高一英語 Unit 16《Scientists at work》Reading說課稿

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1、高一英語下Unit 16 Scientists at work Reading說課教案 課題名稱 Unit16 Scientists at work（閱讀課） 教材版本 現(xiàn)行人教版高中英語 授課時間 40分鐘（2020年4月） 授課教師 各位老師： 大家好！ 我說的課題是高中一年級英語下冊第16單元Scientists at work的第三課時Reading。 本單元的設計與實施是建立在學生經(jīng)過高一上半學期新教材學習基礎之上。學生已經(jīng)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(jīng)形成并培養(yǎng)了一定的小組合作學習及自主學習的能力。

2、 我說課的內(nèi)容包括三部分，一是教材分析，二是教法學法分析，三是說教學程序。 一、 教材分析 1、 單元背景分析 隨著科學技術的發(fā)展，各種各樣新的發(fā)明和發(fā)現(xiàn)都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會并感受科技和發(fā)明創(chuàng)造者給生活帶來的變化，進而能聯(lián)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(lián)。同時從另一個角度來說，科技進步的同時，我們的社會也產(chǎn)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。通過學習偉人的事跡，走近科學家的精神世界，學習科學家為尋求真理的獻身精神，求是精神，樹立向上的學習和生活態(tài)度，培養(yǎng)

3、學生高尚的情操。 2、教材內(nèi)容分析 w 本課是高中一年級英語下冊，unit 16 Scientists at work 中的Reading. 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(nèi)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(nèi)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(xiàn)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。 Reading講述的是科學家Franklin著名的風箏實驗，從而證明Lightin

4、g 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(yè)上的成功的，并了解作為一個科學家應具備的品質。同時能落實材料中所出現(xiàn)的一些單詞與短語的使用。 w 本課時主要分為三部分: 1）Pre-reading. (讀前準備) “ 讀前”部分是Reading的前奏，要求學生填出所學理科課程領域18世紀和19世紀的重要發(fā)現(xiàn)并闡釋其之所以重要的理由。同時，還提醒學生回憶自己曾做過的一次科學實驗及其感受，以便于學習閱讀部分的福蘭克林的實驗。 2）.Reading (閱讀) “閱讀”部分詳細描述了富蘭克林

5、所進行的一次科學實驗：在電閃雷鳴時放飛風箏以驗證閃電和電的關系。文中詳細記述了富蘭克林實驗的目的、材料、過程、注意事項和所得結論。通過該篇文章的學習，學生要學會如何描述實驗過程（這一點非常實用），并學習富蘭克林對科學的執(zhí)著、探究精神。 3）Post-reading（讀后） “讀后”部分共設計了三種類型料到練習：練習1：通過挑選正確論述檢查學生對課文的細節(jié)理解。練習2：是三個問題，涉及此次實驗的一些科學常識。練習3：以圖片形式檢查學生對課文中提到的實驗條件及方法的理解，圖片2展示實驗情景，圖片4展示風箏制作過程。圖片1和3 不正確。 三部分旨在培養(yǎng)和提高學生的閱讀能力，所以特將此三部分科學

6、地整合成一節(jié)閱課。 3、教學重點 1）、能繼續(xù)運用各種閱讀微技能進行有效的閱讀， 同時能在閱讀中繼續(xù)培養(yǎng)猜測單詞詞義的能力。同時掌握文中出現(xiàn)的單詞與短語的使用。 2）、能進一步了解一詞多義及合成詞的知識。以便能更好的區(qū)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。 4、教學難點 1）、能就課文內(nèi)容完成一些開放性的話題討論，能把課文的內(nèi)容得以延伸與拓展。 2）、掌握并運用一些key words and expressions, such as make /do an experiment on…, comfort, conduct, charge, a

7、great of, prove, tear, sharp, explain, pick out,? test on, doubt, conclusion and so on. 3)、指導學生通過各種渠道如圖書館、網(wǎng)絡等資源查找資料。 5、教學目標 根據(jù)課文特點及新課標對高一年級學生英語學習能力的要求，本課的教學目標我定為以下兩個方面：一、語言目標，二、情感目標和文化意識。 1） 語言目標 ①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(xiàn)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

8、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。 ②語言技能 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(xù)運用已經(jīng)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。 2） 情感態(tài)度與文化意識 （1）進一步培養(yǎng)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(xié)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(lián)系與區(qū)別。通過話題啟發(fā)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

9、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(chuàng)新精神與實踐能力。 二、教法學法分析 （1）以任務型教學 (Task-based Language Teaching)作為課堂教學設計之理念，具體采用情景教學法（Situational Approach），交際教學法（Communicative Approach），整體語言教學法（Whole Language Teaching）等教學方法。 （2）在教學中突出交際性，注重讀寫的實用性；同時適時進行情感與策略調整，以形成積極的學習態(tài)度，促進語言綜合運用能力的提高。 （3）堅持“教師為

10、主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環(huán)節(jié)教師應扮演自身作為“設計者，研究者，組織者，促進者，協(xié)調者”的角色。 （4）貫徹“教中學，學中用”策略，真正使學生學以致用。 為了能很好地突出重點，突破難點，圓滿完成教學任務，取得良好的教學效果，我抓住重點，聯(lián)系實際，以學生為主體，教師為主導，讓學生集中練習。為了激發(fā)學生的興趣愉快地學，我采用競猜游戲、快速閱讀（查讀）得出課文段落大意、討論和媒體實例演示等教學環(huán)節(jié)，讓學生充分體現(xiàn)課堂教學“主體者”的身份。 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(nèi)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(xù)培養(yǎng)正

11、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(fā)揮已掌握的使用工具書，查找資料、上網(wǎng)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(tài)度，形成具有批判性的看問題習慣。 三、說教學程序 Step 1.Revision 1). Greetings T: Good morning, everyone! Ss: Good morning, sir! 2). A Guessing game T: Today we’ll come to the reading part. First

12、, 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 comes here facing the whole class and he/she should speak out what the wo

13、rds 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 o

14、ne example of them: Franklin’s famous kite experiment. First, let’s come to Pre-reading Step 3. Pre-reading Group competition: 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 disc

15、overies 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 w

16、hich 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 ?

17、????Field ? 1750 ?Franklin 44 ? American ? Lightning rod Physics 1752 Franklin 46 American The nature of the lightning ? 1882 ? Koch 39 ? German ? Tubercle bacillus（結核桿菌） ? Medicine ? 1898 ? Pierre and Marie /Pierre and Madame Curie 31,39（居里夫婦） ? French ? Radium ,polonium

18、 ? Chemistry ? 18?? ? Darwin （達爾文） ? 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 exper

19、iments. 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

20、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. Terri

21、fic, 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 complete the following chart. (Show the chart on the screen ) T: Look at the textbook and listen to the tape

22、carefully, then try to complete the following chart, which is the record of the experiment. Please complete 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? Come on. Excellent work! Now please have a look at the poss

23、ible 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 o

24、ut 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 s

25、pokesmen 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 4???The equipment needed and process of the experiment Part III

26、. 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 come to T/F Qs. Please read the text carefully and decide whether the following statements are true or fals

27、e. ( 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.

28、(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 understa

29、nding of the text. Task 1: Understand the text. Multiple choices T：Now，let’s come 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

30、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

31、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 el

32、ectricity 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 e

33、lectric 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 b

34、ut 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

35、 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

36、 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 i

37、t 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 cr

38、oss? 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 experi

39、ment. (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.

40、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

41、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

42、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 r

43、ibbon 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 t

44、he 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 kit

45、e 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. Th

46、en 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

47、 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.c

48、an 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 h

49、e 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

50、 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！