选修9 Unit 4 Exploring plants词汇教学
最新人教版选修九unit4《exploring plants》教案.doc
英语：Unit4《Exploring plants》教案（1）（新人教版选修9）教学内容： Plant exploration in the 18th and 19th centuries语言材料分析：本册书针对的是高三学生。
本节为本单元第二课时，主要介绍了欧洲18和19世纪的植物探险。
本文简要地介绍一些著名的探险家和他们所取得的成果。
文章属于总─分的结构。
通过本文的学习，学生可以扩大视野，了解一些植物探险方面的知识。
但是这篇文章篇幅上很长，信息量很大对学生理解该文造成了一定的难度。
因此，在本课前要考虑这一问题，帮助高三学生提高阅读速度和对细节信息的分析。
Teaching goals:nguage target:A. Key words and phrase:exotic, conflict, container, restriction, date back to, appeal toB. Key sentencesa. Collecting “exotic” plants, as they are called, dates bake to the earliest times.b. However, it was not until the eighteenth and nineteenth centuries that the exploration of the botanical world began on a large scale.c. One of the collectors was Father Farges, who collected 37 seeds from a tree that has appealed to him.d. The European classes took great interest in collecting plants.e. Large numbers of seeds failed to grow after long sea voyages.2.Ability goalsA.Students get some information on plant exploration.B.Students get the main idea, find and infer information according to thereading material.C.Students express their ideas after reading.D.Students help, cooperate and communicate with each other.Teaching important pointsTo enable students to understand the reading material by using predicting, skimming, scanning, analyzing, summarizing and inferring after reading.Teaching difficult points1. To enable students make use of given information to express their opinions on the passage.2. Help students observe language points and prepare for the grammar revision.Teaching methodsTask-based learning approach, competition, group work, discussionTeaching aidsMulti-media computer platform, group cardsTeaching proceduresStep 1. Lead-in (3’)A. Divide the whole class into small groups.B. A video clipFocus: To arouse students’ interest and give the task to students.Step 2. Pre-reading (3’)Predict according to the title.The author may tell us _____ in this passage.A. some plants from other countriesB. the events happening in plant explorationC. how to explore plantsD. famous plant collectorsFocus: Students can make prediction after observing the title carefully.Step 3. While readingPart 1. Fast readingRead for the main idea and solve the task given in pre- reading. (Students work in groups and work out the questions).Part 2. Detailed reading (20’)(Students write down the words, phrases and sentences they can’t understand and work in groups to solve them and work out the multiple choices questions). Task 1. Scanning1. Plant collectors met many difficulties except_______.A. diseases and near-starvationB. the conflicts with local peopleC. restrictions on the movement of EuropeansD. lack of money2. Who is not a collector mentioned in the passage?A. Father d’Incarville.B. The Queen of England.C. Robert Fortune.D. E H Wilson.3. The following plants were taken to Europe except_______.A. the tree of HeavenB. the Dove TreeC. the tea plants4.The first recorded plant exploration happened _______.A. in the 18th centuryB. about 1500 years agoC. about 3500 years agoD. about 2500 years agoFocus: To develop students’ ability to search for detailed information.Task 2. Analyzing1. The passage is organized in the order of ______.A. timeB. placeC. characterFocus: To develop students’ ability to analyze the whole passage.Task 3. Inference1. What do you think the author will talk about if he adds a paragraph to this passage?A.The effects of the plant exploration in the 18th and 19th centuries.B. The plant exploration in the 20th century.rmation about the Dove Tree.Focus: To help students read beyond the reading material and make their own judgment according the reading material.Task 4. Language observation1. What is the meaning of the underlined part in the sentence “One of thecollectors was Father Farge, who collected 37 seeds from a tree that had appealed to him”?A. that surprised himB. that he had never seen beforeC. that attracted himD. that he thought was very valuable2. The earliest record of plant exploration in history dates from 1500 BC. The earliest record of plant exploration in history ____ ____ ____1500 BC.3. People didn’t begin to explore plants on a large scale until the 18th and 19th centuries.It was ____ ____ the 18th and 19th centuries that people began to exploreplants on a large scale.4. The parts in red are used as______ in the sentences.A. the subjectB. the objectC. the predicative1.He collected seeds of trees.2. French Catholic missionaries were beginning to set themselves up in China.3. The European classes took great interest in collecting plants.4. Large numbers of seeds failed to grow after long sea voyages.5. … often we do not realise that many of them come from countries far away. Focus: To help students infer the meanings according to the context.To help students observe the feature of the object and prepare for the grammar learningStep 4. Post-readingHelp Liang Qiming find out who made the greatest contribution in plant exploration in the 18th and 19th centuries.1.Discussing in groups2.Giving opinions.Step 5. Assignments1.Try to add a short paragraph as the end of the passage.2. Get some information about plant exploration in the 20th and 21st centuries on the Internet.。
2018-2019学年高二英语新人教版选修9学案：Unit 4 Exploring plants-词汇篇(教师版)
Unit 4 Exploring plants 词汇篇一. 词汇1. seal n.印章,封条,海豹v.盖印,封闭,猎海豹1). The envelope was firmly sealed.这个信封封得很严实。
2). The seal on this bottle is broke n.这个瓶上的密封纸破开了。
3). This document carries the royal seal.这份文件上盖有王室印章。
4). The letter bears the seal of the king.这封信有国王的封印。
5). This award has set the seal on a successful stage career.获此奖标志着舞台生涯成就的顶峰。
6). The putty gives a good seal round the window.窗户四周泥的油灰密封效果很好。
7). The deal needs the government's seal of approval.这一交易需经政府批准。
8). Our foil packets seal the flavor in.我们用锡纸包装以保持原味。
2. appeal n.恳求,上诉,吸引力v.求助,诉请,呼吁1). He was appealing for funds to build a new school.他在恳求拨款修建一所新学校。
2). His lawyer decided to take an appeal to a higher court.他的律师决定向高一级法院上诉。
3). She appealed to the high court against her sentence.她不服判决而向高等法院上诉。
4). Does jazz hold any appeal for you?你对爵士乐有兴趣吗？5). The new fashion soon lost its appeal.那种新式样不久就失去了吸引力。
Unit 4 Exploring plants-Listening教学课件(人教选修9)
Here’s a photo of it. Look at this part here. It’s shaped like a pitcher. It’s actually a leaf even though it looks like a flower. It’s really clever---the insects are attracted by the sweet smell coming from what they think is a flower. But it’s a trap.
4. In 40 years’ time we might not have
any rainforests left on earth. T
5. People can make more money from harvesting rainforest plants than from
cutting down the rainforests. T
E: Anne, we hear a lot these days about how quickly tropical rainforests are disappearing.
LISTENING TEXT
THE DESTRUCTION OF TROPICAL RAINFORESTS Ed Walker (E) is interviewing Dr Anne Butler (A) about the destruction of tropical rainforests.
选修9 Unit 4 Exploring plants词汇教学
postpone【语境展示】阅读下列句子，并试着归纳postpone的意思及用法。
1. Bad weather forced us to postpone Friday's game.2. We've had to postpone going to France because the children are ill.3. They decided to postpone their holiday until next year.【自我归纳】postpone 是动词，意为“延迟，延期，暂缓”，可直接跟________或动词-ing 形式作宾语（句1、句2），也常与until连用（句3）。
【即学即练】翻译下列句子。
1. 这场比赛已经三度延期了。
2. 让我们在获得更多情报之后再做决定也不迟。
3. 我们将不得不把会议推迟到下周举行。
Key：【自我归纳】名词【即学即练】1. The game has already been postponed three times.2. Let's postpone making a decision until we have more information.3.We'll have to postpone the meeting until next week.rot【语境展示】阅读下列句子，并试着归纳rot的意思及用法。
1. Candy will rot your teeth.2. The trees were cut and left to rot.3. The window frame had rotted away completely.4. A man's mind can rot in prison.5. The wood must not get damp as rot can quickly result.6. The team has enough good players to stop the rot.7. It was after he left the company that the rot set in.【自我归纳】rot既可作动词也可作名词。
最新人教版高中英语选修9 unit 4《exploring plants》单元教案.doc
Unit Four Exploring plants课程标准中的内容标准：本单元的话题是“自然界中的植物及植物探索的历史”，内容涉及“18世纪和19世纪的植物探索”，“花朵及其动物传媒”等。
教学细目:1（情感目标）通过阅读和师生互动，让学生了解在不同时期人类对自然界中的植物进行探索的情况，介绍了这一时期相关的著名人物所从事的具有挑战性的工作。
鼓励追求科学真理的意义。
2（交际）通过听说学习如何表达情感如惊奇，厌恶的用语。
3（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。
4（写作）通过阅读，学习利用网络关系图中所给的要点，组织信息，写介绍说明性的短文。
5（语法）通过复习，熟练掌握宾语和双宾语的用法。
Part One单元重点知识点I. 重点单词和词组P. 31Words: courtyard, balconyPhrases: adjust toP. 32Words: exotic, distant, goods, scale, conflict, missionary, endeavour, anchor, tight, seal, portable, containerPhrases: date back to, send away, bring back, become interested in, set...up, comeacross, large numbers of,P. 33Words: restriction, fluency, shave, botanistPhrases: appeal to, be excited with, a variety ofP. 34Words: lower, beardPhrases: result in,P. 35Words: ripe, irrigation, weed, string, postpone, pyramid, monumentP. 36Words: pitcher,P. 37Words: rot, pollinatorP. 38Words: evolve, evolution, nectar, wasp, beetle, bat, moth, typical, petal, tube, delicate, fragrant, daisy, odorless, dull, musty, fruity Phrases: take place, adapt to, depend on, give outII. 重点句型见表1.1.7III. 重点语法复习非限制性定语从句：能理解非限制性定语从句的意义和功能，能正确区分限制性定语从句和非限制性定语从句的区别，从而正确使用非限制性定语从句。
高中英语 Unit 4 Exploring plants教案 新人教版选修9
Unit 4 Exploring plantsPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES)IntroductionIn this period, after warming up, students will first be introduced to gardening. Then they will be helped to read an exposition about plants exploratio n. While reading the form of the language is stressed.Three “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. Objectives■To help students learn to express emotions(wonder, disgust)■To help students learn to read an expositionabout plants exploration■To help students better understand“plants”■To help students learn to use some important words and expressions■To help students identify examples of the direct object and indirect object in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1Warming up⑴Warming up by defining plantsWe see plants every day. But what are they?Plants are a major group of living things (about 300,000 species), including familiar organisms such as trees, flowers, herbs, and ferns. Aristotle divided all living things between plants, which generally do not move or have sensory organs, and animals.⑵Warming up by talking about different gardensGardens vary in forms and functions. How many can you see in your area?⑶Warming up by discussing plant explorationPlant Exploration is the search for new, undiscovered plants. The principal objective of most plant exploration expeditions is to provide germplasm resources for existing breeding programs, biotechnology, and conservation. Insight must also be used to identify new species or those that have not been evaluated on this2. Pre-reading by getting to know what a garden isA garden is a planned space, usually outdoors, set aside for the display, cultivation, and enjoyment of plants and other forms of nature. The garden can incorporate both natural and man-made materials. The most common form is known as a residential garde n. Western gardens are almost universally based around plants. Zoos, which display wild animals in simulated natural habitats, were formerly called zoölogical gardens. Some traditional types of eastern gardens, such as Zen gardens, use plants sparsely or not at all.Gardening is the activity of growing and maintaining the garde n. This work is done by an amateur or professional gardener. A gardener might also work in a non-garden setting, such as a park, a roadside embankment, or other public space.3. Reading for formsRead the text PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES to: cut/ the sentence into thought groups, blacken the predicative, darken the connectives and underline all the useful expressions.4. Copying expressions and making sentencesYou are asked to copy all the useful expressions into your notebook after class as homework. You may make your own sentences with each of these expressions.5. Reading and transformingRead the text again to complete the chart to fill in the topic sentence of each6. Making a diagram of PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES and retelling it in your own words7. Closing down by taking a quiz。
(英语)人教版选修9教案：Unit4 Exploring plants S1
Unit 4 Exploring plantsPart 2 Teaching Resources第二部分教学资源Section 1 Backgrounds f or Unit 4 Exploring plants1.Importance of PlantsPlants form the basic food staple for all life forms. They a re the major source of food and oxygen on earth, since no animal can supply these necessary components without p lants. Th e cattle we eat as beef, feed on grasses and the fish we eat, consume algae and are therefore dependen t on plants for well being. Other important uses of plants include, providing shelter for animals, providing materials for clothing (cotton fibers), paper products, medicines and other chemicals, producing coal from once living plant materi al, reducing wind speed and noise level s, and reducing soil erosion and water runoff.2. The life cycle of a plantThe life cycle of a plant varies depending on the individual species. There are, however, certain requirements for life that most plants need. The growth of a plant is dependent upon light, water, oxygen, car bo n dioxide, minerals in the soil, temperature and microbes in the soil. Light, water, and carbon dioxide are needed for photosynthesis which produces food for the plant. Oxygen is needed when it is dark, because the plant then needs oxygen to maintain itself.。
人教版 选修9unit 4 Exploring plants知识点
9. quantity It’s quality not ~ that really counts.
in large ~
在沙漠中，需要大量的水。
A large ~ of water is
needed in desert.
Large quantities of water are
现在急需要大量的参考书。
因为孩子生病，Biblioteka 不得不推迟去法国。 He had to postpone going to France because his
child was ill.
the Dove Tree
2. passed/hand on /down 传递
Please pass on the ball to Mike. We should pass the good traditions down
6. 现在分词短语做伴随状语 他们又说又笑地走进房间。 Laughing and talking, they went into the room.
他给我发了电子邮件，希望得到进一步的信息。
He sent me an e-mail, hoping to get further information.
A. was B. are C. were D. had been
4 .scale 尺度,衡量, 天平,等级；比例（尺）;规模 He put the meat on the ~s. The ~ of this map is one centimeter to one kilometer. the ~ to measure one’s abilities
人教版 选修9unit 4 Exploring plants知识点
人教英语选修九同步课件：Unit4Exploringplants单元重点小结4
重点单词重点短语重点句型重点语法交际功能1. distant a".远的;远处的2. goods m货物3._____________________ conflictn.斗争;冲突4. 醐紧的;紧密的5. container 门•容器6. shave 讥\& 切•剃活ij7. thunderstorm 门•雷雨;雷暴& ____9. appeal 〃.（对某人）有吸引力;求助io. beard门•胡须11. postpone 必推迟;延迟12. evolve vt.& 发展;进展;进化13.attach必缚上;系上;附加14.typical adj典型的;有代表性的15.delicate adj.精巧的;脆弱的;微妙的16 fragrant a qf/.芬芳的;香的重点单词重点短语重点句型重点语法交际功能1.date back to 追溯到，远在... 年代2.appeal to （对某人）有吸引力;呼吁3 give out 发出（气味.热等）:分发4. result in 导致 ] 5. be adapted to 使适应6.on a lar S e scale大规模的重点单词重点短语重点句型重点语法交际功能7. come across 偶遇8.be attached to 血寸上，依恋1.The plants in our gardens look so familiar that often we do not realize that many of them actually come from countries far away. 我们花园里的植物看起来如此熟悉以至于通常我们没有意识到它们中的很多都是来自遥远的国家。
2.Cook called the baby where the Endeavour had anchored Botany Bay. 库克把“奋进号”船的抛锚地称为植物湾。
人教版高中英语选修9Unit4Exploringplantsreading教学课件27张
Mangrove tree 红树
精编优质课PPT人教版高中英语选修9 Unit 4 Exploring plants reading教学课件(共27张PPT)(获 奖课件 推荐下 载)
pitcher plant
（猪笼草）
Flesh-eating plant
Venus Flytrap
（捕蝇草）
精编优质课PPT人教版高中英语选修9 Unit 4 Exploring plants reading教学课件(共27张PPT)(获 奖课件 推荐下 载)
Fast reading:
What happened in these years?
the Queen of Egypt sent ships to gather
1.In 1500 BC,plants, animals and other goods.
flower
精编优质课PPT人教版高中英语选修9 Unit 4 Exploring plants reading教学课件(共27张PPT)(获奖课件推荐下载)
精编优质课PPT人教版高中英语选修9 Unit 4 Exploring plants reading教学课件(共27张PPT)(获奖课件推荐下载)
精编优质课PPT人教版高中英语选修9 Unit 4 Exploring plants reading教学课件(共27张PPT)(获奖课件推荐下载)
Plant collectors may face the
Detailed reading knowledgeable
Chinese national
transfer pollen and fertilize plants
Pre-reading
Plant from elsewhere
人教版高中英语选修9Unit4Exploringplantsreading教学设计
人教版高中英语选修9Unit4Exploringplantsreading教学设计人教版高中英语选修9 Unit 4 Exploring plants reading 教学设计教学目标1. Knowledge goal:Students can get some information on plants and plant exploration in the 18th and 19th centuries.2. Ability goals:a. Students can get the main idea, find and infer information according to the textb. Students can express their ideas after discussionc. Students can help, cooperate and communicate with each other.3. Emotion goals:Strengthen the students’ sense of national pride ;Qualities to succeed: ambitious, brave , knowle dgeable, courageous, legal…学情分析Some basic words and grammar have been grasped and students need to contin ue improving the skills of speaking and reading重点难点1. To have a good understanding of the text, including the details and main id eas of each paragraph .2. How to improve the students’ reading ability by using different reading strat egies: predicting, skimming, scanning, analyzing, summarizing and inferring afte r reading.教学过程教学活动【导入】Exploring plantsQuestion: Can you tell the name of the flower?(by showing the students’ some pictures of flowers and plants: tulip (郁金香),r ose, peony(牡丹), sunflower, lily(百合),Mangrove tree (红树),pitcher plant(猪笼草),Venus Flytrap (捕蝇草))【讲授】Exploring plantsStep 1 : RevisionFind the words according to the English meanings.1. vt. transfer pollen and fertilize plants2. adj. from elsewhere3. n. struggle; fight4. n. effortExplain the words in English.1.distant adj.2.goods n.3.seal vt.4.appeal adj.Focus: to be well prepared for the textStep 2: Warming upQuestion: Can you tell the name of the flower?(by showing the students’ some pictures of flowers and plants: tulip (郁金香),r ose, peony(牡丹), sunflower, lily(百合),Mangrove tree (红树),pitcher plant(猪笼草),Venus Flytrap (捕蝇草))Focus: to arouse the students’ interest in plantsStep 3: Pre-readingQuestions:1.Why do some people call tomatoes “Fanqie”?2. Is it native plant or from another country?3. Can you give some other plants which come from other countries?Predict what the passage is about according to the title .The author may tell us ______ in this passage.Focus: ①students can get some information on plant exploration from daily fo od and fruit.②students can make prediction after observing the title carefully. Step 4: While readingPart 1 : Fast reading:What happened in these years?1.In 1500 BC,2.In the 1740s,3.In1751,4.In1784,Part 2 : Detailed readingTask 1: What’s the main idea of each paragraph? Match the correct parts of the sentences.Para.1 : When plant collecting began.Para.2: French Catholic missionaries collected plants in China in the 18th c entury.Para.3: The famous British plant collector, Sir Joseph Banks.Para.4: When and where plant collecting began on a large scale.Para.5: Wardian casePara.6: Problem of keeping plants alive on long tripsPara.7: Father Farges and the Dove TreePara.8: How Robert Fortune introduced Chinese tea to the WestPara.9: Many European plant collectors collected manyplants to Western g ardens.Task 2: Skimming and scanning:(1).Plant collectors may face the following difficulties except ______.A. Disease and near- starvationB. Conflicts with the local peopleC. Severe environmentsD. Lack of money(2). Who is not a collector mentioned in the passage?A. Father d’IncarvilleB. The Queen of EgyptC. Robert FortuneD. E H Wilson(3). The following plants were taken to Europe except_______.A.The tree of HeavenB.The Dove TreeC.The tea plantsFocus: to develop the students ’ability to search for the detailed readingTask 3: AnalyzingThe passage is organized in the order of _____.A. timeB. placeC. characterFocus: to develop the students ’ability to analyze the whole passage.Task 4: Inference (推断)What do you think the author will talk about if he adds a paragraph to this p assage?A. Information about the Dove treeB. The plant exploration in the 20th centuryC. The effects of the plant exploration in the 18th and 19th centuries Focus: to help students read beyond the reading material and make their own j udgment according to the reading material.Step 5: SummaryThe passage is about.Qualities to succeed:.【活动】Exploring plantsTeam discussion:1.Do you know why plants are important for human beings? (food﹑clothing﹑medicine﹑gardening﹑shelter…)2. Which is your favorite plant? Why?eg. Rose is my favorite flower. Because red roses indicate warmth and love. Focus: ①to help students practise their oral English. ②to develop the studen ts’abilities to cooperate and communicate with each other.【练习】Exploring plantsExerciseⅠ.Find the words according to the English meanings.1. _________vt. transfer pollen and fertilize plants2. ________ adj. from elsewhere3. _________n. struggle; fight4. __________n. effortExplain the words in English.1.distant adj. ____________2.goods n. __________3.seal vt. __________4.appeal adj. _________Ⅱ. Part 1 : Fast reading:What happened in these years? Complete the sentences.1.In 1500 BC,2.In the 1740s,3.In1751,4.In1784,5.In 1833,6.Between 1843 and 1859,7.During the second half of the 19th century,8.In 1897,9.In 1899,Part 2 : Detailed readingTask 1: What’s the main idea of each paragraph? Match the correct parts of the sentences.Para.1 : When plant collecting began.Para.2: French Catholic missionaries collected plants in China in the 18th c entury.Para.3: The famous British plant collector, Sir Joseph Banks.Para.4: When and where plant collecting began on a large scale.Para.5: Wardian casePara.6: Problem of keeping plants alive on long tripsPara.7: Father Farges and the Dove TreePara.8: How Robert Fortune introduced Chinese tea to the WestPara.9: Many European plant collectors collected many plants to Western g ardens.Task 2: Skimming and scanning:(1).Plant collectors may face the following difficulties except______.A. Disease and near- starvationB. Conflicts with the local peopleC. Severe environmentsD. Lack of money(2). Who is not a collector mentioned in the passage?A. Fa th er d’IncarvilleB. The Queen of EgyptC. Robert FortuneD. E H Wilson(3). The following plants were taken to Europe except_______.A.The tree of HeavenB.The Dove TreeC.The tea plantsTask 3: AnalyzingThe passage is organized in the order of _____.A. timeB. placeC. characterTask 4: Inference (推断)What do you think the author will talk about if he adds a paragraph to this p assage?A. Information about the Dove treeB. The plant exploration in the 20th centuryC. The effects of the plant exploration in the 18th and 19th centuries【测试】Exploring plants(1).Plant collectors may face the following difficulties except ______.A. Disease and near- starvationB. Conflicts with the local peopleC. Severe environmentsD. Lack of money(2). Who is not a collector mentioned in the passage?A. Father d’IncarvilleB. The Queen of EgyptC. Robert FortuneD. E H Wilson(3). The following plants were taken to Europe except_______.A.The tree of HeavenB.The Dove TreeC.The tea plantsTask 3: AnalyzingThe passage is organized in the order of _____.A. timeB. placeC. characterTask 4: Inference (推断)What do you think the author will talk about if he adds a paragraph to this p assage?A. Information about the Dove treeB. The plant exploration in the 20th centuryC. The effects of the plant exploration in the 18th and 19th centuries【作业】Exploring plantsHomework:1.Get some information about plant exploration in the 20th and 21th centuries on the Internet.2. Underline the key words , phrases and sentences in the textFocus: ①to develop the students’ ability to collect information on the Internet.②to help students prepare for the language points study.。
人教版 选修9unit 4 Exploring plants知识点
It was for this reason ____ her uncle moved out of New York and settled down in a small village. A. which B. why C. that D. how
11. appeal to 吸引；引起兴趣；呼吁；求助于
警察呼吁群众不要惊慌。 The police appealed to the crowd not to panic. 他请求她的宽恕[同情] He appeal to her for mercy [sympathy].
我们不应诉诸于武力。 We shouldn’t appeal to arms [force]. 他决定向另一法院上诉。 He decided to appeal to another court.
typical adj. 典型的, 象征性的 grasp typical cases 抓典型 Hamlet is a typical character in Shakespeare’s plays.
be ~ of sb. to do sth. It’s ~ of him to have a sound sleep when we have English classes. It was ~ of her to forget.
他们正在大规模地备战。 They are preparing for war on a large scale.
Unit 4 Exploring plants-Reading教学课件(人教选修9)
When: In 1769
Who: Sir Joseph Banks
What: Banks_co_l_l_ec_te_d__l_ots of plants none of which had been recorded by_E_u_r_o_p_e_a_n_s .
A change
When: nineteenth centuries Who: Dr Nathaniel Ward’s
the air? 3. some plants eat meat? 4. some plants need animals to
pollinate them?
5. some plants grow on other plants? 6. plants are adapted to live in
specific environments? 7. people buy plants that come from
P4è,0r0e0Psapuecl iGmueinlsla. ume Farges (1844 - 1912)
Dove Tree
Ernest Henry Wilson (1876 - 1930)
Scan the title of the reading passage and the pictures and predict what it is about?
during the 18th and 19th centuries.
3. French Catholic missionaries were beginning to set themselves up in China by the middle of the 18th century.
人教版高三英语选修9 Unit 4 Exploring plants 全单元教案
Unit 4 Exploring plantsPeriod oneAim:To train the students’ ability of listening and speaking.Contents:Step I Warming upQ1 What do you know about plants?Q2 Do you know what kind of plant don’t have flowers?Q3 Do you know what kind of plant have roots that live in the air?Q4 Do you know what kind of plant need animals to pollinate them?Q5 Do you know what kind of plant grow on other plants?Q6 Do you know that people buy plants that come from other countries for their gardens?Q7 Do you know that a new plant does not always grow from a seed?Step II Listen and discuss:First give some photos of the plants and then ask students answer the following question.(Page 38)Q1 How would you describe each plant?Q2 What do you think is unusual about each plant?Q3 One of the pictures shows pitcher plants and another shows “Living stones”which picture shows which plant?Now listen to Mark，Gordon and Andrea telling their class about these plants.Which students talk about which plants?Listen again and complete the table with the correct information.Period twoAim:To make students understand the text.Plant exploring in the 18th And 19th centuries.Contents:Q1 What is each paragraph about?Q2 Write down the topic of each paragraph in your own words.Q3 What happened in these years? Complete the sentences on page 33.Q4 Answer there question in groups.1) Why was there a lot of plant collecting in the 18th and 19th centuries?2) How did French missionaries come to be plant collection?3) What were some of the negative aspects of plant collecting expeditions?4) Transporting plants over long distances was a big problem, why was this?5) Why did many plants fail to reach their destinations alive? Can you thinkof any other reasons?6) What important the survival rates of plants transported long distances? 0Period threeAim:To make students master the language points in this text.Contents:Phrases:1 date back to: go back to/date fromeg: This town dates back to the Rome time2 on a large scale3 take / find/ have/ show/ find interest in.4 take the opportunity of doing sth5 go on botanical expeditions6 come into conflicts withbe in conflicts with7 accompany sb: keep sb company8 on purpose / by design / by intentionwith the purpose of9 come acrossrun into / acrossmeet with10 keep sth alive11 make a trip to .12 dress as13 in…style14 result inlead tobring about15 be excited with16 have a vast variety of17 n ot only…but alsonot alone…but alsonot merely/ simply… but alsoA as well as BA andB as well18 distant adj. far away in space or time 远的，遥远的19 distance n. in the distancefrom the distanceat a distancekeep sb. a distance20 scale n. 1) balance for weighing磅秤2) relative size, extent, scope规模，程度on a large / small scale大/小规模on the scale of … to…按…的比例to a scale按一定比例to a scale of … to…按…的比例21 appeal to 1）恳求，恳请I am appealing on behalf of the refugees.我代表那些难民提出恳求He appeal to us for help.他恳求我们的帮助2）诉诸，诉之于Appeal to the law / a higher court3）事物引起（人的）兴趣，有吸引力，投入所为Does the film appeal to you?n. make an appeal to 吸引, 诉之于Sentence structures1.It was not until the eighteenth and nineteenth centuries that the explorationof the botanical world began on a large scale.2.Not only did Fortune introduce over 120 species of plants to western gardensbut he also shipped 20000 tea plants from…Period FourAim:To make students understand the textFlowers and their animal pollinatorsContents:I. Questions:1)What is the text about?2)What do the pictures show you?3)What is the chart about?4)What is the advantage for animal of visiting flowers?5)Who do some plants need animals?6)How does an animal pollinate a flower?7)What is nectar?8)What kinds of animals are most flowers pollinated by?II. Language points1.over time 随着时间的推移over the weekend 整个周末里over these years 在这些年里2.reward sb with sth用…回报某人3.attach… to依附于…上4.pass on to把…往下传5.adapt to 使…适应The spokesman adapts his speech to suit the interests of his audience.He has adapted to the climate here.6.describe … as 把…描述成7.guide sb to .把…领到…nd on 登陆9.provide sb. with sth向…提供provide sth for sb.provide for 养活，规定III. Difficult sentences1)Pollen becomes attached to the animals during its visit to a flower and is thenpassed on to another plant’s blossom on its next visit.动物接触一朵花后,花粉就附着在它身上,动物接触下一种植物的花时就把这些花粉传到花朵上.2)Through evolution, most flowers have become adapted to attract specific typesof pollinators.通过进化,大部分花朵变得适于吸引特殊种类的花粉传播者.。
高中英语(人教版)选修九 Unit4 Exploring plants同步课件教案课件教案和测试(参考)教案U4S2
Unit 4 Exploring plantsPart 2 Teaching Resources第二部分教学资源Section 2 Notes to difficult sentences from Unit 4Exploring plants1．Collecting “exotic” plants，as they are called，dates back to the earliest times．收集“异国”植物，人们这样称呼他们，可以追溯到远古时期。
句中as they are called是非限制性定语从句，as是关系代词，起连接作用，同时作从句中的主语补语。
请看关系代词as的其它例句：I received the same grade as you did. Those as want to can come with me. I received the same grade as you did. Those as want to can come with me. 2．However，it was not until the eighteenth and nineteenth centuries that the exploration ofthe botanical world began on a large scale．然而，直到十八、十九世纪植物学世界的探险活动才开始大规模进行。
句中it was not until…that…意思是：在...以前一直(不...),...以后才。
例如：It was not until he was thirty that he started to paint. 他直到三十岁才开始绘画。
3．Large numbers of seeds failed to grow after long sea voyages or trips across land between Asia and Europe. 大量的种子在跨越亚洲和欧洲之后没能成功地生长。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
postpone
【语境展示】阅读下列句子，并试着归纳postpone的意思及用法。
1. Bad weather forced us to postpone Friday's game.
2. We've had to postpone going to France because the children are ill.
3. They decided to postpone their holiday until next year.
【自我归纳】postpone 是动词，意为“延迟，延期，暂缓”，可直接跟________
或动词-ing 形式作宾语（句1、句2），也常与until连用（句3）。
【即学即练】翻译下列句子。
1. 这场比赛已经三度延期了。
2. 让我们在获得更多情报之后再做决定也不迟。
3. 我们将不得不把会议推迟到下周举行。
Key：
【自我归纳】名词
【即学即练】
1. The game has already been postponed three times.
2. Let's postpone making a decision until we have more information.
3.We'll have to postpone the meeting until next week.
rot
【语境展示】阅读下列句子，并试着归纳rot的意思及用法。
1. Candy will rot your teeth.
2. The trees were cut and left to rot.
3. The window frame had rotted away completely.
4. A man's mind can rot in prison.
5. The wood must not get damp as rot can quickly result.
6. The team has enough good players to stop the rot.
7. It was after he left the company that the rot set in.
【自我归纳】rot既可作动词也可作名词。
rot 作动词时，意为：①________（常用搭配为rot away）（句1-句3）；②腐化，
堕落（句4）。
rot 作名词时，意为：①腐烂，腐败变质（句5）；②形势恶化，腐化，堕落（常用搭配为stop the rot, the rot set in）（句6、句7）。
【拓展】rotten adj.意为：①腐败的，腐烂的，腐朽的；②恶劣的，非常糟糕的；
③不舒服，不适。
如：
The apples went rotten very quickly.
The film was pretty rotten.
I'm not getting up. I feel really rotten.
【即学即练】根据汉语意思补全下列句子。
1. 棚屋已塌陷，木头在腐烂。
The shed had already fallen in, and
________________________________.
2. 我们下定决心要制止社会上的腐败现象。
We are determined to _____________________.
3. 这些香蕉一星期后会腐烂。
These bananas ______________.
Key:
【自我归纳】（使）腐烂，腐败变质
【即学即练】
1. the wood was rotting away
2. stop the rot in our society
3. will rot / go rotten in a week
evolve
【语境展示】阅读下列句子，并试着归纳evolve 的意思及用法。
1. The school has evolved its own style of teaching.
2. Popular music evolved from folk songs.
3. The company has evolved over the years into a major chemical manufacturer.
4. Fish evolved from prehistoric sea creatures.
5. The dolphin has evolved a highly developed jaw (下颌).
【自我归纳】evolve 是动词，意为：①（使）逐渐形成，逐步发展，逐渐
演变（常与介词from 或________连用）（句1-句3）；②进化，进化形成
（常与介词from连用）（句4、句5）。
【即学即练】根据汉语意思补全下列句子。
1. These plants ____________________________ ( 进化了数百万年).
2. This research project _______________________ (从一个概念发展而来) first proposed in 1987.
3. It _________________________ (从一种野草进化而来).
Key:
【自我归纳】into
【即学即练】
1. evolved for millions of years
2. evolved from a concept
3. evolved from a wild grass
date back to
【归纳】date back to意为“追溯到……，远在……年代”，在句中作谓语时，常用一般现在时，通常不用被动语态。
如：
Our partnership dates back to 1960.
【拓展】
★date back意为“追溯到，始于，自……至今”。
如：
The custom dates back hundreds of years.
★date from意为“从……的时候就存在，追溯到，开始于”，与date back to用法一样。
如：
The church dates from the 13th century.
【即学即练】根据汉语意思补全下面句子。
1. 这个古老的传统可以追溯到几个世纪前。
___________________________________________several centuries.
2. 这座城堡建于7世纪中叶。
This castle __________________________________________________
参考答案
【即学即练】
1. This old tradition can date back
2. dates back to / from the middle of the 7th century。