2019-2020年牛津譯林版高中英語必修五Unit 3《Science and nature》（Word power）教案.doc

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2019-2020年牛津譯林版高中英語必修五Unit 3《Science and nature》（Word power）教案 教　　材：牛津高中英語(模塊五)高二上學(xué)期 文檔內(nèi)容：教學(xué)設(shè)計—教案 單　　元：Unit 3 Science and nature 板　　塊：Word power Thoughts on the design: 本課包含“前后綴”和“人體器官名稱”兩個部分的內(nèi)容，從語言的價值上來說，前者要更重要一點(diǎn)，學(xué)生對于前后綴的掌握情況會直接影響到他們對于詞匯句子的理解乃至篇章的判斷，但是鑒于學(xué)生對于前后綴已經(jīng)有了相當(dāng)程度的學(xué)習(xí)和了解，因此本節(jié)主要采取先溫故后知新，先總述后拓展的策略進(jìn)行展開。本節(jié)設(shè)計了競賽環(huán)節(jié)來刺激學(xué)生對于舊詞匯的迅速回憶，并在此基礎(chǔ)上補(bǔ)充新的詞匯。對于人體器官功能部分，由于詞匯的“技術(shù)含量”相對低，同樣也是以舊帶新，主要側(cè)重于學(xué)生用英語展開思維來理解各器官的功能。本節(jié)設(shè)計的兩個活動，旨在創(chuàng)造一種輕松的課堂氣氛，以趣味十足的方式讓學(xué)生掌握并能夠運(yùn)用新學(xué)的詞匯，并鍛煉學(xué)生用英語思維的能力。 Teaching aims: After learning word power, the students will be able to: 1. have a better understanding of different meanings of prefixes and suffixes. 2. have a larger vocabulary with the help of prefixes and suffixes. 3. use specific words to describe human organs by means of parison. Teaching procedures: Step 1 Lead in (PPT4-5) 1. Ask students to conclude some easy ways to double their vocabulary according to their years’ of English learning. 2. Introduce the intended answer by providing some examples so that students can be led to the answer “By using prefixes and suffixes” or by “cloning it” (just for fun). [Explanation] 鑒于學(xué)生已有比較長時間的學(xué)習(xí)英語的經(jīng)歷，前后綴對于他們來說并不陌生。以讓他們總結(jié)如何讓自己詞匯量加倍這一方法開始整堂課的教學(xué)，從開放的問題到焦點(diǎn)的關(guān)注，從懸念到平實(shí)，讓學(xué)生在瞬間產(chǎn)生好奇，并且在答案揭曉的剎那能很好得活躍課堂氣氛，為后面的教學(xué)做好鋪墊。 Step 2 Prefixes and suffixes (PPT6-10) 1. Brainstorming. Ask students to list as many prefixes and suffixes as possible and write them down on the blackboard. Their answers can be more than what are listed on Page 46. If anything is left out, it’s teacher’s job to plement. Do brief explanation if necessary. 2. “I’m conquering.” It’s a game as well as a petition between boys and girls, which is intended to review some related vocabulary and help some students to enlarge their vocabulary. Rules are as the following: Students of either gender can take the initial to do the petition. For example, a girl student stands up first, picks any prefix or suffix and then says one word containing that suffix or prefix. Then boy students can’t not use that suffix or prefix any more because that field has been conquered. One student, one word a time. Boys and girls don’t need to take turns. It all depends on how fast their reaction is. But they have to make sure that following every suffix or prefix they have picked, there must be three different words. Then the side which conquers the largest field wins the petition. 3. After the petition, teacher can add some words which appear on page 46 but are missed out in their answers such as illegal and disrespect. Tip: 1) Some words take a hyphen (-) when a prefix is added. 2) We sometimes need to change the ending of a word before we can add a suffix. [Explanation] 本節(jié)所列的前后綴除了pro-和anti-之外，學(xué)生都很熟悉，讓學(xué)生進(jìn)行頭腦風(fēng)暴，在短時間內(nèi)迅速反饋以往學(xué)過的前后綴，使學(xué)生產(chǎn)生一種成就感，對于新知識的接受從情感和速度上都有更好的效果。對于學(xué)生沒有想到的前后綴，就相當(dāng)于是新的知識，要由老師進(jìn)行補(bǔ)充，進(jìn)行簡單的解釋即可?！肮コ锹缘亍庇螒蚋淖兞艘酝寣W(xué)生寫出同一個詞綴盡量多的詞匯這一模式，評判標(biāo)準(zhǔn)更科學(xué)，參與性更強(qiáng)，對學(xué)生的團(tuán)體合作精神也是很好的培養(yǎng)和激發(fā)。并且讓學(xué)生好像真的有在靠實(shí)力攻城略地的感覺，隨著他們的“地盤”越來越大，競爭會更激烈，課堂氣氛也更好。教師在最后補(bǔ)充一些詞匯，效果也更佳。 Step 3 Organs of the body (PPT11-17) 1. Lead students to turn their focus to organs of the body by concluding: Different suffixes and prefixes have their specific meanings and you will find it easier to recognize those seemingly new words coated with prefixes and suffixes. If we call these suffixes and prefixes “ORGANs” of the vocabulary, then the “ORGANs” of our body are also playing different roles and having different jobs to do. 2. Ask students to tell what human organs they have already been able to express in English. (Expected answers: liver, heart, etc.) 3. Introduce some of the major organs of the human body by presenting a picture with arrow illustrations. Ask them to tell what they are according to their positions. And introduce relative English words. Ask students to explain their functions in English. 4. Activity 1 Matching. Abstract five parisons based on the passage on Page 47 and ask students to do matching and tell why. The reasons can be different from whatever presented in the passage. 5. Activity 2. Application. Ask students to read a short poem on organs and ask them to fill in the blanks according to different functions of the organs, which can also help students consolidate the vocabulary. 6. Time permitting, students can do their own writing as well. [Explanation] 本節(jié)出現(xiàn)的有關(guān)人體器官的幾個詞匯都不難，沒有必要補(bǔ)充新的詞匯。對47頁上的那篇短文進(jìn)行了簡化處理，提煉出5個比喻，讓學(xué)生進(jìn)行連線練習(xí)，為學(xué)生提供了想象和邏輯判斷的空間。而后的另一個練習(xí)，讓學(xué)生運(yùn)用已知以及新學(xué)的詞匯結(jié)合他們對于幾個器官作用的理解進(jìn)行詩歌的填空，同樣是對學(xué)生能力的一個提升。課堂的氣氛將在這時達(dá)到另一個小高潮。若時間允許，可以讓學(xué)生進(jìn)行簡單的詩歌仿寫，甚至只要仿寫一句話即可，激發(fā)學(xué)生運(yùn)用英語的興趣。 Step 4 Summary (PPT18) Ask students to briefly report what they have learned today. [Explanation] 利用每節(jié)課的最后2分鐘進(jìn)行簡單的內(nèi)容總結(jié)可以加深學(xué)生識記印象，也可以檢測學(xué)生的掌握程度，同時也是教師自我檢測的好時機(jī)，以便于在后面碰上同樣的課型時可以進(jìn)行有效的調(diào)整和改進(jìn)。