Unit 6 Surprising Plants-Challenging Yourself C-Learning Creatively 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 Creatively 教学目标和重难点 教学目标 Language Competence: Students will master key vocabulary such as “creative thinking”, “exploration” and sentence structures related to expressing ideas about plant exploration, improving their ability to understand and express creative learning about plants in English. Cultural Awareness: They will understand the importance of plants in different cultures and the value of protecting plant diversity, fostering a sense of respect for nature and cross-cultural awareness. Thinking Quality: Through analyzing surprising plant phenomena and designing creative exploration activities, students will develop logical, critical and innovative thinking. Learning Ability: They will learn to use various learning strategies such as group cooperation and independent inquiry to cultivate the awareness of autonomous learning and creative exploration, laying a foundation for lifelong learning. All four aspects are integrated to achieve the educational goal of moral education and ability development. 教学重难点 Key Points: Mastering the core vocabulary and sentence structures in the text, being able to understand the main idea and details of the passage about creative learning of plants, and expressing personal views on plant exploration and creative learning in simple English. Difficult Points: Applying the learned language knowledge to practical communication and creative activities, such as designing reasonable plant exploration plans; cultivating innovative thinking in the process of learning, and being able to put forward unique ideas about plant protection and creative utilization; overcoming the barriers in cross-cultural expression and establishing a correct concept of nature protection. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a question: “Have you ever been surprised by the magic of plants? For example, some plants can catch insects, some can survive in extremely dry environments. What surprising plants do you know?” Then, the teacher shows pictures and short videos of surprising plants (such as Venus flytraps, bamboo, mimosa) and asks students to discuss in pairs: “What makes these plants special? How do they adapt to the environment?” After 5 minutes of discussion, invite 2-3 groups to share their opinions in English. Design Intention: This lead-in links students’ prior knowledge and life experience, stimulates their interest in the topic of “surprising plants” through vivid audio-visual materials, and creates a relaxed English communication atmosphere. It not only activates students’ existing vocabulary related to plants but also guides them to think about the characteristics and survival strategies of plants, laying a foundation for the subsequent learning of creative exploration and learning. At the same time, it implicitly cultivates students’ awareness of observing nature and caring for plants, which is in line with the requirements of cultural awareness in core literacy. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the text on the blackboard or courseware, including “creative”, “exploration”, “adaptation”, “survive”, “inspire”, “come up with”, “take advantage of” and so on. For each word, the teacher explains its meaning and usage with simple English and combines it with the context of plant exploration. For example, when explaining “adaptation”, the teacher says: “Adaptation means the way a plant changes to live better in its environment. For example, cacti have thick stems to store water, which is their adaptation to dry deserts.” Then, the teacher asks students to make simple sentences with these words in pairs to consolidate their mastery. Next, the teacher briefly introduces the background of the text: “Today we will learn a passage about creative learning through exploring surprising plants. It tells us how we can use creative thinking to discover the secrets of plants and learn from their survival strategies. This will help us develop our creative ability and learn to look at nature from a new perspective.” Design Intention: Vocabulary is the foundation of language learning. Previewing key vocabulary before reading helps students reduce obstacles in understanding the text and improve reading efficiency. By combining vocabulary explanation with plant-related examples, students can better understand the meaning and usage of words, which is conducive to improving their language competence. The brief background introduction helps students grasp the core of the text in advance, clarify the learning goal, and stimulate their motivation to read and explore, laying a foundation for the in-depth understanding of the text. Step 3: While-reading (Text Comprehension and Ability Training) This step is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text from the overall to the local, and from the surface to the deep. First, Fast Reading: Ask students to read the text quickly and answer two questions: 1. What is the main idea of the passage? 2. What creative ways of learning about plants are mentioned in the text? After reading, invite students to answer the questions. The teacher summarizes and supplements: “The main idea of the passage is that we can learn creatively through exploring surprising plants, and it introduces some creative methods such as observing carefully, doing experiments and cooperating with others.” Second, Careful Reading: Ask students to read the text carefully and complete the following tasks: 1. Underline the key sentences in each paragraph and summarize the main content of each paragraph. 2. Fill in the blanks according to the text: (1) Some plants can __________ (adapt) to extreme environments through special structures. (2) We can __________ (come up with) creative ideas by observing plants’ growth habits. (3) Cooperating with classmates can help us __________ (explore) the secrets of plants more effectively. After students finish, the teacher checks the answers, explains the difficult sentences in the text, such as “By observing how plants adapt to their environment, we can gain inspiration and develop our creative thinking”, and analyzes the sentence structure (by doing sth. as adverbial). Third, Deep Reading: Organize students to discuss in groups: 1. Why is it important to learn creatively through exploring plants? 2. What can we learn from plants’ survival strategies? 3. How can we apply the creative learning methods mentioned in the text to our daily study? Each group chooses a representative to record the discussion results, and then invites 2-3 groups to share their views. The teacher comments and guides: “Learning creatively through plants can not only help us understand nature better but also develop our creative thinking and problem-solving ability. Plants’ adaptation and tenacity can inspire us to face difficulties bravely. In daily study, we can also observe carefully, think independently and cooperate with others to improve our learning efficiency.” Design Intention: Fast reading helps students grasp the main idea of the text and cultivate their ability of fast information extraction, which is an important part of language competence. Careful reading focuses on the understanding of details and the mastery of language knowledge, helping students consolidate vocabulary and sentence structures and improve their ability of text analysis. Deep reading guides students to think beyond the text, connect the content of the text with their own study and life, which not only deepens their understanding of the text but also cultivates their critical thinking and innovative thinking, and promotes the development of their learning ability and thinking quality. Group discussion also helps students improve their oral expression ability and cooperative learning ability. Step 4: Post-reading (Consolidation and Application) This step includes two activities: language practice and creative exploration, to help students apply the learned knowledge to practice and develop their creative ability. Activity 1: Language Practice. Ask students to complete a short passage using the key vocabulary and sentence structures learned in the text. The passage is about “My Creative Exploration of a Plant”: “Last week, I observed a __________ (surprising) plant in my garden. It has special leaves that can __________ (adapt) to different light conditions. By observing it carefully, I __________ (come up with) an idea: I can record its growth process and share it with my classmates. Cooperating with my deskmate, we __________ (explore) its growth habits and found many interesting secrets. This experience helps me realize that creative learning can make our study more interesting and meaningful.” After students finish, the teacher invites some students to read their passages and comments on their use of vocabulary and sentence structures, and puts forward suggestions for improvement. Activity 2: Creative Exploration. Organize students to carry out a group activity: “Design a Creative Plant Exploration Plan”. Each group chooses a kind of surprising plant (it can be the one mentioned in the text or other plants they know), and designs a detailed exploration plan, including the purpose of exploration, the content of exploration (such as observing the plant’s appearance, growth habits, adaptation strategies), the methods of exploration (such as observation, experiment, data collection) and the expected results. Each group needs to present their plan in English, and the other groups can ask questions and put forward suggestions. The teacher evaluates each group’s plan from the aspects of creativity, feasibility and English expression, and encourages students to put their plans into practice after class. Design Intention: Language practice helps students consolidate the key vocabulary and sentence structures learned, and improve their ability of written expression, which is an important way to improve their language competence. The creative exploration activity is closely related to the theme of “Learning Creatively”, which guides students to apply the creative learning methods mentioned in the text to practical exploration, cultivates their innovative thinking and practical ability, and reflects the requirements of learning ability and thinking quality. Group cooperation in the activity also helps students improve their cooperative learning ability and oral expression ability. At the same time, through exploring plants, students can further understand the magic of nature and enhance their awareness of protecting plants, which is conducive to the cultivation of cultural awareness. Step 5: Summary and Extension First, Summary: Invite a student to summarize the main content of this class, including the key vocabulary, the main idea of the text and the creative learning methods. The teacher supplements and summarizes: “In this class, we learned about the importance of creative learning through exploring surprising plants, mastered some key vocabulary and sentence structures, and carried out creative exploration activities. We should remember that nature is a good teacher, and we can develop our creative ability and learning ability by observing and exploring nature carefully.” Then, Extension: Assign after-class tasks: 1. Finish the creative exploration plan designed in class and supplement more details. 2. Find more information about surprising plants and write a short English passage (about 80 words) to introduce one of them and express your views on creative learning. 3. Observe a plant around you carefully for a week and record its growth changes, and share your findings in the next class. Design Intention: Summary helps students sort out the knowledge learned in this class, strengthen memory and form a systematic knowledge structure. After-class extension tasks connect classroom learning with after-class practice, guide students to continue to explore and learn independently, consolidate the knowledge and skills learned in class, and further develop their learning ability and creative thinking. The task of observing plants also helps students develop the habit of observing nature, enhance their sense of responsibility for protecting nature, and realize the integration of core literacy. Step 6: Evaluation and Feedback During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in discussions, the accuracy of answering questions, the mastery of vocabulary and sentence structures, and the performance in group activities. For students who perform well, the teacher gives timely praise and encouragement, such as “Your idea is very creative!” “You use the vocabulary correctly!” For students who have difficulties, the teacher gives patient guidance and help, such as reminding them of the usage of words and guiding them to think step by step. After class, the teacher evaluates students’ after-class tasks and gives targeted feedback, pointing out their advantages and areas for improvement, and guiding them to adjust their learning methods. Design Intention: Formative evaluation focuses on the process of students’ learning, which can timely find students’ problems and progress, help students understand their own learning situation, and enhance their learning confidence. Targeted feedback helps students adjust their learning strategies and improve their learning efficiency, which is conducive to the development of their learning ability. At the same time, evaluation can also help teachers understand the effect of teaching, adjust teaching methods and improve teaching quality. 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 $