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新高一 unit 16 教案,
新高一 unit 16 教案由www.deyou8.com收集及整理,转载请说明出处www.deyou8.com
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Step 6 Oral practice1). 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 thinking1). 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). Emili 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. Emili 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 d (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?
- What college did Wong- Staal attend B. What type of biology did she specialize in
- 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.
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Learning Procedures
Step 1 Warming upDaily 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 thinking1). 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 ImaginationGroup 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
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