Unit 6 Surprising Plants-Challenging Yourself C-Learning Reflectively 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 Reflectively 教学目标和重难点 教学目标 The teaching of Challenging Yourself C: Learning Reflectively in Unit 6 Surprising Plants focuses on cultivating students’ four-dimensional core literacy. Language competence is developed by guiding students to master key vocabulary, complex sentences and reflective expressions related to plant learning, enabling them to express learning experiences and reflections in English. Cultural awareness is fostered by helping students understand the cultural connotation of plant learning in different contexts and establish a sense of harmony between humans and nature. Thinking quality is improved through guiding students to analyze, summarize and evaluate their own learning process, developing their logical and critical thinking. Learning competence is cultivated by encouraging students to master reflective learning strategies, form good learning habits and enhance their ability of independent learning and self-improvement, which lays a foundation for their lifelong learning. 教学重难点 Key points include mastering core vocabulary such as reflect, summarize, strength, weakness, strategy and relevant phrases like reflect on, sum up, take measures to do sth; understanding the structure and logical connection of reflective writing; being able to express personal learning experiences, gains and deficiencies in simple and fluent English. Difficult points lie in how to guide students to conduct in-depth reflection on their learning process of this unit instead of superficial description; helping students accurately use complex sentences to express their thoughts in reflective writing; enabling students to internalize reflective learning strategies and apply them to subsequent English learning actively and consciously. 教学过程 Step 1: Lead-in (Lead students into the reflective learning situation and activate prior knowledge) The teacher starts the class with a question: “In this unit, we have learned a lot about surprising plants, such as Venus flytraps, cacti and other special plants. What have you learned from these lessons? How do you think you performed in the learning process? Did you encounter any difficulties?” Then, the teacher invites 2-3 students to share their initial feelings freely in English. After that, the teacher shows some key pictures of the unit, including the growth environment of Venus flytraps, the adaptive characteristics of desert plants, and the key language points learned before, to help students recall the learning content of the whole unit. Finally, the teacher leads out the theme of this lesson: Learning Reflectively, and explains briefly that reflective learning is an important way to improve learning efficiency, which can help us find our own strengths and weaknesses and make better progress. Design Intent: This lead-in links the new lesson with the learned content of the unit, activates students’ prior knowledge and learning experience, and reduces their difficulty in entering the reflective learning situation. By asking open questions and showing pictures, it stimulates students’ interest in expression, guides them to initially think about their own learning process, and lays a good foundation for the smooth development of subsequent reflective activities. At the same time, it implicitly conveys the importance of reflective learning, helping students establish a correct understanding of reflective learning. Step 2: Presentation (Explain key knowledge and guide students to understand reflective learning) First, the teacher presents the core vocabulary and phrases of this lesson on the blackboard or courseware, including reflect (v.), reflection (n.), summarize (v.), summary (n.), strength (n.), weakness (n.), strategy (n.), overcome (v.), reflect on, sum up, take measures to do sth, make progress. For each word and phrase, the teacher gives simple and easy-to-understand English explanations and example sentences closely related to the unit’s learning content. For example, “reflect on” is explained as “think carefully about something”, and the example sentence is “We should reflect on our learning of surprising plants and find ways to improve.” Then, the teacher explains the basic structure of reflective writing: first, briefly review the learning content; second, analyze personal learning performance (strengths and weaknesses); third, put forward corresponding improvement strategies. The teacher combines simple examples to illustrate each part, such as “In this unit, I learned about many surprising plants. I did well in remembering the names and characteristics of plants, but I had difficulty in understanding long and complex sentences. I will read more English articles to improve my reading ability.” Next, the teacher shows a sample reflective passage about the unit’s learning, and guides students to read it silently first, then invites students to analyze the structure and language features of the passage together. The teacher focuses on explaining how the sample uses the key vocabulary and phrases learned, and how to express strengths and weaknesses clearly and put forward practical improvement strategies. During the explanation, the teacher pays attention to interacting with students, asks students to find out the key sentences in each part of the sample, and guides them to understand the logical connection between sentences. Design Intent: This step focuses on solving the key points of the lesson. By explaining core vocabulary and phrases, it helps students lay a solid language foundation for subsequent reflective expression. The explanation of the structure of reflective writing enables students to have a clear framework for reflective expression, avoiding the confusion of not knowing how to start when writing. The analysis of the sample passage allows students to intuitively understand the specific application of language and structure, which is conducive to their subsequent imitation and creation. At the same time, interactive analysis can stimulate students’ thinking and improve their ability to analyze and summarize texts. Step 3: Guided Practice (Guide students to conduct preliminary reflective practice and break through difficulties) In this step, the teacher guides students to carry out reflective practice step by step, combining the learning content of the unit. First, the teacher divides students into groups of 4-5, and asks each group to discuss the following questions: 1. What key knowledge have you learned in this unit? (such as vocabulary, sentences, plant knowledge) 2. What did you do well in the learning process? (such as active participation in class, careful completion of homework, mastery of certain knowledge points) 3. What difficulties did you encounter? (such as difficulty in remembering vocabulary, difficulty in understanding complex sentences, lack of confidence in speaking) 4. What measures will you take to overcome these difficulties? During the group discussion, the teacher walks around each group, listens to students’ discussions, and gives appropriate guidance when students encounter problems. For example, if a student does not know how to express “difficulty in remembering vocabulary” in English, the teacher can prompt them with “I have difficulty in memorizing new words.” If a student’s reflection is too superficial, the teacher can guide them to think in depth: “Why do you think you did well in mastering plant characteristics? What methods did you use?” After the group discussion, each group selects a representative to share the group’s discussion results in English. The teacher listens carefully to the representatives’ speeches, records the key points, and gives positive comments and appropriate corrections. For example, if a student uses the phrase “reflect on” correctly, the teacher can praise them: “You used the phrase ‘reflect on’ very well, which is exactly what we learned today.” If a student has grammatical errors, the teacher can correct them gently and explain the correct usage. After all groups finish sharing, the teacher summarizes the common strengths and weaknesses of students in the unit learning, and guides students to further clarify their own learning situation. Then, the teacher asks students to write a short reflective paragraph individually, focusing on their own strengths and one difficulty, and putting forward corresponding improvement strategies. The teacher reminds students to use the key vocabulary and phrases learned, and pay attention to the logical connection of the paragraph. During the writing process, the teacher provides one-on-one guidance to students who have difficulty in writing, helps them sort out their ideas, and guides them to use appropriate language to express their thoughts. Design Intent: Group discussion can fully mobilize students’ enthusiasm and initiative, enable students to learn from each other, complement each other’s strengths, and help students who are not good at reflection to get inspiration from their peers. The teacher’s on-site guidance can timely solve the problems encountered by students in the discussion and writing process, especially help students break through the difficulty of in-depth reflection and accurate language expression. Individual writing practice enables students to apply the learned knowledge and skills to practice, and initially form the ability of reflective expression. Positive comments and gentle corrections can protect students’ self-confidence and stimulate their enthusiasm for learning. Step 4: Consolidation and Expansion (Strengthen reflective practice and cultivate learning competence) First, the teacher invites several students to read their reflective paragraphs aloud in class, and organizes other students to comment on them. The comment focuses on three aspects: 1. Whether the key vocabulary and phrases are used correctly; 2. Whether the structure of the paragraph is clear and the logic is smooth; 3. Whether the reflection is in-depth and the improvement strategies are practical. The teacher guides students to put forward constructive opinions, and helps students improve their reflective paragraphs according to the comments. For example, if a student’s improvement strategy is too vague, the teacher can guide them to be more specific: “Instead of saying ‘I will improve my reading ability’, you can say ‘I will read one English passage about plants every day and take notes of new words and difficult sentences’.” Then, the teacher carries out an expansion activity: “Suppose you are a learning consultant, and your deskmate has difficulty in learning English plants-related knowledge. How will you guide him/her to reflect on his/her learning and put forward improvement suggestions?” Students are asked to discuss with their deskmates first, then simulate the consultation scene and perform in pairs. During the performance, the teacher requires students to use the key vocabulary and phrases learned in this lesson, and pay attention to the politeness and appropriateness of the language. After the performance, the teacher selects 2-3 groups to perform in front of the class, and gives comments and guidance, focusing on evaluating students’ language application ability and reflective guidance ability. In addition, the teacher assigns an after-class task: ask students to improve their reflective paragraphs written in class, and write a more comprehensive reflective report about the unit’s learning, including the review of learning content, the analysis of strengths and weaknesses, the summary of learning experience, and the planning of subsequent learning. At the same time, the teacher encourages students to keep a reflective diary, record their daily English learning situation and reflections, and develop the habit of reflective learning. Design Intent: The comment and improvement of reflective paragraphs can help students find their own problems in writing, further improve their language application ability and reflective ability. The expansion activity of simulating a learning consultant not only enriches the form of practice, but also enables students to apply reflective learning strategies to help others, which deepens their understanding and mastery of reflective learning. The after-class task extends the teaching content to daily learning, helps students internalize reflective learning strategies, cultivate good learning habits, and improve their learning competence, which is in line with the requirements of core literacy cultivation. Step 5: Summary and Emotional Education (Summarize the lesson and enhance the awareness of reflective learning) First, the teacher summarizes the key content of this lesson with students: the core vocabulary and phrases related to reflective learning, the structure of reflective writing, and the methods of reflective learning. The teacher emphasizes that reflective learning is not only a learning method, but also a learning attitude. It can help us find problems in time, adjust learning strategies, and improve learning efficiency. Then, the teacher combines the theme of the unit “Surprising Plants” and guides students to think: “Plants can adapt to the environment through continuous adjustment and growth. Similarly, we can also improve ourselves through continuous reflection and summary in learning. I hope every student can develop the habit of reflective learning, learn from each lesson, and make continuous progress in English learning.” Finally, the teacher encourages students to actively apply the reflective learning strategies learned in this lesson to their subsequent English learning and even other subjects’ learning, and bravely face their own weaknesses, take positive measures to overcome them, and grow into independent and efficient learners. Design Intent: The summary helps students sort out the key knowledge of the lesson, strengthen memory and understanding. Combining the unit theme to carry out emotional education, it not only enriches the connotation of the lesson, but also helps students establish a correct learning attitude and cultivate the awareness of lifelong learning. Encouraging words can stimulate students’ motivation for learning, make them realize the importance of reflective learning, and lay a foundation for their long-term development. 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 $