高一英语教案下学期Unit16d.doc

新人教版高一英语下 Unit 16 Scientists at workReading教案一、 教学背景分析1学生情况分析 本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。2. 单元背景分析 随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。通过学习伟人的事迹，走近科学家的精神世界，学习科学家为寻求真理的献身精神，求是精神，树立向上的学习和生活态度，培养学生高尚的情操。二、教学目标分析语言知识词汇：学习并使用一些与science 和scientists有关的词汇。语法：进一步了解一词多义现象与合成词的构成。功能：学习如何就某一事物给予别人指导与说明。话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。语言技能听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。情感态度与文化意识（1）.进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。（2）.引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。（3）.指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。（4）.意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。学习策略指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。三、 教学内容分析 本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。四、 教学重点与难点1重点：（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用 Dont do / Dont forget to / Make sure / Remember that / Do be careful of等结构进行讨论、对话与表演。（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ Its good / bad / harmful for / Its dangerous / expensive / important / unnecessary/ It brings people / It can help people（3）.能继续运用各种阅读微技能进行有效的阅读， 同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative essay的写作。2难点（1）.如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。（3）.如何更加有效的掌握并运用一些key words and expressions, such as make /do an experiment on, comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on. （4）.如何能使议论性作文表达的更加完整与流畅。（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。五、教学原则（1）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。（4）贯彻“教中学，学中用”策略，真正使学生学以致用。六、 教材与任务安排 本单元计划为六课时：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（1课时）。同时本单元安排的三大任务是：（1）.参考学校理化生实验室，拟订英语语音实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学 的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。Unit 16 Scientists at workPeriod 2 ReadingI. Teaching aims:1. Learn and master the following:Words: conduct, charge, shock, prove, tear, fasten, explain, appearPhrases: do/take an experiment, a great deal of, tie-to-Sentence patterns: Having realized that I could use-, I decided to do -2. Read the passage and learn how the scientist Franklin found lightning and electricity are the same. 3. Improve the students reading ability through reading activities.II. Teaching Important points:Learn the words and phrases listed above.Train the students to improve their reading comprehension.III. Teaching difficult points:Get the students to know exactly how to conduct the experiment.How to help the students know more about scientific experiments.IV. Teaching methods:Question-and-answer method to make students interested in what they will learn.Fast reading to get the general idea of the text.Careful reading to answer some detailed questions. Individual, pair or group work to make every student work in class.V. Teaching aids:A computerVI. Teaching procedures:Step 1 RevisionWords and expressionsTalk about science and doing experimentsPre-reading Find the words that fit the descriptions:c_ lead or guide (sb. /sth.)c_ amount of electricity put into a battery or contained in a substancep_ show that sth is true or certain by means of argument or evidence(证据)t_ pull (sth) forcibly apart or away or to piecesf_ firmly attach sth to sth or two things togethere_ make sth clear or easy to understanda_ become visibleStep 2 Background introductionGuessing games.Ask Ss to think of a well-known person. To find out who he/she is , the others only ask general questions.And the student asked by the others only say “ Yes ” or “No”.Introduce Benjamin Franklin to the students.He was born on January 17, in Boston in Massachusetts, and was the tenth child and youngest son of the family.His father was a candle maker. When he was young, he was not very good at maths. He was curious and loved to learn about new things but he had only less than three years of formal education. He invented lightning rod.(避雷针) .He helped set up Americas first city hospital. He also helped to found a new nation. He helped to write the Declaration of Independence. He was a successful businessman, an inventor, a writer, a scientist and a world-famous statesman, author of Poor Richards Almanac, a book of smart sayings and facts.Some famous sayings come from him:If you wouldnt be forgotten, as soon as you are dead or rotten, either write things worth reading ,or do things worth the writing. - Benjamin FranklinLost time is never found again. - Benjamin FranklinGod helps those who help themselves. - Benjamin FranklinEarly to bed and early to rise makes you healthy. - Benjamin Franklin Step 3 ReadingTask One :Skim the text to get a general understanding.Fill in the form.Franklins kite experimentTimePeopleWeatherPurposeThings needed:The stepsFirstsecondthirdNotice:ResultListen to the tape, do T or F :Read the following statements and decide if they are T or F.1.In 1752, scientists already knew what electricity is.2.Franklin was helped by a friend to do the experiment.3. Franklin made the kite of silk because wet silk does not conduct electricity.4. A condenser was used in the experiment to store electricity.5. The key tied to the string was put into the door to stop the kite from flying away.Task 2 :Scanning Things needed FunctionsA silk kiteA keyBad weatherA condenser A shed Wooden sticks A stringA sharp piece of metalA silk ribbonA handkerchiefTask 3:Reading comprehention Exercise 11. Franklin made the kite of silk because _.A. wet silk does not conduct electricity B. B.silk kite flies highC.silk kite will last longer in weather with rain and strong winds D.silk kite is cheaper2. Which is not stated but can be inferred from the text?A. Franklin did the experiment with the kite.B. Franklins experiment with electricity was dangerous. C.Franklin failed the experiment again.D.The experiment was conducted in bad weather.3. Which of the following is in the correct order?The experiment proves that lightning and electricity are the same.The kite flew high in the rainy sky. He made a silk kite.Very sharp piece of metal was fixed. A key was fastened to the end of the string. A ribbon was tied to the string.A. B. C. D. 4. In one of Franklins experiments, he wanted to find out whether_. A.lightning has nothing to do with electricity B. lightning and electricity are the sameC.electricity can make lightning D.he was able to collect and store lightning5. Franklins experiment was done _.A.with a paper kite, a key and a condenser B.on a rainy day in a shed C. with a fixed sharp piece of mental D. by flying his ordinary made kite6.Franklin did the experiment_.A.all by himself B.with nobody aroundC. with the help of his knowledge about weather D. with his son flying the kite7. In doing the experiment it is better to make the kite of silk than of paper because_.A. The kite made of silk is more beautiful than of paper.B. The kite made of silk is lighter than of paper.C. The kite made of silk can last longer in bad weather than a paper kite.D. The kite made of silk can conduct electricity while a paper kite cant.Gap-fillingIn order to show that lightning and _ are the same, Franklin decided to do a kite _. When the first thunderstorm came in _, 1752, he took his _ to a shed in the fields together with his son. When the kite flew higher and higher in the _ sky, he found the string was getting_.The experiment succeeded. He made a lot of preparations for this experiment. His kite was a special one. It was not made of paper but_. In order to _ the kite, he added a tail to the_ of the kite. When flying the kite, he proved his idea. It is a great _ to the whole world.Task 4 Which underlined word has the same meaning as it does in the text ?Charge 1.How much do you charge for repairing my CD player? 2.The frightened animal charged into the shop.3.It usually takes one hour to get my cellophane fully charged.Conduct 1.The guide conducted the tourists round the museum.2.How well does this material conduct electricity or heat?3.The concert on Saturday evening will be conducted by a world-famous conductor.Cross 1.He was surprised to see so many crosses all over his maths homework.2.She is wearing a cross around her neck. 3.The river was too deep to cross.Sharp 1.Blind animals may survive by their sharp sense of smell.2.The knife is not sharp enough to cut the meat. 3.I felt a sharp pain in my stomach.Tear 1.Dont pull the cloth so hard. It tears easily. 2.They are tearing down these old houses for new buildings. 3.He saw the beautiful little girl in tears.Tie 1.Each team made one goal and the match ended in a tie.2.Your new tie looks great with your blue suit.3.This two year old girl is learning how to tie her shoes. Read the passage again, list what are needed to do the kite experiment and the materials that are needed to make a kite.a keyframemeList what are needed to do the same kite experiment as Franklin did.silk a condenserKite experiment eexpexperimentkitestringbad weatherhandkerchief Third reading Step 4 Language pointsThe following are the main language points of this reading passage. Present them to the students and ask them to explain them first according to the context. Then the teacher explain and give some examples. be famous for /as /toconducta number of /a great deal of get chargedtietosharpStep 5 Post-readingAnswer the questions in part 2 on Page23.HomeworkRetell the text and preview next part.Post-teaching feedback:教学反思：这篇课文介绍了著名的弗兰克林风筝实验，我本以为大家都知道这个实验的具体过程，以为这篇课文对大家来说会很好理解，但事实证明我大大地高估了学生的知识面，事实是他们都知道这个实验但对这个实验的具体过程和步骤一无所知。加之该篇课文生词较多，难句很多，使上课过程难上加难。为了帮助大家理解，我通过在黑板上画简笔画来帮助学生理解，虽然我画得不好但仍然赢得了学生的掌声。结果是这幅画大大地帮助学生理解这个实验，连最不爱学习的学生也能说出个所以然来。看来教学真是需要多种手段的辅助。Period 3I. Teaching aims:1. Review the words learnt in the last period and learn their different meanings by heart.2. Learn to use the rules of the formation of compounds to guess the meaning.3. Learn to describe the two parts of some compounds.II. Teaching important points:Learn and master the different meanings of some verbs.Learn to guess the meaning of compounds and learn to describe some compounds.III. Teaching difficult points:Grasp the general rules of word formation.Learn to use the rules to form new words.IV. Teaching methods:1. Review method to consolidate what is learnt in last class.2. Practice to make the students learn the way of guessing compounds and describing them.3. Individual , pair or group work to make every student work in class.V. Teaching aids:A computerVI. Teaching procedures:Step1 RevisionLet some students retell the text.Step2 Lead-inAfter having learnt many words, we can find that some words have more than one parts or speech or a meaning. For example, bank can mean not only the ground near a river, but also the establishment for keeping money. It is one factor of words and we may find that if some words are combined, a new word comes into being. Today we will talk about these two phenomena.Step 3 Word study1. Finish the exercise in this part.2. Let the Ss think more examples of words that have more than one meaning. Then make a conclusion to help them to decide word meaning in a specific situation.Step 4 Grammar1.Finish the exercises in this part.2 Train the Ss reading and speaking ability by making a debate after reading the material3. Talk about the word formation, especially compounds. And the noun compounds and adjective compounds.4. Let the students talk about some compound words, then conclude the conditions.Step 5 Practice1) ache He has an ache in his chest. continous and dull pain I am aching all over. suffer from the pain v.2) lie Our school lies in Anqing He told a lie to his teacher.3) order Get your ideas into some kind of order before beginning to write. He gave his order to the waiter. We ordered him to leave immediately.4) like I like the one on the left. They are not twins, but they ate very like. I am going to be a pop star like Michael Jackson.HomeworkReview the compound words and preview next part.Do Exx. 1-2 on P91 in workbook.教学反思：在这个课时里一个很重要的步骤就是复习上个课时里的课文，让学生复述实验过程。在词汇学习中能很好地复习课文中出现的单词和词组，让学生了解一个单词未必只有一个意思，很可能拥有完全不同的意思，这就需要大家根据上下文来进行判断了。学生的联想能力很强，我感觉只要给他们机会，给他们时间，他们会做得很好，超出我们的预料，在今后的教学中要注意培养他们这方面的能力。Period 4I. Teaching aims:1. Do some reading and know different opinions about animal experiments.2. Do some writing and learn to write an essay.3. Review the expressions and word formation learnt in this unit.II. Teaching important points:Get the students to understand the general idea of the passage.Train the Ss writing ability by writing an essay.III. Teaching difficult points:How to improve the students reading ability.How to write an essay.IV. Teaching method