Unit 1 Great scientist教学设计07.docx

Unit 1 Great scientist教学设计07.docx

《Unit 1 Great scientist教学设计07.docx》由会员分享，可在线阅读，更多相关《Unit 1 Great scientist教学设计07.docx（11页珍藏版）》请在冰豆网上搜索。

Unit1Greatscientist教学设计07

Unit1Greatscientist

第一部分

教学设计说明

Aboutthetopicandthestructures

单元话题和结构

本单元的话题是“伟大的科学家”，介绍了西方历史上的两位科学家。

本单元句法项目是“过去分词作定语和表语”。

题解：

科学家是专门从事科学研究的人士，包括自然科学家和社会科学家这两大类，凡可以称之为科学家的都是一些成功人士，如：

牛顿、哥白尼等。

《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。

但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。

教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。

Period1

Reading

阅读课

WarmingUp部分教师可以选择“定义”、“谈论”和“问答”形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。

Reading是篇记叙文，记叙Johnsnow战胜霍乱的过程。

教师引导学生进行如下活动：

Listeningandreadingaloud，Readingandunderlining，Readingtofinishthetablebelow，MakingadiagramofthetextJOHNSNOWDEFEATS“KINGCHOLERA”，Retellingthetextinyourownwordswiththehelpofthediagramabove.

背景：

霍乱是由霍乱弧菌所致的烈性肠道传染病，临床上以剧烈无痛性泻吐，米泔样大便，严重脱水，肌肉痛性痉挛及周围循环衰竭等为特征，解放后我国已消灭本病，但国外仍有不断发生和流行。

Period2

Learningaboutlanguage

知识课

Learningaboutlanguage和课本一样，《金色教案》也分两部分：

词法和句法。

教师可以按照我们如下设计授课：

WarmingupbyinterviewingJohnSnow，LearningaboutTheParticiple，Discoveringwordsandexpressions，Discoveringusefulstructures，Closingdownbyreadingandcopying。

Period3

Usinglanguage

运用课

Usinglanguage教师可以灵活使用我们提供的教学设计：

Warmingupbylookingandlistening，Listeningandanswering，Discussingfuturejobs，Readingandcopying，Summinguptheories，WritingalettertoCopernicus。

补充：

钱学森是中国现代物理学家、世界著名火箭专家，为中国火箭和导弹技术的发展提出了极为重要的实施方案。

然后是围绕哥白尼的读、写活动。

哥白尼在他的伟大著作《天体运行论》中正确地论述了地球绕其轴心运转；月亮绕地球运转；地球和其他所有行星都绕太阳运转的事实。

实际教学过程课时划分建议

Period1

将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。

Period2

将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。

Period3

将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课

（一）”。

Period4

将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。

Period5

将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课

（二）”。

第二部分

教学资源说明

Section1

Background

背景

围绕单元话题“伟大的科学家”我们提供了若干实用性背景材料。

这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。

Section2

Explanation

解析

重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。

Section3

Vocabulary

词汇

按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。

所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。

第三部分

教学测评说明

围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。

有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

Part1TeachingDesign

第一部分教学设计

Period1Asamplelessonplanforreading

（JOHNSNOWDEFEATS“KINGCHOLERA”）

Introduction

Inthisperiod,afterthewarmingup,studentswillfirstbeguidedtoshareopinionsonprovinganewidea.ThentheywillbehelpedtoreadanarrationaboutJohnSnowfightingcholera.Theyshalllearnthetextbyreadingandunderlining,readingtofinishthetable,makingadiagramofthetextJOHNSNOWDEFEATS“KINGCHOLERA”andretellingthetextintheirownwordswiththehelpofthediagramabove.

Objectives

■Tohelpstudentslearntodescribepeople

■TohelpstudentslearntoreadanarrationaboutJohnSnow

■Tohelpstudentsbetterunderstand“Greatscientists”

■Tohelpstudentslearntousesomeimportantwordsandexpressions

■Tohelpstudentsidentifyexamplesof“ThePastParticiple

（1）asthePredicative&attribute”inthetext

Focus

Words

conclude,analyze,repeat,defeat,attend,expose,cure,control,absorb,pump,blame,handle,announce,instruct,contribute,spin,reject

Expressions

putforward,drawaconclusion,inaddition,link…to…,apartfrom…,bestrictwith…,leadto,makesense,pointofview

Patterns

Buthebecameinspiredwhenhethoughtabouthelpingordinarypeople…

Somanythousandsofterrifiedpeoplediedeverytimetherewasanoutbreak.

Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.

Hedeterminedtofindoutwhy.

Itseemedthewaterwastoblame.

Aids

Multimediafacilities,tape-recorder,photos,diagrams

Procedures

1.Warmingup

⑴Warmingupbydefining

Goodmorning,class.Iamgladtoseeyouonthisspecialday,thedaywhenyoubecomeaseniortwostudent.IamhappytobeyourteacherofEnglish.

Todaywearegoingtoreadaboutacertainscientist.Butfirstlet’sdefinetheword“scientist”.Whatisascientist?

Scientist

Ascientistisapersonwhoworksinscience,tryingtounderstandhowtheuniverseorotherthingswork.

Scientistscanworkindifferentareasofscience.Herearesomeexamples:

Thosethatstudyphysicsarephysicists.Thosethatstudychemistryarechemists.Thosethatstudybiologyarebiologists.

⑵Warmingupbyaskingandansweringquestionsaboutscience

Tobeginwith,workingroupsoffourandfindoutasmanyscientistsaspossibleandtheircontributions.TheycanbebothChineseandforeignscientists,livingordead.

Scientists

Contributions

MadameCurie

radium/radioactivity

SirIsaacNewton

theTheoryofGravity

AlbertEinstein

thesecretsoftheatomandoftheuniverse

theTheoryofRelativity

ThomasEinstein

electriclightbulb

CharlesDarwin

theTheoryofEvolution

TheOriginofSpecies

StephenHawking

blackholes

ABriefHistoryofTime

ZhangHeng

theearliestseismograph

YuanLongping

Agriculture

（FatherofHybridRice）

QianXuesen

China’saerospace

（FatheroftheChinesespaceprogramme）

AlexanderFleming

penicillin

AlexanderGrahamBell

firsttelephonecall

JohnBaird

inventtelevision

RayTomlinson

firste-mailmessage

GalileoGalilei

hisfamousLeaningTowerofPisaexperiment

BenjaminFranklin

famouskiteexperiment

NicolausCopernicus

astronomycurriculum

⑶WarmingupbytalkingabouttophonorfortwoChinesescientists

Hello,everyone.Nicemeetingyouhere.Youarenowaseniortwostudent.Someofyouwillbeascientistinthefuture.ButhaveyoueverheardthatYuanLongping,director-generaloftheChinaNationalHybridRiceResearchandDevelopmentCentreincentralChina'sHunanProvinceandBaiChunli,vice-presidentoftheChineseAcademyofSciencesinBeijingwereformallyintroducedtotheacademyonApril28,2007ataglobalmeetingofUSacademymembersandforeignassociates.

●YuanLongping,director-generaloftheChinaNationalHybridRiceResearchandDevelopmentCentreinCentralChina'sHunanProvinceandBaiChunli,vice-presidentoftheChineseAcademyofSciencesinBeijingwereformallyintroducedtotheacademylastSaturdayataglobalmeetingofUSacademymembersandforeignassociates.

Yuan,77,dubbedthe"fatherofhybridrice"forhisextraordinarycontributionstowarddevelopinghigh-yieldrice,isahouseholdnameinChina.

WithmorethanhalfofChina'spaddyfieldsgrowingYuan'srice,hisscientificbreakthroughhasfedmillionsofpeopleintheworld'smostpopulouscountry.

His"superrice"hasalsobeenintroducedtomorethan20othercountries.

●Bai,52,isconsideredtobealeadingexpertinChina'smolecularnanostructureandnanotechnologystudies.

"IthinkthefastdevelopmentofChinesesciencehasdrawnincreasedattentionfromtheUSacademy,"BaisaidinaninterviewwithChinaDailylastyearshortlyafterhewaselected.

2.Pre-readingbysharingopinionsonprovinganewidea

Anybodymightcomeoutwithanewidea.Buthowdoweproveitinscientificresearch?

Howmanystagesarethereinexamininganewideainscientificresearch?

Whatarethey?

Nowlookattheblackboardtolearnaboutthesevenstagesputinanorder.

Findaproblem→Makeupaquestion→Thinkofamethod→Collectresults→

Analysetheresults→Drawaconclusion→Repeatifnecessary

Couldyougiveanexampletoillustratethesevenstages?

3.Reading

⑴Listeningandreadingaloud

Toknowmoreaboutscientificresearch,turntopage2andreadaloudthearticle.Tryatthesametimetolocatetheinformationtocompletetheformbelow.

Who

When

What

How

Result

JohnSnow

1854

helpingordinarypeopleexposedtocholera

Examiningthesourceofallwatersuppliesandfindingnewmethodsofdealingwithpollutedwaster

“KingCholera”defeated

⑵Readingandunderlining

Nowyouareaskedtogooverthetextthesecondtime,lookingfortheexpressionswithinthepassageandunderliningthematthesametime.AfterclasscopythemintoyourExpressionNotebookandwriteashortpassageofyourownmakinguseoftheexpressions.

ExpressionsfromJOHNSNOWDEFEATS“KINGCHOLERA”

easethebirthof…,becomeinspired,findthecause,multiplyintheair,withoutreason,acloudofgas,floataround…,findone’svictims,absorb…into…withthemeals,attackthebody,testthetheories,spreadthrough…,gathertheinformation,mark…onthemap,giveaclueabout…,drinkwaterfrom…,…betoblame,remove…from…,slowdown,bespreadby…,inaddition,belinkedto…,moveawayfrom…,deliver…from…to…,dieof…,withcertainty,prevent…from…,dealwith…,instruct…to

⑶Readingtofinishthetablebelow

ReadthetextagaintodecideonthetypeofwritingandsummaryofJOHNSNOWDEFEATS“KINGCHOLERA”.

Typeofwriting

Thisisapieceofnarrativewriting.

Mainideaofthepassage

IttellsaboutJohnSnowandhisfightagainst“KingCholera”.

Topicsentenceof1stparagraph

JohnSnowwasawell-knowndoctorinLondon.

Topicsentenceof2ndparagraph

Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.

Topicsentenceof3rdparagraph

Hebelievedinthesecondtheorybutneededtoprovehewascorrect.

Topicsentenceof4thparagraph

Helookedintothesourcesofthewater.

Topicsentenceof5thparagraph

JohnSnowhadshownthatcholerawasspreadbygerms.

Topicsentenceof6thparagraph

Finally“KingCholera”wasdefeated.

⑷MakingadiagramofthetextJOHNSNOWDEFEATS“KINGCHOLERA”

⑸Retellingthetextinyourownwordswiththehelpofthediagramabove

Retellingcanbeuseful,foritbothstrengthenones’learningofthevocabulary,thestructure,andgivesonea