Unit 6 Surprising Plants-Viewing, Speaking and Writing 教案-2025-2026学年高中英语重大版必修第一册

Unit 6 Surprising Plants-Viewing, Speaking and Writing 教学目标和重难点 教学目标 This section focuses on cultivating students’ four-dimensional core literacy in English. Language competence is developed through viewing and understanding plant-related videos, speaking about surprising plants and their characteristics, and writing persuasive or descriptive passages. Cultural awareness is fostered by exploring the cultural connotations of plants in different regions and emphasizing the importance of protecting plant diversity. Thinking quality is improved by guiding students to analyze plant characteristics, reason about their survival strategies, and express views logically. Learning ability is enhanced by encouraging students to independently collect plant information, cooperate in group activities, and reflect on their own language use and learning process. 教学重难点 The key points are: understanding the main content and key details of plant-related videos, mastering the basic vocabulary and sentence patterns to describe plant characteristics and survival strategies, and being able to express personal views on surprising plants clearly and fluently in spoken English as well as write a coherent and logical short passage. The difficult points are: using complex sentences and cohesive devices properly in speaking and writing, accurately expressing the logical relationship between plant characteristics and their survival adaptability, and integrating personal feelings and rational analysis to make the speaking and writing content more persuasive and vivid. 教学过程 Pre-class Preparation: Preview and Exploration Before the class, students are asked to preview the new words and phrases related to plants in Unit 6, such as “carnivorous”, “photosynthesis”, “adaptation” and “endangered”, and collect information about one kind of surprising plant (including its appearance, living environment, unique characteristics and survival strategies) through the Internet, books or other channels. They can take notes or make simple picture cards to record the key information. Design Intention: Previewing new words helps students reduce language barriers in the subsequent viewing, speaking and writing activities, laying a solid foundation for understanding and expression. Collecting information about surprising plants independently can stimulate students’ interest in learning, cultivate their ability to obtain and sort out information, and also provide rich materials for in-class speaking and writing tasks. At the same time, it conforms to the requirements of cultivating students’ learning ability in core literacy, guiding them to form the habit of independent learning. In-class Teaching: Step-by-Step Promotion Viewing: Comprehension and Analysis First, the teacher plays a 3-5 minute video about surprising plants, such as Venus flytraps, mimosa and bamboo. The video is vivid and intuitive, showing the unique appearance and growth characteristics of these plants, as well as their amazing survival strategies (e.g., how Venus flytraps catch insects, how mimosa responds to touch, and how bamboo grows rapidly). Before playing the video, the teacher puts forward simple guiding questions: “What plants are shown in the video? What makes them surprising?”, guiding students to watch with purpose. After playing the video for the first time, students are asked to answer the guiding questions briefly in pairs, sharing their initial impressions of the plants in the video. Then, the teacher plays the video again, and asks students to take notes on the key details: the appearance of each plant, its living environment, and its unique survival strategy. After that, the teacher organizes a class discussion, inviting students to share their notes and supplement each other’s opinions. The teacher timely sorts out and summarizes the key information, and explains the difficult words and sentences in the video (such as “The Venus flytrap has evolved a unique mechanism to survive in nutrient-poor soil.”) to help students fully understand the video content. Design Intention: The video is a multi-modal teaching resource that can effectively attract students’ attention and stimulate their interest in the theme of “surprising plants”. Watching the video with guiding questions helps students improve their ability to capture key information and understand the main content quickly. The two-time viewing design, from overall perception to detailed analysis, conforms to the law of students’ cognitive development. Pair discussion and class sharing not only help students deepen their understanding of the video content, but also provide opportunities for students to practice oral expression initially, laying a foundation for the subsequent speaking activities. Explaining difficult points in time can help students break through language barriers and ensure the smooth progress of teaching. Speaking: Expression and Communication Based on the viewing activity and pre-class preparation, the speaking activity is carried out in the form of group discussion and class presentation. First, students are divided into groups of 4-5, and each group selects one kind of surprising plant (it can be the plant in the video or the one they collected during pre-class preview) to discuss. The discussion topics are: What are the unique characteristics of this plant? What survival strategies does it have to adapt to the environment? Why do you think it is surprising? If you have the chance to plant this kind of plant, what will you do to take care of it? During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties in expression. For example, if a student cannot accurately express “the plant can catch insects”, the teacher can prompt them with the sentence pattern “This plant is carnivorous and can catch insects to get nutrients.”; if a student cannot organize language coherently, the teacher can guide them to use connecting words such as “first”, “then”, “besides” to connect their ideas. After the group discussion, each group sends a representative to make a 2-3 minute class presentation, introducing the surprising plant selected by the group and sharing the group’s views. After each presentation, other students can ask questions or put forward supplementary opinions, such as “Why can bamboo grow so fast?”, and the representative of the group answers them. The teacher makes comments on each presentation, affirming the advantages of students’ expression (such as accurate use of vocabulary, fluent speech) and putting forward suggestions for improvement (such as adding more details to make the introduction more vivid, using more complex sentences to enhance the expressiveness). Design Intention: Group discussion provides a relaxed and harmonious communication environment for students, allowing each student to have the opportunity to express their views and practice oral English. The discussion topics are closely related to the viewing content and pre-class preparation, ensuring that students have something to say. The teacher’s guidance can help students solve the difficulties in oral expression, improve their language competence, and cultivate their ability to communicate and cooperate in groups. Class presentation and interaction not only enhance students’ confidence in speaking English, but also help students learn from each other, improve their ability to listen and respond, and further deepen their understanding of the theme of “surprising plants”. At the same time, guiding students to think about plant protection in the discussion also infiltrates the education of ecological protection, which is conducive to cultivating students’ cultural awareness and sense of social responsibility. Writing: Integration and Creation On the basis of viewing and speaking activities, the writing activity is carried out, which requires students to write a short passage with the title “My Favorite Surprising Plant”. First, the teacher guides students to sort out the writing ideas: first, briefly introduce the plant (name, appearance, living environment); second, focus on describing its unique characteristics and survival strategies (the most surprising part); finally, express personal feelings and views (such as why you like it, the significance of protecting it). Then, the teacher lists some useful vocabulary and sentence patterns for students’ reference, such as vocabulary: unique, amazing, adapt to, survive, nutrient-poor, rapid growth; sentence patterns: “The most surprising thing about this plant is that...”, “In order to adapt to the environment, it has developed...”, “I think this plant is very precious because...”. At the same time, the teacher reminds students to pay attention to the coherence and logic of the passage, use appropriate connecting words, and avoid simple sentence repetition. After that, students start to write independently. During the writing process, the teacher walks around to provide guidance for students who have difficulties. For example, if a student does not know how to start the passage, the teacher can prompt them with the sentence “Among all the surprising plants I know, the one I like best is...”; if a student cannot accurately describe the plant’s characteristics, the teacher can guide them to refer to the notes taken during viewing and group discussion. After students finish writing, they exchange their works in pairs, read each other’s passages, and put forward revision suggestions (such as correcting grammatical mistakes, adding details, improving the coherence of the passage). Then, the teacher selects 2-3 representative works (including excellent works and works with common problems) to comment on in class. For excellent works, the teacher affirms their advantages (such as clear structure, vivid description, accurate use of language) and asks students to learn from them; for works with problems, the teacher points out the existing problems (such as unclear logic, incorrect use of vocabulary, grammatical mistakes) and guides students to revise them together. Finally, students revise their own works according to the teacher’s comments and their partners’ suggestions. Design Intention: Writing is the integration and application of language competence. On the basis of viewing and speaking, students have accumulated rich materials and language expressions, which can effectively reduce the difficulty of writing. Guiding students to sort out writing ideas helps them form a clear writing framework and ensure the coherence and logic of the passage. Providing reference vocabulary and sentence patterns can help students expand their language expression and improve the accuracy and richness of their writing. Peer review and teacher’s comment not only help students find their own problems in writing, but also learn from each other’s advantages, improve their writing ability and critical thinking ability. Revising the works after comments can help students deepen their understanding of language use and further improve their writing level. At the same time, writing about personal feelings and views on plants can also cultivate students’ emotional experience and sense of responsibility for protecting plant diversity, which is in line with the requirements of cultivating cultural awareness and thinking quality. Post-class Extension: Consolidation and Application After the class, students are assigned two tasks: First, revise their written passage again, polish the language, and add more details to make the passage more vivid and persuasive. Then, they can share their revised passage with their classmates through the class group, and read their classmates’ works to learn from each other. Second, collect more information about plant protection, write a short English slogan about plant protection, and share it in the next class. In addition, students are encouraged to observe the plants around them (such as campus plants, family plants), record their characteristics in English, and form a small “plant observation diary”, which can be shared in the subsequent class activities. Design Intention: Post-class revision helps students consolidate the writing knowledge and skills learned in class, and further improve their writing level. Sharing works in the class group can expand the scope of communication and learning, and enhance students’ interest in learning. Collecting plant protection information and writing slogans can deepen students’ understanding of the importance of plant protection, strengthen their sense of social responsibility, and further cultivate their cultural awareness. Observing plants around them and writing observation diaries can connect English learning with real life, make students realize the practical value of English, and cultivate their ability to observe and think, which is conducive to the long-term development of their learning ability. Teaching Reflection (Embedded in the Whole Process) Throughout the teaching process, the teacher pays attention to observing students’ performance in viewing, speaking and writing activities, records the problems encountered by students (such as difficulty in understanding video details, inadequate oral expression, and incorrect writing grammar), and adjusts the teaching progress and methods in a timely manner. After the class, the teacher reflects on the whole teaching process, summarizes the advantages and deficiencies of the teaching design, and thinks about how to improve the teaching effect in the subsequent teaching, so as to better cultivate students’ four-dimensional core literacy. Design Intention: Teaching reflection is an important part of improving teaching quality. By observing students’ performance in class, the teacher can timely grasp the effect of teaching and the learning situation of students, and adjust the teaching strategy to meet the learning needs of students. Post-class reflection helps the teacher sum up experience and lessons, continuously optimize the teaching design, and better implement the requirements of core literacy-oriented teaching, so as to promote the all-round development of students’ English ability. 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 $