Using LanguageⅠ教学设计及教案分析

Book 9 unit4

Using language

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.

A Pollinator moths Reasons White color so moths can see them at night; the petals lie fat so the moths can get close to the flower; Red color; the petals form a tube of a suitable length for butterflies; tiny flowers in tight bunches; Bright yellow color; the petals are wide enough for bees to land on;

Dull-colored;

Red color; the petals form a tube; tiny flowers in tight bunches;

Red color; tube-shaped; petals bent back so birds can get close.

Dull-colored;

White color so moths can see them at night; the petals lie fat so the moths can get close to the flower; B butterflies C D E bees flies butterflies F G H Humming-birds flies moths 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