Using LanguageⅠ教案推荐

Unit 4 Exploring plants Part One: Teaching Design Period 3: A lesson plan for Using Language (FLOWERS AND THEIR ANIMAL POLLINATORS) Aims To help students read the passage FLOWERS AND THEIR ANIMAL POLLINATORS To help students to use the language by reading, listening, speaking and writing Procedures I. Warming up taking a quiz

Take the following sentences in direct speech and put them into indirect (or reported) speech.

She said, "I've worked here since I left my last job." She told me that she had worked there since she had left her last job.

You said, "I will help you!"

You said you would help me!

She asked me, "When are we going to leave?" She asked me when we were going to leave.

Peter said, "I may bring someone with me to the party." Peter said he might bring someone with him to the party.

My friend said, "I will have finished my homework by the time you arrive." My friend told me he would have finished his homework by the time I arrived.

Mark asked me, "Why do you want to study Russian?" Mark asked me why I wanted to study Russian.

Marcia said, "I have been waiting for you for over an hour." Marcia said she had been waiting for me for over an hour.

Alison said, "I had eaten before you arrived." Alison told me she had eaten before I had arrived.

Lenny sang, "I want to get away, I want to fly away" Lenny sang he wanted to get away, he wanted to fly away.

Jason asked me, "Are you coming with me?" Jason asked me if I was coming with him. II. Looking and talking

Now go to page 36. Look at the photos and listening to me talking to you about the living stones plant, Refflesia and pitcher plants. Pitcher plants

(or pitfall traps) are carnivorous plants whose prey-trapping mechanism features a deep cavity filled with liquid. Insects such as flies are attracted to this cavity, often by visual lures such as anthocyanin pigments, and nectar bribes. The sides pf the pitcher are slippery and they are also grooved in such a way so as to ensure that the insects cannot climb out. The liquid contained within the pitcher traps, drowns, and gradually dissolves the body of the insect. This may occur by bacterial action, or be due to enzymes secreted by the plant itself. Furthermore, some pitcher plants contain mutualistic insect larvae, which feed on trapped prey, and whose excreta the plant absorbs. Whatever the mechanism of digestion, the prey items are

1

converted into a 'soup' of amino acids, peptides, phosphate, ammonium and urea, from which the plant obtains its mineral nutrition (particularly nitrogen and phosphorus). Like all carnivorous plants, they occur in locations where the soil is too poor in minerals and/or too acidic for most plants to be able to grow. Rafflesia

is a genus of parasitic flowers. It contains 18 species (including four incompletely known species as recognized by Meijer 1997), all found in South-East Asia, on the Malay Peninsula, Borneo, Sumatra and Kalimantan, and the Philippines. The flowers have no leaves and hardly any stem, just a huge speckled five-petaled flower with a diameter up to one metre, and weighing up to 10 kg. Even the smallest species, R. manillana, has 20 cm diameter flowers. The flowers smell like rotting meat, hence its local names which translate to "corpse flower" or "meat flower". It is parasitic on a vine, spreading its roots inside the vine. The fruit is eaten by tree shrews. Rafflesia is a official state flower of Sabah in Malaysia.

The species Rafflesia arnoldii is the world's largest single flower. It was discovered in the Indonesian rain forest by Sir Thomas Stamford Raffles and Dr. Joseph Arnold in 1818.

The world's largest inflorescence is borne by the Talipot palm (Corypha umbraculifera). The largest unbranched inflorescence is the Titan Arum (Amorphophallus titanum) from the family Araceae. Now you are going to listen to a talk by Mark, Gordon and Andrea telling about these three unusual plants and complete the two charts on page 36.

III. Reading for forms

Read the text FLOWERS AND THEIR ANIMAL POLLINATORS on page 38 to: cut/ the sentence into thought groups, blacken the predicative, darken the connectives and underline all the useful expressions.

FLOWERS AND THEIR ANIMAL POLLINATORS 0ver time，many flowering plants/ and their animal pollinators have evolved

together．The plant needs the animal /to pollinate it /and the animal is

rewarded with food/ called nectar /when it visits the flowers．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．So pollination takes place，therefore increasing the chances/ of the survival /of the plant species.

Through evolution，most flowers have adapted

to attract specific types of pollinators．Bees，moths /and butterflies are the most important pollinators．Flies，wasps，beetles/ and other animals /such as birds /and bats are less common．

The type of pollinator depends

on the characteristics of the flower /such as its colour, shape，size /and smell．For example，yellow flowers attract bees，while red flowers attract butterflies．The nectar/ in some flowers can only be

reached by a bird /with a long bill /or a long-tongued moth/ or butterfly. The chart /below/ describes some features of flowers/ that attract certain kinds of pollinators．

Pollinator Typical flower characteristics Colour：bright yellow，blue；the flower often has special pattern/ Bees to guide the bees/ to the nectar inside．

2

Shape：the petals are wide enough /for bees /to land on; usually /the nectar is at the end of a small, narrow tube /whose length is

the same as the tongue of a particular species．

Smell：delicate，fragrant

Colour：red，orange．

．

Butterflies Shape：the petals form

a tube of a suitable length/ for butterflies．Tiny flowers are often in tight bunches /that provide a place /for butterflies/ to land on，eg daisies．

Smell: odourless．

Colour：white,1ight-coloured so moths can see them /at night．

Moths Shape：the petals form

a deep tube/ to match the length /of a specific moth's tongue．The petals lie flat/ or bend back/ so the moth can get close to the flower．

Smell：strong，sweet perfume，typically/ only given out /at night．

Colour：dull-coloured, brownish red．

Flies Smell：strong like rotting meat．

Humming-birds Colour：brightly coloured，especially red/ and orange Shape: tube-shaped；petals bent back/ so /birds can get close．

Smell: no odour．

Colour：white, light-coloured /so /bats can see them/ at night．

Bats Shape：open at night；large，strong with wide mouths /for long tongues．

Smell: musty, fruity smell．

IV. Copying expressions and making sentences

Expressions form FLOWERS AND THEIR ANIMAL POLLINATORS over time，be rewarded with…, attach to…, one’s visit to…,

pass on to…, take place，increase the chances of…, the survival of…, adapt to do, the type of, depend on, for example，describe some features of

bright yellow，have special pattern, guide the bees to the nectar inside, be…enough for, land on, at the end of, the same as, form a tube of, a suitable length for butterflies, in tight bunches, provide a place for butterflies to land on，at night, form a deep tube to match the length of a specific moth's tongue, lie flat, bend back, get close to,

V. Investigating the importance of plants PROCEDURE:

Do you know why plants are important?

You are going to investigate the importance of plants and produce a report in pairs.

You may review the information provided in the "Background" section on page 31 first.

Then read the text on page 32 second.

After school you may use the Internet to get more necessary information. In some of the search engines like http://www.yahoo.com and http://www.google.com go over some of the key words that might help you to search more successfully. Words like: paper products, agriculture, fabrics, medicine, and food may produce a long list of sites you can investigate.

3