英语：Unit4《Exploring plants》篇章分析教案（2）（新人教版选修9）
Unit 4 Exploring plants
Teaching Resources
Discourse studies of PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
1. Type of writing and summary of PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
Title of text PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
Type of writing Exposition
2. A diagram of PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES
dating back to the earliest times Para 1
not until the eighteenth and nineteenth centuries Para 2
in China by the middle of the 18th century Para 3
voyage from England to Oceania Para 4
an enormous challenge Para 5
The second half of the nineteenth century Para 8
not enough material for growing particular species Para. 9
Robert Fortune to use Wardian cases Para 7
a tightly sealed portable glass container Para 6英语：Unit4《Exploring plants》背景知识教案（1）（新人教版选修9）
Teaching Resources
Background information for Unit 4 Exploring plants
Importance of Plants
Plants form the basic food staple for all life forms. They are the major source of food and oxygen on earth, since no animal can supply these necessary components without plants. The cattle we eat as beef, feed on grasses and the fish we eat, consume algae and are therefore dependent on plants for well being. Other important uses of plants include, providing shelter for animals, providing materials for clothing (cotton fibers), paper products, medicines and other chemicals, producing coal from once living plant material, reducing wind speed and noise levels, and reducing soil erosion and water runoff.
There are many different types of cash crops that produce money for farmers. Olive oil comes from olives, corn oil comes from corn, and peanut oil comes from peanuts. Typical agricultural products like corn, wheat, rye, and rice are all considered cash crops. Coffee plants produce beans that are used to make coffee; coca plants give us chocolate; vanilla plants grow long thin beans that are used to produce vanilla flavoring. Many drinks and beverages, like cola and tea, come from plants. Rubber from trees is also a cash crop, as is lumber, fruit, vegetables, and cotton.
Plants are also used in agriculture to help reduce wind speed. Planting trees in a row prevents the wind from blowing away the valuable topsoil. In the forest, trees act as shelter for many organisms.
Plants are also important for the overall ecology of an area. Roots help to stabilize soil and prevent erosion by water run off (soil conservation). Plants are also important in our atmosphere because they use carbon dioxide and give off oxygen while they undergo photosynthesis.
Plants are also used in the urban setting to reduce noise, produce shade, and to beautify an area. Trees add value to homes and communities.
Plants are essential to the balance of nature and in people's lives. Green plants, i.e., those possessing chlorophyll, manufacture their own food and give off oxygen in the process called photosynthesis, in which water and carbon dioxide are combined by the energy of light. Plants are the ultimate source of food and metabolic energy for nearly all animals, which cannot manufacture their own food. Besides foods (e.g., grains, fruits, and vegetables), plant products vital to humans include wood and wood products, fibers, drugs, oils, latex, pigments, and resins. Coal and petroleum are fossil substances of plant origin. Thus plants provide people not only sustenance but shelter, clothing, medicines, fuels, and the raw materials from which innumerable other products are made.
2. The life cycle of a plant
The life cycle of a plant varies depending on the individual species. There are, however, certain requirements for life that most plants need. The growth of a plant is dependent upon light, water, oxygen, carbon dioxide, minerals in the soil, temperature and microbes in the soil. Light, water, and carbon dioxide are needed for photosynthesis which produces food for the plant. Oxygen is needed when it is dark, because the plant then needs oxygen to maintain itself. The correct temperature, soil, and minerals are all needed when the plant first germinates and subsequently grows. Soil helps bind the roots so the plant can anchor itself. Microbes in the soil include a number that are beneficial to plants. Microbial activity helps bring about the decay of organic material (dead plant material and animals) necessary for the production of soil. Temperature or light intensity varies for each type of plant, and this helps explain global plant distribution; light intensity or temperature also effects the rate of photosynthesis in plants; the time at which a plant flowers and the rate at which water loss occurs in a plant (transpiration.)
When these requirements are static for a seed, it will begin to grow or germinate. Sufficient food and minerals are stored in almost all seeds, so that these factors do not limit germination. As water is absorbed by a seed, the inner tissue swells more rapidly than the seed coat. The penetration of water allows the tissues to become hydrated and enzyme activity increases. The food that is stored in the cotyledons or the endosperms are now digested and used.
3.The growth requirements of plants
All plants need light, water, air, moderate temperatures and most need soil. Some plants, such as mistletoe and duckweed, do not require soil for growth and life but they do not constitute the majority of plants. There are wide variations in the amount of light and water that plants require. A mature Joshua tree, for example can store enough water to last three years or until another rainy season.
Most plants, however, need water on a more regular schedule. Some plants require a full day's hot sun, and others cannot be taken out of deep shade. Temperature tolerance also varies tremendously. Tundra and lichens can survive near the Arctic, but many tropical plants cannot survive being carried from the store to a car when it is near freezing.
4. Growing plants from cuttings
Many plants can reproduce either sexually (seeds) or vegetatively (asexual), utilizing other plant parts. Whole plants can be grown from stems, leaves or roots, if the right plant is chosen. The following are some suggestions that can be used to illustrate vegetative reproduction.
Stems: Ivy, potato tubers, bamboo and iris rhizome, bulbs of various kinds (bulbs are actually modified shoots), crocus or gladiolus, corn, Philodendron, Monstera (split-leaf philodendron), strawberry and spider plant offsets. (Many others will grow, even hardwoods, but they take a lot of time and effort.)
Roots: Japanese anemone, Oriental poppy, trumpet creeper, blackberry, raspberry, lily of the Nile, and any other plant that produces sprouts from roots. (The roots you plant will show no visible growth buds, the buds develop after the root cutting is planted.)
Leaves: Begonias, African violets, various succulents, sansevieria, piggy back plant (if leaf has plantlet), and Bryophyllum.英语：Unit4《Exploring plants》教案（1）（新人教版选修9）
教学内容： Plant exploration in the 18th and 19th centuries
语言材料分析：
本册书针对的是高三学生。本节为本单元第二课时，主要介绍了欧洲18和19世纪的植物探险。本文简要地介绍一些著名的探险家和他们所取得的成果。文章属于总─分的结构。通过本文的学习，学生可以扩大视野，了解一些植物探险方面的知识。但是这篇文章篇幅上很长，信息量很大对学生理解该文造成了一定的难度。因此，在本课前要考虑这一问题，帮助高三学生提高阅读速度和对细节信息的分析。
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 communicate 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, competition, group work, discussion
Teaching aids
Multi-media computer 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 come 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.
