高一英语-Unit-16《Scientists-at-work》Reading说课稿.doc

高一英语下Unit 16 Scientists at work Reading说课教案
课题名称 Unit16 Scientists at work（阅读课）
教材版本 现行人教版高中英语
授课时间 40分钟（2007年4月）
授课教师

各位老师：
大家好！
我说的课题是高中一年级英语下册第16单元Scientists at work的第三课时Reading。
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
我说课的内容包括三部分，一是教材分析，二是教法学法分析，三是说教学程序。
一、 教材分析
1、 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。通过学习伟人的事迹，走近科学家的精神世界，学习科学家为寻求真理的献身精神，求是精神，树立向上的学习和生活态度，培养学生高尚的情操。
2、教材内容分析
w 本课是高中一年级英语下册，unit 16 Scientists at work 中的Reading.
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的，并了解作为一个科学家应具备的品质。同时能落实材料中所出现的一些单词与短语的使用。
w 本课时主要分为三部分:
1）Pre-reading. (读前准备)
“ 读前”部分是Reading的前奏，要求学生填出所学理科课程领域18世纪和19世纪的重要发现并阐释其之所以重要的理由。同时，还提醒学生回忆自己曾做过的一次科学实验及其感受，以便于学习阅读部分的福兰克林的实验。
2）.Reading (阅读)
“阅读”部分详细描述了富兰克林所进行的一次科学实验：在电闪雷鸣时放飞风筝以验证闪电和电的关系。文中详细记述了富兰克林实验的目的、材料、过程、注意事项和所得结论。通过该篇文章的学习，学生要学会如何描述实验过程（这一点非常实用），并学习富兰克林对科学的执着、探究精神。
3）Post-reading（读后）
“读后”部分共设计了三种类型料到练习：练习1：通过挑选正确论述检查学生对课文的细节理解。练习2：是三个问题，涉及此次实验的一些科学常识。练习3：以图片形式检查学生对课文中提到的实验条件及方法的理解，图片2展示实验情景，图片4展示风筝制作过程。图片1和3 不正确。
三部分旨在培养和提高学生的阅读能力，所以特将此三部分科学地整合成一节阅课。
3、教学重点
1）、能继续运用各种阅读微技能进行有效的阅读， 同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。
2）、能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
4、教学难点
1）、能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。
2）、掌握并运用一些key words and expressions, such as make /do an experiment on…, comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out,  test on, doubt, conclusion and so on.
3)、指导学生通过各种渠道如图书馆、网络等资源查找资料。
5、教学目标
根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下两个方面：一、语言目标，二、情感目标和文化意识。
1） 语言目标
①语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
②语言技能
强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
2） 情感态度与文化意识
（1）进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
（2）引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
（3）指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
（4）意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

二、教法学法分析
（1）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。
（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言综合运用能力的提高。
（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。
（4）贯彻“教中学，学中用”策略，真正使学生学以致用。
为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用竞猜游戏、快速阅读（查读）得出课文段落大意、讨论和媒体实例演示等教学环节，让学生充分体现课堂教学“主体者”的身份。
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三、说教学程序
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, 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 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 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 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（结核杆菌）
  Medicine
  1898
  Pierre and Marie /Pierre and Madame Curie 31,39（居里夫妇）
  French
  Radium ,polonium
  Chemistry
  18??
  Darwin （达尔文）
  English
  The origins of species （物种起源）
  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 complete the following chart.
(Show the chart on the screen )
T: Look at the textbook and listen to the tape 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 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 4   The 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 come 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 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 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(草图) 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