2019-2020年高中英語 Unit4《Exploring plants》教案（1） 新人教版選修9.doc

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2019-2020年高中英語 Unit4《Exploring plants》教案（1） 新人教版選修9 教學(xué)內(nèi)容： Plant exploration in the 18th and 19th centuries 語言材料分析： 本冊書針對的是高三學(xué)生。本節(jié)為本單元第二課時，主要介紹了歐洲18和19世紀(jì)的植物探險。本文簡要地介紹一些著名的探險家和他們所取得的成果。文章屬于總─分的結(jié)構(gòu)。通過本文的學(xué)習(xí)，學(xué)生可以擴大視野，了解一些植物探險方面的知識。但是這篇文章篇幅上很長，信息量很大對學(xué)生理解該文造成了一定的難度。因此，在本課前要考慮這一問題，幫助高三學(xué)生提高閱讀速度和對細(xì)節(jié)信息的分析。 Teaching goals: Language target: A. Key words and phrase: exotic, conflict, container, restriction, date back to, appeal to B. Key sentences a. Collecting “exotic” plants, as they are called, dates bake to the earliest times. b. However, it was not until the eighteenth and nineteenth centuries that the exploration of the botanical world began on a large scale. c. One of the collectors was Father Farges, who collected 37 seeds from a tree that has appealed to him. d. The European classes took great interest in collecting plants. e. Large numbers of seeds failed to grow after long sea voyages. Ability goals Students get some information on plant exploration. Students get the main idea, find and infer information according to the reading material. Students express their ideas after reading. Students help, cooperate and municate with each other. Teaching important points To enable students to understand the reading material by using predicting, skimming, scanning, analyzing, summarizing and inferring after reading. Teaching difficult points 1. To enable students make use of given information to express their opinions on the passage. 2. Help students observe language points and prepare for the grammar revision. Teaching methods Task-based learning approach, petition, group work, discussion Teaching aids Multi-media puter platform, group cards Teaching procedures Step 1. Lead-in (3’) A. Divide the whole class into small groups. B. A video clip Focus: To arouse students’ interest and give the task to students. Step 2. Pre-reading (3’) Predict according to the title. The author may tell us _____ in this passage. A. some plants from other countries B. the events happening in plant exploration C. how to explore plants D. famous plant collectors Focus: Students can make prediction after observing the title carefully. Step 3. While reading Part 1. Fast reading Read for the main idea and solve the task given in pre- reading. (Students work in groups and work out the questions). Part 2. Detailed reading (20’) (Students write down the words, phrases and sentences they can’t understand and work in groups to solve them and work out the multiple choices questions). Task 1. Scanning 1. Plant collectors met many difficulties except_______. A. diseases and near-starvation B. the conflicts with local people C. restrictions on the movement of Europeans D. lack of money 2. Who is not a collector mentioned in the passage? A. Father d’Incarville. B. The Queen of England. C. Robert Fortune. D. E H Wilson. 3. The following plants were taken to Europe except_______. A. the tree of Heaven B. the Dove Tree C. the tea plants The first recorded plant exploration happened _______. A. in the 18th century B. about 1500 years ago C. about 3500 years ago D. about 2500 years ago Focus: To develop students’ ability to search for detailed information. Task 2. Analyzing 1. The passage is organized in the order of ______. A. time B. place C. character Focus: To develop students’ ability to analyze the whole passage. Task 3. Inference 1. What do you think the author will talk about if he adds a paragraph to this passage? The effects of the plant exploration in the 18th and 19th centuries. B. The plant exploration in the 20th century. Information about the Dove Tree. Focus: To help students read beyond the reading material and make their own judgment according the reading material. Task 4. Language observation 1. What is the meaning of the underlined part in the sentence “One of the collectors was Father Farge, who collected 37 seeds from a tree that had appealed to him”? A. that surprised him B. that he had never seen before C. that attracted him D. that he thought was very valuable 2. The earliest record of plant exploration in history dates from 1500 BC. The earliest record of plant exploration in history ____ ____ ____1500 BC. 3. People didn’t begin to explore plants on a large scale until the 18th and 19th centuries. It was ____ ____ the 18th and 19th centuries that people began to explore plants on a large scale. 4. The parts in red are used as______ in the sentences. A. the subject B. the object C. the predicative 1.He collected seeds of trees. 2. French Catholic missionaries were beginning to set themselves up in China. 3. The European classes took great interest in collecting plants. 4. Large numbers of seeds failed to grow after long sea voyages. 5. … often we do not realise that many of them e from countries far away. Focus: To help students infer the meanings according to the context. To help students observe the feature of the object and prepare for the grammar learning Step 4. Post-reading Help Liang Qiming find out who made the greatest contribution in plant exploration in the 18th and 19th centuries. Discussing in groups Giving opinions. Step 5. Assignments 1.Try to add a short paragraph as the end of the passage. 2. Get some information about plant exploration in the 20th and 21st centuries on the Internet.