Unit 6 Surprising Plants-Challenging Yourself C-Utilising Resources 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-Utilising Resources 教学目标和重难点 教学目标 The four-dimensional core literacy of this lesson is closely combined with the theme of "Utilising Resources" and the characteristics of senior high school English teaching. Language competence is developed by guiding students to master key vocabulary, complex sentences and discourse structures related to plant resources, enabling them to understand and express information about plant protection and resource utilization in English. Cultural awareness is cultivated by letting students realize the importance of global plant diversity and establish the concept of harmonious coexistence between humans and nature, thus fostering a sense of responsibility for environmental protection. Thinking quality is improved through analytical, inductive and critical thinking activities, guiding students to explore the value of plant resources and think about rational resource utilization. Learning competence is enhanced by encouraging students to use various learning strategies, conduct independent inquiry and cooperative learning, and lay a foundation for lifelong learning. 教学重难点 Key points of this lesson include mastering key vocabulary such as rare, extinct, protection, adaptation and relevant phrases, understanding attributive clauses with relative pronouns (which, where, why, who) in the text, and grasping the core idea of the discourse that rational utilization and protection of plant resources are crucial. Difficult points lie in flexibly using the learned vocabulary and attributive clauses to express views on plant resource utilization and protection in English, understanding the logical connection between the causes of plant rarity and protection measures, and cultivating the ability to integrate language knowledge with practical application to put forward reasonable suggestions on plant resource utilization. 教学过程 Pre-class Preparation: Resource Exploration and Preview (Design Intention: Lay a solid foundation for in-class learning, stimulate students' learning interest, cultivate their independent learning ability, and enable them to initially understand the theme of plant resources and related basic knowledge. By arranging preview tasks, students can take the initiative to contact new vocabulary and discourse, reduce the difficulty of in-class learning, and at the same time cultivate their ability to collect and sort out information independently.) Teachers release preview tasks through the online learning platform in advance. First, students are asked to collect pictures and brief English introductions of 1-2 rare plants around the world, focusing on their living environment and survival status. Second, students are required to preview the new words and phrases in the text of Challenging Yourself C, such as rare, extinct, protection, fortunate, adaptation, and look up their pronunciations, parts of speech and example sentences with reference to dictionaries or online resources. Third, students are guided to read the text quickly, underline the attributive clauses they find, and try to analyze their structures and meanings. Finally, students are asked to record their doubts in the preview process, such as unfamiliar words, difficult sentences or questions about plant protection, and submit them to the teacher through the platform for the teacher to understand students' learning needs and adjust the teaching focus in time. In-class Teaching: Interactive Exploration and Ability Improvement Lead-in: Situational Introduction, Arousing Interest (Design Intention: Create a vivid and interesting teaching situation to quickly attract students' attention, connect students' preview experience with the theme of the lesson, arouse their enthusiasm for learning, and naturally lead to the core content of "Utilising Resources". Through visual materials and interactive questions, students can quickly enter the English learning state and lay an emotional and cognitive foundation for the follow-up learning.) The teacher starts the class with a multimedia presentation, showing pictures and short videos of rare plants such as Lady’s Slipper, Venus Flytrap and bamboo. The video briefly introduces their unique characteristics and endangered status. Then the teacher asks interactive questions in English: "Have you seen these plants before? What do you know about them? Why are some plants becoming rare or extinct?" The teacher invites students to share their preview results, such as the rare plants they collected and their introductions. In the process of students' sharing, the teacher timely guides and corrects their English expressions, and naturally presents the new words and phrases such as rare, extinct and protection, helping students consolidate the preview content. Finally, the teacher summarizes: "These surprising plants are precious natural resources, but many of them are facing the danger of extinction. Today, we will learn how to utilise resources and protect these rare plants through the text of Challenging Yourself C." Text Learning: In-depth Reading, Mastering Key Points (Design Intention: Guide students to read the text in layers, from overall understanding to detailed analysis, help them grasp the core idea of the discourse, master key vocabulary, phrases and grammatical structures, and improve their reading ability. Through independent reading, group discussion and teacher guidance, students can deeply understand the logical connection of the text, and at the same time cultivate their analytical and inductive thinking ability.) First, skimming: Students read the text silently independently, and after reading, they are asked to answer two questions: "What is the main topic of the text?" and "What are the reasons why Lady’s Slipper is rare?" The teacher invites several students to answer, and then summarizes the main idea of the text: The text introduces Lady’s Slipper, a rare wild orchid in England, explains the reasons for its rarity, and mentions the protection measures taken to protect it, emphasizing the importance of utilising resources and protecting rare plants. In this process, the teacher guides students to grasp the overall structure of the text: introduction of the plant → reasons for rarity → protection measures. Second, scanning: Students read the text again, and complete two tasks: Underline the key vocabulary and phrases in the text, and explain their meanings in combination with the context; Find all the attributive clauses in the text, mark the relative pronouns (which, where, why, who) and the antecedents they modify. After students finish the tasks, the teacher organizes group discussion, and each group exchanges their answers. The teacher walks around the classroom to guide, solves students' doubts in time, and focuses on explaining the usage of attributive clauses with relative pronouns. For example, the sentence "In England, there is a kind of flower which looks like a Lady’s Slipper." The teacher analyzes that "which" is the relative pronoun, modifying the antecedent "a kind of flower", and acts as the subject in the attributive clause. Then the teacher gives more examples to help students master the usage of different relative pronouns. At the same time, the teacher explains the collocation of key words, such as "strict protection policies", "endangered plant", "rare type", and asks students to make sentences with these collocations to consolidate their mastery. Third, intensive reading: The teacher guides students to read the text paragraph by paragraph, and analyzes the key sentences and logical relations. For the first paragraph, the teacher asks: "What is Lady’s Slipper? Where can it be found now?" Let students find the relevant information in the text and express it in their own words. For the paragraphs about the reasons for the rarity of Lady’s Slipper, the teacher guides students to sort out two main reasons: people picked almost all of them, and it is one of the most difficult plants to grow. The teacher asks students to discuss: "What other reasons may lead to the rarity of plants?" To expand students' thinking. For the paragraph about protection measures, the teacher asks: "What protection measures have been taken to protect Lady’s Slipper? What is the effect of these measures?" Let students understand the importance of protection policies and the positive changes brought by them. In the process of intensive reading, the teacher pays attention to guiding students to understand the emotional attitude of the author, that is, the concern for rare plants and the call for environmental protection. Language Practice: Flexible Application, Consolidating and Improving (Design Intention: Combine the learned language knowledge with practical application, let students flexibly use key vocabulary, phrases and attributive clauses to express their views, improve their oral and written expression ability, and at the same time deepen their understanding of the theme of "Utilising Resources". Through various interactive activities, students can actively participate in the learning process and enhance their confidence in using English.) Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and sets the discussion topic: "What should we do to protect rare plants and utilise plant resources rationally?" Each group discusses and sorts out their views, and uses at least 3 key words and 2 attributive clauses learned in the lesson. The teacher gives appropriate guidance during the discussion, reminds students to pay attention to the correctness of English expressions and the logic of views. After the discussion, each group sends a representative to make a speech, and the other groups listen carefully and put forward questions or supplements. The teacher comments on the speeches of each group, affirms the advantages, points out the problems in expression, and guides students to improve their oral expression ability. Activity 2: Sentence Rewriting. The teacher gives several simple sentences related to plant resources, and asks students to rewrite them into complex sentences with attributive clauses. For example, "Lady’s Slipper is a rare plant. It looks like a Lady’s Slipper." → "Lady’s Slipper is a rare plant which looks like a Lady’s Slipper." After students finish rewriting, the teacher checks their answers, corrects the wrong sentences, and emphasizes the correct use of relative pronouns. This activity helps students consolidate the usage of attributive clauses and improve their ability to organize sentences. Activity 3: Short Writing. Students are asked to write a short passage of 80-100 words, with the topic "My Suggestions on Protecting Plant Resources". The passage should include the importance of protecting plant resources, specific protection suggestions, and use the key vocabulary and attributive clauses learned in the lesson. The teacher provides a writing outline for students to refer to: The importance of plant resources; The current situation of some rare plants; Your suggestions on protection. After students finish writing, the teacher collects some students' works, comments on them in class, points out the advantages and shortcomings, and guides students to revise their works. This activity not only consolidates the learned language knowledge, but also cultivates students' written expression ability and sense of responsibility for environmental protection. Theme Exploration: Expanding Extension, Cultivating Literacy (Design Intention: Expand the theme of the lesson, connect the text content with real life, let students understand the importance of plant resources to human beings, cultivate their cultural awareness and sense of social responsibility, and improve their thinking quality. Through the sharing of extended materials and interactive discussions, students can expand their horizons and establish the concept of sustainable development.) The teacher shares extended materials with students, such as the current situation of global plant diversity, the causes of plant extinction (such as deforestation, environmental pollution, climate change), and some successful cases of plant protection (such as the protection of giant pandas and other rare plants in China). Then the teacher asks students to discuss: "What is the relationship between plant resources and human survival? What negative impacts will the extinction of plants bring to human beings?" Through discussion, students realize that plant resources are closely related to human life, providing oxygen, food, medicinal materials and other resources for human beings, and the extinction of plants will destroy the ecological balance and affect human survival and development. Then the teacher guides students to think: "As senior high school students, what can we do in daily life to protect plant resources and utilise them rationally?" Students put forward their own suggestions, such as planting trees, not picking wild plants, saving water and electricity, and propagating the importance of plant protection. The teacher affirms students' suggestions and encourages them to put their ideas into action, cultivating their sense of responsibility and environmental awareness. After-class Extension: Consolidation and Application (Design Intention: Extend the learning content to after-class, help students consolidate the knowledge learned in class, expand their learning scope, and cultivate their ability to apply knowledge to practice. Through after-class tasks, students can continue to deepen their understanding of the theme, and at the same time improve their independent learning ability and cooperative learning ability.) Task 1: Revise the short passage written in class according to the teacher's comments, and submit it to the teacher through the online platform. At the same time, memorize the key vocabulary, phrases and attributive clauses learned in the lesson, and complete the related exercises in the textbook to consolidate the language knowledge. Task 2: Group Cooperation. Each group is required to complete a small research report on "Rare Plants in China", which includes the introduction of 2-3 rare plants in China, their living environment, endangered status and protection measures. The report should be written in English, with a length of 200-300 words, and include pictures and related data. Each group will present their research report in the next class. This task can cultivate students' ability to collect and sort out information, cooperative learning ability and written expression ability. Task 3: Practical Activity. Students are encouraged to participate in plant protection activities in daily life, such as planting a small potted plant, participating in tree planting activities, or propagating plant protection knowledge to their family and friends in English. After completing the activity, students write a short experience in English, describing their feelings and gains, which helps to cultivate their sense of practice and environmental awareness. Teaching Summary and Reflection (Design Intention: Help students sort out the knowledge system of the lesson, consolidate the key and difficult points, and at the same time enable the teacher to understand the effect of teaching, find out the problems in teaching, and improve the teaching plan. Through summary and reflection, students can form a systematic understanding of the knowledge, and the teacher can continuously optimize the teaching process.) At the end of the class, the teacher summarizes the content of the lesson with the students: we have learned the text about Lady’s Slipper, mastered the key vocabulary, phrases and attributive clauses related to plant resources, understood the reasons for the rarity of rare plants and the importance of protection, and put forward our own suggestions on plant resource utilization and protection. The teacher emphasizes that plant resources are precious natural wealth, and everyone has the responsibility to protect them and utilise them rationally. Then the teacher asks students to reflect on their own learning process: what have they learned in this lesson? What are the difficulties? How to improve in the future? Finally, the teacher reflects on the teaching process, records the problems in teaching, such as students' insufficient flexible use of attributive clauses, and adjusts the teaching methods and content in the next class to improve the teaching effect. 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 $