高中英语 Book 9 Unit4 Exploring plants教学设计
教案背景
1.面向学生：高三学生 2学科：英语
2.课时：1
3.学生课前准备：
1）阅读有关“植物探索”的背景材料，为学习本文做好热身。 2）学习本单元教学目的和要求中的有关词汇和短语的用法。
教学目标
1. Read “Exploring plants” and improve our ability of fast reading and summarizing.
2. Devote ourselves to the learning, enjoy the pleasure of reading and improve our consciousness of protecting our unique species.
教材分析
“热身”（Warming Up）部分有几个问题和几幅图片，要求学生分组讨论并回答问题。该部分提供了短语和图片启发学生思考讨论。
“读前”（Pre-reading）部分提供了两幅图，图1为盆栽花卉植物，图2为植物园花卉景色。本部分设置了四个练习，要求学生完成。这些问题都是为了导入阅读课文做准备。
“阅读”（Reading）部分是一片记叙文，从历史的角度讲述了在18和19世纪人类对自然界中的植物进行探索的情况，介绍了在这一时期相关的著名人士以及他们所从事的具有挑战性的工作。课文蕴含了人类在探索中不断开启神秘的自然之迷，在发现中辛勤追寻科学真理的意义。
“理解”（Comprehending）部分设置了四个活动。第一个活动要求学生阅读课文后，把握段落要点，写出隔断的主题；第二个活动要求学生按时间顺序列出事件发生的具体内容来，目的是让学生对阅读文章有一个整体的了解。第三个活动要求学生分组活动，就课文内容进行讨论，重点监测学生对课文的深层理解。第四个活动要求学生，给定场景，做出选择并陈述理由。
“语言学习”（Learning about language）由词汇和语法两相内容组成，词汇练习主要用来帮助学生学习/巩固课文中出现的词语。语法部分有三个练习，主要用来复习巩固句子中宾语的用法。
“小结”（Summing Up）部分要求学生就本单元内容、词汇和语言进行总结，以便掌握本单元的重点和难点。
“学习建议”（Learning Tips）部分对学生英语写作做了一些指导，多读不同类型的文章，研究其结构和语言运用是很有用的。建议学生整理并积累不同类型的文章。
教材重组
1、将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。
2、将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。
3、将Using Language和Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节包括听说读写在内的“综合技能课”。
4、将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。
课时分配
1st ? Period? Reading
2nd? Period? Language study
3rd? Period? Integrating skills
4th? Period? Listening and Speaking
本节课的备课思路 新人教版 B9U4 Exploring plants
本节课为将Warming Up，Pre-reading，Reading与Comprehending整合在一起的一节整体阅读课，内容为18和19实际的植物探索。故事分四部分：第一个部分讲述植物探索的开始，第二部分讲述18世纪植物的探索，第三部分讲述了沃德箱的发明和使用，第四部分讲述了19世纪植物的探索。从细节理解，文章整体结构，以及能力提升，巩固提高这几个环节进行授课。
自主学习案部分：
I. Warming up & Pre—reading：
在学生阅读有关植物探索的背景知识之后，引用一个与奇妙的植物有关的视频和一个关于植物引进的小测验，激发学生兴趣，并引入话题探讨，从而导入文章的阅读。
II. Fast reading：
进行Scanning，通过寻读课文，找出文章的写作顺序并总结段落大意，让学生初步理解文章内容。
III. Listening Comprehension
进行listening & Scanning，通过听取部分课文录音，要求学生进一步把握文章细节，并回答判断正误题。
IV. Careful Reading
要求学生大声读课文并完成三个任务，第一个任务是三个选择题，包括词义猜测，细节及推断题；第二个任务是两个问题；第三个任务是对课文中重点句子等的进一步把握，从而引导学生进一步挖掘课文细节内容，培养学生抓细节、善归纳、强概括的能力。并有针对性地进行方法指导，提高学生的解题技巧。同时，在本环节设置一个游戏，让学生更有兴趣的进一步去理解课文。
V．Group Discussion
提出一个问题，让学生讨论，分享并在黑板展示，学生可以有自己不同的看法。这样一方面可以锻炼和加强学生合作学习的能力；另一方面，可以培养学生交际能力，让他们在运用语言的过程中将课本知识学以致用，进而提高他们综合运用英语的能力。
VI. Summary
将课文内容改编成高考题型---语法填空，在把握文章内容的基础上提高学生对高考题型的适应能力。在学生回答、展示的基础上，教师进行点拨并拓展。抓好课堂落实。
VII. Reflection
每堂课都要让学生反思总结，才能提高。本节课设置了两个反思问题，第一个是阅读技能，第二个是怎样来保护植物的多样性。两个问题都是结合这堂课内容而设，非常有助于学生的提高。
VIII. Homework:
根据Discussion课堂讨论部分以及课文相关内容，和同桌相互检查文章的复述情况并掌握文章的语言知识。在完成任务的过程中，增加语言的输出量，巩固语言知识，提高语言表达技能。
教学方法
1）自我学习 2）合作探究 3）启发教学4）任务型教学法
教学过程
1）视频、图片导入，激发学生兴趣，快速导入本课主题—植物探索。
2）采用自我学习，合作探究，分组讨论、展示、点评/游戏等多种方法。
3）练习形式多样化，多角度、多方位提高学生能力。
4）适时地对学生进行阅读方法和技巧指导。
5) 寓教于乐，通过游戏环节，激发学生学习英语的热情，让学生在快乐中及时复习巩固了当堂所学的重点内容。
Book 9 Unit 4 Exploring plants --- Reading
【Learning aims】
1. Read “Exploring plants” and improve our ability of fast reading and summarizing.
2. Devote ourselves to the learning, enjoy the pleasure of reading and improve our consciousness of protecting our unique species.
【自主学习案】
【Warming up and pre-reading】
Some background information about plant exploration in the 18th and 19th centuries :
Until the middle of the 19th century , China was completely closed to Europeans and to foreign travel. Thus it was impossible for early collectors from Europe and elsewhere to explore the country. There were several collectors during the early period.. It should be stated that during the hazardous journeys and at the risk of their lives , all these collectors ,amateurs, missionaries and travelers , who have collected extensively in western China, have enriched our gardens with fine collections of plants.
【设计意图】在学生阅读有关植物探索的背景知识之后，引用部分图片以及一个与奇妙植物有关的视频，激发学生兴趣，并引入话题探讨，从而导入文章的阅读。
【课内探究案】
I.【Fast reading】
1).The text is written in the order of___________.
A. The importance of plant exploration B. The timeline of plant exploration
C. The collection of plants D. The age of collectors
2) Structure:
Part I (Para.1---2 ) The ____________ of plant collecting
Part II (Para.3---4) _______________ of plants in the 18th century
Part III (Para.5---7 ) The invention and use of____________________
Part IV (Para.8---9 ) The exploration of Plants ___________________
【设计意图】进行Scanning，通过寻读课文，找出文章写作顺序，并把握文章大意，初步了解文章内容。
II.【Listening comprehension】Task : T or F Questions:
1. The American Middle Classes took great interest in collecting new plants during the 18th and 19th centuries.( )
2. French Catholic missionaries were beginning to set themselves up in China by the middle of the 18th century. ( )
3. After Father d’ Incarville died, some Tree of Heaven seeds were sent to England.( )
4. Banks, together with James Cook, collected many examples of plants in Australia.( )
【设计意图】进行听力理解，通过听取课文录音以及寻读课文，要求学生进一步把握文章，并判断正误。
III.【Careful reading】
Please find out the answers to the following questions in the quickest way.
Task1.1) The word “ exotic” in the first paragragh probably means______ .
A. familiar B. foreign C. faraway D. various （词义猜测题）
2) Who first sent seeds of the Dove Tree to Europe? （细节题）
A. Robert Fortune B. E.H.Wilson C. Father Farges D. Father d’Incarville
3) What is the most probable reason for collecting new plants in the 18th and 19th century? （推断题）
A. New plants could be used for scientific research
B. The plant collectors took great interest in the expeditions
C. The plant collectors were eager to enrich their experiences
D. The plant collectors wanted to introduce new species to their native country.
Task2 : Answer more questions.
1. Why was there a lot of plant collecting in the 18th and 19th century?
____________________________________________________________________________________________________________________________________________
2.Transplanting plants over long distances was a big problem. Why was this?
____________________________________________________________________________________________________________________________________________
Task3: Play a game.
【设计意图】要求学生大声读课文并完成三个任务，第一个任务是三个选择题，包括词义猜测，细节及推断题；第二个任务是两个问题；第三个任务是对课文中重点句子等的进一步把握，从而引导学生进一步挖掘课文细节内容，培养学生抓细节、善归纳、强概括的能力。并有针对性地进行方法指导，提高学生的解题技巧。同时，在本环节设置一个游戏，让学生更有兴趣的进一步去理解课文。
IV.【Group discussion】
Do you think plant exploration is meaningful? Why ? (At least two reasons)
__________________________________________________________________________________________________________________________________________________________________________________________________________________
【设计意图】提出一个问题，让学生讨论，分享并在黑板展示，学生可以有自己不同的看法。这样一方面可以锻炼和加强学生合作学习的能力；另一方面，可以培养学生交际能力，让他们在运用语言的过程中将课本知识学以致用，进而提高他们综合运用英语的能力。
V.【当堂检测】
Please fill the blankets according to the passage （语法填空题）
The plants look so familiar__________ we often don’t know that many of them are from countries far away, which dates ___________ the earliest time. Many plant collectors realized the value of plants from distant lands. ____________, the exploration of the botanical world didn’t begin on ___________large scale___________the18 and 19th centuries. Of course ,they had many difficulties in the trips, ____________ (face) many dangers including disease, near-starvation, severe environment and conflicts _____________the local people. The missionaries collected large _________________ (quantity) of specimens, but there were not enough in Western gardens. However, the botanists were very _______________ (excite) with the knowledge that China had many kinds of plants, so the collectors _______________(send) to China to collect more kinds.
【设计意图】将课文内容改编成高考题型---语法填空，在把握文章内容的基础上提高学生对高考题型的适应能力。在学生回答、展示的基础上，教师进行点拨并拓展。并给于学生当堂诵读的时间，抓好课堂落实。
VI.【Reflection】
1.What reading skills have you learned this class?
____________________________________________________________________
2. What should we do to protect the variety of plants?
____________________________________________________________________
【设计意图】每堂课都要让学生反思总结，才能提高。本节课设置了两个反思问题，第一个是阅读技能，第二个是怎样来保护植物的多样性。两个问题都是结合这堂课内容而设，非常有助于学生的提高。
VII.【Homework】
1. Retell the story to your partner. 2. Learn the languages in the passage.
【设计意图】根据Discussion课堂讨论部分以及课文相关内容，和同桌相互检查文章的复述情况并掌握文章的语言知识。在完成任务的过程中，增加语言的输出量，巩固语言知识，提高语言表达技能。
高中英语选修9 Unit4 Exploring plants评测练习
I. Find and remember the phrases.
1.对---熟悉的________________ 2.追溯到 ________________
3..对---感兴趣 ________________ 4.与---冲突________________
5.引进________________ 6.植物探索________________
7.结果，导致________________ 8.喜爱，吸引________________
II. Choose the best answer.
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
4. What do you think the author will talk about if he adds a paragraph to this passage?
A. The effects of the plant exploration in the 18th and 19th centuries.
B. The plant exploration in the 20th century.
C. Information about the Dove Tree.
5. 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
III. Fill in the blank.
1.Type of writing and summary of the text.
Title of text
Plant exploration in the 18th and 19th centuries.
Type of writing
_1.______________________
2. A diagram of plant exploration in the 18th and 19th centuries.
IV. Imitate the sentences.
However，it was not until the eighteenth and nineteenth centuries that the exploration of the botanical world began on a large scale
直到我开始学习我才意识到以前我浪费了多少时间。
__________________________________________________________________________________________________________________________________________
2. Not only did Fortune…. but he also shipped …, where a successful tea industry was . Not only 放在句首要倒装, 表示强调
他不但抱怨食物，而且他还拒绝付钱。
__________________________________________________________________________________________________________________________________________
