高一英語(yǔ)教案下學(xué)期Unit16d.doc

新人教版高一英語(yǔ)下 Unit 16 Scientists at workReading教案一、 教學(xué)背景分析1學(xué)生情況分析 本單元的設(shè)計(jì)與實(shí)施是建立在學(xué)生經(jīng)過(guò)高一上半學(xué)期新教材學(xué)習(xí)基礎(chǔ)之上。學(xué)生已經(jīng)逐步的適應(yīng)了在活動(dòng)與任務(wù)中學(xué)習(xí)英語(yǔ)以及如何處理語(yǔ)言知識(shí)與活動(dòng)開(kāi)展的關(guān)系。并且，他們也已經(jīng)形成并培養(yǎng)了一定的小組合作學(xué)習(xí)及自主學(xué)習(xí)的能力。2. 單元背景分析 隨著科學(xué)技術(shù)的發(fā)展，各種各樣新的發(fā)明和發(fā)現(xiàn)都層出不窮。生活在這樣一個(gè)知識(shí)爆炸的年代，學(xué)生們更應(yīng)用心去體會(huì)并感受科技和發(fā)明創(chuàng)造者給生活帶來(lái)的變化，進(jìn)而能聯(lián)想到他們平時(shí)所學(xué)的學(xué)科及知識(shí)，并用英語(yǔ)為媒介進(jìn)行知識(shí)的整合與串聯(lián)。同時(shí)從另一個(gè)角度來(lái)說(shuō)，科技進(jìn)步的同時(shí)，我們的社會(huì)也產(chǎn)生了各種各樣的矛盾與爭(zhēng)論，因此如何正確的看待或處理這些問(wèn)題，也成為廣大學(xué)生應(yīng)該了解并掌握的知識(shí)。通過(guò)學(xué)習(xí)偉人的事跡，走近科學(xué)家的精神世界，學(xué)習(xí)科學(xué)家為尋求真理的獻(xiàn)身精神，求是精神，樹(shù)立向上的學(xué)習(xí)和生活態(tài)度，培養(yǎng)學(xué)生高尚的情操。二、教學(xué)目標(biāo)分析語(yǔ)言知識(shí)詞匯：學(xué)習(xí)并使用一些與science 和scientists有關(guān)的詞匯。語(yǔ)法：進(jìn)一步了解一詞多義現(xiàn)象與合成詞的構(gòu)成。功能：學(xué)習(xí)如何就某一事物給予別人指導(dǎo)與說(shuō)明。話題：掌握有關(guān)實(shí)驗(yàn)說(shuō)明的話題表達(dá)以及如何從正反兩方面對(duì)某一話題進(jìn)行分析討論。語(yǔ)言技能聽(tīng)：在聽(tīng)懂教師向?qū)W生講述實(shí)驗(yàn)中注意事項(xiàng)基礎(chǔ)上，繼續(xù)學(xué)習(xí)并強(qiáng)化捕捉特定信息的能力，以及確定全文主要話題的概括能力。說(shuō)：應(yīng)能在了解一定的現(xiàn)代科技發(fā)明基礎(chǔ)上，思考并學(xué)習(xí)如何對(duì)一種新的事物進(jìn)行描述。同時(shí)能與他人進(jìn)行交流，敘述事物的利與弊端。讀：強(qiáng)化略讀、查讀等閱讀微技能，訓(xùn)練通過(guò)尋找關(guān)鍵詞，主題句等方式更快速并準(zhǔn)確的確定文章的段落大意，理清文章的總體框架與脈絡(luò)。繼續(xù)運(yùn)用已經(jīng)掌握的基本猜詞技巧猜測(cè)部分單詞，并在上下文體驗(yàn)中感受某些佳句給讀者帶來(lái)的深層含義。寫(xiě)：學(xué)習(xí)在對(duì)事物進(jìn)行理性思考的基礎(chǔ)上，運(yùn)用恰當(dāng)?shù)木湫团c詞匯描述對(duì)事物正反面的不同觀點(diǎn)，同時(shí)更應(yīng)注重掌握一些必要的過(guò)渡詞增加此類(lèi)寫(xiě)作的條理性與層次感，并應(yīng)熟悉議論性作文的基本寫(xiě)作框架。情感態(tài)度與文化意識(shí)（1）.進(jìn)一步培養(yǎng)小組合作學(xué)習(xí)的能力，通過(guò)調(diào)查、采訪、討論等活動(dòng)完成任務(wù)，取長(zhǎng)補(bǔ)短，加強(qiáng)團(tuán)體協(xié)作意識(shí)。（2）.引導(dǎo)學(xué)生用英語(yǔ)進(jìn)行不同學(xué)科特點(diǎn)的思考，體會(huì)學(xué)科之間的聯(lián)系與區(qū)別。通過(guò)話題啟發(fā)學(xué)生積極思考，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。（3）.指導(dǎo)學(xué)生用批判的思維去接受新的事物，增強(qiáng)他們的辯論意識(shí)與能力。（4）.意識(shí)到科技工作的艱苦以及所必需的個(gè)人品質(zhì)與素質(zhì)，鼓勵(lì)學(xué)生在學(xué)習(xí)過(guò)程中的創(chuàng)新精神與實(shí)踐能力。學(xué)習(xí)策略指導(dǎo)學(xué)生運(yùn)用已學(xué)會(huì)的抓重點(diǎn)、做記號(hào)、摘筆記等方式對(duì)所學(xué)內(nèi)容進(jìn)行整理與歸納，并鼓勵(lì)學(xué)生增加與教師和同學(xué)交流、合作，繼續(xù)培養(yǎng)正確的自我評(píng)價(jià)與相互評(píng)價(jià)的習(xí)慣，從而總結(jié)交流學(xué)習(xí)所得，進(jìn)一步形成有效的學(xué)習(xí)方法。并指導(dǎo)學(xué)生把英語(yǔ)學(xué)習(xí)從課堂延伸到課外，發(fā)揮已掌握的使用工具書(shū)，查找資料、上網(wǎng)等方式增加用英語(yǔ)思維與表達(dá)的能力，了解實(shí)驗(yàn)對(duì)于科學(xué)研究的重要性，樹(shù)立正確的向上的學(xué)習(xí)態(tài)度，形成具有批判性的看問(wèn)題習(xí)慣。三、 教學(xué)內(nèi)容分析 本單元的中心話題是science and scientists。話題依附于聽(tīng)力、對(duì)話、閱讀與寫(xiě)作等語(yǔ)言載體中。本單元的話題內(nèi)容與學(xué)生的日常學(xué)習(xí)有著密切的關(guān)系，應(yīng)該說(shuō)是以英語(yǔ)為媒體讓學(xué)生表達(dá)他們對(duì)平時(shí)理化生等理科課程，特別是相關(guān)實(shí)驗(yàn)，所想到及感受到的內(nèi)容。因此，盡管本單元的話題對(duì)學(xué)生而言有著一定的難度，但卻有體現(xiàn)出了以學(xué)生為中心，貼近學(xué)生生活而又富有時(shí)代氣息的特點(diǎn)。Warming up設(shè)計(jì)了四幅與學(xué)生的理科課程有關(guān)的圖片，學(xué)生通過(guò)對(duì)日常熟悉的相干實(shí)驗(yàn)工具及場(chǎng)地的識(shí)別，展開(kāi)相關(guān)學(xué)科特點(diǎn)與學(xué)習(xí)的討論。同時(shí)在此基礎(chǔ)上，要求學(xué)生們?cè)贚istening部分能熟悉某些實(shí)驗(yàn)室的規(guī)則及注意事項(xiàng)，掌握如何給予別人指導(dǎo)與說(shuō)明，并能抓住文章的中心話題，捕捉相關(guān)細(xì)節(jié)內(nèi)容，回答有關(guān)的問(wèn)題。Speaking則是一個(gè)極富時(shí)代氣息的討論練習(xí)。要求學(xué)生們能對(duì)現(xiàn)在熱門(mén)的尖端科技有所了解，（練習(xí)中提供了諸如Maglev train, cloning, nuclear energy, computer 與 space flight等內(nèi)容）然后能就這些新的科學(xué)技術(shù)與工具進(jìn)行理性的辨證的思考，既能感受到它們給我們的生活帶來(lái)的巨大利益，同時(shí)也能發(fā)現(xiàn)其中所存在的不足與弊端，并能通過(guò)討論、對(duì)話等形式發(fā)表自己的觀點(diǎn)與想法。這一部分也應(yīng)該是本單元寫(xiě)作內(nèi)容的一個(gè)鋪墊。Reading講述的是科學(xué)家Franklin著名的風(fēng)箏實(shí)驗(yàn)，從而證明Lighting and electricity are the same的故事。學(xué)生在理解文章的基礎(chǔ)上，能充分感受到實(shí)驗(yàn)對(duì)于科學(xué)工作的重要性及科學(xué)家是如何獲得事業(yè)上的成功的。同時(shí)能落實(shí)材料中所出現(xiàn)的一些單詞與短語(yǔ)的使用。Language Study是在本單元詞匯學(xué)習(xí)的基礎(chǔ)上，讓學(xué)生進(jìn)一步了解并掌握一定的構(gòu)詞法。主要是兼類(lèi)詞、一詞多義現(xiàn)象及合成詞的構(gòu)成。Integrating skills 通過(guò)學(xué)生對(duì)科學(xué)家是否應(yīng)利用動(dòng)物進(jìn)行實(shí)驗(yàn)，從而達(dá)到發(fā)明新產(chǎn)品現(xiàn)象的討論，理性的從正反兩個(gè)方面看待這一問(wèn)題。同時(shí)在閱讀、思考與討論的基礎(chǔ)上，寫(xiě)下一篇闡明自己觀點(diǎn)、立場(chǎng)與看法的短文。四、 教學(xué)重點(diǎn)與難點(diǎn)1重點(diǎn)：（1）.掌握如何就某一話題給予別人指示與說(shuō)明，能熟練運(yùn)用 Dont do / Dont forget to / Make sure / Remember that / Do be careful of等結(jié)構(gòu)進(jìn)行討論、對(duì)話與表演。（2）.能就某一話題進(jìn)行合理的分析，并從不同的角度去分析問(wèn)題，展示一個(gè)物體的利與弊兩個(gè)方面。同時(shí)能在討論時(shí)學(xué)會(huì)運(yùn)用哪些結(jié)構(gòu)與單詞對(duì)事物進(jìn)行評(píng)價(jià)，諸如“ Its good / bad / harmful for / Its dangerous / expensive / important / unnecessary/ It brings people / It can help people（3）.能繼續(xù)運(yùn)用各種閱讀微技能進(jìn)行有效的閱讀， 同時(shí)能在閱讀中繼續(xù)培養(yǎng)猜測(cè)單詞詞義的能力。同時(shí)掌握文中出現(xiàn)的單詞與短語(yǔ)的使用。（4）.能進(jìn)一步了解一詞多義及合成詞的知識(shí)。以便能更好的區(qū)別單詞詞義與猜測(cè)單詞詞義，利用構(gòu)詞法知識(shí)擴(kuò)充詞匯量，并能真正做到為閱讀服務(wù)。（5）.能把事物的正反利益和理性的思考落實(shí)到筆頭，即能清晰地就某一爭(zhēng)論性話題發(fā)表自己的立場(chǎng)，闡明原因。并能進(jìn)一步運(yùn)用基本的協(xié)作技能學(xué)會(huì)argumentative essay的寫(xiě)作。2難點(diǎn)（1）.如何有效的讓學(xué)生就given topic進(jìn)行合作，分析問(wèn)題的利弊，并掌握相關(guān)的詞匯。（2）.如何能就課文內(nèi)容完成一些開(kāi)放性的話題討論，能把課文的內(nèi)容得以延伸與拓展。（3）.如何更加有效的掌握并運(yùn)用一些key words and expressions, such as make /do an experiment on, comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on. （4）.如何能使議論性作文表達(dá)的更加完整與流暢。（5）.指導(dǎo)學(xué)生通過(guò)各種渠道如圖書(shū)館、網(wǎng)絡(luò)等資源查找資料。五、教學(xué)原則（1）以任務(wù)型教學(xué) (Task-based Language Teaching)作為課堂教學(xué)設(shè)計(jì)之理念，具體采用情景教學(xué)法（Situational Approach），交際教學(xué)法（Communicative Approach），整體語(yǔ)言教學(xué)法（Whole Language Teaching）等教學(xué)方法。從一定程度上說(shuō)，人們使用語(yǔ)言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動(dòng)就是讓學(xué)習(xí)者通過(guò)運(yùn)用所學(xué)語(yǔ)言來(lái)完成各種各樣的交際活動(dòng)。學(xué)習(xí)者通過(guò)表達(dá)、溝通、交涉、解釋、詢問(wèn)等各種語(yǔ)言形式來(lái)學(xué)習(xí)和掌握語(yǔ)言，實(shí)現(xiàn)目標(biāo)，感受成功。（2）在教學(xué)中突出交際性，注重讀寫(xiě)的實(shí)用性；同時(shí)適時(shí)進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。（3）堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。（4）貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。六、 教材與任務(wù)安排 本單元計(jì)劃為六課時(shí)：Warming up & Listening （1課時(shí)）， Speaking (1課時(shí)) ，Reading (2課時(shí))， Grammar (1課時(shí))， Integrating skills（1課時(shí)）。同時(shí)本單元安排的三大任務(wù)是：（1）.參考學(xué)校理化生實(shí)驗(yàn)室，擬訂英語(yǔ)語(yǔ)音實(shí)驗(yàn)室規(guī)則。并以墻報(bào)的形式進(jìn)行比較后，選出其中最佳的規(guī)則，然后上報(bào)給學(xué)校。（2）.科學(xué)家創(chuàng)造發(fā)明故事比賽。要求學(xué)生在課外收集國(guó)內(nèi)外發(fā)明家的故事，經(jīng)過(guò)整理后，能以故事、小品、對(duì)話等不同形式表演出來(lái)。在全班同學(xué) 的共同評(píng)判下選出最佳故事及選手。（3）.當(dāng)?shù)責(zé)狳c(diǎn)爭(zhēng)論問(wèn)題討論。搜集本地目前人們所爭(zhēng)論的一些問(wèn)題，并能采集到不同的人對(duì)于這一問(wèn)題的不同看法與見(jiàn)解，并能進(jìn)行思考后，發(fā)表自己的立場(chǎng)與觀點(diǎn)。然后寫(xiě)一封書(shū)信給當(dāng)?shù)叵鄳?yīng)的管理機(jī)構(gòu)或政府部門(mén)。Unit 16 Scientists at workPeriod 2 ReadingI. Teaching aims:1. Learn and master the following:Words: conduct, charge, shock, prove, tear, fasten, explain, appearPhrases: do/take an experiment, a great deal of, tie-to-Sentence patterns: Having realized that I could use-, I decided to do -2. Read the passage and learn how the scientist Franklin found lightning and electricity are the same. 3. Improve the students reading ability through reading activities.II. Teaching Important points:Learn the words and phrases listed above.Train the students to improve their reading comprehension.III. Teaching difficult points:Get the students to know exactly how to conduct the experiment.How to help the students know more about scientific experiments.IV. Teaching methods:Question-and-answer method to make students interested in what they will learn.Fast reading to get the general idea of the text.Careful reading to answer some detailed questions. Individual, pair or group work to make every student work in class.V. Teaching aids:A computerVI. Teaching procedures:Step 1 RevisionWords and expressionsTalk about science and doing experimentsPre-reading Find the words that fit the descriptions:c_ lead or guide (sb. /sth.)c_ amount of electricity put into a battery or contained in a substancep_ show that sth is true or certain by means of argument or evidence(證據(jù))t_ pull (sth) forcibly apart or away or to piecesf_ firmly attach sth to sth or two things togethere_ make sth clear or easy to understanda_ become visibleStep 2 Background introductionGuessing games.Ask Ss to think of a well-known person. To find out who he/she is , the others only ask general questions.And the student asked by the others only say “ Yes ” or “No”.Introduce Benjamin Franklin to the students.He was born on January 17, in Boston in Massachusetts, and was the tenth child and youngest son of the family.His father was a candle maker. When he was young, he was not very good at maths. He was curious and loved to learn about new things but he had only less than three years of formal education. He invented lightning rod.(避雷針) .He helped set up Americas first city hospital. He also helped to found a new nation. He helped to write the Declaration of Independence. He was a successful businessman, an inventor, a writer, a scientist and a world-famous statesman, author of Poor Richards Almanac, a book of smart sayings and facts.Some famous sayings come from him:If you wouldnt be forgotten, as soon as you are dead or rotten, either write things worth reading ,or do things worth the writing. - Benjamin FranklinLost time is never found again. - Benjamin FranklinGod helps those who help themselves. - Benjamin FranklinEarly to bed and early to rise makes you healthy. - Benjamin Franklin Step 3 ReadingTask One :Skim the text to get a general understanding.Fill in the form.Franklins kite experimentTimePeopleWeatherPurposeThings needed:The stepsFirstsecondthirdNotice:ResultListen to the tape, do T or F :Read the following statements and decide if they are T or 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.Task 2 :Scanning Things needed FunctionsA silk kiteA keyBad weatherA condenser A shed Wooden sticks A stringA sharp piece of metalA silk ribbonA handkerchiefTask 3:Reading comprehention Exercise 11. Franklin made the kite of silk because _.A. wet silk does not conduct electricity B. B.silk kite flies highC.silk kite will last longer in weather with rain and strong winds D.silk kite is cheaper2. Which is not stated but can be inferred from the text?A. Franklin did the experiment with the kite.B. Franklins experiment with electricity was dangerous. C.Franklin failed the experiment again.D.The experiment was conducted in bad weather.3. Which of the following is in the correct order?The experiment proves that lightning and electricity are the same.The kite flew high in the rainy sky. He made a silk kite.Very sharp piece of metal was fixed. A key was fastened to the end of the string. A ribbon was tied to the string.A. B. C. D. 4. In one of Franklins experiments, he wanted to find out whether_. A.lightning has nothing to do with electricity B. lightning and electricity are the sameC.electricity can make lightning D.he was able to collect and store lightning5. Franklins experiment was done _.A.with a paper kite, a key and a condenser B.on a rainy day in a shed C. with a fixed sharp piece of mental D. by flying his ordinary made kite6.Franklin did the experiment_.A.all by himself B.with nobody aroundC. with the help of his knowledge about weather D. with his son flying the kite7. In doing the experiment it is better to make the kite of silk than of paper because_.A. The kite made of silk is more beautiful than of paper.B. The kite made of silk is lighter than of paper.C. The kite made of silk can last longer in bad weather than a paper kite.D. The kite made of silk can conduct electricity while a paper kite cant.Gap-fillingIn order to show that lightning and _ are the same, Franklin decided to do a kite _. When the first thunderstorm came in _, 1752, he took his _ to a shed in the fields together with his son. When the kite flew higher and higher in the _ sky, he found the string was getting_.The experiment succeeded. He made a lot of preparations for this experiment. His kite was a special one. It was not made of paper but_. In order to _ the kite, he added a tail to the_ of the kite. When flying the kite, he proved his idea. It is a great _ to the whole world.Task 4 Which underlined word has the same meaning as it does in the text ?Charge 1.How much do you charge for repairing my CD player? 2.The frightened animal charged into the shop.3.It usually takes one hour to get my cellophane fully charged.Conduct 1.The guide conducted the tourists round the museum.2.How well does this material conduct electricity or heat?3.The concert on Saturday evening will be conducted by a world-famous conductor.Cross 1.He was surprised to see so many crosses all over his maths homework.2.She is wearing a cross around her neck. 3.The river was too deep to cross.Sharp 1.Blind animals may survive by their sharp sense of smell.2.The knife is not sharp enough to cut the meat. 3.I felt a sharp pain in my stomach.Tear 1.Dont pull the cloth so hard. It tears easily. 2.They are tearing down these old houses for new buildings. 3.He saw the beautiful little girl in tears.Tie 1.Each team made one goal and the match ended in a tie.2.Your new tie looks great with your blue suit.3.This two year old girl is learning how to tie her shoes. Read the passage again, list what are needed to do the kite experiment and the materials that are needed to make a kite.a keyframemeList what are needed to do the same kite experiment as Franklin did.silk a condenserKite experiment eexpexperimentkitestringbad weatherhandkerchief Third reading Step 4 Language pointsThe following are the main language points of this reading passage. Present them to the students and ask them to explain them first according to the context. Then the teacher explain and give some examples. be famous for /as /toconducta number of /a great deal of get chargedtietosharpStep 5 Post-readingAnswer the questions in part 2 on Page23.HomeworkRetell the text and preview next part.Post-teaching feedback:教學(xué)反思：這篇課文介紹了著名的弗蘭克林風(fēng)箏實(shí)驗(yàn)，我本以為大家都知道這個(gè)實(shí)驗(yàn)的具體過(guò)程，以為這篇課文對(duì)大家來(lái)說(shuō)會(huì)很好理解，但事實(shí)證明我大大地高估了學(xué)生的知識(shí)面，事實(shí)是他們都知道這個(gè)實(shí)驗(yàn)但對(duì)這個(gè)實(shí)驗(yàn)的具體過(guò)程和步驟一無(wú)所知。加之該篇課文生詞較多，難句很多，使上課過(guò)程難上加難。為了幫助大家理解，我通過(guò)在黑板上畫(huà)簡(jiǎn)筆畫(huà)來(lái)幫助學(xué)生理解，雖然我畫(huà)得不好但仍然贏得了學(xué)生的掌聲。結(jié)果是這幅畫(huà)大大地幫助學(xué)生理解這個(gè)實(shí)驗(yàn)，連最不愛(ài)學(xué)習(xí)的學(xué)生也能說(shuō)出個(gè)所以然來(lái)?？磥?lái)教學(xué)真是需要多種手段的輔助。Period 3I. Teaching aims:1. Review the words learnt in the last period and learn their different meanings by heart.2. Learn to use the rules of the formation of compounds to guess the meaning.3. Learn to describe the two parts of some compounds.II. Teaching important points:Learn and master the different meanings of some verbs.Learn to guess the meaning of compounds and learn to describe some compounds.III. Teaching difficult points:Grasp the general rules of word formation.Learn to use the rules to form new words.IV. Teaching methods:1. Review method to consolidate what is learnt in last class.2. Practice to make the students learn the way of guessing compounds and describing them.3. Individual , pair or group work to make every student work in class.V. Teaching aids:A computerVI. Teaching procedures:Step1 RevisionLet some students retell the text.Step2 Lead-inAfter having learnt many words, we can find that some words have more than one parts or speech or a meaning. For example, bank can mean not only the ground near a river, but also the establishment for keeping money. It is one factor of words and we may find that if some words are combined, a new word comes into being. Today we will talk about these two phenomena.Step 3 Word study1. Finish the exercise in this part.2. Let the Ss think more examples of words that have more than one meaning. Then make a conclusion to help them to decide word meaning in a specific situation.Step 4 Grammar1.Finish the exercises in this part.2 Train the Ss reading and speaking ability by making a debate after reading the material3. Talk about the word formation, especially compounds. And the noun compounds and adjective compounds.4. Let the students talk about some compound words, then conclude the conditions.Step 5 Practice1) ache He has an ache in his chest. continous and dull pain I am aching all over. suffer from the pain v.2) lie Our school lies in Anqing He told a lie to his teacher.3) order Get your ideas into some kind of order before beginning to write. He gave his order to the waiter. We ordered him to leave immediately.4) like I like the one on the left. They are not twins, but they ate very like. I am going to be a pop star like Michael Jackson.HomeworkReview the compound words and preview next part.Do Exx. 1-2 on P91 in workbook.教學(xué)反思：在這個(gè)課時(shí)里一個(gè)很重要的步驟就是復(fù)習(xí)上個(gè)課時(shí)里的課文，讓學(xué)生復(fù)述實(shí)驗(yàn)過(guò)程。在詞匯學(xué)習(xí)中能很好地復(fù)習(xí)課文中出現(xiàn)的單詞和詞組，讓學(xué)生了解一個(gè)單詞未必只有一個(gè)意思，很可能擁有完全不同的意思，這就需要大家根據(jù)上下文來(lái)進(jìn)行判斷了。學(xué)生的聯(lián)想能力很強(qiáng)，我感覺(jué)只要給他們機(jī)會(huì)，給他們時(shí)間，他們會(huì)做得很好，超出我們的預(yù)料，在今后的教學(xué)中要注意培養(yǎng)他們這方面的能力。Period 4I. Teaching aims:1. Do some reading and know different opinions about animal experiments.2. Do some writing and learn to write an essay.3. Review the expressions and word formation learnt in this unit.II. Teaching important points:Get the students to understand the general idea of the passage.Train the Ss writing ability by writing an essay.III. Teaching difficult points:How to improve the students reading ability.How to write an essay.IV. Teaching method