英语必修 第三册Unit 3 The world of science教案

这是一份英语必修 第三册Unit 3 The world of science教案，共3页。
Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与社会——科技发展、人类生活的变化
内容分析
本文是一篇议论文，介绍了人们对富兰克林著名的“风筝实验”真实性的怀疑和求证，学生通过阅读和完成活动初步了解科学精神的内涵，培养批判性思维。
读写部分的范文介绍了鸡蛋入杯压强实验的过程及结果。实验报告共分为三段，采用总分总的结构。第一段总体介绍实验的目的，第二段介绍实验所需材料和实验过程，第三段汇报实验结果，以及实验收获。语篇通过This experiment is designed t…I prepared…Prcedure, After the experiment…等句型，把整个实验过程一一展开。
教学目标
1. 读懂语篇大意，获取文章的主要信息，概括文章的主要内容；
2.了解议论文的文体特征；
3. 进一步加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神；
4. 理解并掌握实验报告的文体特征；
5. 模仿范文，写一篇实验报告。在写作过程中学习和运用新的词汇、句型。
教学重点
1. 引导学生读懂文章，获取富兰克林的风筝实验真实的过程，加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神；
2. 引导学生梳理实验报告的篇章结构，勾画并运用有关 “an experiment reprt” 的过渡性词汇及句型表达。
教学难点
1. 引导学生通过阅读文章，认识到“we shuld nt always believe everything we read r hear, even if it is a great stry”，形成对“seeing is believing ”的理解；
2. 引导学生掌握实验报告的篇章结构和实用表达。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read the intrductin t Benjamin Franklin.
2. T asks Ss t share any ther infrmatin abut him.
1. Ss read the intrductin t Benjamin Franklin.
2. Ss share sme infrmatin abut him.
Lead t the tpic, activate the Ss’ backgrund knwledge.
Activity 2
1. T asks the Ss t read “learning t learn” and the title t predict what the essay might fcus n.
2. T asks Ss t read the passage and check their predictin.
1. Ss read “learning t learn” and the title t predict the essay.
2. Ss read the passage and check their predictin.
Predict the tpic f the essay thrugh tips and the title.
Activity 3
T asks Ss t number the statements t shw hw peple’s attitudes twards Franklin’s experiment have changed.
Ss number the statements in Activity 3 based n the infrmatin frm the interview.
Understand the infrmatin intended t cnvey t Ss in the text.
Think & Share
1. T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share with the class.
Use the useful expressins related t the theme f the unit t express their wn ideas.
Activity 4
1. T asks the Ss t explain their understanding f the saying “Seeing is believing” and discuss their ideas in grups.
2. T asks the Ss t make ntes abut their understanding and list supprting ideas using infrmatin in the passage.
3. T asks the Ss t exchange the ideas in grups and helps the Ss rganise their talk fllwing the steps in Activity 4.
4. T encurages sme Ss t make presentatins.
1. Ss explain their understanding f the saying “Seeing is believing” and discuss their ideas in grups.
2. Ss make ntes abut their understanding and list supprting ideas.
3. Ss exchange the ideas in grups
4. Sme Ss make presentatins.
Cnslidate and integrate the language and cntent learnt.
Activity 5
1. T asks Ss t read the instructins f the experiment and predict the results f this experiment.
2. T encurages sme Ss t demnstrate the experiment n the platfrm.
3. T guides Ss t watch the experiment carefully and check the result.
4. T asks the Ss t discuss the result and try t find ut what they learn frm the experiment.
1. Ss t read the instructins f the experiment and predict the results f this experiment.
2. Sme Ss demnstrate the experiment n the platfrm.
3. Ss watch the experiment carefully and check the result.
4. Ss discuss the result and find ut what they learn frm the experiment.
Read an experiment reprt and understand the structure f an experiment reprt.
Activity 6
1. T asks Ss t cmplete the bxes with the infrmatin in Activity 5. And d further research if necessary.
2. T asks Ss t write a reprt f the experiment, and reminds them t use the useful expressins.
1. Ss cmplete the bxes with the infrmatin in Activity 5.
2. Ss write their experiment reprt accrding t the ntes.
Practise an experiment reprt with the help f the given structure.
Activity 7
1. T shws the criteria f a gd experiment reprt and demnstrates hw t judge an experiment reprt.
2. T asks sme Ss t shw their experiment reprt t the class, and invites ther Ss t judge.
Ss shw their experiment reprt t the class, and d peer evaluatin.
Imprve writing thrugh peer evaluatin.