高中英语外研版 (2019)必修 第三册Unit 3 The world of science教案

教学目标

活动形式与步骤

活动意图

学习效果评价

目标1

了解富兰克林的相关背景知识

Lead-in (5min)

1. Ss read the background information about Franklin.
2. Ss talk about more about Franklin

1.引导学生阅读短文，了解富兰克林的相关背景。

2.引导学生谈论更多关于富兰克林的相关信息。

学生能梳理相关信息，理解富兰克林的相关背景，并能提供更多有关富兰克林的信息。

目标2

 快速阅读掌握文章大意

Reading for the general idea (5min)

1. Ss read the whole passage and try to answer the question.

  Find out what Franklin’s experiment aimed to prove.

1. 引导学生带着问题阅读整篇课文。
2. 引导学生思考问题，进行主题探究。

1. 通过师生问答来判断学生对整个篇章大意的理解。
2. 通过观察学生划线和师生问答来评价学生是否找到正确的答案。

目标3

细节理解：初步理解事实和传说的关系

Reading for details  (3min)

1. Ask the Ss to read the passage and try to answer the questions given by the teacher.

1.What is the influence of Benjamin Franklin’s experiment?

2.What is the fact?

1. 引导学生通过对教师问题的思考与回答，理清传说与事实的关系。

1. 通过学生勾画符号和师生问答判断学生能否理解背景信息。
2. 通过学生划线和师生问答评价学生能否完全理解事实与传说的关系。

目标4

细节联系：思考两段信息的关系；复述富兰克林实验过程

Reading for details (8min)

1. Ask the Ss to read the passage and try to answer the questions given by the teacher.

How do you understand “Franklin was one of them”?

2. Ask the Ss to retell the process of the experiment

1.引导学生通过问题的思考，使得前后信息之间产生关联，理解意义。

2.引导学生细节捕捉，复述实验过程。

通过师生问答判断学生是否能够通过文本中的支撑信息完全理解文本信息及其意义。

目标5

梳理信息，深度思考，意义建构

Reading for details (14min)

1. Ask the Ss to read the passage and try to answer the questions given by the teacher.

What amazed more than one generation of school children?

What has Franklin, along with many other scientists inspired and taught us?

Why has more than one scientist questioned the experiment?

What is the accepted idea?

How do you understand “account”?

1.梳理事实类信息。

2.初步理解主题意义。

3.逐渐形成质疑和求证的态度，初步培养批判性思维。

1.通过对信息的再加工，找到信息的相关关系，提升思维品质。

2.通过师生问答和同伴互助，提升细节处理、理解和在关联中升华主题意义的能力。

目标6

得出结论，升华主题，理解中心思想

Reading for understanding the theme of the passage(5min)

1.Ask the Ss to read the passage and try to answer the questions given by the teacher.

What conclusion can we draw from the last paragraph?

Seeing is believing?

1.梳理语段关键信息，定位重点语句

2.通过重点语句，得出结论

3.提取语篇主题。

1.通过对重点信息的勾画，判断学生对关键信息的定位能力

2.通过教师引导，提炼出语篇所表明的深层主题

homework

1. Do the experiment on page 35 and fill in the blanks
2. Write a composition about seeing is believing

1.通过课堂所得，获取梳理实验信息，掌握结构

2.有理有据表达对于主题意义的理解

1.同伴互评确保所填信息的正确和对实验报告的理解

2.通过有理有据地表达，突出单元主题