牛津譯林版高中英語必修五unit 3《science and nature》 power教案

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1、 Unit3?Science?and?nature?Word?power 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，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)有了相當程度的學(xué)習(xí)和了解，因此 本節(jié)主要采取先溫故后知

2、新，先總述后拓展的策略進行展開。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?unders

3、tanding?of?different?meanings?of?prefixes?and?suffixes. 2.?have?a?larger?vocabu?lary?with?the?help?of?prefixes?and?suffixes. 3.?use?specific?words?to?desc?ribe?human?organs?by?means?of?comparison. Teaching?procedures: Step?1?Lea?d?in?(PPT4-5) 1.?Ask?students?to?conclude?some?easy?ways

4、?to?double?their?vocabu?lary?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). 1 [Explanation] 鑒于學(xué)生已有比較長時間的學(xué)習(xí)英語的經(jīng)

5、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的關(guān) 注，從懸念到平實，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?answe

6、rs?can?be?more than?what?are?listed?on?Page?46.?If?anything?is?left?out,?it’s?teacher’ s?job?to?complement.?Do?brief?explanation?if?necessary. 2.?“I’m?conquering.?”?It’s?a?game?as?well?as?a?competition?between?boys?and girls,?which?is?intended?to?review?some?related?vocabulary?and?help?s

7、ome students?to?enlarge?their?vocabulary.?Rules?are?as?the?following:?Students of?either?gender?can?take?the?initial?to?do?the?competition.?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?c

8、an’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,?th

9、ere?must?be?three different?words.?Then?the?side?which?conquers?the?largest?field?wins?the competition. 3.?After?the?competition,?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?(-)

10、?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)生進行頭腦風(fēng)暴，在 2 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，就相當于是新的知識， “ 要由老師進行補充，進行簡單的解釋即可。?攻城略地”游戲改變了以往讓學(xué)生寫出

11、同 一個詞綴盡量多的詞匯這一模式，評判標準更科學(xué)，參與性更強，對學(xué)生的團體合作 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。教師在最后補充一些詞 匯，效果也?更佳。 Step?3?Organs?of?the?body?(PPT11-1?7) 1.?Lead?students?to?turn?their?focus?to?organs?of?the?body?by?concluding: Different?suffixes?and?prefixes?have?thei

12、r?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.

13、 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

14、 positions.?And?introduce?relative?English?words.?Ask?students?to?explain their?functions?in?English. 4.?Activity?1?Matching.?Abstract?five?comparisons?based?on?the?passage?on?Page 47?and?ask?students?to?do?matching?and?tell?why.?The?reasons?can?be?d?ifferent from?whatever?presented?in?t

15、he?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.

16、 [Explanation] 3 本節(jié)出現(xiàn)的有關(guān)人體器官的幾個詞匯都不難，沒有必要補充新的詞匯。對?47?頁上的那 篇短文進行了簡化處理，提煉出?5?個比喻，讓學(xué)生進行連線練習(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 將在這時達到另一個小高潮。若時間允許，可以讓學(xué)生進行簡單的詩歌仿寫，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，以便于在后面碰上同樣的課型時可 以進行有效的調(diào)整和改進。 4