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unit20 lesson 3 Scientific Breakthroughs教案


UNIT 20 lesson 3 Scientific Breakthroughs Teaching Aims:To master proper reading strategies for different tasks and expand knowledge of science and technology To improve practical reading ski

lls and ability, to talk about the topic of scientifi and technology To get familiar with scientific breakthroughs in the last century and to foster interest on area of science and technology Teaching difficulties: learn to use reading strategies Teaching methods: 1. Skimming, detailed reading and scanning 2. Asking-and-answering to check the Ss’ understanding of the passage 3. Individual, pair and group work 4. Discussing Teaching Aids: a recorder, computer and projector Teaching procedures: Ⅰ. Greetings Ⅱ. Lead-in

As students of 21st century, you must be familiar with scientific breakthoughs, aren’t you? Science has changed our life a lot. Look around you, can you tell me what is the scientific discoveries? The computer, lamp, mass media, air conditioner…they are all scientific discoveries, breakthroughs. Ask students to observe the classroom and find out what are scientific discoveries. Objective: motivate students’ interest of the topic and live up lesson. Today, we’ll talk about scientific breakthoughs.(板书) take out your book and turn to page 24. Ⅲ. Pre-reading

Before we read the passage, please look at the pictures, guess what does it may talk about? What do you think? What is your opinion? Well, what is it really about? Ask students look at the pictures and guess the general idea of the text. Objective: to provoke students’ interests on the text. Ⅳ.While-reading 1. Skimming: Now, I will give you 2 minutes to skim the passage, you can just read the first sentence of each paragraph, and tell me the general idea of the text. Time is up. Look at the student sheet, item 1. Please tell me what is the main idea of the passage? Yes, it mainly talks about pioneers of science in the 20th century. Show students the reading strategy for general idea. Then students read the text and Check their answers. Objective: to develop students’ ability to generalize information quickly. 2. Scanning Now, I will give you another 10 minutes to scan the passage. After it, I have 2 tasks for you. Task 1, how many parts can this passage be divided into? Task 2, work in pairs and fill in the table in your student sheet. Finished? Let’s check the answer. The passage can be divided into…3 parts, very good! Introduction (para 1-2) Body (para 3-6) Conclusion (para 7-8) Well, let’s move on to the next item-blank-filling. Name Time Discovery How Influence

Are you clear about this passage? Here are three words from the passage, please work in pairs, refer to the text and match them with their meanings. Finished? Let’ s check the answer. volunteer? Well done. It’s B A C. Task 1: ask students to work in pairs and find out the structure of the text. Task 2:work in pairs, find out the pioneers, their discoveries, when they discovered them, how the discoveries came about, and their influence. Task 3: work in pairs and match the vocabularies with their corresponding meaning referring to the text. Object: to develop students’ ability to search and process information and guess the meaing of words according to the context. 3. Detaied reading Now please turn to page 25. Look at Exercise 4. there are 12 statements in the exercise. Are they true or false or not mentioned? Please work in pairs and underline the key words of each sentence. For example, the first sentence…What are the key words? They are Einstein, at work, equation. Ok, the other sentences are left for you. I’ ll give you 5 minutes to underline the key words and judge it is true or false or NI. Remember: you must base your decision on the text, not what you have learned before. Finished? Let’s check the answer. Item 1, is it true or false or NI?...yes, it’s false. Where did you find the information. It’s in paragragh 3, line 4. Excellent! How do you correct it?...Einstein was rocking his baby when he thought of the equation. Now, please turn to page 24. Look at the reading strategies in the left corner, what strategies have we used? Good, we have used all of them. They are helpful, right? Now, enough for the text. Please listen to the tape.

Ask students to work in pairs and do Exercise 4, underline the key words in the statements, find relevant information in the text, base decisions on the text, judge T, F, or NI, and correct the false ones. Then read the reading strategies and find out what strategies they used while reading. Objective: let students learn to get and process information using reading strategies in exploration, and learn cooperation in study. Ⅴ. Post-reading Until now, we have been familiar with many scientists and scientific breakthroughs. Please look at the students sheet, I have three questions for you, Work in groups, 4 students in a group, choose one topic you are interested in and discuss it. Then choose one representative to give us a presentation. Time’s up. Volunteer? Thank you! Next class, we’ll learn the language points of this passage. Do you have any questions of this class? If not, Ask students to do Exercise 6 in groups, find a topic they are interested in, choose a representative of each group to give presentations. Objective: to improve students’ overall English competency, develop their ability to show opinion and talk the topic of science and technology. Homework Pick up a scientist you admire, search information about him on the Internet, and write an essay no less than 150words.


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