趙玉書2013學年GreatScientists心理滲透教學設(shè)計

1、2013學年Great Scientists心理滲透教學設(shè)計Module 5 Unit oneGuangzhou No. 41 middle school Zhao Yushu 廣州市第41中學 英語科 趙玉書I course background (analysis of the teaching material) 教材分析This teacher-adapted translation-based writing, an extension of Unit 1, Module 5 by Peoples Education Press, is designed to consolidate

2、 and improve students writing skills. This material used is a semi-controlled writing composed of the first 5 Chinese sentences and later a coherent Chinese passage needed to put into English, with two purposes. The first is the integration of knowledge and skills to use what is learned into written

3、 communication; an the second is the integration of linguistic and non-linguistic targets to further understand the spirits of the great scientists to build up ambition to overcome learning difficulties.II class background 學情分析It is a large group of 50 members with more interests in the science subj

4、ects. In 2009, 20-30% of the students on such level enjoyed the admission to a 4-year program college education. They have intermediate level English and wish to broaden their vocabulary and improve their 5-sentence writing skills needed for the MET exam. They badly need help and guidance to improve

5、 their writing because they lack necessary words and basic grammar acceptable in the exam.III teaching aims 教學目標A. language knowledge 語言知識目標1. vocabulary To help students with the necessary words, phrases and drills related to great scientists. 2. functionTo integrate the learning of words and the u

6、se of language in a nearly real-life situation.3. topicTo introduce some knowledge related to great scientists for students to classify it into coherent order of the 5 sentences.B. language skills 語言技能目標1. logical skills to help students learn the importance of information processing by putting the

7、5 sentences into good order. 2. writing skillsTo guide students to do a simple translation with the help of a dictionary or the teacher, including:a. to write with correct words choiceb. to write with correct “SV”- sentence structure c. to write at least 4 correct sentences out of the 9 C. learning

8、strategy 學習策略目標1. cognitive strategy 認知策略to focus on teachers talk and be able to take in the target sentence structure for creative use to generalize language rules from teachers language examples 2. adjusting strategy 調(diào)控策略to learn how to get chances and help from others when having difficulties. t

9、o exchange personal ideas about writing with others (teacher)3. communicative strategy 交際策略to learn to refer to others writing for improvementto be brave to speak out personal ideas different from othersD. affect and attitude 情感態(tài)度to love writing practice, or at least to continue learning writing to

10、like to overcome learning difficulties, to be willing to share with others his /her own writingE. cultural awareness 文化意識to be willing to know the more information about the Olympic Games and build up interest in foreign cultural meaning the Games IV teaching methodThe task-based method adopted for

11、this teaching highlights the students learning activities, in which students learn not only language knowledge and skills but also experience a writing process as a complete one with thinking and trying, choosing and deleting, also, revising and deciding. The lesson is based on the learning of stude

12、nts in an imitative authentic setting, in which teachers elicit students oral output with questions related to the great scientists. The progression is guided and graded on a spiral development of teaching procedures. As a result, students can learn to use language in a natural and authentic setting

13、, keep learning and drawing conclusions about language, and finally to attain the ability to use the English language. V teaching materials 教學材料（內(nèi)容）/學案Write a Summary for Great scientists一、翻譯句子，練習技巧。1. 在提出一個新的理論之前，科學家們都會檢驗這個科學觀點。_.2. John Snow，那位打敗了霍亂的科學家，收集了證據(jù),得出了結(jié)論：霍亂的爆發(fā)歸罪于水。（要求：劃線部分使用定語從句）_.3. 為了

14、控制霍亂的爆發(fā)，John Snow嘗試尋找病源，以治愈感染此病的老百姓。（要求：劃線部分使用分詞）_.4.他分析了從Broad Street的水泵抽上來的水后，發(fā)現(xiàn)了一條有價值的線索。_.5. 另外，自來水公司也被命令處理污水，因此不會導致另一次爆發(fā)。（提示：劃線部分使用so that句型）_.Homework二、錘煉語篇，學習連貫。請你根據(jù)下面中文的提示，寫出一篇意義連貫的文章（劃線的部分是新的內(nèi)容，必須寫進你的短文中）。 在提出一個新的理論之前，科學家們都會都會檢驗這個科學觀點。John Snow，那位打敗了霍亂的科學家，收集了證據(jù),得出了結(jié)論：霍亂的爆發(fā)歸罪于水。為了控制霍亂的爆發(fā)，Jo

15、hn Snow嘗試尋找病源，以治愈感染此病的老百姓。他分析了從寬街水泵抽上來的水后，發(fā)現(xiàn)了一條有價值的線索。他叫人們馬上拆掉（remove）水泵的把手。 他在倫敦的另一個地方重復(repeat)了這個研究。這地方的兩例死亡(deaths)與上一次爆發(fā)有關(guān)聯(lián)。他宣布被污染的水攜帶著疾病。另外，自來水公司也被命令處理污水，以免導致另一次爆發(fā)。Answer for Great scientistsHave you written correctly?1.Before putting forward a new theory, scientists will examine this new scie

16、ntific idea. 2.John Snow，the scientist who defeated cholera, collected evidence to draw a conclusion that the water was to blame for the outbreak of cholera.3.In order to control the outbreak of cholera, he tried to find the cause to cure ordinary people exposed to it. 4.After analyzing the water fr

17、om the water pump in Broad Street, he found a valuable clue. 5.He told the people to remove the handle from it immediately. 6.He repeated the research in another part of London. 7.In this place another two deaths were linked to the last outbreak. 8.So he announced that the polluted water carried the

18、 disease. 9.In addition, the water companies were instructed to deal with the polluted water so that it would not lead to another outbreak.Can you retell the whole passage? 1.Before putting forward a new theory, scientists will examine this new scientific idea. 2.John Snow，the scientist who defeated

19、 cholera, collected evidence to draw a conclusion that the water was to blame for the outbreak of cholera.3.In order to control the outbreak of cholera, he tried to find the cause to cure ordinary people exposed to it. 4.After analyzing the water from the water pump in Broad Street, he found a valua

20、ble clue. 5.By repeating the research in another part of London where another two deaths were linked to the last outbreak, John Snow announced the polluted water carried the disease. 6.In addition, the water companies were instructed to deal with the polluted water so that it would not lead to anoth

21、er outbreak.V teaching design A. guiding principleAs is noted in the English Curriculum Criterion, students, with the help and encouragement by teachers, should experience, practice, involve and explore language thereby to discover the rules behind it and master language knowledge and skills. They s

22、hould regulate their affect and attitudes to build up a set of effective learning strategies and an autonomous leaning ability. Therefore, this lesson is to promote students ability to think and express in English, and to taste success in writing.B. class design draftThe writing, based on the text G

23、reat scientists, is the extension of the original text in knowledge and also language ability. The progression of this teaching material is designed into several steps:1. leading-in and elicitation of the target information that is needed for translation2. help with students difficulties3. students

24、work on the 5 sentences with teachers on-line help4. students work on the passage5. students attempt to recite the whole passage6. teacher feedback on students performanceVI teaching proceduresTask one：Brainstorming to elicit what to translateTeacher talk: What do you know about the great scientists

25、?SS:T: What else do you know about their research, such as their steps for research? Look at the paper.Task two：Co-building of the 5 sentencesTeacher talk: Ask me if you have problems in do this translation. I am happy to help you with any problems you have. (to make sure all students are doing and

26、keep talking with individuals about their problem )Task three: assessment/ sharing of the writingAsk 5 students to write down 5 sentences on the blackboard, to elicit as many varieties as possible and also to balance their quality. Teacher talk: Look at the blackboard. Lets check every sentence one by one. Who can tell us if this sentence is correct?Do you have another way to say this?Which one do you think is better?Task four: retell the whole passage Ask students to write the whole passage with 3 new sentences added. Ask students to comment after re