Unit-1-Great-Scientists教学设计

Unit1GreatScientists教学设计教学目标目标设置1.Knowledgeandability(1)Tolearnaboutthesevenstagesofascientificreport.(2)Tograspthemainideaofthepassageandeachparagraph.(3)Todevelopthestudents'readingability.(4)Toimprovestudents’languageexpressionability.2.EmotionaltargetTolearnfromthegreatscientistsanddevelopthenoblespirits.3.Evaluation(评价)Toseehowwellyou'velearnedthepassageandhowyouhaveperformedinthisclass.教学方式和教学手段Communicativeapproach;Audio－Visualapproach;Groupwork;Multi-media板书设计GreatScientists教学重点和难点学习重点1.Totrainthereadingskillsofskimming,scanning,carefulreading;2．Tomasterthedetailsofthepassageandappreciatethespiritsofthescientists.教学难点：1．Togetthedetailedinformationbyreadingandlearntodealwithit.2．Todevelopthestudents'abilityofgraspingthemainidea.教学过程教学阶段教师活动学生活动设计意图Lead-inT:Twoweeksago,Igotabadcold.IhadasorethroatandIcouldn'tspeak.Ialsofoundmanyofyouwenthomebecauseofit.Right?Sodoyouthinkcatchingabadcoldisaterriblething?ButIhavetosaywe'rereallylucky.HaveyoueverheardofCholera?Let'slookatsomepictures.Don'tbescared....Choleraisterrifying,butitwasdefeatedbyascientist----JohnSnow.Studentsanswertheteacher'squestions.以近来学校师生普遍遭遇的病毒性流感导入，更为直观亲切，并能引起学生的兴趣与好奇，为课文学习做铺垫。Pre-readingNowreadtheshortpassagetolearnmoreabouttheterrifyingCholera.Lookthroughtheshortpassagequickly.通过浏览背景材料进一步激起学生的学习兴趣并为课文学习做准备。While-readingStep1Fast-reading(1)What’sthemainideaofthepassage?A.JohnSnowwasawell-knowndoctorinLondon.B.Thecauseofcholerawaspollutedwater.C.Thesourceofalldrinkingwatershouldbeexamined.D.HowdidJohnSnowcollect,analyzetheinformation,findthecauseofthediseaseandsolveit.(2)Thepassageiswrittenintheformofascientificreport.Readthepassagequicklyandusethesevenstagesinexamininganewscientificideatodescribeeachparagraph:Drawaconclusion(得出结论)Thinkofamethod(找出研究方法)Collectresults(收集材料)Makeupaquestion(形成研究主题)Findaproblem(发现问题)Analyseresults(分析材料)Findsupportingevidence(找出支持观点的证据)Studentsreadthetextquicklyandfindoutthemainideaofthepassageandeachparagraph.Answers:Para1:FindaproblemPara2:MakeupaquestionPara3:ThinkofamethodPara4:CollectresultsPara5:AnalyzetheresultsPara6:FindsupportingevidencePara7:Drawaconclusion学生通过表层阅读了解文章的文体，抓住文章主题和段落大意，检验学生快速阅读并获取信息的能力。While-readingStep2:CarefulreadingPara1Findaproblem1.Whatistheproblem?2.Howtocontrolcholera,inJohnSnow’sopinion?Para2MakeupaquestionHeputforward___________theoriesexplainingthecauseofcholeraIdea1Cholerawasspreadby_______intheairtoattackpeople.Idea2People_______itwiththeirmeals.Para3ThinkofamethodReadthe3thParaandtrytocatchthemainideaofthisparagraph.Para4-5Collectandanalyzetheresults1.WhereweremanyofthedeathsinBroadStreet?2.WhatdidDr.Snowthinkwasresponsibleforthedisease?3.Thewatercamefrom________.A.theriverthathadbeendirtiedbypeoplefromLondonB.thelakethathadbeenpollutedbylocalpeopleC.theriverthathadbeendirtiedbywaterfromLondonD.thelakethathadbeenpollutedbywaterfromLondonPara6-7(1)Findsupportingevidence:Awomanandherdaughterwhohad_____fromBroadStreetalsodiedafter_____.(2)Drawaconclusionwithcertainty:___________________(3)Topreventthecholerafromspreadingagain,whatdidJohnSnowdo?Studentsreadeachparagraphcarefullyagainandtrytogettheanswerfromthetextbythemselves.Thenthestudentswilldiscusstheiranswerswithgroup-matesandchecktheanswersfromthescreen.Pointouttheproblemsforthewhileclasstodiscussifany.学生通过逐段阅读课文，从各段中获取相关信息，并利用这些信息完成一些练习。提高学生获取信息和处理信息的能力以及自主学习能力。以分组的形式讨论答案可以培养学生学习能动性和团队意识。Step3ConsolidationFillintheblanksfrommemory.JohnSnowwasawell-known_______inLondoninthe19thcentury.Hewantedtofindthe______ofcholerainorderto______it.In1854whenacholera________,hebegantogatherinformation.He_______onamapwhereallthedeadpeoplehadlivedandhefoundthatmanypeoplewhohaddrunkthedirtywaterfromthe______died.Sohedecidedthatthepollutedwatercarriedcholera.Hesuggestedthatthe_______ofallwatersuppliesbe_________andthewatercompanieswere_________notto______people___pollutedwateranymore.Finally“KingCholera”was_______.First,thestudentsfillintheblanksfrommemory.Then,thestudentschecktheanswersbythemselves.Last,thewholeclassreadthewholepassagetogether.根据记忆填空并通过浏览文章自我检查，最后齐声朗读文章可加深学生对课文的理解，抓住课文的重点细节，给学生提高自助、自悟的机会，并培养学生的发散思维的综合语言运用能力。DiscussionShowthetopicfordiscussion:(1)WhatspiritcanwefindinJohnSnow?(2)Asastudent,whatshouldwelearnfromhim?Studentsmaygetthesewords:intelligent,creative,talented,strict,patient,determined,positive,hard-working,confident,ambitious...通过讨论约翰斯诺的精神，学生形成积极的情感态度，从而能在生活中勇敢面对任何挫折，不被困难打倒，在学习和工作中能主动探索积极进取。Summary&self-evaluationAsksomestudentstotellwhattheylearnfromthislessonandevaluatetheirownperformance.Excellent（优）☆☆☆Good（良）☆☆Justso-so（一般）☆Howmanystarscanyouget?Studentssummarizewhattheyhavelearnedinthislessonandgradetheirperformance.通过对学习内容归纳总结确认学生的学习效果，锻炼学习的总结归纳能力；自我评价具有鼓励督促的双重效果。HomeworkSurftheinternettofindout:Whatshouldwepayattentiontoinourdailylifetopreventourselvesfromgettinginfectedwithalltheseinfectiousdiseases?培养学生的发散思维能力，查找信息的能力以及提高个人的自我保护意识。设计思路文章虽然较长并分了七个段落，但整体脉络清晰，完全按照科学报告七个步骤进行：发现问题→形成研究主题→找出研究方法→收集材料→分析材料→找出支持观点的证据→得出结论。为此，本节课的设计也是按照这一逻辑顺序，充分培养学生的阅读能力与技巧。导入与热身材料内容贴近生活，通过流感与霍乱的强烈对比可以引起学生的好奇，激发学生的兴趣；阅读过程从整体感知到细节