高一英语下学期16单元教案
高一英语下册 Unit16 Scientists at work(第一课时)教案 大纲第一册
Unit 16 Scientists at work Ⅰ.Teaching Goals:1.Think and talk about science and scientists.2.Learn how to give instructions.3.Study rules of word formation.4.Learn to write an argumentative essay.Ⅱ.Teaching Time:Four periodsⅢ.Background Information：1.Great Inventions伟大发明There have been many great inventions,things that changed the way we live.The first great invention was one that is still very important today—the wheel.This made it easier to carry heavy things and to travel long distances.For hundreds of years after that,there were few inventions that had as much effect as the wheel.Then in the early 1800's the world started to change.There was little unknown land in the world people did not have to explore much any more.They began to work instead to make life better.In the second half of the 19th century many great inventions were made.Among them were the camera,the electric light and the radio.These all became a big part of our lifetoday.The first part of the 20th century saw more great inventions:the helicopter in 1909;moves with sound in 1926;the computer in 1928;and jet planes in 1930.This was also a time when a new material was first made.Nyloh came out in 1935.It changed the kind of clothes people had been wearing.The middle part of the 20th century brought new ways to help people get over diseases.They worked very well.They made people healthier and let them live longer lives.By the 1960's most people could expect to live at least 60.By this time most people had a very good life.Of course new inventions continued to be made.But man now had a desire to explore again.The world was known to man but the stars were not.Man began looking for ways to go into space.Russia made the first step.Then the United States took a step .Since then other countries,including China and Japan,have made their steps into space.In 1969 man took his biggest step away from the earth.Americans first walked on the moon.This is certainly just a beginning thought.New inventions will someday allow us to do things we have never dreamed of.2.The First Planes最早的飞机Steam engines were first to be tried in planes,but they were too heavy to be really useful.In 1884,such a machine was made,which consisted of a large number of wings one above the other and was driven by a steam engine.It is said that it rose for a moment off the ground.Another rose,but fell and was damaged.The real success of planes began only when petrol engine was used in planes.On December 17,1903,Orville Wright,an American,flew safely in a heavier-than-air machine for twelve seconds.He and his brother Wilbur had made a lot of experiments and had taken great trouble to study the art of flying in gliders before they tried to fly their planes.Orville came down safely after the first short flight,and on the same day the experiment was repeated three times.The longest of these flights lasted 59 seconds.The speed of the plane was 35 miles an hour.The two brothers went on with their experiments after their first success,and in 1908 Wilbur gave some exhibitions of flying in France.All the people who saw the exhibitions were greatly surprised.Soon after the Wright brothers succeeded in their experiments,others followed in their footsteps.LouisBleriot,a Frenchman,flew across the English Channel in 1909.Prizes were given for flights from place to petition began later.The plane improved more and more when people began to understand it better.In 1919 Sir John.Alcock and Sir Arthur Brown made the first flight across the Atlantic Ocean,and in the same year a plane flew from England to Australia.And then,the age of air travel arrived.The First PeriodTeaching Aims:1.Learn and master the following words:experiment gas flame wheel engine nuclear economy unnecessary comfort2.Do some listening.3.Do some speaking to talk about advantages and disadvantages of many science discoveries.Teaching Important Points:1.Improve the students' listening ability.2.Improve the students' speaking ability by discussion,talks and making some dialogues.Teaching Difficult Points:1.How to finish the task of speaking.2.How to make dialogues correctly.Teaching Methods:1.Warming up to arouse the students' interest in science experiments.2.Listening activity to help the students go through the listening material.3.Making simple dialogues to practise the students' speaking ability.4.Individual,pair work or group work to make every student work in class.Teaching Aids:1.a tape recorder2.a projector and a computer for multimedia useTeaching Procedures:Step Ⅰ. GreetingsGreet the whole class as usual.Step Ⅱ. Lead-inT:Now you learn several subjects at school,such as,maths,Chinese,English,physics,chemistry and so on.Which do you like best?Why?Any volunteers?S1:I like English.My wish is to go abroad some day,so I like English and I want to learn it well.S2:I like biology.I want to become a scientist to explorethe secrets of life.S3:I like physics.I'm interested in electricity.I want to know more about it and make more use of it to make our life better and better.S4:…T:When I was your age,I often did experiments at school.(Teacher writes the word“experiment”on the blackboard.)Do you know the meaning of the word“experiment”?“Experiment”means“trial made in order to prove the truth of an idea”.For example,I hope to find the answer to this problem by experiment.(Write the example on the blackboard.)Do you often do experiments?S5:Yes.We often do experiments in physics,chemistry and biology in the labs or in the classroom.T:Do you do experiments by yourselves or do them with your teachers?S6:Most of the time,we make experiments by ourselves in the labs and we are directed by ourselves in the labs and we are directed by our teachers.In the classroom our teachers often show us some experiments.Step Ⅲ. Warming upT:OK.You have made many experiments.Can you describe some simple ones in English?Now,I'll show you three pictures on the screen.Please look at them carefully and then describe them.While doing this,the questions on the screen can help you.Please prepare this in pairs.(Teacher shows the questions and pictures on the screen.)No.1 No.2Picture 1Picture 2 Picture 3(Students begin to talk about the pictures and teacher goes among them and joins them.A few minutes later,teacher asks three students to describe them before class.)T:Are you ready?(Ss:Yes.)Who can give us a description of the first picture?S7:I'll try.This is an experiment in biology.From the picture,we can see two covers made of glass.The mouse dies after it's put into the first cover because of lack of oxygen while the mouse in the second cover is still living,because there is a plant in it.From this experiment,we know that green plants can produce oxygen.T:Very good.Now we'll go on to talk about the other two pictures.S8,the second picture.S8:…Sample writingIn picture 2,we can see an experiment of electrification by friction.In the experiment,the ruler after rubbed is put near the small pieces of paper.The pieces of paper are attracted onto the ruler.The experiment shows that electricity can be produced after two objects are rubbed.That's very easy and interesting.Picture 3 shows an experiment of the boiling of water in physics.In the picture,we can see the water in the test tube is turned into steam after heated.Then the steam meets the cold piece of glass and is turned into drops of water again.The experiment suggests that the form of water can be changed,but it can't turn into other things.Step Ⅳ. ListeningT:OK.When you are doing experiments,what should you pay attention to?Can you tell me your ideas?S9:We shouldn't enter the lab without a teacher.When we are there,listen to the teacher.S10:We should follow the teacher's instructions.Don't touch anything without the teacher's permission.Some of the instruments are dangerous.S11:…T:Very good.Next we'll do some listening practice.Let's see what Mrs Zhu talks about to the students.Now open your books to read the two exercises.In them,there are two new words:gas and flame.(Teacher writes them on the blackboard.)“Gas” means “substance like air and it can't be seen”；“flame”means “red or yellow burning gas and it can be seen.”Are you clear about the two words?S s:Yes.T:I'll give you three minutes to read the exercises to make sure you know what to do.(Three minutes later.)T:Now listen to the tape.For the first time,you justlisten to get the general idea.When I play the tape for the second or third time,you'll try to finish your exercises.Are you clear?OK.Let's begin.Listen carefully.(Teacher plays the tape for the students to listen.When students are doing Ex.2,teacher should pause the tape for the students to write down their answers.At last,check the answers with the whole class.If necessary,play the tape once more.)Step Ⅴ. SpeakingT:Let's do some speaking.In this part,there are also a few new words.First let's learn them.Look at the screen.Teacher asks students to read the new words together,then gives them two minutes to remember the words.) T:There is a dialogue between two men in this part.Theyare talking about the advantages and disadvantages of a high-speed Maglev train from Shanghai to Pudong Airport.Now,please read the dialogue quickly and then find out its advantages and disadvantages.(After a while,teacher asks students to say the advantages and disadvantages.Meanwhile,teacher shows them on the screen.)T:Please pay attention to the usages of some Phrases.Please look at the blackboard.(Write them on the Bb.) in my opinion__________I think.In my opinion,he is clever.a waste of moneyDon't buy an expensive computer.I think it's a waste ofmoney.make more/full/good use ofWe should make more use of every minute to study.(Teacher asks students to translate them into Chinese.) T:The work of scientists is often discussed.There are advantages and disadvantages to many science discoveries.Don't you think so?Now there are four inventions for us to discuss.While you are discussing them,the useful phrases on Page 18 can help you.(Students are divided into four groups.Each group talks about one invention.Teacher gives students enough time to prepare it and then asks them to give their ideas in front of the class.After that,teacher shows them on the screen.) Step Ⅵ.Summary and HomeworkT:Today we've talked about some pictures and known how to describe some simple experiments.We've also done some listening and speaking practice.Now we know how to discuss the advantages and disadvantages of some inventions.Meanwhile,we've learned some useful phrases.After class,remember the phrases and make a dialogue to talk about advantages and disadvantages of some inventions,using the information learnt today.Class is over.Sample dialogueA:Today I read a piece of news in the newspaper.It says that another cow has been cloned in our country.B:Really?The technique is very useful.It can save some rare species.Many animals will not die out.A:Are there any other advantages?B:Yes.It can be used to increase the number of some kind of animal in a shorter period if this technique is widely used.But it is impossible to do so at present in any country.It's said that some parts of human body can also be cloned.A:This is useful in medicine.But if humans can be cloned,that will be terrible.The whole society will be confused if it is not used properly.B:I am sure that scientists will agree on that in the future.Step Ⅶ.The Design of the Writing on the BlackboardStep Ⅷ.Record after Teaching_____________________________________ _____________________________________ _____________________________________ _____________________________________。
高一英语教案：下学期16单元教案
UNIT 16 Scientists at WorkDate:2006.4.Class:Class 5,Senior Grade 1Teacher: Lu kemaoTeaching aims:I Get the students to understand the achievements of scientists in history and develop their enthusiasm for scientific experiments after reading the passage.II Get the general idea of the passage.Teaching procedures:Step I Review the old lessons.Step II Pre—reading Talk about some famous scientists in history and their great contributions to the world.Step III Reading.1.Read the passage and decide if the following statements are true or false.1.In 1752 scientists already knew what electricity is. ( )2.Fraklin 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.( ) 2.Answer the following questions.1 Why did Benjamin Franklin do this experiment with the kite ?2.Why is it better to make the kite of silk than of paper ?3.Do you think Franklin’s experiment was dangerous? Explain.3.The pictures on page25 show how Franklin did his experiment. Pick out the correct ones.4.Draw a sketch(草图) of the kite which was used in the experiment according tothe instruction.5.Play the tape and do the summary.Benjamin Franklin was a world famous scientist. One day in June 1752,he wanted to show that lighting and e_________ are the same, so he decided to do an e ________.In his experiment, he used a kite to a_______ lightning. On a rainy day, he took his son with him to a field. At first, nothing happened. Benjamin almost gave up when he saw the hairs on the s__________ stand up. He knew the string was getting c__________! He then felt some light but very clear e_____ s______ until in the end the whole string was wet. In this way he was able to collect and store a great d_____ of electricity into the c________ .His experiment p__________ that lightning and electricity are the same.Step Iv Remember what we learnt today.Step V Homework: 1.Read the text again and again2.Wb.Ex--3.第1页共1页。
人教修订版高一英语unit 16单元教案4
Thestudentsaretomeetattheschoolgatetomorrowmorning.
TheyaretogotravelinginAugust.
（2）表命令或指示、责任、义务、禁止，通常用于第三人称
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Thestudentsareunderintruction.
（2）指导；命令（复数）
giveinstructions
receiveinstructions
carryoutinstructions
followone’sinstructions
（3）说明；通知（复数）
Beforeyouusethemachine,youshouldreadtheinstructionscarefully.
Step2.Listening
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schooloratwork.Suchinstructionsareoftengivenbysomebodyspeakingtoa
groupofpeopleorinaradioortelevisionbroadcast.Itisimportantforyouto
Photo2showsanEnglishbookcalledHamlet,adictionaryandanotebook.
Photo3showstwostudentsdoinganexperiment.
Photo4showsstudentslookingatsomethingthroughamicroscope.
unit 16 Scientists at work全单元(人教版高一英语下册教案教学设计)
模块一：问题导入（适用于warming up及Listening 部分的导入）教师联系学生学习实际，引起学生对所学课程的关注，导入本课的主要话题--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?导入模块二：图片导入（适用于Speaking部分的导入）教师展示两张有关磁悬浮列车的图片，问学生是否了解相关背景知识，引导学生结合自己原有的知识，探讨科学新发明的优点与弊端。
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.教学过程导入模块三：教学过程重、难点指导Language points1．Why should students be careful smelling from bottle? 为什么学生在闻从瓶子里冒出来的气味时要小心？be careful of 注意...，当心...be careful about对于...谨慎be careful with 做...认真，注意...be careful not to do sth．当心不要...be careful as to + 从句对于...谨慎be careful in (doing) sth．在...方面谨慎be careful + 从句注意...，当心...be careful doing sth．做某事时要当心It is careless of sb. to do sth＝Sb．is careless to do sth某人做...太粗心了。
高一下期整理教案Unit 16(人教版高一英语下册教案教学设计)
Teaching PlanPeriod 1 Warming up & ListeningLearning Aims1.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 ina lab and how to give instructions to others.3.To train the students’ ability of listening for information.Learning ProceduresStep 1 Warming upToday, 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 workDivide 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 workEnjoy 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-listening1).Group workIs it necessary for you to do experiments in the lab? List the reasonsin the card and see which group can find more.2).Class workDo you still remember what your teacher often remind you before, whenand 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 Listening1). 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’TSFollow / 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-listening1). Group workList what you can do and can’t do in a lab as much as possible in groups.2). Individual workKnowing 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 workDesign 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 SpeakingLearning Aims1. To learn to cooperate with partners to analysis a problem indifferent views.2. Enable students to describe the advantages and disadvantages of something in specific words.Learning ProceduresStep 1 Warming-upDaily report1). Class workWatch 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). BrainstormingList the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.Step 2 Pre-speaking1). Pair workRead the dialogue aloud to finish the following form:inventions advantages disadvantagesMaglev train2). Group workDiscuss 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 DisadvantagesIt’s good for… It is too expensiveIt 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 speaking1). Group workEnjoy 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 workMake a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’mafraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.Step 4 Post-speaking1). DebateThe 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). ImaginationIf 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?Period 3 & 4 ReadingLearning Aims1. To get to know something about the story of famous scientists.2. 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.Learning ProceduresStep 1 Warming upDaily report: Share your poems with the other students.1). Group competitionIn the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.Physics chemistry medicine biology2). Group workA match competition. Match ColumnB with Column A correctly.Column A Column BAlexander Bell the Theory of RelativityThomas Edison the first telephoneWright Brothers the electric lampMadame Curie black holes in UniverseHeinrich Dreser electricityFranklin the first planeSteven Hawking the Theory of GravityElbert Einstein RadiumIsaac Newton aspirin3) Class workQ1. Is it easy for the scientists to make these inventions and discoveries?Q2. How could they succeed in their research?It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.Step 2 Reading1). Individual workSkimming: Read the material fast to find out the right picture about Franklin’s experiment.2). Individual workScanning: Listen to the tape part by part to find out the topic for each one.Para 1-3 the description of the experimentPara 4 the equipment of the experimentPara 5-6 the steps of the experimentListen with the questions below:(1). Why did Franklin do this experiment?(2). Was the experiment successful?(3). What were needed when it was being done?(4). How many steps were mentioned?(5). What should be paid great attentions to when it was being done?Step 3 Acting1). Class workWith all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.2). Individual workAfter that, all the students try to tell how to make such a kite intheir own words with the help of the pictures on the screen.Step4 Further understanding1). Pair workRead through the passage to fill in the blanks in the form in pairs.equipment usagea kitea keya condensera sharp metalstringsa silk ribbon2). Class workListen to some sentences to judge whether they are 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 5 Post-reading1). Pair workFranklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and hisson ,the other Franklin and a person watching the experiment.2). Group workDiscuss 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 think so?(4). What can you learn from the experiment and also Franklin?Step 6 Oral practice1). Individual workAfter you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.2). Class workDuring the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.Step 7 Watching, reading and thinking1). Class workThe teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.Q: Does the mixture taste good? Why do you have a different taste from mine?2). Individual workRead the passage tit led “Look carefully and Learn” to find out the reason.Q 1: What do you learn after you read such a story?Q 2: Do you think what is the most important when you are doing an experiment in the lab?Q 3: If you want to be a scientist, what do you think are the most important qualities?Homework:Period 5 Language studyLearning AimsEnable students to have a better knowledge of the rules of word-formation.Learning ProceduresStep 1 Warming upDaily report: Show your opinions about the two problems mentioned in the reading passage.Individual workShow 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 thinking1). Pair workRead 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 workDiscuss 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 ImaginationGroup workShow 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 wordsSometimes 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 woodShow the students the formulation: Part 1 + Part 2 = ?1). Class workThe 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 withPart 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make teaPart 2= moving in snow with wooden thing tied to your shoes2). Group workDiscuss to think of some some compound words in groups and then do the same game with the partners.3) Class workHave 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 thecompound 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-learningRead 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 skillsLearning Aims1. Get the students to have reading extension for scientific experiments.2. Enable students to write an argumentative essay by discussion.Learning ProceduresStep 1 warming- up(1). Class workDaily report: A short play about the relationship between humans and animals.Q: What do you learn from it?(2). Class workEnjoy some pictures about animals killed by humans:Q: Why do people kill so many animals? Can it be avoided?(3). Class workQ: Why do scientists do experiments on animals?What would often be the result? Can it be avoided?Step 2 Reading(1). Individual workCan 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 workPeople 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 workAs 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 workIt’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 workNow it’s time for you to write about an argumentative essa y 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 workRead the tips carefully to check if you have the same idea.Title Choose a clear Pro or Contra animal testing titleIntroduction Explain for what reasons animals are used in experimentsand 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 consConclusion Write what we should do with animals experiments in thefuture and why.(3). Individual workThen 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 workJoin 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 workTo 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.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.。
高一英语教案：下学期Unit 16
Unit 16一、重难点讲解1．Why should students be careful smelling from bottles?为什么学生在闻瓶中气味时要当心？be careful doing的意思是“做某事仔细或小心”，be careful后面常跟with，in，about 等介词短语，也可跟to do或从句。
例如：People should be more careful about the things they say.大家对自己说的话应该很谨慎。
Be careful that the medicine is kept away from children.要小心把药放在安全的地方，不要让小孩拿到。
Please be very careful with those plates! 那些盘子，要十分小心。
2．What is to be done when anything gets into your eyes?如果你眼睛里进了东西，该怎么办？①“be+ to do”结构表示安排、命令、职责、义务、目的、用途、可能性、命中注定等。
例如：We are to meet at the school gate. 我们约定在校门口碰头。
（安排）You are to be back by 10 o’clock. 你得在10点钟前回来。
（命令）A knife is to cut with. 刀是用来切割的。
（用途）They were never to meet again.他们注定以后永远不再见面。
（命中注定）②不定式的被动式用于当逻辑主语是不定式动作的接受者。
再如：Do you want to be taught German？你想让人教你德语吗？3．More roads and trains mean more pollution.更多的路和火车意味着更多的污染。
试比较：mean to do sth. 打算干某事mean doing sth. 意味着…I don’t mean to argue with you. 我不打算跟你吵架。
高一英语下：Unit 16 Scientists at work教案1
高一英语下：Unit 16 Scientists at work教案1教学示例（一）I. Teaching aims:Talk about science and scientists.learn how to give instructions.Similar dialogue presentation with new words and expressions u sed withinII. Teaching aids: tape recorder, pictures, slidesStep I Warming upask Ss: What can you see in pictures? What are they doing now? do you like do some experimentation in the lab? Is it dang erous?What are the names of the school subjects in which you study sc iences? (physics, chemistry , biology)What English words do you think of for each subject of science?(physics, chemistry , biology)Which experimentation do you like? Why?Give an example of what you learn about for each field of scienc e.1. In chemistry we learn about the way different liquids and mat erials react with each other. For example, if you put a piece of m etal into a glass containing a strong acid, it will dissolve.2. In physics we learn about the law of the universe, for example about Newton and the reason why all things on earth fall down.3. In biology we learn about life on earth, for example by looking at the structure of cells)2. Pair worklet Ss work in groups, and what do you need when you do you e xperimentation in the chemistry lab? Find out the things and tell the reasons.glasses bandage glovesrespirator gas mask scissorsStep II. Listeningsay to S： let us listen to a dialogue. In the dialogue, you will hear a teacher gives instructions to a group of students how to behave in a science lab.2. let Ss listen carefully and remember the safety instructions, and complete the exercise in the book.3. play the tape twice or more, and check the answers with the cl ass.Step III. Speaking1. show the picture of high-speed maglev train and ask Ss: Do y ou know this? It is a high-speed maglev train, in Chinese “高速悬浮磁列车” .T ask: what do you think it is helpful for people? why?T say: let’s read a dialogue and what they think of the train.let Ss read the dialogue in the book , explaining the word ‘high-speed maglev train’2. let Ss work in pairs, and discuss the advantages and disadvant ages of the cloning, nuclear energy , computers, space flights.2. That information can help students get ideas for advantages a nd disadvantages.Cloning: people that look the same; making people and animals which are in danger in the world; help people who lost an ear/ e ye/leg…Nuclear energy: doesn’t pollute the environment; very dangerous waste; make all the el ectricity society needs.Space flights: understand the outer space; very expensive; shows how far a country has developed.Step IV PracticeFinish the exercises “Listening”“Talking” in WorkbookHomeworkFinish off the exercise “Practising” in the Workbook.。
高一英语教案：下学期Unit16d
新人教版高一英语下Unit 16 Scientists at workReading教案一、教学背景分析1．学生情况分析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。
2. 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。
二、教学目标分析语言知识词汇：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。
语言技能听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。
同时能与他人进行交流，叙述事物的利与弊端。
读：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。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
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UNIT 16 Scientists at Work
Date:2006.4.
Class:Class 5,Senior Grade 1
Teacher: Lu kemao
Teaching aims:
I Get the students to understand the achievements of scientists in history and develop their enthusiasm for scientific experiments after reading the passage.
II Get the general idea of the passage.
Teaching procedures:
Step I Review the old lessons.
Step II Pre—reading Talk about some famous scientists in history and their great contributions to the world.
Step III Reading.
1.Read the passage and decide if the following statements are true or false.
1.In 1752 scientists already knew what electricity is. ( )
2.Fraklin 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.( ) 2.Answer the following questions.
1 Why did Benjamin Franklin do this experiment with the kite ?
2.Why is it better to make the kite of silk than of paper ?
3.Do you think Franklin’s experiment was dangerous? Explain.
3.The pictures on page25 show how Franklin did his experiment. Pick out the correct ones.
4.Draw a sketch(草图) of the kite which was used in the experiment according to
the instruction.
5.Play the tape and do the summary.
Benjamin Franklin was a world famous scientist. One day in June 1752,he wanted to show that lighting and e_________ are the same, so he decided to do an e ________.In his experiment, he used a kite to a_______ lightning. On a rainy day, he took his son with him to a field. At first, nothing happened. Benjamin almost gave up when he saw the hairs on the s__________ stand up. He knew the string was getting c__________! He then felt some light but very clear e_____ s______ until in the end the whole string was wet. In this way he was able to collect and store a great d_____ of electricity into the c________ .His experiment p__________ that lightning and electricity are the same.
Step Iv Remember what we learnt today.
Step V Homework: 1.Read the text again and again
2.Wb.Ex--3
.
1。