教学示例(二)
i. teaching aims:talk about science and scientists.learn how to give instructions.similar dialogue presentation with new words and expressions used withinii. teaching aids: tape recorder, pictures, slidesstep 1 pre-reading1.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 爱因斯坦 galileo galilei伽利略 marie curie居里夫人 stephen hawking charles darwin达尔文 yuan longping袁隆平史蒂芬•威廉姆•霍金2. group worklet ss work in pairs , and name some scientists who made many important discoveries in the eighteenth and nineteenth centuries .(slide show)step ii. reading1. 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.共3页,当前第1页123
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 experiment1. 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 fields6. 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-readingtranslate the following sentences into english.(slide show)1、弗兰克林的风筝实验表明,闪电和电是一码事。(experiment).2、有些人认为,和能源对环境构成的威胁远远超出它给社会带来的益处。(nuclear energy)3、轻微的电击对人体无碍,但强电却能致人死命。(electric shock)4、关于这位科学家的家庭生活,众说纷纭。(a great deal of)5、你怎么证明你没干这件事?(prove)6、作为人类最早的发明之一,轮子至今仍在人类活动中发挥着重要作用。(wheel)7、琳达很生气,把信撕成碎片,扔进了垃圾筐。(tear)8、根据英国法律,每一种新药必须在至少两种不同类的动物身上试验。(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 expressionsdecide to do sth. do one’s experiment.begin to stand upget charged a great deal ofprove be made ofprotect…from… come onso that take carehomeworkfinish off the exercise on the workbook.教案点评:根据新教材中的以阅读为主的教学环节所设计的一课时/两课时教案。本课阅读课的目的是让学生通过阅读英语材料,掌握实验步骤,领悟严谨的科学精神财富,体验英语语言、问题,学习灵活使用语言结构。这个教学过程分三个步骤:pre-reading,reading, discussion, post-reading, language pointspre-reading:在阅读课文之前,教师可适当的讲解与本单元有关的背景知识,运用图片向学生介绍一些著名的科学家,通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构,从不同的角度,引导学生对课文内容进行预测和讨论。reading:课文分三个步骤:掠读(skimming),即带着某个问题进行搜索式阅读,这样能培养学生捕捉关键句的能力;略读(skipping),即教师指导学生通读全文,理解课文大意,培养学生发现文章或段落的主题句及概括大意的能力;细读(extractive reading),即加深对课文理解。培养学生的分析和逻辑推理的能力,并帮助学生对文中的难句进行句子结构的分析。discussion:教师开展课堂小组讨论,诱发学生的参与积极性,培养学生辩证的看待事物的能力,锻炼他们说话的条理性和逻辑性。post-reading:教师通过让学生完成课堂练习,加深学生对课文内容的理解。language points:教师点评课文中的知识点。通过以上个步骤的训练,学生对课文理解得比较深刻,同时也掌握了文中的语言知识。共3页,当前第3页123