Warming up、Pre-reading、Reading、Comprehending教案评析

Book 9 Unit4 Exploring plants ----Reading教学设计

教学内容及学情分析：

本书为人教版英语选修九，教学对象为高三学生。本节为第四单元第二课时，主要进行阅读理解教学，介绍了欧洲18和19世纪的植物探险。本文简要地介绍一些著名的探险家和他们所取得的成果。通过本文的学习，可以让学生了解一些植物探险方面的知识，进而扩大视野。另外，本文篇幅较长，信息量大，学生理解该文有一定的困难。因此，本课旨在帮助学生提高阅读速度和对细节信息的分析理解，达成一定的认识。

Teaching aims: I.

Language target: A. Key words and phrases: exotic, conflict, container, restriction, date back to, appeal to B. Key sentences a. Collecting “exotic” plants, as they are called, dates bake to the earliest times. b. However, it was not until the eighteenth and nineteenth centuries that the exploration of the botanical world began on a large scale. c. One of the collectors was Father Farges, who collected 37 seeds from a tree that has appealed to him. d. The European classes took great interest in collecting plants. e. Large numbers of seeds failed to grow after long sea voyages. II. Ability goals A.

Students get some information on plant exploration. B.

Students get the main idea, find and infer information according to the reading material. C.

Students express their ideas after reading.

D.

Students cooperate and communicate with each other.

Teaching important and difficult points: I. To enable students to understand the reading material by using predicting, skimming, scanning, analyzing, summarizing and inferring after reading. II. To enable students make use of given information to express their opinions on the passage. III. Help students observe language points and prepare for the grammar revision.

Teaching methods: Task-based learning approach, competition, group work, discussion Teaching aids: Multi - media computer platform, group cards Teaching procedures: Step I. Lead-in (3’)

Let the whole class watch a video clip Focus: To lead the topic and arouse students’ interest.

Step II. Pre - reading (4’)

Ask students to predict the main idea according to the title.

Question：The author may tell us _____ in this passage.

A. some plants from other countries

B. the events happening in plant exploration

C. how to explore plants

D. famous plant collectors

Focus: Students can make prediction after observing the title carefully. Step III. While - reading (30’) Part 1. Fast - reading Students work in groups and work out the question given in pre- reading. Part 2. Detailed - reading

Students write down the words, phrases and sentences they can’t understand and work in groups to solve them and work out the multiple choices questions. Task 1. Scanning

Questions：1. Plant collectors met many difficulties except_______. A. diseases and near-starvation

B. the conflicts with local people C. restrictions on the movement of Europeans

D. lack of money

2. Who is not a collector mentioned in the passage?

A. Father d’Incarville.

B. The Queen of England.

C. Robert Fortune.

D. E H Wilson.

3. The following plants were taken to Europe except_______.

A. the tree of Heaven

B. the Dove Tree

C. the tea plants 4. The first recorded plant exploration happened _______. A. in the 18th century

B. about 1500 years ago

C. about 3500 years ago

D. about 2500 years ago

Focus: To develop students’ ability to search for detailed information.

Task 2. Analyzing Question：

1. The passage is organized in the order of ______.

A. time

B. place C. character

Focus: To develop students’ ability to analyze the whole passage.

Task 3. Inference Question：1. What do you think the author will talk about if he adds a paragraph to this passage?

A.

The effects of the plant exploration in the 18th and 19th centuries. B. The plant exploration in the 20th century.

C. Information about the Dove Tree. Focus: To help students read beyond the reading material and make their own judgment according the reading material.

Task 4. Language observation Questions:

1. What is the meaning of the underlined part in the sentence “One of the collectors was Father Farge, who collected 37 seeds from a tree that had appealed to him”?

A. that surprised him

C. that attracted him

B. that he had never seen before

D. that he thought was very valuable

2. The earliest record of plant exploration in history dates from 1500 BC.

The earliest record of plant exploration in history ___ ____ ____1500 BC. 3. People didn’t begin to explore plants on a large scale until the 18th and 19th centuries.

It was ________ the 18th and 19th centuries that people began to explore plants on a large scale. 4. The parts in red are used as______ in the sentences. A. the subject

B. the object

C. the predicative

Focus: 1. To help students infer the meanings according to the context. 2.To help students observe the feature of the object and prepare for the grammar learning Step IV. Post-reading (8’) Discuss in groups and give opinions on how to help Liang Qiming find out who made the greatest contribution in plant exploration in the 18th and 19th centuries. Step V. Homework

1. Get some information about plant exploration in the 20th and 21st centuries on the Internet.