高二英语 Unit1《Making a difference》说课稿.docx

高二英语 Unit1《Making a difference》说课稿.docx

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高二英语Unit1《Makingadifference》说课稿

2019-2020年高二英语Unit1《Makingadifference》说课稿

Ⅰ.Teachingaimsanddemands：

1.Topic:

Talkaboutscienceandscientists

2.Function:

describingpeopleanddebating

That’scorrect.It’sclearthat…Idoubtthat…Thereisnodoubtthat…

It’shardtosay.Well,maybe,but…That’strue.

What’syouridea?

Haveyouthoughtabout…?

3.Vocabulary

undertakeanalysiswithingravitysimilarparagraph

debatescanboundaryincurableengagepromise

explorationdisabletheoryseekthat（adv.）misunderstand

scientificmethodobservematchpredictastronomer

curiousmicroscopetelescopepunishintelligentpatient

besimilartoworkongobybe/getengagedtosb.useup

goonwithdreamofturnoutbesatisfiedwith

takealookattheotherwayroundonfire

makeadifferencebecurioustodosth./aboutsth./that–clause

4.Grammar

Theinfinitiveusedaspredictive/adverbial/attribute/subject/object

Ⅱ.Theanalysisoftheteachingmaterial

Thetopicofthisunitis“makingadifference”.Inthisunit,firstwecanlearnaboutthesciencesubjectsandknowtheimportanceofeachsubject.Second,wecangetfamiliarwithsomegreatscientistsandtheirfamousquotesandachievements,suchasStephenHawking,Galileo,AlbertEinstein,ZhangHengandsoon.Third,wewillknowhowthediscoveriesandinventionsofthegreatscientistshelpusbetterunderstandtheworldandimproveourlife.Byknowingthis,studentsareencouragedtostudyhard,andtheirloveofscienceandtheirhopeofbecomingscientistsareinspired.

1.Warmingup:

Itoffersusfivepicturesofforeigngreatscientistswiththeirfamousquotes.Bylearningtheirquotesandtalkingabouttheirachievements,studentscanknowaboutthekeytosuccessandmaketheirmindstobesuccessful.

2.Listening:

Itcontains4greatmindsincludingthestudents.Infact,itprovidesthreepassagesandthestudentsareaskedtohaveaguesswhotheyare,whichissointerestingthatitmayfurtherarousethestudents’enthusiasminscience.

3.Speaking:

Thestudentsareaskedtohaveadebateaboutwhichbranchofscienceisthemostimportantandusefultosociety.Bydoingso,studentscanpracticedebatingskillsandusesomeusefulexpressionsfreely.Atthesametime,theywillfindthatknowledgeplaysanimportantpartinourdailylife.

4.Pre-readingThethreequestionsinpre-readingpavethewayforreading.

5.Reading:

ThetextdescribesHawking’sdisease,dream,achievementsandopinionsonscienceandscientificresearch.

6.Post-reading:

Theexerciseshelpthestudentsfurtherunderstandthisgreatscientist.

7.Languagestudy：

Itcontainswordstudyandgrammar.Studentswillhaveabetterknowledgeoftheusesoftheinfinitiveinthispart.

8.Integratingskills：

Itincludesreadingandwriting.Inthereadingpassage,studentscanlearnaboutcharacteristicsoffivescientistsandtheirscientificspirit.Inthewritingpart,studentsareaskedtowriteaparagraphtodescribeafavouritescientist.

9.Tips：

UnitOnealsogivesstudentssomeadviceonhowtousethescientificmethodtolearnEnglish.

10.checkpoint：

Itsumsuptheusesoftheinfinitive.

Ⅲ.Teachingarrangements

Period1&2:

Warmingup,listeningandspeaking

Period3&4:

readingPeriod5:

Languagestudy

Period6:

Integratingskillsandwriting

Notes:

1.Amending：

Inwarmingup,it’stooabstractforthestudentstotalkaboutthequotes,sowedealwithitasaunittasktothestudentsattheverybeginning―makeupacolumnaboutscientistsandtheirquotes.

2.Replacement：

Inspeaking,thetextgivesthestudentsthedebate:

Whichbranchofscienceismoreimportantandusefultooursociety?

It’stoodifficultandabstractforthestudentstocarryitout.Thereasonsareasfollows:

1）Theirvocabularyisnotlargeenough.

2）It’stoodifficulttodivideeachbranchofscienceinourdailylife.

Infact,eachbranchcan’tbedividedfromtheothers.Onlybycombiningthemtogether,canwemakeourworldmorebeautiful.

Sowechangethetopic,andaskthestudentstotalkaboutwhathashappenedinourdailylife.Thatis,shouldanuclearpowerstationbebuiltinSanmen?

Thistopiccangivethestudentslotsofspacetotalkabout.

3.Adding：

Thisunitdoesn’tgiveagoodsampleforthestudentstowriteaboutascientist.Soitisalsoverydifficultforthestudentstodothewritingwell.Becauseofthis,weaddaresearchtasktothestudentsafterfinishingthereadingmaterialNoBoundaries.（Whatisscienceandwhatisthespiritofascientist?

Doresearchonyourfavoritescientistandtrytofindoutwhatmakeshim/hersuccessful.ThestudentsareaskedtofinishthetaskbysurfingtheInternet.）Withthehelpofthefirstunittask---tomakeupacolumnaboutscientistsandtheirquotes,it’spossibleforthestudentstowriteagoodarticleaboutafavoritescientis