北师大版高中英语选修七 Unit 21 Human Biology 教案设计.docx
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北师大版高中英语选修七 Unit 21 Human Biology 教案设计.docx
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北师大版高中英语选修七Unit21HumanBiology教案设计
Unit21HUMANBIOLOGY教案
Teaching Plan For Unit 21 Warm Up教案
Objectives
1. Draw student’s attention to the unit objectives .
2. To practice using the vocabulary of parts of the body
Teaching aids :
computer , projector
Teaching difficulties:
To recognize and practice using the vocabulary of parts of the body
Teaching procedures:
Step 1 To learn the unit objectives
Step 2 Key words study
1. Look at some statements and decide which part of the body is described .
2. Look at the pictures and tell which parts of the body they are .
3. Find six key words to label the parts of the body in the diagram
Step 3 Test Your Body Machine
Test the students memory and heart function .
Ask the students to work in pairs .
Step 4 Do You Look After Yourself
Ask the students to do a questionnaire to check whether they look after themselves .
Ask the students to work in pairs .
Unit21HumanBiology
Lesson1SuperAthletes
Grammar:
ConditionalsRevision
1.条件句有两类,一类是真实条件句,一类是虚拟条件句。
2.如果假设的情况是有可能发生的,就是真实条件句(Zeroconditional)。
真实条件句中的谓语用陈述语气。
Eg。
Ifitdoesn’traintomorrow,wewillgotothepar.
如果明天不下雨,我们就去公园.
3.如果假设的情况是过去或现在都不存在的,或将来不大可能发生的,则是虚假条件句,共有三种情况.
Eg.Ifhehadseenyouyesterday,hewouldhaveaskedyouaboutit.
如果他昨天见到你,他会问你这件事的.(事实上他昨天没有见到你,因此也未能问你这件事.)
4.在含有虚拟条件句的复合句中,主句和从句的谓语都要用虚拟语气.虚拟条件从句和主句的动词形式列表如下:
时间
从句
主句
与现在事实相反
动词过去式(be动词的过去式一般用were)
would(should/could/might)+动词原形
与过去事实相反
Had+过去分词
would(should/could/might)+had过去分词
与将来事实相反
动词过去式/should+动词原形
wereto+动词原形
would(should/could/might)+动词原形
5.虚拟条件句的用法
1) 表示与现在事实相反的假设和结果(1stconditional)
Eg.IfIwereyou,Ishould/could/would/mighttellhimthetruth.
如果我是你,我就会/可能对他说实话.
Ifhehadtime,hewould/could/mightgowithyou.
如果他有时间,他就会/可能和你一起去.
Ifmybrotherwerehere,everythingwouldbeallright.
要是我哥哥在这儿,一切都没问题了.
2) 表示与过去事实相反的假设和结果(2ndconditional)
Eg.Ifyouhadtakenmyadvice,youwouldn’t/couldn’thavefailedintheexam.
如果你按照我的建议去做,你不会/不可能考试不及格.
IfIhadhadthemoneylastweek,Ishould/would/could/mighthaveboughtacar.
如果我上星期有了这笔钱,我就会/可能买辆车.
Shewould/could/mighthavetelephonedyouimmediately,ifshehadwonthegame.
如果她比赛赢了,她就会/可能给你打电话.
Ifyouhadcomeafewminutesearlier,youwould/could/mighthavemetthefamoussinger.
如果你早来几分钟的话,你就会/可能会见到那个著名的歌唱家.
3) 表示与将来事实可能相反的假设和结果(3rdconditional)
Eg.IfitwereSundaytomorrow,Ishould/would/could/mightgotoseemygrandmother.
如果明天是星期天,我就/可能去看我的奶奶.
Ifitweretosnowthisevening,theywouldnotgoout.
如果今晚下雪,他们就不出去了.
Ifitshouldrain,thecropswould/could/mightbesaved.
如果下雨,庄稼就一定/可能有救.
6.主,从句的动作发生时间不一致的情况(mixedconditional)
有时条件从句中的动作和主句中的动作发生的时间不一致,这时动词的形式要根据它所表示的时间加以调整.
Eg.Ifyouhadlistenedtothedoctor,youwouldbeallrightnow.
如果你当初听了医生的话,身体现在就好了.(从句动作指过去,主句动作指现在)
IfyouhadpracticedspeakingEnglishmore,youwouldbeabletospeakitfluently.
如果你多练习讲英语,现在就能讲得很流利了.
Unit21HumanBiology
Lesson2BrainPower
TeachingAims:
1.Topractiseusinglisteningstrategiesforcompletingatext
2.Topractisegivingandaskingforadvice.
3.Topractiseusingphrasalverbs
4.Topractiseusingthevocabularyofscience
5.Topractiseusingthevocabularyofpartsofthebody
Teachingdifficulties:
1.Topractisegivingandaskingforadvice.
2.Topractiseusingphrasalverbs
Resourcesused:
computerandcassette
Teachingprocedures:
ⅠWarmup
T:
firstlet’sreadthewordsaboutbrain.Nowreadtogether.
S:
T:
Everydayweuseourbrain.Especiallyourstudentsallhopetoowncleverbrain.However,howmuchdoyouknowaboutyourbrain?
Howdoesitwork?
ⅡListening
Beforeyoulisten,readthetext,andpredictwhatkindofinformationyouneed,
Dotheexercise2
Listentoasciencelesson,Usethestrategiestocompletethegapsinthissummary.
Listentothetapeagaindothefollowingtheexercise.
1.Thebrain______.
A.lookslikeapotato.B.weigh20﹪ofthebody.C.controlallourmovements.
2.Thedifferentareasofthebrain_____.
A.areresponsiblefordifferentfunction.
B.havenoconnection.
C.haven’tbeenmapped.
3.Itis____thatlistenandseewhat’shappeningaroundus.
A.earsandeyes.B.brain
C.nervoussystem.
Answers:
CAB
ⅢListeningandspeaking
Dotheexercise3
Listentothelessonagainandanswerthesequestions.
1.Howdoyouthinktheteacherfeelsabouthissubject?
2.Whatexampledoesheusetoexplainthewaythebraincontrolsdifferentpartsofthebody?
3.Whatdoeshecomparetoafilmstudio?
Answers:
1.enthusiastic2.computer3.Theareasofthebrainrelatedtocontrollingsightandhearing.
ⅣListening
Listentothecassetteandanswerthequestions
1.Thedialogueisbetween_______.
A.hostandlistener.
B.Teacherandstudent.
C.doctorandpatient.
2.Callerone_____.
A.islearningFrenchandGerman.
B.payattentiontogettingthingsorganized.
C.Alwaysmakesalistofthingsthatwillbebought.
3.Callertwothinks______.
A.drinkingcoffeecankeepthebrainworkingwell.
B.Itisgoodforthebraintotakeawalk.
C.youshouldgoforlibrarytostudyforhoursfortheexam.
4.Callerthreethinks______.
A.youshouldthinkabouttheexamallthetime.
B.Ifyoudosomethingyoushouldgiveyourselfreward.
C.Youmustwatchafilmorlistentosomemusicbeforeexam.
Answers:
ABBB
Listentoastudentphone-inprogramaboutrevisingforexamsandcompletethetable.Dotheexercise4
ⅤSpeaking
Whichpieceofadvicedoyouthinkisthemostuseful?
Why?
Ⅵlistening
Dotheexercise5.
Ⅶvocabulary:
phrasalverbs
Dotheexercise7
ⅧSpeaking
Dotheexercise8.
Workinpairs.Discussthesequestions.
Unit21HumanBiology
Lesson3Epidemicsexplained教案
一教学设计,目的和思路、
1.教材内容说明
Epidemicsexplained是北师大版教材选修模块7的最后一个单元中的阅读课,介绍瘟疫在历史上的流行和发展,文章生词量大,有一定的教学难度.
2.教学目的
学生通过阅读课文,了解文中一些科普知识,学会描述瘟疫的特点,掌握阅读科普文章的一些方法
3.课堂形式
提倡学生自学,以检查预习,合作讨论,你说我猜的形式学习,体现学生学习的主动性,还课堂以学生
4.教材内容的加工处理
用相关插图,图表等直观的教学形式,让学生能更快理解课文;必要的阅读指导,有利于学生技巧的形成;相关文章的阅读,能扩大学生知识面;一些直观的教具如红丝带和抽象的音乐,希望培养学生的人文素质和高尚情感
二教学过程简述
1.布置学生预习
包括读单词,找出文中数字的含义,简单口头描述各次瘟疫的特点,做好文中的一道涉及段落补全的练习
2.课文导入
包括简介和听英文歌曲“Tearsinheaven”,讨论死亡的原因,以及有哪些常见的瘟疫
3.课文的阅读和学习
Step1:
阅读标题,预测文章主题,同时找出文中主要瘟疫
Step2:
讨论数字在文中不同的含义,进一步了解和熟悉课文
Step3:
进一步阅读文章,了解造成瘟疫的元凶---病毒;描述瘟疫的传播途径,找出各次瘟疫造成的巨大影响;描述和猜测不同的瘟疫
Step4:
完成段落补全练习,介绍相关方法
4.点出阅读技巧
5.读一段有关爱滋病对儿童危害的文字,提示我们应该做点什么
课堂的延伸和升华
三感受体会
在教学过程存在一些问题,最主要的是课堂时间的把握和安排.在设计中内容太多,在课堂上有些环节没有把握好,如讨论数字用时过多;提问学生差生面多,造成进展不顺;全班朗读课文也费时太多.
下面谈谈我本人对这次活动的感想:
1.还课堂与学生
由于面临着高考的压力,我们平时的教学中有时舍不得拿出时间让学生在课堂上说,讨论,而且要设计直观有效的练习形式也相对费力;可是英语课上我们还是可以还课堂与学生,尽量让他们自己来学会学懂
2.教师的工作真的是只有更好,没有最好
我的教案前期后后修改了几次,我自己都觉得惊奇:
一堂课,可以这样上,也可以那样上,前后顺序可以不一样,教学重点可以不一样,课堂形式可以有天壤之别---那些天我满脑子都在想这堂课要怎么上呢?
而你自己想的和学生的实际情况也不一定想府,你觉得感动的歌学生可能听不懂,这个班学生都会的问题,另一个班的学生会表现出不知所措(如知道病毒造成瘟疫,2班学生感到困难,这是我没有料想到的)---这份工作真的是要有极大的热情才能做
3.我学会了许多东西
我在和大家的讨论中,进一步地思考课堂结构和课堂节奏的安排问题;由于这一次公开课的主题是学法研讨,我更多地关注学生在课堂上的表现;在孔艳焰老师帮我润色修改课件的过程中,我学到了许多电脑知识---我还了解了自己的许许多多不足之处,明白自己努力的方向
4.我心中充满了感激
我感谢学校安排的这次活动,使我们有学习交流的良好契机:
我感谢高中学段英语组全体老师对我的信任和无私的帮助,使我有了锻炼和提高的机会;希望大家多多指出我的不足,使我能够不断进步;也希望我们要更多的机会学习交流,把我们的工作越做越好.
TeachingAims:
Toreadanarticleaboutepidemics
ToimprovetheSs’readingability
ToimprovetheSs’speakingability
Learningmethod:
Concluding
Teachingprocedure:
Step1:
Addressing
Step2:
Lead-in
1.Listentothesong“Tearsinheaven”.
2.What’syourfeelingafterhearingthesong?
3.Whywasthesingersosad?
4.Whatelsemaycausedeath?
5.Epidemicscancausemoredeathsthananythingelse.
Step3:
ReadingStrategies:
howtoreadasciencearticle
1.Readthetitlecarefully
(1)Topresentquestion1
What’sthemainideaofthetext?
A.Newhealththreatsisontherise.
B.Alotofepidemicshappenedinhistory.
C.SARSusedtobeoutofcontrol,nowpeoplearetryingtostopitonthetrack.
D.Weshouldpaymoreattentiontoourhealth.
(2)Wecanpredictwhatwillhappeninthetextfromthetitle
Inthistext,someepidemicsinthehistorywillbetalked.
(3)GivemoretitlesandasktheSswhatwillbetalked
A.Epidemics
B.Epidemicsandeconomy
C.SARS
D.ThehistoryoftheBlackDeath
2.Readthetextfastandgetthegeneralideaandbasicinformation
(1)Topresentquestion2
Readthefollowinggraphicandtrytotellwhichepidemicsaredescribed?
(ToseethePPT.)
(2)Wewilltrytoknowsomebasicinformationaboutepidemicsinhistory.
Nameoftheepidemics
Time
Place
Justininian’sPlague(bubonicplague)
500-550AD
NorthAfrica,theMiddleEast,Europe
TheBlackDeath
1330
Europe,Asia,Africa,themiddleEast
TheGreatFluEpidemic(TheSpanishFlu)
1918
SimilarastheBlackDeath
SARS
2002/2003
China,Canada,HongKong,---
3.Readthetextcarefullyandunderstandrelatedscienceterms
Inthistext,alotofmedicinewordsareinvolved.
(1)Topresentquestion3
Whatdoestheword“affect”meaninthe5thparagraph?
A影响B效果C感染D死亡
(2)Nowreadthetextcarefullyandcompletethesentencesusingmedicinewordsinthetext:
1.Bacteriaand__________(病毒)havebeenaroundsincethebeginningoflifeonEarth.
2.It’simportanttolookatthe__________(传播)ofdiseasesthroughouthistorytodiscoverthe__________(原因)and__________(影响)ofepidemics.
3.Anotherepidemic__________(开始)and__________(传播)insimilarconditionswastheGreatFlu.It__________(侵袭)neartheendofthefirstWorldWarand__________(持续)afterthewar.
4.Doctorsweren’tsurehowto__________(治疗)or__________(预防)itandsincemostpeoplehadnonatural__________(防御)againstthedisease,itwasharmfultodoctors.
5.Onehalftoonethirdofthepopulationwas__________(死于)totheBlackDeath.Lesspopulatedareaswerelessseverely__________(感染).
6.SAR
- 配套讲稿:
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- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
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- 北师大版高中英语选修七 Unit 21 Human Biology 教案设计 北师大 高中英语 选修