Unit1Greatscientists教學(xué)設(shè)計(jì)新部編版2

1、精品教學(xué)教案設(shè)計(jì) | Excellent teaching plan教師學(xué)科教案 20 20 學(xué)年度 第 _學(xué)期 任教學(xué)科： 任教年級(jí)： 任教老師： xx 市實(shí)驗(yàn)學(xué)校育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching planUnit 1 Great scientists 教學(xué)設(shè)計(jì)【教材分析】本單元的中心話題是 “科學(xué)家如何以探索、 鉆研、 無畏的科研精神驗(yàn)證未知 的科學(xué)真理?！?Warming up 和 pre-reading 激活背景知識(shí)，為進(jìn)入閱讀課文打 好鋪墊 ; 閱讀文章介紹英國著名醫(yī)生 John Snow 是如何通過考察、分析、探究的 科學(xué)

2、方法發(fā)現(xiàn)并控制“霍亂”的。運(yùn)用圖式理論激活背景知識(shí)的過程，Doctor Zhong NanshanSARS & Bird Flu infectious diseases Cholera John Snow 通過閱讀，使學(xué)生學(xué)習(xí)解決問題的一般步驟，并用于指導(dǎo)其他學(xué)科的學(xué)習(xí)。 之后進(jìn)行相關(guān)的語言學(xué)習(xí)和語法學(xué)習(xí)， 對(duì)于課文語言點(diǎn)， 采用老師引導(dǎo)式： 課前 布置學(xué)生找出重難點(diǎn)， 堂上通過設(shè)計(jì)各種各樣的情景要求學(xué)生使用課文出現(xiàn)的重 難點(diǎn)回答問題，最后以填空、翻譯、復(fù)述、使用所學(xué)重點(diǎn)造句等形式進(jìn)行鞏固， 深入理解文章中的句子。語法教學(xué)根據(jù)三維語法教學(xué)理論所提倡的： “形式 + 意 義 + 運(yùn)用”相結(jié)合；把

3、語法教到實(shí)處，教到使處。整個(gè)語法教學(xué)由單詞、詞組、 句子、對(duì)話、段落到篇逐漸過渡，使學(xué)生能做到學(xué)以致用。聽力部分主要培養(yǎng)學(xué) 生的分析能力和組織語言的能力； 而說的部分側(cè)重于交際能力和說服能力， 同時(shí) 也為后面的寫作打好基礎(chǔ)。 寫作除了強(qiáng)調(diào)說理能力的培養(yǎng)， 也強(qiáng)調(diào)了對(duì)學(xué)生收集 信息、整理信息及傳遞信息的能力培養(yǎng)，通過引入 （ 背景）口頭討論 （ 收集點(diǎn) 子） 列提綱寫作組內(nèi)交流全班分享課后修改老師批改 體現(xiàn)了自做、自助和自悟的教學(xué)思想、改進(jìn)學(xué)生的學(xué)習(xí)策略?！菊n程標(biāo)準(zhǔn)要求掌握項(xiàng)目】功能句式Describing peopleWhat nationality is this scientist?Whe

4、n 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 /

5、confidence / curiosity / enthusiasm / luck?詞匯 1 四會(huì)詞匯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, con

6、struction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view2 認(rèn)讀詞匯育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching planinfect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, r

7、evolutionary, calculation, loop, privately, bright-ness, persuasive, logical3 詞組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結(jié)構(gòu)The past participle as the predicati

8、ve & 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.重點(diǎn)句子1. John Snow was a famous doctor in London so expert, indeed, that he attended Que

9、en 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

10、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

11、 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, a

12、ttend, contribute, apart from, creative, co-operative, positive, strict, enthusiastic, cautious.2. Know some great scientists and their achievements.3. Analyse the commonq ualities these scientists share and revise how to describe peoples characteristics.Difficult and Important Points:1) Word study2

13、) 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. Analysing2. Individual & Pair work育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching plan3. Teams matchTeaching Procedur

14、esStep 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

15、contributions, and let Ss guess who they are. Ss should compete to answer as soon as possible. Then share somef amous 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 o

16、ut 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 d

17、ont 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(B ritish, improved the first steam pumpa nd turned it into a steam engine for taking water out o

18、f 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 Da

19、vy (British)9) .Zhang Heng (Chinese, invented seismograph)10) .Stephen Hawking (a British astronomer)Step 3 Brainstorming1. Now that weve learned so many great scientists, lets draw a conclusion about them. What common characteristics do they have?Attention: In this part, Ss may list many other adje

20、ctives which they have learned before to describe scientists. Sothe major job of T shouldbe 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 meansw ork along well

21、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育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching plannot so good at English, T can use some Chinese if necessary.enthusiastic co-operative pos

22、itivebrightcommon characteristicsstrictpersuasive cautious creative2. Draw a conclusion about them in sentences: They allEg. made a great contributionmade great achievementssucceeded in their scientific career overcome many difficultiesStep 4 Pair workMake up dialogues. Its a pity that these great m

23、inds cant get together. So now wellorganize a party for them. Because of an advancedmachine called Time Machine, all scientists from all different times can come to attend it. Now theyre talking to each other. Make up a dialogue between two scientists. They mayt alk about their achievements, their l

24、ife and their plan for the future work.They may talk about these1.I wonder if youre2.I know you because Ive heard that you3. Thank you for knowing so much about me.4.Im the one who 5.Im really interested in your invention.They may ask about theseWhats your nationality? (Im from )What are you interes

25、ted in?What conclusion have you drawn?What are you proud of?What leads to your success? (My cautiousness/ creativeness/ determination leads 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 pr

26、eview 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 sc

27、ientific research by abiding by育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching planthe 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

28、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 n

29、ame 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 Thomas Edison Laite Brothers Madame Curie Franklin Steven Hawking Elbert Einst

30、ein Isaac Newtonelectricitythe First telephone the electric Lamp black holes in Universe Theory of Gravitythe First Plane Radium the Theory of RelativityStep 2 Pre-readingDo you know Zhongnanshan? Are there more terrifying infectious diseases?What is “King Cholera ” ? Who helped the people to defeat

31、 cholera?Show some pictures about people infected with cholera,Step 3 Skimming & scanningWho 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 kn

32、ow 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 supp

33、orting evidence育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching planrepeat if necessaryStep 5 Careful readingPara 11. What is cholera?2. how to control cholera , in John Snows opinion?Para 2He put forward theories explaining the cause of choleraIdea 1Cholera was spread byin the air to attack people.Id

34、ea 2Cholera was spread by with which people absorbed thisdisease 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 t

35、he 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 peo

36、ple 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 numbe

37、rs in Broad Street near the waterpump had many of the deaths20 ,21; 8,920 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths .They didnt drink the water from the Broad Street pump.7These families worked in the pub at 7 Cambridge Street. They didnt drink the water from the pump.2. Fill in

38、 the blanks育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching planJohn Snoww as a doctor in London. There was the most deadlydisease 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 wou

39、ld never be until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera in the airwithout reason. The second suggested that people this diseaseinto their bodies with their meals. John Snow determined to find out why. He believed in the second theo

40、ry but needed to prove he was correct. So he data to test the two theories. He on a map where allthe dead people had lived and the map gave a clue about the causeof the disease. It seemed the water was to . Next, John Snowlooked into the source of the water for these streets. With enough evidence, h

41、e announced with that polluted water carried the disease ofcholera.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 toget infected with ch

42、olera?(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 thats been thoroughly cooked and is still hot, or fruit that youve peeled yourself. Avoid under

43、cooked 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 determined positive honest intelligenthard-working ambitious care

44、ful co-operative confident brave Step 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 Homework1. Surf the internet to find out: W

45、hat should we pay attention to inour 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 points育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精

46、品教學(xué)教案設(shè)計(jì) | Excellent teaching planTeaching Aims:Learn expressions & phrasesLearn.language pointsDifficult and Important Points:1) Language points2) The usage of “suggest & in addition Teaching Methods:Presentation & PracticeTeaching Procedures:Step 1 RevisionHave a dictationStep 2 Check the answersCh

47、eck the answers of yesterdays homework (P42.Using Words and Expressions)Step 3 Expressions & phrases1. discover & inventdiscover v. “ 發(fā)現(xiàn)” 被探索或被揭示的事物早已客觀存在著 . Columbus discovered America in 1492. 哥倫布于 1492 年發(fā)現(xiàn)了美洲 . Who discovered radium?誰發(fā)現(xiàn)了鐳 ?invent v. “發(fā)明” , 指的是發(fā)明原先不存在的東西 . Who invented the steam e

48、ngine? 誰發(fā)明了蒸汽機(jī) ?2.lift up舉起; 抬起; 提升3. Who put forward a theory about black holes?誰提出了黑洞的理論 ?put forward(1) to offer (an idea, suggestion etc.) for consideration提出 ( 建議等)(2) 推薦某人或自己任職位 ; 提名May I put your name forward as our monitor? 我能否提名你當(dāng)我們的班長 ?寫下來 ; 記入名單 ; 耽誤; 延期建立; 建造put away 拋棄 ; 舍棄put downput o

49、n穿上; 戴上;增加put offput out熄滅(燈); 撲滅 ( 火)put upput up with 忍受?You can take anything from the shelf and read, but please thebooks when youve finished with them.A. put on B. put down C. put back D. put off4. draw a conclusion 得出結(jié)論5. But he becamei nspired when he thought about helping ordinary people exp

50、osed to cholera.expose 在句中是過去分詞作后置定語 , 表示被動(dòng) . 意為“患霍亂的” . 如:The book written by Luxun is very popular.expose v.(1)to make visible 暴露“expose .to . ”He exposes his skin to the sun.他把皮膚暴露在陽光下 .育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching plan(2)to reveal the guilt or wrong doing of揭露 ; 揭發(fā)He exposed th

51、eir plot. 他揭穿了他們的陰謀 .I threatened to expose him ( to the police).我威脅要 ( 向警察 ) 揭發(fā)他.expose to 使易受 , 使受 expose a fraud 揭穿騙局expose sth. to the light of day把某事暴露于光天化日之下6. So many thousands of terrified people died every time there was an outbreak. 每次爆發(fā)霍亂時(shí)就有大批驚慌的老百姓病死 .every time 是連詞 , 引導(dǎo)時(shí)間狀語從句 , 意為“每次 ,

52、每當(dāng)” , 如 :Every time I meet him, I always think of the things happened between us. 每次見到他 , 我就想起發(fā)生在我們之間的事情 .immediately, the moment, directly, instantly等都可以作連詞 , 引導(dǎo)時(shí)間狀語從句 , 意為“一就” ,如:I will give the letter to him immediately I see him.我一見到他就把這封信給他 .I came directly I got your letter.我一接到你的信就來了 .7. The

53、first suggested that cholera multiplied in the air without reason. 第一種看法是霍亂病毒在空氣中無緣無故地繁殖著 .(Suggest 用法參考 P43.4, 并完成相關(guān)的練習(xí) )8. terrified people被嚇壞的人們9. absorb sth. into 把吸收入10. gather the information 收集信息11.in addition adv. as well as 另外In addition, the course also produces practical experience.此外 ,這門

54、功課還提供了實(shí)踐的基礎(chǔ) .A number of people came to the zoo in addition to Peter and Paul.彼得和保爾以外 , 還有許多別的人來到動(dòng)物園 .12. link to 將. 和 .聯(lián)系起來 (be linked to)13. announce with certainty肯定地宣布14. prevent sb. from doing sth.阻止某人干某事Step 4 PracticeFinish the exercises on P4 & P42.P43 Ex.3.4.5.Step 5 HomeworkEnglish week pa

55、ge 4 part 3Period 5 GrammarTeaching Aims:1. Get the hang of past participle used as attributive and predicative.2. Know the difference between V-ing form and the past participle used as the attribute and predicative.Teaching Important Points:1. Enable the students to use the Past Participle as the A

56、ttribute & Predicative in real situations.Teaching difficult points育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì) | Excellent teaching plan1. Have the Ss sum up the function of the past participle2. Know the difference between V-ing form and the past participle used as the attribute and predicative.Teaching Methods:1. I

57、nductive , comparison, explanation and exercise method2. cooperative workTeaching ProceduresStep 1 RevisionCheck the homework.Step 2 Grammar LearningPart 1 Competition.Divide the class into four teams. Each team chooses one student as their leader. The leader will choose the amount of money which stands for each question and can choose any one in the team to answer the questio