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

Unit 6 Surprising Plants-Challenging Yourself C-Learning Cooperatively 教学目标和重难点 教学目标 This lesson focuses on developing students’ four-dimensional core literacy based on the theme of “Surprising Plants” and the form of cooperative learning. Language competence is cultivated by guiding students to master key vocabulary, complex sentences and discourse structures related to plants, and to use English to express plant characteristics and cooperative experiences. Cultural awareness is fostered by helping students understand the diversity of global plant resources, recognize the importance of ecological protection, and establish a sense of harmony between humans and nature. Thinking quality is improved through cooperative exploration, guiding students to analyze plant characteristics logically, put forward critical opinions and innovate expression. Learning competence is developed by training students to use cooperative learning strategies, communicate and cooperate effectively in groups, and form the awareness of autonomous learning and mutual help. All four aspects promote each other to achieve the goal of educating people through English courses. 教学重难点 Key points include mastering core vocabulary (such as rare, unique, adapt, survive, cooperate) and sentence patterns (attributive clauses with relative pronouns like which, where, why) in the text; understanding the main idea and key details of the discourse about surprising plants; and mastering basic cooperative learning methods and skills to complete group tasks smoothly. Difficult points lie in accurately using attributive clauses to describe plant characteristics and cooperative processes; effectively communicating and coordinating in group cooperation to avoid perfunctory participation; and combining the text content to think deeply about the relationship between plant adaptation and the environment, and expressing personal views in English with clear logic and appropriate language. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures and short videos of surprising plants (such as Venus Flytrap, Lady’s Slipper, and other special plants mentioned in the textbook). Then the teacher asks open-ended questions in English: “Have you ever seen any surprising plants? What makes them special? Do you know how they survive in harsh environments?” The teacher encourages students to answer freely in English, and guides them to use simple words and sentences to describe the plants they know. After 3-4 students share their ideas, the teacher summarizes and leads to the topic: “Today, we will learn about more surprising plants through cooperative learning, and experience the fun of learning together.” Design Intention: This link uses vivid audio-visual materials to stimulate students’ sensory experience, which can quickly attract students’ attention and arouse their interest in the theme of “surprising plants”. By asking questions, the teacher activates students’ prior knowledge about plants, lays a foundation for the subsequent text learning and cooperative exploration. At the same time, it creates a relaxed English communication atmosphere, reduces students’ anxiety in speaking English, and lays a good foundation for the smooth development of follow-up cooperative activities. Pre-cooperative Learning: Preview and Lay a Foundation First, the teacher distributes preview task lists to students, which include three parts: vocabulary preview, sentence pattern analysis and preliminary understanding of the text. For vocabulary preview, students are required to look up the meanings, parts of speech and example sentences of key words such as rare, unique, adapt, survive, cooperate, teamwork and explore with dictionaries or learning apps. For sentence pattern analysis, students are guided to find attributive clauses with relative pronouns (which, where, why, who) in the text, underline them and try to analyze their structures and meanings with the knowledge they have learned before. For the preliminary understanding of the text, students are required to read the text silently, grasp the main idea and mark the parts they do not understand. Then, the teacher organizes students to exchange their preview results in pairs. Each pair takes turns to share the vocabulary and sentence patterns they have sorted out, and discuss the difficult points encountered in preview. The teacher walks around the classroom, observes students’ communication status, and provides timely guidance for students who have difficulties, such as explaining the usage of difficult words and helping analyze complex sentence structures. After the pair exchange, the teacher invites 2-3 groups to share their preview results with the whole class, and makes supplements and corrections to ensure that students have a basic grasp of the core vocabulary and sentence patterns, and lay a solid language foundation for cooperative learning. Design Intention: Pre-cooperative learning is an important link to ensure the effectiveness of cooperative learning. By arranging preview tasks, students can take the initiative to acquire basic language knowledge, improve their autonomous learning ability. Pair exchange can help students solve simple difficulties in preview, complement each other’s knowledge, and cultivate their initial communication ability. The teacher’s guidance can timely solve students’ confusion, ensure that all students have the basic ability to participate in cooperative learning, and avoid the situation that some students can’t keep up with the progress of the group due to insufficient preview. In-cooperative Learning: Explore and Communicate in Groups First, the teacher divides the students into groups of 4-6 people, following the principle of heterogeneous grouping (combining students with different English levels, so that students with good foundation can help those with weak foundation). Each group elects a group leader, who is responsible for organizing group activities, assigning tasks and reporting the group’s learning results. Then the teacher assigns cooperative learning tasks, which are divided into three levels, focusing on the integration of language learning, thinking training and cooperative skills. Task 1: Text Retelling and Detail Sorting. Each group reads the text together again, and then sorts out the key information of the text according to the guide questions: What are the surprising plants mentioned in the text? What are the unique characteristics of each plant? Why are these plants so special? What do we need to do to protect these rare plants? After sorting out the information, each group selects a representative to retell the text in their own words, using the core vocabulary and attributive clauses they have learned. The group leader is responsible for organizing discussions, ensuring that every member participates in the information sorting, and helping members who have difficulties in expression. Task 2: Cooperative Discussion and Critical Thinking. On the basis of understanding the text, each group discusses the following questions: Do you think the adaptation ability of these surprising plants is amazing? Why? What can we learn from the survival of these plants? How can we combine the knowledge of these plants to protect the ecological environment around us? During the discussion, each member is required to express their own views, listen carefully to others’ opinions, and put forward their own supplementary or different views. The group leader records the key points of the discussion and sorts out the group’s unified views. Task 3: Cooperative Creation and Language Output. Each group is required to create a short English speech or a small poster introduction based on the text content and the results of group discussion. The speech should be 2-3 minutes long, introducing the surprising plants in the text, expressing the group’s views on plant protection, and using at least 3 core vocabulary and 2 attributive clauses. The poster should include the name, characteristics and protection suggestions of the plants, with concise English descriptions. During the creation process, members of the group divide their work and cooperate: some are responsible for drafting the content, some for revising the language, some for designing the poster (for the poster group) or practicing the speech (for the speech group), ensuring that every member has a clear task and participates in the creation actively. During the group cooperative learning, the teacher acts as a guide, helper and participant. The teacher walks around each group, observes the progress of the group’s task, and provides guidance when necessary: for groups with slow progress, the teacher reminds them of the key points of the task and helps them sort out their ideas; for groups with communication problems, the teacher guides them to listen to each other and communicate politely; for groups with creative difficulties, the teacher provides appropriate inspiration and suggestions. At the same time, the teacher pays attention to the participation of each student, especially the students with weak English foundation, encourages them to express their views bravely, and helps them improve their language expression ability in the process of cooperation. Design Intention: In-cooperative learning is the core link of this lesson. By setting hierarchical tasks, it can meet the learning needs of students with different levels, and realize the organic combination of language input and output. Task 1 focuses on consolidating students’ understanding of the text and the use of language knowledge, training their ability to sort out and summarize information. Task 2 guides students to think deeply on the basis of the text, cultivates their critical thinking and sense of ecological protection, and embodies the cultivation of cultural awareness and thinking quality. Task 3 focuses on language output, allowing students to apply the learned language knowledge to practical creation, improving their language expression ability and cooperative innovation ability. Heterogeneous grouping and clear division of labor can ensure that every student participates in cooperative learning, realize mutual help and common progress, and cultivate students’ cooperative awareness and communication skills. Post-cooperative Learning: Show, Evaluate and Improve First, the teacher organizes the groups to show their learning results. Each group sends a representative to present their text retelling, group discussion views, speeches or posters. When a group is showing, other groups listen carefully and take notes. After each group’s presentation, the teacher invites other groups to make comments, focusing on the accuracy of language expression, the rationality of views, the completeness of task completion and the cooperation effect of the group. Then the teacher makes a comprehensive evaluation, affirming the advantages of each group (such as accurate use of vocabulary, clear logic of views, good cooperation effect), and pointing out the areas that need improvement (such as incorrect use of sentence patterns, insufficient depth of discussion, incomplete task completion). Then, the teacher arranges individual reflection tasks for students. Students are required to write a short English reflection, which includes three parts: What did I learn in this cooperative learning? What did I do in the group? What are my shortcomings and how to improve them in the future? After students finish writing, they can exchange their reflections with their group members, learn from each other’s advantages, and put forward suggestions for improvement. Finally, the teacher summarizes the whole lesson. The teacher reviews the core vocabulary, sentence patterns and key points of the text, emphasizes the importance of cooperative learning and ecological protection, and encourages students to apply the learned knowledge to daily life, pay attention to the plants around them, and actively participate in cooperative activities in future learning to improve their comprehensive English ability. Design Intention: The display link can provide students with a platform to show themselves, enhance their self-confidence in learning English, and also allow students to learn from each other and complement each other’s strengths. The evaluation link, combining student evaluation and teacher evaluation, is helpful for students to clearly understand their own advantages and shortcomings, and improve their ability of self-evaluation and mutual evaluation. The reflection task guides students to sort out their learning experience and deficiencies, cultivate their self-reflection ability, and lay a foundation for their future autonomous learning and cooperative learning. The final summary helps students sort out the knowledge system of the whole lesson, consolidate the learning results, and sublimates the theme of the lesson, realizing the integration of language learning and value guidance. Extension Activity: Consolidate and Apply After the class, the teacher arranges an extension task: each group is required to collect information about a kind of surprising plant that is not mentioned in the text, and complete a group report. The report should include the basic information of the plant (name, origin, appearance), unique characteristics, living habits and protection status, and be presented in English. The report can be in the form of PPT, speech or poster, and will be displayed in the next class. At the same time, students are encouraged to observe the plants around their home or school, record their characteristics in English, and share them with their group members. Design Intention: The extension activity extends the learning content from the classroom to daily life, which can help students consolidate the learned language knowledge and cooperative skills, and also expand their horizons, understand more knowledge about surprising plants. Collecting information and completing the group report can further improve students’ autonomous learning ability, information processing ability and cooperative creation ability. Observing the plants around can stimulate students’ interest in nature, enhance their sense of ecological protection, and realize the organic combination of classroom learning and real life Teaching Feedback and Adjustment After the class, the teacher collects students’ preview task lists, group learning records, reflections and extension task reports, and comprehensively understands students’ learning status, including the mastery of core vocabulary and sentence patterns, the participation in cooperative learning, the ability of language expression and thinking, and the problems encountered in learning. For students who have difficulties in mastering vocabulary and sentence patterns, the teacher arranges targeted counseling after class to help them make up for their deficiencies. For groups with poor cooperative effect, the teacher communicates with the group leader, understands the reasons, and guides them to improve their cooperative methods. At the same time, the teacher summarizes the problems in the teaching process, such as whether the task design is reasonable, whether the guidance is timely, and adjusts the teaching plan according to the feedback to improve the effectiveness of future teaching. Design Intention: Teaching feedback is an important link to improve teaching quality. By collecting and analyzing students’ learning results, the teacher can timely grasp the effect of teaching, find out the problems in teaching and students’ learning, and take targeted measures to help students solve their difficulties, so as to ensure that every student can gain in learning. At the same time, the teacher’s self-summary and adjustment can continuously improve the teaching level and make the teaching design more in line with the actual learning needs of students. 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 $