高中英语 Unit 1 Great Scientists教案.docx
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高中英语Unit1GreatScientists教案
浙江省诸暨市草塔中学高中英语Unit1GreatScientists教案
Ⅰ.单元教学目标
技能目标SkillGoals
▲Talkaboutscienceandcontributionsofscientists
▲Practiceexpressingwill,examininganewscientificidea
▲Learntoorganizeascientificresearch
▲Learntousethepastparticipleasthepredicative&attribute
▲Practicedescribingpeople’scharacteristicsandqualities
▲Developtheskillsofpersuasiveanddescriptivewriting
Ⅱ.目标语言
功
能
句
式
Describingpeople
Whatnationalityisthisscientist?
Whenwas?
Whendiddidluck?
词汇
1．四会词汇
engine,characteristic,theory,scientific,examine,conclude,conclusion,analyse,repeat,defeat,attend,expose,cure,control,absorb,test,severe,valuable,pump,pub,blame,immediately,,link,announce,instruct,virus,construction,contribute,positive,strict,movement,god,backward,complete,spin,enthusiastic,cautious,reject,view
2．认读词汇
infect,infectious,cholera,deadly,outbreak,clue,Cambridge,germ,certainty,creative,cooperative,NicolasCopernicus,revolutionary,calculation,loop,privately,bright-ness,persuasive,logical
3．词组
putforward,makeaconclusion,inaddition,link...to...,apartfrom,bestrictwith,leadto,makesense,pointofview,exposeto,absorbinto,betoblame,physicalcharacteristic
结
构
Thepastparticipleasthepredicative&attribute
Findoutthefunctionsofthepastparticipleinsentences.
Discoverthesimilaritiesanddifferencesbetweenthepassivevoiceofthepredicateandthepastparticipleusedaspredicative&attribute.
重
点
句
子
1.JohnSnowwasafamousdoctorinLondon—soexpert,indeed,thatVictoriaas.P2
2.But,JohnSnowsuggestedthatthesourceofallwatersuppliesbeexamined.P3
5.Although:
thattheearthwasnotthecenterofthesolarsystem.P6
6.Onlyifyouputthesuntheredidthemovementsoftheotherplanetsintheskymakesense.P7
7.Tohimself.P44
Ⅲ.教材分析和教材重组
1.教材分析
本单元主要话题是Howtoorganizescientificresearch。
旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。
1.1WarmingUp通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2Pre-reading通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3Reading介绍英国著名医生JohnSnow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。
通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4Comprehending共设计了四个题型。
1.5LearningaboutLanguage共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。
第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6UsingLanguage由两部分组成：
Listeningandspeaking是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Readingandwriting是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2．教材重组
2.1将WarmingUp，Pre-reading,Reading和Comprehending三部分整合为一节“精读课”。
2.2将UsingLanguage中的Copernicus’RevolutionaryTheory和Workbook中的FINDINGTHESOLUTION整合为一节“泛读课”。
2.3将LearningaboutLanguage中的Discoveringusefulstructures和Discoveringusefulwordsandexpressions以及Workbook中的USINGSTRUCTURES和USINGWORDSANDEXPRES-SIONS整合为一节“语言学习课”。
2.4将UsingLanguage中的Listening与Workbook中LISTENING和LISTENINGTASK三个部分整合为一节“听力课”。
2.5将UsingLanguage中的Speaking与Workbook中的TALKING和SPEAKINGTASK三个部分整合为一节“口语课”。
2.6将UsingLanguage中的ReadingandWriting以及Workbook中的WRITINGTASK整合为一节“写作课”。
3.课型设计与课时分配
1stPeriodReading
2ndPeriodExtensiveReading
3rdPeriodLanguageStudy
4thPeriodListening
5thPeriodSpeaking
6thPeriodWriting
Ⅳ.分课时教案
TheFirstPeriodReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
attend,control,severe,pub,immediately,,exposeto
b.重点句式
Topreventthisfrom,JohnSnowsuggestedthat...P3
2.Abilitygoals能力目标
Enablethestudentstotalkaboutscienceandscientists.
3.Learningabilitygoals学能目标
Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsand
Askthestudentstothinkofsomegreatinventionsandinventorsinyoutellmethescientistswhoinventedthelights,thegramophoneandthecomputer?
S1:
Edisoninventedthelightsandthegramophone.
S2:
ThefirstcomputerwasinventedbyagroupofAmericanscientists.
StepⅡWarmingup
First,asksomequestionsaboutgreatscientists.Second,askallthestudentstotrythequizandfindoutwhoknowsthemost.
T:
Youknowourlifeiscloselyrelatedtoscienceandscientists.Webenefitalotfromthem.Canyounameoutasmanyscientistsaspossible?
S1:
Newton.
S2:
Watt.
S3:
Franklin.
Sampleanswers:
4.GregorMendel,Czech,abotanistandgeneticist.
5.MarieCurie,PolishandFrench,achemistandphysicist.
6.ThomasEdison,American,aninventor.
7.LeonardodaVinci,Italian,anartist.
8.SirHumphryDavy,British,aninventorandchemist.
9.ZhangHeng,ancientChina,aninventor.
10.StepperHawking,British,aphysicist.
StepⅢPre-reading
Getthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.
T:
Now,class,pleaselookattheslide.Discussthesequestionswithyourpartners.ThenI’llasksomestudentstoreporttheirwork.
Showthefollowingonthescreen.
Whatdoyouknowaboutinfectiousdiseases?
Whatdoyouknowaboutcholera?
Doyouknowscientificresearch?
Whatorderwouldyouputthesevenin?
Justguess.
Sampleanswer1:
S1:
Letmetry.Infectiousdiseasescanbespreadeasily.Theyunknowncauseandmaydogreatcholera.
S2:
Itinfectspeople’sintestines,causingdiarrhea,vomitingandlegcramps.
S3:
Themostcommoncauseofcholeraispeopleeatfoodordrinkwaterthatcontaminatedbythebacteria.
S4:
Choleracanbemildorevenwithoutsymptoms,butaseverecasecanleadtodeathwithoutimmediatetreatment.
Sampleanswer3:
S1:
Iknowsth.aboutit.Firstweshouldfindtheproblem.Then,thinkofasolution.
S2:
Weshouldcollectasmuchinformationaspossible.
S3:
Analyzingresultsisthemostimportantstage.
S4:
Beforewemakeaconclusion,itisnecessaryforustorepeatsomestagesorprocesses.
Sampleanswer4:
S1:
Ithink“Findaproblem”shouldbethefirststage.
S2:
“Makeupaquestion”shouldfollowthefirststage.
S3:
“Thinkofamethod”,“Collectresults”and“Analyzeresults”areafterthat.
S4:
Ofcourse,before“Makeaconclusion”,weshould“Repeatifnecessary”.
T:
Welldone!
Whenwewanttosolvesomeproblems,firstweshouldfindouttheproblem,dosomeresearchonit,proveyourfindings,andthenmakeaconclusion.Thisisascientificandobjectivewayofresearching.Nowlet’sseeSnowdidthenineteenthcenturyLondonwasdevastating.Manypeoplediedwithoutknowingthereason.ItwasdoctorJohnSnowwhosavedthepeople.Pleaselookatthescreen.Let’sreadthewholepassageandfindanswerstothequestions.
Showthequestionsonthescreen.
1.Whatconditionsallowedcholeradevelop?
2.Whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason?
3.WhatevidencedidJohnSnowgathertoconvincepeoplethatidea2wasright?
Sampleanswers:
S1:
Thedirtywatermadethecholeradevelopquickly.
S2:
Becausepeoplecouldnotunderstanditscauseandcouldnotgetitcured.Sopeopleimaginedthatsomepoisonousgasintheaircausedthedeaths.
S3:
Hefoundthatmanyofthedeathswerenearthewaterpumpwhilesomeareasfarawayfromthewaterpumppeoplewereaskednottousethewaterpump,thediseasebegantoslowdown.Inthisway,JohnSnowthatcholerawasspreadbygermsandnotinacloudofgas.
StepⅤTextanalyzing
Askthestudentstoanalyzethetextingroups.
T:
Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsJohnSnow’sstagesingroups,andthenreportyouranswers.
Paragraphs
Stages
Generalideas
1
2
3
4
5
6
7
Sampleanswers:
S1:
Mygroup’sopinionisthis:
stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis:
JohnSnowwantedtofindthecausesofcholera.
S2:
Ouranswerislikethis:
paragraphtwoexpressesthesecondstage“Makeupaquestion”.Thegeneralideaislikethis:
JohnSnowwantedtoprovewhichtheorywascorrect.
S3:
“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Thegeneralideaislikethis:
JohnSnowcollecteddataonthosewhowereillordiedandwheretheygottheirwater.
S4:
Thefourthstage“Collectresults”liesinparagraphfour.Itsgeneralideaislikethis:
JohnSnowplottedinformationonamaptofindoutwherepeoplediedordidnotdie.
S5:
OurgroupbelieveparagraphfivecontainsthefifthstageofJohnSnow’sresearch.Thegeneralideaislikethis:
JohnSnowanalysedthewatertoseeifthatwasthecauseoftheillness.Sothisstageisto“Analysetheresults”.
S6:
Thesixthstageis“Repeatifnecessary”.Itiscontainedinthesixthparagraph.Thegeneralideaislikethis:
JohnSnowtriedtofindotherevidencestoconfirm.
S7:
Thelastparagraphisabouttheseventhstage“Makeaconclusion”.Itsgeneralideaislikethis:
ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera.
Asksomestudentstoputtheiranswersinthechart.
Paragraph
Stages
Generalideas
1
Findaproblem
Thecausesofcholera
2
Makeupaquestion
Thecorrectorpossibletheory
3
Thinkofamethod
Collectdataonwherepeoplewereillanddiedandwheretheygottheirwater
4
Collectresults
Plotinformationonamaptofindoutwherepeoplediedordidnotdie
5
Analysetheresults
Analysethewatertoseeifthatisthecauseoftheillness
6
Repeatifnecessary
Findotherevidencestoconfirm
7
Makeaconclusion
ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera
T:
Nowclass.Canyoutellmewhatstyleofthepassagebelongsto?
S1:
Ithi
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