Unit 6 Surprising Plants-Challenging Yourself C Learning Individually 讲义-2025-2026学年高中英语重大版必修第一册

Unit 6 Surprising Plants-Challenging Yourself C-Learning Individually 教学目标和重难点 教学目标 Language Competence: Students will master core vocabulary (e.g., carnivorous, adaptation, photosynthesis) and complex sentence structures related to surprising plants, improving their ability to understand academic texts, extract key information and express personal views in English. Cultural Awareness: They will understand the connection between plants and human society, recognize the importance of biodiversity, and establish the concept of harmony between humans and nature. Thinking Quality: It guides students to analyze the survival strategies of surprising plants, develop logical reasoning and critical thinking, and learn to explore the scientific principles behind plant wonders. Learning Ability: Students will master independent learning strategies such as self-preview, information sorting and problem solving, cultivate the awareness of lifelong learning and the ability to learn independently. 教学重难点 Key Points: Master the core vocabulary and phrases about plant characteristics and survival adaptations; understand the main content and logical structure of the text in Challenging Yourself C; be able to extract key information from the text and express personal understanding of surprising plants in simple English. Difficult Points: Understand complex sentence structures (e.g., attributive clauses, conditional clauses) in the academic text; accurately grasp the deep meaning of the text and the author’s intention; flexibly apply independent learning strategies to complete learning tasks; use English to logically analyze the adaptation mechanisms of surprising plants and express personal views. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with an open question: “Have you ever seen a plant that can catch insects or grow extremely fast? What surprising plants do you know?” Then, the teacher shows short videos and pictures of surprising plants (such as Venus flytraps, bamboo and pitcher plants) on the screen, with simple English introductions for each plant. After watching, invite 2-3 students to share what they have seen and heard in English briefly. Finally, the teacher leads to the topic: “Today, we will learn Challenging Yourself C and explore more surprising plants through independent learning, mastering effective independent learning methods at the same time.” Design Intention: This link connects students’ prior life experience and existing knowledge, and uses vivid audio-visual materials to arouse students’ curiosity and interest in the topic of “surprising plants”. The open question and sharing activity not only provide students with opportunities to express themselves in English, but also lay a foundation for the subsequent independent learning of the text. It also subtly guides students to enter the state of independent thinking and prepares for the cultivation of learning ability in core literacy. Pre-learning: Guide Independent Preview and Clear Obstacles First, the teacher arranges independent preview tasks for students and provides a preview guide: Read the text in Challenging Yourself C silently, mark the new words and difficult sentences that cannot be understood; Try to find the topic sentence of each paragraph and sort out the main idea of the text; Think about the question: “What makes these plants surprising?” Students complete the preview tasks independently. During the preview, the teacher walks around the classroom, observes students’ preview status, and provides appropriate guidance for students who have difficulties, such as reminding them to guess the meaning of new words through context clues or use online dictionaries to look up words. After the preview, the teacher organizes a brief exchange. Invite students to share the new words and difficult sentences they found, and the teacher explains the key vocabulary (such as carnivorous, adaptation, photosynthesis, intricate) and difficult sentences (such as “The intricate mechanism by which the Venus flytrap captures insects is a perfect example of plant adaptation.”) in simple English, combining with context and example sentences. For complex sentence structures, the teacher disassembles them into simple sentences to help students understand. Then, ask students to share the main idea of the text they sorted out, and the teacher makes appropriate supplements and summaries to ensure that students have a preliminary understanding of the text content. Design Intention: Pre-learning is the key link of independent learning. By providing a preview guide, students can carry out preview activities in a targeted manner, avoiding blindness in independent learning. The teacher’s guidance and exchange link can help students solve the obstacles encountered in the preview process, master core vocabulary and difficult sentences in advance, and lay a solid foundation for the in-depth learning of the text. At the same time, it cultivates students’ ability of independent preview and problem finding, which is an important part of improving learning ability. In-depth Learning: Promote Independent Exploration and Improve Literacy Text Reading and Information Extraction The teacher asks students to read the text again carefully and complete the following tasks independently: Fill in the form about the characteristics and survival adaptations of the surprising plants mentioned in the text (including plant names, characteristics, adaptation mechanisms); Underline the key sentences that reflect the “surprising” characteristics of plants and briefly explain the reasons. After students complete the tasks independently, they can discuss with their deskmates to check and supplement each other’s answers. Then, the teacher invites several students to present their answers on the blackboard, and comments and corrects them, focusing on guiding students to accurately extract key information and understand the logical relationship between plant characteristics and adaptation mechanisms. Design Intention: This task guides students to read the text in depth, cultivate their ability to extract and sort out information independently. The form-filling task is intuitive and targeted, helping students clarify the key content of the text. The peer discussion link not only can make up for the deficiencies of individual independent learning, but also cultivate students’ communication ability and cooperative learning awareness. The teacher’s comment and correction link can help students find their own mistakes and deepen their understanding of the text content, which is conducive to the improvement of language ability and thinking quality. Text Analysis and Critical Thinking Training On the basis of information extraction, the teacher puts forward guiding questions to stimulate students’ independent thinking: Why do some plants develop carnivorous characteristics? What is the relationship between this adaptation and their living environment? What can we learn from the adaptation of surprising plants to the environment? Do you think there are other surprising plants in the world? If so, what characteristics might they have? Students think about these questions independently and write down their own views briefly. Then, the teacher organizes a class discussion, invites students to share their views, and guides students to express their opinions logically and put forward their own unique insights. For example, when discussing the significance of plant adaptation, the teacher guides students to connect with the concept of environmental protection and realize the importance of biodiversity. In the process of discussion, the teacher pays attention to guiding students to use the core vocabulary and sentence structures learned in the text to express their views, and corrects their language mistakes in time. At the same time, the teacher guides students to think critically, such as asking: “Is the adaptation of carnivorous plants absolute? Are there any limitations?” to cultivate students’ critical thinking ability. Design Intention: The guiding questions guide students to go beyond the surface of the text, conduct in-depth thinking and exploration, and connect the text content with real life and environmental protection. The independent thinking and class discussion links not only improve students’ oral expression ability and logical reasoning ability, but also cultivate their critical thinking and cultural awareness. It enables students to understand the relationship between plants and the environment, establish the concept of harmony between humans and nature, and realize the educational value of the text. Independent Summary and Knowledge Consolidation The teacher asks students to summarize the text independently, requiring them to include the main content of the text, the characteristics and adaptation mechanisms of surprising plants, and their own insights. Students can choose to summarize in the form of a short passage, a mind map or key points. After completing the summary independently, students exchange their summaries with each other in groups of four, and put forward suggestions for improvement. Then, the teacher selects several typical summaries to display in the class, comments on them, and guides students to improve their summary ability, focusing on the accuracy of language expression and the clarity of logical structure. In addition, the teacher arranges a small independent exercise: ask students to write a short paragraph (about 50 words) to introduce a surprising plant they know, using the core vocabulary and sentence structures learned in this lesson. Students complete the exercise independently, and the teacher collects and checks them after class, providing targeted feedback for students’ mistakes. Design Intention: The independent summary task helps students sort out the knowledge they have learned, deepen their understanding of the text, and improve their ability of induction and summary. The form of optional summary meets the individual differences of students and reflects the concept of student-oriented teaching. The group exchange and teacher’s comment links can help students find their own deficiencies and improve their language expression ability. The small exercise enables students to apply the knowledge they have learned flexibly, realizing the consolidation and application of knowledge, and further improving their language ability. Expansion and Extension: Strengthen Independent Learning and Expand Vision The teacher introduces extended materials related to surprising plants, such as short English articles about mimosa and cactus, or English videos about plant bionics. Students read or watch the extended materials independently, and complete the following tasks: Extract the key information of the extended materials and share it with the class; Think about how the knowledge learned in this lesson can be applied to the understanding of the extended materials; Put forward 1-2 questions about the extended materials and try to solve them independently or through group discussion. In addition, the teacher assigns an after-class independent learning task: ask students to search for information about a kind of surprising plant they are interested in in English, and complete a small English report (about 100 words), including the plant’s characteristics, living environment and adaptation mechanisms. The report should be completed independently, and students can use online resources, English books and other materials to collect information. Design Intention: The expansion and extension link enriches students’ knowledge reserve, expands their vision, and enables students to apply the independent learning methods and knowledge learned in class to practice. The after-class independent learning task further strengthens students’ independent learning ability, cultivates their ability to collect and sort out information, and lays a foundation for lifelong learning. At the same time, it also connects classroom learning with after-class learning, forming a complete learning closed loop. Summary and Reflection: Guide Self-Reflection and Improve Learning Ability The teacher guides students to carry out independent reflection and summary: What have you learned in this class? (Including knowledge, skills and methods) What difficulties did you encounter in the process of independent learning? How did you solve them? What aspects do you need to improve in independent learning? Students think about these questions independently and write down their own reflection notes. Then, invite several students to share their reflection results with the class, and the teacher makes appropriate comments and guidance, focusing on guiding students to sum up experience and lessons from independent learning, and master more effective independent learning strategies. Finally, the teacher summarizes the whole class: This class takes “surprising plants” as the theme, guides everyone to carry out independent learning, master core vocabulary and sentence structures, understand the characteristics and adaptation mechanisms of surprising plants, and improve independent learning ability. It is hoped that students can apply the independent learning methods learned in this class to future English learning and other subjects’ learning, and cultivate the awareness of lifelong learning. Design Intention: The summary and reflection link is an important part of independent learning, which helps students clarify their learning gains and deficiencies, and improve their self-reflection ability. Writing reflection notes enables students to sort out their own learning process and thoughts, and deepen their understanding of independent learning. The teacher’s guidance and summary help students form a systematic understanding of the knowledge and methods learned in the class, and further strengthen their learning ability and the awareness of lifelong learning, which is in line with the requirements of core literacy cultivation. 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 $