Unit 16
Teaching Plan
導入
模塊一：問題導入 （ 適用于warming up及Listening 部分的導入）
教師聯(lián)系學生學習實際，引起學生對所學課程的關(guān)注，導入本課的主要話題--experiments in the lab。
1) Now you’ve been learning several subjects at school, such as maths, Chinese, English, physics, chemistry and so on. Which do you like best? Why?
2) Do you like doing experiments in physics, chemistry and biology in the labs?
3) Do you often do the experiments by yourselves or directed by your teachers? What has your teacher tell you to pay attention to when you enter the lab? What should you not do?
導入
模塊二：圖片導入 （ 適用于Speaking部分的導入）
教師展示兩張有關(guān)磁懸浮列車的圖片，問學生是否了解相關(guān)背景知識，引導學生結(jié)合自己原有的知識，探討科學新發(fā)明的優(yōu)點與弊端。
Science is a sword with two edges. When new inventions appeared, they brought benefits to human beings as well as trouble. Have you heard about the high-speed Maglev train from Shanghai to Pudong Airport? Let me show you something about it.
教學過程
導入
模塊三：
教學過程
重、難點指導
Language points
1．Why should students be careful smelling from bottle? 為什么學生在聞從瓶子里冒出來的氣味時要小心？
be careful of 注意...，當心...
be careful about對于...謹慎
be careful with 做...認真，注意...
be careful not to do sth．當心不要...
be careful as to + 從句 對于...謹慎
be careful in (doing) sth．在...方面謹慎
be careful + 從句 注意...，當心...
be careful doing sth．做某事時要當心
It is careless of sb. to do sth＝Sb．is careless to do sth某人做...太粗心了。
例如：
Be careful of the dog; it sometimes bites people.
當心那只狗，它有時會咬人。
The public was warned to be careful of birds flu.
公眾得到警告， 要提防禽流感。
People should be more careful about the things they say．
大家對自己說的話應(yīng)該很謹慎
Please be very careful with those plates!
那些盤子，要十分小心。
He is careful with money.
他用錢很仔細。
He was careful enough to check up every detail.
他非常仔細,把每一個細節(jié)都核對過了。
Be careful not to fall off the ladder.
當心別從梯子上掉下來。
Be careful as to who came here early every day.
請留意每天誰來得早。
You must be careful crossing the road.
你過馬路一定要當心。
Be careful that you don't fall off the ladder.
當心別從梯子上掉下來。
Be careful that the medicine is kept away from children．
要小心把藥放在安全的地方，不要讓小孩拿到。
You must be careful who you accept a lift from．
搭乘誰的車，要小心。
Be careful what you say.
你說話要當心。
Be careful how you start the personal computer.
要注意怎樣起動個人計算機。
Be careful when you're crossing the road.
過馬路時要當心。
It is careless of him to leave the changes of money everywhere.
他很粗心，零錢到處丟。
2. What is it to be done when something gets into your eyes?如果你眼睛里進了東西，該怎么辦?
“be + to do”結(jié)構(gòu)表示安排、命令、職責, 義務(wù)、目的、用途、可能性、命中注定等。
例如：
We are to meet at the school gate．
我們約定在校門口碰頭. (安排)
You are to be back by l0 o’clock．
你得在10點種前回來(命令)
A knife is to cut with．
刀是用來切割的。(用途)
They were never to meet again．
他們注定以后永遠不再見面.(命中注定)
I am to inform you that the meeting will be held in Hang zhou.
我謹通知你會議在杭州舉行。(職責)
3. Work in pairs and discuss the advantages and disadvantages of the following scientific discoveries and applications.
be of great /no advantage to
take advantage of 利用...
to one's advantage 對某人有利
have/gain/win an advantage over…比...有優(yōu)勢
have the advantage of … 有對...的優(yōu)勢，知道某人所不知道的事
例如：
It is an advantage if you know how to type.
如果你會打字，將會對你有利。
This kind of training is of great advantage to teenagers.
這種訓練對青少年有好處。
We took advantage of the fine weather to go on a hike.
我們利用晴朗的天氣去旅游。
I hope that this library is fully taken advantage of.
我希望圖書館能得到充分利用。
= I hope that full advantage is taken of this library.
She has got the job because she has the advantage (over others) of knowing many languages.
她能得到這份工作是因為她（比別人）多懂幾門語言。
It’ll be to your advantage to study abroad.
到國外學習對你有好處。
4．We should make more use of this new technology.
make use of 利用
make good／better／the best use of 很好地／較好地／充分地利用
make full use of 充分利用
make the best of 善用，充分利用
come into use 開始被使用
go／fall out of use不再被使用
of use＝useful有用的
put．to use使用，利用
It's no use／good doing sth．做某事沒有用／好處。
5. It brings people more comfort.
n. 安慰；舒適；使人得到安慰的人／事物
vt．安慰；使舒適
comfortable adj 安慰的，舒適的
take／seek comfort from (in) doing．．．在…中得到(尋求)安慰
live in comfort 過得舒適
例如：
His kindness gave her much/great comfort.
他的好心給了她極大的安慰。
Words of comfort can be important to those who are in trouble.
寬心的話對身處困難之中的人是非常重要的。
A hot cup of tea on a cold night is a real comfort.
寒冷冬季的夜晚來杯熱茶真是一種享受。
My husband is always a comfort to me when I meet difficulties.
在遇到困難的時候，我丈夫?qū)ξ沂莻�安慰。
6．Can you name some of them?
be named．．．名叫...
name．．．a(chǎn)fter...以...名字為...命名
name Sb．(as)．．．任命某人為…
name no names 不指出名字
name a date 指定一個日子
call sb．by name 叫某人的名字
by the name of 名叫...的
call sb．names 謾罵某人
make／get a name 成名
in the name of以...的名義
7. Can you describe a science experiment that you did?
n. make／do／carry out / perform an experiment in … ( chemistry..)做／進行實驗
Some people learn by experiments and others by experience.
v. experiment with… 用…做實驗
experiment on… 拿…做實驗； 在…(身)上做實驗
experimenter實驗者；試驗者experimental adj．實驗／試驗性的
例如：
Don’t experiment with such dangerous drugs.
不要用這種危險的藥物做實驗。
They decided to experiment on animals first．
他們決定先拿動物做實驗。
8. Having realised that I could use a kite to attract lightning，I decided to do an experiment．意識到我能用風箏采吸引閃電，我決定做一個實驗。
having realised是現(xiàn)在分詞的完成式，分詞短語在句中作狀語，表示該動作(realise)發(fā)生在主句謂語動詞所表示的動作之前，相當于When I had realised that..
又如：
Having finished his homework，she went on the internet．
做完作業(yè)后，她就上了網(wǎng)。
現(xiàn)在分詞短語的否定形式應(yīng)將not放在v-ing之前，其完成式的否定式為not having done。
__________ a reply, he decided to write again. (MET 1992)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
答案： C
9. The string was getting charged！ 風箏線帶電了！
charge sb. money (for...) 因…收某人…錢
free of charge免費的
charge a cellphone/ battery/ machine給手機/電池/機器充電
sb be in/ under charge ( of sth ) 負責(某事)
sth be in/ under the charge of sb由...掌管
take charge of負責，管理
leave．．．in charge of sb．把...交給某人管
put sb．in charge of．．．讓某人負責…
soldier /wild animal/ footballer charge towards …= rush towards… 士兵/野獸/球員沖向…
get burnt/ lost/ hurt/ drunk/ killed/ married/ excited 此類短語表動作
例如：
He charged me $100 for this bike.
My cell phone needs charging.
The girl was safe in the charge of a nurse.
Don't leave everything in charge of the young man.
Can you take charge of this class, Miss Smith?
I'll put you in charge of him.
10. The experiment proves that lightning and electricity are the same.
prove sth to sb 向某人證明某事
prove that… 證明…
prove sb (to be ) +n. / adj. 證明...是…
prove (to be )+ adj 證明是…
例如：
Can you prove your theory to us?
Can you prove that your theory is reasonable. 你能證明你的理論合理嗎？
This experiment proved his theory ( to be ) reasonable./ a reasonable one.
His theory proves (to be) reasonable.
11．Most kites are made of paper, but a kite made of silk will not tear so soon in with rain and strong winds.
tear sth to pieces/in half/ open白條把某物撕成碎片/兩半/開
tear sth down ( from…) 把..拆掉
tear sth off…把某物扯掉
例如：
She tore her skirt on a nail. 她的裙子在釘子上刮破了。
The paper tears easily. 這種紙容易扯爛。
類似主動表被動的動詞還有write, read, sell, lock, fill, strike, wear, translate, cut, dry, move
12．Fly the kite when a thunderstorm appears to be coming on. 在雷雨要來的時候， 就可以放風箏了。
There seems / appears to be… 似乎有…
It seems/appears ( to sb) that/as if… 在某人看來好象…
Sb appears to do /be doing/ have done 某人似乎要做／正在做／已經(jīng)做…
Sb appears to be +n. /adj 某人似乎是…
例如：
It appears that he will win the prize.
It appears to me that he is right and you are wrong.
He appears to have done that.
It appears to be raining.
13．There is no doubt that 100 years ago animal testing was cruel but today animals in experiments are very well taken care of. 毫無疑問，一個世紀以前動物實驗非常殘酷，而今實驗中的動物得到了悉心照顧。
There is no doubt of sth 某事是毫無疑問的
There is some doubt as to/ about 對于某事，仍有疑問。
without doubt 勿庸質(zhì)疑
doubt sth 懷疑某事
doubt whether/if….
don’t doubt that…
例如：
There is no doubt of his success.
There is some doubt about whether/if he will succeed.
I have some doubt about his success= I doubt his success= I doubt whether/ he will succeed.
I have no doubt that he will succeed.= I don’ t doubt that he will succeed
He will succeed without doubt.
教學過程
課堂活動設(shè)計
模塊三：舉行辯論會
活動時間
學完本單元后
語言知識要求
1)本單元有關(guān)的語言
2)辯論常見句型及格式：
Topic
For side：We should test medicines on animals
Against side： We should not test medicines on animals
Debaters
For side：
Against side：
STATEMENTS
Sentences for reference;
Good afternoon，ladies and gentlemen，our point of view is that…
So as I mentioned about …, it is very very important in the role of animals．
First I want to explain our opinion about this．We think
FREE DEBATE
Well，thank you，Chairman，and to our opponents．You have mentioned the importance for …
Don't you think so？Thank you．
I should like to correct one thing，the against friend said，“…”It doesn't mean …
SUMMARY
Good afternoon，just now，we talked a lot about…． First，we all agree ….Well，and second，let's take a look at …
Thank you，Chairman，here I should declare that our point of view is that …and so I would like to say again our point of view is that …．Thank you．
語言技能要求
聽，說，讀，寫
活動形式
1）小組活動：按觀點取向確定正方，反方。各方分配任務(wù)，各自收集資料，交流、整理、排練，確定主辯手、第一、二、三副辯手。邀請英語教師及部分同學做評委。由一名同學擔當主席。
2）班級活動：班級辯論會
任務(wù)目的
1）培養(yǎng)學生辯證思維， 學會全面分析問題
2）引導學生在實際應(yīng)用中鞏固所學的知識。
板書設(shè)計
模塊三：誘導式
Reading
Title Experimenter’s name
Purpose:
Procedure:
Things needed: _______ ________ ________ _________
Three steps : _____________________________
______________________________
______________________________
Things which should be taken care:
_______________________________
_______________________________
_______________________________
Results:
Conclusion:
評價性練習
I Complete the following sentence:
1．They were _____________(做實驗)when I entered the lab．
2．I think the medicine _________(不起作用)．
3．He appeared___________(在睡覺)．
4．The cell phone has______________(充電)．
5．He spent________(大量)money in buying books．
6．The rain___________ (阻止)me going out．
7．Scientists________ (檢驗)new medicines on animals．
8．___________(毫無疑問)that he knows it
9．She was___________ (哭)in the street．
10．__________ (知道)his mother was i11，he went home．
II Multiple choices
1. The hotel _______ 240 yuan for a double room for the night.
A. offered B. charged C. paid D. gave
2. ---This kind of cloth _______ well and ____ long.
---OK. I’ll take it.
A. washes, lasts B. is washed, lasted
C. washes, is lasted D. is washing, lasting
3. Don’t worry! We are sure to win the match, for we have two good basketball players, which is of great ________ to us.
A. value B. use C. importance D. advantage
4. I tore the letter ________my daughter and tore________.
A. at , it open B. at, open it
C. from, it up D. down , it up
5. There is no doubt _______ Don has brains. In fact, I doubt _______ anyone in the class has higher IQ.
A. whether, that B. that, whether
C. /, / D. /, whether
6. ________such heavy pollution already, it may now be too late to clean up the river. (NMET 2001)
A. Having suffered B. Suffering
C. To suffer D. Suffered
7. In the third century of Rome, there was an emperor _______ the name of Claudius II, who decided that marriage was not allowed in military.
A. in B. by c. with D. on
8. --Who is _________ this case?
--Sorry, I don’t know. But a lot of policemen went out __________ that lost child.
A. looking into, discovering
B. catching, and looked for
C. in charge of, in search of
D. in the charge of, to find
9. –How much should I pay for the meat?
-- _____________.
A. Just little money B. Of course, I’ll pay it
C. You can count it D. It’s free of charge
10. --Don’t get the fire _________.
--Why not! I don’t think the room warm yet.
A. out B. going C. burnt D. turning on
Suggested answers:
I.
1. doing an experiment
2. doesn’t work
3. to be sleeping
4. been charged
5. a great deal of
6. stopped
7. test
8. There is no doubt
9. in tears
10. Having known
II.
1.B 2. A 3.D 4. D 5.B 6. A 7. B 8. C 9. D 10
In 1952, a stormy night, Franklin set out a kite and that was the most famous kite experiment in the world. Franklin didn't invent electricity through that experiment. However, it proved that man-made electricity generated by friction and electricity from lightning have a similar discharge. Franklin used cedar sticks to form a cross and made it as the frame of a kite, then paste a silk handkerchief on the cross as the sail of the kite. On the top of the cross, he attached a 30 cm long copper line, and he sharpened the top of the line. On the other end of the line, he fastened a silk ribbon with a brass key fastened on it. Not wanting to wet the silk ribbon, he stood on dry ground inside a shed, and flew the kite. And at the same time, he couldn't let the flying line hit the doorframe or window frame, either. When the dark clouds which brought thunders and lightings covered the kite, the sharp end of the copper line would pass the electricity down, and so the kite and flying line were electrified. At that time, when anyone reached out one finger to the brass key, that person could easily feel the electricity. This experiment was rough and daring, for those scientists who re-do this experiment later on, they would have to use "electric proof" material, such as a spool made of glass, to avoid danger.
Kites can be used for fishing. There is a special species of fish in south Pacific Ocean. It tastes fresh and delicious, but the tasty needlefish has a shy nature. It likes to find food near the the surface of tropical oceans. Therefore, the islanders invented an unique way of fishing. They use kites made from leaves and set the kites offshore. They fastened the fishing lines on the kites, and tied a hook or made a noose by the end of the fishing line, and loaded shrimps as the bait.
Draw by Jun Hen Text by Chen, Wu Zhen Title: Fly a Kite
Fishing with kites became a type of entertainment gradually. Some people will attach two lines to control the kite, so that they can put the bait where ever they like.
The biggest waterfall in the world is Niagara Falls. When the first bridge was build over the falls, engineers couldn't deliver the giant cable to the other side of the falls. (at that time, helicopter hadn't been used in that field yet) All of the people were at their wit's end, and at that time, a man came forwards and suggested that they could use kites to deliver. And they succeeded.
Wilson was a meteorologist. Once he stringed 5 kites together and flew them up to about 900-meter-high. He tied thermographs in each kite to measure the change of temperature in different height. This method of researching meteorology was very popular in late 19 Cent ray. Some people even tied a camera and other equipments on kites to collect various data of the atmospheric layer.
In World War II, kites did save many airmen's lives. At that time, when pilots were in danger and had to parachute, they often had to land in sea or mountain areas. At that time, they needed to take out the kite kept in the back bag, and let the kite keep flying in the sky.
Although they had landed, but they could take advantage of the telegraph transmitter they brought with them, and sent out signals to ask for help. Their signals would be sent farer through kites, subsequently, the rescuer would be able to get there on time. In world war II, British and America troops used kites as target of shooting, and distributing fly sheets. In 1895, Eddy tied some photographic equipments on kites, and took the first bird's eye view pictures.
The above information adopted from " Flying Kite", published by Taiwan Department
Unit 16 Scientists at work
________________________________________
一. 教學背景分析
1．學生情況分析
本單元的設(shè)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(chǔ)之上。學生已經(jīng)逐步的適應(yīng)了在活動與任務(wù)中學習英語以及如何處理語言知識與活動開展的關(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習及自主學習的能力。
2. 單元背景分析
隨著科學技術(shù)的發(fā)展，各種各樣新的發(fā)明和發(fā)現(xiàn)都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應(yīng)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(yīng)該了解并掌握的知識。
二．教學目標分析
1． 語言知識
詞匯：學習并使用一些與science 和scientists有關(guān)的詞匯。
語法：進一步了解一詞多義現(xiàn)象與合成詞的構(gòu)成。
功能：學習如何就某一事物給予別人指導與說明。
話題：掌握有關(guān)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
聽：在聽懂教師向?qū)W生講述實驗中注意事項基礎(chǔ)上，繼續(xù)學習并強化捕捉特定信息的能力，以及確定全文主要話題的概括能力。
說：應(yīng)能在了解一定的現(xiàn)代科技發(fā)明基礎(chǔ)上，思考并學習如何對一種新的事物進行描述。同時能與他人進行交流，敘述事物的利與弊端。
讀：強化略讀、查讀等閱讀微技能，訓練通過尋找關(guān)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(luò)。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。
寫：學習在對事物進行理性思考的基礎(chǔ)上，運用恰當?shù)木湫团c詞匯描述對事物正反面的不同觀點，同時更應(yīng)注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，并應(yīng)熟悉議論性作文的基本寫作框架。
3． 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(diào)查、采訪、討論等活動完成任務(wù)，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(diào)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(zhì)與素質(zhì)，鼓勵學生在學習過程中的創(chuàng)新精神與實踐能力。
4． 學習策略
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)正確的自我評價與相互評價的習慣，從而總結(jié)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. 教學內(nèi)容分析
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(guān)系，應(yīng)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(guān)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。
Warming up設(shè)計了四幅與學生的理科課程有關(guān)的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關(guān)學科特點與學習的討論。同時在此基礎(chǔ)上，要求學生們在Listening部分能熟悉某些實驗室的規(guī)則及注意事項，掌握如何給予別人指導與說明，并能抓住文章的中心話題，捕捉相關(guān)細節(jié)內(nèi)容，回答有關(guān)的問題。
Speaking則是一個極富時代氣息的討論練習。要求學生們能對現(xiàn)在熱門的尖端科技有所了解，（練習中提供了諸如Maglev train, cloning, nuclear energy, computer 與 space flight等內(nèi)容）然后能就這些新的科學技術(shù)與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發(fā)現(xiàn)其中所存在的不足與弊端，并能通過討論、對話等形式發(fā)表自己的觀點與想法。這一部分也應(yīng)該是本單元寫作內(nèi)容的一個鋪墊。
Reading講述的是科學家Franklin著名的風箏實驗，從而證明Lighting and electricity are the same的故事。學生在理解文章的基礎(chǔ)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。同時能落實材料中所出現(xiàn)的一些單詞與短語的使用。
Language Study是在本單元詞匯學習的基礎(chǔ)上，讓學生進一步了解并掌握一定的構(gòu)詞法。主要是兼類詞、一詞多義現(xiàn)象及合成詞的構(gòu)成。
Integrating skills 通過學生對科學家是否應(yīng)利用動物進行實驗，從而達到發(fā)明新產(chǎn)品現(xiàn)象的討論，理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎(chǔ)上，寫下一篇闡明自己觀點、立場與看法的短文。
四. 教學重點與難點
1. 重點
（1）.掌握如何就某一話題給予別人指示與說明，能熟練運用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等結(jié)構(gòu)進行討論、對話與表演。
（2）.能就某一話題進行合理的分析，并從不同的角度去分析問題，展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結(jié)構(gòu)與單詞對事物進行評價，諸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
（3）.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。
（4）.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(gòu)詞法知識擴充詞匯量，并能真正做到為閱讀服務(wù)。
（5）.能把事物的正反利益和理性的思考落實到筆頭，即能清晰地就某一爭論性話題發(fā)表自己的立場，闡明原因。并能進一步運用基本的協(xié)作技能學會argumentative essay的寫作。
2．難點
（1）.如何有效的讓學生就given topic進行合作，分析問題的利弊，并掌握相關(guān)的詞匯。
（2）.如何能就課文內(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。
（3）.如何更加有效的掌握并運用一些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.
（4）.如何能使議論性作文表達的更加完整與流暢。
（5）.指導學生通過各種渠道如圖書館、網(wǎng)絡(luò)等資源查找資料。
五、教學原則
（1）以任務(wù)型教學 (Task-based Language Teaching)作為課堂教學設(shè)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。從一定程度上說，人們使用語言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學活動就是讓學習者通過運用所學語言來完成各種各樣的交際活動。學習者通過表達、溝通、交涉、解釋、詢問等各種語言形式來學習和掌握語言，實現(xiàn)目標，感受成功。
（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(diào)整，以形成積極的學習態(tài)度，促進語言實際運用能力的提高。
（3）堅持“教師為主導，學生為主體，任務(wù)為基礎(chǔ)”的教學原則，在課堂教學的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計者，研究者，組織者，促進者，協(xié)調(diào)者”的角色。
（4）貫徹“教中學，學中用”策略，真正使學生學以致用。
六. 教材與任務(wù)安排
本單元計劃為六課時：Warming up & Listening （1課時）， Speaking (1課時) ，Reading (2課時)， Grammar (1課時)， Integrating skills（1課時）。同時本單元安排的三大任務(wù)是（1）.為學校理化生實驗室擬訂英語實驗室規(guī)則。并以墻報的形式進行比較后，選出其中最佳的規(guī)則，然后上報給學校。（2）.科學家創(chuàng)造發(fā)明故事比賽。要求學生在課外收集國內(nèi)外發(fā)明家的故事，經(jīng)過整理后，能以故事、小品、對話等不同形式表演出來。在全班同學 的共同評判下選出最佳故事及選手。（3）.當?shù)責狳c爭論問題討論。搜集本地目前人們所爭論的一些問題，并能采集到不同的人對于這一問題的不同看法與見解，并能進行思考后，發(fā)表自己的立場與觀點。然后寫一封書信給當?shù)叵鄳?yīng)的管理機構(gòu)或政府部門。
Teaching Plan
Period 1 Warming up & Listening
Learning Aims
1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.
2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.
3.To train the students’ ability of listening for information.
Learning Procedures
Step 1 Warming up
Today, we are going to talk something about the subjects you are learning.
Q1: How many subjects are you learning now?
Q2: What are the subjects in which you learn science? Is it easy for you to learn them?
1). Group work
Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.
2). Class work
Enjoy some pictures about the facilities in labs and students doing experiments in labs.
Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?
Step2 Pre-listening
1).Group work
Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.
2).Class work
Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.
Step 3 Listening
1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.
2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.
3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.
DOS DON’TS
Follow / teacher’s /instructions Don’t come into / without …
Be careful about / when… Don’t touch… / unless…
Always listen carefully to… Don’t throw… / unless…
Clean…away and leave …clean and neat Don’t forget to…
You should tie…up Never put / nose directly into…
Remember that… Never put /fingers into/ and taste…
Make sure that…
Step 4 Post-listening
1). Group work
List what you can do and can’t do in a lab as much as possible in groups.
2). Individual work
Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.
3). Group work
Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.
Homework:
Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.
Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.
Period 2 Speaking
Learning Aims
1. To learn to cooperate with partners to analysis a problem in different views.
2. Enable students to describe the advantages and disadvantages of something in specific words.
Learning Procedures
Step 1 Warming-up
Daily report
1). Class work
Watch a video about the successful launch of ShenZhou V manned space flight in China.
Nowadays, more and more new inventions and discoveries are made all over the world.
2). Brainstorming
List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.
Step 2 Pre-speaking
1). Pair work
Read the dialogue aloud to finish the following form:
inventions advantages disadvantages
Maglev train
2). Group work
Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.
Advantages Disadvantages
It’s good for… It is too expensive
It can help… It is dangerous to…
It is important for… It is unnecessary to..
It brings people… Some people will use it for…
It doesn’t pollute… It is bad / or harmful for…
Step 3 While speaking
1). Group work
Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.
2). Pair work
Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.
Step 4 Post-speaking
1). Debate
The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?
Divide the whole class into two groups to have a debate and see which group will perform better.
2). Imagination
If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?
Homework:
Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.
Compute
A compute is a machine. A computer is interesting.
A machine is useful. I can study a computer.
I can use it.
Who made it? Humans being made it.
I am a human being. am warm. I am wise.
I have empathies for animals and people.
I conductor a computer. A computer does not conductor me.
Task 2 Find out one interesting story about some famous scientists and retell it in your own words.
Flossie Wong-Staal
An interview with Emilio Alvarez and Ann Crystal Angeles
Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).
Emilio: How did you decide that you wanted to become scientist?
Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.
Emilio: What was your high school like?
Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.
Anne Crystal: Would you explain your research?
Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.
Anne Crystal: Do you always enjoy your job in the laboratory?
Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.
Anne Crystal: What would you tell students who would like to become research scientists?
Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !
1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.
2. Look back over the reading to find the following information:
(1). Where Wong-Staal was born: (2). What she is studying in her research:
(3). What she was the first person to do:
(4). This article is primarily about______________.
A. the scientist Wong- Staal B. making an AIDS vaccine
C. preventing the spread of disease
(5). Which question is NOT answered in the reading?
A.What college did Wong- Staal attend
B. What type of biology did she specialize in
C.Where does she work now
(6). You can infer that Wong- Staal
A. didn’t want to become a scientist
B. is happy she becomes a research scientist
C. plans to retire soon
3. Write about the following two questions in your journal.
(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?
(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?
Period 5 Language study
Learning Aims
Enable students to have a better knowledge of the rules of word-formation.
Learning Procedures
Step 1 Warming up
Daily report: Show your opinions about the two problems mentioned in the reading passage.
Individual work
Show a tongue twister to students:
If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?
Practise the tongue twister for some times and see who can say it correctly and fast.
Q: Do all “doctors” in this sentence have the same meaning?
Conclusion: The meaning of the same word varies in different sentences and so does the gender.
Step 2 Reading and thinking
1). Pair work
Read the following sentences to distinguish the different meanings of the same word.
How much do you charge for repairing my CD player?
The frightened animal charged into the toy shop.
It usually takes one hour to get my call phone fully charged.
The man was charged for being irresponsible for the job in the court.
We gave her the charge of the house when we were away for holiday.
What is the charge for using the hall?
The guide conducted the tourists around the museum.
How well does this material conduct electricity or heat?
The concert on this Saturday evening will be conducted by a world famous conductor.
The teacher scolded him because of his bad conduct.
The manager conducted the business carefully.
He was surprise to see so many crosses marked in his Maths homework.
This fruit is a cross between an apple an d appear.
The river was too deep to cross.
The two main roads cross in the center of the town.
He crossed his name off the list.
2). Group work
Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.
Step 3 Imagination
Group work
Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.
Step 4 Compound words
Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:
Blackboard is compounded with two words:
Part 1= a kind of deep color Part 2= a piece of thin wood
Show the students the formulation: Part 1 + Part 2 = ?
1). Class work
The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.
Part 1= part of the body used when we talk Part 2= a round thing to play with
Part 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make tea
Part 2= moving in snow with wooden thing tied to your shoes
2). Group work
Discuss to think of some some compound words in groups and then do the same game with the partners.
3) Class work
Have a competition about word guessing and see which team can give the most wonderful performance.
Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound
words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so
that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they
can find out which team have guessed more words than the others.
Step 5 Post-learning
Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.
Homework:
Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.
Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.
Period 6 Integrating skills
Learning Aims
1. Get the students to have reading extension for scientific experiments.
2. Enable students to write an argumentative essay by discussion.
Learning Procedures
Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals.
Q: What do you learn from it?
(2). Class work
Enjoy some pictures about animals killed by humans:
Q: Why do people kill so many animals? Can it be avoided?
(3). Class work
Q: Why do scientists do experiments on animals?
What would often be the result? Can it be avoided?
Step 2 Reading
(1). Individual work
Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.
Q: How many questions are mentioned?
( Does animals testing work? Do people have the right to use animals?)
(2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?
Prepare to make a short speech and speak it out.
(3). Group work
As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.
(4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.
(2). Individual work
Read the tips carefully to check if you have the same idea.
Title Choose a clear Pro or Contra animal testing title
Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?
Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.
Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons
Conclusion Write what we should do with animals experiments in the future and why.
(3). Individual work
Then Write down your answers to the questions listed in the form one by one.
Why are animals used in the experiments?
Are you on which side of them?
Which views do you agree with? Why?
Which views don’t you agree with? Why?
What other ways can you think of to solve the problem in the future?
(4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.
(5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
比較說明常用詞語：
similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…
對比說明常用詞語：
nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…
舉例常用詞語：
for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….
表示總結(jié)的常用詞語：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.
Task 2. Fill in the assessment form below:
Self-assessment
Learner log for unit 16 Class Name No:
In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?
1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable
Skills Comfort level
Talk about science and scientists 1 2 3 4 General assessment
Learn how to give instructions 1 2 3 4
Study some rules of word formation 1 2 3 4
Use new words and expressions 1 2 3 4
Learn to write an argumentative essay 1 2 3 4
Reflection
What is the most important thing you have learned in this unit?
What do you think you did best in this unit?
What do you find the most difficult in this unit?
Where do you see the best improvement?
Where do you need to work hard?
Group assessment
姓 名
小組發(fā)言次數(shù)
全班發(fā)言次數(shù)
提出問題個數(shù)
解決問題個數(shù)
查找資料個數(shù)
與人合作次數(shù)
總體評價
Unit 16
Period 3 Reading
Benjamin Franklin’s Famous Kite Experiment
一，Teaching Aims:
1. To get to know something about the story of famous scientists.
2. To enable students to understand the given material better using different reading skills.
3. To have a better understanding about the importance of experiments in science.
二，Teaching Focus:
Students can understand the passage and do the experiment as Franklin did.
三，Teaching Aids: computer
四，Learning Procedures：
Step 1 Leading in
Do you know more about Benjamin Franklin? He performed his celebrated experiment with the kite in 1752. Today , let’s read about this great man.
Step 2 Reading
Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
Step 3: True or false
(1). In 1752 scientists already knew what electricity is.
(2). Franklin was helped by a friend to do the experiment.
(3). Franklin made the kite of silk because wet silk does not conduct electricity.
(4). A condenser was used in the experiment to store electricity.
(5). The key tied to the string was put into the door to stop the kite from flying away.
(6). The experiment can be done at any time.
(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.
Step 4: Equipment :
a handkerchief made of silk ,two pieces of light wood,strings, a sharp piece of metal,
a key ,a silk ribbon
Step 5: Acting
Class work
There are seven steps for making a kite. Ss underline them and then draw a picture of the kite as the one made by Franklin.
Retell the steps of the experiment according to the following words.
Instructions:
1.the frame , by , light wood 2.tie , the corners , to ,cross 3.add , a tail, frame
4.tie, a string , the cross 5.tie, a piece of metal, stick 6.fasten, a key, string
7.tie , a ribbon, string
Step 6: Further understanding
Read through the passage to fill in the blanks in the form in pairs.
equipment usage
a kite
a key
a condenser
a sharp metal
strings
a silk ribbon
Step 7 : Discuss the following questions in groups:
(1). Why did Franklin do his experiment with a kite?
(2). Why the kite made of silk is better than the one made of paper?
(3). Is it dangerous for Franklin to do the experiment? Why do you think so?
(4). What can you learn from the experiment and also Franklin?
五， Homework:
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. Make a dialogue in pairs between Franklin and his son .
六，Self-evaluation: