2019-2020年高中英語(yǔ) 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(yǔ) Unit4Exploring 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(yǔ)言材料分析：本冊(cè)書針對(duì)的是高三學(xué)生。本節(jié)為本單元第二課時(shí)，主要介紹了歐洲18和19世紀(jì)的植物探險(xiǎn)。本文簡(jiǎn)要地介紹一些著名的探險(xiǎn)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(kuò)大視野，了解一些植物探險(xiǎn)方面的知識(shí)。但是這篇文章篇幅上很長(zhǎng)，信息量很大對(duì)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(duì)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 toB. Key sentencesa. 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 goalsStudents 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 pointsTo enable students to understand the reading material by using predicting, skimming, scanning, analyzing, summarizing and inferring after reading.Teaching difficult points1. 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 methodsTask-based learning approach, petition, group work, discussionTeaching aidsMulti-media puter platform, group cardsTeaching proceduresStep 1. Lead-in (3) A. Divide the whole class into small groups.B. A video clipFocus: 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 readingPart 1. Fast readingRead 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 cant 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-starvationB. the conflicts with local peopleC. restrictions on the movement of EuropeansD. lack of money 2. Who is not a collector mentioned in the passage? A. Father dIncarville. 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 HeavenB. the Dove TreeC. the tea plantsThe first recorded plant exploration happened _.A. in the 18th century B. about 1500 years agoC. about 3500 years agoD. about 2500 years ago Focus: To develop students ability to search for detailed information.Task 2. Analyzing1. The passage is organized in the order of _. A. time B. placeC. characterFocus: To develop students ability to analyze the whole passage.Task 3. Inference1. 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 didnt 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 learningStep 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.