u16阅读教学案例.doc

Franklins Famous Kite Experiment教学案例设计Franklins Famous Kite Experiment教学案例设计山西忻州实验中学 （邮编034000） 冀英和 联系电话英语新课程标准积极倡导学生的主体地位，也就是在课堂教学中，学生在指导下主动地，富有个性地学习，成为学习的行动者。在本节课的教学中，采用图片、录音、阅读等手段来再现富兰克林风筝实验的全过程，让学生掌握实验目的、实验材料、实验步骤、实验操作的注意事项等方面的内容，促进对课文内容的全面掌握。阅读方面，训练学生理解文章主题和理解文章细节的能力。口语和写作方面，让学生用自己的话描述风筝制作过程和实验操作步骤。设计教师：冀英和年级：高二题目名称：Franklins Famous Kite Experiment教材版本：人民教育出版社课时安排： 1课时一、教材分析1.话题：本阅读课是该单元的第二课时，围绕本单元的中心话题“科学”而展开，是讲述一个“科学实验”。2.内容：这是一篇夹叙夹议的说明文，文章先讲述“富兰克林著名的风筝实验”然后介绍这个实验所需的材料、操作步骤以及注意事项。3.重点和难点：风筝实验的过程、所需材料、操作步骤和注意事项。二、学生分析1.学生基础：高一的学生很多英语基础不好，词汇量少，综合运用能力差，对问题的理解只是停留在表面，而缺少深入了解课文，分析课文的能力。2.学生的阅读能力：我是从第15单元接手这俩个班。以前的学习中，学生没有长期系统地进行阅读技巧的训练。各种阅读技巧及策略：如跳读，快读，上下文寻找信息等能力仍有待提高。3. 学生对本单元知识结构：本课是该单元的第二课时，前一个课时，学生学习了“warming up, listening and speaking”,对这个单元的话题有一定地了解：如，听力部分谈论的是实验室里应该注意的一些问题。口语部分，围绕 “科学发现与应用”这一主题，讨论科学发明对人类带来的好处及弊端。4.学生的预习：学生预习的效果对阅读课成败起着关键的作用。利用早自习，领读阅读部分的单词，摘录出课文中出现的短语。这些操作为学生理解文章扫清了障碍。三、教学目标1. 理解课文内容，理清篇章结构，引导学生学会概括主题的阅读技巧和形成抓住细节的能力。2. 让学生在小组互动中提高自主、合作和探究的意识。四、教学策略1. 教学方法：1） 练习法，使学生主动理解课文。 2）讨论法， 使学生主动积极参与课堂活动。2辅助手段：借助计算机，录音机，对本节课的内容进行整合，设计一个课件。五、教学过程五、教学过程五、教学过程Step Lead-inShow a note with a person and let students guess who it is. Then make a introduction of Benjamin Franklin.I am Benjamin FranklinDo you know who I am ? A brief introduction of Benjamin Franklin (1706-1790)American statesman (政治家); inventor; writer; scientist and diplomat（外交官）. He signed the Declaration of Independence and the Constitution of the United States设计思路 以一张钞票引出本文的中心人物本杰明富兰克林，介绍富兰克林的生平和贡献，展示富兰克林的发明避雷针，激发学生兴趣，使课堂充满轻松愉快的气氛。Step Reading and comprehension1. Listen to the tape.2. Answer the following question.The text is mainly about_? A. How to make a strong kite and fly high in the sky B. a number of experiments to show what electricity is. C. an experiment to prove that lightning and electricity are the same. D. How to use a kite to attract lightning make use of it in our everyday life.3. Fill in the following form A record of the experimentNameTimeExperimenterPurpose设计思路 以上三个步骤，目的是让学生了解文章大意并抓住文章中心思想，训练学生快速阅读的能力。4. Main idea of each paragraphP1 IntroductionP2 Why did Franklin do the experimentP3 How did Franklin succeed in doing the experimentP4 How to make a special kite for the experimentP5 What should be done to get ready for the experimentP6 How to do the experiment with a kite, a key and a condenser.设计思路 查找归纳每一段的中心句，使学生了解文章结构。5. Answer the following questions Why did Franklin do the experiment? Make a list of things which are needed in the Franklins kite experiment. What was Franklins kite made of? Why did he use such a special material to make the kite? How to make a kite? (4 steps) Experiment steps (5 steps) Experiment tips for safety. (3 points)设计思路 以小组讨论，回答问题的形式，使学生深入认识风筝实验的过程、所需材料、操作步骤和注意事项。用幻灯片演示风筝制作过程和实验过程，并让学生看图说话，不仅实验过程形象化，使学生加深对课文的理解，而且练习了学生口语，运用和输出学生刚刚内化的知识。6. T/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.(6). The experiment can be done at any time.(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.设计思路 通过T/F，提高学生把握文章的细节信息，推理判断能力。Step SummaryBenjamin Franklin was a famous American scientist. In June 1752, he did a kite experiment to _ that lightning and electricity were the same. He made a kite, which could _lightning. The kite was made of _ so that it would not_ so soon. He_ a very sharp piece of metal and then _ a key to the _of the long string and finally he_ a silk _ to the string, just _the key. When a _ appeared, he went to a _in the field and flew the kite to the sky. Soon he saw the hairs on the string _ _ because the string got _ _. He brought his finger to the string and felt a light but clear_ _. With the help of a key and a _, he was able to _ a great deal of electricity. 设计思路 填空的方式引导学生回顾所学的课文和知识。Step Homework1. Do you think Franklins experiment was dangerous? Explain. 设计思路 讨论富兰克林的风筝实验是否危险，引导学生学习科学家的探索科学、热爱科学的精神。六、课后反思1.小组活动是学生比较喜欢的学习方式。这个形式是教学设计的亮点。在这个活动中，学生反应积极，讨论热烈，思维活跃，教学效果极佳。2.引入部分较好。围绕本篇文章的中心人物富兰克林及他的科学发明展开课堂。这即直奔主题，又激发了学生的兴趣，活跃课堂气氛。3.任务设计即问题设计有较强的目的性。如 “The text is mainly about