资源简介

Unit 5 Education教案设计
Lesson 3 Understanding板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我—乐于学习，善于学习，终身学习 人与社会—社会进步与人类文明
内容分析 本文介绍了当代获取知识、增进理解的方法，回顾了17世纪人们盲目准随教会、迷信权威、导致对世界的认知止步不前的现象，赞扬了Francis Bacon 和Galileo Galilei这两位科学家勇于挑战权威，追求真理，并为此做出牺牲的精神；是他们为现代的认知方法奠定了坚实的根基，促进了知识的进步以及人类文明不断的发展。 第一段和第二段之间用了对比以及举例子的写作手法，展示了现代与17世纪不同的求知方式，第三段和第四段则对第二段做出进一步的解释，分析17世纪人们认知停滞不前的原因，第五段做出总结，我们对于世界的认知在不断发展和变化，这就需要科学的求知与探索方法。这些科学的认知方法是Francis Bacon 和Galileo Galilei这样的科学家不断奋斗抗争的结果。
教学目标 1.了解科学的认知方式 2.对比17世纪人们的认知方式并结合时代背景分析原因。 3. 分析Francis Bacon 和Galileo Galilei这两位科学家用于挑战、不断突破的科学探究精神。 4. 发现并赏析说明文的写作特点和语言特点，了解词汇及逻辑等衔接手段。 5. 运用科学的认知方式获取知识，加深对世界的认知。
教学重点 1. 引导学生了解科学的认知方式，对比17世纪人们的认知方式并结合时代背景分析原因。 2. 引导学生学习科学家的探究精神，运用科学的认知方式获取知识，加深对世界的认知。
教学难点 引导学生梳理说明文的文本结构，了解词汇及逻辑等衔接手段，发现并赏析说明文的写作特点和语言特点。
教学策略 P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions T presents three pictures to Ss and asks them to use some words and expressions to describe those pictures. Ss look at the pictures and speak out the words and expressions that can be used to describe these pictures. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions from the text.
Before reading Activity T ask the Ss how they usually acquire knowledge Ss look at the multiple choice and reflect on their own way to acquire knowledge 1. Create a real situation and introduce the topic. 2. Activate Ss’ information related to the topic
While reading Activity 2 T show students a flow chart and asks Ss to read the first paragraph filling in the chart for how people acquire knowledge and understanding. Ss read the first paragraph and finish the flow chart. Ss get the general idea of modern way to acquire knowledge and understanding.
While reading Activity 3 T shows the pictures and quotations of Francis Bacon as well as Galileo Galilei, asks Ss to read the 2nd paragraph of the text. Find out “dating back to the 17th century, did people acquire understanding I this manner How ” 1. Ss review para1 2. Ss look at the quotations of two scientists, read para2 and find out how people in the 17th century acquire knowledge 1.T guides Ss to compare traditional way to acquire knowledge with how the two scientists promoted 2.prepare them for further reading.
While reading Activity 4 T asks Ss to read the 3rd paragraph, find out why people believe views that were about 2000 years old Ss read for the reasons why people believe in ancient views T creates an opportunity for Ss to explore what prevents the development of our knowledge
While reading Activity 5 T asks Ss to read the false statements of two great scientists, and read the following paragraphs, asking them to draw some conclusions. Ss read the false statements and the rest of the text. They will draw their own conclusions. Lead students to draw the conclusion that our understanding is always growing and changing. Reflect on what they have learned in this lesson.
After reading Activity 1 T asks Ss to think about how the article is written and introduce coherence. Ss look at the flow chart, think and try to retell. Ss have a structured and detailed knowledge of what they have learned
After reading Activity 1 T ask students to finish the blanks of the text, retell the stories of Galilei and Bacon. Ss review the structure and language of the text. Fill in the blanks and retell the stories of Galilei and Bacon. T gets Ss to pay attention to the structure and writing styles of an expository writing.
Interview T organize Ss to conduct an interview: Student A: Imagine you were Bacon or Galilei, what would you say to modern people in terms of acquiring knowledge Student B: Imagine Bacon or Galilei is standing in front of you. What would you say to express your gratitude to him Ss work in pairs. Discuss with each other, and share the interview in front of the whole class 1. T guides Ss to owe the development of our knowledge to people like Bacon and Galilei 2.Students be motivated to search for knowledge and acquire understanding in a scientific way.
Conclusion T invites Ss to read the last two paragraphs together Ss read and think of the think of what they have learned from the passage. Have a better understanding of the intention of the article
Review T ask Ss to think about the writer’s attitude towards the way to acquire knowledge 2. T ask Ss to retell the main idea of the text according to the following structure and phrases Ss review how the author expresses his attitude and review what they have learned Ss review how the article is written, the text contents and be able to retell them
Quiz 1. T ask Ss to translate the following quotations and make an explanation with what they have learned in this lesson. 2. T ask Ss to find out what each pronoun refers to in the text Ss translate the two quotations into English Find out the pronoun coherence in the text Practice and check whether Ss have learnt well.
Self-evaluation T presents Ss three questions to check Ss’ understanding. Do you know the main writing styles of expository writing b. Do you know the scientific way to acquire knowledge and achieve understanding c. Do you know how our knowledge and understanding of the world keep changing and growing Ss answer the three questions individually and carefully. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework a. T asks Ss to finish Exercise 9 on Page 39 and Exercise 6 on Page 85. b. Finish Exercise 10 on Page 39 with your group members Ss finish it after class. Deepen Ss’ understanding. Get Ss to review the structure and writing styles of an expository writing.

展开更多......

收起↑