Unit 4 Exploring plants 教案1（人教版高中英语选修九)9页

Unit4Exploringplants第一部分《金色教案》教学设计说明Aboutthetopicandthestructures单元话题和结构本单元的话题是“植物探索”，介绍人类对植物世界的探索历程。将生物分为植物和动物两界时，植物界包括藻类、菌类、地衣、苔藓、蕨类和种子植物。植物界和其他生物类群的主要区别是含有叶绿素，能进行光合作用，自己可以制造有机物。本单元还将学习“直接宾语和间接宾语”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以按照我们提出的“实际教学过程课时划分建议”进行教学。Period1Reading阅读课WarmingUp部分教师可以选择我们提供的“给植物下定义”、“谈论不同的园林”和“讨论园艺”热身形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。教师可补充：Pre-reading向学生介绍有关“garden”的常识，为其后的阅读做心理的铺垫和准备。园艺一词，原指在围篱保护的园林内进行的植物栽培。现代园艺虽早已打破了这种局限，但仍是比其他作物种植更为集约的栽培经营方式。园艺业是农业中种植业的组成部分。园艺生产对于丰富人类营养和美化、改造人类生存环境有重要意义。Reading是篇说明文，说明人类早期的植物探索。教师应引导学生依据我们提供的“信息转化工具”，如“结构图”、“表格”等，从形式和内容两方面引导学生阅读课文、理解词语、理解结构。Period2LearningaboutlanguageLearningaboutlanguageLearningaboutlanguage首先引导学生仿写学过的课文，然后学习本单元句法项目：带双宾语的动词，最后是若干练习。 知识课Period3Usinglanguage运用课Usinglanguage首先引导看图说话，了解若干奇特植物，然后阅读一则有关花和花粉受精的短文，然后是仿写活动。可以参考我们提供的范例，引导学生以学到的词汇、短语、结构和话题进行仿写。实际教学过程课时划分建议Period1将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period2将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。Period3将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）”。第二部分教学资源说明Section1Background背景围绕单元话题“植物探索”我们提供了若干实用性背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section2Explanation解析重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。Section3Vocabulary词汇按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。 Part1TeachingDesign第一部分教学设计Period1Asamplelessonplanforreading(PLANTEXPLORATIONINTHE18THAND19THCENTURIES)IntroductionInthisperiod,afterwarmingup,studentswillfirstbeintroducedtogardening.Thentheywillbehelpedtoreadanexpositionaboutplantsexploration.Whilereadingtheformofthelanguageisstressed.Three“WarmingUp”designsarepresentedinthisbookforteachers’reference.Computerandoverheadprojectormaybeusedtoaidtheteachingandlearning.Objectives■Tohelpstudentslearntoexpressemotions(wonder,disgust)■Tohelpstudentslearntoreadanexpositionaboutplantsexploration■Tohelpstudentsbetterunderstand“plants”■Tohelpstudentslearntousesomeimportantwordsandexpressions■TohelpstudentsidentifyexamplesofthedirectobjectandindirectobjectinthetextFocusWordsPollinate,anchor,seal,shave,appear,lower,postpone,rot,evolve,attach,ExpressionsDatebackto,appearto,giveoutPatternsIn1833,WardshippedtwocasesofBritishplantstoSydney,Australia.Collecting“exotic”plants，astheyarecalled，datesbacktotheearliesttimes．However，itwasnotuntiltheeighteenthandnineteenthcenturies thattheexplorationofthebotanicalworldbeganonalargescale．LargenumbersofseedsfailedtogrowafterlongseavoyagesortripsacrosslandbetweenAsiaandEurope.WardshippedtwocasesofBritishplantstoSydney，Australia．HemadeseveraltripstoChinabetween1843and1859.NotonlydidFortuneintroduceover120speciesofplantstoWesterngardensbuthealsoshipped20,000teaplantsfromShanghaitoIndia，whereasuccessfulteaindustrywasestablished．AidsMultimediafacilities,tape-recorder,photos,diagramsProcedures1Warmingup⑴WarmingupbydefiningplantsWeseeplantseveryday.Butwhatarethey?Plantsareamajorgroupoflivingthings(about300,000species),includingfamiliarorganismssuchastrees,flowers,herbs,andferns.Aristotledividedalllivingthingsbetweenplants,whichgenerallydonotmoveorhavesensoryorgans,andanimals.⑵WarmingupbytalkingaboutdifferentgardensGardensvaryinformsandfunctions.Howmanycanyouseeinyourarea?GardensmayfunctioninaparticularmannerBotanicalgarden,Communitygarden,Forestgarden,Raisedbedgardening,Residentialgarden,Roofgarden,Verticalgarden,Waterorsoil-lessgardening(hydroponics),Walledgarden,Windowbox,Zoologicalgarden⑶WarmingupbydiscussingplantexplorationPlantExplorationisthesearchfornew,undiscoveredplants.Theprincipalobjectiveofmostplantexplorationexpeditionsistoprovidegermplasmresourcesforexistingbreedingprograms,biotechnology,andconservation.Insightmustalsobeusedtoidentifynewspeciesorthosethathavenotbeenevaluatedonthis continent.2.Pre-readingbygettingtoknowwhatagardenisAgardenisaplannedspace,usuallyoutdoors,setasideforthedisplay,cultivation,andenjoymentofplantsandotherformsofnature.Thegardencanincorporatebothnaturalandman-madematerials.Themostcommonformisknownasaresidentialgarden.Westerngardensarealmostuniversallybasedaroundplants.Zoos,whichdisplaywildanimalsinsimulatednaturalhabitats,wereformerlycalledzoölogicalgardens.Sometraditionaltypesofeasterngardens,suchasZengardens,useplantssparselyornotatall.Gardeningistheactivityofgrowingandmaintainingthegarden.Thisworkisdonebyanamateurorprofessionalgardener.Agardenermightalsoworkinanon-gardensetting,suchasapark,aroadsideembankment,orotherpublicspace.3.ReadingforformsReadthetextPLANTEXPLORATIONINTHE18THAND19THCENTURIESto:cut/thesentenceintothoughtgroups,blackenthepredicative,darkentheconnectivesandunderlinealltheusefulexpressions.4.CopyingexpressionsandmakingsentencesYouareaskedtocopyalltheusefulexpressionsintoyournotebookafterclassashomework.Youmaymakeyourownsentenceswitheachoftheseexpressions.Expressionsfrom:PLANTEXPLORATIONINTHE18THAND19THCENTURIESdatebacktotheearliesttimes,bringback…fromdistantlands,gatherplants，itwasnotuntil…that…,onalargescale,taketheopportunityof…,goonbotanicalexpeditions,facemanydangers,setoneselvesupin…,vastquantitiesof…,keep…alive,betransportedonlongjourneys,makeareturntrip,maketripsto…,shaveone’sheadintheChinesestyle,experiencemanyadventures,piratesontheYangtzeRiver,valuethestudyofthenaturalsciences,resultin,appealtosb.5.ReadingandtransformingReadthetextagaintocompletethecharttofillinthetopicsentenceofeach paragraph.PLANTEXPLORATIONINTHE18THAND19THCENTURIESTopicsentenceof1stparagraphCollecting“exotic”plants，astheyarecalled，datesbacktotheearliesttimes．Topicsentenceof2ndparagraphHowever，itwasnotuntiltheeighteenthandnineteenthcenturiesthattheexplorationofthebotanicalworldbeganonalargescale．Topicsentenceof3rdparagraphAnimportantgroupofcollectorswereFrenchCatholicmissionarieswho，bythemiddleofthe18thcentury，werebeginningtosetthemselvesupinChina．Topicsentenceof4thparagraphSirJosephBankswasaveryfamousBritishplantcollector，whoaccompaniedJamesCookonhisfirstvoyagefromEnglandtoOceania．Topicsentenceof5thparagraphKeepingplantsaliveduringlonglandorseavoyageswasanenormouschallenge.Topicsentenceof6thparagraphTheworldofplantexplorationwascompletelychangedwithDrNathanielWard’sinventionofatightlysealedportableglasscontainer．Topicsentenceof7thparagraphABritishmancalledRobertFortunewasoneoftheearliestplantcollectorstouseWardiancases．Topicsentenceof8thparagraphThesecondhalfofthenineteenthcenturywasaveryimportantperiodofplantexploration．Topicsentenceof9thparagraphAlthoughthemissionariescollectedlargenumbersofspecimens，therewasnotenoughmaterialforgrowingparticularspeciesinWesterngardens．6.TypeofwritingExposition 6.MakingadiagramofPLANTEXPLORATIONINTHE18THAND19THCENTURIESandretellingitinyourownwordsdatingbacktotheearliesttimesPara1notuntiltheeighteenthandnineteenthcenturiesPara2inChinabythemiddleofthe18thcenturyPara3voyagefromEnglandtoOceaniaPara4anenormouschallengePara5ThesecondhalfofthenineteenthcenturyPara8notenoughmaterialforgrowingparticularspeciesPara.9RobertFortunetouseWardiancasesPara7atightlysealedportableglasscontainerPara67.ClosingdownbytakingaquizI.Doreadingcomprehensionquestions.1.Thepassagemainlytellsabout___________.A.atightlysealedportableglasscontainerB.thedifficultiesofkeepingplantsaliveduringvoyagesC.SirJosephBanksD.plantexplorationinthe18thand19thcenturies2.Whywasthesecondhalfofthe19thcenturyaveryimportantperiodofplantexploration?A.Becausethemissionariesgottoknowhowtocollectspecimens.B.BecausemanyCatholicmissionariesweresenttoChinaandbroughtbackhugeplantcollections. C.Becauseatightlysealedportableglasscontainerwasinventedthen.D.SirJosephBanksaccompaniedJamesCookonhisvoyage.3.Whatdoestheword“fluency”meaninthe7thsentence?A.goodmasteryofthelanguageknowledgeB.skillfulnessinspeakingorwritingC.thestateofbeingcognitivelyskillfulD.thequalityofbeingpoorinspeechandwriting4.WhowasabletocollectseedsoftheDoveTreetehn?A.FatherFargesB.NathanielWardC.EHWilsonD.JosephBanks(Keys:DBBC)II.Completethesummaryofthetextwithonewordineachblank.Itwasnot___1__theeighteenthandnineteenthcenturies__2___theexplorationofthebotanicalworldbegan__3___alargescale．Animportantgroupofcollectors___4___FrenchCatholicmissionaries____5__，bythemiddleofthe18thcentury，__6____beginningtosetthemselvesupinChina．__7____plantsaliveduringlonglandorseavoyages___8___anenormouschallenge.__9____numbersofseedsfailedtogrowafterlongsea__10____ortripsacrossland___11___AsiaandEurope.Theworldofplantexploration___12___completelychanged___13___DrNathanielWard’sinvention___14___atightlysealedportableglasscontainer．Thisinvention，___15___theWardiancase，allowedplantstobe__16____onlongjourneys．ABritishman__17____RobertFortunewasoneoftheearliestplant__18____touseWardiancases．__19____secondhalfofthenineteenthcentury___20___averyimportantperiodofplant__21____．DuringthistimemanyCatholicmissionaries___22___senttoChinafromFrance．___23___themissionariescollectedlargenumbers___24___specimens，therewas__25____enoughmaterialforgrowingparticularspeciesin___26___gardens．(Keys:1.until2.that3.on4.were5.who6.were7.Keeping8.was9.Large10.voyages11.between12.was13.with14.of15.called16.transported17.called18.collectors19.The20.was21.exploration22.were23.Although24.of25.not 26.Western)