高二英语上学期unit1整单元的教案.docx
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高二英语上学期unit1整单元的教案
Unit1Makingadifference
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.LanguagestudyItcontainswordstudyandgrammar.Studentswillhaveabetterknowledgeoftheusesoftheinfinitiveinthispart.
8.IntegratingskillsItincludesreadingandwriting.Inthereadingpassage,studentscanlearnaboutcharacteristicsoffivescientistsandtheirscientificspirit.Inthewritingpart,studentsareaskedtowriteaparagraphtodescribeafavouritescientist.
9.TipsUnitOnealsogivesstudentssomeadviceonhowtousethescientificmethodtolearnEnglish.
10.checkpoint
Itsumsuptheusesoftheinfinitive.
Ⅲ.Teachingarrangements
Period1&2:
Warmingup,listeningandspeaking
Period3&4:
reading
Period5:
Languagestudy
Period6:
Integratingskillsandwriting
Notes:
1.AmendingInwarmingup,it’stooabstractforthestudentstotalkaboutthequotes,sowedealwithitasaunittasktothestudentsattheverybeginning―makeupacolumnaboutscientistsandtheirquotes.
2.ReplacementInspeaking,thetextgivesthestudentsthedebate:
Whichbranchofscienceismoreimportantandusefultooursociety?
It’stoodifficultandabstractforthestudentstocarryitout.Thereasonsareasfollows:
1)Theirvocabularyisnotlargeenough.
2)It’stoodifficulttodivideeachbranchofscienceinourdailylife.
Infact,eachbranchcan’tbedividedfromtheothers.Onlybycombiningthemtogether,canwemakeourworldmorebeautiful.
Sowechangethetopic,andaskthestudentstotalkaboutwhathashappenedinourdailylife.Thatis,shouldanuclearpowerstationbebuiltinSanmen?
Thistopiccangivethestudentslotsofspacetotalkabout.
3.AddingThisunitdoesn’tgiveagoodsampleforthestudentstowriteaboutascientist.Soitisalsoverydifficultforthestudentstodothewritingwell.Becauseofthis,weaddaresearchtasktothestudentsafterfinishingthereadingmaterialNoBoundaries.(Whatisscienceandwhatisthespiritofascientist?
Doresearchonyourfavoritescientistandtrytofindoutwhatmakeshim/hersuccessful.ThestudentsareaskedtofinishthetaskbysurfingtheInternet.)Withthehelpofthefirstunittask---tomakeupacolumnaboutscientistsandtheirquotes,it’spossibleforthestudentstowriteagoodarticleaboutafavoritescientist.
Ⅳ.Teachingprocedures
Period1&2:
Warmingup,listening&speaking
Goals:
1.Toencouragethestudentstalkaboutthescienceandscientists
2.Todevelopthestudents’abilityoflisteningforinformation
3.Toenablethestudentstohaveabetterunderstandingoftheimportanceofscience.
Teachingprocedures
Step1.Warmingup
Task1.Classwork
T:
Nicetoseeyouagain.Imissyouverymuch.AndI’mgladtomeetsomenewstudentshere!
Nicetomeetyou!
T:
Whatmakesyougettogetherhere/getapartwithyourformerclassmates?
Someofuslearnarts/sciencewhileotherslearnscience/arts.
Task2Classwork
1.Whatareartssubjects?
Whataresciencesubjects?
Task3.Pairwork
Whydoyoulearnarts/science?
I’mgood/poorat…
Iprefer…to…
I’minto…
BecauseIlike/dislike...
Iwanttobe
Myparentswantmeto…
Mydreamis…
Task4.Individualwork
Whatisyourdream?
Whatwillyoudotomakeyourdreamcometrue?
Step2.Listening
Pre-listening
Havingheardyourdreams,Iamgladtoknowallofyouhavegreatmind.I’msureonedayyou’llbecomegreatminds(greatmen/women).Beforewerealizeourdreams,weshouldlearnaboutsomegreatmindsfirstsothatwecanfollowthem,doyouthinkso?
Task1.Classwork
Whatgreatscientistsdoyouknow?
Task2.Individualwork
Enjoythevideo,listencarefullyandfindoutwhoarementionedinthevideo.
(Copernicus,Galileo,KeplerandNewton.)
Task3Pairwork
Enjoyoncemore.Whataretheyfamousfor?
Task4Individualwork
Listentothethreepassages,finishtheexercisesandtalkaboutthescientists.
Enjoyavideoanddothelisteningcomprehensiononthescreen.
Step3.Speaking
ThankstothediscoveryofMadamCurie----Uranium(showtheslide)andtheequationofEinstein(slide),nuclearpowerstationcanbebuiltnowadays.ItisreportedanuclearpowerstationisbeingbuiltinSanmen.Someonesaysitisagoodthing,whileothersdon’tthinkso.(Showslidestohelpthestudentslearnmoreaboutthedisadvantagesandadvantagesofit.)
Task1Groupwork
Debating(ShouldanuclearpowerstationbebuiltinSanmen?
)
Thefollowingusefulexpressionmaygivethestudentshelp.
That’scorrect.It’sclearthat…Idoubtthat…
That’strue.It’shardtosay.Well,maybe,but…
Thereisnodoubtthat…What’syouridea?
Haveyouthoughtabout…?
Step4.Homework
1.FinishofftheWBlistening.
2.Makeupacolumnaboutscientistsandtheirquotes
Period3&4:
Pre-reading,reading&post-reading
Goals:
1.TogettoknowsomethingaboutthefamousscientistStephenHawking.
2.TolearnthespiritofHawking
3.Todevelopsomebasicskillsofreading
TeachingProcedures
Step1.Pre-reading
Task1:
Classwork
Duringthelastperiod,wetalkedaboutalotofscientistsandtheirgreatachievements.
Canyouuseoneadjectivetodescribescience?
Doyouknowanydisabledscientist?
Todaywearegoingtotalkaboutadisabledscientist.
Task2.Classwork
Enjoythevideoandguesswhoheis.
Doeshemovehislipswhilespeaking?
Task3.Individualwork
Listenandanswer:
1).Howdoeshemakeaspeechwithoutmovinghislips?
(throughaspeechcomputer)
2)WhatisitthatHawkingdoesn’tlikeabouthisspeechcomputer?
(ItgiveshimanAmericanaccent.)
Step2.Reading
T:
DoyouwanttoknowmoreaboutHawking?
S:
Yes.
T:
Whatdoyouwanttoknowabouthim?
S:
hisfamily,hisachievements…
T:
TurntoP3
Task1:
Groupwork
Skimthetextandgiveonewordtoeachparagraph.
Task2:
Individualwork
1)Howwouldordinarypeoplefeelwhentheyweretoldthattheyhadanincurabledisease?
2)WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
3)WhatisHawking’sdream?
4)ReadPara3andPara4.Fillintheblanks.
5.Whatarethestepsofthescientificmethod?
6.Howdopeoplemisunderstandscience?
7.WhatisHawking’sopinionaboutscience?
Task3.Groupwork
NowweknowthatinHawking’sopinioneventhebesttheorycanturnouttobewrong.
1.SupposeHawking’stheoryofBlackHoleswasfoundwrongbyhimself,wouldheadmitit?
Haveadiscussionandgiveyourreasons.
2.Showthestudentsthefactwiththeslide.
Task4.Classwork
Howdoyouunderstandthetitle“Noboundaries”?
Suggestedanswers:
Unansweredquestionshavenoboundaries.
science
inthinking.
imagination.
Therearenoboundaries
betweentruthandfalsehood(谬误)
thehealthyandthedisabled.
Step4.Homework:
Groupworkresearchwork
Whatisscienceandwhatisthespiritofascientist?
Doresearchonyourfavoritescientistandtrytofindoutwhatmakeshim/hersuccessful.
UsealibraryortheInternettofinishtheresearchwork.
http:
//www.luminari