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1、1 Unit 4 Green World I 单元教学目标（略） II 目标语言（略） III 教材分析与教材重组 1. 教材分析 本单元以Green World 为话题，旨在通过单元教学让学生初步了解一些植物 学方面的基础知识，如植物的分类、栽培以及植物学的发展历程等；并能够运 用所学语言知识对相关话题进行表述。 1.1 WARMING UP 部分呈现了四种常见花卉的图片。旨在通过对这些图片的感 知，唤醒学生对相关知识的记忆。 1.2 LISTENING 是关于绿色植物果实的分类及其食用（药用） 价值的一段录音。 通过对这一段录音的学习，学生可以形成对植物果实分类知识的初步了解。 1.3 S
2、PEAKING 部分提供了三个讨论话题。第1 个话题要求学生按照图片提示 描述豆类植物的种植、培育过程。第2 个话题是第1 个话题的延伸和拓展，学 生通过讨论，可以了解到更多的植物种植、培育过程，从而形成对部分植物特 性的了解。第3 个话题以生活中“送花”为例，进一步训练学生对花卉养护知 识的描述能力。 1.4 PRE-READING 以图片形式呈现了四种植物果实形态。目的在于通过对这些 植物果实的感知，让学生进一步了解植物学相关知识（如植物产地、使用价值 等） 。并由此引导出READIGN 部分的中心人物。 1.5 READING介绍了植物学（正式成为一门科学）的历史形成过程。重点介绍 了两
3、个为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。 1.6 POST-READING 部分针对READING 部分的相关内容设计了5 个小练习。 第 1 个练习以选择填空的形式考查学生对课文细节内容的了解。第2-5 小题以 问句形式进一步考查学生对课文重点内容的了解。 1.7 LANGUAGE STUDY 该部分包括Word Study 和 Grammar 两个部分，各设 置了 2-3 个小题。 Word Study 分别以同义替换（词汇释义）和短文填空的形式 对本单元部分重点词汇进行训练；Grammar 部分主要就前面所学“宾语”这一 句子成分进行巩固性练习。该部分设置了三个小题：第1
4、 小题要求学生对所给 句子中的“宾语”进行辨析，以进一步加深其对该概念的理解；第2 小题着重 对 have something done 这一句型结构进行训练；第3 小题以改写句子的形式进 一步训练“宾语”这一语法内容，特别是直、间接宾语的用法。 1.8 INTEGRATING SKILLS 分 READIGN和 WRITING 两个部分。 READING 部分介绍了查尔斯 达尔文、 格雷门 门德尔、 约特 杜尔松三个在植物学发展史上 作出过重大贡献的人物。WRITING 部分以 dandelion 为例，要求学生通过对图 片的描述了解“物种变异”方面的知识。另外，课本还提供了可供写作时参考
5、的段落提纲。 1.9TIPS 部分是有关“科学观察”这一科学家所必备素质的论断或名言。 1.10 CHECKPOINT 共两部分。第1 部分重点对“宾语”这一语法内容进行回 顾总结；第2 部分利用问句形式提出要求，让学生归纳可用于描述农业和植物 学研究过程中的“步骤”的词汇及表达。 2教材重组 2.1 将 WARMING UP部分与 SPEAKING 部分以及WORKBOOK中 TALKING 部分整合在一起上一节“口语课”。 2 2.2 将课本 PRE-READING部分、 READING 部分和 POST-READING 部分以 及 WORKBOOK中 GRAMMAR部分第 1 题整合在一
6、起上一节“精读课”。 2.3 将课本 LANGUAGE STUDY部分与 WORKBOOK 中 PRACTICIGN 部分整 合在一起上一节“语言知识”课。 2.3 将课本 LISTENING部分和 WORKBOOK中 LISTENING部分整合在一起 上一节“听力课” 。 2.4 将 INTEGRATING SKILL中 READING 部分与 WORKBOOK中 READING 部分整合在一起上一节“泛读课”。 2.5 将 INTEGRATING SKILL之 WRITING 部分与 WORKBOOK中 WRITING 部分整合在一起上一节“写作课”。 3. 课型设计与课时分配 1st P
7、eriod Speaking 2nd Period Reading 3rd Period Language Study 4th Period Listening 5th Period Extensive reading 6th Period Writing IV. 分课时教案 The First Period Speaking Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 tulip, rose, peony, strawberry, bunch, b. 重点句子 Can you tell something about each
8、 flower? Where does it come 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 能力目标 Enable students to talk about “ botany ” (including the nam
9、es, 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 学能目标 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
10、 教学重点 Help students learn to describe plants and how to grow and take care of them. Teaching difficult points 教学难点 How to help students learn more about “ botany ” , and then give descriptions. Teaching methods 教学方法 Discussion Pairwork/ Groupwork 3 Teaching aids 教具准备 Pictures, slides, a PC and a pro
11、jector. Teaching procedures -tulip; -peony; -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; t
12、hird, sunflower oil is very popular in daily life. T: Great. Lily, can you tell us something about the other three flowers? 4 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,
13、 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 “ love ” . Also, rose flower is a kind of important Chinese medicine. T: Good. As we all
14、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 y
15、ou 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
16、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 wate
17、r; then, put the seeds into the soil. After several days, the seeds come 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 Discuss
18、ion 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-presentatio
19、n 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. C
20、over 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 competing weeds usually winning out. (4) Begin to harvest carrots as “ baby ” size, thinning the row a
21、s you harvest. Once you begin picking, you can harvest as needed. Step VI Talking T: Really interesting. But how do the plants grow? 5 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 th
22、eir 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
23、into oxygen and energy-rich organic compounds. 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 Reading: Warming up In SB1(下
24、) Unit19, we have learned some knowledge about agriculture. And we have known about one of the greatest scientists in our history-Jia Sixie. Did you remember? How do we plant crops? We should plant rice in a field one year and wheat in the field next year. How do we plough? Plough deep the first tim
25、e and less deep the second time. In this unit, we will learn about scientists who are important to the history of botany and agriculture. This word “ botany” 植物学 ,is a word about plants. As we all know, there are many plants around us, such as wheat, corn, tomato, apple trees etc. Without these plan
26、ts, we can t live. But how much do you know about them? Who can tell us something about them. Student A Wheat is a kind of plant that can be make into bread, some delicious cakes which can make us full. Student B Apple trees can produce apples that can provide us vitamins which can keep our bodies f
27、it. Yes, these plants are very useful, but how do we plant them? Where are they from? It is a kind of very careful work to plant the crops and trees. Pre-reading Now let s look at the text-The birth of a science. Why was Carl Linnaeus important to the history of botany as a science? （His system of g
28、rouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers. ） While-reading Fast reading How many people are mentioned in the passage? Carl Linnaeus Daniel Solander Joseph Banks Captain Cook Careful reading (1) Keys:1D 2D 3B 4A ？ D 5C 6 Post-re
29、ading 1. How did scientists classify plants before Linnaeus? Some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not. 2. What were the goals of James Cook s first voyage around the world? To study the passing of the planet Ve
30、nus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent. 3. Why did Joseph Banks have to supply his own money to equip part of the expedition? Because the government would not pay for such a new field of sci
31、ence as botany. 4. What could be a possible explanation for the name “ strawberry”? When people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering./ berries like straw. Language Points 1. Despite his wealth, he worked to make a career in science. wealth 意为
32、 “ 财富 ” ，多用作不可数名词。 He gained his _ by printing _of famous writers. (NMET 1995) A. wealth; work B. wealths; works C. wealths; work D. wealth; works 析：根据wealth 的词性，可排除B、C； works 意为 “ 作品，著作 ” 。 2. Secondly, the purpose of the expedi-tion was to record, classify and describe all plant and animal life ob
33、served during the trip. 动词不定式可用作表语，表示主 语的具体内容，尤其可用于指未发生的情况。 The purpose of new technology is tomake life easier, _ it more difficult. (上海 2005 春) A. not making B. not make C. not to make D. nor to make 析： 两个或多个不定式表示并列或递进关系时，后面的不定式符号to 常常省略， 但当它们表示对比关系时，不定式符号to 常常保留。 本题题意为 “ 新技术的目 的是使生活更容易，而不是让生活更艰难”
34、 ，两个不定式之间是对比关系 (P1. L2) Attempts had been made by others to classify plant species into groups A.Others had made efforts for the classification of plant species. B.Others had been trying to group plant species. C.Others had attempted to classify plant species. (P1. L3) Showing how plants were relate
35、d was a complex and strange thing before Linnaeus developed his system. A.Linnaeus system made it simple and common to show how plants were related. B.Before Linnaeus developed his system, it was complex and strange to show how plants were related (P1. L6) ,Linnaeus idea of grouping plants in famili
36、es was unique. A.It is very special that he classified plants into families. B.His idea that plants should be grouped in families was unique. (P1. L9) ,although they are different at first sight. 7 Take the first look at them. (P3. L1) Born into a life of privilege, When he was born, he enjoyed a li
37、fe of privilege. (P3. L2) Many young men in his position would lead a cosy/cozy life, but young Banks had an appetite for knowledge. 1) in his position= in a higher social position like him 2) Lead a cosy life = live a comfortable life 3) have an appetite for = have a desire for =long for . (P3. L3)
38、 Despite his wealth, he worked to make a career in science. A.because he was wealthy B.even though he was wealthy C.apart from his wealth D.despite = in spite of; 尽管，不论 despite his wealth = even though he was wealthy. 2） make a career 向上爬，谋求发迹 He worked to make a career in science means He worked ha
39、rd for the cause of science. 8. (P4.L1), , the Royal Navy appointed James Cook as the commander of the Endeavour to take the members of Royal Society on an expedition to Tahiti. 1)appoint as任命 2)take the members 带领皇家学会成员 (P6. L5) ,one continent to another on a large scale. Any public demonstrations
40、on a large scale without the permission of the city authorities is antisocial. 不经市政当局的允许举行大规模游行示威是妨害社会秩序的。 (P7. L2) Wonderful discoveries had been made of strange new lands, make a discovery of He made discoveries of 300 uses for peanuts and 200 uses for sweet potatoes. 他的发现包括花生的三百种用途和红薯的二百种用途。 Wond
41、erful discoveries included new lands, (P7. L5) From behind his desk, however, he was involved in enterprises 1) From behind the desk = behind the curtain 幕后 2) be involved in ， get involved in 参与，卷入，涉及 Dont involve other people in your trouble. 别把别人牵涉进你的麻烦中去。 All the children were involved in the sc
42、hool play. 所有的孩子都参加了学校排练 的剧。 Kew: A district of western Greater London in southeast England. The famed Royal Botanic Gardens were established in 1759 and presented to the nation in 1841. 克佑区：英格兰东南部大伦敦区的西部一区。著名的皇家植物园于1759 年建 立， 1841 年被献给国家 Page32 Language study exercise 2 Keys(1)group (2)female (3)He
43、rbs (4)was appointed (5)botanical (6)was abandoned (7)globe (8)Oceania (9)enterprises (10)expense. 8 Homework Please read the text several times and then try to write something about Joseph Banks: what do we learn from him? Integrating skills Scanning Find out the important people mentioned in the t
44、ext. Charles Darwin From England Gregor Mendel From Austria Gote Turesson From Sweden Choose the best answers according to the passage 1. The research by Darwin, Mendel and Turesson shows that_ . C A. genetics is more important than the environment to plants B. genetics is less important than the en
45、vironment to plants C. both genetics and the environment are important to plants D. neither genetics nor the environment is important to plants 2. Darwin observed that the birds with _ _ would eat_ . B A. small beaks l hard seeds B broad beaks；hard seeds C. hard beaks；hard seeds Dbroad beaks；soft se
46、eds 3.Darwin joined the scientific expedition on _ C A. the Endeavour B.Tahiti Cthe Beagle Dspace 4. Scientists of the nineteenth century believed that . D Athe development of new species was behind the influence of the environment Bthe development of new species and the influence of the environment
47、 were hand in hand Cthe development of new species had nothing to do with the influence of the environment D the influence of the environment was behind the development of new species . 5. Darwin studied physics ，chemistry and botany because_ . B Ahe was invited to join scientific expedition Bhe was
48、 interested in them Che could do a lot Of experiments Dhe wanted to finish his book“ On the Origin of Species” Fill in the following blanks Scientist Research/experiment Result Charles Darwin The wild life of Galapagos, many varieties of garden roses There were differences between the species of the
49、 different islands yet all showed a clear relationship with those of America differences in habitat could lead to different species in birds as well as in plants. 9 Gregor Mendel Flowers and peas Many characteristics were passed on from one generation to the next, without influence by the environment. His research gave birth to the science of genetics. Gote Turesson A wild plant found on the Swedish west coast Found evidence for the existence of stable varieties within species in nature. He showed that differences between