模块五教案整理版.docx
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模块五教案整理版.docx
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模块五教案整理版
Unit1Greatscientists
TheFirstPeriodReading
Teachinggoals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,exposeto
b.重点句式
Topreventthisfromhappeningagain,JohnSnowsuggestedthat...P3
2.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
StepⅠLead-in
Askthestudentstothinkofsomegreatinventionsandinventorsinhistory.
StepⅡWarmingup
First,asksomequestionsaboutgreatscientists.
Second,askallthestudentstotrythequizandfindoutwhoknowsthemost.
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.
StepⅢPre-reading
Getthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.
Showthefollowingonthescreen.
Whatdoyouknowaboutinfectiousdiseases?
Whatdoyouknowaboutcholera?
Doyouknowhowtoproveanewideainscientificresearch?
Whatorderwouldyouputthesevenin?
StepⅣReading
Letthestudentsskimthewholepassageandtrytoworkoutthemeaningsofthenewwordsandstructuresusingcontext.
Showthequestionsonthescreen.
1.Whatconditionsallowedcholeradevelop?
2.Whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason?
3.WhatevidencedidJohnSnowgathertoconvincepeoplethatidea2wasright?
StepⅤTextanalyzing
Askthestudentstoanalyzethetextingroups.
ThechartshowsthateachparagraphofthetextexplainsJohnSnow’sstagesinhisresearch.Readthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreporttheanswers.
Paragraphs
Stages
Generalideas
1
2
3
4
5
6
7
Asksomestudentstoputtheiranswersinthechart.
Paragraph
Stages
Generalideas
1
Findaproblem
Thecausesofcholera
2
Makeupaquestion
Thecorrectorpossibletheory
3
Thinkofamethod
Collectdataonwherepeoplewereillanddiedandwheretheygottheirwater
4
Collectresults
Plotinformationonamaptofindoutwherepeoplediedordidnotdie
5
Analyzetheresults
Analyzethewatertoseeifthatisthecauseoftheillness
6
Repeatifnecessary
Findotherevidencestoconfirmhisconclusion
7
Makeaconclusion
ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera
Discussthestyleofthepassagebelongingto?
Readandfindoutwhatstyleeachpiecebelongsto.
Showthechartandthreepiecesofwritingonthescreen.
Report
Description
Creativewriting
Formallanguagewithfewadjectives
Vividuseofwordswithsimilesandmetaphors
Vividuseoflanguageandmoreinformalstyle
Nospeechexcept
quotations
Nospeechexcepttohelpthedescription
Speechtoshowfeelings,reactionsetc.
Notemotional
Emotionaltodescribeatmosphere
Emotionaltodescribefeelings
Onlyonemaincharacter
Nocharacters
Mayhaveseveralcharacters
Factual
Notfactualbutimaginative
Imaginativebutcanbebasedonfact
Structuralaccordingtoexperimentalmethod
Notstructured
Beginning,middle,end
Pasttenseandpassivevoice
Pasttense
Pasttense
StepⅥHomework
1.Getmoreinformationaboutsomeinfectiousdiseasesandmodernscientists.
2.FinishtheExercises1,2,3onpages3and4.
TheSecondPeriodExtensiveReading
Teachinggoals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,makesense
b.重点句式
Althoughhehadtriedtoignorethem...P7
Theproblemarosebecause...P7
Healsosuggestedthat...P7
2.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
StepIRevision
Askthestudentstoretellthetext.
StepⅡPre-reading
Askthestudentstolookatthepicturesonpages7and45.Andremindthemofthecommonknowledgeof“Sun-CenteredTheory”and“theEulerpath”.
StepⅢReading
Encouragethestudentstogetthegeneralideasofthepassagesandtrytoanswerthequestionsonthescreen.
Showthequestionsonthescreen.
1.What’sCopernicus’fear?
2.What’sEuler’spuzzle?
3.HowdidCopernicusprovehistheory?
4.HowdidEulerprepareforhisresearch?
5.Whataretheirtheories?
StepⅣFurther-reading
Thistimethestudentsareencouragedtoreadthetwopassagescarefullyandthendotheexercisesandproblemsonpages7and46.
Showthequestionsonthescreen.
1.Asascientist,oneshouldbebrave.ButCopernicuswasafraidofbeingattackedbytheChristianChurch.Sohehadhiddenhistheoryforsomanyyears.Whatdoyouthinkofthis?
2.Eulerwascalled“thefatherofmodernmathematics”.Inwhatareaistopologyusedtoday?
Sampleanswers:
StepⅤPractice
ForExercises1and2onpage7andtheproblemsonpage46,encouragethestudentstofulfillthemquicklyandcorrectly.Andchecktheanswerstogether.Andthenwritethefollowingsentencesontheblackboard;askthestudentstopayattentiontothepastparticiple.Guidethemtofindouttheirfunctionsinthesentences.
Showthefollowingonthescreen.
1.NicolasCopernicuswasfrightenedandhismindwasconfused.
2.Heplacedafixedsunatthecenterofthesolarsystem.
3.Hejoinedthesepointstogetherusingcurvedlines.
Asampleanswer:
Inthefirstsentence,“frightened”and“confused”areactingaspredicative.Inthesecondandthethirdsentence,“fixed”and“curved”areusedasattributes.
StepⅥHomework
1.SearchontheInternetformoreinformationaboutCopernicusandEuler.
2.Prepareforthelanguagestudy,reviewingthewordsandexpressionsinthisunit.
TheThirdPeriodLanguageStudy
Teachinggoals教学目标
1.Targetlanguage目标语言
重点词汇和短语
virus,contribute,conclude,makeone’swayto,reservedseats
2.Abilitygoals能力目标
Learnthepastparticipleusedasattributeandpredicative.
3.Learningabilitygoals学能目标
Enablethestudentstoknowhowtolearnthegrammarofaforeignlanguage.
Teachingimportant&difficultpoints教学重难点
Learnthepastparticipleusedasattributeandpredicative.
Teachingmethods教学方法
Grammar-Translationmethod.
Teachingaids教具准备
Acomputerandaprojector.
Teachingprocedures&ways教学过程与方式
StepⅠRevisionandLead-in
Task1:
Dictatethefollowingimportantwordsandexpressions.
Referencewords:
valuable,instruct,cure,announce,lookinto,examine,putforward,immediately,expose,linkto,blame,absorb,severe,defeat,reject,test.That’sover,haveyoufinished?
Task2:
Askthestudentstoturntopages4and42anddoExercise1.Andthenchecktheanswers.
Task3:
AskthestudentstoreadandunderstandtheexplanationsinExercise2onpage4.
Task4:
AskthestudentstodoExercises3onpage43andthenchecktheanswers.
StepⅡPractice
Task1:
Enablethestudentstodothefollowingexercises.
AskSstolookatthescreenandputthemintoEnglishusing“make+n”andpastparticiples.
Showthefollowingonthescreen:
约会,闲言碎语,道歉,竞争,选择,不速之客,感到沮丧的学生,受到鼓舞的竞赛者,拥挤的街道
Sampleanswers:
makeanappointment,makegossip,makeanapology,makeacontest,makeachoice,unexpectedvisitors,discouragedstudents,inspiredcontestant,crowdedstreets
StepⅢGrammar
Explaintheusageofthepastparticiplesaspredicativeandattribute.
1.过去分词作表语表示主语所处的状态。
用作表语的过去分词大多来自及物动词;不及物动词的过去分词能作表语的只限于少数表示位置转移的动词,如go,come,assemble等,它们用在连系动词之后,表示完成意义,无被动意义。
例如:
Themanlookedquitedisappointed.
Heisgreatlydiscouragedbyherrefusal.
Hishairisnearlyallgone.
已经形容词化了的过去分词大多可作表语,常见的有accomplished,amazed,amused,astonished,broken,closed,completed,complicated,confused,crowded,devoted,disappointed,discouraged,drunk,excited,frightened,hurt,interested,lost,satisfied,surprised,worried等。
2.过去分词作定语
a)用作前置定语的过去分词通常来自及物动词,带有被动意义和完成意义。
例如:
Welikeskatinginthefrozenlakeinthewinter.
=Welikeskatinginthelakewhichhasbeenfrozeninthewinter.
Howmanyfinishedproductshaveyougotuptonow?
=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?
来自不及物动词的过去分词很少能单独用作前置定语,能作这样用的仅限以下几个词,这时仅表示完成意义,不表示被动意义。
例如:
aretiredworker=aworkerwhohasretired
anescapedprisoner=aprisonerwhohasescaped
afaded/witheredflower=aflowerthathasfaded/withered
fallenleaves=leavesthathavefallen
therisensun=thesunthathasjustrisen
areturnedstudent=astudentwhohasreturned
vanishedtrea
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