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

Unit 6 Surprising Plants-Exploring and Using 教学目标和重难点 教学目标 Language Competence: Students master key vocabulary and sentence patterns related to surprising plants, and improve abilities in listening, speaking, reading and writing to describe plant characteristics and survival strategies. Cultural Awareness: They understand the symbolic meanings of plants in different cultures and establish the concept of harmony between humans and nature. Thinking Quality: They develop logical thinking through analyzing plant adaptation mechanisms and critical thinking through discussing environmental protection. Learning Ability: They cultivate autonomous learning and cooperative inquiry skills by completing group tasks and independent exploration, laying a foundation for lifelong learning. 教学重难点 Key Points: Mastering core vocabulary such as carnivorous, photosynthesis, adapt and key sentence patterns for describing plant features and growth rules; Understanding the functional use of verb tenses in narrating natural phenomena. Difficult Points: Using the learned language knowledge to accurately express plant survival strategies in oral and written forms; Comprehending the deep connection between plant adaptation and the environment, and applying critical thinking to discuss the significance of plant protection. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing vivid pictures and short videos of surprising plants, including Venus flytraps, bamboo that grows rapidly, and mimosa that responds to touch. Then the teacher asks open-ended questions: “Have you ever seen a plant that can catch insects? What makes these plants different from common ones?” After that, students are invited to share their own experiences or known knowledge about surprising plants freely. During the sharing process, the teacher guides students to use simple English to express their ideas, and properly presents key words such as “surprising”, “unique”, “adapt” to lay a foundation for the subsequent learning. Design Intention: The visual materials such as pictures and videos can quickly attract students’ attention, arouse their interest in exploring surprising plants, and activate their prior knowledge. The open-ended questions create a relaxed classroom atmosphere, encourage students to actively participate in the interaction, and help the teacher understand students’ existing cognitive level, so as to carry out targeted teaching in the following links. Meanwhile, the preliminary presentation of key words paves the way for the subsequent language input and output. Step 2: Pre-exploration (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to finish the vocabulary preview task. Each group is given a vocabulary list including core words such as carnivorous, photosynthesis, habitat, evolve, trap, digest, and functional phrases such as adapt to, rely on, in order to. Students discuss the meanings of these words and phrases according to the context hints in the textbook and their own learning experience, and try to make simple sentences. Then, the teacher checks the preview effect by asking random questions, explains the difficult words and phrases in detail, and emphasizes their pronunciation and usage. For example, the teacher explains that “photosynthesis” is a noun referring to the process by which plants make food from sunlight, and gives example sentences like “Plants can make their own food through photosynthesis.” Next, the teacher briefly introduces the background knowledge of surprising plants: Plants have evolved unique survival strategies to adapt to different environments, and these strategies are the embodiment of nature’s wisdom. The teacher also mentions that some plants are in danger of extinction due to human activities, laying a foreshadowing for the subsequent discussion on environmental protection. During the introduction, the teacher uses simple and easy-to-understand English, avoids using too difficult professional terms, and ensures that students can understand. Design Intention: Vocabulary is the foundation of language learning. The group preview mode can cultivate students’ cooperative learning ability and autonomous learning ability, and make students actively participate in the learning process instead of passively accepting knowledge. The teacher’s key explanation helps students accurately grasp the usage of difficult words and phrases, laying a solid foundation for the subsequent reading and language application. The introduction of background knowledge helps students understand the theme of the unit more comprehensively, establishes the connection between knowledge and real life, and stimulates their sense of social responsibility. Step 3: While-exploration (Text Reading and Language Exploration) First, the teacher asks students to read the text of “Exploring and Using” silently. During the reading, students are required to finish two tasks: 1. Underline the key information about the characteristics and survival strategies of the mentioned surprising plants; 2. Mark the sentences that they find difficult to understand. After silent reading, the teacher organizes students to exchange their reading results in groups. Each group selects a representative to share the key information they have found, such as the Venus flytrap’s trapping mechanism and bamboo’s rapid growth characteristics. The teacher supplements and sorts out the students’ sharing, and helps students sort out the logical structure of the text: the text first introduces different types of surprising plants, then describes their unique survival strategies, and finally points out the relationship between plants and the environment. Then, the teacher focuses on the language points in the text. Combined with the key sentences in the text, the teacher explains the usage of verb tenses in describing natural phenomena, such as the use of the present perfect tense to describe the evolution process of plants and the simple present tense to describe the inherent characteristics of plants. For example, the teacher takes the sentence “Venus flytraps have evolved a unique mechanism to survive in nutrient-poor soil.” as an example, explains the usage of the present perfect tense to express an action that started in the past and continues to the present, and asks students to find similar sentences in the text for practice. In addition, the teacher guides students to analyze the structure of complex sentences in the text, such as attributive clauses, to help students improve their ability to understand long and difficult sentences. After that, the teacher arranges a reading comprehension exercise. The teacher designs different types of questions according to the text content, including main idea questions, detail questions and inference questions. For example: 1. What is the main idea of the text? 2. How does the Venus flytrap catch its prey? 3. Why can bamboo grow so fast? Students answer these questions independently first, then check the answers in groups, and the teacher explains the difficult questions in detail. During the explanation, the teacher guides students to find the basis in the text, cultivates their ability to obtain information from the text and make reasonable inferences. Design Intention: Silent reading helps students concentrate on understanding the text content and improve their reading speed and comprehension ability. The group exchange link allows students to learn from each other, complement each other’s advantages, and deepen their understanding of the text. The explanation of language points combines the text context, which makes the language knowledge more specific and vivid, and helps students master the language points in the context of use. The reading comprehension exercise can test students’ reading effect, help the teacher find out the problems existing in students’ reading, and carry out targeted guidance. At the same time, it can cultivate students’ ability to analyze and solve problems. Step 4: In-depth Exploration (Cooperative Inquiry and Thinking Training) The teacher divides students into groups of 5, and assigns cooperative inquiry tasks: Each group selects one kind of surprising plant (can be the plant mentioned in the text or other plants they know), collects relevant information (such as its appearance characteristics, living environment, survival strategies, and its relationship with humans), and then completes a group report. The report needs to include the following parts: 1. A brief introduction of the plant; 2. Its unique survival strategies; 3. The significance of protecting this plant. During the inquiry process, students can use reference books, the Internet and other resources to collect information, and the teacher walks around the classroom to provide guidance for students, such as helping students sort out the structure of the report and correct the wrong expression of language. After the groups complete the report, each group selects a representative to present the report in front of the whole class. The other students listen carefully and can ask questions after the presentation, such as “Why does this plant have such a survival strategy?” “What can we do to protect this plant?” The representative of the group answers the questions raised by the students. After all groups have presented, the teacher makes comments on each group’s report, affirms the advantages of the report, such as clear structure and accurate language, and points out the areas that need improvement, such as insufficient detailed information and inappropriate language expression. At the same time, the teacher guides students to think deeply: What can we learn from the survival strategies of plants? How should we get along with nature? In addition, the teacher organizes a class discussion with the theme “Should we protect all surprising plants?” Students express their own views freely, and the teacher guides students to put forward their own views with reasons. For example, some students think that all surprising plants should be protected because they are part of the ecological environment and have important ecological value; some students think that some harmful surprising plants do not need to be protected. The teacher guides students to realize that all plants have their own ecological value, and we should treat them rationally and protect the diversity of nature. Design Intention: The cooperative inquiry task can cultivate students’ cooperative learning ability, inquiry ability and information collection and sorting ability. The group report presentation can exercise students’ oral expression ability and logical thinking ability, and let students learn from each other. The class discussion can stimulate students’ critical thinking, guide students to think deeply about the relationship between humans and nature, and cultivate their sense of environmental protection and social responsibility. The teacher’s guidance and comments help students improve their learning effect and correct their wrong understanding. Step 5: Application and Consolidation (Language Output and Knowledge Consolidation) First, the teacher arranges an oral expression task: Students work in pairs to make a dialogue about surprising plants. The dialogue needs to include the introduction of plants, their unique characteristics and the significance of protection. The teacher provides some sentence patterns for students to refer to, such as “I think... is a very surprising plant because...”, “It has the ability to...”, “We should protect it because...”. Students prepare the dialogue in pairs, and then the teacher invites several pairs to present their dialogue in front of the whole class. The teacher comments on the dialogue, focusing on the accuracy of language expression and the fluency of the dialogue, and corrects the wrong expressions in time. Then, the teacher assigns a written task: Students write a short passage about a kind of surprising plant they like. The passage should be about 150 words, including the appearance characteristics, living environment, survival strategies and the significance of protection of the plant. Before writing, the teacher guides students to sort out the writing ideas, such as starting with the introduction of the plant, then describing its characteristics and survival strategies, and finally expressing the significance of protection. After students finish writing, they exchange their passages in groups, and help each other correct mistakes in grammar, spelling and expression. Then the teacher selects several representative passages to comment on, affirms the advantages of the passages, and points out the areas that need improvement, such as unclear logic and insufficient detailed description. In addition, the teacher arranges some exercises to consolidate the language points learned in this class, such as filling in the blanks with the correct form of the given words and rewriting sentences according to the requirements. Students finish the exercises independently, and the teacher checks the answers and explains the difficult exercises in detail. Design Intention: The oral dialogue task and written task can help students apply the language knowledge learned in this class to practical communication and writing, improve their language output ability, and consolidate the knowledge they have learned. The mutual evaluation in groups can cultivate students’ ability to evaluate and correct, and let students find their own mistakes and improve them. The consolidation exercises can help students further master the language points, and lay a solid foundation for the subsequent learning. Step 6: Summary and Extension (Knowledge Summary and Value Guidance) First, the teacher guides students to summarize the content of this class. Students are invited to share what they have learned in this class, including key vocabulary, sentence patterns, the characteristics and survival strategies of surprising plants, and the significance of environmental protection. The teacher supplements and sorts out the students’ summary, and helps students form a systematic knowledge framework. Then, the teacher carries out value guidance: Plants are the treasures of nature, and their unique survival strategies are the embodiment of nature’s wisdom. However, due to human activities, many surprising plants are in danger of extinction. Therefore, we should establish the concept of protecting nature, respect the diversity of life, and take practical actions to protect plants and the ecological environment around us. The teacher also encourages students to observe the plants around them in daily life, explore the secrets of plants, and cultivate their interest in natural science. Finally, the teacher assigns after-class tasks: 1. Review the key vocabulary and sentence patterns learned in this class, and make a vocabulary card; 2. Improve the short passage written in class and hand it in; 3. Collect information about one kind of surprising plant and share it in the next class. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of knowledge. The value guidance link helps students establish the correct concept of environmental protection, cultivate their sense of social responsibility and love for nature, and realize the educational value of the unit. The after-class tasks can consolidate the knowledge learned in class, extend the learning content, and cultivate students’ autonomous learning ability and exploration spirit. 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 $