I 單元教學(xué)目標(biāo)
技能目標(biāo) Skill Goals
▲ Talk about botany
▲ Speak about procedures
▲ Write a description of plants
II 目標(biāo)語(yǔ)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 common?
8. Why was/is … important to …?
9. Where do … come from?
10. What could be a possible explanation for …?
詞
匯 1. 四會(huì)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(rèn)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(diǎn)詞匯
procedure, growth, merely, herb, classify, identification, male, promote, botanical, astronomy, on a large scale, accumulate, abandon, output, distinguish, appoint, calculate
語(yǔ)法 Review the object: what is used as the object; direct and indirect object
重點(diǎn)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 commander 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(xué)讓學(xué)生初步了解一些植物學(xué)方面的基礎(chǔ)知識(shí)，如植物的分類、栽培以及植物學(xué)的發(fā)展歷程等；并能夠運(yùn)用所學(xué)語(yǔ)言知識(shí)對(duì)相關(guān)話題進(jìn)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(duì)這些圖片的感知，喚醒學(xué)生對(duì)相關(guān)知識(shí)的記憶。
1.2 LISTENING 是關(guān)于綠色植物果實(shí)的分類及其食用（藥用）價(jià)值的一段錄音。 通過對(duì)這一段錄音的學(xué)習(xí)，學(xué)生可以形成對(duì)植物果實(shí)分類知識(shí)的初步了解。
1.3 SPEAKING 部分提供了三個(gè)討論話題。第1個(gè)話題要求學(xué)生按照?qǐng)D片提示描述豆類植物的種植、培育過程。第2個(gè)話題是第1個(gè)話題的延伸和拓展，學(xué)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(duì)部分植物特性的了解。第3個(gè)話題以生活中“送花”為例，進(jìn)一步訓(xùn)練學(xué)生對(duì)花卉養(yǎng)護(hù)知識(shí)的描述能力。
1.4 PRE-READING 以圖片形式呈現(xiàn)了四種植物果實(shí)形態(tài)。目的在于通過對(duì)這些植物果實(shí)的感知，讓學(xué)生進(jìn)一步了解植物學(xué)相關(guān)知識(shí)（如植物產(chǎn)地、使用價(jià)值等）。并由此引導(dǎo)出READIGN 部分的中心人物。
1.5 READING介紹了植物學(xué)（正式成為一門科學(xué)）的歷史形成過程。重點(diǎn)介紹了兩個(gè)為植物學(xué)發(fā)展做出過卓越貢獻(xiàn)的重要人物林厄尼斯與班克斯。
1.6 POST-READING 部分針對(duì)READING部分的相關(guān)內(nèi)容設(shè)計(jì)了5個(gè)小練習(xí)。第1個(gè)練習(xí)以選擇填空的形式考查學(xué)生對(duì)課文細(xì)節(jié)內(nèi)容的了解。第2-5小題以問句形式進(jìn)一步考查學(xué)生對(duì)課文重點(diǎn)內(nèi)容的了解。
1.7 LANGUAGE STUDY 該部分包括Word Study和Grammar 兩個(gè)部分，各設(shè)置了2-3個(gè)小題。Word Study 分別以同義替換（詞匯釋義）和短文填空的形式對(duì)本單元部分重點(diǎn)詞匯進(jìn)行訓(xùn)練；Grammar部分主要就前面所學(xué)“賓語(yǔ)”這一句子成分進(jìn)行鞏固性練習(xí)。該部分設(shè)置了三個(gè)小題：第1小題要求學(xué)生對(duì)所給句子中的“賓語(yǔ)”進(jìn)行辨析，以進(jìn)一步加深其對(duì)該概念的理解；第2小題著重對(duì)have something done這一句型結(jié)構(gòu)進(jìn)行訓(xùn)練；第3小題以改寫句子的形式進(jìn)一步訓(xùn)練“賓語(yǔ)”這一語(yǔ)法內(nèi)容，特別是直、間接賓語(yǔ)的用法。
1.8 INTEGRATING SKILLS分READIGN和WRITING 兩個(gè)部分。READING部分介紹了查爾斯達(dá)爾文、格雷門門德爾、約特杜爾松三個(gè)在植物學(xué)發(fā)展史上作出過重大貢獻(xiàn)的人物。WRITING 部分以dandelion為例，要求學(xué)生通過對(duì)圖片的描述了解“物種變異”方面的知識(shí)。另外，課本還提供了可供寫作時(shí)參考的段落提綱。
1.9TIPS部分是有關(guān)“科學(xué)觀察”這一科學(xué)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(diǎn)對(duì)“賓語(yǔ)”這一語(yǔ)法內(nèi)容進(jìn)行回顧總結(jié)；第2部分利用問句形式提出要求，讓學(xué)生歸納可用于描述農(nóng)業(yè)和植物學(xué)研究過程中的“步驟”的詞匯及表達(dá)。
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(yǔ)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(yǔ)言知識(shí)”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(shè)計(jì)與課時(shí)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(shí)教案
The First Period Speaking
Teaching goals 教學(xué)目標(biāo)
1. Target language目標(biāo)語(yǔ)言
a. 重點(diǎn)詞匯和短語(yǔ)
tulip, rose, peony, strawberry, bunch,
b. 重點(diǎn)句子
Can you tell something about each 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 能力目標(biāo)
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(xué)能目標(biāo)
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(xué)重點(diǎn)
Help students learn to describe plants and how to grow and take care of them.
Teaching difficult points 教學(xué)難點(diǎn)
How to help students learn more about “botany”, and then give descriptions.
Teaching methods 教學(xué)方法
Discussion
Pairwork/ Groupwork
Teaching aids 教具準(zhǔn)備
Pictures, slides, a PC and a projector.
Teaching procedures & ways 教學(xué)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 commonly 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 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 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 competing 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 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
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