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

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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(bǔ)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(zé)以及它的用處。 本課的任務(wù)有兩個(gè)： 1 對(duì)課文進(jìn)行整體閱讀，培養(yǎng)學(xué)生略讀、掃讀、細(xì)讀等閱讀能力。 2 拓展學(xué)生的生物知識(shí)。 3 （二）閱讀目標(biāo) 1 知識(shí)目標(biāo) 學(xué)習(xí)課文中重點(diǎn)詞、詞組、句型和語法。 2 能力目標(biāo) 提高學(xué)生的閱讀理解能力和培養(yǎng)學(xué)生的閱讀技巧。閱讀準(zhǔn)備、略讀、掃讀、細(xì)讀等是高中學(xué)生必須具備的閱讀技能。 3 情感目標(biāo) 啟發(fā)學(xué)生對(duì)植物的關(guān)愛， 了解植物園的科學(xué)價(jià)值和作用。 （三）教學(xué)方法 采用任務(wù)型教學(xué)法，通過表演、提問、小組合作等手段，來達(dá)到教學(xué)目的。 （四）重點(diǎn)和難點(diǎn) 1 詞匯學(xué)習(xí) 1) 核心詞匯 l contain l local l cultivate l check l location l record l yearly l available l identification l hands-on l regularly 2) 拓展詞匯 l ecology l bed l setting l nursery 3) 詞組和短語 l care for l a large collection of 教學(xué)內(nèi)容 教學(xué)實(shí)施建議 教學(xué)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(fù)習(xí)手段，既能加深學(xué)生對(duì)本章節(jié)主題的理解，又能很自然過渡到對(duì)課文的閱讀。要求學(xué)生思考兩個(gè)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(xué)生回答問題的同時(shí)，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(diǎn)，既要引導(dǎo)學(xué)生學(xué)習(xí)重點(diǎn)詞匯和句型，又要提高學(xué)生的閱讀理解能力，培養(yǎng)學(xué)生的閱讀技巧。 l 要求學(xué)生帶著問題快速通讀全文，了解文章大意。 l 要求學(xué)生分段閱讀，針對(duì)各段采用提問，完成表格等不同手段進(jìn)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(xí)。 l 培養(yǎng)學(xué)生猜詞能力。在閱讀的過程中，要求學(xué)生根句上下文，推測(cè)新單詞的詞意。完成課本第54頁A1中的練習(xí)。 《牛津英語教學(xué)參考》 Post-reading 這是課文的拓展部分，對(duì)本部分的處理，建議分為兩快。 l 要求學(xué)生根據(jù)自己生活經(jīng)驗(yàn)來描述自己種植某種植物的經(jīng)歷。 l 要求學(xué)生四人或五人為一小組，課后進(jìn)行網(wǎng)上調(diào)查或?qū)嵉乜疾楹蠼榻B當(dāng)?shù)啬硞€(gè)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(guān)的完型閱讀訓(xùn)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 cacti’s 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) adopted B) adapted C) applied D) adjusted 2. A) trap B) keep C) save D) store 3. A) attack B) protection C) preservation D) defense 4. A) as B) with which C) that D) it 5. A) cycle B) group C) family D) branch 6. A) but B) and C) so D) for 7. A) example B) exception C) excerpt D) expectation 8. A) as for B) according to C) resulting from D) with reference to 9. A) Even though B) When C) As D) If 10. A) hands-on B) ideal C) enough D) proper Keys: 1. B 2. D 3. B 4. C 5. C 6. A 7. A 8. B 9. A 10. D