高二语文必修五教案

2024-04-08

高二语文必修五教案（精选6篇）

篇1：高二语文必修五教案

7陈情表

李密

一、教学目标：㈠知识和能力、熟读全文，掌握文中出现的重要的实词、虚词、古汉语句式； 2、鉴赏本文融情于事的表达和形象精粹的语言； 3、深入体会文章凄切婉转的陈情技巧。㈡过程和方法

1、采取多种方法反复诵读，对难于理解的段落，采取研究性学习策略，提供相关研究资料；

2、充分发挥学生的主体性作用，让学生在自学和讨论中获取新知。㈢情感态度和价值观

体会文章深挚朴实的感情色彩，理解“忠”“孝”的含义。

二、教学设计：

㈠教学重点和难点：

1、重要的古汉语语词知识

2、理解作者当时的处境和李密祖孙间真挚深厚的感情㈡教学用具：多媒体课件㈢教学课时： 3 课时

三、教学步骤：

（第一课时）

1、导入新课

今天我们一起学习一篇传诵千古的绝妙好文，它陈情恳切，言辞婉转；它情理兼备，诚款感人；它缘情挥洒，流畅自然。这就是晋代文学家李密的名作《陈情表》。

2、解题

“表”是一种文体，是古代奏章的一种，一般以向皇帝陈情为内容。《出师表》就是诸葛亮向蜀汉后主刘禅陈情的奏章。

3、整体感知课文：

（1）四位学生分读全文。读后大屏幕显示易读错字音。

终鲜(xiǎn）兄弟期功强（qiǎng）近常在床蓐（rù）

猥（wěi）以微贱岂敢盘桓（huón）庶刘侥（jiǒo）幸（2）全体学生高声自由朗读全文。（3）结合“表”的文体特征，提问： ①是谁陈情？学生回答后，投影：李密（224 － 287），西晋犍为武阳人，又名虔，字令伯。少时师事著名学者谯周，以学问文章著名于世。曾出仕蜀汉担任尚书郎，屡次出使东吴，很有才辩。晋武帝征为太子洗马，李密以祖母年老多病，辞不应征。②向谁陈情？晋武帝。（投影）晋武帝司马炎靠野蛮杀戮废魏称帝，为人阴险多疑。建国初年，为笼络人心，对蜀汉士族采取怀柔政策，征召蜀汉旧臣到洛阳任职。③陈什么情？

向君王上书陈述祖母刘氏年老多病，无人侍奉，暂不能应征，请求辞官终养祖母的衷情。④李密怎样才能说服晋武帝呢？（引同学说：“动之以情，晓之以理。”）李密要想说服晋武帝，是应该先晓之以真情呢，还是喻之以大义？

是的，李密先自诉家庭的悲惨境况，让晋武帝一开始就落入“寻寻觅觅、冷冷清清、凄凄惨惨戚戚”的凄苦悲凉的氛围之中。

3、分析课文

（一）（1）齐读第一段。

（2）由一组学生找出重要的实词、虚词，并连同词义大声读出。（3）教师和两名学生共同口译本段文字。（4）文章一开始，作者说：“臣以险衅，夙遭闵凶。”该句在全段中起到什么作用？它总提了哪几个方面？

总摄作用

第一：半岁丧父，四岁母嫁，祖母抚养；第二：年幼多病，九岁不行，伶仃孤苦；第三：两辈单传，内外无亲，形影相吊；第四：祖母年迈，夙婴疾病，卧床不起。

4、课堂小结：

仅仅有第一段的悲苦说辞，能够打动阴险多疑的晋武帝吗？晋武帝会不会认为这是他为保留名节坚辞不仕的托辞呢？

这个问题对于李密来说至关重要 , 这关系到他的身家性命。李密是怎样陈述的，我们下一节课再赏读《陈情表》的其他章节。

（第二课时）

1、学生齐诵第一段

2、复习导入

3、分析课文第二段。（1）学生齐读第二段。

（2）文中哪些地方可以体现新晋对蜀汉旧臣李密的起用？李密又是如何应对的？（学生回答，教师分条投影）

（3）从本段中我们看到的是李密的态度坚决呢，还是他的哀婉陈情？（词意凄恻婉转，恭谨虔诚，外表象是俯首乞怜，令人同情。实质是态度坚决，还是不去应征。）（4）情以动人，理以喻人。

如果李密仅仅想用情来打动晋武帝的话，也许晋武帝会稍动恻隐之心，而这种恻隐之心很快就会从搞政治的阴险多疑的晋武帝心中溜走。你尽孝但不能不尽忠啊？自古说“忠孝不能两全”，舍孝而全忠嘛！

李密用以陈情的第二手就是（稍顿，待学生说出“晓之以理”后）“喻之以孝道之大义”。为什么李密从“孝”的角度来说理呢？

因为晋武帝治国标榜的是“以孝治天下”。下面同学们针对我提出的几个问题研究、讨论并作出解答。（投影问题，逐条解决）

4、分析课文第三段。

（1）默读并口头通译第三段；

（2）李密最担心晋武帝怀疑他哪一点？他是怎么为自己辩解的？

矜守名节。古代崇尚一种观念“一臣不事二主”，魏晋文人名士最重气节。晋武帝同样怕李密也是矜守名节。本图宦达→至微至陋→过蒙拔擢→岂敢盘桓

（3）本段文势有三转，表示转换的字眼是什么？（伏惟、且、但）文意的重点落在哪里？

区区不能废远。（4）“是以区区不能废远”中“是”指代上文的什么内容？

指代“但以刘日薄西山„„更相为命”

（5）本段讨欢心、诉悲苦、求谅解、表心志，极尽陈情之能事，请结合本段文字具体分析。

5、分析课文第四段。（1）教师串讲：（可以参照教学用书中黄岳洲先生的赏析文字，主要是给学生提供鉴赏的范例）

（2）经过李密的一番婉曲凄切的陈情，晋武帝览表之后会有怎样的反应呢？（学生阅读课后练习中《古文观止》的评语）

6、师生讨论总结四段文字的主要内容：（投影逐条显示）

第一段：自诉家境困顿多舛，祖孙更相为命之状；第二段：明写感激朝廷之情，实诉屡不奉诏苦衷；第三段：喻之以孝道之大义，明降臣之不矜名节；第四段；解决忠孝两全矛盾，提出愿乞终养请求。

7、课后作业：背诵全文。

（第三课时）

1、分组检查背诵情况。

2、分析本文艺术特色：（1）感情真挚，融情于事；（2）文脉畅达，照应联通；（3）、骈散结合，音韵和谐；（4）、陈辞婉曲，屈伸适宜。（可联系高一第一单元几篇文章，探讨陈情、讽谏、劝说的技巧：委婉含蓄、借题发挥、以小喻大、卑己敬人、直陈利弊、曲径通幽等等）

3、总结本课古汉语语词、文化知识： ⑴通假字

夙遭闵凶

（通“悯”，怜悯）

零丁孤苦

（通“伶仃”孤独的样子）常在床蓐

（通“褥”草席）四十有四

（通“又”）⑵古今异义

古义

今义

九岁不行

不能走路

孤苦零丁，至于成立

成人自立

（组织，机构）正式建立欲苟顺私情，则告诉不许

申诉，诉说

说给别人听，让人知道臣之辛苦，辛酸，苦楚

身心劳苦

臣欲奉诏奔驰

赶快向前，奔走效力

很快的跑拜臣郎中

上书部的属官

中医医生是以区区不能废远

拳拳，形容自己的私情

数量少

岂敢盘桓

犹疑不决的样子

在一个地方来回走；逗留 ⑶词类活用

是以区区不能废远

形容词作动词，远离

臣具以表闻

动词的使动用法，使„„知道臣欲奉诏奔驰，则刘病日笃

名词作状语，一天天的

夙遭闵凶

形容词作名词，忧患不幸的事臣之进退

动词作名词，是否出来做官之事举臣秀才

名词作动词，做秀才，为秀才举臣孝廉

名词作动词，做孝廉，为孝廉

猥以微贱

形容词作名词，微贱的身份沐浴清化

形容词作名词，清明的政治教化臣不胜犬马怖惧之情

名词作状语，像犬马一样凡在故老

形容词作名词，年老之人 ⑷一词多义

以：臣以险衅

连词，因为

猥以微贱

介词，凭借臣具以表闻

介词，用谨拜表以闻

连词，表目的伏维圣朝以孝治天下

介词，用

臣以供养无主

连词，因为于：急于星火

介词，比

是以臣尽节于陛下之日长

介词，对向之：外无期工强近之亲

助词，的

臣之进退

助词，取消句子独立性少：少多疾病

年岁小

解鞍少驻初程

稍稍

少仕伪朝

年青时一时多少豪杰

多少

志：舅夺母志

志向

听臣微志

愿望便扶向路，处处志之

做标记

寻向所志

标志薄：门衰祚薄

浅薄

日薄西山

迫近，靠近厚古薄今

轻视，看不起期：会天大雨，道不通，度已失期

一定的期限

今夜半，方期我决斗某所

约定，约会

良剑期乎断

希望，要求

外无期功强近之亲

（一周年，一整月）此指穿一周年孝服的人

疾：而刘夙婴疾病

病（一般的生病）

凡牧民者必知其疾

痛苦，疾苦寡人有疾，寡人好货

缺点，毛病

吾疾贫富之不均，今为汝均之

厌恶，憎恶

疾风知劲草

迅猛，急速嫉恶如仇

厌恶，憎恶除：除臣洗马

授予官职

黎明即起，洒扫庭除

台阶攘除奸凶

除掉 ⑸文言句式

非臣陨首所能上报

判断句式今臣亡国贱俘

判断句式臣之辛苦，非独蜀之人士及二州牧伯所见明知

判断句式

急于星火

是以臣尽节于陛下之日长而刘夙婴疾病

臣无祖母，无以至今日

☆教学反思：

介宾后置

被动句固定句式，“无以”，没有用来„„的方法

篇2：高二语文必修五教案

一导入课文一年四季中春天是美的春光灿烂艳丽动人夏天也是美的热情奔放令人回味无穷那么秋天呢更是令人难忘的在中国的诗句中颂赞秋的文字特别的多我们一起来回忆一下有哪些诗句是描写秋的比如杜牧的《山行》远上寒山石径斜白云生处有人家停车座爱枫林晚霜叶红于二月花再比如马致远的《秋思》当然还远不止这些大家一起看屏幕这些都是描写秋的佳句大家一起来读一读

同样是描写秋天的却呈现出了不同的特征讨论一下不同在什么地方

左边的诗句描写的秋天的哪些景象枫叶排云直上蓝天的鹤这些景物充满了生计和活力右边的诗句描写的秋天景物凋零一片萧条的景象同样是写秋天的却体现出了不同的美那么宋代文坛领袖欧阳修又是怎样来写秋天的呢

二自由朗读课文

下面我们先从头至尾把文章朗读一遍注意读准字音读顺句子同时思考一下文章哪些自然段是直接描写秋天的

三研读课文1-2小节

先一起回答哪些自然段是直接描写秋天的 1-2 第一自然段是描写的什么秋声先一起把这一段齐读一遍

找找看在这一段中哪些词是描写秋天的谁给我解释一下如赴敌之兵这些词写出了秋声的什么特点用自己的语言来概括

再把这些句子读一读看看作者是用哪些方法来写出秋声的这些特点的

比喻本体是秋声喻体是

如果说第一段是写的秋之声那么第二段写的又是什么呢讨论一下如何来概括这一段的主要内容

这一段从表达方法上看又可分为两部分哪两部分从秋之为状---余烈是描写后面是议论

从字面上看第一部分是写秋之状怎样来写秋之状的呢色容气意

这四个字里面又体现了一个怎样的过程秋之意是什么神韵由形到神的过程

读到这里我们可以理解为这是在写秋之状接下去作者写道故其为声我们先来翻译一下

可见作者写秋状其实是为了写秋声的由来写出了秋声什么样的特点悲

下面把摧败翻译一下注意气应该怎么理解----肃杀古代杀人犯处斩大都放在秋季称之为秋后处斩如果说第二段前半部分是在写秋之状那么后半部分就是在议秋之心突出秋心的肃杀

再一起把第二段朗读一遍

小结第一段写秋之声突出其悲的特点第二段写秋之声交代悲切的原因后半部分议秋之心突出肃杀之气那么第三段写的又是什么呢朗读下面听我把这一段翻译一遍

先看

写的是什么--议人生发表了作

者

怎

样的人生感叹

感叹为追逐一时的功名而落得心力交瘁华发早生联系一下欧阳修的生平

从百忧--------星星再齐读一遍板书

角度特征主观感受秋声淅沥萧飒如风雨骤

奔腾砰湃如波涛夜惊鏦鏦铮铮如军队夜行凄切悲凉秋状惨淡清明栗冽萧条丰草色变佳树叶脱肃杀寂寥

对于自然之秋的这种肃杀之气古人也有种种说法如《礼记》天地严凝之气始于西南而盛于西北此天地之尊严气也此天地之义气也称秋气为义气《礼记》云孟秋之月征不义戮有罪严断刑天地始肃可见在古人心目中早已把秋与杀戮紧紧联系在了一起所以在接下来的内容中作者又列举了哪些跟秋有关的例子

秋义刑官兵象阴阳五行

五声六律肃杀寂寥六研读课文第三小节面对充满肃杀之气的自然之秋作者又会产生怎样的人生感悟呢下面我们一起来齐读文章第三小节

对于这篇文章的主题有两种不同的看法一种认为这是一篇典型的悲秋之作如中国古代文学作品选所说的这是一篇以悲秋为主题的赋体散文抒发了作者在政治上不能有所作为的郁闷心情另一种认为同以往的许多悲秋之作相比本文既无失意的惆怅又无身世的感伤体现了作者豁达超然的情怀

你认为哪一种观点能够成立也可以结合我们以前学过的欧阳修的作品来谈一谈讨论三分钟然后告诉我你的观点和理由

刚才同学们各抒己见谈得都非常好那么大家想不想听听我的看法呢

我从这篇文章中读到的是欧阳修的一种超然情怀但这种超然不同于那种从容地面对现实襟怀旷达的人生态度而是历尽沧桑之后的一种透悟一种淡泊的心境为什么这么说呢下面我们不妨来了解一下欧阳修的生平

投影欧阳修为人刚正敢于直言但他的一生历尽艰辛宦海升沉20多年29岁因支持范仲淹的政治改革主张被贬夷陵39岁再度因参与庆历新政被贬滁州48岁那一年又被宦官诬陷几乎出知同州他本来体弱多病40岁就白发萧疏了虽然自至和元年开始结束贬谪外放的生活重新获得朝廷重用官职也一路升迁但长年的政治斗争使他感到心力交瘁所以在这篇53岁时写成的《秋声赋》流露出了这种希望与世无争修身养性的思想

《秋声赋》作于嘉佑四年 1059 欧阳修时年53岁是他继《醉翁亭记》后的又一名篇它骈散结合铺陈渲染词采讲究是宋代文赋的典范

文章第一段写作者夜读时听到秋声从而展开了对秋声的描绘文章开头作者简捷直人地描画了一幅生动的图景欧阳修晚上正在读书被一种奇特的声音所搅动这简捷的开头实际上并不简单灯下夜读是一幅静态的图画也可以说作者正处于一处凝神的状态中声音的出现是以动破静引起了作者的注意不禁去倾听它同时也就惹动了文思这样由伏到起在动静的对比中文势便蓄成了有了这种文势下面的文章便仿佛是泉水涌出自然流泻接下来是作者对秋声一连串的比喻把难以捉摸的东西变得具体可感作者通过由初到忽再到触于物写出了由远而近由小到大凭虚而来的撞击物体的秋声夜至的动态过程突出了秋声变化的急剧和来势的猛烈这也就回答了作者闻声惊惧和感叹的原因

第二段是对秋声的描绘和对秋气的议论首先作者概括了平日观察所得运用骈偶句式和铺张渲染的赋的传统手法抓住烟云天日寒气山川等景物分别就秋的色容气意描绘出了秋状的四幅具有不同特征的鲜明图画而对秋状的描绘正是为了烘托秋声的凄凄切切呼号愤发然后是对秋气的议论丰草四句作者把草木在夏天和秋季作对比通过对比指出草木之所以摧败零落是秋气施加强大威力的结果在此基础上议论又进一步展开夫秋刑官也到这一段结束作者吸收前人种种说法又运用骈偶句把秋与官制阴阳五行音律等配属起来甚至用伤解释商用戮解释夷极力铺张突出秋对万物的强大摧残力量说明万物盛衰的自然之理这是宇宙生成的哲学思考写出了秋声中永恒的悲伤为下文进入本文主题起了铺垫作用

第三段是全文的题旨所在作者由感慨自然而叹人生百感交集黯然神伤这一段作者在极力渲染秋气对自然界植物摧残的基础上着力指出对于人来说人事忧劳的伤害比秋气对植物的摧残更为严重

第四段是全篇的结束作者从这些沉思冥想中清醒过来重新面对静夜只有秋虫和呜衬托着作者悲凉的心境结尾处秋虫的和鸣更衬出作者的感慨与孤独戛然而止的结尾给文章增添了不少的感染力在秋虫唧唧中读者似乎也要同声一叹j 欧阳修在宋仁宗嘉佑占四年 1059 春天辞去开封府尹的职务专心著述这时的欧阳修在政治上早已经历了多次贬官对政治和社会时局心

情

郁

结

对

人生短暂大化无情感伤于怀正处于不知如何作为的苦闷时期在《秋声赋》中作者以无形的秋声作为描写和议论的对象采用赋的形式抒写秋感极尽渲染铺陈之能事实际上融人了作者对宦海沉浮人生苦短深沉的感慨《秋声赋》写秋以立意新颖著称从题材上讲悲秋是中国古典文学的永恒题材但欧阳修选择了新的角度人手虽然承袭了写秋天肃杀萧条的传统但却烘托出人事忧劳更甚于秋的肃杀这一主题这就使文章在立意上有所创新

更应该提到的应是《秋声赋》在文体上的贡献注重骈偶铺排以及声律的赋到了宋代以后由于内容的空乏和形式上的矫揉造作已经走向没落欧阳修深明其中之弊当他的散文革新取得了成功之后回过头来又为赋体打开了一条新的出路即赋的散文化使赋的形式活泼起来既部分保留了骈赋律赋的铺陈排比骈词俪句及设为问答的形式特征又呈现出活泼流动的散体倾向且增加了赋体的抒情意味这些特点也使《秋声赋》在散文发展史上占有了一席很重要的地位

教育资源

篇3：高二语文必修五教案

本课遵循《普通高中体育与健康课程标准(实验)》(以下简称:《高中课标》)理念,以促进学生身心健康为指导思想,通过更快地掌握正面双手传球,并借助层层递进的诱导练习,有效达成正面双手传球的技术学习的目标。在教学中主要采用精讲多练的方法,调动学生排球学习的主动性,通过自主、探究式学习,引导学生面对枯燥、困难的基础技术动作学习,要善于调整自己的畏难情绪,挑战自我,不断进取。

二、教材分析

“正面双手传球”是排球运动中最基本的一项技术,是组织战术的基础,主要用于衔接防守和进攻。本课为正面传球,其动作要点主要有额前上方击球,触球手型半球状,蹬地伸臂,利用指、腕缓冲及反弹力将球传出,本次课为排球“正面双手传球”的第2课次,教学重点是“传球手型”的固定,从第1次课的无球徒手模仿和持球模仿到本次课的持球传球,要求学生先做好传球手型再主动迎球传球,通过练习难度逐步递增的方法来探索有效达成正面双手传球的技术学习,加强传球手型的动作定型。

三、学情分析

本课教学对象是高二(1)班和(2)班的女生合班,人数为50名。大部分学生对排球学习有一定的兴趣,从学生之前的垫球技术分析,学生对排球学练所需要的力量、柔韧等体能基础相对较差,教学需要从头开始。因此,根据学生实际情况,加强排球垫球的基本功复习,并遵循由易到难、循序渐进的教学原则,确定正面双手传球教学从学生自主学习固定手型持球传球开始逐渐过渡到2名学生1组垫传配合。

四、教学流程

排球—正面双手传球教学流程图(见下图)。

篇4：高二语文必修五教案

教学内容：梳理课文内容，体会文章的情感

教学目标：熟练掌握教材内容及梳理本单元在高考中出现的语言运用题

一、单元体制：本单元共三篇课文

《记念刘和珍君》《小狗包弟》《记梁任公先生的一次演讲》，这三篇文章从题目上看均属散文，散文是形散而神不散，神就是文章的情，形散而情聚，情感这条红线贯穿文章的始终。

1.学生有感情的朗读课文，概括文章大意，然后重点读《记念刘和珍君》的第2部分及第4部分，体会《记念刘和珍君》这篇文章当中的情感：

真的猛士，敢于直面惨淡的人生，敢于正视淋漓的鲜血。这是怎样的哀痛者和幸福者？然而造化又常常为庸人设计，以时间的流驶，来洗涤旧迹，仅使留下淡红的血色和微漠的悲哀。在这淡红的血色和微漠的悲哀中，又给人暂得偷生，维持着这似人非人的世界。我不知道这样的世界何时是一个尽头！

我在十八日早晨，才知道上午有群众向执政府请愿的事;下午便得到噩耗，说卫队居然开枪，死伤至数百人，而刘和珍君即在遇害者之列。但我对于这些传说，竟至于颇为怀疑。我向来是不惮以最坏的恶意，来推测中国人的，然而我还不料，也不信竟会下劣凶残到这地步。况且始终微笑着的和蔼的刘和珍君，更何至于无端在府门前喋血呢？

然而即日证明是事实了，作证的便是她自己的尸骸。还有一具，是杨德群君的。而且又证明着这不但是杀害，简直是虐杀，因为身体上还有棍棒的伤痕。

但段政府就有令，说她们是“暴徒”！

但接着就有流言，说她们是受人利用的。

惨象，已使我目不忍视了;流言，尤使我耳不忍闻。我还有什么话可说呢？我懂得衰亡民族之所以默无声息的缘由了。沉默呵，沉默呵！不在沉默中爆发，就在沉默中灭亡。

学生自主探究情感，老师根据学生探究的结果板书：

2.学生有感情的朗读小狗包弟，概括文章大意，然后探究情感，老师根据学生探究的结果板书：

3.学生有感情的自由朗读《记梁任公先生的一次演讲》，体会其中蕴含了什么思想情感，学生自主探究，交流，教师汇总：

二、链接高考：在考场中出现的与本单元相关的语言运用题

1.（教师投影，学生欣赏）为刘和珍写一则颁奖词（4分）

刘和珍——在黑暗的时代中，你没有沉论;在严酷的高压下，你没有沉默;在枪弹的攒射中，你依然前行。虑及民族存亡，你黯然泣下，为了国家复兴，你奋然前行。你如流星刹那间闪过，却爆发出夺目的光茫。

2.教师再投影课本中其他几个人物的颁奖词，学生欣赏

易水清寒，夺人心魄，因为它知道自己送走的是一个真正的英雄。你的勇气砥砺了你手中的匕首，你手中的匕首又将你的名字刻在了历史的丰碑上。太子丹的邀请只是你义无反顾的契机，真正让你勇者无惧的是你心中的信仰;为国为民，才是侠之大者！（荆轲）

千军万马，战火纷飞，你是未能加冕的帝王;爱恨情仇，尔虞我诈，你是未能立业的英雄。但你的霸气是许多帝王所不及的，你的豪情是许多英雄所缺少的。霸王不成霸业却一样名垂千古。（项羽）

含垢忍辱，你用顽强之志铸就了史家之绝唱;废寝忘食，你用赤诚之心完成了无韵之离骚。一部《史记》，讲述着一个史学家应有的良知;一部《史记》，见证了一个史学家对历史的忠贞;一部《史记》，记载的不仅仅是历史，更是我们民族坚强不屈的精神。（司马迁）

3.请同学们根据以上的几个人物颁奖词，思考：究竟应该怎样写颁奖词？颁奖词的写作

4.教师再读一则颁奖词，让学生猜写的是谁，进一步体会上面的写作方法

当命运的绳索无情地缚住了双臂，当别人的目光叹息生命的悲哀，他依然固执地为梦想插上翅膀，用双脚在琴键上写下了“相信自己”，那变幻的旋律，正是他努力飞翔的轨迹。（刘伟）

三、作业：请大家尝试为霍金写一则颁奖词

篇5：高二英语必修五教案

1. Target language 目标语言

重点词汇与短语

suggest, persuade, observation, contributions, achieve, devote ... to

2. Ability goals 能力目标

Enable the students to learn the way of persuasive writing and descriptive writing.

3. Learning ability goals 学能目标

Learn how to write a persuasive writing and a descriptive writing.

Teaching important points教学重点

Help the students to learn to write a persuasive writing and a report.

Teaching difficult points教学难点

How to write a report about a scientist and his / her job.

Teaching methods 教学方法

Task-based activities.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

Step Ⅰ Presentation

Task 1: Summarize the way of writing a report.

T: Now class, if we want to write a report about a scientist, what contents should we include?

S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success.

T: Yes. You are right. And how do we make an outline about it?

S2: We should put the collected information under three headlines: life, achievements and key to success.

Task 2: Remind the students of the writing techniques and writing features of a report.

Show the following to the students.

Report

Formal language with few adjectives

No speech except quotations

Not emotional

Only one main character

Factual structured according to experimental method

Past tense and passive voice

Task 3: Summarize the way of persuasive writing.

T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are?

S1: I think the first is to give your opinion and idea.

S2: The second is to give the reasons and evidence to support your idea.

S3: The third is to make a conclusion.

Show the following to the students.

A persuasive writing

Formal or informal, vivid use of language

Speech to show feelings, reactions, etc

Emotional or not emotional to describe feelings and facts

Only two main characters

Factual or imaginative based on fact

Reason and persuade step by step

Present tense

Then ask the students to write a short letter as required in Exercise 3.

A sample version:

Dear Nicolaus Copernicus,

I am a student studying history and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need new theory.

I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.

So I hope you can publish your new theory.

Step Ⅱ Writing

Ask the students to write a report about a scientist.

Sample versions (见附件3, 4, 5)

Step Ⅲ Homework

Ask the students to do the Project on page 47.

附件

1. How to do a science research

A science project is an investigation using the scientific method to discover the answer to a scientific problem. Before starting your project, you need to un derstand the scientific method. This section uses examples to illustrate and explain the basic steps of the scientific method. The scientific method is the “tool” that scientists use to find the answers to questions. It is the process of thinking through the possible solutions to a problem and testing each possibility to find the best solution. The scientific method involves the following steps: doing research, identifying the problem, stating a hypothesis, con-ducting project experimentation, and reaching a conclusion.

Research

Research is the process of collecting information from your own experiences, knowledgeable sources, and data from exploratory experiments. Your first research is used to select a project topic. This is called topic research. For example, you observe a black growth on bread slices and wonder how it got there. Because of this experience, you decide to learn more about mold growth. Your topic will be about fungal reproduction. (Fungal refers to plant-like organisms called fungi, which cannot make their own food, and reproduction is the making of a new offspring.) CAUTION: If you are allergic to mold, this is not a topic you would investigate. Choose a topic that is safe for you to do.

After you have selected a topic, you begin what is called project research. This research is to help you understand the topic, express a problem, propose a hypothesis, and design one or more project experiments — experiments designed to test the hypothesis. An example of project research would be to place a fresh loaf of white bread in a bread box and observe the bread over a period of time as an exploratory experiment. The result of this experiment and other research give you the needed information for the next step — identifying the problem.

Problem

The problem is the scientific question to be solved. It is best expressed as an “open-ended” question, which is a question that is answered with a statement, not just a yes or a no.

Hypothesis

A hypothesis is an idea about the solution to a problem, based on knowledge and research. While the hypothesis is a single statement, it is the key to a successful project.

All of your project research is done with the goal of expressing a problem, proposing an answer to it (the hypothesis), and designing project experimentation. Then all of your project experimenting will be performed to test the hypothesis.

Do state facts from past experiences or observations on which you base your hypothesis.

Do write down your hypothesis before beginning the project experimentation.

Don’t change your hypothesis even if experimentation does not support it. If time permits, repeat or redesign the experiment to confirm your results.

Project Experimentation

Project experimentation is the process of testing a hypothesis. The things that have an effect on the experiment are called variables. There are three kinds of variables that you need to identify in your experiments: independent, dependent, and controlled variables.

The independent variable is the variable you purposely manipulate (change). The dependent variable is the variable that is being observed, which changes in response to the independent variable. The variables that are not changed are called controlled variables.

Do have only one independent variable during an experiment.

Do repeat the experiment more than once to verify your results.

Do have a control.

Do have more than one control, with each being identical.

Do organize data.

Project Conclusion

The project conclusion is a summary of the results of the project experimentation and a statement of how the results relate to the hypothesis.

If your results do not support your hypothesis:

DON’T change your hypothesis.

DON’T leave out experimental results that do not support your hypothesis.

DO give possible reasons for the difference between your hypothesis and the experimental results.

DO give ways that you can experiment further to find a solution.

If your results support your hypothesis:

You might say, for example, “As stated in my hypothesis, I believe that light is not necessary during the germination of bean seeds. My experimentation supports the idea that bean seeds will germinate without light. After seven days, the seeds tested were seen growing in full light and in no light. It is possible that some light reached the ‘no light’ containers that were placed in a dark closet. If I were to improve on this experiment, I would place the ‘no light’ containers in a light-proof box and / or wrap them in light-proof material, such as aluminum foil.”

2. On women scientists : A speech in the International Women’s Day

Women thou hast encircled the world’s heart with the depth of thy tears as the sea has the earth.

Women in your laughter you have the music of the fountain of life.

The message is clear; it is inspiring and presents a deep philosophy. Women would be the change agent in this fast moving world’s socio-economic scenario.

We have assembled here today to celebrate the International Women’s Day and also the Year of Empowerment of Women.

...

Madam Curie who got the Nobel Prize just after two years of establishment of the Nobel Foundation — first in 1903 in Physics when she shared it and then the second one in 1911 in Chemistry, created a history by winning two Nobel Prizes in a span of 8 years. I am sure, the group here is aware of the difficult conditions and laboratory arrangements under which she worked and yet, she excelled.

Biotechnologists can never forget the work of Dorothy Crowfoot Hodgkin on Crystallography leading to the structure of the important biological crystals. She won the Nobel Prize in Chemistry in 1964. The work of Barbara McClintock, a geneticist won her the Nobel Prize in 1983.

Just as someone said: “Developing countries that have made remarkable social progress, have done so primarily through the empowerment of women, which has had enormous impact in terms of literacy, health and economic well being of families.” What we need to do is to ensure the valuable contribution from 50% of our human resource.

...

It is a matter of great pleasure for all of us to see that the women are not only confined to biology, a subject in which they have been contributing significantly, they are also joining the areas of physical sciences and engineering and performing equally well.

Somehow, in many parts of the world today, science and technology interventions have treated women primarily as recipient of knowledge and have under estimated their importance as generators of innovations and as a dynamic agent of economic and social change. In empowering the women with scientific and technological skills, women scientists and technologists have a major role. Biotechnology and biosciences including medical, agriculture and basic research have opened up new opportunities. The involvement of women scientists and technologists in physical sciences, especially in the National Aeronautics and Space Administration (NASA) dates back to 1903, they worked as explorers, pioneers and innovators. By the end of the 20th century, at least 25% of the astronauts at NASA were women, 16% scientists and engineers.

Of course, it is extremely important that women scientists and technologists are appreciated for their dual role in the society while pursuing scientific research as a career. They should also nurture and cherish their qualities of culture, compassion, courage and creativity. And above all, the cooperative spirit. The five ‘Cs’ are personified in women’s personality.

3. Charles Drawin Origin of Species

The English scientist, Charles Darwin was born on February 12, 1809, the same day that Abraham Lincoln was born. Darwin caused a change in thinking about evolution, whereas Lincoln caused a change in the role of the black slave, allowing the black man to be a free man in American society.

Darwin’s father tried to influence his son to become a worthy student in school. However, Charles did not like to study Latin or Greek, which was required for a classical education. Instead, he made a secret laboratory in his father’s garden where he could experiment in chemistry and physics.

His headmaster had a very low opinion of his scholarly abilities. So his father decided to send him to Edinburgh, Scotland, to medical school. However, Charles couldn’t bear the sight of surgical demonstrations. One time, a child was being operated on without any painkiller or anesthesia. The child began to scream in agony and Charles ran from the room. Those screams haunted his mind for many years.

Since he failed at medical school, his father sent him to study theology at Christ’s Church at Cambridge University. However, in his own words, he said his time was sadly wasted “in playing, drinking, singing, flirting and card playing.” But he found a science professor there who recommended he sail as a naturalist on the ship called hte Beagle. This ship would travel for 5 years exploring South America and the Galapagos Islands off the coast of Ecuador in the Pacific Ocean.

On these islands, he observed the world’s largest turtles, the iguana lizards, and finches, a type of bird. These birds were on different islands and varied from each other, especially in their beaks.

Darwin took many notes on this long adventure. When he returned to England, his body was broken and he was essentially ill for the rest of his life. However, he came to the interesting conclusion that certain finches adapted better to their environment in a process called natural selection. Those species more fitted to their environment would be the ones most likely to breed and succeed in producing the next generation.

In 1859, he wrote On the Origin of Species, which became the most significant book ever written on the theory of evolution. His ideas have had more influence than anyone concerning how living species developed over time.