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

Unit 6 Surprising Plants-Reading Further 教学目标和重难点 教学目标 Language Competence: Students will master core vocabulary and sentence patterns related to surprising plants, improve abilities in skimming, scanning and deep reading to understand scientific texts accurately, and be able to express views on plant characteristics and ecological significance in simple English. Cultural Awareness: Students will understand the connection between plants and human society, appreciate the wisdom of nature, establish the awareness of ecological protection, and form a correct view of harmony between humans and nature. Thinking Quality: Students will cultivate logical thinking by analyzing the "phenomenon-cause-inspiration" structure of the text, and develop critical thinking by discussing the value of surprising plants. Learning Ability: Students will master effective reading strategies for scientific articles, form the habit of independent reading and cooperative inquiry, and enhance the ability to apply knowledge to practice. 教学重难点 Key Points: Grasp the main idea and structure of the Reading Further text, master key vocabulary (such as adapt, survive, species, habitat, adaptation) and complex sentences about plant characteristics and survival strategies. Understand the specific examples of surprising plants and their unique adaptive abilities. Difficult Points: Comprehend complex long sentences in the scientific text, infer implicit information from the context, and deeply understand the interactive relationship between plants, environment and human beings. Apply the learned vocabulary and sentence patterns to express views on plant protection and ecological balance accurately and fluently. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a multimedia presentation, showing pictures and short video clips of various surprising plants, such as pitcher plants with "natural traps", mimosa that folds its leaves when touched, and desert plants that store water for a long time. Then the teacher asks students two open questions: "Have you ever seen these plants before? What makes them special?" After inviting 3-4 students to share their ideas freely, the teacher summarizes and introduces the theme of Reading Further: "Today we will read an article about surprising plants around the world. We will explore their unique survival strategies and understand how they adapt to harsh environments. Let’s start our journey of exploring plant wisdom together." Design Intention: The visual materials (pictures and videos) are closely related to the text theme and can quickly attract students’ attention, arouse their curiosity about surprising plants, and activate their prior knowledge and life experience. The open questions encourage students to express their views actively, reduce their anxiety in English expression, and lay a solid emotional and cognitive foundation for the subsequent reading activities. Meanwhile, the brief introduction of the theme helps students clarify the learning focus of the class, guiding them to enter the reading state actively. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the Reading Further text on the blackboard or courseware, including adapt, survival, species, habitat, drought-resistant, photosynthesis, thrive, tolerate, unique, adaptation. For each word, the teacher provides simple English definitions and example sentences related to plants, such as "Adapt means to change in order to live in a new environment. For example, cacti adapt to the desert by storing water." Then, the teacher organizes a group activity: students work in groups of 4 to match the vocabulary with their definitions and make one more sentence with each word. After 5 minutes, each group sends a representative to share their answers and sentences, and the teacher corrects and supplements them. Next, the teacher briefly introduces the background knowledge: "There are millions of plant species on Earth. Some plants live in deserts with little water, some live in rainforests with heavy rain, and some even live in extremely cold areas. To survive in these harsh environments, plants have developed unique adaptive abilities. The article we will read today will introduce some of these surprising plants and their amazing survival skills." Design Intention: Vocabulary is the foundation of understanding the text. By presenting core vocabulary with definitions and example sentences, students can master the meaning and usage of the words in the context of the theme, avoiding isolated vocabulary memorization. The group matching activity increases the interactivity of the class, stimulates students’ learning enthusiasm, and helps them consolidate the vocabulary in practice. The brief background introduction helps students understand the background of the text, broaden their horizons, and lay a foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Information Processing) This step is divided into three parts: skimming, scanning and deep reading, to help students gradually understand the text from the overall to the local, and from the surface to the deep. First, Skimming: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. How many surprising plants are introduced in the text, and what are they? After students finish reading, the teacher invites several students to share their answers, and then summarizes: "The main idea of the text is to introduce some surprising plants around the world and their unique adaptive abilities to survive in harsh environments. The text introduces three kinds of surprising plants: desert cacti, pitcher plants and mimosa." Design Intention: Skimming is an important reading strategy for grasping the main idea of the text. By setting simple and direct questions, students can practice skimming skills, quickly grasp the core content of the text, and form an overall understanding of the text structure, which lays a foundation for further in-depth reading. Second, Scanning: The teacher asks students to read the text again carefully, and fill in the following table about the characteristics and adaptive abilities of each plant. The table is as follows: Types of Plants Characteristics Adaptive Abilities Desert Cacti Pitcher Plants Mimosa Students work in pairs to complete the table. After completion, the teacher checks the answers with the whole class, emphasizes the key information, and explains the difficult sentences in the relevant paragraphs, such as "Cacti have thick, fleshy stems that can store large amounts of water, and their leaves are reduced to spines to reduce water loss." The teacher analyzes the sentence structure, points out the attributive clauses, and helps students understand the meaning of the sentence. Design Intention: Scanning is a skill to find specific information quickly. By completing the table, students can practice scanning skills, extract key information about each plant accurately, and deepen their understanding of the details of the text. The pair work encourages students to communicate and cooperate, and helps them solve problems together. Explaining difficult sentences can help students break through the language barriers in reading, ensuring that they can understand the text smoothly. Third, Deep Reading: The teacher designs a series of guiding questions to help students think deeply about the text and cultivate their logical thinking and critical thinking. The questions are as follows: 1. Why can desert cacti survive in the desert with little water? 2. How do pitcher plants get nutrients? 3. What is the function of mimosa’s ability to fold its leaves? 4. What can we learn from the adaptive abilities of these surprising plants? 5. What is the author’s attitude towards these surprising plants? The teacher organizes students to discuss these questions in groups of 4. During the discussion, the teacher walks around the classroom, guides students to think deeply, helps them express their views in English, and corrects their grammatical mistakes and inappropriate expressions. After the discussion, each group selects a representative to share their group’s views, and the teacher makes comments and summaries, emphasizing that these plants’ adaptive abilities are the result of long-term evolution, which reflects the wisdom of nature, and guides students to realize the importance of protecting plants and the ecological environment. Design Intention: Deep reading is the key to improving students’ reading ability and thinking quality. The guiding questions are designed from the surface to the deep, guiding students to think beyond the text content, explore the connotation of the text, and cultivate their logical thinking and critical thinking. Group discussion provides students with more opportunities to express themselves in English, improves their oral expression ability, and enhances their cooperative learning awareness. The teacher’s guidance and comments help students correct their mistakes in time, deepen their understanding of the text, and imperceptibly infiltrate the concept of ecological protection. Step 4: Post-reading (Consolidation, Application and Expansion) This step includes three activities: vocabulary consolidation, sentence pattern application and theme expansion, to help students consolidate the knowledge learned, apply it to practice, and expand their thinking. First, Vocabulary Consolidation: The teacher organizes a "Vocabulary Competition" activity. The teacher shows the English definitions of the core vocabulary, and students compete to answer the corresponding words; then the teacher shows the words, and students make sentences with them. The students who answer correctly get small rewards. This activity not only consolidates the vocabulary learned in this class, but also increases the fun of learning. Design Intention: The form of competition can stimulate students’ learning enthusiasm, make them consolidate the core vocabulary in a relaxed and pleasant atmosphere, and improve their ability to use vocabulary flexibly. Small rewards can enhance students’ sense of achievement and motivate them to participate in class activities actively. Second, Sentence Pattern Application: The teacher extracts several key sentence patterns from the text, such as "To survive in harsh environments, plants have developed unique adaptive abilities.", "The reason why... is that...", "...can help... to...". The teacher explains the structure and usage of these sentence patterns, and provides example sentences. Then students work in pairs to make sentences with these sentence patterns, combined with the content of the text or their own life experience. After completion, some students are invited to share their sentences, and the teacher corrects and evaluates them. Design Intention: Sentence pattern is the basis of English expression. By extracting key sentence patterns from the text, students can connect the text content with language application, and master the structure and usage of the sentence patterns in the context. Pair work helps students communicate and learn from each other, and improves their ability to use sentence patterns flexibly, laying a foundation for their future writing and oral expression. Third, Theme Expansion: The teacher asks students to think about the following question: "Besides the plants mentioned in the text, what other surprising plants do you know? What are their unique characteristics and adaptive abilities?" Students can share their knowledge and experience freely. Then the teacher shows some other surprising plants, such as Venus flytrap, lotus (which is clean even in muddy water), and introduces their characteristics briefly. After that, the teacher organizes a group discussion: "What should we do to protect these surprising plants and the ecological environment?" Students discuss and put forward specific suggestions, such as protecting plant habitats, not picking wild plants at will, participating in afforestation activities, and popularizing plant protection knowledge. Finally, the teacher makes a summary: "Plants are an important part of nature, and their unique adaptive abilities show the magic and wisdom of nature. Protecting plants is protecting our own living environment. We should establish the awareness of ecological protection, take action, and work together to maintain the harmony between humans and nature." Design Intention: Theme expansion helps students expand their horizons, connect the text content with real life, and deepen their understanding of the theme of "surprising plants" and "ecological protection". The group discussion on plant protection guides students to transform their understanding of the text into practical actions, imperceptibly cultivates their sense of social responsibility and ecological awareness, and realizes the goal of moral education. The teacher’s summary helps students sort out the knowledge learned in this class, strengthen the theme awareness, and form a correct view of nature and environment. Step 5: Summary and Homework First, Summary: The teacher invites a student to summarize the main content of this class, including the core vocabulary, key sentence patterns, the main idea and details of the text, and the theme of ecological protection. Then the teacher supplements and improves the summary, emphasizing the key and difficult points of this class, and reviewing the reading strategies (skimming, scanning) and cooperative learning methods used in this class. Design Intention: Letting students summarize the class content can help them sort out the knowledge learned, strengthen their memory and understanding, and improve their ability to summarize and express. The teacher’s supplement and improvement can help students clarify the key and difficult points, and consolidate the knowledge and skills learned in this class. Second, Homework: 1. Read the Reading Further text again and recite the core vocabulary and key sentences. 2. Write a short passage (80-100 words) about a kind of surprising plant you know, introducing its characteristics and adaptive abilities, and using the sentence patterns learned in this class. 3. Find more information about surprising plants after class and share it with the class in the next lesson. Design Intention: Homework is an extension of classroom teaching. Reciting vocabulary and sentences helps students consolidate the knowledge learned in class. Writing a short passage helps students apply the vocabulary and sentence patterns to practice, improving their writing ability. Finding extra-curricular information encourages students to develop the habit of independent learning, expand their knowledge, and lay a foundation for the next class’s sharing activity. 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 $