2019-2020年高中英語 Unit3 the weird world of plants-more reading教案 牛津上海版S1B.doc

2019-2020年高中英語 Unit3 the weird world of plants-more reading教案 牛津上海版S1B一、 章節(jié)分析（一）綜述本章節(jié)是補充閱讀材料，介紹The Native Plant Gardens in Victoria, British Columbia, Canada的植物來源、園藝匠的職責以及它的用處。本課的任務有兩個：1 對課文進行整體閱讀，培養(yǎng)學生略讀、掃讀、細讀等閱讀能力。2 拓展學生的生物知識。3（二）閱讀目標1 知識目標學習課文中重點詞、詞組、句型和語法。2 能力目標提高學生的閱讀理解能力和培養(yǎng)學生的閱讀技巧。閱讀準備、略讀、掃讀、細讀等是高中學生必須具備的閱讀技能。 3 情感目標啟發(fā)學生對植物的關愛， 了解植物園的科學價值和作用。 （三）教學方法 采用任務型教學法，通過表演、提問、小組合作等手段，來達到教學目的。（四）重點和難點1 詞匯學習1) 核心詞匯l contain l local l cultivate l check l location l record l yearlyl availablel identificationl hands-onl regularly2) 拓展詞匯l ecology l bed l settingl nursery3) 詞組和短語l care for l a large collection of 教學內(nèi)容教學實施建議教學資源參考Pre-reading 這部分是主閱讀的延伸，故在引入環(huán)節(jié)可以采用復習手段，既能加深學生對本章節(jié)主題的理解，又能很自然過渡到對課文的閱讀。要求學生思考兩個問題:l Where do the weird plants grow?l Where else do plants usually grow?l What do plants need for their growth?在學生回答問題的同時，pre-teach一些單詞，如，nursery, botanical gardens; gardener; care for等。While-reading 這是本課的主體部分，也是老師要處理的重點，既要引導學生學習重點詞匯和句型，又要提高學生的閱讀理解能力，培養(yǎng)學生的閱讀技巧。l 要求學生帶著問題快速通讀全文，了解文章大意。l 要求學生分段閱讀，針對各段采用提問，完成表格等不同手段進一步理解課文，然后總結(jié)段落大意，掌握文章的篇章結(jié)構(gòu)。完成A2中的練習。l 培養(yǎng)學生猜詞能力。在閱讀的過程中，要求學生根句上下文，推測新單詞的詞意。完成課本第54頁A1中的練習。牛津英語教學參考Post-reading 這是課文的拓展部分，對本部分的處理，建議分為兩快。l 要求學生根據(jù)自己生活經(jīng)驗來描述自己種植某種植物的經(jīng)歷。 l 要求學生四人或五人為一小組，課后進行網(wǎng)上調(diào)查或?qū)嵉乜疾楹蠼榻B當?shù)啬硞€植物園或?qū)W校里的生物角，然后全班交流。鏈接1說明：與課文主旨相關的完型閱讀訓練篇章。Close your eyes and picture a desert. Do you see a hot, dry, sunny place covered in sand and without plants? You might be surprised to know that many remarkable plants can be found even in the hottest and driest deserts of the world.One of these plants is the cactus. Cacti( more than one cactus) are perfectly _1_ for life in the desert biome. They have no leaves, but they have thick, green stems that soak up sunlight and _2_ water inside.Most cacti are covered with sharp spines. These are for _3_ against animals that would love to take a bite out of the cactis juicy stems. Many desert plants also produce a long taproot _4_ grows deep into the ground. The taproot finds water deep beneath the surface of the ground.Deserts are found in many different parts of the world. But plants in the cactus _5_ are found only in deserts of North America and South America.If you visit a desert in Africa, you will see plants that have no leaves and are covered with spines. They look like cacti, _6_ they are not. The crown-of-thorns is an _7_. How do we know this plant is not a cactus? Scientists classify plants _8_ their flowers. _9_ both the cactus and the crown-of-thorns have thorns, their flowers are pletely different.When you are outdoors, look at the plants you see growing around you. Think about how they are adapted to their biome.Then, go to a garden store, and look at the plants for sale. Many of them e from different biomes. Choose one you like, and ask how best to grow it. If you decide to buy it, make sure it has the _10_ water, sunlight, soil and air temperature. Make its home as much like its natural biome as you can.1. A) adoptedB) adapted C) appliedD) adjusted2. A) trap B) keepC) saveD) store3. A) attackB) protectionC) preservationD) defense4. A) asB) with whichC) thatD) it5. A) cycleB) groupC) familyD) branch6. A) butB) andC) soD) for7. A) exampleB) exceptionC) excerptD) expectation8. A) as forB) according to C) resulting fromD) with reference to9. A) Even thoughB) WhenC) As D) If10. A) hands-onB) idealC) enoughD) properKeys:1. B 2. D 3. B 4. C 5. C 6. A 7. A 8. B 9. A 10. D