Unit 6 Surprising Plants Listening, Understanding and Communicating 讲义-2025-2026学年高中英语重大版必修第一册

Unit 6 Surprising Plants-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This section focuses on developing students’ four-dimensional core literacy in English. Language competence is cultivated by training students to understand listening materials about surprising plants and express related views in English. Cultural awareness is fostered by guiding students to realize the importance of plant protection across different cultures and establish a sense of harmony between humans and nature. Thinking quality is developed through analyzing listening information, summarizing key points and reasoning logically. Learning ability is improved by encouraging students to use listening strategies independently, cooperate in groups and reflect on their learning process, laying a foundation for lifelong learning. 教学重难点 The key points are: understanding the main idea and key details of the listening materials (such as the characteristics and living habits of surprising plants), mastering basic listening strategies (prediction, key information capture) and being able to communicate simply about surprising plants using the learned words and sentences. The difficult points are: capturing implicit information in the listening materials and reasoning reasonably, overcoming the interference of new words and pronunciation (such as liaison and weak reading) to understand the materials accurately, and expressing personal views fluently and logically in English communication related to plant protection. 教学过程 Pre-listening: Lead-in and Preparation The teacher starts the class with a multimedia presentation, showing pictures and short video clips of surprising plants, such as Venus flytraps, bamboo that grows rapidly, and mimosa that responds to touch. While playing the materials, the teacher asks simple guiding questions in English: “What do you think of these plants? Do you know any special characteristics of them?” This link aims to arouse students’ interest in the theme of “surprising plants” and activate their prior knowledge. Most students have seen some special plants in daily life or on the Internet, and such visual materials can quickly attract their attention, reduce their psychological pressure in listening and create a relaxed English learning atmosphere. Next, the teacher introduces the new words and key expressions related to the listening materials, such as “carnivorous”, “photosynthesis”, “adaptation”, “survive”, “thrive” and “environmental protection”. For each new word, the teacher combines the pictures of the plants to explain their meanings and pronunciations, and guides students to read them repeatedly to ensure they can recognize them in the listening materials. At the same time, the teacher briefly introduces the background of the listening materials: the listening content is an interview between a reporter and a botanist, focusing on the characteristics, living habits of some surprising plants and the importance of protecting them. This part is designed to help students eliminate the obstacle of new words in listening, understand the context of the listening materials in advance, and lay a solid foundation for the subsequent listening activities. It also conforms to the principle of “i+1” in language input, ensuring that students can understand the listening materials with proper guidance. Then, the teacher guides students to predict the content of the listening materials. The teacher writes the title of the listening material on the blackboard — “An Interview with a Botanist About Surprising Plants” — and asks students to discuss in pairs: “What do you think the reporter and the botanist will talk about? What questions might the reporter ask?” After a short discussion, some students are invited to share their predictions in English. The teacher affirms their reasonable predictions and supplements them appropriately. The design intention of this link is to cultivate students’ listening prediction strategy, which is an important part of listening ability. By predicting, students can form a preliminary cognitive framework of the listening content, improve their efficiency in capturing key information during listening, and also train their logical thinking ability and cooperative learning ability. While-listening: Comprehension and Analysis The first listening is focused on getting the main idea. The teacher plays the listening material once, and asks students to finish a simple task after listening: choose the main idea of the listening material from three options (A. The living environment of surprising plants; B. An interview about the characteristics and protection of surprising plants; C. The history of botany research). After students finish their choices, the teacher checks the answers and asks several students to explain their reasons. This link is designed to train students’ ability to grasp the main idea of the listening material, which is the basis of listening comprehension. By listening once, students can form an overall understanding of the content, avoid being trapped in details, and lay a foundation for the subsequent detailed listening. The second listening is focused on capturing key details. The teacher distributes listening task sheets to students, which include questions about the key information in the listening material: 1. What is the special characteristic of the Venus flytrap? 2. How fast can bamboo grow in a day? 3. Why is the mimosa sensitive to touch? 4. What does the botanist suggest we do to protect surprising plants? The teacher plays the listening material again, and asks students to listen carefully and write down the answers to the questions. During the listening process, the teacher reminds students to pay attention to the key words (such as numbers, adjectives, and signal words like “first”, “besides”, “finally”) to help them capture information accurately. After listening, students check their answers in pairs, and then the teacher explains the key points and difficult points in the listening material, especially the parts where students may have made mistakes. For example, if students fail to catch the growth speed of bamboo, the teacher can play that part of the audio again and point out the key word “one meter per day”. The design intention of this link is to train students’ ability to capture key details, which is an important part of listening comprehension. Through targeted tasks, students can focus on the key information in the listening material, improve their listening accuracy, and master the strategy of capturing key words. The third listening is focused on understanding implicit information and reasoning. The teacher plays the listening material for the third time, and asks students to think about the following questions: 1. What is the botanist’s attitude towards the protection of surprising plants? 2. Why does the reporter ask about the living habits of surprising plants? 3. What can we infer from the interview about the current situation of surprising plants? After listening, students discuss these questions in groups of four. The teacher walks around the classroom, guides students to express their views in English, and helps them sort out their thinking. Then, each group sends a representative to share their group’s views, and the teacher makes comments and supplements. This link is designed to break through the teaching difficulty — understanding implicit information and reasoning logically. It requires students not only to understand the surface meaning of the listening material, but also to dig out the deep meaning and make reasonable inferences based on the information they hear. This can effectively train students’ critical thinking ability and improve their listening comprehension level. In the process of while-listening, the teacher pays attention to the differences in students’ listening levels. For students with weak listening ability, the teacher can appropriately slow down the speed of playing the audio or play the key parts repeatedly, and give them more guidance and encouragement. For students with strong listening ability, the teacher can add some challenging tasks, such as asking them to retell the main content of the interview briefly. This differentiated teaching design can meet the needs of students at different levels, ensure that every student can make progress in listening, and reflect the teaching concept of “student-centered”. Post-listening: Consolidation and Communication First, the teacher organizes a “Listening Retelling” activity. Students are divided into groups of three, and each group is required to retell the main content of the listening material together. Each student undertakes a part of the retelling: one student retells the beginning of the interview (the reporter’s questions), one student retells the middle part (the botanist’s introduction to the characteristics of surprising plants), and one student retells the end part (the botanist’s suggestions on plant protection). During the retelling process, students can refer to the key points they recorded, but they are not allowed to read the task sheet directly. After each group finishes retelling, the teacher makes comments, affirms their advantages, and points out the places that need improvement, such as incorrect pronunciation, improper word choice, or incomplete content. The design intention of this activity is to consolidate the listening results, help students deepen their understanding of the listening material, and at the same time train their oral expression ability. By retelling, students can convert the listening input into oral output, realizing the integration of listening and speaking. Next, the teacher carries out a “Group Discussion” activity. The discussion topic is: “What other surprising plants do you know? What should we do to protect these plants in our daily life?” Before the discussion, the teacher gives students some guiding words and sentences, such as “I know a kind of plant called... It has the characteristic of...”, “In my opinion, we should... to protect plants”, “Besides, we can also...”. Then, students discuss in groups of four, and each student is required to express their own views in English. The teacher walks around the classroom, listens to the students’ discussions, helps them solve the problems they encounter in expression (such as incorrect sentence structure, lack of words), and encourages shy students to speak actively. After the discussion, each group selects a representative to make a group report, sharing the group’s views with the whole class. The teacher makes comments on each group’s report, focusing on the fluency and logic of their expression, and guides students to put forward more practical suggestions on plant protection. This link is designed to achieve the teaching goal of “communicating”, train students’ oral communication ability, and at the same time cultivate their sense of environmental protection and cultural awareness. Through discussion, students can not only apply the learned words and sentences to practical communication, but also deepen their understanding of the theme of plant protection, establishing the concept of harmony between humans and nature. Then, the teacher arranges a “Listening Reflection” activity. Students are asked to write a short reflection in English, which includes the following contents: 1. What did I learn from this listening class? 2. What difficulties did I encounter in listening? 3. What listening strategies will I use in future listening practice? After students finish writing, some students are invited to share their reflections with the whole class. The teacher listens carefully and gives positive feedback, encouraging students to sum up their experience and lessons in listening, and continuously improve their listening ability. The design intention of this activity is to cultivate students’ learning ability, guide them to form the habit of reflecting on their learning process, and help them find their own shortcomings and improve their learning strategies. This is an important part of developing students’ core literacy, which can help students become independent learners. Finally, the teacher summarizes the whole class. The teacher reviews the key points of this class, including the new words and expressions, listening strategies, and the main content of the listening material. At the same time, the teacher emphasizes the importance of protecting surprising plants and calls on students to pay attention to the plants around them and take actions to protect the natural environment. The design intention of this link is to consolidate the knowledge and skills learned in this class, strengthen students’ sense of environmental protection, and achieve the educational goal of integrating language teaching and value guidance. In the whole teaching process, the teacher adheres to the student-centered teaching concept, designs a variety of teaching activities, and integrates the cultivation of four-dimensional core literacy into each link. Through pre-listening lead-in and preparation, students’ interest is aroused and their foundation is laid; through while-listening comprehension and analysis, students’ listening ability and thinking quality are trained; through post-listening consolidation and communication, students’ oral expression ability and learning ability are improved, and their cultural awareness and sense of social responsibility are fostered. All activities are designed to help students master listening and communication skills related to the theme of “surprising plants”, and at the same time develop their comprehensive quality, laying a solid foundation for their future English learning and lifelong development. 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 $