Warming up、Pre-reading、Reading、Comprehending课时教案

Book9 Unit 4Exploring plants—Warming up & Reading教学设计方案

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。

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. The world of plant exploration was completely changed with Dr Nathaniel Ward’s invention of a tightly sealed portable glass container.

2. Ability goals 能力目标

Learn about the history of plants exploration in the 18th and 19th century.

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 .

Teaching aids

教具准备

Projector, slide and tape recorder. Teaching procedures && ways

教学过程与方式

Step ① Lead-in and Warming Up

1.

Watch a short video of various flowers blossoming。

设计思路：导入部分对于一堂课的重要性是不言而喻的。如何才能在课前抓住学生的眼球和注意力？答案无疑是“兴趣是最好的老师。”一段各种各样的花开视频迅速抓住学生的眼球，学生对老师的导入内容及形式感兴趣，就会很快的投入到课堂中来，积极的跟随着教师的思路，流畅的进行整节课的教学流程，最终达到课前的设定目标。

Step ② Reading comprehending 1.

Scan the title of the passage and pictures. Predict tell what the passage is about? 教学思路：标题好比是文章的“眼睛”，从中不仅能揣测作者的写作意图，预测文章的主要内容和大致框架，还能获得更多的潜含信息

（梁美珍、黄海丽，等2015）。为了帮助学生更好地理解文本的主题，笔者在标题的关键词上寻找主线的切入点，提取与文本内容相关的线索，使主线浮出水面。

2. Read the passage in eight minutes and check out your predictions. A. While reading, get the structure of the passage and write it down.

Part 1 (Paragraphs ？-？) Part2 (Paragraphs ？-？) Part3 (Paragraphs ？-？) Part4 (Paragraphs ？-？) What's the text mainly about? A.

Transporting plants over a long distance was a big problem.

B.

There was a lot of plants collecting in the eighteenth and nineteenth centuries. C.

Many plant collectors were sent on collecting trip to China. D.

French missionaries played an important part in exploring plants.

【教学思路】从文本内容入手，分析语篇体裁结构和其表现特征，找到传递的思想内涵和价值观念的线索。读中通过分析标题线索，为接下来的阅读做好铺垫。

B.1)Read 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. Robert Fortune 5. Father Farges 6. E H Wilson

A. Tree of heaven 2)1. What is the reason for collecting new plants in the 18th-19th century? A.New plants could be used for

scientific research B. The plant collectors took great

interest in the expeditions C. The plant collectors were eager to enrich their experiences D. The plant collectors wanted to introduce new species to their native countries. 2. The word “ exotic” in the first

paragraph probably means __.

A. familiar

B. foreign

C. faraway

D. various 3. What resulted in the complete change of plant exploration?

A. James Cook’s first voyage.

B. The invention of the Wardian case.

C. The Dove Tree’s growing in Europe.

D. French Catholic missionaries’ set up.

4. 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 Tree 5. From the passage, we can refer that __. A. brave young men going on botanical expeditions faced many dangers including B. Invention of Wardian case C. sent the seeds of the Dove Tree back to

France D. Collection of plants in Australia E. Tea plants to India

F. Collected lots of seeds of the Dove Tree

disease, near-starvation and so on B. Robert Fortune was the earliest plant collector C. people can find Dove Trees in European gardens D. many plants were introduced into other countries before the 18th century 设计思路：因势利导，延伸主线教学主线，设身处地安排实战演练去引导学生，激发学生学习知识的内驱力，产生迁移。

C).阅读P32－33课文内容，完成下面课文缩写

The plants look so familiar 1.

we often

don't know that many of them are from countries far away，which 2.

(date) back to the earliest times.Many plants collectors realized the value of the plants from distant lands.3.

，the exploration of the botanical world didn't begin 4.

a large scale 5.

the 18th and 19th centuries.Of course，they had many difficulties in the trips，6.

(face)many dangers including disease，near-starvation，severe environments and 7.

(conflict)with the local people. The missionaries collected large 8.

(quantity) of specimens，but there was not enough in Western gardens.However，the botanists were very 9.

(excite)with the knowledge that China has many kinds of plants，so collectors 10.

(send)to China to collect more kinds. 设计思路：《英语课程标准》在教材使用方面，建议教师要善于结合教学实际的需求，灵活地和有创造性地使用教材，如何发挥载体的作用，如何运用好这一工具，在于教师的独具匠心。教师要“用教材”而非“教教材”，教师要充分发挥自己的主观能动性。通过“激活—感知—梳理—内化—迁移”的教学过程，改变教学模式和优化学习方式，力求满足学生的个性化发展需求，激发学生的参与热情。选修九属于选学教材，教授学习的主要目的是为了拓宽学生的视野，提高学生的英语综合素养。在课堂中可以根据教材内容和结构特点，设计多层次的学习活动，学生通过对语篇的认知理解、应用实践和迁移创新等一系列层层递进的思维活动，将文本的语言知识和文化知识内化成新的认知结构，进而发展解决问题的能力。

新课标提出了学科核心素养发展理念，明确英语学习的基本形式是学习者学习和尝试运用语言理解与表达意义，培养文化意识，发展多元思维，形成学习能力。

为了避免学生对传统的阅读教学方法产生厌倦，我尝试一种新的方式去教授本节阅读课--我将文章阅读改编成高考题型的阅读，从而提高学生们的阅读兴趣。

Step③Homework-Discussion The alien species invasion is regarded as a global environmental problem of threatening the biological diversification, which has caused tremendous loss in the ecology, economy and the society.AND Fujian has become one of the most seriously suffered provinces of alien species invasion.One of the major reasons for the sharp decrease of the biodiversity was the intrusive alien species. SO would

you collect “exotic” plants back to China if there were a chance? 设计思路：“激活—感知—梳理—内化—迁移”的教学过程，改变教学模式和优化学习方式，重视学生主体参与，提高思维品质。学生对答案的预知程度由强变弱，识记理解到应用分析（阐释）到综合评价（评鉴）逐步提升，思维活动的层次由低级走向高级。教师引导学生运用细节阅读技巧，对信息查找、推理、判断、评价，增强学生评判性思维的意识，最后学生的讨论有学生的主体参与，提升学生的思维品质。

教学不是脱离文本的虚无空灵，而是作者谋篇布局的某种思路，体现着文本的内在层次、逻辑关系。应在充分解读文本的基础上找出一条清晰的主线，以此为中心，串起一个文本的核心内容，串起阅读课堂活动，串出一堂课的灵魂。