2019-2020年高三英語 Unit4 Green World教案 大綱人教版.doc

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2019-2020年高三英語 Unit4 Green World教案 大綱人教版 I 單元教學目標 技能目標 Skill Goals ▲0 Talk about botany ▲1 Speak about procedures ▲2 Write a description of plants II 目標語言 功 能 句 式 Speak about procedures in agriculture and botanical science 1. Can you tell something about…? 2. What is it used for? 3. Can you think of ways to…? 4. What kind of … do you know? 5. Which (flower) is your favorite? 6. Why do people need to …? 7. What problems did … have in mon? 8. Why was/is … important to …? 9. Where do … e from? 10. What could be a possible explanation for …? 詞 匯 1. 四會詞匯 procedure, rose, strawberry, lemon, bunch, growth, herb, identification, male, privilege, botanical, cosy, appetite, astronomy, expense, cocoa, enterprise, settlement, straw, pineapple, tone, reward, technician, appearance, output, millimeter, merely, classify, promote, appoint, calculate, accumulate, abandon, nowhere, altogether, latter, distinguish 2. 認讀詞匯 tulip, peony, Carl Linnaeus, Daniel Solander, Joseph Banks, wealth, Oceania, Tahiti, Venus, hemp, involve, Kew, classification, Oxford, Charles Darwin, beagle, Galapagos, finch, beak, Gregor Mendel, Gote Turesson, dandelion 3. 詞組 look out for, on a large scale, year after year, pass away, name…after, in detail, have something done 4. 重點詞匯 procedure, growth, merely, herb, classify, identification, male, promote, botanical, astronomy, on a large scale, accumulate, abandon, output, distinguish, appoint, calculate 語 法 Review the object: what is used as the object; direct and indirect object 重 點 句 子 1. Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus. P30 2. In 1768, the Royal Navy appointed James Cook as the mander of the Endeavor to take members of the Royal Society on an expedition to Tahiti. P31 3. He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce cops that could be sold. P31 4. Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports. P31 5. Darwin’s observations on that voyage led him to write his famous book On the Origin of Species. P34 6. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants. P34 7. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that the influence of the environment was behind the development of new species. P35 8. It would take a next generation of scientists to bring the importance of the environment on species back in view. P35 III 教材分析與教材重組 1. 教材分析 本單元以Green World 為話題，旨在通過單元教學讓學生初步了解一些植物學方面的基礎(chǔ)知識，如植物的分類、栽培以及植物學的發(fā)展歷程等；并能夠運用所學語言知識對相關(guān)話題進行表述。 1.1 WARMING UP 部分呈現(xiàn)了四種常見花卉的圖片。旨在通過對這些圖片的感知，喚醒學生對相關(guān)知識的記憶。 1.2 LISTENING 是關(guān)于綠色植物果實的分類及其食用（藥用）價值的一段錄音。 通過對這一段錄音的學習，學生可以形成對植物果實分類知識的初步了解。 1.3 SPEAKING 部分提供了三個討論話題。第1個話題要求學生按照圖片提示描述豆類植物的種植、培育過程。第2個話題是第1個話題的延伸和拓展，學生通過討論，可以了解到更多的植物種植、培育過程，從而形成對部分植物特性的了解。第3個話題以生活中“送花”為例，進一步訓練學生對花卉養(yǎng)護知識的描述能力。 1.4 PRE-READING 以圖片形式呈現(xiàn)了四種植物果實形態(tài)。目的在于通過對這些植物果實的感知，讓學生進一步了解植物學相關(guān)知識（如植物產(chǎn)地、使用價值等）。并由此引導出READIGN 部分的中心人物。 1.5 READING介紹了植物學（正式成為一門科學）的歷史形成過程。重點介紹了兩個為植物學發(fā)展做出過卓越貢獻的重要人物林厄尼斯與班克斯。 1.6 POST-READING 部分針對READING部分的相關(guān)內(nèi)容設計了5個小練習。第1個練習以選擇填空的形式考查學生對課文細節(jié)內(nèi)容的了解。第2-5小題以問句形式進一步考查學生對課文重點內(nèi)容的了解。 1.7 LANGUAGE STUDY 該部分包括Word Study和Grammar 兩個部分，各設置了2-3個小題。Word Study 分別以同義替換（詞匯釋義）和短文填空的形式對本單元部分重點詞匯進行訓練；Grammar部分主要就前面所學“賓語”這一句子成分進行鞏固性練習。該部分設置了三個小題：第1小題要求學生對所給句子中的“賓語”進行辨析，以進一步加深其對該概念的理解；第2小題著重對have something done這一句型結(jié)構(gòu)進行訓練；第3小題以改寫句子的形式進一步訓練“賓語”這一語法內(nèi)容，特別是直、間接賓語的用法。 1.8 INTEGRATING SKILLS分READIGN和WRITING 兩個部分。READING部分介紹了查爾斯達爾文、格雷門門德爾、約特杜爾松三個在植物學發(fā)展史上作出過重大貢獻的人物。WRITING 部分以dandelion為例，要求學生通過對圖片的描述了解“物種變異”方面的知識。另外，課本還提供了可供寫作時參考的段落提綱。 1.9TIPS部分是有關(guān)“科學觀察”這一科學家所必備素質(zhì)的論斷或名言。 1.10 CHECKPOINT 共兩部分。第1部分重點對“賓語”這一語法內(nèi)容進行回顧總結(jié)；第2部分利用問句形式提出要求，讓學生歸納可用于描述農(nóng)業(yè)和植物學研究過程中的“步驟”的詞匯及表達。 2．教材重組 2.1將WARMING UP部分與SPEAKING部分以及WORKBOOK中TALKING部分整合在一起上一節(jié)“口語課”。 2.2 將課本PRE-READING部分、READING 部分和POST-READING部分以及WORKBOOK中GRAMMAR部分第1題整合在一起上一節(jié)“精讀課”。 2.3 將課本LANGUAGE STUDY部分與WORKBOOK中PRACTICIGN部分整合在一起上一節(jié)“語言知識”課。 2.3將課本LISTENING部分和WORKBOOK中LISTENING部分整合在一起上一節(jié)“聽力課”。 2.4將INTEGRATING SKILL中READING部分與WORKBOOK中READING部分整合在一起上一節(jié)“泛讀課”。 2.5將INTEGRATING SKILL之WRITING 部分與WORKBOOK中WRITING部分整合在一起上一節(jié)“寫作課”。 3. 課型設計與課時分配 1st Period Speaking 2nd Period Reading 3rd Period Language Study 4th Period Listening 5th Period Extensive reading 6th Period Writing IV. 分課時教案 The First Period Speaking Teaching goals 教學目標 1. Target language目標語言 a. 重點詞匯和短語 tulip, rose, peony, strawberry, bunch, b. 重點句子 Can you tell something about each flower? Where does it e from? What is it used for? Which flower is your favorite? Explain how to grow and take care of the soybean plant. Describe what to do and how to take care of the flowers you have been given. 2. Ability goals 能力目標 Enable students to talk about “botany” (including the names, the properties, the usage of certain plants, how to grow and take care of them, etc) and to say something about it. 3. Learning ability goals學能目標 Learn how to describe plants (properties; places of birth; what they are used for; how to grow and take care of them, etc). Teaching important points 教學重點 Help students learn to describe plants and how to grow and take care of them. Teaching difficult points 教學難點 How to help students learn more about “botany”, and then give descriptions. Teaching methods 教學方法 Discussion Pairwork/ Groupwork Teaching aids 教具準備 Pictures, slides, a PC and a projector. Teaching procedures & ways 教學過程與方式 Step I Revision T: In the last unit, we’ve learned a lot about Australia. Now who’d like to make a general speech on the country? S: Let me try. Australia is the only country in the world which covers an entire continent. It is a wealthy country, which produces metals, precious stones, coal, grain, meat and wines, and has the biggest iron mines in the world. Australia has about one-sixth of the world’s sheep and produces almost one-third of its wool. The climate in Australia varies from north to south. T: Anything else? S: Modern Australia is made up of six states and two territories. The first Australians were the aborigines and Torres Strait Islanders. The two world wars had a strong influence on Australia. The official language is English, which are quite different from British and American English. Step II Warming Up T: Good. You really did a great job. Do you know what is the national flower of Australia? S: Golden Wattle (Acacia pycnantha)（金合歡，又稱相思樹）. Show the picture to students. T: Very good. As shown in the picture, the species is certainly attractive with its showy, large, bright golden flower heads. Now look at the pictures on Page 28 in our textbooks. These are four flowers monly seen in our daily life. First, match each flower with its correct name, please. T: There seems no difficulty for you to do this, right? OK, the answer is… S: ①-rose; ②-tulip; ③-peony; ④-sunflower T: Well done. Susan, what is your favorite? Why? S: I love sunflower best of all. There are, I think, three reasons,: first, I love eating the seeds of sunflowers, they are delicious; second, their stems can be used to build fences by farmers; third, sunflower oil is very popular in daily life. T: Great. Lily, can you tell us something about the other three flowers? S: OK. Tulips are native to Central and Western Asia, and parts of the Middle East, roughly in the region near Afghanistan. Tulips are mainly used for decoration. Tree peony, the Chinese National Flower, native to China, is called as the "King of flowers", which is widely used in Chinese medicine. Rose is native to Southwest Asia, and it is often used as present with the meaning of “l(fā)ove”. Also, rose flower is a kind of important Chinese medicine. T: Good. As we all know, flowers are only one of the most important parts of plants. Plants are very important to human beings. They provide us food, medicine, decoration, etc. Without them, our world would be dull, lifeless… And growing plants can be both fun and a useful experience. Do you have such experiences? Do you know how to grow certain plants? And how to take care of them? The pictures on Page 29 is an example of planting soybeans. Now everyone, look at the pictures first, then try to explain the stages of growing soybean and how to take of them by describing each picture, you may write down your ideas on the paper. Move around the class and check their work. Offer language help if needed. Step III Speaking about procedures T: Kate, would you like to show us your ideas? S: Glad to. First, put some soft soil in the pot or box; second, put the seeds of soybeans on a wet cloth or put them in the water; then, put the seeds into the soil. After several days, the seeds e into bud and out of the soil. Later on, water them every two days till the green leaves grow. For this step, the teacher can (or ask the students to ) make a short film to present the stages of growing soybeans. Step IV Discussion T: Well done, Kate. Soybeans are easy to grow. Now imagine you want to plant something else in your garden plot, work in groups and decide which plants, vegetables or flowers your group would grow, how to plant them, how to take care of them, when to harvest or pick them. Step V Oral-presentation Ask several students to show their answers to the class. Sample answers: Carrots are loaded with vitamins, and are nutritious. On top of being good for you, carrots taste good, too. So our choice is carrot. (1) Before planting, work the soil deeply. (2) Sow them very thinly, about 1/4 inch deep. Cover them with a fine garden soil. Or sprinkle them on top of the soil, and lightly water them into the soil. (3) Keep carrots well weeded early in the season. They are easily overcrowded, with any peting weeds usually winning out. (4) Begin to harvest carrots as “baby” size, thinning the row as you harvest. Once you begin picking, you can harvest as needed. Step VI Talking T: Really interesting. But how do the plants grow? Read the instruction on Page 170 in the WORKBOOK to the students, then ask the students to work in pairs to describe “the process of photosynthesis of plants” in their own language. A description of basic photosynthesis: Photosynthes is the process by which green plants and certain other organisms transform light energy into chemical energy. During photosynthesis in green plants, light energy is captured and used to convert water, carbon dioxide, and minerals into oxygen and energy-rich organic pounds. Step VII Assignment T: In this class, we’ve learned a lot about plants and planting. Ask your parents or others to teach you more about planting, if you are interested in. And please do Exercise 3 on Page 30 in the textbooks