高二上人教版Unit 1 Making a difference

i.单元教学目标技能目标goalstalkaboutscienceandscientistspractisedescribingpeopleanddebatinglearnmoreabouttheinfinitivewriteadescriptiveparagraph ii.目标语言  功  能  句  式practisedescribingpeopleanddebatingthat’scorrectthat’strue.thereisnodoubtthat…itisclearthat…itishardtosay.what’syouridea?idoubtthat…well,maybe,but…haveyouthoughtabout…?       词  汇1.四会词汇  undertake,analysis,obvious,within,agriculture,  gravity,curious,branch,debate,scan,boundary,  graduate,research,wheelchair,disable,theory,  seek,misunderstand,scientific,observe,match,  predict,unhappiness,crime,astronomer,microscope,telescope,heaven,intelligent,patient,experiment2.认读词汇  alberteinstein,genius,inspiration,perspiration,  alfrednorthwhitehead, quote,radioactivity,biologist,stephenhawing,phd,promising, incurable,engage,janewilde,exploration,rogerpenrose,observation,newton,dna,galileogalilei,francisbacon,geographer,copernicus3.词组  workon,goby,be/getengagedtosb,goonwith,dreamof,turnout,useup,besatisfiedwith,takealookat,whatif,theotherwayaround4.重点词汇  undertake,debate,disable,seek,misunderstand,observe,match,predict,patient语法不定式的用法theinfinitiveusedassubject,attribute,objectandadverbial重  点句子1.nordidheletthediseasestophimfromlivingthekindoflifehehadalwaysdreamedof.2.itisnotnecessarytobeagreatscientisttomakeadifferenceintheworld. ⅲ.教材分析与教材重组      1.教材分析      通过学习著名科学家的故事，激发学生学科学，爱科学，不畏艰难，勇于克服困难，勇攀高峰的科学精神。通过对科学家的描述，帮助学生学会描述人。引导学生对科学的好奇心，培养他们辩论的能力。      1.1 warmingup通过名人名言引导学生学会描述人。      1.2 listening是描述科学家的材料。      1.3 speaking是一个任务型教学活动。提供了5门学科，让学生辩论哪一科最重要和对社会最有用。      1.4 pre-reading要求学生快速浏览文章并独立完成三个问题，为reading的热身。      1.5 reading是关于著名科学家斯蒂芬·霍金的故事。通过学习他的故事，培养学生不畏艰难，敢于克服困难，勇攀高峰的大无畏的科学精神。      1.6 post-reading第一个题是三个选择题，目的是训练学生的事实核对能力；第二题是三个问答题，除了训练学生的概括能力外，更能开阔学生的思路，丰富学生的视野；第三题是训练学生开放性思维，要求学生能够把课本知识与社会生活知识联系起来，多角度的去思考问题。      1.7 languagestudy分词汇和语法两部分。其中，wordstudy是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。grammar在引导学生体验、探究、归纳不定式结构功能的基础上，进行任务型巩固训练。part1是归纳不定式结构功能分类练习；part2则是有一定难度的不定式被动语态练习；part3把不定式放在一定语境中的综合练习，以著名科学家斯蒂芬·霍金的梦想实现过程为范例，谈论如何实现自己的梦想。本单元的语法训练设计是以功能为特征的功能语法训练，充分体现了新教材的话题、功能、结构、任务相结合的特点。      1.8      integratingskills中的reading介绍了一些著名科学家成功的原因，让学生了解科学家成功的要素。writing部分要求学生通过图书馆、互联网等途径了解自己喜欢的科学家。然后根据提示作一介绍。      1.9      tips介绍了学英语的科学方法。鼓励学生科学的对待学习。      2.教材重组      2.1 把warmingup作为listening的热身练习，将warmingup，listening与speaking整合在一起，通过谈论科学和科学家，练习描述人和进行辩论，上一节“听说课”。      2.2 把pre-reading,reading和post-reading放在一起上一节阅读课。      2.3 将grammar与workbook中的语法练习题整合在一起上一节“语法课”。      2.4 将integratingskills设计为一节“综合实践课（一）”。      2.5 将workbook的integratingskills设计为一节“综合实践课（二）”。      3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）      1st  period                 listening&&speaking      2nd period                   reading      3rd period                    grammar      4th  period                integratingskills(1)      5th  period                 integratingskills(2) ⅳ.分课时教案 thefirstperiodlistening&&speaking teachinggoals教学目标1.targetlanguage目标语言   a.重点词汇和短语      undertake,analysis,obvious,within,agriculture,      gravity,curious,branch,debate   b.交际用语learnthefollowingbyheart.       practisedescribingpeopleanddebating       that’scorrect       that’strue.       thereisnodoubtthat…       itisclearthat…       itishardtosay.       what’syouridea?       idoubtthat…       well,maybe,but…       haveyouthoughtabout…?2.abilitygoals能力目标  enablestudentstotalkaboutscienceandscientists.  helpthemlearntodescribepeopleandpractisedebating.3.learningabilitygoals学能目标  letsslearnhowtodebatebytalkingaboutwhich  branchisthemostimportantandusefultosociety.teachingimportantpoints教学重点learnthepatternsusedtodescribepeopleanddebatingteachingdifficultpoints教学难点howtodescribepeopleandhowtodebate.teachingmethods教学方法1.listeningtothetape(individuals).2.groupwork debating(cooperativelearning).teachingaids教具准备ataperecorder,aprojectorandacomputerteachingprocedures&&ways过程与方式 stepiwarmingupshowthephotosofsomegreatpeopleonthepowerpoint.askstudentswhethertheyknowwhotheyareandwhattheyarefamousfor.thenshowthequotesonthepowerpoint.askstudentstomatchthepictureswiththequotes.thenhelpstudentstounderstandthequotes.t:welcomebcktoschool,boysandgirls!gladtoseeyouagain.ss:gladtoseeyou,mr.…/ms….t:howwasyourholiday?haveyoumadeanynewfriends？hereiwillintroducesomefriendstoyou.lookathim,whoishe?showthepictureofalberteinsteintotheclass.s1:alberteinstein,agreatscientist.t:whatisheknownfor?s2:theoryofrelativity.t:hereisabriefintroductionofhim.pleaselookatthescreen.showthefollowingsentenceonthepowerpoint.einsteincontributedmorethananyotherscientisttothemodernvisionofphysicalreality.hisspecialandgeneraltheoriesofrelativityarestillregardedasthemostsatisfactorymodelofthelarge-scaleuniversethatwehave.t:ok.herearesomepicturesoffamouspeopleandquotesfromthem.pleasematchthepictureswiththequotes.thisisgroupwork.pleasediscusswithyourgroupmembers.twominuteslaterwewillchecktheanswers.askthestudentstodiscusswiththeirgroupmembers.twominuteslaterchecktheanswerswiththewholeclass.suggestedanswersareshownonthepowerpoint:nothinginthisworldistobefeared…onlyunderstood.  (mariacurie)geniusisonepercentinspirationandninetypercentperspiration.(thomasalvaedison)ittakesaveryunusualmindtoundertaketheanalysisoftheobvious.(alfrednorthwhitehead)youcannotteachamananything；youcanonlyhelphimfinditwithinhimself.(galileogalilei)t:ok.i’dlikeyoutoexplainthequotes.s1:iamveryfamiliarwithedison’sgeniusisonepercentinspirationandninetypercentperspiration.t:howdoyouunderstandit?s1:everyoneneedstoworkhardtosucceed.t:thanks.pleaserememberifyouwanttobecomesuccessful,youneedtoworkhard.hardworkleadstosuccess.introducetheotherquotesinthesameway.theexplanationofthequotes:imaginationismoreimportantthanknowledge....meansthatyoumayknoweverything,butifyoucan’tthinkupnewthoughts,noprogresswillbemade.nothinginthisworldistobefeared...onlyunderstood....thisisastretchofanoldsaying:youonlyfeartheunknown.somariewasright,butstillnot.shedidn’tunderstandradiationanddiedofcancerascauseofit,butstillwhenyoulearnthing,youlosethefear.geniusisonepercentinspirationandninetypercentperspiration....thisisa“pun”,butalsoshowsthattalentandgeniusisnotallittakes,evenreallycleverpeopleneedtoworkhardtomakedreamscometrueittakesaveryunusualmindtoundertaketheanalysisoftheobvious....thisisagoodone.ittakestwocontrastsobviousandunusualandthrowstogether:thatitneedsanunusualmindtobeabletoexplainwhatisobvious.itdoesn’tseemtobethetruthandthisisanoxymoron,butverytrue.youcannotteachamananything;youcanonlyhelphimfinditwithinhimself....unlessonehasdesiretolearnhimselfyoucannothelphim.onlyifhehimselfhasinnerdesiretomoveaheadyoucanbeofsomehelptohim.galileomayhavehadapointhere. butitisaveryhumbleviewofateacher. t:doyouknowanyotherquotesaboutscienceandthinking?s:yes,iknowsome.yousee,inlife,lotsofpeopleknowwhattodo,butfewpeopleactuallydowhattheyknow!knowingisnotenough,youmusttakeaction.—anthonyrobbinsactionisfoundationalkeytoallsuccess.—anthonyrobbinssuggestedanswerstoq3&&4.3.sirisaacnewton:   theuniversallawofgravitation      charlesdarwin:   ontheoriginofspecies4.hardwork,imagination,creativity,persistenceandcuriositymakescientistssuccessful.i’dliketolearnthestoriesofhowtheysucceeded. stepiilisteningt:aftertalkingaboutthescientists,wewilllistentothetape.  pleasetrytojudgewhothefamousscientistsdescribed  onthetapeare.andfinishtheexercises.afterlistening,checktheanswerswiththewholeclass.aftercheckingtheanswers,askstudentswhattheyareinterestedin.theyarerequestedtowriteashortparagraphaboutwhattheywouldliketoinvent,discover,orbe.theyaregivenfiveminutestofinishit.t:whatareyouinterestedins1?s1:i’minterestedinbiology.iwanttobeabiologist.iwanttomakegooduseofgmtoproducemorefoodforpeople.t:goodidea.thenwriteashortpassageaboutyourdreams.youshouldfinishitwithin5minutes.fiveminuteslater,showseveralcopiesontheprojectorandcheckwiththewholeclass. stepiiispeakingt:boysandgirls,fromtheaboveexerciseilearnthatyouareinterestedindifferentsubjects.nowi’dlikeyoutoplayagame.nowyouwillbedividedinto5groupstorepresentabranchofscience.showthefivebranchesbiology,maths,chemistry,physicsandcomputerscienceonthepowerpoint.t:youaregoingtodebateeachothertoseewhichsubjectisthemostimportantandusefultosociety.pleaserefertotheusefulexpressions.whenyoudebate,pleasethinkofenoughreasons.youmaydiscussinyourgroupforthreeminutes.showtheusefulexpressionsonthepowerpoint.that’scorrect.that’strue.thereisnodoubtthat…itisclearthat…itishardtosay.what’syouridea?idoubtthat…well,maybe,but…haveyouthoughtabout…? stepⅳpracticethreeminuteslater,thedebatebegins.afterthedebate,theteacherwillsumup.t:i’mgladyouhavedoneaverygoodjob.ihavetoadmitallofyouareright.everybranchofscienceisveryimportantanduseful.ihopeinthefutureyouwillbegreatscientistsandmakecontributionstothedevelopmentoftheworld.thenaskstudentstodothetalkingonpage82.t:goodnewsforyou.afamousscientistiscomingtovisitourschool.wouldyouliketomeethim/her?ss:yes.t:luckilyyouhavebeenchosentomeetandinterviewhimorher.ss:whereisthescientist,whoisheorshe?t:thisisjustagame.youaregoingtodopairwork.imagineoneisthescientist,theotheristhestudent.youaregiventhreeminutestodoit.theniwillasksomepairstoactitout.nowturnyourbookstopage82anddothepairwork.threeminuteslater,thestudentsareaskedtoactouttheinterview.t:welldone.manyofyouaresointerestedinscientists’stories.afterclasspleasefindmoreinformationofyourfavouritescientists. stepⅴhomeworkfinishthelisteningexercisesonpage81.surfontheinternetorusethelibrarytofindmoreaboutscientists.