【人教课标选修9】Unit 4 Exploring plants

Unit 4 Exploring plants

Period  one

Aim:

To train the students’ ability of listening and speaking.

Contents:

Step I Warming up

  Q1 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.

                  

 Mark

 Gordon

 Andrea

 
Name of the plant

 
 

 
 

 
 

 
Reason for its name

 
 

 
 

 
 

 
Its smell

 
 

 
 

 
 

 
Its shape

 
 

 
 

 
 

 
Its size

 
 

 
 

 
 

 
How it gets its food

 
 

 
 

 
 

 
Where it lives

 
 

 
 

 
 

 
What its leaves are like

 
 

 
 

 
 

 
How common it is

 
 

 
 

 
 

 
How it is pollinated

 
 

 
 

 
 

Period  two

Aim:

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 think of any other reasons?

6) What important the survival rates of plants transported long distances?

             

Period   three

Aim:

To make students master the language points in this text.

Contents:

Phrases:

1 date back to: go back to/date from

eg: This town dates back to the Rome time

2 on a large scale

3 take / find/ have/ show/ find interest in.

4 take the opportunity of doing sth

5 go on botanical expeditions

6 come into conflicts with

 be in conflicts with

7 accompany sb: keep sb company

8 on purpose / by design / by intention

  with the purpose of

9 come across

  run into / across

  meet with

10 keep sth alive

11 make a trip to s.p.

12 dress as

13 in…style

14 result in

  lead to

  bring about

15 be excited with

16 have a vast variety of

17 not only…but also

  not alone…but also

  not merely/ simply… but also

  A as well as B

  A and B as well

18 distant adj. far away in space or time 远的，遥远的

19 distance n. in the distance

   from the distance

   at a distance

keep sb. a distance

20 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

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