I 單元教學(xué)目標（略）
II 目標語言（略）
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，如植物的分類、栽培以及植物學(xué)的發(fā)展歷程等；并能夠運用所學(xué)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(xué)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(xué)習(xí)，學(xué)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(xué)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(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(xùn)練學(xué)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(xué)生進一步了解植物學(xué)相關(guān)知識（如植物產(chǎn)地、使用價值等）。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。重點介紹了兩個為植物學(xué)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(shè)計了5個小練習(xí)。第1個練習(xí)以選擇填空的形式考查學(xué)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(xué)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(shè)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(xùn)練；Grammar部分主要就前面所學(xué)“賓語”這一句子成分進行鞏固性練習(xí)。該部分設(shè)置了三個小題：第1小題要求學(xué)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(xùn)練；第3小題以改寫句子的形式進一步訓(xùn)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(xué)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(xué)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(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(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。
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(shè)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(xué)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 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
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
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
Help students learn to describe plants and how to grow and take care of them.
Teaching difficult points 教學(xué)難點
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
Reading:
Warming up
In SB1(下) 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 time 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”植物學(xué),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 plants, 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 fit.
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 grouping 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
Post-reading
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 Venus 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 science 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意為“財富”，多用作不可數(shù)名 詞。
He gained his ____ by printing ____of famous writers. (NMET 1995)
A. wealth; work B. wealths; works C. wealths; work D. wealth; works
析：根據(jù)wealth的詞性，可排除B、C；works意為“作品，著作”。
2. Secondly, the purpose of the expedi-tion was to record, classify and describe all plant and animal life observed during the trip. 動詞不定式可用作表語，表示主語的具體內(nèi)容，尤其可用于指未發(fā)生的情況。
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：兩個或多個不定式表示并列或遞進關(guān)系時，后面的不定式符號to常常省略，但當(dāng)它們表示對比關(guān)系時，不定式符號to常常保留。本題題意為“新技術(shù)的目的是使生活更容易，而不是讓生活更艱難”，兩個不定式之間是對比關(guān)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 related 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 families 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.
Take the first look at them.
(P3. L1) Born into a life of privilege,…
When he was born, he enjoyed a life 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) 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; 盡管，不論
despite his wealth = even though he was wealthy.
2）make a career 向上爬，謀求發(fā)跡
He worked to make a career in science means He worked hard 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 … 帶領(lǐng)皇家學(xué)會成員
(P6. L5) …one continent to another on a large scale.
Any public demonstrations on a large scale without the permission of the city authorities is antisocial.
不經(jīng)市政當(dāng)局的允許舉行大規(guī)模游行示威是妨害社會秩序的。
(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.
他的發(fā)現(xiàn)包括花生的三百種用途和紅薯的二百種用途。
Wonderful 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 參與，卷入，涉及
Don't involve other people in your trouble.
別把別人牽涉進你的麻煩中去。
All the children were involved in the school play. 所有的孩子都參加了學(xué)校排練的劇。
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.
克佑區(qū)：英格蘭東南部大倫敦區(qū)的西部一區(qū)。著名的皇家植物園于1759年建立，1841年被獻給國家
Page32 Language study exercise 2
Keys(1)group (2)female (3)Herbs (4)was appointed (5)botanical (6)was abandoned (7)globe (8)Oceania (9)enterprises (10)expense.
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 text.
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 environment 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 D．broad beaks；soft seeds
3.Darwin joined the scientific expedition on _____ ． C
A. the Endeavour B.Tahiti C．the Beagle D．space
4. Scientists of the nineteenth century believed that . D
A．the development of new species was behind the influence of the environment
B．the development of new species and the influence of the environment were hand in hand
C．the 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
A．he was invited to join scientific expedition
B．he was interested in them
C．he could do a lot Of experiments
D．he 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 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.
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 plants of one species occurred as a result of the environmental conditions in their habitat.
The text can be divided into four parts
Part I Pa1-3: Darwin and his research.
Part II Pa4-5: Mendel and his experiment.
Part III Pa6: Turesson and his study
Part IV Pa7: the importance and significance of the research of the three.
Important sentences in the passage
1. It was Darwin’s visit on the Beagle to the Galapagos Isles that gave him the key to his new theory.
2. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants.
3. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.
4. It would take a next generation of scientists to bring the importance of the environment on species back in view.
Homework
Make some observations of the plants somewhere in the wild areas as required in the textbook, but make sure you are in a safe distance. Make notes of your impressions of the plants. For this task, you can work in groups or pairs in a corporative way, and you must think of ways to describe what you have seen or done.
Grammar
Revision
Joseph Banks was born into a wealthy family, and he could have led a life of privilege, but from an early age, he had an appetite for knowledge, he wanted to make a career in science, he chose to pursue his passion to the full, so he devoted his money to the career, he took pain and effort to join the exploration, collecting every possible information about plants, he helped to develop the royal gardens into one of the greatest botanical gardens in the world, etc. He really contributed a lot to the science of botany. His devotion, his pursue for knowledge, his sacrifice will forever encourage us to embrace greater dream, to study and work hard to make our country richer, stronger and more beautiful.
Tell what is used as the Object.
Born in 1743, Joseph Banks played an important role in botanical research in the eighteenth century.
(2) Even before going to Oxford in 1760, Banks showed an appetite for knowledge.
As a member of the Royal Society, the 25-year-old Banks paid 10,000 pounds for the equipment of the expedition.
(4) The Royal Society gave him the opportunity he had been waiting for.
Do you know who else joined Banks on the expedition with Captain Cook in 1768?
(6) In 1772 he went on an expedition with a fellow student.
He asked explorers to send him new plant species from around the world, which he included in the collection at Kew Garden.
(8) He enjoyed spending hours in the greenhouses at Kew, among the strange plants from Southeast Asia.
The first “Tea Roses” from China came in a wide variety of pink tones, and it was Joseph Banks who introduced them to England at the end of the eighteenth century.
(10) As a reward for his contribution to botany, Joseph Banks had a flower named after him.
Homework
Prepare for the next lesson: pre-read the pictures on Page 169 WORKBOOK and do the first two exercises after class.
Writing
Different habitat, different dandelion
As shown in the picture, dandelions take on different appearances in different habitats. The first picture shows a hot, dry habitat, in which the dandelion grows low, with thin, yellowish flowers and narrow light green leaves; while the second one
shows a wet and cool habitat, in which
the dandelion is taller with rich but bright yellow flowers and broader leaves. So we can reach a conclusion like this: plants change their appearance and adapt to the new environment if moved from one habitat to another.
Homework
1． Read and try to remember the sentences used to describe observations in TIPS (Page 36).
2． Finish the tasks ASSESSING on Page 176 in the WORKBOOK.
Teaching aids 教具準備
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