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Unit1 Great Scientists Period 4 Reading and Writing
石家庄外国语学校 檀文惠
1.教学背景分析
（1）教学内容分析：本单元为模块五第一单元Great Scientists, 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。” 第一课时Warming up 和reading，通过热身活动，让学生熟悉一些科学家以及他们的品质特点以及成就，引入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。第二课时，运用课文材料做载体，学习一些词汇句型及语言现象，为后面的语言运用做好铺垫。第三课时，学习课文中出现的语言现象：过去分词做表语和定语，为学生进一步扫清阅读障碍，以及写作中运用高级语法非谓语动词奠定基础。第四课时，即综合语言运用：阅读与写作。的阅读技能训练并且运用到于运用图式理论激活背景知识的过程。阅读材料是关于哥白尼是如何发现太阳中心学说的，学生在老师的引领下，运用各种阅读技巧对文章进行主旨大意、篇章结构、细节搜集等任务，提高阅读理解能力，并在回答问题中进行一些语言点的学习，并学会思考并阐明自己观点。写作是在学生充分讨论有了明确观点的情况下，给哥白尼写一封说服信，建议他尽早公布他的发现。经过前面课时学习内容的铺垫，学生无论在阅读技巧还是语法词汇的使用上都获得了一定的积累，在这个环节进行写作训练，过渡自然，水到渠成。
（2）学生情况分析：高二学生虽然对高中阶段的阅读技能和写作特点有所了解，但还需要老师不断引导和组织相应的活动来提高综合运用语言的能力。再者，由于本篇阅读阅读课文为科普文，学生较难理解，所以通过scanning 文章的main idea 和 supporting details来帮助学生理解。作文前也需要学生有充分的讨论交流和展示，以便获取丰富的写作素材。
2. 教学目标分析
（1）知识与技能目标：通过阅读，能够从篇章中获取主要信息，明确文章的写作结构并学会用自己的语言阐明观点；从文中学会运用重点词汇和句型，领会语法现象，能仿造句子，并运用适当连接词汇组织段落成文
（2）情感态度和价值观目标：通过阅读文章及生生互动的讨论环节，进一步了解伟大的科学家不盲从权威，勇于挑战传统的科学探索精神，并通过分析当时形势，学会换位思考，理解他人。
（3）过程与方法目标：通过教师的指导学会准确搜寻信息、概括文章大意、分析文章结构框架。通过生生互动，学会合作，并组织语言发表自己观点。
3. 教学重点难点分析
（1）教学重点：阅读，讨论，写作三个环节是本课时的重点，通过读的输入，转化成说和写的输出，最终实现综合能力的提高。
（2）教学难点：文章中一些词汇如：lead to ,make sense, spin, enthusiastic，cautious等；
长难句的理解，特殊句式的使用，如：
1） Only if we put the sun there did the movements of the other planets make sense. (Inversion)
2）Because the powerful Christian Church would have punished him for evensuggesting such an idea
4. .教学过程设计
Brief introduction of the teaching procedure:
This period will focus on reading and writing. As usual, the teacher can begin the teaching with reviewing the information of some scientists, and then talk about the universe, solar system, Nicolas Copernicus and his theory.
As to reading training, to help the students to form the good habit of reading with some strategy, the teacher should develop the students’ ability of scanning and skimming, that is, first read it as a whole to understand the structure of the passage and catch the main idea with the help of the structure and title.
The following step is to read the passage for the details ; some questions should be designed to check the students’ understanding by saying something about Copernicus and some language points can be explained if necessary.
Besides reading, the students are also expected to learn and practice their writing skill.
After studying the passage, the students can have a discussion about whether Nicolas Copernicus should publish his theory, and then ask: If you were Copernicus’ friend, how could you persuade him to publish his idea? Then the students are asked to write a persuasive letter to change someone else’s decision. The teacher should help the students to learn from the model writing, from which they can conclude the structure of a persuasive letter and learn to write a new one according to the sample.
Teaching Procedure
Step 1 Reviewing as the lead-in activity (3 ’)
T: We have learned the story about John Snow, who can say something about the great scientist?
Ss：…(Retelling the information from the reading text)
T: Besides John Snow, we have learned a lot more other great scientists? What should we learn from them?
Ss: talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm…
Step 2 Pre-reading (2’)
T: So we should learn a lot from these great scientists, I find you are interested in science and scientists. Let’s see what this picture is about? (Show a picture of solar system)
Ss: It shows the solar system including the sun and the eight planets.
T: That’s right. But do you know what the center of the solar system is?
Ss: The sun.
T: As we all know, the sun is the center of solar system. But who found it out?
Ss: Copernicus.
T: That’s true. What do you know about him?
Ss: He is Polish, a scientist of …
Step3 Fast reading （3’）
T: You have known something about Copernicus; do you want to know more about him? Now let’s turn to the text----Copernicus’s revolutionary Theory. Read the passage quickly to find out why Copernicus’ theory is revolutionary?
Suggested answer: Before Copernicus, people thought that the earth was the centre of the universe instead of the sun.
Step4 Skimming and scanning (5’)
T: To be understood better, a passage is always divided into more than one part. Read the passage quickly and find out the main idea of each part.
(After three minutes.)
T: Have you got it? Generally speaking, if we want to introduce something, first, we usually give a brief introduction. What about the main ideas of other parts?
(Ask the students to give their opinions and in the end the teacher shows them the answer.)
Suggested answers:
Para 2 The cause of Copernicus’ theory
Para. 3-4 The completing and publishing of Copernicus’ theory
Para 5 The significance of Copernicus’ theory
Step 5 Detailed reading (10’)
Read the text carefully and find the answers of the following questions, paying attention to some language points.
Design 6 questions for the students to answer:
1. What was Copernicus Theory about?
2. Why could he not tell about his theory?
3. What had the astronomers noticed in the sky?
4. When did Copernicus complete his theory?
5. When did he publish his idea? (Para 4)
6. What is the significance of Copernicus’ theory?
(Some key points are designed in the answers to the questions, so while answering the questions, the students can help each other to solve the problems about language difficulties. If necessary the teacher can help )
Two important sentences:
1. Only if we put the sun there did the movements of the other planets make sense. (Inversion)
2. Because the powerful Christian Church would have punished him for evensuggesting such an idea
Step 6 The summary of Copernicus (1’)
Can you say something about Copernicus? Retell the text to talk about the great scientist.
Step 7 Discussion (10’)
1.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. If you were Nicolaus Copernicus, would you have done so ? And why?
(Students can agree or disagree only if they show the reasons. The suggested reasons:
Agree:
1).He was cautious. If he had published his ideas, he would have been killed just as Bruno who was burned to death because his theory was against the Christian Church.
2).Every time a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth.
3).It made no sense for him to publish his theory in a hurry. He was just cautious not coward. He should protect himself first.
Disagree:
1).Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.
2).Science can never advance unless people have the courage of their beliefs.
3).As a scientist, you must have the courage to publish your findings. No matter how people oppose them, time will show if your ideas are right or wrong.)
2. Copernicus showed his ideas privately to his friend and his friend encouraged him to publish his ideas. Suppose you were his friend Robert, how could you write a letter to persuade him to do so? Now please discuss in groups and make a list of the reasons you can put forward.
(The students discuss and later show their group opinions in class, the teacher can write some opinions down on the blackboard if necessary)
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发表于 2012-11-1 11:21:22
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