高二英语unit11教案.docx

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高二英语unit11教案

Unit11Scientificachievements

I.单元教学目标

技能目标Goals

Talkaboutscienceandscientificachievement

Practiseexpressingintentionsandwishes

LearnaboutWordFormation

(1)

Writeapersuasionessay

II.目标语言

 

1.Talkaboutscienceandscientists

2.Practiseexpressingintentionsandwishes

IfIgotthemoney,Iwould……

Myplanisto…….

Ihopethat…….

Iwant/wish/hope/intend/planto……

I’dliketo……

I’mthinkingof……

 

词汇

1.四会词汇

Engineering,solar,significant,mankind,constitution,likely,zone,private,grasp,master,perfect,arrange,rely,failure,locate,valley,brand,luggage,achieve,organ,boom,breakthrough,agency,announce,evolution,supercomputer

2.认读词汇

NeilArmstrong,AlexanderGBell,eureka,economic,hi-tech,technological,overseas,IT,Lenovo,Founder,silicon,Nokia,Motorola,rejuvenate,impressive,genome,element,byte,humanoid

3.词组

setfoot(in),relyon,putforward,

4.重点词汇

significant,likely,private,grasp,master,perfect,arrange,rely,failure,locate,achieve,

breakthrough,announce

结构

Wordformation

1.WhatevergreatachievementsthefuturemayhaveinstoreforChina,itislikelythatmanyofthemwillbeborninnorthwesternBeijing.

2.Notallthenewcompaniescansucceed,butthespiritandcreativitytheyrepresentaremoreimportantthanmoney.

III.教材分析与教材重组

1.教材分析

通过学习了解人类的科学成就,帮助学生认识到这些成就深刻地改变了人类生产和生活的方式及质量,同时也深刻地改变了人类的思维观念和对世界的认识,改变并继续改变着世界的面貌,极大地推动了社会的发展。

激发学生学科学,爱科学,把科学知识转化成科技成果,报效祖国,为祖国的繁荣富强贡献自己的力量。

1.1WARMINGUP通过讨论一些科学成就,帮助学生认识到这些成就怎样改变了我们生存的世界,对我们又将有什么样的影响以及所有科学成就的共同之处是什么。

1.2LISTENING是一些科学发明的具体事例。

1.3SPEAKING是一个任务型教学活动。

提供了4种科研项目,让4位同学做为代表发言,通过介绍和辩论,说明自己的项目最重要,从而学会表达自己的意图和希望。

1.4PRE-READING是开放性问题,要求学生开动脑筋,勤于思考,小组讨论找出问题答案。

1.5READING是关于中关村科技园的介绍。

通过学习了解中关村的发展,激发学生的民族自豪感。

教育学生要以振兴民族产业为己任,为改变中国这个拥有13亿人口的大国的科技面貌产业,为由“中国制造”向“中国创造”迈进而努力学习。

1.6POST-READING第一个题是5个选择题,目的是训练学生的事实核对能力;第二题是开放性问题比较中关村—中国的硅谷和美国硅谷的异同,此题可以很好的培养学生自主学习的习惯,还可以训练学生的概括能力,训练学生开放性思维,要求学生学会多角度的去思考问题,更能开阔学生的思路,丰富学生的视野。

1.7LANGUAGESTUDY分词汇和语法两部分。

其中,Wordstudy是一个英语释义练习,旨在培养学生的英语思维能力,有助于养成英语思维的习惯。

Grammar构词法知识介绍。

本单元的语法训练设计是从易到难,呈阶梯状,由构词法知识介绍到篇章中的猜词义连习,设计得非常科学,可操作性强。

1.8INTEGRATINGSKILLS中的Reading介绍了近十几年来中国在不同领域取得的一些重大成就。

WRITING部分要求学生给《现代科学》(ModernScience)杂志写一篇关于最伟大科学成就的文章,说明原因并且解释为什么你认为它是最伟大的。

1.9TIPS介绍了怎样写persuasionessay。

2.教材重组

2.1将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。

2.2把WARMINGUP作为SPEAKING的热身练习,将WARMINGUP与SPEAKING整合在一起,通过谈论科学成就,讨论最重要的科学成就,练习表达自己的观点和愿望,上一节“口语课”。

2.3将LISTENING和WORKBOOK的LISTENING结合在一起,上一节“听力课”。

2.4把PRE-READING,READING和POST-READING放在一起上一节阅读课。

2.5将INTEGRATINGSKILLS设计为一节“综合实践课

(一)”。

2.6将WORKBOOK的INTEGRATINGSKILLS设计为一节“综合实践课

(二)”。

3.课型设计与课时分配(经教材分析,本单元可以用6课时教完)

1stPeriodGrammar

2ndPeriodWarmingup,Speaking

3rdPeriodListening

4thPeriodReading

5thPeriodIntegratingSkills

(1)

6thPeriodIntegratingSkills

(2)

IV.分课时教案

TheFirstPeriodGrammar

Teachinggoals教学目标

1.Targetlanguage目标语言:

LearntheGrammar---Wordformation(I)

2.Abilitygoals能力目标:

Studythewaysofformingawordandenlargestudents’vocabulary.

3.Learningabilitygoals学能目标:

Enablestudentstousecontextcluesandwhattheyknowaboutwordpartstoguessthemeaningofnewwords.

Teachingimportantpoints教学重点

Thewaysofformingaword.

Teachingdifficultpoints教学难点

Howtoguessthemeaningofanewword.

Teachingmethods教学方法

Explainingandpractising

Teachingaids教具准备

1.aprojector2.acomputer

Teachingprocedures&ways教学过程与方式

StepILeadin

T:

Goodmorningafternoon,class!

Ss:

Goodmorningafternoon,Mr/Ms…

T:

Inthisclass,wearegoingtostartUnit11Scientificachievements.Nowpayattentiontothetwowords.Willyoupleasetellmehowthetwowordsareformed?

S1“Scientific”istheadjectiveformof”Science”.

S2:

“Achievement“isthenounformof“achieve”.

T:

Observethemcarefully;canyouexplainhowtheyareformed?

S3:

”Science”isanoun,ifweadd–fictoit,thenwegetitsadjective.

S4:

“achieve”isaverb.Ifweadd–menttoit,wegetitsnoun.

T:

Excellent!

Thatishowthetwowordsareformed.Thebasicpartofanywordistheroot;toit,youcanaddaprefixatthebeginningand/orasuffixattheendtochangethemeaning.Forexample,intheword"unflattering,"therootissimply"flatter,"whiletheprefix"un-"makesthewordnegative,andthesuffix"-ing"changesitfromaverbintoanadjective(specifically,aparticiple).Thisisthegrammarwearegoingtolearninthisclass.(ShowWordFormationonthepowerpoint.)

StepIIGrammar

Askstudentstoobservethegivenwordscarefullyandfindouthowwordsareformed.

T:

Howdolearnersimprovetheirvocabulary?

Therearenosupershortcutstovocabulary,buttherearevariousformsofsupport.Hereisoneexample.Increasingyourvocabularyissoimportantthatyoujustcan'tforgetaboutit.Don'tburyyourheadinthesand.OK..Pleaselookatthefollowingwordsandtellhowtheyareformed.(ShowthefollowingwordsonthePowerPoint.)

∙affix

∙infix

∙prefix

∙suffix

Teacherexplainsthefollowing.

T:

Whatdothesewords(nouns)haveincommon?

Ss:

Allofthemcontaintheroot“fix”.

T:

Well,theydohaveanumberofthingsincommon.Let'ssettleforthemostobvious,the'fix'attheend.Soifwesplitthem,thisiswhatweget

∙af+fix

∙in+fix

∙pre+fix

∙suf+fix(ThesewillbeshownonthePowerPoint)

T:

Whatdoes'fix'mean?

Ss:

Fixmeansattachto,fasten,stick,glue.

T:

Whatabout'af','in','pre','suf'?

in'and'pre'areunderstandable,aren'tthey?

'in'aroom,'in'asentence,'in'aword.

'pre'meansbeforelikeinpre-war,pre-school,premature.

Sowhatdoinfixandprefixactuallymean?

infix-toattachsomethinginside(aword).prefix-toattachsomethingatthebeginningof(aword)

Whatabout'af'and'suf'?

That'sabitmoredifficulttoexplain.'af'isactuallyfromthebeginningtheLatinword'ad',andthemeaningisthesameastheEnglishwordadd.Add4and5andyouget9.

'suf'istheLatinword'sub',likeinsubmarine,subway,suburb.Themeaningisunder,after(outside).

Whyhavethedin'ad'andthebin'sub'changedintof?

Thereasonisreallyquitesimple.'adfix'and'subfix'aredifficulttopronounce.Thereiseconomyineverything!

Yousimplyleaveoutthedandtheb,butinordertomarktheirexistencethewordsarespeltwithanextraf.

Sowhatdoaffixandsuffixactuallymean?

Ss:

affix-toattachsomethingto(aword)

suffix-toattachsomethingattheendof(aword)

T:

Wehavenowfixedthefixes,haven'twe?

affix-somethingyouadd(stick)toaword

Therearethreekindsofaffixes:

addedinsidetheword-infix

addedatthebeginningoftheword-prefix

addedattheendoftheword–suffix

Ss:

What'sthisgoodforthen?

T:

Well,therearethousandsofwordswithprefixesandsuffixes.Theinfixesarefewerandlessusefultoyou.

TheEnglishvocabularybasicallyconsistsofwordsofLatinandGermanicorigin.Thereareprefixesinbothgroups.

Ifyouknowthebasicmeaningofaprefixorasuffixyoucanoften'guess'themeaningofanEnglishword.TherearealimitednumberofLatinprefixesandsuffixes.Ifyoulearnthemeaningofthem,andlearntorecognizetheminEnglishwords,youwillincreaseyourvocabularymuchfaster.

HerearesomeofthemostcommonLatinprefixes(forthemeaningsoftheLatinroots,lookupthewordsinagooddictionary):

(ShowthefollowingonthePowerPoint.)

ab

(away)abstain,absent,absolve

ad

(to)adverb,advertisement,advance,adjoin

in/il-/im-/ir-

(not)incapable,indecisive,intolerable,illegal,impossible,irrugular

inter

(between,among)international,interactioninterdependent,interprovincial

pre

(before)prerecorded,prefaceprefer

post

(after)postpone,postscript,postwar

sub

(under,notquite)subsoil,subscription,suspect,subway,subnormal

trans

(across,toachangedstate)transfer,transit,translate,transport,transform

StepIIIPractice

T:

Areyoureadyforsomeexercises?

OpenyourbooksandlookatPage6.Let’sdotheexercises.Let’sdoExercise1first.Howarethesewordsformed?

(OrshowthefollowingwordsonthePowerPoint).

international=inter-+nationaltelephone=tele-+phone

mankind=man+kindbroadband=broad+band

extremely=extreme+-lymanned=man+-ed

hi-tech=high+technologyemail=electronicmail

IT=informationtechnologyCSA=ChineseSpaceAgency

S1:

Ithinkinternationalandtelephoneareformedinthesameway.Weaddprefixinter-tonationalandtele-tophone.

T:

Good!

Whatabouttheothers?

S2:

Mankindandbroadbandareformedinthesameway.Eachismadeupoftwowords.

S3:

Extremelyandmannedareformedbyaddingasuffix.

S4:

Hi-techistheshortenedformofhightechnologyande-mailistheshortenedformofelectronicmail.

S5:

ITstandsforinformationtechnology.Weusethefirstlettersofthetwowordstoformanewone.WeusethefirstlettersofChineseSpaceAgencytoformthewordCSA.

T;Welldone.Soweknowthatwordsareformedintheseways.Whenyoucomeacrossanewword,youcaneasilyguessthemeaning.Ok,let’scometoExercise2.

Dealwiththerestofexercisesinthesameway.

StepIVWorkbook

StepVWORDFORMATIONEXERCISES

(Ifthereisn’tenoughtime,pleaseprintitoutandgivethehandoutstostudentsashomework)

T:

I’mverygladyou’vedonetheexercisesquitewell.Wouldyouliketotrysomedifficultones?

Nowlookatthefollowingexercises.Youaregiven8minutes.Thenwewillchecktheanswerstogether.Ifyouhaveanydifficulty,youmayworkwithyourpartnerorrefertoadictionary.

(Showthefollowingexercisesonthepowerpoint.)

Usethewordattheendofeachgaptoformanewwordwithwhichtofillthegap.Whiledoingthise

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