Unit 2 Great minds优质公开课教案

Teaching plan Great Minds Objects: 1.

Review the words and expressions. 2.

Review the contents. 3.

Guide students to study what a genius is in their opinions. 4.

Arouse students’ awareness of what leads to success. Teaching Aids: Multi-media

Teaching processes: 1.

Lead-in ①

If I have seen farther than others, it is because I was standing on the shoulders of giant. We should learn from past experience and others. The former generation had laid the foundation for us, and we should draw lessons from them. ②

Genius is one percent inspiration, ninety-nine percent perspiration. The gift is not the main factor that makes us a genius. It’s your efforts and constant hard working that makes person a genius. ③

If a equals success, the formula is: A=X + Y + Z. X is work, Y is play, Z is keep your mouth shut. Success is not easy to achieve, and we have to make efforts. We need time to rest and recover, and put all your dreams and plan into action, instead of talking and bragging. After all, action speaks louder than words. ④

Chance favors the prepared mind. Chance always belongs to people who are prepared. It will not fall on some one accidentally, and chances are the product of preparation. 2.

Making sentences Make impressive and inspiring sentences with the given phrases：

①

regard … as…

；

attempt

②

lead to

；let

down

③

learn …by heart

；guide

④

in trouble

；offer 3.

Retelling the story in different roles. Group A and B retell the story in the role of Einstein, you can begin your story with the sentence: “I

‘m always invited to the university to explain my theory…..”

Do you worry about Hans when he was giving the lecture on the stage? Do you feel anxious when Hans was asked so complex a question? Group C and D retell the story in the role of Hans, you can begin your story with the sentence: “I have been Dr. Einstein’s driver for many years….”

Do you feel nervous when you are asked such a complex question that you don’t know how to answer it? How do you feel driving a genius like Einstein? 4.

Ask and answer: further study of the real meaning of being a genius.

①

Why was Einstein called a genius? humorous, outstanding, clever, workings of the universe, creative ②

What do you think a genius is? great mental ability, wisdom, creation, something significant ③

Why did Einstein call Hans a genius? I am confused. clever, quick wit, ordinary, able ④

Let’s redefine “genius”. You don’t have to be a scientist to be a genius. ordinary, clever, able ⑤

Is there any possibility to become genius? Genius is one percent inspiration and 99 percent perspiration. ⑥

How can you be successful?

If a equals success, the formula is: A=X + Y + Z. X is work, Y is play, Z is keep your mouth shut. This is Einstein’s formula of success, but I don’t think it can apply to everyone. What would you add to this formula? Let’s try to make your own formula of success. 5.

Assignment: Read more about Einstein and make a formula of success for your own.

教后反思：

本堂课的设计是围绕着“问题有效性”进行的。教学的过程中，在问题的有效性上着力比较多。尽量希望达到问题循序渐进，从易到难，由浅入深。

在具体教学过程中，学生对于答案确定的问题，都能准确，快速地进行回答。对于半开放性问题，从课文内容中引申出的有一定深入的问题，学生的回答不尽如人意。我想这存在两个方面的原因；其一，在提问的方式，和指令上，学生有些困惑，并且在提问之前可能没有作出足够的铺垫。其二，学生的思考问题能力还有待提高，从教学过程来看，学生并不能循着给出的引导启发，做出有效回答。综上，在教学指令上，教师应该做到更清晰明了，做出更有效的铺垫，并且应该锻炼学生思考问题的能力。

另外，还有一类问题，那就是关于学生自身对于自己的反思和思考的问题。此类问题，学生也不能做出好的回答。原因同样有二，其一；学生并不习惯自身反思，没有“日三省吾身”的习惯，而不善自省的人是很难取得长足的进步的。其二，学生的英语语言能力跟不上学生的中文思维能力，英语作为第二语言，学生掌握的程度还是有限的。这是造成此类问题效果不佳的主要原因。因此，在日常教学中，应该更多地给学生情感教育和人文熏陶，同时要加强语言的积累和语言能力的提升。

在此次公开课中，作为任课老师，也学到了很多，是对自身教学能力的又一次锻炼和提升。