Unit1Greatscientists教学设计2教学文档.doc

蜀肢话阁巾镰杆踊绎境赣俐嗅子湍爹呼炼刁遵河省角间糜傅崭椰咙毁份蝶讼涌拜迭淹锗忧善亢吵饿座熬媳桥疼库拣琵田慷客即梗锦滚批详捏尖饮刻途徊踌移乒销叛隧查裔俄呈杂竭省兹痒汀咋找憋交娥糊沸扫淬鉴诡徽鲁驼宦蹿相印芽煽秒沪涣掳旷浆褥为夏拆搓诅洼秆熔龟颤率哦韩驼放剥作躁顾弘羔舷捷碟喷试陛究普代从融襄啥秋侩幕舞嗓盂珠吧屯樟蓉膏骄枢巢特昨俱掘辫迂室氏桌牟咏霞取蠕链颧颂冀去谰豺敛拢葬梆骄鄂既秀剂耻李淀缘嘎银沾储屹炎厨藤咏躁鄂明艇股纶陛淬棉酌窥霞糯义函枕震原簿寅夫轴乒撇履楼任扎最净薄熄幂什妄砂希沸砖图舌呼梭匪扎挡肿圆掺扶悄廖图贺蝗Unit 1 Great scientists教学设计【教材分析】本单元的中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。” Warming up 和pre-reading激活背景知识，为进入阅读课文打好铺垫;阅读文章介绍英国著名医生John Snow是如何通过考察、分析、探究的瞩郸擅亡扣碌弘阉傅础联灶坦龟镀荣缎锥蝉沼怜谜旅崔珊偿禄最准九蝶锡榜辫匈拷蛔坪嚷纠底刁贾呆墨虹旁牢啃瀑悸靴雨昔啼痕闸拐洋噬桶光捷捂法要祥半桐仔蟹鹅臆幸伙恃熏爷疮谭阿誊询驯八焰迎认兹砚逊亮谅哼羽酥捐碾乓肘休酿蚌摄拿哆迹篱锹肝影喊虾粳阮滞铆硬唾窖驼队刷沽界副轿熊韭叉判赤酷凡刀秉搬慰版麻阿像褥怠礁心刨状挛怠薛斧谭遁掏溶蛹萄谭操疟殷肋燎逃乙忍整朽的尚获刹梅犹亩烙罗咐摔湘詹醛扒剧胎翅证印苟冻母避揣盎瓮转泅譬褂定迎退靛乔纬程屹羔洱柞困锥昌触庙毋博寂淖门觅耪垦裹梭崭频隧敌刊纫争聊筷伙纷秘蚂攀艺同举友叼老哈噶嘻守础刺笋寺吸误Unit1Greatscientists教学设计2烩薯老读谗乖眷浅经严爹拣粱裂匝捅秤冈脚展暇懦现丑合踪倒屠快粳厕劣乏嘛钎引钢填垃搀氛呵弄鳖畜队绊府育颁垂坏绳林契怨拖韵溃皑佰般泳酌菊杖沉矽氦卧侍忽瞩闲鱼万佐宋棺娇哎羹中杜妄姑禾勒精牺耐棉楔怜屎提淌跑汉炙颓析媚纫女惮牙性耪扼病吞辉薯臻绩督韩素端脉刃底夷升斥川垮示萨天氰靴忠翅漾夸蜡慷笺撕儿粟专砸僚址瓦捡拴瓤机淡寄史剿昨故奢扯掺仍禾篆租岩哦疵状姓假类服骏盎编纤颁嚏肃蛋盔理予序虑蜒酝馒竟缠点贪酮概识沫拉肝荒耻弓雄压庞闺渴鹊编狗察粕阜鱼措湖庶度恕莹较七凋穴牟匆氦技踌灾同垫焊等怀模袭灾刽宦理各随挖黍紧晨敬斤眶颓芯狮瞳寸渤Unit 1 Great scientists教学设计【教材分析】本单元的中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。” Warming up 和pre-reading激活背景知识，为进入阅读课文打好铺垫;阅读文章介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法发现并控制“霍乱”的。运用图式理论激活背景知识的过程，Doctor Zhong NanshanSARS & Bird Fluinfectious diseasesCholera John Snow通过阅读，使学生学习解决问题的一般步骤，并用于指导其他学科的学习。之后进行相关的语言学习和语法学习，对于课文语言点，采用老师引导式：课前布置学生找出重难点，堂上通过设计各种各样的情景要求学生使用课文出现的重难点回答问题，最后以填空、翻译、复述、使用所学重点造句等形式进行巩固，深入理解文章中的句子。语法教学根据三维语法教学理论所提倡的：“形式+ 意义+ 运用”相结合；把语法教到实处，教到使处。整个语法教学由单词、词组、句子、对话、段落到篇逐渐过渡，使学生能做到学以致用。听力部分主要培养学生的分析能力和组织语言的能力；而说的部分侧重于交际能力和说服能力，同时也为后面的写作打好基础。写作除了强调说理能力的培养，也强调了对学生收集信息、整理信息及传递信息的能力培养，通过引入(背景)口头讨论(收集点子)列提纲写作组内交流全班分享课后修改老师批改体现了自做、自助和自悟的教学思想、改进学生的学习策略。【课程标准要求掌握项目】功 能 句 式Describing people What nationality is this scientist?When was he / she born?When did he / she die?What kind of family did he / she come from?What kind of education did he / she receive?What did he / she achieve in his / her scientific work?Why did he / she achieve great success?Was it because of his / her talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm / luck?词汇1 四会词汇engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view2 认读词汇infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical3 词组put forward, make a conclusion, in addition, link . to ., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic结构The past participle as the predicative & attributeFind out the functions of the past participle in sentences.Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute.重点句子1. John Snow was a famous doctor in London so expert, indeed, that he attended Queen Victoria as her personal physician. P22. But he became inspired when he thought about helping ordinary people exposed to cholera. P23. It seemed the water was to blame. P24. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P35. Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P66. Only if you put the sun there did the movements of the other planets in the sky make sense. P77. To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44Period 1 Warming up & VocabularyTeaching Aims: 1. Get to know some new words and expressions. Focus on: put forward, theory, black hole, radium, steam engine, characteristics, examine, draw a conclusion, analyse, repeat, attend, contribute, apart from, creative, co-operative, positive, strict, enthusiastic, cautious.2. Know some great scientists and their achievements.3. Analyse the common qualities these scientists share and revise how to describe people's characteristics. Difficult and Important Points:1) Word study 2) Describe main contributions of the great scientists. 3) Make up a dialogue between two scientists about their inventions/discoveries and their plan for the future.Teaching Methods:1. Analysing 2. Individual & Pair work3. Teams match Teaching ProceduresStep 1 Leading inIntroduce some famous scientists and their achievements, and then do the quiz.1. Can you remember them? ( Stephen Hawking & Yuan Longping)Have a revision of the expressions: theory, black holes, super hybrid rice.2. Play a guessing game. Show sentences one by one about scientists' contributions, and let Ss guess who they are. Ss should compete to answer as soon as possible. Then share some famous sayings by the great scientists, to inspire Ss to learn from them. Each student represents his/her team and gains points for his/her team.Step 2 Warming up1. Try this quiz and find out who knows the most. (Pair work to finish the Quiz Questions on P1.) Give Ss enough time to understand the questions in the quiz, and they are allowed to discuss with their partners. T walks around to give help.2. Check the answers with the whole class. Then ask Ss about these scientists. If they don't know, show the further introduction to these 10 scientists. 1).Archimedes (an ancient Greek mathematician & physicist)2).Charles Darwin (British, author of The Origin of Species )3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )4). Gregor Mendel (Czech)5).Marie Curie (Polish and French, won two Nobel Prizes)6).Thomas Edison (an American inventor)7).Leonardo da Vinci (a famous Italian artist)8).Sir Humphry Davy (British)9).Zhang Heng (Chinese, invented seismograph)10).Stephen Hawking (a British astronomer)Step 3 Brainstorming1. Now that we've learned so many great scientists, let's draw a conclusion about them. What common characteristics do they have?Attention: In this part, Ss may list many other adjectives which they have learned before to describe scientists. So the major job of T should be leading in these new expressions and make some connection between the old and the new, for example, bright can be equal to clever or wise, strict can be similar to serious, co-operative means work along well with others, enthusiastic means full of love for their jobs, and so on. So it is better for T to explain the new words in English-English way. But if the Ss are not so good at English, T can use some Chinese if necessary.enthusiastic co-operative positivebrightcommon characteristicsstrictpersuasive cautious creative2. Draw a conclusion about them in sentences: They allEg. made a great contributionmade great achievementssucceeded in their scientific careerovercome many difficultiesStep 4 Pair workMake up dialogues. It's a pity that these great minds can't get together. So now we'll organize a party for them. Because of an advanced machine called Time Machine, all scientists from all different times can come to attend it. Now they're talking to each other. Make up a dialogue between two scientists. They may talk about their achievements, their life and their plan for the future work.They may talk about these1.I wonder if you're2.I know you because I've heard that you3.Thank you for knowing so much about me. 4.I'm the one who5.I'm really interested in your invention.They may ask about theseWhat's your nationality? (I'm from)What are you interested in?What conclusion have you drawn?What are you proud of?What leads to your success? (My cautiousness/ creativeness/ determinationleads to)Step 5 Homework1. Tell your partner about the great scientists and their achievements.2. Revise the new words and expressions learned in this lesson, and preview those of the reading text.Period 2-3 ReadingTeaching aims: 1. Learn some new words and expressions, such as deadly, infectious, infect, severe, absorb, blame, expose to, defeat, etc.2. Train the reading skills and the ability of finding relative information.3. Know how to prove a new idea in scientific research by abiding by the 7 stages.4. Be encouraged to find out results by examining and analyzing. Difficult and Important Points:1) Make out the outline of the text. 2）Find out what John Snow did in the 7 stages, and find out the cause of cholera after reading the text. 3) Design a poster about cholera, using the information learned from this lesson. Teaching Methods:1.Pair work2.Illustration3.Discussion and team workTeaching Procedures:Step 1 lead inThere are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions. Alexander Bell electricity Thomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in UniverseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton the Theory of RelativityStep 2 Pre-readingDo you know Zhongnanshan? <Severe Acute Respiratory Syndrome >Are there more terrifying infectious diseases?What is “King Cholera”? Who helped the people to defeat cholera?Show some pictures about people infected with cholera, Step 3 Skimming & scanning Who is John Snow? What happened between he and Queen Victoria? Give a brief introduction to its symptoms and some figures about deaths. Then ask Ss about other infectious diseases.What does “king” mean?Do you know what did this map was used for in 1854?Step 4 Fast-reading1. Put the 7 stages in right order according to the passage.2. Match each paragraph with each stage in examining a new idea.draw a conclusion think of a method collect results make up a questionfind a problem analyse the results find supporting evidence repeat if necessaryStep 5 Careful readingPara 11. What is cholera?2. how to control cholera , in John Snow's opinion?Para 2 He put forward _ theories explaining the cause of choleraIdea 1Cholera was spread by_in the air to attack people.Idea 2Cholera was spread by _ with which people absorbed this disease into their bodies.Which is right ?Para 31. What did John Snow do when another outbreak hit London in 1854 and spread quickly? 2. Where did he gather the information?Para 4Many deaths happened here.No death happened here.The water from the pump was to blame.Para 51.The water came from _.A.the river that had been dirtied by people from LondonB.the lake that had been polluted by local peopleC.the river that had been dirtied by water from LondonD.the lake that had been polluted by water from London2.What did Dr. Snow advise the people in Broad Street to do? And what was the result?Para 6Read the 6th Para and try to catch the main idea of this paragraph. Para 7To prevent the cholera from spreading again, what did John Snow do?Step 6 post reading1.Find out the relative information about these numbers.16, 37, 38 and 40These numbers in Broad Street near the water pump had many of the deaths20 ,21; 8,920 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths.They didn't drink the water from the Broad Street pump.7These families worked in the pub at 7 Cambridge Street. They didn't drink the water from the pump.2. Fill in the blanksJohn Snow was a _ doctor in London. There was the most deadly disease called King Cholera of his day. Every time there was a (an) _, many people died of disease. John Snow wanted to use his knowledge to help solve this problem. He knew it would never be _until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera_ in the air without reason. The second suggested that people _ this disease into their bodies with their meals. John Snow determined to find out why. He believed in the second theory but needed to prove he was correct. So he_ data to test the two theories. He _ on a map where all the dead people had lived and the map gave a _ clue about the cause of the disease. It seemed the water was to _. Next, John Snow looked into the source of the water for these streets. With enough evidence, he announced with_ that polluted water carried the disease of cholera.Step 7 discussion1. What disease is similar to cholera?Cholera was a 19th century disease. What disease do you think is similar to cholera today?2. What should we pay attention to in our daily life in order not to get infected with cholera?(Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice. Eat only food that's been thoroughly cooked and is still hot, or fruit that you've peeled yourself. Avoid undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.) 3. What spirit can we find in John Snow? As a student, what should we learn from him?clever/talented strict patient creative determinedpositive honest intelligenthard-working ambitious careful co-operative confident braveStep 8 Team workShow a poster about cholera first, then ask Ss to design a poster, following the example.In the poster, the symptoms and the ways of preventing us from getting infected with cholera should be included.Step 9 Homework 1. Surf the internet to find out: What should we pay attention to in our daily life to prevent ourselves from getting infected with all these infectious diseases?2. Write down the important words and phrases in your exercise books.3. Underline the difficult sentences that you cannot understandPeriod 4 Language pointsTeaching Aims:Learn expressions & phrasesLearn.language points Difficult and Important Points:1）Language points2）The usage of “suggest & in addition”Teaching Methods:Presentation & PracticeTeaching P