Unit（教案）.doc

Unit1Greatscientists.单元教学目标技能目标SkillGoalsTalkaboutscienceandcontributionsofscientistsPracticeexpressingwill,hopeandsuggestionsPracticeexpressingthestagesinexamininganewscientificideaLearntoorganizeascientificresearchLearntousethepastparticipleasthepredicative&attributePracticedescribingpeoplescharacteristicsandqualitiesDeveloptheskillsofpersuasiveanddescriptivewriting.目标语言功能句式DescribingpeopleWhatnationalityisthisscientist?Whenwashe/sheborn?Whendidhe/shedie?Whatkindoffamilydidhe/shecomefrom?Whatkindofeducationdidhe/shereceive?Whatdidhe/sheachieveinhis/herscientificwork?Whydidhe/sheachievegreatsuccess?Wasitbecauseofhis/hertalent/intelligence/hardwork/persistence/confidence/curiosity/enthusiasm/luck?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,handle,addition,link,announce,instruct,virus,construction,contribute,positive,strict,movement,god,backward,complete,spin,enthusiastic,cautious,reject,view2认读词汇infect,infectious,cholera,deadly,outbreak,clue,Cambridge,germ,certainty,creative,cooperative,NicolasCopernicus,revolutionary,calculation,loop,privately,bright-ness,persuasive,logical3词组putforward,makeaconclusion,inaddition,link.to.,apartfrom,bestrictwith,leadto,makesense,pointofview,exposeto,absorbinto,betoblame,physicalcharacteristic结构Thepastparticipleasthepredicative&attributeFindoutthefunctionsofthepastparticipleinsentences.Discoverthesimilaritiesanddifferencesbetweenthepassivevoiceofthepredicateandthepastparticipleusedaspredicative&attribute.重点句子1.JohnSnowwasafamousdoctorinLondonsoexpert,indeed,thatheattendedQueenVictoriaasherpersonalphysician.P22.Buthebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera.P23.Itseemedthewaterwastoblame.P24.Topreventthisfromhappeningagain,JohnSnowsuggestedthatthesourceofallwatersuppliesbeexamined.P35.Althoughhehadtriedtoignorethem,allhismathematicalcalculationsledtothesameconclusion:thattheearthwasnotthecenterofthesolarsystem.P66.Onlyifyouputthesuntheredidthemovementsoftheotherplanetsintheskymakesense.P77.Tohissurprise,hefoundthathecouldcrosssixofthebridgeswithoutgoingoveranyofthemtwiceorgoingbackonhimself.P44.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CopernicusRevolutionaryTheory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1stPeriodReading2ndPeriodExtensiveReading3rdPeriodLanguageStudy4thPeriodListening5thPeriodSpeaking6thPeriodWriting.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语attend,control,severe,pub,immediately,handle,instructor,pump,contribute,conclude,steamengine,virus,putforward,makeaconclusion,exposetob.重点句式Topreventthisfromhappeningagain,JohnSnowsuggestedthat.P32.Abilitygoals能力目标Enablethestudentstotalkaboutscienceandscientists.3.Learningabilitygoals学能目标Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsandhowtoorganizeascientificresearch.Teachingimportant&difficultpoints教学重难点Talkaboutscienceandscientists.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepLead-inAskthestudentstothinkofsomegreatinventionsandinventorsinhistory.T:Welcomebacktoschool,everyone.Iguessmostofyouhaveenjoyedyourholiday.MaybeIshouldsayeveryonehasenjoyedascientificlife.Why?Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nowcanyoutellmethescientistswhoinventedthelights,thegramophoneandthecomputer?S1:Edisoninventedthelightsandthegramophone.S2:ThefirstcomputerwasinventedbyagroupofAmericanscientists.StepWarmingupFirst,asksomequestionsaboutgreatscientists.Second,askallthestudentstotrythequizandfindoutwhoknowsthemost.T:Youknowourlifeiscloselyrelatedtoscienceandscientists.Webenefitalotfromthem.Canyounameoutasmanyscientistsaspossible?S1:Newton.S2:Watt.S3:Franklin.Sampleanswers:1.Archimedes,AncientGreek(287-212BC),amathematician.2.CharlesDarwin,Britain(1808-1882).ThenameofthebookisOriginofSpecies.3.ThomasNewcomen,British(1663-1729),aninventorofsteamengine.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.StepPre-readingGetthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthe studentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.T:Now,class,pleaselookattheslide.Discussthesequestionswithyourpartners.ThenIllasksomestudentstoreporttheirwork.Showthefollowingonthescreen.Whatdoyouknowaboutinfectiousdiseases?Whatdoyouknowaboutcholera?Doyouknowhowtoproveanewideainscientificresearch?Whatorderwouldyouputthesevenin?Justguess.Sampleanswer1:S1:Letmetry.Infectiousdiseasescanbespreadeasily.Theyhaveanunknowncauseandmaydogreatharmtopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,somayanimals,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sampleanswer2:S1:CholeraiscausedbyabacteriumcalledVariancholera.S2:Itinfectspeoplesintestines,causingdiarrhea,vomitingandlegcramps.S3:Themostcommoncauseofcholeraispeopleeatfoodordrinkwaterthathasbeencontaminatedbythebacteria.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.NowletsseehowdoctorJohnSnowdidhisresearch.StepReadingLetthestudentsskimthewholepassageandtrytoworkoutthemeaningsofthenewwordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonwasdevastating.Manypeoplediedwithoutknowingthereason.ItwasdoctorJohnSnowwhosavedthepeople.Pleaselookatthescreen.Letsreadthewholepassageandfindanswerstothequestions.Showthequestionsonthescreen.1.Whatconditionsallowedcholeradevelop?2.Whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason?3.WhatevidencedidJohnSnowgathertoconvincepeoplethatidea2wasright?Sampleanswers:S1:Thedirtywatermadethecholeradevelopquickly.S2:Becausepeoplecouldnotunderstanditscauseandcouldnotgetitcured.Sopeopleimaginedthatsomepoisonousgasintheaircausedthedeaths.S3:Hefoundthatmanyofthedeathswerenearthewaterpumpwhilesomeareasfarawayfromthewaterpumphadnodeaths.Sowhenpeoplewereaskednottousethewaterpump,thediseasebegantoslowdown.Inthisway,JohnSnowhadshownthatcholerawasspreadbygermsandnotinacloudofgas.StepTextanalyzingAskthestudentstoanalyzethetextingroups.T:Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsJohnSnowsstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreportyouranswers.ParagraphsStagesGeneralideas1234567Sampleanswers:S1:Mygroupsopinionisthis:stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis:JohnSnowwantedtofindthecausesofcholera.S2:Ouranswerislikethis:paragraphtwoexpressesthesecondstage“Makeupaquestion”.Thegeneralideaislikethis:JohnSnowwantedtoprovewhichtheorywascorrect.S3:“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Thegeneralideaislikethis:JohnSnowcollecteddataonthosewhowereillordiedandwheretheygottheirwater.S4:Thefourthstage“Collectresults”liesinparagraphfour.Itsgeneralideaislikethis:JohnSnowplottedinformationonamaptofindoutwherepeoplediedordidnotdie.S5:OurgroupbelieveparagraphfivecontainsthefifthstageofJohnSnowsresearch.Thegeneralideaislikethis:JohnSnowanalysedthewatertoseeifthatwasthecauseoftheillness.Sothisstageisto“Analysetheresults”.S6:Thesixthstageis“Repeatifnecessary”.Itiscontainedinthesixthparagraph.Thegeneralideaislikethis:JohnSnowtriedtofindotherevidencestoconfirmhisconclusion.S7:Thelastparagraphisabouttheseventhstage“Makeaconclusion”.Itsgeneralideaislikethis:ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera.Asksomestudentstoputtheiranswersinthechart.ParagraphStagesGeneralideas1FindaproblemThecausesofcholera2MakeupaquestionThecorrectorpossibletheory3ThinkofamethodCollectdataonwherepeoplewereillanddiedandwheretheygottheirwater4CollectresultsPlotinformationonamaptofindoutwherepeoplediedordidnotdie5AnalysetheresultsAnalysethewatertoseeifthatisthecauseoftheillness6RepeatifnecessaryFindotherevidencestoconfirmhisconclusion7MakeaconclusionThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholeraT:Nowclass.Canyoutellmewhatstyleofthepassagebelongsto?S1:Ithinkitisareport.T:Herearethreepiecesofwriting.Theybelongtodifferentwritingstyles.Nowreadandfindoutwhatstyleeachpiecebelongsto.Showthechartandthreepiecesofwritingonthescreen.ReportDescriptionCreativewritingFormallanguagewithfewadjectivesVividuseofwordswithsimilesandmetaphorsVividuseoflanguageandmoreinformalstyleNospeechexceptquotationsNospeechexcepttohelpthedescriptionSpeechtoshowfeelings,reactionsetc.NotemotionalEmotionaltodescribeatmosphereEmotionaltodescribefeelingsOnlyonemaincharacterNocharactersMayhaveseveralcharactersFactualNotfactualbutimaginativeImaginativebutcanbebasedonfactStructuralaccordingtoexperimentalmethodNotstructuredBeginning,middle,endPasttenseandpassivevoicePasttensePasttenseMakingWayOnceGoethe(歌德),thegreatGermanpoet，waswalkinginapark.Hewasthinkingaboutsomethingwhenhenoticedhecametoavery,verynarrowroad.Justatthattime,ayoungmancametowardshimfromtheotherendoftheroad.Itwastoonarrowforbothofthemtopassthroughatthesametime.Theystoppedandlookedateachotherforawhile.Thentheyoungmansaidrudely，“Inevermakewayforafool.”ButGoethesmiledandsaid,“Ialwaysdo.”Thenheturnedbackquicklyandwalkedtowardstheendoftheroad.WeatherReportHerestheweatherreportforthenext24hours.Beijingwillbefinewiththetemperaturefrom4to13.Tokyowillbefinetooandcloudylaterintheday.Thelowesttemperatureislto8.Londonwillberainyandwindylaterintheday.Thehighesttemperatureis8andthelowestis4.NewYorkwillbesunnyandcloudylaterintheday.Thetemperatureis13to19.HeartbeatingPutyourhandtotheleftsideofyourchest.Trytofeelyourheartbeating.Thehearttakesalittlerestaftereachpumporbeat.Inboysorgirlsofyourage,heartbeatsabout90timesaminute.Agrown-upsheartbeatsabout70or80timesaminute.Buttheheartbeatisdifferentinthesamepersonatdifferenttimes.Forexample,theheartbeatsfasterduringexercise.Itisalsofasterwhenapersonisangry,scared,orexcited.Duringsleep,theheartbeatslowsdown.Sampleanswers:S1:Ithinkthefirstpiece“MakingAWay”isinastyleofcreativewriting.Thesecondpiecebelongstoadescriptionstyle.Thethirdpiecebelongstoareportstyle.T:Verygood.Nowletsreturntoourtext.Whocantellmethemainideaofthispassage?S2:Ican.ClearlyittellsushowJohnSnowdefeatedthediseasecholerabydoingscientificresearch.StepHomework1.Getmoreinformationaboutsomeinfectiousdiseasesandmodernscientists.2.FinishtheExercises1,2,3onpages3and4.TheSecondPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语movement,complete,backward,spin,enthusiastic,cautious,reject,topology,leadto,makesenseb.重点句式Althoughhehadtriedtoignorethem.P7Theproblemarosebecause.P7Healsosuggestedthat.P72.Abilitygoals能力目标Enablethestudentstotalkaboutthestagesinscientificresearch.3.Learningabilitygoals学能目标Enablethestudentstoknowaboutthegeneralapproachfordoingaresearch.Teachingimportant&difficultpoints教学重难点Learnaboutthecommonstagesindoingaresearch.Teachingmethods教学方法Task-basedlearningapproach.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepIRevisionAskthestudentstoretellthetext.Samp