课件28张PPT。人教课标
高三 选修 9
Unit 4Unit 4
Exploring plantsObjectThe object (宾语)1. 宾语是及物动词后的一个成分, 表示动作的对象、承受者或结果。可作宾语的有:
1) 名词、代词、数词、名词形容词
a. They collected seeds from trees.
b. Would you like something to eat?
c. They fired one-third of their works.
d. We should respect the old.动词不定式作宾语
e.g. I expected to spend the holidays in France.
He refused to accept any physical
limitation.
-ing 形式作宾语
e.g. I love going on walks and looking at plants.
They enjoyed sharing their work
experiences.从句做宾语
e.g. Do you think advertisements affect
your life in any way?
We seldom realize that many plants
come from countries far away.2) Two objects 通常为 “间接宾语 + 直接宾语”
e.g. He doesn’t own me anything. She asked me whether I had been
there before.
I warned you he would be late.
Give me it. / Give it to me.
They told us where to shop cheaply.间接宾语后移, 间接宾语用 to或for引出:
e.g. They give it to John.
He sold his old car to one of his neighbours.
I have bought some chocolate for you.
Give the dictionary to me, please.用 to 侧重指动作的方向, 表示朝着、 向着、对着某人。
用 for 侧重指动作的受益者, 表示为了某人, 替某人。需借助 to 的: bring, give, lend, hand, offer, pass, pay, promise, read, return, send, show, teach, tell, ask, leave, mail, throw, take, write 等。
需借助 for 的: build, buy, call, change, cook, choose, do, draw, envy, fetch, find, forgive, gain, get, make, order, play(演奏), sing, save, spare, win 等。常跟双宾语的动词分类总结：e.g. Our teacher explains to us the difficult points in the unit.
We disclosed to them the secret of our invention.
They expressed to their teacher their conviction that the experiment was true.
The guide is describing the scenic spots to the tourists.Some verbs have to be used as set phrases when followed by two objects.
e.g. He played me a trick.
He played a trick on me.
Won’t you play some folk songs for
us?有时为了形成对照或是为了突出重点, “介词 + 间接宾语”也可移到主语的前面去;
e.g. To his daughter he sent a cheque of $ 50
but to his sun he sent only a cheap pen.
如果 “介词 + 间接宾语”比直接宾语短, 也可以直接放在谓语动词后;
e.g. He give to his friends much of the time
he should have given to his wife and
children.一些句子中, “间接宾语 + 直接宾语”不能变为“直接宾语 + 介词 + 间接宾语”;
e.g. He give the door a hard kick. I never give the matter a thought. She give him a warm smile. This heroic deed cost him his life.下面我们结合近几年的高考题将宾语考点归纳如下：
一、不定式或“疑问词+不定式”作宾语
【考点透视1】
动词refuse, agree, fail, promise, afford, hope, choose, manage, decide, determine, offer, plan, want, pretend, wish, threaten 等后常接不定式作宾语。【考例1】
She skipped school, and refused to communicate. (2015重庆卷完形填空)
【考例2】
The UK promises to reduce its carbon emissions (排放) by 80 percent by 2050, part of which will be achieved by all new homes being zero-carbon by 2016.
(2014湖南卷阅读理解C篇)【考点透视2】
“疑问词+不定式”通常放在tell, show, teach,
learn, know, wonder, discuss, remember,
suggest, forget, find out, figure out 等动词(短
语)之后作宾语。 【考例1】
“I was trying to figure out how to swim to
the boys in a straight line.”
(2013四川卷阅读理解B篇)【考例2】
After a visit to the United States, Mireille Guiliano, author of French Women Don't Get Fat, decided to write about the importance of knowing when to stop rather than suggesting how to avoid food.
(2014陕西卷阅读理解C篇)二、动词-ing形式作宾语
【考点透视1】
后接动词-ing形式作宾语的(短语)动词有mind, enjoy, escape, practise, postpone, suggest, avoid, admit, allow, advise, finish, imagine, deny, mention, keep on, can't stand, can't help, feel like, give up, put off 等。【考例1】
He also admitted that he had enjoyed making her run around and saw it as a game. (2014湖北卷阅读理解A篇)
【考例2】
“Mindfulness”, being focused, is a tool that some people use to avoid falling asleep.
(2015 北京卷第三部分第二节)【考点透视2】
在某些含有to 的短语中, to 是介词, 后接动词-ing 形式作宾语。这类短语有: object to, look forward to, get down to, be accustomed to等。
【考例1】
I was looking forward to having five days off from duty.
(2013陕西卷阅读理解B篇)【考例2】
“We're accustomed to having one thing in our pocket to do all these things,” he added, ...
(2013福建卷阅读理解B篇)注意：
有些动词后接动词-ing 形式和不定式作宾语时意义不同。如：
remember to do sth. 记住要去做某事
remember doing sth. 记得做过某事forget to do sth. 忘记要去做某事
forget doing sth. 忘记做过某事regret to do sth. 很遗憾去做某事
regret doing sth. 后悔做了某事try to do sth. 努力去做某事
try doing sth. 试着做某事mean to do sth. 打算做某事
mean doing sth. 意味着做某事三、从句作宾语
【考点透视】
①宾语从句要用陈述语序；
②宾语从句可以作动词的宾语，也可以作介词的宾语。主要考查其引导词。【考例1】
Some people believe _____ has happened before or is happening now will repeat itself in the future.
(2014北京卷单项填空)
A. whatever B. whenever
C. wherever D. however【考例2】
I truly believe _____ beauty comes from within. (2015北京卷单项填空)
A. that B. where C. what D. why
【考例3】
It is difficult for us to imagine _____ life was like for slaves in the ancient world.
(2014山东卷单项填空)
A. where B. what C. which D. why课件43张PPT。人教课标
高三 选修 9
Unit 4Unit 4
Exploring plants1. Collecting “exotic” plants, as they are called, dates back to the earliest times.
date back to 追溯到; 始于e.g. This town dates back to Roman times.
The castle dates back to the 14th
century.
These societies dated as far back as a
century.date from 追溯到; 始于e.g. The dress dates from the 19th century.
This custom dates from the 17th century.
My interest in stamp collecting dates
from my schooldays.dated adj. 过时的，陈旧的e.g. Those words all seem rather dated.
Clothing styles became dated very
quickly. 2. Many ancient civilisations saw the value
of bringing back plants from distant lands. value vt. 估价; 珍视, 珍惜
e.g. How much do you value it at?
I value my friendship with him. value n. 价值, 价值观念
e.g. Every experience is of great value.(作表语) 有价值 Nothing of value was stolen.
put value on 定价，重视
e.g. He puts little value on qualifications.
set (a) value on 重视，估计
e.g. She sets little value on wealth.(作定语) 值钱的e.g. If you borrow my electric drill don’t forget to bring it back.
All library books must be brought back before June 20.
If you’re going to the market please
bring me back ten eggs.bring back
(1) 归还, 带回来(2) 使回想起e.g. Seeing you brought back many memories.
His story brought back our happy
childhood together.
The river smell brought back a night
some years before.bring about
bring down
bring forward
bring in
bring on
bring out引起，实现减少，打倒；击落提出，提前，提早收获，收入，请来引起；使提高表现出来，出版，生产 e.g.
Scientists say that many factors
bring about changes in the weather.
The scene in the room brought the
poor man back to reality.
It will take more than speeches to
bring down the prices these day. 引起带回来减少At our next Council meeting, he is
proposing to bring forward the question
of developing the city centre.
How much does garage business
bring in each month? 提出收入，收获He still insisted that he would bring
out a book in the spring.
New questions are constantly being
brought up at the weekly meeting.
The child is very badly brought up. 带大，抚养长大出版提出3. However, … that the exploration of the
botanical world began on a large scale.e.g. They are preparing for war on large
scale.
The project was undertaken on a large scale.on a large scale 大面积地scale n. 规模 (可数, 不可数)1) The business had to be reduced in scale.
2) Private undertakings were small in scale in the Red areas.
3) The statue was made to scale, one inch to one foot.按规定比例4. Brave young men took the opportunity of going on botanical expeditions, …
take opportunity of doing / to do sth.
抓住 …… 的机会
e.g. He took the opportunity to question
his wife.
I shall take the first opportunity of
seeing you.
I’m glad to have the opportunity of
talking to you.He sought opportunities of doing her
little services.
Don’t let slip any opportunity of
practising your English.
Somehow they didn’t seem to get an
opportunity to object.
There may be an opportunity for
you to see the manager this afternoon. 5. One plant explorer lost several years’ work when his plants were ruined with seawater.
ruin vt. 毁灭, 毁掉, 破坏
e.g. The rain has ruined the children’s trip.
We took a picture of the ruined cottage.
The fire ruined the house.be in ruins 一片废墟, 落空
e.g. The town lay in ruins.
bring/come to ruin 使毁灭/破产
e.g. All his plans came to ruin.
fall into ruin 已成废墟
e.g. The castle has fallen into ruin.6. The world of plant exploration was
completely changed with Dr Nathaniel
Ward’s invention of a tightly sealed
portable glass container.
tightly 紧紧地, 满满地
e.g. Tie it as tightly as you can.
His arms were folded tightly.
He held me by the arm so tightly that
it hurt.tight adj. 紧的, 绷紧的, 拉紧的
e.g. The coat looks tight.
We hope to finish the task next week, but the schedule is a bit tight.
tight adv. 紧地, 满地
e.g. Hold tight to the railing or you may slip and fall.The passengers were tightly packed in the train.
“Look! Chris, look!” Andrew whispered, pressing my arm tightly.
Shut the door tight.
Make sure that the bags were packed tight.seal vt. 盖章, 封口
e.g. The treaty was signed and sealed by
both governments.
Food such as corned beef and
condensed milk are sold in sealed tins.
His eyes were sealed with sleep.
7. At that time, there were restrictions on
the movements of Europeans and so …
restriction [U] n. 限制
e.g. The park is open to the public without restriction.
He dislikes their restriction of his freedom of choice. restriction [C] n. 限制性规定
e.g. The restrictions on the use of the play- ground: No fighting. No damaging property.
The government placed restrictions on the numbers of foreign cars that could be imported.restrict vt. 限制, 控制e.g. He feels this new law restricts his
freedom.
The trees restricted our vision.
restricted adj. 有严格控制的, 局限的
restrictive adj. 限制性的e.g. She is now on a very restricted diet, and can have no sweets.
The space provided is too restricted.
He finds life in the small town too restrictive. 8. One of the collectors was Father Farges,
who collected 37 seeds from a tree that
had appealed to him.
appeal vt. 吸引, 投合兴趣或爱好
e.g. How did the course appeal to you?
These pictures don’t appeal to the children.appeal vt. 呼吁, 请求
appeal to sb. for help
e.g. He appealed to his friends for support.
The murderer appealed to the court for mercy.从a-d中找出与每句话中 appeal 相符合的意
思。
1)The government is appealing to everyone to save water.
2) When Mother said “No,” my little sister would appeal to Father.
3) Does the idea of working for a venture company appeal to you?
4) He appealed against the judge’s decision.d. 向……呼吁c. 上诉a. 对……有吸引力b. 求助于翻译下列句子。
1) 警方向公众呼吁不要轻易相信陌生人。
2) 你对这些画感兴趣吗？
3) 她的幽默感吸引了他。
4) 船长对这个方案提出了异议。The police appeal to the public not to trust
strangers easily.
Do these paintings appeal to you?
Her sense of humour appealed to him.
The captain appealed against the proposal.1. However it was not until … that the exploration … began ….
It is/was not until … that …
直到……才长难句解析e.g. It was not until the 1880s that there
were consistent experimental
findings to support his theory.
Not until I began to study did I
realize how much time I had
wasted. The secretary worked deep into night, preparing an important speech for the president.2. Brave young men took the opportunity of going …, often facing many dangers including …
facing 在句中作状语, 表示“从事植物考察”过程中的伴随情况。
e.g. He rushed out of the room, crying. e.g. The teacher came in, followed by his students.
She sat by the window, lost in thought.3. At that time, there were restrictions on … in order to travel unnoticed, he …
in order to travel 不定式作目的状语, unnoticed 作 to travel 的伴随状语。4. Not only did Fortune … but he also shipped …
not only 放在句首要倒装, 表示强调。
e.g. Not only did he complained the food, he also refused to pay for it.
Not only did they bring snacks and drinks, but they also brought cards for entertainment when they had a picnic in the forest.只有当 not only … but also连接两句子时, 才倒装, 若连接的不是句子, 则不用倒装。
e.g. Not only John but also Ben should have got a full mark in the exam.
What he is worrying is not only his food but also his bed.根据下列各句句意及所给单词的首字母或汉
语提示，写出该单词的正确形式。
He said that he was born and brought
up in a d______ village.
2. When dealing with public relations, we should try to avoid personal c________.
3. The t______ character of his design is apparent in the splendid decorations.distantconflict(s)typical4. I’ll buy the MP3 on condition that you
l_____ the price.
5. It is well known that all work and no
play makes Jack a d___ boy.
6. The baseball game was p_________
because of the bad weather.
7. Be careful with that china. It’s very
_______ (易碎的).lowerdullpostponeddelicate8. The government placed many
___________ (限制) on foreign trade.
9. The original problem has _______ (演
变) into something quite different.
10. People built a __________ (纪念碑) in
his honor. evolvedmonument restrictions Retell the story to your partner.
2. Finish off the exercises in your
book.课件19张PPT。人教课标
高三 选修 9
Unit 4Unit 4
Exploring plantsLearning about LanguageComplete the sentences with suitable words or expressions from the text.
1) I love going on walks and looking at plants. In fact, I think I’ll study _______ at university.
2) He speaks Spanish with great _______ though he is not good at writing it.Discovering useful words and expressionsbotanyfluency3) The palace we are going to visit
tomorrow ___________ the 19th century.
4) In the center of the block of flats there is
a small _________ where I can plant
some flowers.
5) There are too many cars on the roads. I
think there should be _____ restrictions
on car numbers.dates back tocourtyardtight2. Complete the paragraph with words from the reading passage.
The thought of another trip of thousands of miles on the high seas certainly did not ______ to me, but there was no other way to get the ______ to the _______ islands of the Pacific. We were unable to do any travelling across countries as there were too many ___________ by many of theappealgoodsdistantrestrictionsgovernments and we could not move freely across borders. We had so many ________ that they had to be ______ packed on the ship. There was not much room left for the crew. These crowed conditions resulted in a lot of ________ and several fights. However, the worst part of the trip was sailing through a wild _____________, in which the rain did not stop for two days. containerstightlyconflictsthunderstormAfter three months at sea, we finally arrived and lowered the _______ in the harbour of our destination. We were dirty and had long beards, for we had no fresh water to wash in and we didn’t ______ at all. What a sight we were! anchorshaveRevising useful structures Revising these sentences using to or for with the indirect object.
1) Can you give me one kilo of ripe peaches?
_________________________________
_________________________________Can you give one kilo of ripe peaches to me?2) Send me your report on irrigation as
soon as you’ve finished it.
__________________________________
__________________________________
3) He showed me the weeds so that I
wouldn’t out out his new seedlings.
__________________________________
__________________________________Send your report on irrigation to me as soon as you have finished it.He showed the weeds to me so that I wouldn’t pull out his new seedlings.4) My cousin brought me some spears
from Papua New Guinea.
__________________________________
__________________________________
5) I buy my fish fresh seaweed every
month as it’s an important part of their
diet.
__________________________________
__________________________________
_________My cousin brought some spears for me from Papua New Guinea. I buy fresh seaweed for my fish every month as it’s an important part of their diet.6) Susan handed him the string so he
could tie up the box.
________________________________
________________________________Susan handed the string to him so he could tie up the box.1) Barbara learned _____________ when her uncle came to visit her family last summer. (ride / horses)to ride a horse2. Complete the sentences using the –ing form or the infinitive of the verb as the object. Use the words in brackets to help you.2) I enjoy ___________________________
_______________, though I don’t quite
understand what they are about. (read /
cartoons)
3) Jim and Mandy both denied
_____________________________. (see /
car key)
4) I expect __________________________
this year. (spend / holidays / France)having seen / seeing the car keysto spend my holidays in France reading these cartoons from foreign countries5) Charlie regretted _________________
________________________. (invite /
Joseph / party)
6) Jack finally agreed _______________
_____________________. (apologise /
broken spade) to apologize to us for the broken spade having invited / inviting Joseph to the party3. Each sentence below contains one mistake. Find the mistake and correct it.
1) Could you begin by telling what you were doing at 9:30 on the evening of the 13th April?
2) My parents suggested to postpone our visit to the pyramids because we didn’t have enough time to see them before we left Egypt.mepostponing3) Please stop interrupting to me when I’m
explaining something.
4) In the morning the hunter showed me
the way how to get to the track down the
mountain.
5) He admitted me that he had done
something wrong.
6) I will report them the kind of monument
we are planning to build for the soldiers. how to gettoto Retell the story to your partner.
2. Finish off the exercises in your book.课件12张PPT。人教课标
高三 选修 9
Unit 4Unit 4
Exploring plantsListening Look carefully at the photos of the plants and answer the questions.living stoneListening and discussingRafflesiapitcher plantsHow would you describe each plant?
What do you think is unusual about each plant?
2. One of the pictures shows pitcher plants and another shows “living stones”. Which picture shows which plant? The name of the plant in the other picture is Rafflesia.Pitcher plantNow listen to Mark, Gordon and Andrea telling their class about these plants. Which student talks about which plant?Markpitcher
plantliving stones or LithopsGordonRafflesia arnoldiiAndreaListen to the other students’ reactions to Mark, Gordon and Andrea’s descriptions of the plants. Write down the expressions they use.Expressions of wonder:
That’s amazing!
What fantastic plants!Expressions of disgust:
Oh, yuck!
That’s disgusting!Wow!
How interesting!
I think it’s fantastic! 课件53张PPT。人教课标
高三 选修 9
Unit 4Unit 4
Exploring plantsWarming upDid you know that:1. some plants do not have flowers?2. some plants have roots that live in
the air?3. some plants eat meat?4. some plants need animals to
pollinate them?5. some plants grow on other plants?6. plants are adapted to live in
specific environments?7. people buy plants that come from
other countries for their gardens?8. a new plant does not always
grow from a seed?Special plantsDo you have a courtyard or some pot plants on your balcony? Do you know where these plants come from? Are they Chinese plants or do they come from another country?When you last visited a public garden, did you look at the individual plants
there? Were there any plants from other countries?Dr Nathaniel WardThe Wardian caseRobert Fortune (1812-1880)
represented the Horticultural Society of London (now the Royal Horticultural Society) as a collector in China shortly after the Treaty of Nanjing had brought the Opium War to a close. Through his use of the Wardian case, Fortune was able to introduce many of the best-known Chinese garden plants into cultivation in Europe and North America. Père Paul Guillaume Farges (1844 - 1912) French missionary and naturalist. Born at Monclar-de-Quercy, Tarn-et-Garonne. He was sent to China in 1867 and remained stationed in north-east Sichuan until 1903. Although he had always nurtured an interest in the local flora and fauna, it was not until 1892 that he started to collect herbarium specimens in earnest. During the eleven years before he moved south to Chongqing, he collected and preserved over 4, 000 specimens. Dove TreeErnest Henry Wilson (1876 - 1930) Scan the title of the reading passage and the pictures and predict what it is about?Plant Exploration in the
18th and 19th centuriesSkimming the beginningWhen: Not until the eighteenth
and nineteenth centuriesWho:European middle classesEuropean nationsWhat:Taking great interest in
collecting plantsWhen:By the middle of the 18th centuryWho:French Catholic missionariesWhat:Father d’Incarville was sent to _______ to ________ _____ of trees and bushes including those of the _____ __ _______Beijingcollected seedsTree of HeavenResult:Seeds of the tree of Heaven were sent to ________, and were grown __________ _______. In 1784, It was __________ in
______ ________. England throughout EuropeintroducedNorth AmericaWhen:In 1769Who:Sir Joseph BanksWhat:Banks ________ ___ of plants none of which had been recorded by __________.collected lotsEuropeans A changeWhen: nineteenth centuriesWho:Dr Nathaniel WardWhat:The invention of
_____________Wardian caseResult:In 1833, ward _______ two cases of British plants to Australia all the plant _____________________ journey. shippedsurvivedthe six--monthWhen:between 1843 and 1859Who:Robert FortuneWhat:He not only introduce ____ ______________ to _______ _______ but he also shipped _____ ___ from _________ to _____.Then120species of plantswesterngardenShanghaiIndiatea plantsWhen:The second half of nineteenth centuryWho:Father FargesWhat:He collected the seeds of ____ ____ and brought them to ______.Dove TreeFranceWhen:1899Who:E H WilsonWhat:He introduced many new plants to ______________.At lastWestern gardenScanning The plants in our garden grew in
China originally.F2. The American Middle Classes took
great interest in collecting new
plants during the 18th and 19th
centuries.F3. French Catholic missionaries were
beginning to set themselves up in
China by the middle of the 18th
century.4. After Father d’Incarville died, some
Tree of Heaven seeds were sent to
England.FBanks, together with James Cook, collected many examples of plants in Australia.6. Keeping plants alive during long
land or sea voyage was very
difficult, which caused the
Wardian Case to be invented.7. Robert Fortune introduced over 120
species of plants to Western Gardens,
because he could easily travel
everywhere in China.8. During the second half of the 19th
century, many Catholic missionaries
were sent to China, and they collected
many seeds of plants, which were sent
back to France.FDetailed readingRead the text carefully and match each person to the thing he did.
1. Father d’Incarville
2. Sir Joseph Banks
3. Dr Nathaniel Ward
4. Father Farges
5. Robert Fortune
6. E H Wilson collected lots of seeds of the Dove Tree
sent Tree of Heaven seeds to England
sent the seeds of the Dove Tree back to France
shipped two cases of British plants to Sydney
shipped 20,000 tea plants to India
collected vast quantities of plants in AustraliaAnswers: b, f, d, c, e, aTry to get the main idea of each paragraph.Para 1:explains when plant collecting began.Para 2:describes when and where plant collecting began on a large scale by Europeans.Para 3: talks about French Catholic missionaries who collected plants in China in the 18th century.Para 4:is about the famous British plant collector, Sir Joseph Banks, who collected many new plants in Australia.Para 5: explains the problems of keeping plants alive on long trips.Para 6:describes an experiment carried out by Dr Nathaniel Ward who invented a glass case in which to transport plants on long journeys.Para 8:is about Father Farges, a French Catholic missionary who collected plants in China in the 19th century.Para 7: is about Robert Fortune, a British plant collector who made several trips to China in the 19th century.Para 9:describes how many European plant collectors, such as E H Wilson, went to China so that new plants could be introduced to gardens in the West.StructurePart 1: Paragraphs 1-2 the beginning of plant collecting Part 2:Paragraphs 3-4 the exploration of plants in the 18th centuryPart 3: Paragraphs 5-7 the invention and use of Wardian casePart 4:Paragraphs 8-9 the exploration of plants in the 19th century ComprehendingFather
d’Incarvillesent ships to gather plants, animals and other goodsthe Queen of Egyptwas sent to Beijing tree of Heaven seedscollected plants in Australiathe Tree of Heaven arrived in EnglandSir Joseph Bankswas introduced into
North Americashipped two cases of British Plants to SydneyRobert
Fortunewere sent to China from FranceNathaniel
Wardmade several trips to Chinamany
Catholic
missionariesFather Fargescollected a large quantity of the seeds of the Dove Tree in Chinasent seeds of Dove Tree From China to FranceE H Wilson Which of the following was the route
of Sir Joseph Banks’ first voyage?
From England to China.
B. From French to Australia.
C. From England to Australia.
D. From Australia to China.Choose the correct answer. 2. The second half of the 19th century was a very important period of plant exploration because _________________.
A. Father Farges collected 37 seeds from the Dove Tree
B. many French Catholic missionaries sent back huge plant collections
C. European botanists were excited with the vast variety of plants in China
D. E H Wilson was able to collect a large number of seeds of the Dove TreeImagine: Suppose three of you are botanists
(植物学家), and one is a captain. Now each botanist wants the captain to bring his plant home. But the captain can take only one plant, so each must try his best to explain his reason to persuade the captain into taking his own plant.If you are a botanist from Britain and you are asked by the King to collect seeds of trees from China, what will you prepare? Why?
Do you think plant exploration is meaningful? Why?DiscussionFinish off the exercises in the
workbook.Unit 4 Exploring Plants
I. 单元教学目标
技能目标skill goals
Talk about plants and the history of plant exploration
Learn to express emotions of wonders and disgust
Learn the Direct Object and the Indirect Object
Read about flowers and their animals pollinators
Write a description of a plant
II. 目标语言
功 能 句 式
Expressions for wonder and disgust
Wonder
Unbelievable!
I’m surprised / shocked!
That’s amazing!
Really?
It can’t be!
Disgust
It smells terrible!
It’s smelly!
This is disgusting!
Yuck!
词 汇
1．四会词汇
pollinate, courtyard, balcony, exotic, distant, Egypt, goods, botanist, scale, conflict, endeavor, anchor, tight, tightly, seal, container, restriction, fluency, shave, thunderstorm, pirate, appeal, dove, lower, beard, ripe, irrigation, weed, spear, string, spade, postpone, pyramid, monument, rot, nectar, bat, evolve, evolution, attach, moth, wasp, beetle, typical, petal, tube, delicate, fragrant, daisy, odor, odorless, dull, musty, fruity
2．认读词汇
pollinator, missionary, d’Incarville, Joseph, Nathaniel Ward, Wardian case, Father Farges, chrysanthemum, red date, pitcher, Rafflesia arnoldii, humming-bird
3．词组
date back to, appeal to, attach to, give out
4．重点词汇
pollinate, exotic, distant, botanist, tightly, container, evolve, evolution, attach, typical, delicate, fragrant, odor, odorless
结构
Direct object and indirect object
–ing form or the infinitive as the object
重点句子
1. Collecting “exotic” plants, as they are called, dates back to the earliest times. P32
2. An important group of collectors were French Catholic missionaries who, by the middle if
the 18th century, were beginning to set themselves up in China. P32
3. Sir Banks was a very famous British plant collector who accompanied James Cook on his first voyage from England to Oceania. P32
4. The world of plant exploration was completely changed with Dr Nathaniel Ward’s
invention of a tightly sealed portable glass container. P32
5. This invention, called the Wardian case, allowed plants to be transported on long journeys.
P32
6. Pollen becomes attached to the animal during its visit to a flower and is then passed on to another plant’s blossom on its next visit. P38
7. Through evolution, most flowers have adapted to attract specific types of pollinators. P38
8. This kind of evolution where two species have become totally dependent on each other is called co-evolution. P78
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元的话题是“植物和植物采集的历史”，通过单元学习，学生将了解一些植物学的常识、18和19世纪西方植物采集的历史、一些奇异的植物及授粉知识。学生在听、说、读、写等技能训练的基础上，将了解植物对人类的重要意义和植物学家对不同植物种类在全世界的传播所做的贡献，从而培养对植物的兴趣，并能树立爱护植物、保护热带雨林的良好意识。
1.1 Warming up 是本单元的热身活动，列出了几个有关植物的问题，要求学生回答这些问题，然后小组交流，分享对问题中提到的植物的了解，并能说出一些特殊的植物，从而引发学生对植物这一领域的兴趣。
1.2 Pre-reading 是阅读的热身，要求学生结合自己的生活实际回答几个问题，并激发他们了解更多有关植物知识的欲望，例如“植物是如何从一个地方漂流越洋到另一个地方？”等。另外，还要求学生根据文章标题和插图预测文章的内容，为后面的阅读做了充分的铺垫。
1.3 Reading是一篇有关十八、十九世纪植物学研究和探索的文章。该文章介绍了植物收集历史的起源，并介绍了西方历史上几位著名的植物学家以及他们对植物学研究所做的贡献。
1.4 Comprehending 设计了四个活动，检验学生对课文内容理解：1要求学生分析各段落大意，并用自己的语言写出每段的主题；2列出了一些日期，要求学生运用找读技巧找出每个日期所发生的历史事件；3要求学生分组讨论一些问题，检验他们对文章一些细节的理解；4是一个小组活动，要求学生四人一组进行角色扮演，其中一个是船长，其他三个是植物学家，三个植物学家将分别向船长介绍他们各自选择的植物的种种好处，说服船长把他的植物带回本国去。该活动是对文章内容的一个拓展，训练学生应用知识的能力和口语表达能力。
1.5 Learning about Language包括两部分：Discovering useful words and expressions 要求学生运用课文中的单词或短语填空，帮助学生在语境中学习、运用所学词汇；Revising useful structures 是语法学习，帮助学生掌握直接宾语和间接宾语的用法以及动名词或不定式做宾语。
1.6 Using Language包括三部分：Listening and discussing 是关于三个特殊植物的听力和讨论活动，要求学生先根据三个植物的照片分别描述这三种植物，并能把名字和各个植物联系起来。然后听录音完成表格，了解三种植物的名字及其由来、味道、形状、大小、生长地、叶子形状、食物来源， 是否常见以及授粉情况等。通过听录音材料，学生也将学会如何以及从哪些方面来描绘一种植物。另外，学生还将通过录音材料学到描述惊异和恶心两种不同反应的词汇和表达法，并能分组会话，用这些词汇表达对一些不寻常事物的反应。Writing 是一个写作训练，要求学生根据一个图示，用所学的词汇和方法写一段对大王花的描述文字。Reading and discussing 提供了一篇阅读文章，主题是花和它们的虫媒，介绍了不同特点的花会有不同的虫媒。要求学生在读懂课文的基础上，讨论图片中的哪些花需要哪些虫媒来授粉，并能给出理由，即是对阅读理解的检验，也是对所学知识和语言的综合应用。
1.7 SUMMING UP 是对本单元所学知识和技能的总结，主要包括以下几个方面：学生了解到的植物、最感兴趣的事物、有用的单词和短语以及识别不同类型的宾语。
1.8 LEARNING TIP建议学生通过搜集不同类型的文章来了解不同类型的文章体裁，并以本单元的文章为例，介绍了如何写一篇类似“18、19世纪的植物探险”的文章。
2. 教材重组
2.1 将Warming up、Pre-reading、Reading以及Comprehending整合在一起，设计为一节“精读课”。
2.2 将Learning about Language以及Workbook中的USING WORDS AND EXPRESSIONS和USING STRUCTURES整合起来，上一节“语言学习课”。
2.3 将Using Language中的Listening and discussing和Writing整合起来，上一节“综合技能课（一）”。
2.4 将Using Language中的Reading and discussing以及Workbook中的READING TASK整合在一起，上一节“泛读课”。
2.5 将Workbook中的LSTENING和TALKING整合成一节“听说课”。
2.6 将Workbook中的LISTENING TASK、WRITING TASK、SPEAKING TASK以及PROJECT整合在一起，上一节“综合技能课（二）”。
3. 课型设计与课时分配（共6课时）
1st Period Intensive reading
2nd Period Language study
3rd Period Integrating skills（Ⅰ）
4th Period Extensive reading
5th Period Listening and speaking
6th Period Integrating skills（Ⅱ）
Ⅳ. 分课时教案
The First Period Intensive reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
explore, exploration, courtyard, balcony, distant, goods, conflict, anchor, tightly, container, restriction, fluency, shaving, thunderstorm, appeal to, date back to
b. 重点句子
1. Collecting “exotic” plants, as they are called, dates back to the earliest times.
2． An important group of collectors were French Catholic missionaries who, by the middle of the 18th century, were beginning to set themselves up in China.
3． Sir Joseph Banks was a very famous British plant collector. Who accompanied James Cook on his first voyage from England to Oceania.
4． The world of plant exploration was completely changed with Dr Nathaniel Ward’s invention of a tightly sealed portable glass container.
5． This invention, called the Wardian case, allowed plants to be transported on long journeys.
2. Ability goals 能力目标
Learn about the history of plants exploration in the 18th and 19th century.
Learn the meanings or usages of the target words, expressions and sentences.
3. Learning ability goals 学能目标
Help the students learn how to sort out the historical events according to time sequence.
Teaching important and difficult points 教学重难点
Help the students have a clear idea of the whole passage by summarizing the topic of each paragraph.
Teaching methods 教学方法
Scanning, skimming, question-and-answer and group work.
Teaching aids 教具准备
Projector, slide and tape recorder.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Lead-in
T: As we always say, animals are humans’ good friends. While besides animals, humans also have other good friends — plants. Don’t you think so? Can you believe a world without plants? No trees, no flowers, no grass ... You may have found that more and more people realize the importance of plants to us humans and our environment, and many measures have been taken to protect plants. But what on earth do plants benefit us? Or what are the important things plants provide? Make a list according to your understanding.
Teacher can guide the students to answer the question from the following aspects: Aesthetics (美学), Medicine, Food, Industrial products, Recreation, Air quality, Water quality, Climate, Fish and wildlife Habitat (栖息地), Ecosystem and so on.
This brainstorming activity will help the students get an overall knowledge of plants and their importance.
Encourage the students to say something about each aspect.
Step Ⅱ Warming Up
Get students talk about what they know about plants and talk about the questions in Warming up.
T: We can’t live without plants, right? We eat their fruits, use wood to build houses, grow beautiful flowers in our houses and most importantly, plants produce oxygen. But what do you know about plants? Now turn to Page 31. Read the questions in Warming up activity.
Give students several minutes to discuss these questions. Then let them report what they know about the plants mentioned.
Suggested answers to these questions:
1. Fern, algae(藻类植物), moss ...
2. Orchids, bromeliads, vine, ferns ...
3. Pitcher plant (猪笼草), sundew, bladderwort, Venus flytrap ...
4. Apple tree, sunflower, tulips, orchid, alfalfa (紫花苜蓿) etc.
5. Vine (藤本植物), Chinese dodder (菟丝子) ...
6. Plants are adapted to live in specific environment. For example, moss lives in moist and dark environment. Rose, peony, jasmine, Chinese plum, chrysanthemum grow well in sunshine. If you put them in damp and cold environment, they will not blossom or even die.
7. Yes.
8. Non-seed plants: 藻类(Algae)，地衣(Lichens)，真菌(Fungi)，苔纲(Hepaticae)，藓纲(Musci)，蕨类(Pteridophyte)，植物门(Pteridophyta)
Step Ⅲ Reading comprehending
Let students answer the questions in Pre-reading to get prepared for the text.
T: We know that many families grow plants at their homes. Generally we call them pot plants because these plants are grown in pots. Where do most people put these pots? ... Yes, on the balcony where there is enough sunshine. As you know, only a few families have courtyard garden in China.
Help students understand the meanings of courtyard and balcony by showing them some pictures or give some explanations.
courtyard: an open space that is completely or partly surrounded by buildings.
balcony: a structure that you can stand on, that is attached to the outside wall of a building, above ground level.
T: Has your house got a balcony? Do you have some pot plants on your balcony? What are they?
S: Yes, my house has got a big balcony. My mother grows kaffir lily (君子兰), azalea (杜鹃), cactus (仙人掌), Chlorophytum comosum (吊兰).
S: My mother grows peony（牡丹）, asparagus fern (文竹) and sago cycas（铁树）.
T: Where do these plants come from? Are they Chinese plants or do they come from other countrties? Have you thought about that?
Ask students the questions one by one to arouse their interest in the origin of plants.
T: Now turn to Page 32. Scan the title of the passage and pictures. Can you tell what the passage is about?
S: I think it tells us about some botanists in history.
S: I think it tells about the travel of some plants in the 18th and 19th centuries. Or in another word, how some plants travel from one country to another.
T: Yes. Here “exploration” means the act of travelling through a place in order to find out about it or find something such as oil or gold in it. Obviously the passage tells about exploration of plants. Now let’s read the passage and check out your predictions. While reading, summarize the main idea of each paragraph and write it down. You are given eight minutes.
8 minutes later, ask 9 students to tell the topic of each paragraph, one for each.
Suggested main idea for each paragraph:
Para. 1 The history of bringing back plants from other countries dates back to the earliest times.
Para. 2 In the eighteenth and nineteenth centuries, plant exploration began on a large scale as some European countries moved into other parts of the world.
Para. 3 In the middle of the 18th century, missionary Father d’Incarville sent some seeds of trees and bushes he collected in Beijing to England.
Para. 4 British plant collector Sir Joseph Banks traveled from England to Oceania and collected a large number of plants in Australia.
Para. 5 How to keep plants alive during the long trip is a big challenge for plants collectors.
Para. 6 The invention of the Wardian case helped plants to survive long journeys.
Para. 7 Robert Fortune, as one of the earliest plant collector to use Wardian cases, not only introduced many plants from China to Western gardens.
Para. 8 In the second half of the nineteenth century, many French Catholic missionaries collected plants in China and sent them back to France.
Para. 9 European botanists were very excited to know that China had a large number of plants, so they went to China for plants collecting.
T: In this passage, many historic events are mentioned. Look at the dates in Exercise 2. Then scan the Reading passage and find what happened in these years. Don’t read the whole text, just do a
scanning.
About 3 to 5 minutes later, check the answers.
This exercise can also be designed into a chart as following, which will help students have a better knowledge of these plant collectors and their contributions to botany.
Name
Nationality
When
What did he do
Queen of the Egypt
Egypt
Around 1500BC
Sent ships away to gather plants, animals, and other goods.
Father d’ Incarville
French
1740s
Collected and sent seeds of trees and bushes including those of the Tree of Heaven.
Sir Joseph Banks
British
1769
Collected examples of plants and animals whenever they went onto dry land.
Dr. Nathaniel Ward
British
1833
Invented a tightly sealed portable glass container.
Robert Fortune
British
1843-1859
Introduced over 120 species of plants to Western gardens but also shipped 20,000 tea plants from Shanghai to India, where a successful tea industry was established.
Father Fages
French
1890s
Collected 37 seeds from a tree
E H Wilson
French
1899
Collected a large quantity of seeds of the Dove Tree.
Then let students work in groups and discuss the questions in Exercise 3.
T: Now turn to Page 34 please. Read the questions in Exercise 3 and discuss them in groups of four. Five minutes later, I will ask some groups to report your answers orally. You can make some notes while discussing.
Five minutes later, check the answers.
Suggested answers:
1. Because in the eighteenth and nineteenth centuries, many European nations moved into other parts of the world like Asia and Australia where new plants were discovered.
2. They valued the study of the natural sciences and many of them knew a lot about plants and animals. So they became plant collectors as they traveled from one country to another.
3. The plant collectors often faced many dangers including disease, near-starvation, severe environment and conflicts with the local people.
4. Large numbers of seeds failed to grow after long sea voyages or trips across land between Asia and Europe.
5. Other possible reasons: different climate, lack of water, ruin of the roots.
6. The use of the Wardian cases.
Step Ⅳ Groupwork
Get students into groups of four and do role play according to the instructions of Exercise 4.
T: Now it’s time for group work. Suppose three botanists have just completed their plants exploration in China. Each has explored a special plant to take back home. But the captain of the ship along with them said that only one plant could be carried home. So each botanist must give as many reasons as possible to persuade the captain to take their plant home. Now get into groups of four. Decide who will be the botanists and who will be the captain. Then the botanists should finish the chart with notes. Then make a conversation according to the notes. Remember, the captain must make a decision and give reasons at the end.
Sample notes:
Peach trees: 1. very sweet fruit. 2. nutritious and medicinal fruit. 3. beautiful and fragrant flowers
Chrysanthemum: 1. travels well. 2. fragrant smell. 3. makes good medicine. 4. looks beautiful.
Red date trees: 1. medicinal plant. 2. very delicious and nutritious fruit. 3. can adapt to different environments. 4. economic value
A sample conversation (B=Botanist, C=captain):
B1: We should take peach trees back home. As you know, peaches are so sweet and people will love eating them. They are also nutritious and medicinal fruits. Besides, peach flowers are very beautiful and fragrant.
B2: I think chrysanthemum should be taken home. Firstly, it travels well. It is small and easy to carry. It can survive the long journey. Secondly, it will attract people with its fragrant smell and beautiful appearance. Thirdly, as we all know, chrysanthemum makes good medicine.
B3: Compared with peach trees and chrysanthemum, I think red date trees have more advantages for trade. Red dates are delicious and nutritious fruits, and red date trees are important medicinal plants. So they have great economic value. On the other hand, red date trees can adapt to various tough environments. So I think they will grow well in our country.
C: You all present good reasons. They are all important plants. But since we can only carry one home, I would choose chrysanthemum because we have a long way to go and we don’t have proper equipment to carry large plants like peach trees and red date trees. I think we can successfully transport chrysanthemum home with the help of Wardian case. So let’s take chrysanthemum.
After the students’ preparation, ask two groups to act out their conversations before the whole class.
Meanwhile, the teacher can encourage the students to search information about the three plants after class to have a better understanding of them.
Step Ⅴ Language points
Deal with the key words and expressions in the passage.
date back to: have existed since ...
Our partnership dates back to (ie We have partners since) 1960.
distant: far away in space or time
Egypt: a country in northeast Africa; capital: Cairo
goods: things that are produced in order to be sold
conflict: 1. a state of disagreement or argument between people, groups, countries etc
conflict over
conflicts over wage settlements
conflict between
the conflict between tradition and innovation
in conflict (with somebody)
normal kids who are in conflict with their parents
2. fighting or a war
anchor: n. a piece of heavy metal that is lowered to the bottom of the sea, lake etc. to prevent a ship or boat moving
at anchor
The ship was at anchor.
v. to lower the anchor on a ship or boat to hold it in one place
Three ships were anchored in the harbor.
container: n. (contain v.) something such as a box or bowl that you use to keep things in
restriction: a rule or law that limits or controls what people can do
trade / travel restrictions
restriction on
restrictions on immigration
a 50 mph speed restriction
shave: v. to cut off hair very close to the skin, especially from the face
shave your head / legs / armpits etc
appeal to: if someone or something appeals to you, they seem attractive and interesting
The programme appeals especially to young children.
The idea of working abroad really appeals to me.
Step Ⅵ Homework
T: Today we learned the history of plants exploration in western world. We learned how plants travel from one country to another. During the exploration, some Chinese plants and seeds were collected and transported to the west such as Tree of Heaven and Dove Tree. After class, find some information about these trees. From the passage, we also learned some new words and phrases. Please make sentences with the following words and phrases and write them on your exercise book: date back to, distant, conflict, tightly, fluency, appeal to.
The Second Language Study
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
beard, ripe, irrigation, weeds, spear, string, postpone, pyramid, monument
b. 重点结构
-ing form or the infinitive as the object
I enjoy reading cartoons, though I don’t quite understand what they are about. P35
Jim and Mandy both denied seeing car key. P35
Charlie regretted inviting Joseph to the party. P35
2. Ability goals 能力目标
Enable the students to learn and use the useful words and expressions from the text.
Enable the students to revise the use of direct object and indirect object as well as -ing form or the infinitive as the object.
3. Learning ability goals 学能目标
Help the students learn how to use the target language in sentences or contexts.
Teaching important and difficult points 教学重点和难点
Direct object and indirect object.
The -ing form or the infinitive that used as the object.
Teaching methods 教学方法
Explanation and practice.
Teaching aids 教具准备
Projector and slide.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Homework checking
Check the homework. Ask some of them to report what they have found about Tree of Heaven and Dove Tree.
About Tree of Heaven
The Tree of Heaven is now commonly known as the Darn Weed, because it grows everywhere and is nearly impossible to kill. Strangely enough, this tree was imported for use as an ornamental shade tree throughout the eastern United States. It is a Chinese species that grows very rapidly, thrives in almost all soils and climates, resists practically all insects and diseases, and tolerates soot and pollution better than any other tree, native or foreign. It gained fame as “the tree that grows in Brooklyn”. They can be seen growing through cracks in sidewalks and atop brick walls and even up on flat rooftops!
About Dove Tree
The Dove tree is native to central China, from Hubei to southern Gansu, south to Guizhou, Sichuan and Yunnan.
It is a moderately fast-growing tree, growing to about 20-25 m in height, with alternate cordate leaves resembling those of a linden (椴树) in appearance, except that they are symmetrical, and lacking the lop-sided base typical of linden leaves; the leaves are mostly 10-20 cm long and 7-15 cm wide and are ovate to heart-shaped.
The Dove tree is best known for its flowers. These form a tight cluster about 1-2 cm across, reddish in colour, each flower head with a pair of large (12-25 cm), pure white bracts at the base performing the fun_ction of petals. These hang in long rows beneath the level branches. The flowers are at their best in late May. On a breezy day, the bracts flutter in the wind like white doves, hence the English name for this tree.
The species was introduced from China to Europe and North America in 1904, and is a popular ornamental tree in larger gardens. It is able to adapt to the climatic conditions in Europe and North America.
Step Ⅱ Discovering useful words and expressions
In this step, first check the sentences they have made with the words and phrases. Let several of them read out their sentences and correct the mistakes if any.
T: Now I think you have mastered the usages of these words and phrase. Let’s do an exercise with them. Turn to Page 34, please finish Exercise 2. Complete the paragraph with new words from reading text.
This exercise will enable the students to use the new words in context. After they have finished it, check the answers. Then let the students finish Exercise 1.
T: OK. Now go over the whole text again and then finish Exercise 1 on Page 34. Complete the sentences with suitable words or expressions from the text.
After the students have finished it, check the answers.
Step Ⅲ Revising useful structures
First help the students have a general revision of the use of direct object and indirect object. Then help them review the using of -ing form or the infinitive of the verb as the object, summarize which verbs are followed by -ing form and which are followed by the infinitive.
Direct object and indirect object
A direct object receives the action performed by the subject. The verb used with a direct object is always an action verb. Another way of saying it is that the subject does the verb to the direct object. Example: The car hit the tree. To find the direct object, say the subject and verb followed by whom or what. The car hit whom or what? Tree answers the question so tree is the direct object.
An indirect object is really a prepositional phrase in which the preposition to or for is not stated but understood. It tells to whom or for whom something is done. The indirect object always comes between the verb and the direct object. Example: She gave me a gift. The indirect object always modifies the verb. It may have modifiers and be compound. It is used with verbs such as give, tell, send, get, buy, show, build, do, make, save, and read. Example: She sent the man and me a gift.
-ing form and the infinitive
Both -ing form and the infinitive of verb can be used as an object.
a. Verbs followed by -ing form:
acknowledge, admit, anticipate, appreciate, avoid, celebrate, consider, contemplate, defer, delay, deny,detest, dislike, dread, enjoy, entail, escape, excuse, fancy (=imagine), finish, forgive, imagine, involve,keep, loathe, mean (=have as result), mention, mind, miss, pardon, postpone, prevent, propose, recall, recollect, remember, report, resent, resist, risk, save (=prevent the wasted effort), stop, suggest, understand
b. Verbs followed by the infinitive:
afford, agree, aim, appear, arrange, bother, care, claim, condescend, consent, decide, demand, determine, endeavour, fail, guarantee, happen, hasten, have (= be obliged), hesitate, hope, learn, long, manage, offer, prepare, pretend, proceed, promise, propose, prove (= turn out), refuse resolve, seek, seem, strive, swear, tend, threaten, trouble, undertake, volunteer, vow
T: OK, now let’s do some exercises. Turn to Page 35, finish Exercise 1-3. Do them individually.
After the students finished them, check the answers. Then give some explanations about the new words in this part.
beard: hair that grows around a man’s chin and cheeks
moustache: hair that grows on a man’s upper lip
ripe: adj. ripe fruit or crops are fully grown and ready to eat (opposite) unripe
irrigation: n.
irrigate v. to supply land or crops with water
irrigated land / farms / crops
weeds: a wild plant growing where it is not wanted that prevents crops or garden flowers from growing properly
spear: 1 a thin pointed stem of a plant
2 a pole with a sharp pointed blade at one end, used as a weapon in the past
string: a strong thread made of several threads twisted together, used for tying or fastening things
postpone: to change the date or time of a planned event or action to a later one
(synonym) put back
(opposite) bring forward
The match had to be postponed until next week.
monument: a building, statue, or other large structure that is built to remind people of an important event or famous person.
Step Ⅳ Homework
Finish the two exercises in USING STRUCTURES in the workbook.
Exercises I: Choose the best answer.
1. When asked by the police, he said that he remembered ______ at the party, but not _____.
A. to arrive; leaving B. to arrive; to leave
C. arriving; leaving D. arriving; to leave
2. I really can’t understand _____ her like that. A. you treat B. you to treat
C. why treat D. you treating
3. He got well-prepared for the job interview, for he couldn’t risk _____ the good opportunity.
A. to lose B. losing
C. to be lost D. being lost
4. The man insisted _____ a taxi for me even though I told him I lived nearby. A. find B. to find
C. on finding D. in finding
5. In some parts of London, missing a bus means _____ for another hour. A. waiting B. to wait
C. wait D. to be waiting
Exercise II: Underline the mistakes in these sentences and correct them
1. The theory he stuck to proving correct.
2. The door needs repaired.
3. I’m too busy today, so I can’t help cleaning the room.
4. Which do you enjoy spending your weekend, swimming or fishing?
5. You can’t imagine the great difficulty I had found your house.
6. It’s no use to quarrel with him.
7. I regret to tell him the secret last night.
8. He devoted himself to teach.
Key:
Ⅰ: CDBCA
Ⅱ: 1 proving → proved
2 repaired → repairing / to be repaired
3 cleaning → to clean
4 spending → to spend
5 found → finding
6 to quarrel → quarrelling
7 to tell → telling
8 teach → teaching
The Third Period Integrating skills (I)
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
Rafflesia, pitcher, rotting, pollinate
2. Ability goals 能力目标
Enable the students to talk about plants about their name, smell, shape, size and so on.
Enable the students to express wonder and disgust with the target language.
3. Learning ability goals 学能目标
By listening to the tape, the students will learn how to describe plants.
Help the students learn how to express wonder and disgust with the target language.
Teaching important and difficult points 教学重难点
How to describe plants with detailed information.
Teaching methods 教学方法
Listening, speaking and writing.
Teaching aids 教具准备
Pictures of unusual plants.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Revision and lead-in
Check the homework: exercises in USING STRUCTURES.
T: There are a large number of plants in the world, flowers, trees, bushes, crops, ferns, mosses and so on. Some plants are those that you have ever seen or heard about, can you name some that are unusual?
S: I read about a kind of tree that can walk. The Walking Tree of the Amazon Jungle has the unusual ability to “walk” on aerial roots, which serve as “legs”. Inspired by a need for more light, the tree lets roots on one side die off and grows new ones in the direction it wants to go. In this manner, the Walking Tree moves up to seven feet a year.
S: I heard about carnivorous plants (肉食植物). A carnivorous plant is very different from other plants because they eat insects, rather than making its own food. The way it attracts them is by bright colors or sweet smell and tasty nectar. The glands of the plant make this nectar. The nectar lures the insect in. Once the insect is lured into the plant, it is unable to escape and is gradually eaten by the plant.
T: That’s amazing. These plants are really unusual. Besides what you mentioned, there are some other unusual plants. You will see more of them on Page 36.
The teacher may also find some pictures of unusual plants and show them to the students.
Medusa’s Snake Tree 2. Lucky Ribbon Plant 3. Queen of the Night 4. Air Plant 5. Octopus Plant 6. Venus Flytraps） More information about these plants is provided in the appendix （附件）.
12 3
4 5 6
Step Ⅱ Listening
T: Look at the three photos on Page 36. How would you describe each plant? What do you think is unusual about each plant?
Pick up three students to describe each of the three plants.
S: The first plant looks like stones in the river. It is unusual because of its shape and color.
S: The second plant is red in color, and it has a big pot in the middle. It is unusual because we can’t see any leaves or stems.
S: The third plant has long narrow hollow stalks which look like pig’s ears.
T: So according to your descriptions, which plant is named “living stones”?
S: The first one.
T: And which is named pitcher plants? (write the word pitcher on the Bb) Pitcher means large container for liquids.
S: The third one.
T: And then the one in the middle is Rafflesia. (write the word on the Bb)
Help the students with the pronunciation of this word “Rafflesia”.
T: Do you want to know more about these unusual plants? ... Now Mark, Gordon and Andrea are telling their class about these plants. Listen and judge which student talks about which plant. Then complete in the chart in Exercise 2.
Play the tape. The students will have a general idea of the listening material.
T: Now Gordon, Andrea and Mark have given us detailed information about these plants. On which aspects do they describe the plants?
Ss: The name, reason for its name, smell, shape, size, food, leaves, where they live ...
T: Good! Look at the chart in Exercise 3. Go through the first column. I’d like you to pay attention to the word “pollinate” (write it on the Bb).
pollinate: v. to give a flower or plant pollen so that it can produce seeds
n. pollination
pollinator: A pollinator is an animal that causes plants to make fruit or seeds. They do this by moving pollen from one part of the flower of a plant to another part. This pollen then fertilizes the plant. Only fertilized plants can make fruit and / or seeds, and without them, the plants cannot reproduce.
Then play the tape again and let the students finish the chart. Play the tape more times if necessary. Check the answers.
Step Ⅲ Speaking
In this step, the students will learn to expressions of wonder and disgust, and then use them to describe
some unusual things provided.
T: Just now, we listened to Gordon, Mark and Andrea telling about the three plants. How did you feel after you listened to their descriptions?
Ss: Unbelievable, amazing, distrusting, wonderful ...
The students may not be able to use these words, it doesn’t matter. Encourage them to express their feelings with their own words.
T: Now let’s listen to other students’ reactions to Mark, Andrea and Gordon’s descriptions of the plants. Write down the expressions they use.
Play the tape. Then let some students write the expressions they have written on the Bb. Then let the students divide the expressions into two groups as follows.
Expressions of wonder:
Expressions of disgust:
T: After students complete the above tasks, ask them to list stuations in which they can use the expressions of disgust and wonder.
Then let the students practise using these expressions to talk about the things in Exercise 5.
Step Ⅳ Writing
T: From the listening material, we have learned a little about Rafflesia. Turn to Page 37. Here are some notes about Rafflesia arnoldii. From what aspects does this diagram tell about Rafflesia arnoldii?
Ss: Flower, pollinators, where it grows, and how it gets food.
T: Yes. I’d like you to write a paragraph about Rafflesia arnoldii according to the notes. Include all the information in your paragraph.
A sample writing:
Rafflesia arnoldii has the largest flower in the world. The flower is one metre wide and it smells like rotting meat. Rafflesia arnoldii grows in the forests of Southeast Asia. Now it becomes rare because of forest destruction. The pollinators of Rafflesia arnoldii are flies and other insects that are attracted to rotting meat. Rafflesia arnoldii is a parasite that lives on other plants. It has no leaves, stems and roots.
Step Ⅴ Homework
1. Search for information about Rafflesia arnoldii and see how it is described by others.
2. Preview the reading passage on Page 38.
The Fourth Period Extensive reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
nectar, evolve, attach to, evolution, co-evolution, bat, delicate, fragrant, odour, typically, give out
b. 重点句子
Pollen becomes attached to the animal during its visit to a flower and is then passed on to another plant’s blossom on its next visit.
Through evolution, most flowers have adapted to attract specific types of pollinators.
This kind of evolution where two species have become totally dependent on each other is called co-evolution.
2. Ability goals能力目标
Enable the students to talk about the characteristics of flowers and their animal pollinators.
3. Learning ability goals学能目标
By reading and comparing, the students will learn and talk about how some flowers are pollinated by their animal pollinators.
Teaching important and difficult points教学重难点
Decide what kinds of pollinators the given plants might have according to their pictures.
Teaching methods 教学方法
Reading, comparing and scanning.
Teaching aid教具准备
Projector and slide.
Teaching procedures && ways过程与方式
Step Ⅰ Revision
Check the homework. Ask a student to read the information he or she has found about Rafflesia arnoldii. From the information they have found, they will learn more about how to describe this plant.
Show the following short description of Rafflesia arnoldii on the slide.
The flower with the world’s largest bloom is the Rafflesia arnoldii. This rare flower is found in the rainforests of Indonesia. It can grow to be 3 feet across and weigh up to 15 pounds! It is a parasitic plant, with no visible leaves, roots, or stem. It attaches itself to a host plant to obtain water and nutrients. When in bloom, the Rafflesia emits a repulsive odor, similar to that of rotting meat. This odor attracts insects that pollinate the plant.
Step Ⅱ Reading
T: You were asked to preview the reading passage on Page 38. What is the text about?
S: It tells about the animal pollinators of some flowers.
T: What do the pictures show you?
S: The pictures show different animal pollinators.
T: So what can you see in each picture?
Ss: Bees, butterflies, moths, flies, humming-birds and bats.
T: Right. You can find their names from chart. Then what is the chart about?
S: It is about the characteristics of flowers that each kind of animal pollinates.
T: Exactly. OK, now read the text and answer the questions in Exercise 2 on Page 39.
Suggested answers:
1. The animals will get their food — nectar, when visit the flowers.
2. They need animals to pollinate them and survive.
3. An animal visits a flower, attaches its pollen and then passes it on to another plant’s blossom on its next visit.
4. The color, shape, size and smell of a flower are important in attracting animal pollinators.
5. Nectar means sweet liquid produced by flowers.
6. Most flowers are pollinated by bees, moths and butterflies.
T: Now go back to the text. Look at the two words in bold, evolve and evolution. Can you guess their meanings from the context? ... Evolution is the noun of evolve. If an animal or plant evolves, it changes gradually over a long period of time. I think you all know the theory of evolution (进化论) proposed by Darwin. Can anyone say something about this theory?
S: The theory holds the opinion that all life is related and has descended from a common ancestor: the birds and the bananas, the fishes and the flowers — all related.
T: OK, now look at the statements in Exercise 3, are they true or false? Scan the information in the chart and make your judgment.
After the students have finished it, check the answers. For the false ones, they should give correct statements.
T: In the chart, there are some nouns that mean the same as “smell”. Can you find them? (write “smell”on the Bb) Who would like to write them on the Bb?
The students are supposed to write odor and perfume on the Bb.
Slight differences between them:
perfume: a sweet or pleasant smell
odor: a smell, especially an unpleasant one
T: Then what adjectives are used to describe different kinds of smells?
Ss: Delicate, fragrant, odourless, strong, sweet, musty and fruity.
T: Good. I hope you can remember these nouns of “smell” and adjectives. By the way, what’s the verb phrase that goes with smells?
Ss: Give out.
T: Can you give me some sentences using this verb phrase?
S: The kitchen gives out smell of rotting meat.
S: I hate sitting beside him because he always gives out bad cigarette smell.
Step Ⅲ Discussion
Let the students have a group discussion about the plants in Exercise 5, decide what kinds of pollinators they might have according to what they have learned from the chart.
T: We have learned from the chart that the characteristics of flowers decide what pollinators they have. Now look at the pictures of some flowering plants on Page 39. Study carefully their characteristics such as color and shape, then work in groups and decide what kinds of pollinators these plants might have. You need reasons for your answers.
This exercise can be designed into a chart as follows.
Pollinator
Reasons
A
moths
White color so moths can see them at night; the petals lie fat so the moths can get close to the flower;
B
butterflies
Red color; the petals form a tube of a suitable length for butterflies; tiny flowers in tight bunches;
C
bees
Bright yellow color; the petals are wide enough for bees to land on;
D
flies
Dull-colored;
E
butterflies
Red color; the petals form a tube; tiny flowers in tight bunches;
F
Humming-birds
Red color; tube-shaped; petals bent back so birds can get close.
G
flies
Dull-colored;
H
moths
White color so moths can see them at night; the petals lie fat so the moths can get close to the flower;
The answers can be various.
Step Ⅳ Reading task (Workbook)
Deal with READING TASK in the Workbook.
T: Just now we learned about evolution. We know through evolution, flowers have adapted to attract specific types of pollinators. Now we will learn about co-evolution. Turn to Pate 78 please. Before you read the text, glance quickly through it and answer the questions.
The students are required to have a general idea of the text by looking at the photos and scanning.
Suggested answers:
1. The topic of the text is co-evolution.
2. Yucca, Traveller’s Palm and Ophrys orchid.
3. The photos show the three featured plants.
4. The yucca moth, the Madagascar black lemur and wasps.
T: Good answers. Now read the text carefully and find the definition of co-evolution.
After careful reading, ask a student to read the definition of co-evolution. Then deal with the questions in Exercise 2.
S: The kind of evolution where two species have become totally dependent on each other is called coevolution.
T: Exactly! Now please find answers to the questions in Exercise 2 on Page 79.
Suggested answers:
1. Because the yucca moth is the right size and shape to pollinate yucca flowers.
2. It looks like a palm. The leaves give the plant the appearance of a giant, flat fan. Its name is derived from the fact that it is an important resource to those out “traveling”.
3. Sweet tooth means the Madagascar black lemur likes to eat sweet food.
4. Because the orchid flowers look and smell like a certain kind of female wasp.
5. The female wasps visit the orchid flowers to collect a chemical. I think they don’t have a role in pollination.
T: After reading the text, what do you think are the advantages and disadvantages of the relationship between the plants and pollinators described in the text? That is to say, the co-evolution relationship. Think about it and then finish the chart in Exercise 3. Then check the answers.
Step Ⅴ Homework
Ask the students to discuss in groups: what you think would happen to the animal pollinators of each of the plants described if these plants die out.
The Fifth Period
Listening and Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
tropical rainforest, cut down, destruction, slow down
2. Ability goals 能力目标
Learn the present situation of tropical rainforests in the world.
Talk about what they can do to help slow down the destruction of rainforests in China.
3. Learning ability goals 学能目标
By listening to the interview, learn and talk about the present situation of tropical rainforests and find ways to help slow down the destruction of them.
Teaching important and difficult points 教学重难点
Learn reasons why rainforests are being destroyed and consequences of rainforests being destroyed.
Teaching methods 教学方法
Listening, brainstorming and speaking.
Teaching aids 教具准备
Projector, slide and some pictures of tropical rainforest.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Revision and lead-in
Check the homework. Ask several groups to report the result of their discussions.
T: In the last period, we learned co-evolution and the relationship between several plants and their pollinators. What do you think would happen to the animal pollinators of each plants described if these plants dies out? Now I’d like some groups to report your ideas.
Group 1: We think that if these plants died out, their pollinators would die out too, because they have become totally dependent on each other. It would be hard for the pollinators to adapt to other plants and get their food. Since they had no food sources, they would probably die out.
Group 2: We have quite different opinion. We think the animal pollinators would try to find other plants that they could get food from. Maybe at first, they couldn’t get used to the taste of the new food, but gradually, they would. Just like us humans, when you travel or live in another country, you may find it hard to get interested in the local food, but in order to survive, you have to. Maybe when you leave that country, you find yourself quite attracted by the food.
T: Good points. I think both your opinions are reasonable. I suggest you do some research on this topic after class if you are interested in it. Today, we will talk about tropical rainforest. (write “Tropical rainforest” on the Bb) What comes into your mind when you hear the words? Can anyone describe it?
S: I think tropical rainforest is the forest that locates in the tropical areas where it rains a lot.
S: I think in the tropical rainforest, there should be many big and tall trees, thick bushes, various kinds of wild animals and so on.
T: Good descriptions! Rainforests cover less than two percent of the Earth’s surface, yet they are home to some 50 to 70 percent of all life forms on our planet. The rain forests are quite simply, the richest, oldest, most productive and most complex ecosystems on Earth. Tropical rainforests are called “jewel of the Earth” or “the Earth’s lungs”. Now I will show you some pictures of tropical rainforests. Look at the screen.
Show some pictures of tropical rainforest.
Step Ⅱ Pre-listening
Show some pictures to the students.
T: What do you think of them? Aren’t they beautiful? But nowadays, the world’s rain forests are being destroyed at an alarming rate. Look at some statistics:
Show the following to students.
Global Rates of Destruction
☆ 2.47 acres (1 hectare) per second: equivalent to two U.S. football fields.
☆ 150 acres (60 hectares) per minute
☆ 214,000 acres (86,000 hectares) per day: an area larger than New York City.
☆ 78 million acres (31 million hectares) per year: an area larger than the country of Poland.
In Brazil
☆ 5.4 million acres per year (estimate averaged for period 1979-1990)
☆ 6-9 million indigenous people inhabited the Brazilian rain forest in 1500. In 1992, less than 200,000 remain.
Species Extinction
☆ Distinguished scientists estimate an average of 137 species of life forms are driven into.
☆ extinction every day, or 50,000 each year.
T: Turn to Page 75. Look at the two pictures. The one on the left is a tropical rainforest that is well protected and the one on the right is a tropical rainforest that has been cut down. How would you describe the picture on the right?
S: We can’t see any trees in the picture. They have been cut down. Some wild animals are searching for food everywhere. They are so poor because they have lost their home.
T: Now work in groups and answer the three questions above the pictures.
Suggested answers to the questions:
1. We would find tropical rainforests in the countries or areas near the equator, where it is very hot and wet.
2. People cut down the rainforests for lumber, farm animals and agriculture.
3. They are important because they provide food and habitat for wild animals and they protect the environment for us humans.
T: The destruction of tropical rainforests is a very serious problem in some countries and areas. What should we do to protect “lungs of the Earth”? Now we will listen to Ed Walker interviewing Dr Anne Butler about it.
Step Ⅲ Listening
Play the tape, let the students number the topics in Activity 2 in the order they hear them.
T: OK, now read the topics in Activity 2 before you listen to the tape. Then listen and number them in the order you hear them.
Check the answers. Then play it again, and let the students finish Activity 3.
T: Now read the statements in Activity 3 before I play the tape again. Then decide whether they are true or false. Correct the false ones.
If necessary, play the tape several times to help them correct the false ones.
Finally, deal with Activity 4. Let the students complete the notes under the two headings. After they have finished, check the answers.
Step Ⅳ Speaking
Deal with TALKING on Page 76.
T: In the interview, Ed Walker’s last question was: What can individuals do to help slow down the destruction of rainforests? Now I’d like you to discuss this question in groups and write a list of your ideas.
After the students have finished discussion, ask the group representatives to report their groups’ ideas before the class.
A sample list of ideas:
1. Don’t cut trees that are not allowed to be cut.
2. Call the police or the authority if you find someone cutting the trees illegally.
3. Plant more trees in the rainforests.
4. Reduce the use of wood or wood products. Don’t drop litter there.
5. ...
T: As a matter of fact, China’s tropical rainforests are also rapidly disappearing. Now look at the questions in Activity 2. In groups, answer the questions.
After a while, ask each group to choose a spokesperson to present their group’s ideas.
Suggested answers:
1. There are tropical rainforests in Hainan and Yunnan province. Hainan has the most beautiful and rich tropical rainforests in China.
2. They are disappearing because many trees are being cut down everyday.
3. Sure they need to be protected. Firstly, there are many rare species in the forests. They will disappear if the rainforests disappear. Secondly, they protect the environment that we humans live
in. They produce oxygen than we need.
4. We could tell people around us the importance of protecting the tropical rainforests. We could reduce the use of wood in our daily life such as disposable chopsticks, pencils and so on.
Step Ⅴ Summary and Homework
T: Just now, we discussed about what individuals can do to help slow down the destruction of rainforests. Here I will tell you a story. (The Chinese version is included in the appendix.)
The story goes like this: In 1913, a young man traveled across a province in south France. What he saw was a desolate area with few trees and people. The soil was destroyed because the forests had been cut down for lumber and agriculture. So most of the villagers had left there for a better living. Without protection of trees and forests, the wild animals also left this area.
The young man met an old shepherd who still lived in the village. He was near his fifty but he looked strong and healthy. What surprised the young man was that every evening, the old shepherd would spend hours classifying some seeds of trees. He picked out the bad seeds and put the good ones in a bag. The next morning, while he was taking care of the sheep on the grassland, he sowed the seeds everywhere he went. Often he had to travel several kilometers a day. The young man was surprised by what the old man did and asked, “Why do you do this? It will take years for the trees to grow up. You probably won’t be able to see them with your own eyes before you die.”“You are right. But I think they will benefit some people one day and they will bring the land to life. Maybe I won’t see the dream come true myself, but my descendants will.”
20 years later, the traveler who was in his 40s went back to the area. He was amazed by what he saw. In the big valley, various trees had grown up and formed into a fresh and green forest! The valley was full of vitality. The wild animals came back and the soil became wet and suitable for crops. The old shepherd was still alive, healthy and strong. As usual, he classified seeds every evening. Because of his effort and his foresight, this area had taken on a new look.
So when you feel disappointed by what our world looks like, don’t give up. Sometimes you may think hopelessly, “Who am I? What can I do to help? Nothing can be changed and there is no hope. How can an individual change the world! Will it make sense if I try to change it?”
However, the old shepherd has proved us with his years of efforts that: One can change the world. Maybe you can’t change the whole world, but you can change part of the world where you live.
Step Ⅵ Homework:
Finish the two exercises in USING WORDS AND EXPRESSIONS.
The Sixth Period
Integrating skill (Ⅱ)
Teaching goals 教学目标
1. Ability goals 能力目标
Learn how to conduct a plant experiment and how to write a report of an experiment.
2. Learning ability goals 学能目标
Through listening, speaking and writing practice, the students will learn to set up a plant experiment by themselves.
Teaching important and difficult points教学重难点
How to write a report of an experiment.
Teaching methods 教学方法
Listening, guided-writing, and speaking.
Teaching aids 教具准备
A projector and tape recorder.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Homework checking
Check the homework: exercises in USING WORDS AND EXPRESSIONS.
Step Ⅱ Listening
Deal with LISTENING TASK in the Workbook.
T: We know many plants grow from seeds. Do you know how seeds grow? Have you ever tried growing plants in your garden or backyard? Today we will listen to the tape in which a teacher is helping her class set up an experiment on seeds. Turn to Page 79. First, we will listen to the first part. Listen and number the pictures in Activity 1 in the order you hear about them.
After the students have finished, check the answers.
Then let the students listen to the first part again and answer the questions in Activity 2. Ask them to make some notes while listening. Then check the answers.
T: Now look at the table in Activity 3. Listen to the first part again and complete the conditions that each dish of seeds was given.
After the students have finished it, check the answers.
T: In the second part of the tape, the class discusses the results of the experiment. Let’s listen and complete the table in Activity 4.
Check the answers.
Then play the second part of the tape again and let the students write down the conclusion of the experiment.
Step Ⅲ Writing
In this step, the students will practice writing a report of the experiment according to an outline.
T: Have you learned how to write an experiment report? What should be included in the report?
Ss: Purpose, materials, procedure, results and conclusion.
T: Yes, you are right. So can you write a report of the experiment from the Listening Task? Turn to Page 80. A report is given in Writing Task. Complete the report using the information you collected from the Listening Task.
A few minutes later, show a student’s report on the screen and check it with the whole class.
Step Ⅳ Speaking and Writing
In this step, the students will talk about another plant experiment and write a report according to the information given.
T: Turn to Page 81. Look at the pictures of another plant experiment and answer the questions.
Suggested answers:
1. We need a pot with soil, a plastic bottle, dark paper, wet paper towel and some seeds.
2. To set up the experiment, you have to:
First, plant the seeds in the pot and water them. Second, cut the two ends of the plastic bottle and wrap it in dark paper. Third, lay the wrapped bottle in the pot and put some wet paper towel inside. Fourth, put one of the seeds in the bottle.
3. The purpose of the experiment is to find out if seeds can grow without soil and light.
4. The results is that the seed grows out of the bottle. 5. The conclusion would be: Seeds need soil and light to grow.
T: Now you all have your understanding of the experiments. But is it right? Look at the paragraph in Activity 2. It is a description of the experiment. Read it and check your understanding. Then write a report of the experiment. You should include the aim, materials, procedure, results and conclusion.
A few minutes later, let the students check their report with each other.
A sample report:
Aim: To find out if seeds can grow without soil and light.
Materials: A pot, a plastic bottle and some seeds.
Procedure: 1. Put three beans in a pot, water them and leave them in a warm, light spot.
2. Cut the ends off a plastic bottle and wrap it in dark paper.
3. Lay the bottle on its side in the pot and put some wet paper towel inside.
4. Put one of the seeds in the center pf the bottle.
Results: One shoot of the seed heads towards the soil in the spot and the other shoot grows up towards the light.
Conclusion: Seeds need soil and light to grow.
Step Ⅴ Homework
Work in groups, choose one of the projects on Page 82 and prepare it after class.
附 件
Ⅰ. 语法解析
一些动词使用动名词和不定式做宾语的区别：
1) forget to to忘记要去做某事 forget doing 忘记做过某事
2) stop to do停止、中断（某件事），目的是去做另一件事
Stop doing停止正在或经常做的事
3) remember to do记得去做某事
remember doing记得做过某事
4) regret to do对要做的事遗憾
regret doing 对做过的事遗憾、后悔
5) try to do努力、企图做某事
try doing试验、试一试某种办法
6) mean to do打算、有意要……
mean doing 意味着
7) go on to do继而（去做另外一件事情）
go on doing 继续（原先没有做完的事情）
8) propose to do打算（要做某事）
propose doing 建议（做某事）
9) like / love / hate / prefer + to do表示具体行为
+ doing sth表示抽象、倾向概念
（注）如果这些动词前有should一词，其后宾语只跟不定式，不能跟动名词。例如：
I should like to see him tomorrow.
10) need, want, deserve +动名词表被动意义；+不定式被动态表示“要（修、清理等）”意思。
Don’t you remember seeing the man before? 你不记得以前见过那个人吗？
You must remember to leave tomorrow. 你可要记着是明天动身。
I don’t regret telling him what I thought. 我不后悔给他讲过我的想法。（已讲过）
I regret to have to do this, but I have no choice. 我很遗言你必须这样去做，我实在没办法。（未做但要做）
You must try to be more careful. 你可要多加小心。
Let’s try doing the work some other way. 让我们试一试用另外一种办法来做这个工作。
I didn’t mean to hurt your feeling. 我没想要伤害你的感情。
This illness will mean (your) going to hospital. 得了这种病（你）就要进医院。
Ⅱ. 德育教育素材
改变世界
1913年，一位二十岁左右的年轻人，在法国南部的某个省作了一次旅行。当时，那个省还是一个相当荒凉的地区，在那里几乎看不见树林。因为人们曾经过分砍伐和过多的耕种，使得该地的土壤在没有树木保护的情况下，经常受到雨水的冲刷，造成了整个地区的土壤变坏。
由于土壤变坏，只有少部分人还留在此地耕种。当地的村庄遭到了废弃，已变得很破旧了；大部分的村民也离开此地，到他乡生活去了；甚至野生动物也不得不逃往别处，因为没有树木的遮挡，保护它们的矮树丛就无法生长，它们的食物和水源也因此而变得极为稀少了。
一天晚上，这个年轻的旅行者在一位老牧人的简陋房子里过夜。虽然那位老牧人已经满头灰发，年近五十多岁了，但他却仍然非常强壮和高大结实。他的房子小而清洁，家具简朴。那位年轻人本来打算只在那里过一夜，但在老牧人的亲切招待下，他却和那位牧人一起住了好几天。
使他好奇的是：每天晚上，老牧人都会花上几个小时的时间，在油灯下把一些种子分成种类。他非常小心地挑选着它们，把坏的种子拣出来，把好的种子全部放在一个包里。
第二天，当他领着羊群去吃草的时候，就种下这些坚果种子。他利用羊群吃草的时候，在每走几步的距离之外，便用自己的木棍用里地在地上钻出一个有几公分深的小洞来，然后把一个种子放在里面，再用脚把泥土盖在洞口上。他重复着这些步骤，种下所有的种子。白天，他常常要步行许多公里。在那个省的境内，在那些树木少的地带里，他每到一个地区，都会一边牧羊，一边种树。
那位年轻人看了这位老牧人的举动之后，心理觉得很奇怪，他不明白老人究竟在做些什么，因此，他终于开口向老人问此事，老牧人回答说：“年轻人，我是在种树啊。”
那位年轻人问：“但你为什么要这样做呢？这些树经过很多年后，才会长到对你有什么好处的地步。或许，你甚至无法活到能够亲眼看到它们长大的时候！”
那位老牧人回答说：“你说得对，不过，总有一天它们将会对某些人有某些好处，它们将会使这片土地复活。或许我本人看不到这个梦想成真，但是，或许我的子孙后代会有幸看到它的实现。”
那位年轻人为这位牧人的远见和无私大为惊叹。因为，他很有可能永远也没有机会看到种树的成果，或不能亲自享受到它的好处，但是他却情愿去为后人准备良好的土地。
二十年过去了，当这位徒步旅行者已经四十多岁的时候，他再次拜访了这一地区，他为自己所看到的情景大为惊讶。在这个巨大的山谷里，已经长满了各种不同的树木，它们已经形成了一个青翠美丽的天然树林！虽然那些树木还不很高大，只有七公尺左右，但是它们毕竟全都是树木啊！山谷中充满了生气！那里的青草长得十分的翠绿，周围还长满了灌木丛；而且，野生动物也再次开始在此地繁殖了。这里的土壤又开始变得湿润起来，农夫们也可以在这里再次耕种农作物了。
他很知道那位老牧人的近况。结果，他惊异地发现：那位老牧人仍然健在，身体强健；他还仍旧住在自己的小房子里，每天晚上还照旧在挑选着种子。
那位旅游者说，最让他感到惊讶的事情，不仅是以为那些美丽的树木，还因为在那片土地上再次出现了农业、野生动物，以及美丽青翠的绿草和树丛。那里的小农场全都显得很兴旺，村庄里也似乎再次充满了生气。这与他在二十年前旅游时看见的听见的相比完全不一样。那时的村庄全都是破烂的，大部分村民们也都离开了此地。
而现在，由于一个人的远见、一个人的辛勤、一个人的耐心、一个人的牺牲、一个人的忠实、一个人能做的，以及他多年来一天又一天的努力，使得这一地区重新兴旺起来了。
因此，当你因为这个世界的样子而感到失望的时候，请你不要放弃。我们有时候会很灰心地想：“我是谁呢？我能做些什么呢？所有的事情看来都没有希望和不可改变。看来，一个人似乎无法做任何事情来改变世界。因此，我试着改变它又会有什么作用呢？”
但是，这位地位低下的牧人却用他多年的劳动证明了：一个人是能改变世界的。也许，你不能改变整个世界，但你却能改变你所在的那部分世界。
你是能够改变这个世界的！今天就开始做吧！去改变你自己的生命，改变你的家人，改变你的家庭。去改变世界吧！
Ⅲ. 背景知识
A. Importance of plants and plant communities
Plants and plant communities (places where a variety of plants live together) are very important to humans and their environment. Here are some of the important things plants provide.
Aesthetics
Plants have great “aesthetic” value which means they add to the beauty of the places that we live. How many of us would be want to live without the plants around us, including the forests, woodlands, and grasslands surrounding our towns and cities? Native grasses and wildflowers provide use with a link to our history.
Medicine
Throughout history plants have been of great importance to medicine. Eighty percent of all medicinal drugs originate in wild plants. In fact, 25 percent of all prescriptions written annually in the United States contain chemicals from plants.
In spite of all the medical advances, only 2 percent of the world’s plant species have ever been tested for their medical potential. That means there are many important drugs yet to be discovered.
Food
Although some 3,000 species of plants have been used as food by humans, 90 percent of the world’s food comes from only 20 plant species. Three species of grasses — rice, wheat, and corn — are the most important food plants.
Industrial Products
Plants are also very important for the goods they provide. Fibers from plants provide clothing. Wood used to build our homes depends on plants. Some fuel products are made from plants, like ethanol made from corn and soy diesel made from soybeans.
Recreation
Plant communities form the basis for many important recreational activities, including hiking, fishing, hunting, and nature observation.
Air Quality
The oxygen in the air we breathe comes from the photosynthesis of plants. The quality of the air can be greatly influenced by plants. Plants can stop the movement of dust and pollutants. Through the intake of carbon dioxide, plants can also lessen the greenhouse effect caused from the burning of fossil fuels like coal.
Water Quality
Plants are extremely important to the quality of the water we use. A diverse cover of plants aids in maintaining healthy watersheds, streams, and lakes by holding soil in place, controlling stream flows, and filtering sediments from water.
Erosion Control
The delicate wildflowers that dot the roadsides in Iowa during the spring, summer and fall, protect the soil from erosion caused by heavy rains. Without enough plant cover, wind or water erodes the thin layer of soil that we depend on.
Climate
Regional climates are impacted by the amount and type of plant cover. Forest and marshes, for example, can cool local climates. Natural disasters, such as drought, have been blamed on the destruction of forests and other critically important plant communities.
Fish and Wildlife Habitat
Plants and plant communities provide the necessary habitat (a place to live) for wildlife and fish populations.
Ecosystem
The word “ecosystem” means the way in which humans, plants and animals all live together supporting each other. Every species serves an important role or purpose in their community.
B. About pitcher plants
The pitcher plant belongs to a family of perennial insect-eating plants called Sarraceniaceae. Genus Sarracenia, named in honour of Michel Sarrazin (1659-1734, a naturalist in New France), includes one species in Canada (Sarracenia purpurea), the purple pitcher plant. It is found from Newfoundland to Saskatchewan.
These plants, which grow in bogs and marshes, are also nicknamed little pigs or pigs’ ears. The dark red flower, perched at the tip of a long stalk, appears in May or June. The young seed is protected by what looks like a green umbrella. The green leaves, veined in red, are grouped at the base课件30张PPT。人教课标
高三 选修 9
Unit 4Unit 4
Exploring plantsUsing Language
Reading and discussingFlowers
and their
animal pollinatorsBeeHumming-birdButterflymoth Difficult words and expressionsevolve
evolution
attach to
bat
tube
odour
give out发展；进展；进化发出；分发气味管子演变；进化附上；贴上蝙蝠What is the text about? What do pictures show you? What is the chart about?The text is about flowers and their animal pollinators. The pictures show different kinds of animal pollinators and their flowers. The chart lists animal pollinators and the characteristics of the flowers they pollinate.Read the text and answer the questions.1. What is the advantage for animals of visiting flowers?
Animals get food called nectar from the flowers.
2. Why do some plants need animals?
Some plants need animals to pollinate them.3. How does an animal pollinate a flower?
An animal pollinates a flower by collecting pollen from a flower and passing it onto another flower.4. What features of a flower are
important in attracting animal pollinators?
The features of a flower that are important in attracting animal pollinators are its colour, shape, size and smell.5. What is nectar?
Nectar is a sweet liquid produced by flowers and collected by bees.
6. What kinds of animals are most flowers pollinated by?
Most flowers are pollinated by bees, moths and butterflies.Are these statements true or false?1. Bees follow coloured lines to the nectar inside the flower.
2. Flowers that are white or pale can be seen by night pollinators.
3. Butterflies are attracted to sweet-smelling flowers. TTF4. Bats pollinate flowers at night.
5. Flower colour is not important to hummingbirds.
6. All pollinators need to land on the flower if they are to find the nectar. TFFFind other nouns in the chart that mean the same as “smell”. List adjectives from the chart that are used to describe different kinds of smells.Nouns that mean “smell”: _____________.
Adjectives that describe smells:
_________________________________ __________________.odour, perfume delicate, fragrant, odourless, strong, sweet, musty, fruity1. Over time, many flowering plants and their animal pollinators have evolved together. evolve 常用作不及物动词，意为“进化，形成，发展”，常与 from 搭配使用，意为“从……发展而来”。 e.g. The present British political system has evolved over several centuries.
英国的现行政治制度是经过几个世纪 逐步发展而成的。Nature strives to be free, free to evolve.
自然界尝试去成为自由的，自由去进化。其名词形式为 evolution, 意为 “进化，演变，发展，渐进”。
e.g.
Darwin’s theory of evolution has been widely accepted.
达尔文的进化论已经被广泛接受。The farmers benefit a lot from the evolution of farming methods.
耕种方法的发展使农民大大受益。
其形容词形式为 evolutionary, 意为“演变的，进化的，逐渐发展的”。
e.g. The change has been evolutionary.
变化是渐进的。翻译下列句子。
1) 这位设计师逐渐形成了自己的风格。
2) 这家公司已经发展成为一家大机构。The designer gradually evolved the style of his own.
The company has evolved into a large organization.2. Pollen becomes attached to the animal during its visit to a flower and is then passed on to another plant’s blossom on its next visit. attach sth. to sth. 表示“把……附加、系 上或缚在……上” 。
e.g. He attached a label to each piece of luggage. 他把每件行李都贴上标签。attach to sb. / sth. 表示“（使）与……有联系，与……有关联”。 e.g. It was just an accident and no blame attaches to either of you.
这只是一个意外，你俩一点责任也没有。 e.g. We should attach primary importance to the development of economy.
我们应把经济发展放在首要位置。attach importance / value / weight, etc. to sth. 表示“认为……有重要性/价值/分量等”。 be attached to 表示 “（变得）喜欢，依恋，对……有感情”。
e.g. I am much attached to my family.
我对我的家很依恋。
be attached to 还表示“附属于”。
e.g. This middle school is attached to a
normal college.
这所中学附属于一所师范院校。attach oneself to sb. / sth. 表示“依附某人，参加某事”。
e.g. He attached himself to the group of
mountain climbers.
他参加了那个登山队。翻译下列句子。
1) The hospital is attached to that university.
2) A young man attached himself to me at the party and I couldn’t get rid of him.这家医院附属于那所大学。
在聚会上有个年轻人总缠着我，我简直无法摆脱他。3) 在年底前你将一直属于这一部门。
4) 我们已变得十分留恋这所房子，舍不得搬家。You’ll be attached to this apartment until the end of the year.
We’ve grown very attached to this house and wouldn’t move.课件24张PPT。人教课标
高三 选修 9
Unit 4Unit 4
Exploring plantsListeningon Page 75a tropical rainforesthas been cut down1. In which parts of the world would you find tropical rainforests?
Tropical rainforests occur in three major regions: Asia, Africa and Central and South America.Pre-listening2. Why do you think rainforests are being cut down?
As populations increase, people need more land to live on. There are also mining companies which destroy forests in their search for minerals.3. Why do you think tropical rainforests are important to the world?
Because there are about 10 million species of plant and animal in the world. More than half of these live in the tropical rainforests. The rainforest could provide us with cures for diseases. Also, rainforests absorb a lot of rain so that there’s a constant supply of clean water running into rivers and lakes.Listening□the area of the earth’s land covered by tropical rainforest
□ reasons why rainforests are being destroyed
□ the rate of rainforest destruction
□ some consequences of rainforests being destroyed
□ the best way to make money from rainforests13254Are these statements true or false? Correct the false statements.1. Rainforests cover 14% of the earth’s land surface.
2. More than half of the rainforests have disappeared.F6%T3. 150 acres of rainforest are destroyed every day.
4. In 40 years’ time we might not have any rainforests left on earth.
5. People can make more money from harvesting rainforest plants than from cutting down the rainforests. Over 150 acres of rainforest are destroyed every minute.FTTListening
taskon Page 79Look at the pictures in Exercise 1 and guess the answers to the questions.What materials are being used in this
experiment?
What do you think the purpose of the experiment is?
What order do you think the pictures should go in?Number the pictures in the order you hear about them.23154Listen to the first part again and answer the questions.What is the purpose of the experiment?
To find out three important conditions that seeds need in order to start growing.2. Are students going to do the experiment in groups or individually?
In groups.
3. Where are the materials that the students need to set up the experiment?
On the bench.4. What materials do the students need to set up the experiment?
Four dishes and four pieces of cloth, a dish of seeds, some tap water, some boiled water and some cooking oil.Listen to the first part again and complete the table of conditions that each dish of seeds was given.tap water, warm temperature, oxygentap water, cold temperature, oxygenno water, warm temperature, oxygenboiled water, oil, warm temperature, no oxygenNow listen to the second part of the tape in which the class discusses the results of the experiment. Complete the table of results.YesBecause they had water, warmth and
oxygen.NoBecause it was too
cold.NoNoBecause they were watered with boiled water which has no oxygen. Also, they were covered with oil which prevented oxygen getting to the seeds.Because they didn’t get any water.Listen to the second part of the tape again and discuss the question.What was the conclusion of the experiment?
Seeds need warmth, water and oxygen to grow.
