are the uses of bamboo in human life? During the reading process, the teacher walks around the classroom, observes students’ reading status, and provides timely help for students who have difficulties, such as guiding them to find key words and sentences. After students finish filling in the blanks, the teacher checks the answers with the whole class, explains the difficult points in the process, and emphasizes the key sentences related to the specific information, such as the sentence describing the predation process of Venus flytraps and the sentence explaining the rapid growth of bamboo. Design Intent: Scanning training helps students master the skill of finding specific information quickly, improve their reading accuracy and efficiency. The task list makes the reading task more specific and targeted, avoiding students’ blind reading. The teacher’s patrol guidance can timely solve the difficulties encountered by students in reading, ensure that each student can participate in the activity, and lay a foundation for the subsequent in-depth understanding of the text. Sub-activity 3: Analyzing the text structure and language points. First, the teacher guides students to analyze the structure of the text, and asks: "How many parts can the text be divided into? What is the main content of each part?" After students’ discussion, the teacher summarizes: The text is divided into three parts. The first part (Paragraph 1) introduces the theme of surprising plants; the second part (Paragraphs 2-3) introduces the characteristics and predation mechanism of Venus flytraps; the third part (Paragraphs 4-5) introduces the rapid growth characteristics and uses of bamboo. Then, the teacher focuses on analyzing the key language points in the text, mainly including attributive clauses and the usage of key verbs. For example, the teacher presents the sentence: "There is a kind of flower which looks like a lady’s slipper." Then explains the structure of the attributive clause, points out that "which" guides the attributive clause to modify "a kind of flower", and gives similar examples for students to practice. For key verbs such as "trap", "digest" and "sprout", the teacher guides students to find their usage in the text, and asks students to make sentences with these verbs to strengthen their mastery. In addition, the teacher guides students to analyze the author’s writing purpose and emotional attitude, and asks: "Why does the author write this text? What kind of emotion does the author express?" After students’ thinking and answer, the teacher summarizes: The author writes this text to introduce the magic of surprising plants, arouse people’s interest in nature, and guide people to respect and protect natural life. Design Intent: Analyzing the text structure helps students understand the logical connection of the text, improve their ability to sort out and organize information. The explanation and practice of language points help students master the key knowledge of the text, improve their language application ability. Analyzing the author’s writing purpose and emotional attitude helps students understand the deep connotation of the text, realize the educational value of the text, and lay a foundation for the subsequent post-reading expansion. Step 4: Post-reading (Expansion and Application Activity) This step is divided into three sub-activities, focusing on the migration and application of knowledge, and the cultivation of students’ thinking quality and cultural awareness. Sub-activity 1: Group discussion and presentation. The teacher divides students into groups of 4, and assigns the discussion task: "Combine the text content and your own knowledge, discuss the question: What can we learn from the adaptive mechanisms of surprising plants? How should we protect plants and nature?" Each group elects a recorder to record the discussion results, and a speaker to present the group’s views. During the discussion, the teacher walks around the classroom, guides students to think in depth, and reminds them to use the vocabulary and sentence patterns learned in the lesson. After the discussion, each group’s speaker presents their views in English, and the teacher gives comments and guidance, affirming the reasonable views of each group, and supplementing relevant content, such as the importance of plant protection to ecological balance and the specific measures of plant protection. Design Intent: Group discussion and presentation can not only consolidate the knowledge learned in the lesson, but also cultivate students’ critical thinking ability and language expression ability. The discussion question connects the text content with real life, enabling students to realize the practical significance of the text, establish the concept of environmental protection, and achieve the goal of cultivating cultural awareness. The teacher’s guidance and comments can help students improve their thinking depth and language expression accuracy. Sub-activity 2: Reading extension. The teacher presents a short English passage about another surprising plant (such as mimosa), which is similar in genre and difficulty to the text. The teacher asks students to read the passage independently, use the reading strategies learned in the lesson (skimming, scanning, word guessing) to understand the passage, and then answer 3 simple questions about the passage. After students finish reading and answering, the teacher checks the answers with the whole class, and guides students to summarize the characteristics of the extended passage, comparing it with the text to find out the similarities and differences. Design Intent: Reading extension helps students apply the reading strategies and language knowledge learned in the lesson to new reading materials, improving their autonomous reading ability and knowledge migration ability. Comparing the extended passage with the text helps students deepen their understanding of the genre of scientific popularization texts and summarize the reading rules of such texts, laying a foundation for their future reading of similar texts. Sub-activity 3: Writing practice. The teacher asks students to write a short English passage (about 80-100 words) with the title "My Favorite Surprising Plant". The teacher reminds students to use the vocabulary, sentence patterns and reading strategies learned in the lesson, and can refer to the structure and content of the text. During the writing process, the teacher walks around the classroom, provides timely help for students who have difficulties, such as guiding them to sort out their ideas and correct grammatical errors. After students finish writing, the teacher collects some students’ works, reads them out in class, and gives comments and revisions, affirming the advantages of the works and pointing out the areas that need improvement. Then, students exchange their works in groups, and revise their own works according to the comments of the teacher and classmates. Design Intent: Writing practice is an important way to test students’ language application ability, which can consolidate the vocabulary and sentence patterns learned in the lesson, and improve students’ writing ability. The teacher’s guidance and comments can help students find their own shortcomings in writing and improve their writing level. Group exchange and revision can enable students to learn from each other’s strengths, improve their ability to evaluate and revise articles, and cultivate their cooperative learning ability. Step 5: Summary and Reflection (Summary and Reflection Activity) First, the teacher invites students to summarize the content of this lesson in English, including the core vocabulary, key sentence patterns, reading strategies and the main content of the text. Then, the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and sorting out the logical context of the lesson, helping students form a complete knowledge system. Next, the teacher guides students to reflect on their own learning process, and asks: "What have you learned in this lesson? What difficulties have you encountered? How to solve these difficulties? What aspects do you need to improve in the future?" Students can answer freely, and the teacher gives positive guidance and encouragement, helping students establish a correct learning attitude and form good learning habits. Finally, the teacher assigns homework: 1. Recite the core vocabulary and key sentences of this lesson; 2. Revise the writing task and hand it in the next class; 3. Find more information about surprising plants after class, and prepare a 2-minute English report to share in the next class. Design Intent: Summarizing the lesson helps students sort out the knowledge learned, consolidate the key points, and form a systematic knowledge structure. Guiding students to reflect on their own learning process helps them understand their own learning status, find their own shortcomings, and improve their learning ability. The assigned homework is closely related to the content of the lesson, which can consolidate the knowledge learned in class, expand students’ knowledge reserve, and lay a foundation for the subsequent 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 $