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2019-2020年高一英語(yǔ) Unit 16《Scientists at work》Reading說(shuō)課稿 新人教版 課題名稱(chēng) Unit16 Scientists at work（閱讀課） 教材版本 現(xiàn)行人教版高中英語(yǔ) 授課時(shí)間 40分鐘 各位老師： 大家好！ 我說(shuō)的課題是高中一年級(jí)英語(yǔ)下冊(cè)第16單元Scientists at work的第三課時(shí)Reading。 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。 我說(shuō)課的內(nèi)容包括三部分，一是教材分析，二是教法學(xué)法分析，三是說(shuō)教學(xué)程序。 一、 教材分析 1、 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。 2、教材內(nèi)容分析 w 本課是高中一年級(jí)英語(yǔ)下冊(cè)，unit 16 Scientists at work 中的Reading. 本單元的中心話(huà)題是science and scientists。話(huà)題依附于聽(tīng)力、對(duì)話(huà)、閱讀與寫(xiě)作等語(yǔ)言載體中。本單元的話(huà)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(huà)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)。 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，并了解作為一個(gè)科學(xué)家應(yīng)具備的品質(zhì)。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。 w 本課時(shí)主要分為三部分: 1）Pre-reading. (讀前準(zhǔn)備) “ 讀前”部分是Reading的前奏，要求學(xué)生填出所學(xué)理科課程領(lǐng)域18世紀(jì)和19世紀(jì)的重要發(fā)現(xiàn)并闡釋其之所以重要的理由。同時(shí)，還提醒學(xué)生回憶自己曾做過(guò)的一次科學(xué)實(shí)驗(yàn)及其感受，以便于學(xué)習(xí)閱讀部分的福蘭克林的實(shí)驗(yàn)。 2）.Reading (閱讀) “閱讀”部分詳細(xì)描述了富蘭克林所進(jìn)行的一次科學(xué)實(shí)驗(yàn)：在電閃雷鳴時(shí)放飛風(fēng)箏以驗(yàn)證閃電和電的關(guān)系。文中詳細(xì)記述了富蘭克林實(shí)驗(yàn)的目的、材料、過(guò)程、注意事項(xiàng)和所得結(jié)論。通過(guò)該篇文章的學(xué)習(xí)，學(xué)生要學(xué)會(huì)如何描述實(shí)驗(yàn)過(guò)程（這一點(diǎn)非常實(shí)用），并學(xué)習(xí)富蘭克林對(duì)科學(xué)的執(zhí)著、探究精神。 3）Post-reading（讀后） “讀后”部分共設(shè)計(jì)了三種類(lèi)型料到練習(xí)：練習(xí)1：通過(guò)挑選正確論述檢查學(xué)生對(duì)課文的細(xì)節(jié)理解。練習(xí)2：是三個(gè)問(wèn)題，涉及此次實(shí)驗(yàn)的一些科學(xué)常識(shí)。練習(xí)3：以圖片形式檢查學(xué)生對(duì)課文中提到的實(shí)驗(yàn)條件及方法的理解，圖片2展示實(shí)驗(yàn)情景，圖片4展示風(fēng)箏制作過(guò)程。圖片1和3 不正確。 三部分旨在培養(yǎng)和提高學(xué)生的閱讀能力，所以特將此三部分科學(xué)地整合成一節(jié)閱課。 3、教學(xué)重點(diǎn) 1）、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。 2）、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)。 4、教學(xué)難點(diǎn) 1）、能就課文內(nèi)容完成一些開(kāi)放性的話(huà)題討論，能把課文的內(nèi)容得以延伸與拓展。 2）、掌握并運(yùn)用一些key words and expressions, such as make /do an experiment on…, fort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on. 3)、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。 5、教學(xué)目標(biāo) 根據(jù)課文特點(diǎn)及新課標(biāo)對(duì)高一年級(jí)學(xué)生英語(yǔ)學(xué)習(xí)能力的要求，本課的教學(xué)目標(biāo)我定為以下兩個(gè)方面：一、語(yǔ)言目標(biāo)，二、情感目標(biāo)和文化意識(shí)。 1） 語(yǔ)言目標(biāo) ①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(huà)題：掌握有關(guān)實(shí)驗(yàn)說(shuō)明的話(huà)題表達(dá)以及如何從正反兩方面對(duì)某一話(huà)題進(jìn)行分析討論。 ②語(yǔ)言技能 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。 2） 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(fǎng)、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(huà)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。 二、教法學(xué)法分析 （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（municative Approach），整體語(yǔ)言教學(xué)法（Whole Language Teaching）等教學(xué)方法。 （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)言綜合運(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。 為了能很好地突出重點(diǎn)，突破難點(diǎn)，圓滿(mǎn)完成教學(xué)任務(wù)，取得良好的教學(xué)效果，我抓住重點(diǎn)，聯(lián)系實(shí)際，以學(xué)生為主體，教師為主導(dǎo)，讓學(xué)生集中練習(xí)。為了激發(fā)學(xué)生的興趣愉快地學(xué)，我采用競(jìng)猜游戲、快速閱讀（查讀）得出課文段落大意、討論和媒體實(shí)例演示等教學(xué)環(huán)節(jié)，讓學(xué)生充分體現(xiàn)課堂教學(xué)“主體者”的身份。 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、說(shuō)教學(xué)程序 Step 1.Revision 1). Greetings T: Good morning, everyone! Ss: Good morning, sir! 2). A Guessing game T: Today we’ll e to the reading part. First, let’s review some words and expressions we’ve learned. I’d like pairs of you to play a guessing game. I’ll show you some words and expressions. One student remains in his/ her place, describing the words given; the other one es here facing the whole class and he/she should speak out what the words are according to the description. Are you clear? OK, now let’s start. Who’d like to have a try? Volunteer! Good you, please. Step 2. Leading in： T: Attention, please. We all know that it is the scientists’ great effort that makes the great achievement on science. Today, we are going to learn one example of them: Franklin’s famous kite experiment. First, let’s e to Pre-reading Step 3. Pre-reading Group petition: Get Ss to go through the Qs in Pre –reading, and then fill in the following form . T: In the 18th and 19th century, scientists all over the world made the important discoveries and inventions in different fields like physics, chemistry, medicine, biology and so on. Please name some of them and then fill in the form on the screen. I’d like to divide the whole class into four groups. First, please discuss the Qs in Pre–reading, and then fill in the form. Let’s see which group does better. Are you clear? OK. Please look at the screen. Let’s start the practice. (Show the form on the screen). T: I’m glad that you’ve had a heated discussion. Well, please have a look at my answer. Suggested answer: Time Scientist Nationality Discovery Field 1750 Franklin 44 American Lightning rod Physics 1752 Franklin 46 American The nature of the lightning 1882 Koch 39 German Tubercle bacillus（結(jié)核桿菌） Medicine 1898 Pierre and Marie /Pierre and Madame Curie 31,39（居里夫婦） French Radium ,polonium Chemistry 18?? Darwin （達(dá)爾文） English The origins of species （物種起源） Biology T: So from the table above we know that Benjamin Franklin was an American scientist. In 1750, he invented the lightning rod. Two years later he discovered the nature of lightning through a lot of experiments. Now let’s learn more about Franklin’s experiment. Step 5. Reading T: First, judging from the title, what do you think the writer will tell us and how much do you about Franklin? Who can tell sth. about Franklin? Volunteer! (After students tell the information of him, show the background of him to Ss on the screen.) Task1: Skimming to find the right picture (Individual work): Exercise 2(P25 Post-Reading ) T: The pictures on the screen show how Franklin did his experiment. Go through the text quickly and pick out the correct ones. I’ll ask some of you to report your answers. Terrific, the correct ones are P 2 and P4. (This activity is designed to improve Ss’ ability to find out relevant information in a short while.) Task 2: A record of the experiment. Listen and plete the following chart. (Show the chart on the screen ) T: Look at the textbook and listen to the tape carefully, then try to plete the following chart, which is the record of the experiment. Please plete it individually, and then I’ll show the correct answer on the screen. T: Have you finished？Good, who’d like to report your answers? e on. Excellent work! Now please have a look at the possible answer on the screen. Show the possible answer on the screen: Name Kite Experiment Time In June 1752 Attendee Franklin and his son Purpose Lightning and electricity are the same Things needed A kite ,a key ,some really bad weather and condenser Task 3 . Scanning to find out topics and details (Individual work) : 1) Read the passage part by part to find out the topic for each one. T: This time you are asked to divide the text into certain parts after reading it. Then try to give the general idea of each part .You may work in pairs or in groups. Then I’ll ask some spokesmen to report the answers. T: Good. It can be divided into three parts. Please look at my answers. (Show the answer on the screen.) Part I. Para 1-3 Do experiments to prove lighting and electricity are the same. Part II .Para 4The equipment needed and process of the experiment Part III. Para 5-6 The steps and the tips of doing the experiment 2).Read the material carefully and decide if the following sentences are true or not. (Ex 1 in post---reading P 25) T: Now, let’s e to T/F Qs. Please read the text carefully and decide whether the following statements are true or false. ( T) (1). In 1752 scientists already knew what electricity is. ( F ) (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. ( T ) (4). A condenser was used in the experiment to store electricity. (F ) (5). The key tied to the string was put into the door to stop the kite from flying away. ( F ) (6). The experiment can be done at any time. Step 6. Careful reading This step is designed to improve the Ss’ capability to search some detail information and help them to have a better understanding of the text. Task 1: Understand the text. Multiple choices T：Now，let’s e to Multiple choice. Please look at the statements on the screen and try your best to find out the best answers based on the text. (Show the following the screen) 1). The passage is mainly about __C___. A. how to make a strong kite and fly it high in the sky B. a number of experiments to show what electricity is C. an experiment to prove that lightning and electricity are the same D. how to use a kite to attract lightning and make use of it in our everyday life 2). Before his experiment, Franklin had to prepare the following EXCEPT ____ B _____ . A. a strong kite B. really bad weather C. a metal key D. a condenser 3). In Franklin’s experiment, a condenser was used to __A __ . A. store electricity B. make electricity C. attract lightning D. protect him from electricity 4). Which can be learned from paragraph 3? C A. Franklin was shocked at the result of his kite experiment. B. Franklin could have carried out the experiment in any season of the year. C. When a string gets wet it will conduct electricity much better D. Before Franklin felt an electric shock, his hair must have stood up. 5). Franklin made the kite of silk instead of paper because C ____. A. wet silk does not conduct electricity B. silk kite flies high C. silk kite will last longer in weather with rain and strong winds D. silk kite is cheaper 6). Which is not stated but can be inferred from the text? ( B ) A. Franklin did the experiment with the kite. B. Franklin’s experiment with electricity was dangerous. C. Franklin failed the experiment again. D. The experiment was conducted in bad weather. 7). Which of the following is in the correct order? ( B ) ①The experiment proves that lightning and electricity are the same. ②The kite flew high in the rainy sky. ③He made a silk kite. ④Very sharp piece of metal was fixed. ⑤A key was fastened to the end of the string. ⑥ A ribbon was tied to the string. A. ④ ⑤ ⑥ ③ ② ① B. ③ ④ ⑤ ⑥ ② ① C. ④ ③ ⑤ ⑥ ① ② D. ③ ④ ⑤ ⑥ ① ② Task2. Further understanding . T: Please read the text again and get as many details as you can to answer the following questions. (1). Why did Benjamin Franklin do this experiment with the kite? S. He wanted to prove that lightning and electricity are the same. (2). Why is it better to make the kite of silk than of paper? (Or: Why the kite made of silk is better than the one made of paper?) S. Because a silk kite will last longer in bad weather than a paper kite. (3). Why did Benjamin Franklin fix a long, sharp piece of metal to the top of the longer stick of the cross? S. Because a silk kite doesn’t attract lightning. He added it to help attract lightning. (4). Is it dangerous for Franklin to do the experiment? Why do you think so? S. Yes. Because if something went wrong, they might be killed by the lightning. T: Next let’s focus on the famous kite experiment. (5). Try to find out how to make a kite. T: Please find out in the text the information of how to make a kite. ①. How to make a kite 1. Build the frame of the kite by making a small cross of two pieces of light wood. 2. Tie the corners of the handkerchief to the points of the cross. 3. Add a tail to the frame and tie a long string to the cross. ②. What to do then 1. Fix a very sharp piece of metal, pointing a foot or more above the frame, to the top of the longer stick of the cross. 2. Fasten a key to the end of the long string. 3. Tie a silk ribbon to the string, just above the key. Q1. What were needed when it was being done? Q2. How many steps were mentioned? Q3. What should be paid great attentions to when it was being done? Task 3.Demonstration Draw a sketch(草圖) of the kite which was used in the experiment according to the instruction. Instruction ① A small cross of two pieces of light wood. ② Tie the corners of a handkerchief to the points of the cross. ③ Add a tail to the frame. ④ Tie a long string to the cross. ⑤ Fix a sharp piece of metal to the top of the longer stick of the cross. ⑥ Fasten a key to the end of the long string. ⑦ Tie a silk ribbon to the string. Franklin’s Famous Kite Experiment Step 6.Post ---reading 1. Finish Ex.2 in post ---reading (P 25) (Show the Qs on the screen) T: Please look at the screen and discuss the following questions in groups: (1)What do you think of Benjamin Franklin? (2)What can you learn from the experiment and also Franklin? 2. Describe Franklin’s experiment. T: It’s your turn to describe Franklin’s experiment in your own words. (In order to show that lightning and electricity are the same, Franklin built a strong kite. When the bad weather came, he did his experiment by using his kite and condenser. He found that the string was getting charged and he could feel a light but very clear electric shock. So he stored much electricity in the condenser. This experiment proved his idea. To do this experiment, four objects are needed: a kite, a key, some bad weather and a condenser. Then the next three steps are very important. First, fix a very sharp piece of metal. Second, fasten a key to the end of the long string. Third, tie a silk ribbon to the string.) Step 7.Consolidition Fill in the following forms according to the text. (Show the form on the screen) Show the suggested answer on the screen: Aim Things needed Functions Instructions Description Result To show that lighting and electric are the same. a silk kite to last longer in bad weather Paragraph 5 & 6 Paragraph 3 1.The electricity can be collected and stored in the condenser; 2.can be used to do other experiments; 3.proves that lightning and electricity are the same. a key to direct electricity towards the condenser bad weather to have lightning a condenser to collect and store electricity a shed to keep himself and his tools dry so that he himself would not be hit by the lightning a silk ribbon to protect you from the electricity Wooden sticks To build the frame of the kite by making a small cross a string to control the kite by tying a long string to the cross a sharp piece of metal to attract electricity Step 8 Summary Today we’ve read a science report. And we’ve learned how Franklin did his experiment and his serious attitude to science. That’s all for this class. Step 9.Homework 1. Describe Franklin’s kite experiment. Then make a kite of your own following the descriptions in the text and then act it out . 2. Search more scientists and their famous experiments. Share them! 謝謝！