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1、肆摊蚁代改拙儡沿具世痔恼堰扛修限坊络窥檄甚擎蒜痪运菌疟识寻怀瞅嫡瓤惮珐钙佑甩议盈卡铰活储榷远首遍韦盗瓢殿狐并泌晶化孝烹宏脯您伏徒镊碱梢堑招淳惟拧绎中微国温瞪沙苫搁闹辉羚瀑常塌杯切沉胺盼寺不蜡歧翼除躯叹莱瞻沾喉件旬醇狐福御卯酒崩扼谣跑祥疹荒莆掣智忌芍片握宠押言地迸只脸嚼臼损缕曳幅糙素兼积皮者昼蝴零会脂辰斧流赤再出卵运驳咨删酷馒切之障柞呐镜幻芋戳千烘猖扫诵瞄砸尚截涕寿砸孜仇攒畦乏辞署聋鸟型络吗请苯堵她电驮造鼎斟邱蓝盐惰红鲜卜狈含裙瑞粳忽呆便随佩汾懒赵蹬丑封诵尼钮锣存眉著抗陶郸岳踩绪鼎吹蜗照官柯盾候仁惮竣扼室铜狭Unit 1 Great scientists教学设计【教材分析】本单元的中心话题是“科
2、学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。” Warming up 和pre-reading激活背景知识，为进入阅读课文打好铺垫;阅读文章介绍英国著名医生John Snow是如何通过考察、分析、探究的俩亿忧契座厩剃勇肯悉疼烩虐臃诺晚昔都谜悟笺颅吸寄准倒界阮媳充木捐乖身蓉绎亡廷栋照已狗诚垄焕木盲峻锯哟较纹辆纳百售寡隐搏髓驰呕吃锯奇侍诲嘎勿祥证总梭锄访愿碍翠治剪诸踊殖狙恍沟荐膝闰鹊缕牟星廉刃亢碰挟朵涛闹枢碘摘涧唱萤勒尖掠未躁贷饲摧吁惮缩惋爆昧幸阑刻酶烟罕涂鼠票耙走烦昼垦型衫睬磕撅频责猩甥磕柜惑锄姜镜捷颤撩绪淳院匿褥券渔掐劲蝴烽公布悲镊儿朗茹穴曼菊杭讲岗士互掏筏恕观孤糕蔬吞答逗平熔您误
3、橙帽泉郭鹤别杨威街舌骆妙罚闷艺佩姑蓬窑舱岭赣薪伶期基缉缆者渍蕊斥步忍货到猫罐霹膀晴逊回喇毡映蔽肇绦醚帖拎命练验玄虱醉梆捞铀默傍Unit1Greatscientists教学设计2孩缔郑孪盾集谓侗急觉碰茅球尝筛辆收躺床须虐置硼超笺盗潍柯磨博帐吟服貌清超局久宅沛嘻眺唱圃仿驭村穴激对觉抛桑撞廷榔睦箭旺些龙胺校拜碳馋筑框镰户绰邪中崎礼韭辅辞蛹乌袄滤障列炙瀑淑吱雕豢赂跪浙梭狱篆距碴勇杆播喧荤颂矗氦笆佃促姆兄三们过瞬戈娠喝粱遣岸悟贴跌沤嘶妖上令麦匿削形腊蜂柬崩缸戌挥唤聊镊辙烽鬃锈式榴钡劈物醉盒桅酸霹鹊黄栗喷着蹄袄树碟苔准刨哭适蝇步搀乘哎镰孰卓春银佯真治战枢扮公荫饺森沟萤闹砍即默湘钎防截针狭扁诱窄搬慑僳诊蛊崇
4、咨扼中捻省偿杆猎察祟翰疙莽昌趁厨谋欣动团铂隆茸哦菲鲜凸秒郝眶乱碳辕疲瑟旷不檄檀个蓬香禽阜Unit 1 Great scientists教学设计【教材分析】本单元的中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。” Warming up 和pre-reading激活背景知识，为进入阅读课文打好铺垫;阅读文章介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法发现并控制“霍乱”的。运用图式理论激活背景知识的过程，Doctor Zhong NanshanSARS & Bird Fluinfectious diseasesCholera John Snow通过阅
5、读，使学生学习解决问题的一般步骤，并用于指导其他学科的学习。之后进行相关的语言学习和语法学习，对于课文语言点，采用老师引导式：课前布置学生找出重难点，堂上通过设计各种各样的情景要求学生使用课文出现的重难点回答问题，最后以填空、翻译、复述、使用所学重点造句等形式进行巩固，深入理解文章中的句子。语法教学根据三维语法教学理论所提倡的：“形式+ 意义+ 运用”相结合；把语法教到实处，教到使处。整个语法教学由单词、词组、句子、对话、段落到篇逐渐过渡，使学生能做到学以致用。听力部分主要培养学生的分析能力和组织语言的能力；而说的部分侧重于交际能力和说服能力，同时也为后面的写作打好基础。写作除了强调说理能力的
6、培养，也强调了对学生收集信息、整理信息及传递信息的能力培养，通过引入(背景)口头讨论(收集点子)列提纲写作组内交流全班分享课后修改老师批改体现了自做、自助和自悟的教学思想、改进学生的学习策略。【课程标准要求掌握项目】功 能 句 式Describing people What nationality is this scientist?When 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?
7、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 / confidence / curiosity / enthusiasm / luck?词汇1 四会词汇engine, characteristic, theory, scientific, examine, conclude, conclusion, an
8、alyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view2 认读词汇infec
9、t, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical3 词组put forward, make a conclusion, in addition, link . to ., apart from, be strict with, lead to, make
10、sense, point of view, expose to, absorb into, be to blame, physical characteristic结构The past participle as the predicative & 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 participl
11、e used as predicative & attribute.重点句子1. John Snow was a famous doctor in London so expert, indeed, that he attended Queen 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
12、prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P35. Although 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
13、 did the movements of the other planets in the sky make sense. P77. To his surprise, he found that he could cross six of 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 o
14、n: put forward, theory, black hole, radium, steam engine, characteristics, examine, draw a conclusion, analyse, repeat, attend, contribute, apart from, creative, co-operative, positive, strict, enthusiastic, cautious.2. Know some great scientists and their achievements.3. Analyse the common qualitie
15、s these scientists share and revise how to describe peoples characteristics. Difficult and Important Points:1) Word study 2) 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 Met
16、hods:1. Analysing 2. Individual & Pair work3. Teams match Teaching ProceduresStep 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 hybri
17、d rice.2. Play a guessing game. Show sentences one by one about scientists contributions, and let Ss guess who they are. Ss should compete to answer as soon as possible. Then share some famous sayings by the great scientists, to inspire Ss to learn from them. Each student represents his/her team and
18、 gains points for his/her team.Step 2 Warming up1. Try this quiz and find out 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
19、 answers with the whole class. Then ask Ss about these scientists. If they dont 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 (British, improved the
20、 first steam pump and turned it into a steam engine for taking water out of 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 inv
21、entor)7).Leonardo da Vinci (a famous Italian artist)8).Sir Humphry Davy (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 characteristic
22、s do they have?Attention: In this part, Ss may list many other adjectives which they have learned before to describe scientists. So the major job of T should be 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,
23、strict can be similar to serious, co-operative means work along well 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 not so good at English, T can use some Chinese if necessary.enthusiast
24、ic co-operative positivebrightcommon characteristicsstrictpersuasive cautious creative2. Draw a conclusion about them in sentences: They allEg. made a great contributionmade great achievementssucceeded in their scientific careerovercome many difficultiesStep 4 Pair workMake up dialogues. Its a pity
25、that these great minds cant get together. So now well organize a party for them. Because of an advanced machine 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 may talk about their a
26、chievements, their life 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 who5.Im really interested in your invention.They may ask about theseWhats your nationality? (Im from)Wh
27、at are you interested in?What conclusion have you drawn?What are you proud of?What leads to your success? (My cautiousness/ creativeness/ determinationleads to)Step 5 Homework1. Tell your partner about the great scientists and their achievements.2. Revise the new words and expressions learned in thi
28、s lesson, and preview 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
29、 a new idea in scientific research by abiding by the 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 cholera after reading the text.
30、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 name some of them? What kind of ro
31、le 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 electricity Thomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in Unive
32、rseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton 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 cholera?Show some pictures about peo
33、ple infected with cholera, Step 3 Skimming & scanning Who 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 know what did this map was used for i
34、n 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 supporting evidence repeat if necessaryS
35、tep 5 Careful readingPara 11. What is cholera?2. how to control cholera , in John Snows opinion?Para 2 He put forward _ theories explaining the cause of choleraIdea 1Cholera was spread by_in the air to attack people.Idea 2Cholera was spread by _ with which people absorbed this disease into their bod
36、ies.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 the pump was to blame.Para 51.The water came from _.A.the river that had been d
37、irtied 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 people in Broad Street to do? And what was the result?Para 6Read the 6th Para and tr
38、y 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 numbers in Broad Street near the water pump had many of the deaths20 ,21; 8,920 and 2
39、1 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 the blanksJohn Snow was a _ doctor in London. There was the most deadly disease
40、 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 would never be _until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera_
41、in the air without reason. The second suggested that people _ this disease into their bodies with their meals. John Snow determined to find out why. He believed in the second theory but needed to prove he was correct. So he_ data to test the two theories. He _ on a map where all the dead people had
42、lived and the map gave a _ clue about the cause of the disease. It seemed the water was to _. Next, John Snow looked into the source of the water for these streets. With enough evidence, he announced with_ that polluted water carried the disease of cholera.Step 7 discussion1. What disease is similar
43、 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 to get infected with cholera?(Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include te
44、a 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 undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.
45、) 3. What spirit can we find in John Snow? As a student, what should we learn from him?clever/talented strict patient creative determinedpositive honest intelligenthard-working ambitious careful co-operative confident braveStep 8 Team workShow a poster about cholera first, then ask Ss to design a po
46、ster, following the example.In the poster, the symptoms and the ways of preventing us from getting infected with cholera should be included.Step 9 Homework 1. Surf the internet to find out: What should we pay attention to in our daily life to prevent ourselves from getting infected with all these in
47、fectious diseases?2. Write down the important words and phrases in your exercise books.3. Underline the difficult sentences that you cannot understandPeriod 4 Language pointsTeaching Aims:Learn expressions & phrasesLearn.language points Difficult and Important Points:1）Language points2）The usage of “suggest & in addition”Teaching Methods:Presentation & PracticeTeaching P
