Unit5LookintoScience

Lesson28

【教學目標】

1.記憶單詞biology,butterfly,migrate,fantastic,completely,grandchild,female,milkweed,

chemical,puzzling;短語growup,drawone'sattention,asmanyas...,leavefor,cutdown.

2.掌握重點句型：

(1)FantasticfactsaboutthebutterflyhavebeendrawingDr.Taylor'sattention.

(2)Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterflies

thatleftforthenorth.

3.通過本課的學習，了解蝴蝶的生活習性.

4.能夠用英語表達大自然的一些奧秘.

【教學內容】

1.學會并能正確使用單詞及短語:Biology,butterfly,migrate,fantastic,completely,

grandchild,female,milkweed,chemical,puzzling;growup,drawone'sattention,asmanyas...,leave

fbr,cutdown.

2.能夠運用下列句型：

(1)FantasticfactsaboutthebutterflyhavebeendrawingDr.Taylor'sattention.

(2)Thebutterfliesthatreturntothesoutharethegreat-greatgrandchildrenofthebutterflies

thatleftforthenorth.

3.能夠用英語表達大自然的一些奧秘.

【教學重難點】

1.能夠正確應用本課的重點詞匯biology,butterfly,migrate,fantastic,completely,grandchild,

female,milkweed,chemical,puzzling;掌握短語growup,drawone'sattention,asmanyas...,leave

for,cutdown.

2.激發學生興趣，向他人介紹自己所參加的保護生物的活動.

【教學思路】

思路一:主要以“生物學習”為題，通過設計幾個學生感興趣的問題導入新課，調動他們的學習

積極性.

思路二:主要以“生物學習”為題，直接導入與本課有關的話題，幫助學生盡快融入情景之中,

通過小組合作探究，找出本課的重點短語及重點句型，共同解決疑難.

【教學準備】

教師在課前設計教學PPT,準備錄音機和磁帶，多媒體等.

【教學過程】

1.Leadin

Leadingin情景1

T:Hello,everyone.Whatdowecallthesciencethatstudieslivingthings?

SI:Biology!

T:That'sright.Whatarelivingthings?

S2:Animals.

S3:Insects.

S4:Humans.

S5:Plants.

T:Yes.Doyouknowwhatwecallapersonwhodoesbiology?

S6:Abiologist.

T:Yes.Fantastic.

設計意圖:設計幾個學生感興趣的話題，師生互動導入本課，渲染課堂氣氛，激發學生的學習

興趣.

Leadingin情景2

T:Goodmorning/afternoon,everyone.Thetitleoftoday'slessonis"TheStudyofLiving

Things'*.Whatjobdoyouwanttodoafteryougraduatefromhighschool?Wouldyouliketobea

biologist?Dr.ChipTaylorwhoisabiologistwillgiveusalecture.

Allowseveralstudentstorespond.

設計意圖:直接導入與本課有關的話題，幫助學生盡快融入情景之中,為下面的學習做好鋪

墊.

II.Presentation

TheteachershowsthenewwordsonPPT.Askstudentstotrytoreadthesewords.Thestudents

followtheteacherthreelimes.Thengivethestudentsfiveminutestorememberthewords.Let

studentsspellandreadthemonebyone.

設計意圖:教師以PPT的形式呈現本課中出現的生詞，領著學生們朗讀并記憶，為下面的課

文學習做好充分準備.

III.Reading

1.Readthetextaloud.

T:Boysandgirls,it'sourreadingtime.Pleasereadafterthevideoandyoushouldpaymore

attentiontoyourpronunciation.

設計意圖:讓學生大聲朗讀課文，對課文的意思有個大致的了解，對于培養學生的正確發音

以及培養學生的語感都有重要作用.

2.Carefulreading.

Givethestudentsseveralminutestoreadthetextbythemselves.

ShowLet'sDoIt!

Readthelessonandcompletethetable.

Thebutterfliesalwaystothesamesmallpieceofforestandthe

Fantasticwinterthere.

factsaboutThebutterfliesthatreturntothesoutharcthegreat-greatgrandchildrenofthe

butterfliesbutterfliesthatleftforthenorth.

Thefemale'seggsononlyoneplant:milkweed.

Thingsthat

InMexico,peoplecutdownthetreesthatthebutterfliesneedto____on.

Dr.Taylor

IntheU.S.andCanada,farmersusechemicalsthatmilkweed.

worriesabout

Thingsthat

Howdothebutterfliesknowwhentoflysouth?

scientistscan't

Howdothegreat-greatgrandchildrenofthebutterfliesthesameforest?

understand

Keys:return/fly,spend,lay,rest,kill,find

設計意圖:通過細讀課文加深了學生們對課文的理解,同時也鍛煉了學生們的口語表達能

力.問題更加細化，可以更深層次地挖掘文章內容的細節.

3.Readthetextandfindoutmainphrasesandsentences.

Mainphrases:

Drawone*sattention

Asmanyas...

注意：lay的過去式和過去分詞為laid,現在分詞為laying.

5.ButinMexico,peoplecutdownthetreesthatthebutterfliesneedtorestonbecausethey

wantmorelandforfarming.

本句中的cutdown意為"砍伐

rest在本句中意為”暫停;停止”.

6.Scientistsstilldon'tunderstandhowthebutterfliesknowwhentoflysouth.

whentoflysouth意為”什么時間飛往南方“，是“特殊疑問詞+動詞不定式”結構.“疑問詞+動

詞不定式”結構實質上是一個名詞性結構，它可以改為一個賓語從句.此時從句與主句的主語是

一致的.

7.Thisisbothpuzzlingandinterestingformanyscientists.

both…and…意為”……和……”，用于連接兩個并列成分.both...and...連接兩個并列成分作主語

時，謂語動詞使用復數形式.both...and…的同義詞組為notonly…but(also)…，意為”不僅而

且"，反義詞組為neither…nor…，意為"既不也不

8.Therearemanymysteriesyettobediscoveredbythoseinterestedinscience.

interestedinscience表示,對科學感興趣的"，作定語，修飾those.beinterestedin表示"對...

感興趣”.

設計意圖:學生是學習的主體，教師要努力調動學生學習的積極性和主動性,通過組內合作

討論，探究，找出課文中的關鍵單詞，短語和句子，把所學的知識轉化為學習能力.

V.Task

1.ShowLet'sDoIt!

Workingroupsofthreetoplayagame.

Tasktips:Eachgroupshouldpreparesomepiecesofpaperanddividethemintothreecolumns.

StudentAwritesaperson'snameinthefirstcolumn,foldsthepaperandpassesittoStudentB.

StudentBwritesastatementbeginningwith"who",foldsthepaperandpassesittoStudentC.

StudentCmustfinishthesentenceandreaditoutloud.

Example:

Mr.Brown

Whoisabiologist?

Willgiveusatalk

2.Instructthestudentstoworkingroupstoplaythisgame.Followtheinstructionsinthe

student'sbook.

3.Havethestudentssharetheresultsfromtheirgamewiththeclass.

設計意圖:鍛煉學生的口語表達能力.

VI.Practice

1.ShowLet'sDoIt!No.2.

Jointhesentencestomakeattributiveclauses.

Example:

Wedidsomeexperimentsyesterday.Theexperimentswerefantastic.

Theexperimentsthatwedidyesterdaywerefantastic.

(1)1askedhimtomailtheletter.Iwrotethelettertomycousin.

(2)YesterdayImetaboy.Theboyisanewmemberinourartclub.

(3)Marywascarryingabag.Thebagcostheralotofmoney.

(4)Footballisateamsport.Footballispopularallovertheworld.

VII.教材解讀

1.Theexperimentsthatwedidyesterdaywerefantastic.

that引導定語從句，關系代詞that代替先行詞experiments在定語從句中作did的賓語，可省

略.此時，也可使用關系代詞which.

拓展：在下列情況下，關系代詞只能使用that而不能使用which;不定代詞作先行詞時;先行

詞前有序數詞或形容詞的最高級時;先行詞中既有人也有物時;先行詞前有theonly,just,next等

詞修飾時;當主句是who/which開頭的特殊疑問句時.

2.用方框中所給詞或短語的適當形式填空

cutdown,fantastic,draw.attention,butterfly,complete

(1)Look!Therearemanyamongtheflowers.

(2)Ifyouthetree,youwoulddoharmtotheenvironmenthere.

(3)Theflowersare.

(4)1forgotaboutit.

(5)Thestrangerpolicemen's.

3.單項填空

(1)Studyingingroupsisnecessaryyouwanttodowellinschool.

A.ifB.untilC.unlessD.though

(2)LiMing'sshoesareasasZhangLei's.

A.cheapB.cheaper

C.thecheaperD.thecheapest

(3)HaveyoureadthebookisaboutLiKaifu?

A.whatB.itC./D.which

(4)MyEnglishalot.IcantalkwithmyEnglishteacherinEnglish.

A.improveB.isimproved

C.hasimprovedD.improving

(5)Thisbutterflyeggsonthemilkweed.

A.liesB.laysC.lainD.lying

(6)Ithinkthethreeexperimentswedidyesterdaywerefantastic.

A.whatB.thatC.whoD.whose

Keys:1.(1)1askedhimtomailtheletterwhich/that/不填Iwrotetomycousin.(2)Yesterday

Imetaboywho/lhatisanewmemberinourartclub.(3)Marywascarryingabagwhich/thatcost

heralotof