一. 教學(xué)背景分析

1．學(xué)生情況分析

本單元的設(shè)計(jì)與實(shí)施是建立在學(xué)生經(jīng)過高一上半學(xué)期新教材學(xué)習(xí)基礎(chǔ)之上。學(xué)生已經(jīng)逐步的適應(yīng)了在活動(dòng)與任務(wù)中學(xué)習(xí)英語以及如何處理語言知識(shí)與活動(dòng)開展的關(guān)系。并且，他們也已經(jīng)形成并培養(yǎng)了一定的小組合作學(xué)習(xí)及自主學(xué)習(xí)的能力。

2. 單元背景分析

隨著科學(xué)技術(shù)的發(fā)展，各種各樣新的發(fā)明和發(fā)現(xiàn)都層出不窮。生活在這樣一個(gè)知識(shí)爆炸的年代，學(xué)生們更應(yīng)用心去體會(huì)并感受科技和發(fā)明創(chuàng)造者給生活帶來的變化，進(jìn)而能聯(lián)想到他們平時(shí)所學(xué)的學(xué)科及知識(shí)，并用英語為媒介進(jìn)行知識(shí)的整合與串聯(lián)。同時(shí)從另一個(gè)角度來說，科技進(jìn)步的同時(shí)，我們的社會(huì)也產(chǎn)生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學(xué)生應(yīng)該了解并掌握的知識(shí)。

二．教學(xué)目標(biāo)分析

1． 語言知識(shí)

詞匯：學(xué)習(xí)并使用一些與science 和scientists有關(guān)的詞匯。

語法：進(jìn)一步了解一詞多義現(xiàn)象與合成詞的構(gòu)成。

功能：學(xué)習(xí)如何就某一事物給予別人指導(dǎo)與說明。

話題：掌握有關(guān)實(shí)驗(yàn)說明的話題表達(dá)以及如何從正反兩方面對某一話題進(jìn)行分析討論。

2． 語言技能

聽：在聽懂教師向?qū)W生講述實(shí)驗(yàn)中注意事項(xiàng)基礎(chǔ)上，繼續(xù)學(xué)習(xí)并強(qiáng)化捕捉特定信息的能力，以及確定全文主要話題的概括能力。

說：應(yīng)能在了解一定的現(xiàn)代科技發(fā)明基礎(chǔ)上，思考并學(xué)習(xí)如何對一種新的事物進(jìn)行描述。同時(shí)能與他人進(jìn)行交流，敘述事物的利與弊端。

讀：強(qiáng)化略讀、查讀等閱讀微技能，訓(xùn)練通過尋找關(guān)鍵詞，主題句等方式更快速并準(zhǔn)確的確定文章的段落大意，理清文章的總體框架與脈絡(luò)。繼續(xù)運(yùn)用已經(jīng)掌握的基本猜詞技巧猜測部分單詞，并在上下文體驗(yàn)中感受某些佳句給讀者帶來的深層含義。

寫：學(xué)習(xí)在對事物進(jìn)行理性思考的基礎(chǔ)上，運(yùn)用恰當(dāng)?shù)木湫团c詞匯描述對事物正反面的不同觀點(diǎn)，同時(shí)更應(yīng)注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，并應(yīng)熟悉議論性作文的基本寫作框架。

3． 情感態(tài)度與文化意識(shí)

（1）.進(jìn)一步培養(yǎng)小組合作學(xué)習(xí)的能力，通過調(diào)查、采訪、討論等活動(dòng)完成任務(wù)，取長補(bǔ)短，加強(qiáng)團(tuán)體協(xié)作意識(shí)。

（2）.引導(dǎo)學(xué)生用英語進(jìn)行不同學(xué)科特點(diǎn)的思考，體會(huì)學(xué)科之間的聯(lián)系與區(qū)別。通過話題啟發(fā)學(xué)生積極思考，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。

（3）.指導(dǎo)學(xué)生用批判的思維去接受新的事物，增強(qiáng)他們的辯論意識(shí)與能力。

（4）.意識(shí)到科技工作的艱苦以及所必需的個(gè)人品質(zhì)與素質(zhì)，鼓勵(lì)學(xué)生在學(xué)習(xí)過程中的創(chuàng)新精神與實(shí)踐能力。

4． 學(xué)習(xí)策略

指導(dǎo)學(xué)生運(yùn)用已學(xué)會(huì)的抓重點(diǎn)、做記號、摘筆記等方式對所學(xué)內(nèi)容進(jìn)行整理與歸納，并鼓勵(lì)學(xué)生增加與教師和同學(xué)交流、合作，繼續(xù)培養(yǎng)正確的自我評價(jià)與相互評價(jià)的習(xí)慣，從而總結(jié)交流學(xué)習(xí)所得，進(jìn)一步形成有效的學(xué)習(xí)方法。并指導(dǎo)學(xué)生把英語學(xué)習(xí)從課堂延伸到課外，發(fā)揮已掌握的使用工具書，查找資料、上網(wǎng)等方式增加用英語思維與表達(dá)的能力，了解實(shí)驗(yàn)對于科學(xué)研究的重要性，樹立正確的向上的學(xué)習(xí)態(tài)度，形成具有批判性的看問題習(xí)慣。

三. 教學(xué)內(nèi)容分析

本單元的中心話題是science and scientists。話題依附于聽力、對話、閱讀與寫作等語言載體中。本單元的話題內(nèi)容與學(xué)生的日常學(xué)習(xí)有著密切的關(guān)系，應(yīng)該說是以英語為媒體讓學(xué)生表達(dá)他們對平時(shí)理化生等理科課程，特別是相關(guān)實(shí)驗(yàn)，所想到及感受到的內(nèi)容。因此，盡管本單元的話題對學(xué)生而言有著一定的難度，但卻有體現(xiàn)出了以學(xué)生為中心，貼近學(xué)生生活而又富有時(shí)代氣息的特點(diǎn)。

Warming up設(shè)計(jì)了四幅與學(xué)生的理科課程有關(guān)的圖片，學(xué)生通過對日常熟悉的相干實(shí)驗(yàn)工具及場地的識(shí)別，展開相關(guān)學(xué)科特點(diǎn)與學(xué)習(xí)的討論。同時(shí)在此基礎(chǔ)上，要求學(xué)生們在Listening部分能熟悉某些實(shí)驗(yàn)室的規(guī)則及注意事項(xiàng)，掌握如何給予別人指導(dǎo)與說明，并能抓住文章的中心話題，捕捉相關(guān)細(xì)節(jié)內(nèi)容，回答有關(guān)的問題。

Speaking則是一個(gè)極富時(shí)代氣息的討論練習(xí)。要求學(xué)生們能對現(xiàn)在熱門的尖端科技有所了解，（練習(xí)中提供了諸如Maglev train, cloning, nuclear energy, computer 與 space flight等內(nèi)容）然后能就這些新的科學(xué)技術(shù)與工具進(jìn)行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時(shí)也能發(fā)現(xiàn)其中所存在的不足與弊端，并能通過討論、對話等形式發(fā)表自己的觀點(diǎn)與想法。這一部分也應(yīng)該是本單元寫作內(nèi)容的一個(gè)鋪墊。

Reading講述的是科學(xué)家Franklin著名的風(fēng)箏實(shí)驗(yàn)，從而證明Lighting and electricity are the same的故事。學(xué)生在理解文章的基礎(chǔ)上，能充分感受到實(shí)驗(yàn)對于科學(xué)工作的重要性及科學(xué)家是如何獲得事業(yè)上的成功的。同時(shí)能落實(shí)材料中所出現(xiàn)的一些單詞與短語的使用。

Language Study是在本單元詞匯學(xué)習(xí)的基礎(chǔ)上，讓學(xué)生進(jìn)一步了解并掌握一定的構(gòu)詞法。主要是兼類詞、一詞多義現(xiàn)象及合成詞的構(gòu)成。

Integrating skills 通過學(xué)生對科學(xué)家是否應(yīng)利用動(dòng)物進(jìn)行實(shí)驗(yàn)，從而達(dá)到發(fā)明新產(chǎn)品現(xiàn)象的討論，理性的從正反兩個(gè)方面看待這一問題。同時(shí)在閱讀、思考與討論的基礎(chǔ)上，寫下一篇闡明自己觀點(diǎn)、立場與看法的短文。

四. 教學(xué)重點(diǎn)與難點(diǎn)

1. 重點(diǎn)

（1）.掌握如何就某一話題給予別人指示與說明，能熟練運(yùn)用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等結(jié)構(gòu)進(jìn)行討論、對話與表演。

（2）.能就某一話題進(jìn)行合理的分析，并從不同的角度去分析問題，展示一個(gè)物體的利與弊兩個(gè)方面。同時(shí)能在討論時(shí)學(xué)會(huì)運(yùn)用哪些結(jié)構(gòu)與單詞對事物進(jìn)行評價(jià)，諸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

（3）.能繼續(xù)運(yùn)用各種閱讀微技能進(jìn)行有效的閱讀， 同時(shí)能在閱讀中繼續(xù)培養(yǎng)猜測單詞詞義的能力。同時(shí)掌握文中出現(xiàn)的單詞與短語的使用。

（4）.能進(jìn)一步了解一詞多義及合成詞的知識(shí)。以便能更好的區(qū)別單詞詞義與猜測單詞詞義，利用構(gòu)詞法知識(shí)擴(kuò)充詞匯量，并能真正做到為閱讀服務(wù)。

（5）.能把事物的正反利益和理性的思考落實(shí)到筆頭，即能清晰地就某一爭論性話題發(fā)表自己的立場，闡明原因。并能進(jìn)一步運(yùn)用基本的協(xié)作技能學(xué)會(huì)argumentative essay的寫作。

2．難點(diǎn)

（1）.如何有效的讓學(xué)生就given topic進(jìn)行合作，分析問題的利弊，并掌握相關(guān)的詞匯。

（2）.如何能就課文內(nèi)容完成一些開放性的話題討論，能把課文的內(nèi)容得以延伸與拓展。

（3）.如何更加有效的掌握并運(yùn)用一些key words and expressions, such as make /do an experiment on…, comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.

（4）.如何能使議論性作文表達(dá)的更加完整與流暢。

（5）.指導(dǎo)學(xué)生通過各種渠道如圖書館、網(wǎng)絡(luò)等資源查找資料。

五、教學(xué)原則

（1）以任務(wù)型教學(xué) (Task-based Language Teaching)作為課堂教學(xué)設(shè)計(jì)之理念，具體采用情景教學(xué)法（Situational Approach），交際教學(xué)法（Communicative Approach），整體語言教學(xué)法（Whole Language Teaching）等教學(xué)方法。從一定程度上說，人們使用語言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動(dòng)就是讓學(xué)習(xí)者通過運(yùn)用所學(xué)語言來完成各種各樣的交際活動(dòng)。學(xué)習(xí)者通過表達(dá)、溝通、交涉、解釋、詢問等各種語言形式來學(xué)習(xí)和掌握語言，實(shí)現(xiàn)目標(biāo)，感受成功。

（2）在教學(xué)中突出交際性，注重讀寫的實(shí)用性；同時(shí)適時(shí)進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語言實(shí)際運(yùn)用能力的提高。

（3）堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。

（4）貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。

六. 教材與任務(wù)安排

本單元計(jì)劃為六課時(shí)：Warming up & Listening （1課時(shí)）， Speaking (1課時(shí)) ，Reading (2課時(shí))， Grammar (1課時(shí))， Integrating skills（1課時(shí)）。同時(shí)本單元安排的三大任務(wù)是（1）.為學(xué)校理化生實(shí)驗(yàn)室擬訂英語實(shí)驗(yàn)室規(guī)則。并以墻報(bào)的形式進(jìn)行比較后，選出其中最佳的規(guī)則，然后上報(bào)給學(xué)校。（2）.科學(xué)家創(chuàng)造發(fā)明故事比賽。要求學(xué)生在課外收集國內(nèi)外發(fā)明家的故事，經(jīng)過整理后，能以故事、小品、對話等不同形式表演出來。在全班同學(xué) 的共同評判下選出最佳故事及選手。（3）.當(dāng)?shù)責(zé)狳c(diǎn)爭論問題討論。搜集本地目前人們所爭論的一些問題，并能采集到不同的人對于這一問題的不同看法與見解，并能進(jìn)行思考后，發(fā)表自己的立場與觀點(diǎn)。然后寫一封書信給當(dāng)?shù)叵鄳?yīng)的管理機(jī)構(gòu)或政府部門。

Teaching Plan

Period 1 Warming up & Listening

Learning Aims

1.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 in a lab and how to give instructions to others.

3.To train the students’ ability of listening for information.

Learning Procedures

Step 1 Warming up

Today, 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 work

Divide 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 work

Enjoy 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-listening

1).Group work

Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.

2).Class work

Do you still remember what your teacher often remind you before, when and 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 Listening

1). 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’TS

Follow / 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-listening

1). Group work

List what you can do and can’t do in a lab as much as possible in groups.

2). Individual work

Knowing 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 work

Design 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 Speaking

Learning Aims

1. To learn to cooperate with partners to analysis a problem in different views.

2. Enable students to describe the advantages and disadvantages of something in specific words.

Learning Procedures

Step 1 Warming-up

Daily report

1). Class work

Watch 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). Brainstorming

List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.

Step 2 Pre-speaking

1). Pair work

Read the dialogue aloud to finish the following form:

inventions advantages disadvantages

Maglev train

2). Group work

Discuss 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 Disadvantages

It’s good for… It is too expensive

It 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 speaking

1). Group work

Enjoy 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 work

Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.

Step 4 Post-speaking

1). Debate

The 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). Imagination

If 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?

Homework:

Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.

Compute

A compute is a machine. A computer is interesting.

A machine is useful. I can study a computer.

I can use it.

Who made it? Humans being made it.

I am a human being. am warm. I am wise.

I have empathies for animals and people.

I conductor a computer. A computer does not conductor me.

Task 2 Find out one interesting story about some famous scientists and retell it in your own words.

Period 3 & 4 Reading

Learning Aims

1. 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 Procedures

Step 1 Warming up

Daily report: Share your poems with the other students.

1). Group competition

In 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 biology

2). Group work

A match competition. Match Column B with Column A correctly.

Column A Column B

Alexander Bell the Theory of Relativity

Thomas Edison the first telephone

Wright Brothers the electric lamp

Madame Curie black holes in Universe

Heinrich Dreser electricity

Franklin the first plane

Steven Hawking the Theory of Gravity

Elbert Einstein Radium

Isaac Newton aspirin

3) Class work

Q1. 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 Reading

1). Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2). Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Listen 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 Acting

1). Class work

With 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 work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1). Pair work

Read through the passage to fill in the blanks in the form in pairs.

equipment usage

a kite

a key

a condenser

a sharp metal

strings

a silk ribbon

2). Class work

Listen 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-reading

1). Pair work

Franklin 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 his son ,the other Franklin and a person watching the experiment.

2). Group work

Discuss 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 practice

1). Individual work

After 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 work

During 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 thinking

1). Class work

The 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 work

Read the passage titled “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:

Read the following passage with the questions below.

Flossie Wong-Staal

An interview with Emilio Alvarez and Ann Crystal Angeles

Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).

Emilio: How did you decide that you wanted to become scientist?

Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.

Emilio: What was your high school like?

Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.

Anne Crystal: Would you explain your research?

Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.

Anne Crystal: Do you always enjoy your job in the laboratory?

Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.

Anne Crystal: What would you tell students who would like to become research scientists?

Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !

1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.

2. Look back over the reading to find the following information:

(1). Where Wong-Staal was born: (2). What she is studying in her research:

(3). What she was the first person to do:

(4). This article is primarily about______________.

A. the scientist Wong- Staal B. making an AIDS vaccine

C. preventing the spread of disease

(5). Which question is NOT answered in the reading?

A. What college did Wong- Staal attend B. What type of biology did she specialize in

C. Where does she work now

(6). You can infer that Wong- Staal

A. didn’t want to become a scientist B. is happy she becomes a research scientist

C. plans to retire soon

3. Write about the following two questions in your journal.

(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?

(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?

Period 5 Language study

Learning Aims

Enable students to have a better knowledge of the rules of word-formation.

Learning Procedures

Step 1 Warming up

Daily report: Show your opinions about the two problems mentioned in the reading passage.

Individual work

Show 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 thinking

1). Pair work

Read 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 work

Discuss 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 Imagination

Group work

Show 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 words

Sometimes 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 wood

Show the students the formulation: Part 1 + Part 2 = ?

1). Class work

The 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 with

Part 1= water of ten degrees below zero Part 2= medicine to put on your skin

Part 1= a liquid you need to make tea

Part 2= moving in snow with wooden thing tied to your shoes

2). Group work

Discuss to think of some some compound words in groups and then do the same game with the partners.

3) Class work

Have 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 the compound 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-learning

Read 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 skills

Learning Aims

1. Get the students to have reading extension for scientific experiments.

2. Enable students to write an argumentative essay by discussion.

Learning Procedures

Step 1 warming- up

(1). Class work

Daily report: A short play about the relationship between humans and animals.

Q: What do you learn from it?

(2). Class work

Enjoy some pictures about animals killed by humans:

Q: Why do people kill so many animals? Can it be avoided?

(3). Class work

Q: Why do scientists do experiments on animals?

What would often be the result? Can it be avoided?

Step 2 Reading

(1). Individual work

Can 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 work

People 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 work

As 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 work

It’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 work

Now it’s time for you to write about an argumentative essay 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 work

Read the tips carefully to check if you have the same idea.

Title Choose a clear Pro or Contra animal testing title

Introduction Explain for what reasons animals are used in experiments and 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 cons

Conclusion Write what we should do with animals experiments in the future and why.

(3). Individual work

Then 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 work

Join 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 work

To 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.

比較說明常用詞語：

similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…

對比說明常用詞語：

nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…

舉例常用詞語：

for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….

表示總結(jié)的常用詞語：

in a word, generally speaking, in my opinion, to sum up, on the whole ,

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.

Task 2. Fill in the assessment form below:

Self-assessment

Learner log for unit 16 Class Name No:

In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?

1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable

Skills Comfort level

Talk about science and scientists 1 2 3 4 General assessment

Learn how to give instructions 1 2 3 4

Study some rules of word formation 1 2 3 4

Use new words and expressions 1 2 3 4

Learn to write an argumentative essay 1 2 3 4

Reflection

What is the most important thing you have learned in this unit?

What do you think you did best in this unit?

What do you find the most difficult in this unit?

Where do you see the best improvement?

Where do you need to work hard?

Group assessment

姓 名

小組發(fā)言次數(shù)

全班發(fā)言次數(shù)

提出問題個(gè)數(shù)

解決問題個(gè)數(shù)

查找資料個(gè)數(shù)

與人合作次數(shù)

總體評價(jià)