资源简介

高中英语单元学历案
单元名称 选择性必修1 Unit5 Revealing nature
所在年级 高中一年级
教材版本 外研版 选择性必修1
及册次
高 中 英 语
【课题与课时】
课题：Unit 5 Understanding ideas: A Journey of Discovery
—from Optional Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
能从课文中获取主要信息，能阅读主题为认识与探索自然的一般性短文，并能与人就“动植物进化”话题进行一般性交流。
【学习目标】
1.主题意义：使学生通过学习初步了解自然，认识自然， 积极探索并努力揭示自然规律，发现自然奥秘。单元通过对生物物种、生物进化、生物的多样性、自然界植物语言奥秘等多维度的介绍，使学生初步了解物种起源、植物发展规律，引发对自然的思考，激发对自然的探索、对规律的敬畏，进而帮助学生理解人与自然和谐相处的重要意义。同时达尔文完成著作《物种起源》的故事，引导学生体会探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神。
2.语篇类型：理解记叙文的语篇特点，把握本篇的文章结构：文章以时间及行程路线为线索，介绍了著名的生物科学家达尔文著名的发现之旅。
3.语言知识：能在语篇中学习answer the call, disgrace, suspect,various, profit by,evolve into,be regarded as 7个生词和短语。
4.语言技能：
（1）学生能够使用阅读技巧，如skimming, scanning等快速阅读课文获取文章的中心思想和主要观点，感知记叙文的文体特征和写作手法;
（2）并能用本课所学习语言就“动植物进化”话题进行讨论；
（3）能复述出文章的时间线及对应内容。
5.策略与思维：能应用相关学习策略和思维方式，梳理文本的时间线及其内容，进而理解认识与探索自然、不畏艰难勇敢探究的意义。
【评价任务】
一、课堂嵌入式评价
1.结合观看与话题相关视频、阅读课文标题和教材中的图片等多模态语篇的学习，完成Task 1（评价任务1）；
2.略读和细读课文，完成Task 2&3（评价任务2&3）；
3.应用学习策略和批判性思维，完成Task 4&5（评价任务4&5）；
4.学习运用词汇，完成Task 6（评价任务6）。
二、课时形成性评价
1.总结本课所学，完成Task 7&8 （评价任务7&8）；
2.读后笔头输出（课后完成），完成Task 9（评价任务9）。
【学习过程】
资源与建议
1.本单元的主题意义是“人与自然”，课文话题是认识与探索自然。通过介绍Charles Darwin探索自然的背景和航海的特别经历，表达了他对自然的热爱和好奇。本篇课文的体裁为记叙文，作者采用叙述的写作手法介绍人物的经历和事物的发展变化过程，本文按时间顺序介绍了人物故事，通过本篇课文的学习，能为后续阅读与仿写同一体裁和类似话题的文章奠定基础。
2. 本文的主题学习大致按以下程序展开：通过多模态语篇（视频、动图和PPT）的学习激活学生已有经验导入课文主题——预测文本内容——略读文本获取主旨大意——细读和理解文本内容——学习和运用主题词汇——运用批判性思维理解人可以从大自然学到什么——概要写作。另外，将词汇学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进表达能力同步提升。
3. 本课的学习重点是训练学生的基本阅读技能，包括：预测（predict）、略读（skim）、寻读（scan）、细读（detailed-Reading）等。难点有两个：一是运用主题词汇进行小组讨论，就探索大自然及进化话题进行交流；二是读写结合，运用所学语言进行概要写作训练（课外延伸）。
4.预习要求：课后生词表中P49-51的单词及短语，以及通过词汇了解相关话题内容——认识与探索自然。
Step 1 Lead-in（5 minutes）
1. Look at the picture. Say to the ss: Look at the picture in P49 and think why they are special, and share your knowledge with the class about other similar animals.
2. Watch the video: Say to the Ss: Watch the video and tell us how seeds travel and how that benefit plants.
Step 2 Prediction（2 minutes）
Tell the Ss: According to the title and the picture, can you predict how the author will develop the story （评价任务1）
Step 3 While-Reading（25 minutes）
Fast-reading
1. Say to the Ss: Let’s check if what you have predicted is right. Read the passage quickly to finish the following task.
Skimming: Choose the main idea of the passage. (评价任务2)
A. Darwin’s interest in various living things made him a great naturalist.
B. Darwin’s journey on the Beagle inspired his Theory of Evolution.
C. Darwin went on a journey to confirm his theory that humans had evolved over time.
Answer: B
2. Summarize the main idea of the passage. Then say to the Ss: please give me the reason why you choose B as the main idea of the passage. (评价任务3)
Careful-reading
1. Say to the Ss: Now, Let’s read the passage carefully to finish the two tasks.
Task 1 : Organize information from the passage and finish the Activity 3 in your textbook. (评价任务4)
Task 2: Read and think (评价任务5)
1.Why were many people “shocked” by Darwin’s theory
2.What kind of person was Darwin according to the passage
Step 4 Post-reading （10 minutes）
1. Consolidation: Complete the summary of the text by filling the blanks with proper words or phrases without referring to your text. (评价任务6)
The captain of the ship named the Beagle wanted someone to profit by 1._______(visit) distant countries. Luckily, Darwin got the opportunity, 2._______ he was not the captain’s first choice. Darwin was a geologist and naturalist, 3._________(fascinate) by rocks, plants and animals. The journey gave him the chance 4._______(study) various living things in their natural environments. After Darwin had spent some time in South America, his room was crowded with samples of the plants and animals he 5._________ (collect). He began to consider the question 6.______
different species came to exist. He noticed that some species of animals were very similar 7._____ each other. Maybe animals evolved as they adapted to their changing environments Darwin decided to find out the truth. In 1835, Darwin saw a 8. ______(vary) of new species, but it was the birds that interested him the most. After much Research, he came to the conclusion 9.________ new species 10._______ from earlier ancestors. Darwin explained this theory in his book, On the Origin of Species, which 11._______(regard) as one of the most important works ever written. It has changed ideas about life on Earth forever, and it all began with the journey on the Beagle.
Answer list：
（1）visiting
（2）although/though
（3）fascinated
（4）to study
（5）had collected
（6）how
（7）to
（8）variety
（9） that
（10） evolved
（11）is regarded
☆说明：黑体字为本课所学生词与短语。
2.Discussion
Put the Ss into groups of 4, and discuss the following questions : (评价任务7)
(1) How do you think the human species will evolve in the future
(2) What have you learned about the spirit of scientific exploration How can this spirit help you in your life and studies
Step 5 Summary（2 minute）
Ask some Ss to summarize the text by following the instructions: (评价任务8)
1. How is the passage developed
2. What is the main idea of each paragraph and each part
3. What’s people’s reaction to the theory Why
Step6 Assignment（1 minute）
1. Underline the difficult points, or key expressions and sentences in the textbook.
2. Write a short essay to retell the story according to the timeline and the route of the journey within 100 words. (评价任务9)
【学后反思】
1.List at least 10 words or phrases about evolution from the text;
2.Can you retell the text using your own words
3.What reading skills can you acquire through the process of learning of this period
4.What help would you like to get from your teacher
高 中 英 语
【课题与课时】
课题：Unit 5 Revealing nature-Using language
—from Optional Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
通过在语境中学习和运用过去完成时，使学生运用所学的语法知识，理解口头和书面语篇的意义，描述真实和想象世界中的人和物、情景和事件，简单地表达表达观点、意图和情感态度，在生活中进行一般性的人际交流。
【学习目标】
1.主题意义：本单元主题语境是“人与自然”，涉及的主题语境内容是认识和探索自然。初步了解中外科学家对大自然的探索，深化对单元主题意义的理解与挖掘，鼓励学生树立积极探索自然，不断探究，不断创新的思维意识。
2.语篇类型：本板块围绕单元“人与自然”的话题，通过多模态的形式引领学生学习单元语法、相关词汇，通过呈现课文中的句子，激活学生已有的知识背景，帮助学生帮助学生总结归纳“动词的时态和语态之过去完成时”的用法；并且并通过对袁隆平、孟德尔实验以及对龟的介绍，巩固语法及词汇知识。
3.语言知识：本板块帮助学生深度聚焦过去完成时的语用功能，通过真实语境下技能的综合训练，加深对单元主题的理解，提高综合语言运用能力。
4.语言技能：
（1）学生能总结、归纳并进一步巩固“动词的时态和语态之过去完成时”的构成和用法。
（2）学生能够根据需要在真实情境中恰当地运用“动词的时态和语态之过去完成时”。
（3）学生能够读懂并完成关于生物多样性的语篇，巩固词汇，并能够在真实的语境中恰当运用“动词的时态和语态之过去完成时”来表达自己的观点和看法。
5.策略与思维：
全面调动学生潜能，能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，不断监控、评价、反思和调整自己的学习内容和过程，激发英语学习的兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
【评价任务】
一、课堂嵌入式评价
1. 观察感知例句，完成Task 1（评价任务1）；
2. 小组探究，让学生在讨论并完成Activity1 on Page53.(评价任务2)
3. 小组学习成果展示，总结过去完成时结构及用法；(评价任务3)
4. 完成Activity 2&3 on page53 （评价任务4）；
二、课时形成性评价
5. 高考寻踪(评价任务5)
6. 能力迁移(评价任务6)
【学习过程】
资源与建议
1.本板块围绕单元“人与自然”的话题，通过多模态的形式引领学生学习单元语法、相关词汇，通过呈现课文中的句子，激活学生已有的知识背景，帮助学生帮助学生总结归纳“动词的时态和语态之过去完成时”的用法；并且并通过对袁隆平、孟德尔实验以及对龟的介绍，巩固语法及词汇知识。
2.本模块学习大致按照以下程序展开：呈现（认知）-辨识(发现与探究)-归纳（总结梳理）-巩固（学以致用），运用本单元的话题，创设易于激发学生兴趣的语境，使目标语法在真实语境下得以应用。
3.本课的学习重点是训练学生的基本语法技能，包括：观察（observation）、分析（analysis）、理解（understanding）、应用（application）等。难点：运用主题词汇进行小组讨论，就探索自然的话题进行交流。
Step 1: Lead in 感知以下句子，导入动词时态和语态之过去完成时。（评价任务1）
He asked me where I had gone during the summer holidays.
What had Jane done by the time he was seven
I had learned 900 English words by the time I was ten.
By the time my parents reached home yesterday I had cooked the dinner already.
She said she had seen the principle already.
She said her family had hidden themselves from the army during the war.
By the time he was ten years old, he had completed university.
He had learned to play the piano before he was 11 years old.
[自我感悟]
过去完成时表示一个动作或状态在过去某一时间或动作之前已经__________或者________，也可能是早已完成或结束，即“_________”，也可以指过去的动作_________到过去的某个时刻。
过去完成时由“__________________”构成，通常用于任何人称。
Step 2. 回扣课本，完成 Activity 1 on page53 (评价任务2)
Activity 1: Read the two sentences and try to answer the questions:
In sentence a, which action happened first, “suspected”or“evolved from a common ancestor”
Hints:
Answer: In sentence a, “evolved from a common ancestor” happened first.
In sentence (b), which action happened first,“refused to believe” or “evolved from lower forms of life” happened
Hints:
Answer: In sentence b, “evolved from lower forms of life” happened first.
What does the structure had done indicate
Answer: It indicates the action happened before a certain past action.
Step 3 Sum up the usage of past perfect tense accordingly. (评价任务3)
1. 表示在过去的某一时间或某一动作之前完成的动作或存在的状态。
Before I could say “thank you”, he _____________away.
Answer: had run
2.表示从过去某一时间开始，一直延续到过去的另一个时间的动作，常用的时间状语有by then, by the end of, by the time。
By the end of last term, we_________(learn) 2,000 English words.
Answer: had learnt
They______________(live)there for ten years by then.
Answer: had lived
3.表示愿望、打算等的动词，如hope, want, expect, think, mean, suppose, intend, plan等后接从句时，一般用过去完成时表示本打算实现而未实现的愿望和计划。
I ___________(intend) to meet him at the airport, but I had an important meeting to attend.
Answer：had intended
I ___________(hope) to take a holiday this year but I was not able to get away.
Answer: had hoped
4.过去完成时用于一些固定句型：
1) It/That was+ the first/ second…+ time+ that从句，从句谓语常用过去完成时。
2) It was+一段时间+since从句，从句谓语用过去完成时。
3) 在句型Hardly/Scarcely…when…和 No sooner…than…中，主句常用过去完成时,从句用一般过去时，表示“一……就……”
Hardly had he got into his big office when the telephone rang.
No sooner had he arrived than he was asked to leave again.
Step 4 Practice (评价任务4&5)
Finish Activity 2 and Activity 3 on Page 53
Exercises in college entrance examination
1) I _______ to send Peter a gift to congratulate him on his marriage, but I couldn't manage it . (2019天津卷)
A. had hoped B. am hoping C. have hoped D. would hope
2) A rescue worker risked his life saving two tourists who _______________(trap) in the mountains for two days. (2018北京)
3) I was sent to the village last month to see how the development plan ________________ (carry out) in the past two years. (2018江苏)
Answers: 1) A 2) had been trapped 3) had been carried out
Step 5 Group discussion
Put the Ss into groups of 6, discuss the following topic and share:
What are the differences between past tense and past perfect tense
What are the differences between past perfect tense and present perfect tense
Step 6 Summary
Ask some Ss to summarize by following the instructions:
What is the structure of past perfect tense
What are the function and usage of past perfect tense
What are the differences between past perfect and past tense, present tense
Step7 Homework
【检测与作业-能力迁移】(评价任务6)
（一）单句语法填空
1. It was the first time that I __________(read) such brilliant fiction.
2. To our relief, we__________(finish) most of the task by the end of last week.
3. When the air crash occurred, the plane __________(fly)for 10 hours.
4. Arthur was surprised when he arrived home because the tornado__________(take) the feathers off his chickens.
5. He asked me where I __________(go) the week before.
6. All the furniture __________(move) to another room before he came.
7. At the end of last year, Aesop's Fables__________(translate) into many languages and were known all over the world.
8. By the time he got to the school, the first period__________(finish).
Answer list:
had read
had finished
had flown
had taken
had gone
had been moved
had been translated
had finished
（二）语法填空
I still remember last winter, 1.________ I woke up in the morning, it 2.________ (stop) snowing. Looking outside of the window, the shiny white snow on our lawn 3. ________ (clean) by my father.I closed the book that I 4.________(borrow) from local library and went downstairs for breakfast.Then my little brother came to tell me that he 5.________(finish) all his homework and he had 6. ________very nice dream the night before. During the breakfast, one of my best friends came to visit my family. She went to Australia last year. 7. ________ that she 8.________ (prepare) for the examination of University of Sydney for half a year. During her study, she 9. ________ (learn) the culture and 10. ________(profession) knowledge in her field.
Answer list:
when
had stopped
had been cleaned
had borrowed
had finished
a
Before
had prepared
had learned
professional
（三）翻译句子
1.我本想帮你的，但当时确实太忙了。(had meant to)
______________________________________________________________
2.她在来大学前已学过一些英语。(had done...before...)
______________________________________________________________
3.到那时为止，他对此仍一无所知。(until then;had done)
______________________________________________________________
4.我刚到家，大雨就倾盆而下。(no sooner..than...)
______________________________________________________________
5.我们五年没这么高兴了。(It was..since sb.had done)
______________________________________________________________
6.那是我第一次考试及格。(That was..time that...)
______________________________________________________________
7.那天他告诉我们，他已经决定放弃那个计划了。(tell)
______________________________________________________
8.近几年这个村里发生了很大变化。(take place)
______________________________________________________
Answers:
I had meant to help you, but I was really busy at that moment.
She had learnt some English before she went into university.
Until then, he had known nothing about it.
No sooner had I got home than it began to pour.
It was five years since we had been so happy.
That was the first time that I failed the exam.
That day, he told us that he had been determined to give up that plan.
Great changes had taken place in this village these years.
【学后反思】
1. List sentence patterns containing past perfect tense;
2. Do you know how to use past perfect tense
3. What abilities can you acquire through the process of learning of this period
4. Can you write a short passage to talk about the journey of discovery in nature
5. What help would you like to get from your teacher
高 中 英 语
【课题与课时】
课题：Unit 5 Using language:Biodiversity
—from Selective Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
能从听力文本中获取主要信息，能听懂主题为生物多样性的文本，并能与人就“生物多样性”话题进行一般性交流。通过语篇、听说训练，学习单元语法、相关词汇，能从不同视角开阔视野，提升语言学习能力，巩固单元话题，进一步理解单元主题。
【学习目标】
1.主题意义：了解自然界中生物的多样性，激发学生了解神奇自然，走进自然的兴趣，从而能够理解人与自然的和谐关系。
2.语篇类型：理解科普广播节目的语篇特点，获取听力材料中的主旨内容和关键细节信息。
3.语言知识：能在语篇中学习That’s incredible!; at the level of; consist of; the majority of; hear of; make one’s stomach turn; speaking of; deal with; break down等短语和表达。
4.语言技能：
（1）通过该模块的标题和设问，推测听力材料的题材与内容；通过第一遍听，感知广播节目对话的文体特征及语言特色；运用单元话题和注意关键词，从听力中获取主要信息；
（2）听懂与生物多样性、自然界相关话题；能在关于生物多样性的语篇中完成词汇学习并进一步了解自然界中生物的多样性；
（3）能够恰当地运用功能表达询问信息、补充信息;通过运用不同的查找信息的方法了解更多关于生物多样性的相关知识，并思考这些方法的有效性，提高信息搜索能力。
5.策略与思维：能应用相关学习策略和思维方式，梳理听力文本内容并了解自然界中生物的多样性，思考生物多样性的相关知识，并提高信息搜索能力。
【评价任务】
一、课堂嵌入式评价
1.结合观看与话题相关视频、阅读课文标题和教材中的图片等多模态语篇的学习，完成Task 1（评价任务1）；
2.听前预测、分析题目，完成Task 2&3（评价任务2&3）；
3.学习运用词汇，完成Task 4&5（评价任务4&5）；
4.应用学习策略和批判性思维，完成Task 6 （评价任务6）；
二、课时形成性评价
1.总结本课所学，完成Task 7 （评价任务7）；
【学习过程】
资源与建议
1.本单元的主题意义是“人与自然”，听力话题为生物多样性。听说材料介绍细胞、细菌、及地球上的一些独特物种，如：蓝鲸、水熊、Galapagos岛的大龟、Isabela岛上的红树林、San Cristobal上的美洲蜥蜴以及中国境内的东北虎、水杉、牦牛、胡杨树、孔雀等；帮助学生进一步了解自然界中生物的多样性，激发学生了解神奇自然，走进自然的兴趣，从而能够理解人与自然的和谐关系。本篇听力文本的体裁为科普节目广播对话，基本结构为Question–Answer–conclusion 模式，通过本篇听力的学习，能为后续听同一体裁和类似话题的材料奠定基础。
2.本模块的主题学习大致按以下程序展开：通过阅读相关话题文本激活学生已有经验——预测听力文本内容——听前分析选项调整对文本的预测方向——听中抓取关键信息——听后学习和运用主题词汇——讨论相关话题——运用批判性思维理解人与自然的和谐关系。另外，将词汇学习融入有意义的语言活动中，并以语篇形式进行口头输出，促进听说能力同步提升。
3.本课的学习重点是训练学生的基本听说技能，包括：预测能力、大意理解能力、细节理解能力、辨音能力、记笔记能力、语言表达能力等。难点有两个：一是获取听力材料关键信息，就生物多样性话题进行交流；二是听说结合，运用所学语言进行语言表达训练（课外延伸）。
4.预习要求：9个词汇（on P111），以及通过词汇了解相关话题内容——生物多样性。
Step 1 Warm up（5 minutes）
1. Lead in: Say to the Ss: Read the title and talk about your knowledge about biodiversity.
2. Watch the video: Say to the Ss: Watch the video （about biodiversity） and answer ：What do you see in the video (评价任务1)
Step 2 Pre-listening（8 minutes）
Activity 8: Ask Ss to read the passage and answer the questions.
Q1: What species are mentioned and what is special about them
Q2: What other unusual life forms do you know of
Reference Version:
A1: Two species are mentioned: the blue whale and the water bear. The blue whale is the largest animal species on Earth, which can grow up to almost 30 metres in length and weigh over 130,000 kilos. The water bear is probably the toughest species, which can survive temperatures from 150℃ to a below freezing -272℃.
A2: The most ancient animal species—jellyfish.
Guide Ss to read and analyze the choices in Activity 5 and predict the listening material.(评价任务2)
Step 3 While-listening（12 minutes）
Activity 5: Ask Ss to listen to the podcast for the first time and choose the statements that are made.(评价任务3)
Answer: 3;4
2. Activity 6: Ask Ss to listen to the type again to complete the fact sheet and share their answers.(评价任务3)
Answer list：
made up of cells
2. bricks that are used to build houses
3. thirty trillion
4. thirty-nine trillion
5. help with digestion
6. break down
Step 4 Post-listening（10 minutes）
Ask Ss to read the transcript.
Activity 7: Ask Ss to complete the boxes with the expressions from the podcast.(评价任务4)
Answer list：
Checking background knowledge: Do you know about... Have you heard of...
Adding information: By the way,... Actually ,.. In fact,...Speaking of which,..
Ask Ss to discuss what do you know about cells and bacteria in groups and invite some Ss to share their ideas.(评价任务5)
Step 5 Speaking（10 minutes）
Activity 9: Ask Ss to complete the paragraphs with the correct form of the words and expressions in the box.
Answer list：
1. is home to
2. are native to
3. scientific
4. habitats
5. ecosystem
6. appearance
7. primitive
8. ancestor
2. Activity 10: Work in pairs. Look at the pictures of the species native to different regions of China. Talk about biodiversity in China using the words and expressions in this section.(评价任务6)
Step 6 Summary （2 minutes）
Ask some Ss summarize the lesson by following the instructions:
1. How do you understand biodiversity (评价任务7)
Step 7 Assignment（1 minute）
Reread the listening text.
【学后反思】
1. List at least 10 words or phrases about biodiversity from the text;
2. What listening techniques can you acquire through the process of learning of this period
3. Can you write a short passage to talk about biodiversity with the aid of the text
4. What help would you like to get from your teacher
高 中 英 语
【课题与课时】
课题：Unit 5 Developing ideas: The Secret Language of Plants
—from Optional Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
能从课文中获取主要信息，能阅读主题为是认识与探索自然的一般性短文，并能与人就“揭示自然规律，发现自然奥秘”话题进行一般性交流。
【学习目标】
1.主题意义：理解课文主体，了解自然界中不同植物之间的交流方式，从而使学生通过了解神奇的自然，不仅增长了自然界知识，而且还激发了其对自然的好奇心。
2.语篇类型：理解说明文的语篇特点，从文本结构入手，在把握结构的基础上明确主题。
3.语言知识：能在语篇中学习be said to; release; drive away; tell; while; ,communicate..with; surprisingly 等7个生词和短语。
4.语言技能：
（1）学生能够使用阅读技巧，如skimming, scanning等快速阅读课文获取文章的中心思想和主要观点，感知科普说明文的基本内容、文体特征和写作手法;
（2）并能用本课所学习语言就“揭示自然规律，发现自然奥秘”话题进行讨论；
（3）能复述出文中所给的三种植物交流方式。
5.策略与思维：能应用相关学习策略和思维方式，梳理文本内容并总结，进而理解揭示自然规律，发现自然奥秘的重大意义。
【评价任务】
一、课堂嵌入式评价
1.结合观看与话题相关视频、阅读课文标题和教材中的图片等多模态语篇的学习，完成Task 1（评价任务1）；
2.略读和细读课文，完成Task 2&3（评价任务2&3）；
3.应用学习策略和批判性思维，完成Task 4&5（评价任务4&5）；
4.学习运用词汇，完成Task 6（评价任务6）。
二、课时形成性评价
1.总结本课所学，完成Task 7&8 （评价任务7&8）；
2.读后笔头输出（课后完成），完成Task 9评价任务9。
【学习过程】
资源与建议
1.本单元的主题意义是“人与自然”，课文话题认识与探索自然。以植物界语言的奥秘为题，具体介绍了自然界中不同植物之间不同的交流方式，从而使学生通过了解神奇的自然，不仅增长了自然界知识，而且还激发了其对自然的好奇心。写作部分为观察日志，鼓励学生通过学习水仙花的生长过程的日志，通过实践观察，仿写向日葵的生长过程。通过这一板块的学习，学生能够加深对自然界的理解和认识，进一步走进自然、探索自然、了解自然、欣赏自然，学会自然的和谐共生，并且初步掌握观察日志的内容特点、文体特点和写作手法。
2. 本文的主题学习大致按以下程序展开：通过多模态语篇（视频、动图和PPT）的学习激活学生已有经验导入课文主题——预测文本内容——略读文本获取主旨大意——细读和理解文本内容——学习和运用主题词汇——运用批判性思维理解自然规律，并对此产生兴趣——观察日记。另外，将词汇学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进表达能力同步提升。
3. 本课的学习重点是训练学生的基本阅读技能，包括：预测（predict）、略读（skim）、寻读（scan）、细读（detailed-Reading）等。难点有两个：一是运用主题词汇进行小组讨论，就揭示自然规律，发现自然奥秘话题进行交流；二是读写结合，运用所学语言进行关于植物的观察日记训练（课外延伸）。
4.预习要求：课后生词表中相关的单词及短语，以及通过词汇了解相关话题内容——认识与探索自然。
Step 1 Warm up （5 minutes）
1. Watch the video : Say to the Ss: Have you seen the film Avatar？
What interesting facts can you recall about this film
Ask students to talk in pairs.
2. Say to the Ss: Open your books and answer the questions: What do you think plants can do Tick the boxes.
Step 2 Prediction（2 minutes）
Tell to the Ss: According to the title and the picture, can you predict how the author will introduce them （评价任务1）
Step 3 Reading（18 minutes）
1. Say to the Ss: Let’s check if what you have predicted is right. Read the passage quickly to finish the following two tasks.
Skimming: Task 1: Get the main idea of the passage. (评价任务2)
Task 2: Read for the main idea of each paragraph and the passage structure
Para.1 Many cultures have stories of talking trees.
Para.2 New research has revealed something amazing: it appears that plants can communicate.
Para.3 Plants use chemicals to communicate with each other.
Para.4 Plants also use sound to communicate.
Para.5 Plants have an amazing system of communication called “wood wide web”.
Para.6 Scientists are learning more about the secret ways in which plants talk to each other.
2. Summarize the main idea of the passage. Then say to the Ss: (评价任务3)
3. Say to the Ss: Now, Let’s read the passage carefully to finish the two tasks.
Task 1 : Organise information from the passage and complete the diagram.
Activity 3 in your textbook. (评价任务4)
Task 2: Read and think (评价任务5)
1. What figure of speech is being used when the plants are described as calling for help What is its function
2. What does “wood wide web” mean
Step 4 Consolidation （7 minutes）
1. Consolidation: Complete the summary of the text by filling the blanks with proper words or phrases without referring to your text. (评价任务6)
Scientists are learning the secret ways in which plants “talk” to each other. It has been known for some time that plants use chemicals 1_____ (communicate) with each other. When 2________ (attack) by insects, the plant releases chemicals from the leaves that 3______ (eat). This is like 4___ warning. When another plant detects the chemicals, it starts to release 5___ (it) own, different chemicals. Some chemicals drive insects away.
6______ (surprising), plants also use sound to communicate. Some plants make noises with their roots. Some trees make clicking noises when there is not enough water, 7______ (indicate) drought is arriving.
Most surprisingly of all, plants have an 8_____ (amaze) system of communication that can link nearly every plant in a forest. It is called “ wood wide web”, 9______ is in some ways similar to the Internet we use. Using the wood wide web, plants can share information and even food 10_____ each other.
Answer list：
to communicate
attacked
are being eaten
（4）a
（5）its
（6）Surprisingly
（7）indicating
（8）amazing
（9）which
（10）with
2. Discussion
Answer the second question of Activity 4. Put the Ss into groups of 4, and choose one of the following topics to discuss: (评价任务7)
Step 5 Discussion （10 minutes）
Activity 5 Read the observational journal and answer the questions.
Activity 6 Work in pairs. Look at the pictures and talk about how the sunflower grows.
Step 6 Summary （2 minutes）
Ask some Ss to summarize the text by following the instructions: (评价任务8)
1. What is the structure of the passage
2. What is the main idea of each paragraph and each part
3. What are the differences and similarities between Tao and Thoreau
4. What do their ideas or choices tell us
5. What’s your discovery and feelings after writing the observational journal
Step6 Assignment （1 minute）
1. Underline the difficult points, or key expressions and sentences in the textbook.
2. And then write your observational journal about the sunflower.
(评价任务9)
【检测与作业】
1.写作：Write your observational journal about the sunflower.
A possible version：
An observational journal about the sunflower
1 June
Covered with 1–2 cm of moist soil, the sunflower seed takes a few days to come up after being planted. Water has been added regularly and the hard seed coat softens
in the damp soil to allow the first root to pierce downwards and the first leaves to push to the soil surface.
6 July
The root continues to grow downwards. The single stem grows hollow and smooth, revealing large spade-shaped leaves from the growing tip. Gradually, the plant’s growing tip reveals the first hints of development of the flower bud. The plant stem becomes more woody.
26 July
About three weeks after the flower bud first becomes visible at the tip of the sunflower stem, it enlarges and begins to reveal a flattened disc. Over the course of one week, the yellow ray florets, the disc florets bloom across the core of the sunflower blossom. It is yellow, looking beautiful.
【学后反思】
1.List at least 10 words or phrases about learning from nature from the text;
2.Can you draw a mind map of the text
3. What reading skills can you acquire through the process of learning of this period
4.Enjoy the poems of Tao and Thoreau and try to recite.
5.What help would you like to get from your teacher

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