《Scientists at work》教案(精選2篇)
《Scientists at work》教案 篇1
教學示例(二)
i. teaching aims:
talk about science and scientists.
learn how to give instructions.
similar dialogue presentation with new words and expressions used within
ii. teaching aids: tape recorder, pictures, slides
step 1 pre-reading
1.t ask ss: do you know the names of some famous scientists?
what are they famous for?
t show some pictures and ask : do you know the scientists? what are they famous for?
albert einstein 愛因斯坦 galileo galilei伽利略 marie curie居里夫人
stephen hawking charles darwin達爾文 yuan longping袁隆平
史蒂芬•威廉姆•霍金
2. group work
let ss work in pairs , and name some scientists who made many important discoveries in the eighteenth and nineteenth centuries .(slide show)
step ii. reading
1. skimming let ss read the passage carefully and answer the question:
why did benjamin franklin do this experiment with the kite?
(he wanted to show /prove that lightning and electricity are the same thing.)
2. skipping let ss read the passage again, and finish the following exercises: (slide show)
true (t)or false (f)
1. in 1752 scientists already knew what electricity is. (t )
2. franklin was helped by a friend to do the experiment. (f )
3. franklin made the kite of silk because wet silk does not conduct electricity. (f )
4. a condenser was used in the experiment to store electricity. ( t )
5.the key tied to the string was put into the door to stop the kite form flying away. (f )
3. extractive reading let ss read the passage carefully, and answer the following the questions:
a.why is it better to make the kite of silk than of paper?
(a slik kite will last longer in bad weather than a paper kite. )
b. do you think franklin’s experiment was dangerous? explain.
(yes franklin’s experiment was very dangerous because if something went wrong he could be killed by the lightning. )
4. let ss find out the keys of the exercises after their reading.(slide show)
aim: to show that lightning and electricity are the same.
materials: some wooden sticks, a piece of silk, some rope, a very sharp piece of metal, a silk ribbon, a key, a condenser, a small shed, a thunderstorm with lightning.
results: the electricity stored in the condenser can be used to do other experiments, which proves that lightning and electricity are the same.
4. listening play the tape and let ss follow, paying attention to the intonation.
step iii discussion
t says: in order to conduct science experiments, scientists must often find practical solutions to overcome problems, make large scale natural phenomena manageable and think about their own safety.
let ss work in group and discuss how franklin used his creativity to overcome various problems for his experiment
1. we cannot go and look for lightning ,so franklin has to find a way to make lightning come to him: he attracted lightning using a kite.
2. a kite made of paper won’t last long in rainy weather, so he had to make a strong kite: he made his kite of silk.
3. a silk kite doesn’t attract lightning, so he had to add something: he fixed a long, sharp piece of metal to the top of the longest stick of the cross.
4. he had to collect and store the electricity, so that he could later use it in other experiments: he brought a condenser.
5. he had to make sure that he himself would not be hit by the lightning, so he had to find a low place where he could keep himself and his tools dry: he used a small shed in the fields
6. he had to stop the kite from flying away, without touching the string that would be charged with electricity: he tied a silk ribbon to the string that he kept dry by standing inside the shed. dry silk doesn’t conduct electricity, so it was safe to hold it in his hands.
7. he had to direct the electricity towards the condenser, with piece of metal at the end of the string: he tied a metal key to the end of the string.
step iv post-reading
translate the following sentences into english.(slide show)
1、弗蘭克林的風箏實驗表明,閃電和電是一碼事。(experiment).
2、有些人認為,和能源對環境構成的威脅遠遠超出它給社會帶來的益處。(nuclear energy)
3、輕微的電擊對人體無礙,但強電卻能致人死命。(electric shock)
4、關于這位科學家的家庭生活,眾說紛紜。(a great deal of)
5、你怎么證明你沒干這件事?(prove)
6、作為人類最早的發明之一,輪子至今仍在人類活動中發揮著重要作用。(wheel)
7、琳達很生氣,把信撕成碎片,扔進了垃圾筐。(tear)
8、根據英國法律,每一種新藥必須在至少兩種不同類的動物身上試驗。(test on)
1. franklin’s kite experiment showed that lightning and electricity are the same.
2. some people think that the threat that nuclear energy forms to the environment weighs much
more than the good it does for society.
3. a light electric shock does no harm to the human body, but a strong one can kill.
4. there was a great deal of talk about the scientist’s family life.
5. how can you prove that you didn’t do it?
6. the wheel, one of the earliest inventions, still plays an important role in human activities.
7. linda was so angry that she tore the letter into pieces and threw them into the dustbin.
8. british law says that every new drug must be tested on at least two different kinds of animals.
step v. language points and useful expressions
decide to do sth. do one’s experiment.
begin to stand up
get charged a great deal of
prove be made of
protect…from… come on
so that take care
homework
finish off the exercise on the workbook.
教案點評:根據新教材中的以閱讀為主的教學環節所設計的一課時/兩課時教案。本課閱讀課的目的是讓學生通過閱讀英語材料,掌握實驗步驟,領悟嚴謹的科學精神財富,體驗英語語言、問題,學習靈活使用語言結構。
這個教學過程分三個步驟:pre-reading,reading, discussion, post-reading, language points
pre-reading:在閱讀課文之前,教師可適當的講解與本單元有關的背景知識,運用圖片向學生介紹一些著名的科學家,通過提問的方式引入課文主題。教師可根據課文的內容和篇章結構,從不同的角度,引導學生對課文內容進行預測和討論。
reading:課文分三個步驟:掠讀(skimming),即帶著某個問題進行搜索式閱讀,這樣能培養學生捕捉關鍵句的能力;略讀(skipping),即教師指導學生通讀全文,理解課文大意,培養學生發現文章或段落的主題句及概括大意的能力;細讀(extractive reading),即加深對課文理解。培養學生的分析和邏輯推理的能力,并幫助學生對文中的難句進行句子結構的分析。
discussion:教師開展課堂小組討論,誘發學生的參與積極性,培養學生辯證的看待事物的能力,鍛煉他們說話的條理性和邏輯性。
post-reading:教師通過讓學生完成課堂練習,加深學生對課文內容的理解。
language points:教師點評課文中的知識點。
通過以上個步驟的訓練,學生對課文理解得比較深刻,同時也掌握了文中的語言知識。
《Scientists at work》教案 篇2
一、教學背景分析
1. 單元背景分析
隨著科學技術的發展,各種各樣新的發明和發現都層出不窮。生活在這樣一個知識爆炸的年代,學生們更應用心去體會并感受科技和發明創造者給生活帶來的變化,進而能聯想到他們平時所學的學科及知識,并用英語為媒介進行知識的整合與串聯。同時從另一個角度來說,科技進步的同時,我們的社會也產生了各種各樣的矛盾與爭論,因此如何正確的看待或處理這些問題,也成為廣大學生應該了解并掌握的知識。
2.學生情況分析
本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系。并且,他們也已經形成并培養了一定的小組合作學習及自主學習的能力。
二、教學目標分析
語言技能
聽:在聽懂教師向學生講述實驗中注意事項基礎上,繼續學習并強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:應能在了解一定的現代科技發明基礎上,思考并學習如何對一種新的事物進行描述。同時能與他人進行交流,敘述事物的利與弊端。
讀:強化略讀、查讀等閱讀微技能,訓練通過尋找關鍵詞,主題句等方式更快速并準確的確定文章的段落大意,理清文章的總體框架與脈絡。繼續運用已經掌握的基本猜詞技巧猜測部分單詞,并在上下文體驗中感受某些佳句給讀者帶來的深層含義。
寫:學習在對事物進行理性思考的基礎上,運用恰當的句型與詞匯描述對事物正反面的不同觀點,同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感,并應熟悉議論性作文的基本寫作框架。
情感態度與文化意識
(1)。進一步培養小組合作學習的能力,通過調查、采訪、討論等活動完成任務,取長補短,加強團體協作意識。
(2)。引導學生用英語進行不同學科特點的思考,體會學科之間的聯系與區別。通過話題啟發學生積極思考,調動學生的學習興趣。
(3)。指導學生用批判的思維去接受新的事物,增強他們的辯論意識與能力。
(4)。意識到科技工作的艱苦以及所必需的個人品質與素質,鼓勵學生在學習過程中的創新精神與實踐能力。
語言知識
詞匯:學習并使用一些與science 和scientists有關的詞匯。
語法:進一步了解一詞多義現象與合成詞的構成。
功能:學習如何就某一事物給予別人指導與說明。
話題:掌握有關實驗說明的話題表達以及如何從正反兩方面對某一話題進行分析討論。
學習策略
指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納,并鼓勵學生增加與教師和同學交流、合作,繼續培養正確的自我評價與相互評價的習慣,從而總結交流學習所得,進一步形成有效的學習方法。并指導學生把英語學習從課堂延伸到課外,發揮已掌握的使用工具書,查找資料、上網等方式增加用英語思維與表達的能力,了解實驗對于科學研究的重要性,樹立正確的向上的學習態度,形成具有批判性的看問題習慣。
三、教學內容分析
本單元的中心話題是science and scientists。話題依附于聽力、對話、閱讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有著密切的關系,應該說是以英語為媒體讓學生表達他們對平時理化生等理科課程,特別是相關實驗,所想到及感受到的內容。因此,盡管本單元的話題對學生而言有著一定的難度,但卻有體現出了以學生為中心,貼近學生生活而又富有時代氣息的特點。
Warming up設計了四幅與學生的理科課程有關的圖片,學生通過對日常熟悉的相干實驗工具及場地的識別,展開相關學科特點與學習的討論。同時在此基礎上,要求學生們在Listening部分能熟悉某些實驗室的規則及注意事項,掌握如何給予別人指導與說明,并能抓住文章的中心話題,捕捉相關細節內容,回答有關的問題。
Speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所了解,(練習中提供了諸如Maglev train, cloning, nuclear energy, computer 與 space flight等內容)然后能就這些新的科學技術與工具進行理性的辨證的思考,既能感受到它們給我們的生活帶來的巨大利益,同時也能發現其中所存在的不足與弊端,并能通過討論、對話等形式發表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。
Reading講述的是科學家 Franklin的風箏實驗,從而證明Lighting and electricity are the same的故事。學生在理解文章的基礎上,能充分感受到實驗對于科學工作的重要性及科學家是如何獲得事業上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。
Language Study是在本單元詞匯學習的基礎上,讓學生進一步了解并掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。
Integrating skills 通過學生對科學家是否應利用動物進行實驗,從而達到發明新產品現象的討論,理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎上,寫下一篇闡明自己觀點、立場與看法的短文。
四、教學重點與難點
重點
(1)。能就某一話題進行合理的分析,并從不同的角度去分析問題,展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結構與單詞對事物進行評價,諸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
(2)。掌握如何就某一話題給予別人指示與說明,能熟練運用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等結構進行討論、對話與表演。
(3)。能進一步了解一詞多義及合成詞的知識。以便能更好的區別單詞詞義與猜測單詞詞義,利用構詞法知識擴充詞匯量,并能真正做到為閱讀服務。