人教版高二英语必修5全册教案
高二英语必修5教案
高二英语必修5教案教案标题：Exploring Culture through Literature教学目标：1. 通过文学作品，了解和探索不同文化间的差异和相似之处。
2. 提高学生的阅读理解能力和文学分析能力。
3. 培养学生的批判性思维和跨文化交流能力。
教学重点：1. 掌握文学作品中的关键词汇和短语。
2. 分析文学作品中的主题和情感。
3. 运用文学作品中的语言和结构进行写作和口语表达。
教学准备：1. PowerPoint演示文稿。
2. 多媒体设备。
3. 高二英语必修5教材。
4. 文学作品的副本。
教学过程：引入（5分钟）1. 使用多媒体设备展示一些具有代表性的文化图像，引起学生的兴趣和好奇心。
2. 引导学生讨论这些图像可能代表的文化，并提出相关问题。
阅读理解（20分钟）1. 分发文学作品的副本，并指导学生阅读。
2. 学生个人阅读后，组织小组讨论，让学生分享他们对作品的理解和观点。
3. 引导学生分析文学作品中的主题、情感和作者意图。
词汇和语言分析（15分钟）1. 使用PowerPoint演示文稿，介绍文学作品中的关键词汇和短语。
2. 进行词汇和语言练习，巩固学生的理解和应用能力。
写作和口语表达（20分钟）1. 引导学生根据文学作品中的主题和情感，展开写作活动，如写一篇文章、一封信或一首诗。
2. 学生之间互相交换写作作品，并进行互评和讨论。
3. 鼓励学生口头表达自己的观点和感受，进行小组或全班讨论。
总结和评估（10分钟）1. 回顾本节课的学习内容和目标。
2. 提供一个简短的测验，评估学生对文学作品的理解和词汇掌握程度。
3. 鼓励学生提出问题或分享他们在学习过程中的收获和困惑。
拓展活动：1. 鼓励学生阅读其他相关的文学作品，并进行比较和分析。
2. 组织学生进行跨文化交流活动，与其他国家或地区的学生分享他们对文学作品和文化的理解。
教学反思：1. 教师应根据学生的实际情况和进展，调整教学进度和难度。
2. 教师应充分利用多媒体设备和互动教学方法，提高学生的参与度和学习效果。
人教版高中英语必修五全套教案
英语必修 5Unit 1 Great scientistsTeaching AimsSkill Goals▲Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific ideaKey new words and expressionsThe First Period ReadingStepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T:Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?S1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.T:You know our life is closely related to science and scientists. We benefit a lot from them.Can you name out as many scientists as possible?T； what contributions did they make?T: Ok, you ’ve known a lot about scientists and now let ’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let ’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped them float.Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species .3.I could explain how animals and plants develop as the environment changed.Answer: Charles Darwin1.I am Englishman2.I ’ve worked in astronomy.3.I ’ve put forward a theory about blackholes. Answer ； Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths.Around the bottom were eight frogs directly under a dragon ’s mouth.3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities.Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the studentsto report their work. Encourage the students to express their different opinions.T: Now, class, please look at the slide. Discuss these questions with your par tners. Then I ’ ll ask somestudents to report their work.Show the following on the screen:1.What do you know about infectious diseases?2.What do you know about cholera?3.Do you know how to prove a new idea in scientific research?4.What order would you put the seven in? Just guess.Draw a conclusion think of a method collect resultsmake a question find a problem analyse the resultsfind supporting evidenceT: Well done! When we want to solve some problems, first we should find out the problem, dosome research on it, prove your findings, and then make a conclusion. This is a scientific andobjective way of researching. Now let’ s see how doctor John Snow did his research.Step Ⅳ ReadingT: Now lets read the title and the picture and guess what the passage may tell us.T:The effect of cholera in the nineteenth century London was devastating. Many people diedwithout knowing the reason. It was doctor John Snow who saved the people. Please look at thescreen. Let ’reads the whole passage quickly and find the number below and the relevanthappenings in the passage.(Competition among groups)Two theories The first suggested that⋯ multiplied in the air;. The second suggested⋯ absorb this disease into their bodies with their meals.In 1854Another outbreak hit London.500 , 10More than 500people had died in 10 days.16, 37, 38These numbers in Broad Street near the water pump had many of the deathsand 4020 ,21; 8,920 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths⋯ .They didndrink the water from the Broad Street pump.7These families worked in the pub at 7 Cambridge Street. They didn ’drinkt thewater from the pump.Step Ⅴ Text analyzingAsk the students to analyze the text in groups.T:Please look at the chart on the screen. The chart shows that each paragraph of the text explainsJohn Snow’ sstages in his research. Please read the text and find out the general idea of eachparagraph and match the stage with each paragraph. Discuss it in groups, and then report youranswers.Paragraph Stages General ideas1Find a problem The causes of cholera2Make up a question The correct or possible theory3Think of a method Collect data on where people were ill and died andwhere they got their water4Collect results Plot information on a map to find out where peopledied or did not die5Analyse the results Analyse the water to see if that is the cause of theillness6Repeat if necessary Find other evidences to confirm his conclusion7Make a conclusion The polluted dirty source of drinking water was toblame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to?T:Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Show the chart and three pieces of writing on the screen.Report Description Creative writingFormal language with few Vivid use of words with Vivid use of language and adjectives similes and metaphors more informal styleNo speech except No speech except to help the Speech to show feelings, quotations description reactions etc.Not emotional Emotional to describe Emotional to describe feelingsatmosphereOnly one main character No characters May have several characters Factual Not factual but imaginative Imaginative but can be basedon factStructural according to Not structured Beginning, middle, end experimental methodPast tense and passive voice Past tense Past tenseStep Ⅲ ReadingEncourage the students to get the general ideas of the passages.T:In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What ’ s Copernicus’ fear?2.How did Copernicus prove his theory?3.What is his theory?Step Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T:Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?Sample answers:Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the worldknow the truth earlier.2.I don ’agreet with you. He was more cautious than coward. If he had published his ideas, hewould have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’ s.T: I quite agree with you. And I am glad you have known so much about the science.StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention tothe past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1.Nicolas Copernicus was frightened and his mind was confused.2.He placed a fixed sun at the center of the solar system ...3.He joined these points together using curved lines ...T:Please read the three sentences and tell me what parts of speech the past participles are actingas.Step Ⅵ Homework1.Search on the Internet for more information about Copernicus and Euler.2.Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠ Revision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check theanswers.Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.T: Very good! Can you put the verb“ make” withtoformanouna“ predicate + object” phrase?For example:“ making a mistake” instead of“ to mistake”.Sample answers:S:“ make an agreement” ,“ make an admission” ,“ make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ ll check your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T:Please look at the screen and put them into English using “ make + n ” and past participles.Show the following on the screen:Step Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.Unit 2 The United KingdomⅠ. Teaching AimsSkill Goals▲Talk about the United Kingdom▲Talk about language difficulties in communicationⅡ. Language GoalsThe past participle as the object complement ... the three countries found themselves unitedpeacefully ...However, just as they were going to get Ireland connected to form ...You find most of the population settled in the South, ... .1. Now when people refer to England you find Wales included as well.P92.However, the southern part of Ireland was unwilling and broke away to form its own government.P103.The greatest historical treasure of all is London with its museums, art collections, theatres,parks and buildings.P104.You must keep your eyes open if you are going to make your trip to the United Kingdomenjoyable and worthwhile! P105.Her first delight was going to the Tower.P146. There followed St Paul’ s Cathedral built after the terrible fire of London in 1666P14.7. That is why, even today, when people can follow any religion they like, families still havefirework parties and burn cloth dolls of Guy Fawkes on a bonfire.P52The First Period ReadingTeaching goals1. Target languagea. Key words and expressionsunite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection,construct, influence, consist of, divide ... into, break away (from), leave outb.Key sentences1.Now when people refer to England you find Wales included as well.P102.However, the southern part of Ireland was unwilling and broke away to form its own government.P103.You must keep your eyes open if you are going to make your trip to the United Kingdomworthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Lead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell ussomething about your visit(s) there? Or what is your impression of the UK? If you haven ’ can you get the information about it?2. What is the capital of the UK? And what is the language?Step II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:1.Look through the passage as fast as possible;2.Try to find the answers to the questions given in the Comprehending.Sample answers:S1: Wales, for we can’ t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of the North.Task 4: SkimmingT:Please skim the passage to get the general idea of the whole passage. While reading, please try todivide the whole passage into proper parts and find out the main idea of each part (helping thestudents fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography? Are there really anypuzzles in geography of the UK? If so, what are they? If not, wh y does the writer use“ Puzzles in Geography ” as the title? Get the students to discuss about it in pairs.Then ask the students to fill in the following form.Countries / Capital of UK Information from the textEnglandWalesGreat BritainNorthern IrelandLondonIrelandSample answers:Countries / Capital Information from the textof UKEngland The first country people think of when speaking of the UK and the largestof the four countries. It is roughly divided into three zones: the South ofEngland, Midlands and the North.Wales The first country that was linked to England in the 13th century and it isincluded when people refer to England.Great Britain The name given and used when England, Wales and Scotland were joinedtogether, which took place in 1603, when Scotland King James becameKing of England and Wales.Northern Ireland The Northern part of Ireland that was joined to the Great Britain to becomethe United Kingdom, which was shown to the world in the flag calledUnion Jack.London The capital of the UK and England as well. It contains the greatesthistorical treasures of all, with its museums, art collections, theatres, parksand buildings. It has the oldest port, building and castle and it has beeninfluenced by some invaders of London.Ireland The southern part of that country — Ireland or Southern Ireland, whichbroke away to form its own government and a country independent ofNorthern Ireland, which is part of the UK.T: Now let ’ s do “ Comprehending ” 3Exercise.Lookat the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthTask 4: Ask the students to analyze the text.1.Ask the students to fill in the following chart.Country When it joined with or separated from eachotherEnglandWalesScotlandNorthern IrelandRepublic of IrelandSample answers:Country When it joined with or separated from eachotherEngland FirstWales Linked to England in the 13th century AD Scotland Connected with England and Wales to formGreat Britain in 1603Northern Ireland Connected with Great Britain to form the UKlater onRepublic of Ireland Separated from the UK as a result of uprisingfor independence in 19162.Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.The Second Period ListeningTeaching goals1. Target languageKey words and Expressionscrown, Protestant, hurt the king2. Ability goalsEnable the students to learn about one of the most famous historical sites in London: the Tower ofLondon.3. Learning ability goalsHelp the students learn how to talk about the historical sites in the UK.Teaching important & difficult pointsTalk about the historical sites in the UK.Teaching methodsListening and cooperative learning.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Revision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice toget the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 theEnglish and Scottish Crowns were separate; after this date one monarch reigned in the UnitedKingdom. Now please open yo ur books and turn to page 15. Let’ s take up“ Listening” . Before yo listen to the tape, please read fast the instructions and find out the key points for listening. Paymuch attention to the following important points while listening.1.Which king on the list was one of the princes in the Tower? How do you know?2.Who had the two princes killed?And then check the answers.Step Ⅱ Listening (P52-53)T: Now we shall take up the“ Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkT:Boys and girls, today we have listened to some materials. I do hope you can listen to thematerials again after class. And from this unit we have learned a lot about the United Kingdom, itspast history, some popular tourist sites, the Tower of London as well as some of the criteria of theBritish citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Languagea. Key words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillb.Key sentencesWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for thetour.Teaching methodsTask-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildingsstill stand. Have you found any information about London?S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. PaulCathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, whichis the Queen ’ s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grewinto one of the world’ s major cities with more than 7 million people. Different areas Londonofseem to be like different cities. And it also has many big parks, full of trees, flowers and grass.Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country,miles away.S3: Many people think that London is all gray, but in fact red is London’ s favorite color. London isat its best when people are celebrating. Then the flags, the cheering crowds and the carriages andhorses all sparkle in the sunshine — if it ’nots raining, of course! However, it is often foggy.That ’ s why it’ s called“ fog city”.Ask the students to read the passage and do the exercises after the passage.T:“ Sightseeing in London” is about a Chinese girl’ s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after thetext.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T:Now please read the text and find the answers to the following questions.Show the questions on the screen.1. How did Zhang Pingyu plan her tour?2. What were the buildings mentioned in the text? What were they famous for? Who built them?What happened to them?Sample answers:1.First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2.The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remainedstanding for one thousand years; St Paul ’ s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers;Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text“ Sightseeing in London”. Show the following.The 1. The Tower of Londonfirst 2. St Paul’s CathedralTheday 3.Westminster Abbey second4.Big Ben day5.Buckingham Palace1.High gate Cemetery The2.The Library of the third GreenwichBritish Museum day3.Windsor CastleTask 3: Deal with reading task:A particular British celebrationAsk the students to read the passage quickly for the first time to find out the main idea of the text.Then ask them to read the text again carefully to obtain some details and do the exercises afterthe text.T:Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompaniedby firework displays, the lighting of bonfires and the ceremonial effigy-burning ofone Guy Fawkes. The origin of this celebration comes from the event which took place in 1605and was a conspiracy known as“ The Gunpowder Plot” , intended to take place on November 5thof that year (the day set for the opening of Parliament). Now read the text and then find theanswers to the exercises.Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan tochange the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in thecellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting.Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say,“ I not be tolerant of their religion.” And he took actions to stop people believing in Catholic.S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of theCatholics. So I decided that a violent action is the only answer. The thing to do was to blow up theHouses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and theMembers of Parliament who were making life difficult for the Catholics. And to carry out the plan,Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just underthe House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent peoplewould be hurt or killed in the attack, including some people who even fought for more rights forCatholics. Some of the plotters started having second thoughts. One of the group members evensent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment onNovember 5th.S4: I would not like to be Guy Fawkes. Because he would say,“ some of us have betrayed, so we should start the plan in advance.” So he tried to start the fireldiers.But foundthesohim before hecould do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.Unit 3 Life in the futureⅠ. Teaching AimsSkill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the futureⅡ. Language Goals1． MemorizeExpect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding,lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length,extraordinary, extraordinarily2． Read upjet lag, flashback, expertise, hover, pessimistic, enormous, imitate,3． Expressionstake up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4． Key sentencesconstant, remind, lack, sight, assist, require, settlement, previous, swiftThe past participle as the attribute⋯and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.1. This is similar to the “ jetlag ”you get when flying, but instead it means you keep gettingflashbacks from your previous time period. P172.Well- known for their expertise, his parents company’ named “ FutureTours ”transported mesafely into the future in a time capsule. P183.He handed it to me and immediately hurried me through to a small room nearby for a rest. P184.He was swept up into the centre of them.5.I found later that their leaves provided the house with much-needed oxygen. P188.Everyone will get twice as much personal space as in flats on land. P589.Only when the robot cleaner touches objects can they be moved. P59Ⅲ. 教材分析与教材重组Ⅳ. ProceduresThe First Period ReadingTeaching goals1. Target languagea. Key words and expressionsconstantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant,jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sightofb. Key sentencesThis is similar to ..., but it means ... P17Well- known for ...,his parents company’， called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 2. Ability goalsEnable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goalsHelp the Ss learn how to describe the life in the past, at present and in the future.Teaching important＆difficult pointsCompare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work.Teaching aidsA computer and a projector.Teaching procedures ＆ waysStep I Warming UpStep Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, allkinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T:We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing?S:Pollution.S:Population is becoming larger and larger.S:The shortage of resources.T:Yes! Then can you predict which problems can be solved in the future? And which ones willstill be there?S:I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S:I think the problems of pollution and shortage of resources will still be there, and will evenget worse.S:I don ’ t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now please open your books and turn to page 17. Let ’reads the passage First Impressions. Read it quickly and then tell me what it is about.Several minutes later.T:Well, have you finished reading the passage?Ss: Yes.T:OK. Who would like to tell me what the text is about?。
新课标人教版高中英语必修五全册教案
Unit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better u nderstand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Warming up 热身Step I Lead in 导入Talk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But f irst let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step II 头脑风暴Ask the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1.Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-reading 预读Step IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryUnit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:III. Reading 阅读Step I Pre-reading 预读1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II Skimming 扫读Read the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III Scanning 找读Read the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stage 精读Read the passage and put the correct stages into the reading about research into a disease.Step V Group discussion 分组讨论Answer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI 概括总结Using the stages for scientific research and write a summary.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points: To help students learn to remember some important words and expressions教学难点Difficult Points: To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Step I Warming up 热身1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s char acer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o’clock with a pr ayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points:To help students learn to remember some important words and expressions教学难点Difficult Points:To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
新课标人教版高中英语必修五教案
Unit 1 Great scientistsTeaching aims1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”4. To help students learn to use some important words and expressions5. To help students identify examples of “The Past Participle (1) as the Predicative & the attribute”Period 1 Warming up and readingTeaching ProceduresI. Warming up Step I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything incommon? Match the inventions with their inventors below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1. What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult tocure.2. What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria.Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1. Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2. Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II SkimmingRead the passage and answer the questions.1. Who defeats “King Cholera“? (John Snow)2. What happened in 1854? (Cholera outbreak hit London.)3. How many people died in 10 days? (500)4. Why is there no death at No. 20 and 21 Broad Street as well asat No. 8 and 9 Cambridge Street?(These families had not drunk the water from the Broad Street pump.) (Optional)。
人教版高中英语必修5全册教案
新课标高中英语 5（必修）教学设计与案例Unit 1 Great scientistsTeaching aimsTo help students learn to describe peopleTo help students learn to read a narration about John SnowTo help students learn to use some important words and expressionsattribute Period 1 Warming up and readingTeaching ProceduresI. Warming up Step I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let ' s define the word “ scientist ” . What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you namesome of them? What kind of role do they play in the field of scie nee? Do these achieveme nts haveanything in com mon? Match the inven tio ns with their inven tors below before you an swer all these questi ons.1. Archimedes, Ancient Greek （287-212 BC ）, a mathematician.5. To help students identify examples ofThe Past Participle (1) as the Predicative & the1. 2. 3. To help students better understandGreat scientists4.2. Charles Darwin, Britain （1808-1882）. The name of the book is Origin of Species.3. Thomas Newcome n, British （1663-1729）, an inven tor of steam engine.4. Gregor Men del, Czech, a bota nist and gen eticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edis on, America n, an inven tor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inven tor and chemist.9. Zhang Heng, an cie nt China, an inven tor.10. Stepper Hawking, British, a physicist.II . Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the studentsto report their work. En courage the stude nts to express their differe nt opinions.1. What do you know about in fectious diseases?In fectious diseases can be spread to other people. They have an unknown cause and n eedpublic health care to solve them. People may be exposed to in fectious disease, so may ani mals,such as bird flu , AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2. What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people ' s intestines（肠），causing diarrhea and leg cramps （扌抽筋）The most common cause of cholera is by some one eat ing food or drinking water that has bee n con tam in ated（污染）with the bacteria.Cholera can be mild（不严重的）or even without immediate symptoms（症状），but a severe casecan lead to death without immediately treatme nt.3. Do you know how to prove a new idea in scie ntific research?Anybody might come out with a new idea. But how do we prove it in scientific research?There are seven stages in examining a new idea in scientific research. And they can be put in the follow ing order. What order would you put the seve n in? Just guess.Fi nd a problem Make up a questi on Th ink of a method Collect resultsAnalyse the resultsDraw a conclusion Repeat if necessaryIII . ReadingStep I Pre-read ing1. Do you know John Snow?John Snow is a well- known doctor in the 19th century in London and he defeated “ King Cholera ”.2. Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths inthe old times and it was very difficult to defeat.Let ' s get to know how Dr. John Snow defeated “ King Cholera ” in 1854 in London in this readi ng passage:Step II Skimming 找教案Read the passage and an swer the questi ons.1. Who defeats “ King Cholera (Joh? Snow)2. What happe ned in 1854? (Cholera outbreak hit Lon do n.)3. How ma ny people died in 10 days? (500)4. Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had n ot drunk the water from the Broad Street pump.)(Optio nal)Step III ScanningRead the passage and nu mber these events in the order that they happe ned.2 Joh n Snow bega n to test two theories.1 An outbreak of cholera hit Lon don in 1854.4 Joh n Snow marked the deaths on a map.7 He announced that the water carried the disease.3 Joh n Snow in vestigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were n ear a water pump.6 He had the han dle removed from the water pump.Step IV Main idea and correct stage 找教案Read the passage and put the correct stages into the readi ng about research into a disease.Step V Group discussi onAn swer the questio ns (Finish exercise 2 on Page 3)1. Joh n Snow believed Idea 2 was right. How did he fin ally prove it?(Joh n Snow fin ally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think Joh n Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th cen tury disease. What disease do you thi nk is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and n eed public health care to solve them.)Step VI Using the stages for scie ntific research and write a summary.Period 2&3 Language focusStep I Warmi ng up1. characteristic①n. a quality or feature of sth. or some one that is typical of them and easy to recongni ze.特征；特性What characteristics dist in guish the America ns from the Can adia ns.② a. very typical of a particular thing or of some one ' 典型性的cerSuch bluntn ess is characteristic of him.Windy days are characteristic of March.［辨析］characteristic 与character找教案characteristic 是可数名词，意为“与众不同的特征«character 表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字” What you know about him isn ' t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider 提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆put on穿上;戴上;增加put out熄灭（灯）;扑灭（火） put up with •忍受put down 写下来;放下；put off 耽误; 延期put up 建立; 建造,put up 举起，搭建，粘贴3. an alyze: to exam ine or think about someth ing carefully in order to un dersta nd it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let 's analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆an alysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi 结束，终止；We concluded the meeting at 8 o ' clockyweirt.h a praFrom his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.con clusi on n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Read ing1. defeat①vt. to win a victory over some one in a war, competiti on, game etc. 打败，战胜，使受挫I' ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.②n.失败，输failure to win or succeedThis means admitt ing defeat.They have got six victories and two defeats.［辨析］win, beat 与defeat①win赢得”赛事、战事、某物；后接人时，意为争取赢得…的好感或支持；说服”②beat战胜"击败"比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state champi on ship by beat ing / defeat ing all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of beco ming a champi on at the 2008 Olympic Games.2. expert①n. some one who has a special skill or special kno wledge of a subject 专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject 熟练的，有专门技术的an expert rider an expert job 需专门知识的工作He is expert in / at cooking. 找教案3. atte nd vt. &vi参加，注意，照料①be present at参力口attend a ceremony / lecture / a movie / school / class / a meetingI shall be atte nding the meet ing.Please let me know if you are unable to attend the conference.②attend to (on): to look after, care for, serve 伺候,照顾，看护The quee n had a good doctor atte nding on her.Dr Smith atte nded her in hospital. 治疗Are you being attended to? 接待Mother had to attend to her sick son.③attend to 处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late —have got one or two things to atte nd to.Excuse me, but I have an urgent matter to attend to.［辨析］attend, join, join in 与take part in①attend 指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in 指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in 指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered 暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun. 他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian 治疗,痊愈When I left the hospital I was completely cured.① cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The ill ness cannot be cured easily.Although the boy was bey ond cure, his pare nts tried to cure him of bad habits.② a cure for a diseaseAspiri n is said to be a won derful cure for the pain.There is still no cure for the com mon cold.Is there a certa in cure for cancer yet?③ a cure for sth.: to remove a problem, or improve a bad situation 解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.［辨析］cure 与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
人教版英语必修五教案
人教版英语必修五教案教案标题：Exploring Culture through English Language Learning教案目标：1. 通过学习英语语言，了解不同文化之间的差异和相似之处。
2. 提高学生的听说读写能力，培养他们在跨文化交流中的自信心。
3. 培养学生的批判思维能力，通过对文化的探索，促进他们的思辨和创新能力的发展。
教学重点：1. 了解不同文化之间的差异和相似之处。
2. 提高学生的跨文化交际能力。
3. 培养学生的批判思维和创新能力。
教学难点：1. 如何通过英语语言学习来探索文化。
2. 如何培养学生在跨文化交流中的自信心。
教学准备：1. 人教版英语必修五课本和相关教学资源。
2. 多媒体设备和投影仪。
3. 课堂活动所需的材料和道具。
教学过程：Step 1: Introduction to Cultural Differences (15 minutes)- 引入课题，通过展示不同国家和文化的图片或视频，激发学生的兴趣。
- 引导学生讨论不同文化之间的差异和相似之处，并帮助他们意识到文化对语言的影响。
Step 2: Vocabulary Building (15 minutes)- 通过课本中的词汇表和相关练习，帮助学生掌握与文化相关的词汇。
- 引导学生使用这些词汇描述不同文化的特点和习俗。
Step 3: Reading and Comprehension (20 minutes)- 选择一个与文化相关的阅读材料，让学生阅读并回答相关问题。
- 引导学生通过阅读理解文化差异和相似之处，并进行讨论。
Step 4: Speaking and Listening Practice (20 minutes)- 设计一些情景对话或角色扮演活动，让学生运用所学词汇和知识进行跨文化交流。
- 引导学生倾听和理解不同文化背景的人所说的英语，并提供反馈和指导。
Step 5: Writing Task (20 minutes)- 提供一个写作任务，让学生通过写作来表达他们对文化差异和相似之处的理解。
新课标人教版高中英语必修五全套教案(63页)
Unit 1 Great scientistsTeaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand “Great scientists”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & theattribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a b acterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious,have an unknown cause and need public health care to solve them.Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know abou t him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
人教版高中英语必修五全册教案设计
人教版高中英语必修五全册名师教案设计Unit 1 Great scientistsThe first period: Warming up and readingImportant points:Let students learn about some great scientists and their contributions.Get students to read the passage and know about John Snow and how he defeated “King Cholera” by using different reading skills.Difficult points:Develop students` reading ability and learn how to organize scientific research.Enable students to talk about great scientists and tell their stories.Step 1 Lead inHave a free talk with students: we have learned about many great people and some famous scientists and now look at the pictures of these great people: Isaac Newton, Albert Einstein, Stephen Hawking, Qian Xuesen, and tell their contributions.Discuss the following question in small groups: what qualities do you think a scientist should have?(persistent, determined, imaginative, careful, creative, clever, strict, patient,…… )Step 2 Warming up1. Ask students to have a discussion in pairs to try this quiz and find out who knows the most.What do you know about great scientists?Step 3 Pre-reading1. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in setting out a new scientific idea. What order would you put them in?(Suggested answers: find a problem→Make a question→Think of amethod→Collect results→Analyze the result→Find supporting evidence→Draw a conclusion)2. What do you know about infectious diseases? What do you know about cholera?(Infectious diseases can spread easily. They may do great harm to people. AIDS and SARS are infectious diseases. They are difficult to cure.)(Cholera(霍乱) infects people`s intestines(肠), causing diarrhea(腹泻),vomiting(呕吐) and leg cramps(腿部痉挛). The most common cause of cholera is that people eat or drink water polluted by the bacteria(细菌). A severe case can lead to death without immediate treatment.)Step 4 Reading1. Skimming: ask students to skim the text and try to find the main idea of the passage as they can.(The main idea: How John Snow collected, analyzed the data and found the cause of the disease and solved it.)2. Scanning: ask them to try to get detailed information and then choose the correct answers after reading the passage.1). John Snow became inspired when _______.A. he became a well-known doctor in LondonB. he attended Queen Victorian to ease the birth of her babiesC. he thought about helping ordinary people exposed to choleraD. he found the cause of cholera and defeated “King Cholera”2). The reason why John Snow used the map in his research was that with its help______. A. he would not lose his wayB. he could find the houses in Broad Street and Cambridge Street easilyC. he could find out what caused the outbreak of choleraD. he could find out how many people died3). Why did such houses as 20 and 21 Broad Street and Cambridge Street have no deaths? Because ________.A. people there were given free beer and they had not drunk the water from Broad Street pumpB. people there had known that the water was polluted by the dirty water fromLondonC. the disease began to slow down in Broad Street and Cambridge StreetD. people in these families were much stronger than those near the Broad Street pump4). The following measures should be taken to prevent cholera except _______.A. always drinking beerB. instructing the water companies not to expose people to polluted water any moreC. examine all water suppliesD. finding new methods of dealing with polluted water.5). What made John Snow find the cause of cholera?A. Queen Victoria`s orderB. his wife`s deathC. Kindness, carefulness and good observationD. Strong determination, patience and selfishness(The answers: CCAAC)3. Intensive reading: ask students to read the passage carefully to get the detailed information and then fill in the chart.4. Answer the questions:1). John Snow believed Idea 2 was right. How did he finally prove it?(He finally proved his idea because he found an outbreak that was clearly related to the Broad Street outbreak, collected information and was able to tie cases outside the area to polluted water.)2). Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3). Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?(Three diseases, which are similar today, are SARS, AIDS and bird flu, because they are serious, have unknown causes and need public health care to solve them.)5. Fill in the blanks:How did John Snow finally defeat cholera?As the disease spread quickly, John Snow began to gather information. He marked on a map where all the dead people had lived, analyzed all the evidence and found out the polluted water was the cause. Then he suggested that the source of all drinking water should be examined.根据课文内容填空：Step 5 Post-reading1. Encourage students to fill in the stages of a scientific experiment at the top of each paragraph. Ask students to look at each paragraph and its heading in turn. Get them to write down the evidence or approach John Snow used in that stage to fill in the form.2. Begin a class discussion with students by asking them the following questions:What branch of science are you using to illustrate the stage of an experiment?Did these stages fit your branch of science?Is this an approach used in your science class when you do experiments?What differences are there (if any)?Do you think these differences (if there are any) are important?Do you think this approach would work for all scientific subjects?Step 6 Consolidation1. Ask students to complete the following without referring to the textbook, using the words and phrases from the reading passage.John Snow was a famous doctor in London. There was the most deadly disease called “King Cholera” of its day. Every time there was a(n) outbreak, many people died. John Snow wanted to face the challenge and solve this problem. He knew that it would never be controlled until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera multiplied in the air. The second suggested that people absorbed this disease into their bodies with their meals. John Snow suspected the second theory was correct but he needed evidence. So he collected data to test the two theories. He marked on a map where all the dead peoplehad lived and the map gave a valuable clue about the cause of the disease. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these streets. He found two other deaths in another part of London that were linked to the Broad Street outbreak. With enough evidence, he announced with certainty that polluted water carried the virus of cholera.2. let students retell the reading passage in their own words.Step 7 HomeworkLearn the useful words and expressions by heart.Read the reading passage again and try to say or write something about how John Snow defeated “King Cholera”.The second period: Learning about language: Important language points Important points:1. Enable students to grasp the usage of such important new words and expressions as conclude, defeat, attend, cure, challenge, suspect, blame, pollute, handle, announce, put forward, draw a conclusion, expose… to, link….to….2. Get students to master the following sentence patterns:So many thousands of terrified people died every time there was an outbreak.It seemed that the water was to blame.To prevent this from happening again, John Snow suggested the source of all the water supplies be examined.Difficult points:Let students learn the usage of the words: attend and blame.Get students to learn and understand some long and difficult sentences.Knowledge aims:Some new words and expressions: characteristic, radium, painter, scientific, conclude, conclusion, analyze, defeat, expert, attend, physician, expose, cure, challenge, victim, absorb, suspect, enquiry, neighbour, severe, pump, foresee, blame,pollute, handle, link, announce, instruct, construct, construction, contribute, put forward, draw a conclusion, expose.. to, link…to, ap art fromLet students learn the following important sentence patterns:But he became inspired when he thought about helping ordinary people exposed to cholera. (The past participle as predicative and attribute)Neither its cause nor its cure was understood. (neither ….nor……; subject-verb agreement)So many thousands of terrified people died every time there was an outbreak. (the past participle as the attribute; the adverbial clause introduced by every time) It seemed that the water was to blame. (It seem / seemed that…..; be to blame)….John Snow suggested that the source of all the water supplies be examined. (….suggest that somebody (should) do ……; ….. suggest that something (should) be done….)Step 1 RevisionCheck the workbook exercises.Ask some stude nts to talk something about how John Snow defeated “King Cholera”.Step 2 Reading and finding1. Get students to read through Warming up, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: know about, find out, lift sth. up by a force, steam engine, physical chararcteristics, be passed from….to…, keep…safe, put forward a theory, black holes, in scientific research, set out, a new scientific idea, draw a conclusion, infectious diseas es, a famous doctor, ordinary people, expose…to sth, the deadly disease, neither…nor…, terrified people, every time, solve the problem, become interested in, float around, absorb sth. into, gather information, be determined to do sth., a valuable clue, the water pump, be to blame, look into, the source of water, the astonished people, slow down, link….to…, be liked to, have it delivered, have sth. done, die of,with certainty, polluted water, prevent…from.., be instructed to do sth., be defeated, be similar to, write a short summary ofRead them aloud and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discussing useful words and expressions1. Turn to page 4. Go through the exercises with students and make sure they know what to do.2. Give them several minutes to finish the exercises and then check the answers with them.Step 4 Studying important language points1. discover: to find or learn about (a place, fact, etc.); find sth. unexpected; come to know or realize sth.I have discovered a supper restaurant near here.Did you ever discover who had been sending you the flowers these days?We have discovered that the young man is a discreet(谨慎的) and economical(节约) fellow.Despite her great age, she was very graceful indeed, but so far, the archaeologists(考古学家) have been unable to discover her identity.Who discovered radium?Who invented the steam engine?In spite of this, many people are confident that the revealer(探测器) may reveal something of value fairly soon.She disclosed that she had been married for a month.2. put forward: to advance; pro; pose or suggest sth. for discussion; to move forward to give the correct timeHe put forward a good plan for this project.Can I put you forward(提名, 推荐) for the golf club secretary?The match has been put forward to 1:30.Put asidePut downPut onPut on weightPut upPut up withPut awayPut offPut on speedPut on a new playPut up a posterPut out3. draw a conclusion:conclusion: the end of something; a belief or an opinion that is the result of reasoningconclude: come to an end; to arrange and settle formally and finallyto conclude a speech: 结束演讲To conclude, I wish you all good health and a long life.The doctor concluded that the patient`s disease was cancer.The judge concluded that the accused was guilty.4. Expert: a person with special knowledge, skill or something in a particular field5. attend: to be present at an event or activity; to look after, care for, serveHe decided to attend the meeting himself.Which doctor is attending you?The work was attended with much difficulty.6. expose: to uncover or make sth. visible; to display; to make known; to revealWhen she smiled, she exposed a set of perfect white teeth.Don`t expose your skin to the sun for too long.They had to be exposed to the enemy`s gunfire.He exposed their plot.The crime of the corrupt officials(贪官污吏) must be exposed without any reserve(保留).7. deadly: causing or likely to cause death; extremely effective; filled with hateDeadly poison / weapons / pale /8: neither…nor…9: control: to have power over; to rule; to directlose control of / be (go) out of controlin control of 控制, 负责under the control ofAll schools are controlled by the Ministry of Education.The driver lost control of his car and it knocked into a tree.The car was out of control and ran into a wall.He was in control of the car.This money is under the control of Mr. Brown.10. absorb: to take in; suck up; hold the attention or interest of sth. fullyA sponge(海绵) absorbs water.Clever children absorb knowledge easily.be absorbed in: 专心于, 全神贯注于The little girl was absorbed in reading a tale.The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar.11. severe: so serious; very harmful or painful; serious or uncomfortablebe severe with: 对…要求严格I think you are too severe on the boy.His severe looks frightened me.He has a severe pain in his leg.He is severe with himself.12. It seems / seemed that …..It seemed that she is lying.It seems that Mary is able to solve the problem.13. be to blame: to be responsible for sth. bad;be + to do sthWho is to blame for the mistake?She was in no way to blame.决不应该责备他.No one is to leave this building without the permission of the police.You are not to drop little in this park. 公园里决不许乱丢垃圾.14. immediately: at once; without delay; the moment that…..; as soon asShe came immediately.I came immediately I heard the news.Immediately I saw her I recognized her.15. link…to…: to connect….with…Fingerprints linked the suspect to the crime.The newspapers have linked his name to / with hers.16. announce: to make sth. known publiclyHe announced his decision.It is/ was announced that……It has been announced that he will resign.17. with certainty:I can`t say with any certainty where I shall be next week.18. suggest:I suggested that he should give up smoking.Mary suggested leaving early for the airport.She suggested a picnic at the weekend.19. instruct: to give orders or directionsAfter having been instructed to wait here until the lecturer arrives.She instructed me in the use of the telephone.The boss gave me so many instructions at one time that I got muddled up(使…糊涂).20. apart from: 除….之外(还有); 除…..之外(没有)besides: 除….之外(还有);in addition to: 包括; 除…之外(还有); except for: 除….之外(主语就完美无缺了), 是对主语的修正.What do you study apart from English?Apart from being large, the trousers don not suit me.Besides milk and cheese, we need vegetables.He had considered everything except the weather.I know nothing about it except what I have read in the papers.Your composition is excellent except for some spelling mistakes.Step 5 ConsolidationDo Exercises 1,2,3 and 4 in Discovering Useful words and expressions.Step 6 Closing down by a quizShow the following exercises to students and let them finish in a very short time.1. _____ writing the article, Mrs. Curie even forgot her dinner.A. Absorbed inB. Absorbing atC. Having absorbed byD. to absorb in2. No one has _____ anything better than the plan now under consideration.A. put upB. come upC. put forwardD. come up to3. The mother didn`t know who _____ for the broken glass as it happened while she was out.A. to be blamedB. to blameC. blamedD. was to blame4. Please give me a call ____ you arrive in New York.A. immediatelyB. immediately whenC. the moment whenD. at the moment5. I care for nothing _____ the one you bought for me yesterday.A. in additionB. as well asC. besidesD. apart from6. He ____ the list of names to see that no one had been left out.A. checkedB. examinedC. testedD. observed7. Kevin looked ____ after a day’s hard work. What he wanted most was a good rest.A. exhaustedB. exhaustingC. exhaustD. being exhausted8. All her fans are ____by Jolin’s performance in the live concert.A. inspireB. inspiringC. inspiredD. being spired9. All the students are instructed to remain ___ until all the test papers are collected.A. seatB. seatingC. to be seatingD. seated10. One of the measures ____ is to organize the students to visit other museums.A. takenB. tookC. takingD. has taken11. ____ the new bridge, almost all workers contributed their spare time to it.A. ConstructB. ConstructedC. To constructD. Having constructed.12. There is nothing ____ to do but wait for the teacher to come here.A. leaveB. leavingC. to leaveD. left13. Only when he approached the man ____ it was the same person he quarreled with the other day.A. he realizedB. he did realizeC. realized heD. did he realize14. Nowadays, the prices of many things _____ through the Internet can be lower than store prices.A. are boughtB. boughtC. been boughtD. buying15. The _____ boy is gradually recovering under the care of the kind nurses.A. injuredB. injuringC. injuresD. to be injures16. Who were the guests ____ to your birthday party last night?A. being invitedB. to be invitedC. to inviteD. invited(Suggested answers: ACDAD AACDA CDDBA D)Step 7 HomeworkLearn the new words and expressions by heart.Finish off the homework exercises. Do exercise 3 on page 42 in the exercises book.The third period: Learning about language: GrammarImportant points:Get students to learn and master the new grammar item: The past participle (1) as the attribute and Predicative.Difficult points:Enable students to learn the use of the past participle as the attributive and predicative correctly to the context.Step 1 revisionCheck the homework exercises.Dictate some new words and expressions.Step 2 Lead-in1. Show students the following sentences to read aloud and understand.She is a beautiful young lady.I was angry with him for keeping me waiting so long.Many terrified people rushed out of the hall.He got worried about losing the money.Sally was so excited at the good news.2. Have students do the following.1). Observe each sentence and pick out the attributive or predicative.2). Classify the words that you identify into groups and explain why you divide them into theses groups.Beautiful young angryWorried excited terrified3). Now use a different past participle or an adjective in each sentence to change the mood of the sentence.Step 3 Discovering useful structures1. Ask students to turn to page 2 and read though the passage John Snow defeats“King Cholera”, pick out the sentences where past participles are used as the attributive or predicative, and underline the past participles in each sentence.2. Let students work in pairs to translate these sentences into Chinese and try to understand the usage of the past participles.1). But he became inspired when he thought about helping ordinary people exposed to cholera.2). Neither its cause nor its cure was understood.3). So many thousands of terrified people died every time there was an outbreak.4). He became interested in two theories.5). ….and soon the affected person died.6). He was determined to find out why.7). He found that it came from the river polluted by the dirty water from London.8). He immediately told the astonished people in Broad Street to remove the handle from the pump.9). He found supporting evidence from two other deaths that were linked to the Broad Street outbreak.10). ….that polluted water carried the virus.11). The water companies were instructed not to expose people to polluted water any more.3. Rewrite the following sentences1). Let`s try the bookstore that was opened last month.2). Nine out of ten women who were interviewed about the product said they liked it.3). Yesterday, the president went to visit the workers who had retired .4). The United States is a country which has developed.5). He told us the great wrong which had been done to him.6). We must keep a secret of the thing which is being discussed at the next meeting.7). Please tell me the subjects which will be discussed here.Step 4 Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how the past participles are used.1). Complete the table with phrases that have the same meaning.2). Complete the sentences using the past participle as the predicative.(1). He got ____ about losing the money.(2). The painter looked so ____ after working for a whole day.(3). I was ____ with the film I saw last night. I had expected it to be better.(4). Everybody was ____ to hear of the death of the famous film star.(5). Everybody is really _____ about the new Olympic stadiums.(6). His wound became _____ with a new virus.(Suggested answers: blamed / upset; tired; disappointed; shocked / depressed; excited; infected)2. Give necessary explanations and some more examples about the usage of the past participle.过去分词做定语和表语的用法过去分词是非谓语动词的一种形式，表示完成和被动的意义。
人教版高中英语必修五全套教案
英语必修5Unit 1 Great scientistsTeaching AimsSkill Goals▲ Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific ideaKey new words and expressionsThe First Period ReadingStepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computerS1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possibleT；what contributions did they makeT: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped themfloat.Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species.3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin1.I am Englishman2.I’ve worked in astronomy.3.I’ve put forward a theory about black holes.Answer； Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths.Around the bottom were eight frogs directly under a dragon’s mouth.3.My invention was the earliest instrument that told people where earthquakeshappened.Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities. Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.Show the following on the screen:1. What do you know about infectious diseases2. What do you know about cholera3. Do you know how to prove a new idea in scientific researchT: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅳ ReadingT: Now lets read the title and the picture and guess what the passage may tell us. T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage quickly and find the numberStep Ⅴ Text analyzingAsk the students to analyze the text in groups.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph.T: Now class. Can you tell me what style of the passage belongs toT: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Step Ⅲ ReadingEncourage the students to get the general ideas of the passages.T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What’s Copernicus’ fear2. How did Copernicus prove his theory3. What is his theoryStep Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of thisSample answers:Q1: think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.T: I quite agree with you. And I am glad you have known so much about the science. StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system ...3. He joined these points together using curved lines ...T: Please read the three sentences and tell me what parts of speech the past participles are acting as.Step Ⅵ Homework1. Search on the Internet for more information about Copernicus and Euler.2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠRevision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.T: Very good! Can you put the verb “make” with a noun to form a “predica te + object” phrase For example: “making a mistake” instead of “to mistake”. Sample answers:S: “make an agreement”, “make an admission”, “make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll ch eck your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers. Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T: Please look at the screen and put them into English using “make + n” and past participles.Show the following on the screen:Step Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.Unit 2 The United KingdomⅠ. Teaching AimsSkill Goals▲ Talk about the United Kingdom▲ Talk about language difficulti es in communicationⅡ. Language GoalsThe past participle as the object complement ... the three countries found themselves united peacefully ...However, just as they were going to get Ireland connected to form ...You find most of the population settled in the South, ... .1. Now when people refer to England you find Wales included as well. P92. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P104. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P105. Her first delight was going to the Tower.P146. There followed S t Paul’s Cathedral built after the terrible fire of London in 1666. P147. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52The First Period ReadingTeaching goals1. Target languagea. Key words and expressionsunite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave outb. Key sentences1. Now when people refer to England you find Wales included as well. P102. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep ⅠLead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK If you have, can you tell us something about it or can you tell us something about your visit(s) there Or what is your impression of the UK If you haven’t, where can you get the information about it2. What is the capital of the UK And what is the languageStep II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:1. Look through the passage as fast as possible;2. Try to find the answers to the questions given in the Comprehending.Sample answers:S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of the North. Task 4: SkimmingT: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography Are there really any puzzles in geography of the UK If so, what are they If not, why does the writer use “Puzzles in Geography” as the title Get the students to discuss about it in pairs.Then ask the students to fill in the following form.T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthTask 4: Ask the students to analyze the text.2. Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.The Second Period ListeningTeaching goals1. Target languageKey words and Expressionscrown, Protestant, hurt the king2. Ability goalsEnable the students to learn about one of the most famous historical sites in London: the Tower of London.3. Learning ability goalsHelp the students learn how to talk about the historical sites in the UK. Teaching important & difficult pointsTalk about the historical sites in the UK.Teaching methodsListening and cooperative learning.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Revision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.1. Which king on the list was one of the princes in the Tower How do you know2. Who had the two princes killedAnd then check the answers.Step Ⅱ Listening (P52-53)T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkT: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Languagea. Key words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillsentencesWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching methodsTask-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about LondonS1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle ofHyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people think that London is all gray, but in fact red is London’s favor ite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine — if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.Ask the students to read the passage and do the exercises after the passage. T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T: Now please read the text and find the answers to the following questions. Show the questions on the screen.1. How did Zhang Pingyu plan her tour2. What were the buildings mentioned in the text What were they famous for Who built them What happened to themSample answers:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2. The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text “Sightseeing in London”.Task 3: Deal with reading task:A particular British celebrationAsk the students toread the passage quickly forthefirst timeto findout themain idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonialeffigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises. Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament. Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting. Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.Unit 3 Life in the futureⅠ. Teaching AimsSkill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the futureⅡ. Language Goals1．MemorizeExpect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2．Read upjet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 3．Expressionstake up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4．Key sentencesconstant, remind, lack, sight, assist, require, settlement, previous, swiftThe past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.1. This is similar to the “jet lag” you get w hen flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby fora rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ. 教材分析与教材重组Ⅳ. ProceduresThe First Period ReadingTeaching goals1.Target languagea. Key words and expressionsconstantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight ofb. Key sentencesThis is similar to ..., but it means ... P17Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby fora rest. P182. Ability goalsEnable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goalsHelp the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆ difficult pointsCompare life in the past, at present and in the future.What is life in the future like What changes will take placeTeaching methodsFast and careful reading; asking and answering activity; individual, pair or group work.Teaching aidsA computer and a projector.Teaching procedures ＆ waysStep I Warming UpStep Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facingS: Pollution.S: Population is becoming larger and larger.S: The shortage of resources.T: Yes! Then can you predict which problems can be solved in the future And which ones will still be thereS: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.S: I don’t think so. Now scient ists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now please open your books and turn to page 17. Let’s re ad the passage First Impressions. Read it quickly and then tell me what it is about.Several minutes later.T: Well, have you finished reading the passageSs: Yes.T: OK. Who would like to tell me what the text is aboutStep Ⅳ Follow-up ActivityGet the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.T: Now let’s make a prediction about future and see what will be changed in the future. I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.The Second Period ListeningTeaching goals1. Target languageKey words and expressionsextraordinarily, atmosphere, gravity, assist in2. Ability goalsEnable the Ss to tell the differences between two kinds of alien creatures. Enable the Ss to understand the facilities in “Wonderworld”.3. Learning ability goalsHelp the Ss learn how to promote a new invention by analyzing different situations. Teaching important ＆ difficult pointsListen to the material about the new invention and find out its special qualities. Teaching methods Discussion; listening; cooperative learning.Teaching aidsA computer, a projector and a recorder.Teaching procedures ＆ waysStep Ⅰ Lead-inStep Ⅱ ListeningUnit 4 Making the new sⅠ. Teaching aimsSkill Goals▲ Talk about the basic procedure of making a newspaper▲ Talk about the basic qualities and skills a journalist should have▲ Talk about jobs in a newspaper▲ Learn how to make an appointment▲ Learn how to use Inversion correctly▲ Write a newspaper articleⅡ. Language GoalsMaking appointmentsⅣ. ProceduresThe First Period ReadingTeaching goals1. Target languagea. Key words and expressionsoccupation, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, recorder, case, accuse, deliberately, guilty, concentrate on, accuse ... of, so as to (do sth), defend against，cover a story，have a “nose” for a story, get a scoop, get sth straight, a trick of the tradeb. Key senrences （P26）Never will Zhou Yang forget ...Only when you have seen ..., can you cover a story ...Only if you ask ... will you acquire ...2. Ability goalsEnable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview.3. Learning ability goalsStep Ⅰ Lead-inStep Ⅲ Pre-readingT: Now if you want to be a good news reporter, what qualities do you think you need to haveStep Ⅴ ComprehendingThe Second Period VocabularyTeaching goals1. Target languagea. Key words and expressionstechnical, process, polish, concentrate on, approve of, by accident, get absorbedin, defend against, break downb. Key sentences (P29)She does not get absorbed in ...The reporter went out with ...2. Ability goalsEnable the students to know how to use some expressions in an idiomatic way.3. Learning ability goalsHelp the students learn how to use the words and expressions more freely. Teaching important pointsGet the students to practice the words and expressions.Teaching difficult pointsHelp the students use the words and expressions correctly.Teaching methodsTask-based learning; explaining; discussing; practicing.Teaching aidsA computer and a projector.Teaching procedures ＆ waysStep Ⅰ RevisionT: Good morning / afternoon, class. Last period we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a good reporter needs to have. Who’d like to tryS: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, well-organized and patient.T: Excellent! Then how can a good reporter get an accurate storyS: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research.T: Great! How can a good reporter protect a story from accusationS: Use a small recorder during the interview to make sure of getting all the facts straight.T: Wonderful!Step Ⅱ Discovering useful wo rds and expressionsT: In the reading there are some adjectives that come from nouns. please form them by adding -al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers.Step III Summary and HomeworkT: In this perio d we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today:1. Review the words and expressions for this unit.2. Preview Discovering useful structures.Unit 5 First aidⅠ. Teaching AimsSkill Goals▲Talk about first aid and medicine▲Practice expressing giving instructions。
人教版高中英语必修五全套教案
英语必修5Unit 1 Great scientistsTeaching AimsSkill Goals▲ Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific ideaKey new words and expressionsThe First Period ReadingStepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?S1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?T；what contributions did they make?T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped them float.Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species.3.I could explain how animals and plants develop as the environment changed.Answer: Charles Darwin1.I am Englishman2.I’ve worked in astronomy.3.I’ve put forward a theory about black holes.Answer；Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths. Aroundthe bottom were eight frogs directly under a dragon’s mouth.3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities.Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.T: Now, class, please look at the slide. Discuss these questions with your par tners. Then I’ll ask some students to report their work.Show the following on the screen:1. What do you know about infectious diseases?2. What do you know about cholera?3. Do you know how to prove a new idea in scientific research?4. What order would you put the seven in? Just guess.Draw a conclusion think of a method collect resultsmake a question find a problem analyse the resultsfind supporting evidenceT: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅳ ReadingT: Now lets read the title and the picture and guess what the passage may tell us.T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.In 1854 Another outbreak hit London.500 , 10 More than 500people had died in 10 days.These numbers in Broad Street near the water pump had many of the deaths16, 37, 38and 4020 ,21; 8,9 20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’tdrink the water from the Broad Street pump.7 These families worked in the pub at 7 Cambridge Street. They didn’t drink thewater from the pump.Step Ⅴ Text analyzingAsk the students to analyze the text in groups.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.Paragraph Stages General ideas1 Find a problem The causes of cholera2 Make up a question The correct or possible theory3 Think of a method Collect data on where people were ill and died andwhere they got their water4 Collect results Plot information on a map to find out where peopledied or did not die5 Analyse the results Analyse the water to see if that is the cause of theillness6 Repeat if necessary Find other evidences to confirm his conclusion7 Make a conclusion The polluted dirty source of drinking water was toblame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to?T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Show the chart and three pieces of writing on the screen.Report Description Creative writingFormal language with few adjectives Vivid use of words withsimiles and metaphorsVivid use of language andmore informal styleNo speech except quotations No speech except to help thedescriptionSpeech to show feelings,reactions etc.Not emotional Emotional to describeatmosphereEmotional to describe feelings Only one main character No characters May have several characters Factual Not factual but imaginative Imaginative but can be basedon factStructural according toexperimental methodNot structured Beginning, middle, endPast tense and passive voice Past tense Past tenseStep Ⅲ ReadingEncourage the students to get the general ideas of the passages.T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What’s Copernicus’ fear?2. How did Copernicus prove his theory?3. What is his theory?Step Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?Sample answers:Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.2.I don’t agre e with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.T: I quite agree with you. And I am glad you have known so much about the science.StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system ...3. He joined these points together using curved lines ...T: Please read the three sentences and tell me what parts of speech the past participles are acting as.Step Ⅵ Homework1. Search on the Internet for more information about Copernicus and Euler.2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠRevision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase? For example: “making a mistake” instead of “to mistake”.Sample answers:S: “make an agreement”, “make an admission”, “make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T: Please look at the screen and put them into English using “make + n” and past participles. Show the following on the screen:Step Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.Unit 2 The United KingdomⅠ. Teaching AimsSkill Goals▲ Talk about the United Kingdom▲ Talk about language difficulties in communicationⅡ. Language GoalsThe past participle as the object complement ... the three countries found themselves unitedpeacefully ...However, just as they were going to get Ireland connected to form ...You find most of the population settled in the South, ... .1. Now when people refer to England you find Wales included as well. P92. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P104. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P105. Her first delight was going to the Tower.P146. There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P147. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52The First Period ReadingTeaching goals1. Target languagea. Key words and expressionsunite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave outb. Key sentences1. Now when people refer to England you find Wales included as well. P102. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep ⅠLead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you haven’t, where can you get the information about it?2. What is the capital of the UK? And what is the language?Step II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:1. Look through the passage as fast as possible;2. Try to find the answers to the questions given in the Comprehending.Sample answers:S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of the North.Task 4: SkimmingT: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, wh y does the writer use “Puzzles in Geography” as the title? Get the students to discuss about it in pairs.Then ask the students to fill in the following form.Countries / Capital of UK Information from the textEnglandWalesGreat BritainNorthern IrelandLondonIrelandSample answers:Information from the textCountries / Capitalof UKEngland The first country people think of when speaking of the UK and the largest of the four countries. It is roughly divided into three zones: the South ofEngland, Midlands and the North.Wales The first country that was linked to England in the 13th century and it is included when people refer to England.Great Britain The name given and used when England, Wales and Scotland were joined together, which took place in 1603, when Scotland King James becameKing of England and Wales.Northern Ireland The Northern part of Ireland that was joined to the Great Britain to become the United Kingdom, which was shown to the world in the flag calledUnion Jack.London The capital of the UK and England as well. It contains the greatest historical treasures of all, with its museums, art collections, theatres, parksand buildings. It has the oldest port, building and castle and it has beeninfluenced by some invaders of London.Ireland The southern part of that country —Ireland or Southern Ireland, which broke away to form its own government and a country independent ofNorthern Ireland, which is part of the UK.T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthTask 4: Ask the students to analyze the text.1.Ask the students to fill in the following chart.Country When it joined with or separated from eachotherEnglandWalesScotlandNorthern IrelandRepublic of IrelandSample answers:Country When it joined with or separated from eachotherEngland FirstWales Linked to England in the 13th century AD Scotland Connected with England and Wales to formGreat Britain in 1603Northern Ireland Connected with Great Britain to form the UKlater onRepublic of Ireland Separated from the UK as a result of uprisingfor independence in 19162. Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.The Second Period ListeningTeaching goals1. Target languageKey words and Expressionscrown, Protestant, hurt the king2. Ability goalsEnable the students to learn about one of the most famous historical sites in London: the Tower of London.3. Learning ability goalsHelp the students learn how to talk about the historical sites in the UK.Teaching important & difficult pointsTalk about the historical sites in the UK.Teaching methodsListening and cooperative learning.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Revision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open yo ur books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.1. Which king on the list was one of the princes in the Tower? How do you know?2. Who had the two princes killed?And then check the answers.Step Ⅱ Listening (P52-53)T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkT: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Languagea. Key words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillb.Key sentencesWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching methodsTask-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.Ask the students to read the passage and do the exercises after the passage.T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T: Now please read the text and find the answers to the following questions.Show the questions on the screen.1. How did Zhang Pingyu plan her tour?2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?Sample answers:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2. The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers;Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text “Sightseeing in London”.Show the following.Task 3: Deal with reading task:A particular British celebrationAsk the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.T: Guy Fawkes Nightiscelebrated inBritain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting.Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.The first day The second day The third day 1. The Tower of London 2. St Paul ’s Cathedral 3. Westminster Abbey 4. Big Ben 5. Buckingham Palace 1. High gate Cemetery 2. The Library of the British Museum 3. Windsor Castle GreenwichS4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the so ldiers found him before he could do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.Unit 3 Life in the futureⅠ. Teaching AimsSkill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the futureⅡ. Language Goals1．MemorizeExpect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2．Read upjet lag, flashback, expertise, hover, pessimistic, enormous, imitate,3．Expressionstake up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4．Key sentencesconstant, remind, lack, sight, assist, require, settlement, previous, swiftThe past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ. 教材分析与教材重组Ⅳ. ProceduresThe First Period ReadingTeaching goals1.Target languagea. Key words and expressionsconstantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant,jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight ofb. Key sentencesThis is similar to ..., but it means ... P17Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 2. Ability goalsEnable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goalsHelp the Ss learn how to describe the life in the past, at present and in the future.Teaching important ＆difficult pointsCompare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work. Teaching aidsA computer and a projector.Teaching procedures ＆waysStep I Warming UpStep Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing? S: Pollution.S: Population is becoming larger and larger.S: The shortage of resources.T: Yes! Then can you predict which problems can be solved in the future? And which ones will still be there?S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now ple ase open your books and turn to page 17. Let’s read the passage First Impressions. Read it quickly and then tell me what it is about.Several minutes later.T: Well, have you finished reading the passage?Ss: Yes.T: OK. Who would like to tell me what the text is about?。
人教版高二英语必修五教案
【导语】在学习新知识的同时还要复习以前的旧知识，肯定会累，所以要注意劳逸结合。
只有充沛的精⼒才能迎接新的挑战，才会有事半功倍的学习。
⾼⼆频道为你整理了《⼈教版⾼⼆英语必修五教案》希望对你的学习有所帮助！1.⼈教版⾼⼆英语必修五教案 教学⽬标 1.Students learn some new words and expressions to describe people ,especially famous persons; 2.Students are encouraged to give more information about famous persons who they are familiar: 3. Students can realize that it is scientific spirit that makes those scientists successful. 教学重难点 1. Words and expressions in this unit 2. Previous knowledge of some of the famous scientists 3. Comprehending the text 教学过程 【导⼊】Words learning (Students are assigned to learn the new words of this unit and find out the English explainations of the new words ) Definitions or explanations A.examine 1.general principles of an art or science B.repeat 2.say or do again C.theory 3.at once; without delay D.immediate 4.look at...carefully in order to learn about or from... plete 5.of great value, worth or use F.valuable 6.having all its parts; whole; finished G.announce 7.make known H.control e or bring to an end I.positive 9.power to order or direct J.conclude 10.quite certain or sure 【讲授】useful sentences learning (The sentences are picked from the text.) 1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination. 2.This sentence doesn’t make any sense. 3.Our English teacher is not only strict with us but also friendly to us. 4.He is good-looking, apart from his nose. 5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully. 6.It is not Tom but you who are to blame. 7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs. 8.Have you drawn any conclusion after you read this passage? 9.Well done.So much for the learning of the new words and expressions. 【讲授】Introduction of a classic article Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class. 【活动】Share the outcome Students share their article orally and discuss whether they have used some good and advanced expressions.2.⼈教版⾼⼆英语必修五教案 本教学设计在新课程教学理念的指导下，⼒求在培养学⽣的语⾔知识、知识技能、情感态度、学习策略和⽂化意识等素养的基础上发展学⽣综合运⽤语⾔的能⼒，使学⽣通过观察、体验、探究等主动学习的⽅法优化英语学习⽅法，充分发挥⾃⼰的学习潜能，形成有效的学习策略。
新课标人教版高中英语必修五全套教案课程
Unit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Warming up 热身Step I Lead in 导入Talk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader.I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step II 头脑风暴Ask the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1.Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-reading 预读Step IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryUnit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:III. Reading 阅读Step I Pre-reading 预读1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II Skimming 扫读Read the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III Scanning 找读Read the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stage 精读Read the passage and put the correct stages into the reading about research into a disease.Step V Group discussion 分组讨论Answer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have anunknown cause and need public health care to solve them.)Step VI 概括总结Using the stages for scientific research and write a summary.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points: To help students learn to remember some important words and expressions教学难点Difficult Points: To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Step I Warming up 热身1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, b ut it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points:To help students learn to remember some important words and expressions 教学难点Difficult Points:To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
人教版高中英语必修五教案(全册)
Unit 1Great scientistsPeriod 1文本研读课学习目标1.To talk about science and contributions of scientists.2.To have a better understanding of the reading passage and learn to use some key words and expressions.3.To learn to organize a scientific research and appreciate great people s characteristics and qualities.自主预习1.Match the scientist in the left column with his/her contributions in the right column.Alexander Bell electricityThomas Edison the first telephoneWright brothers the electric lampMadame Curie black holes in the universeFranklin theory of gravitySteven Hawking the first planeElbert Einstein radiumIsaac Newton the theory of relativity2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting ou Draw a conclusionThink of a methodCollect resultsMake a questionFind a problemAnalyse the resultsFind supporting evidence3.Do you know the features of infectious diseases?学习过程Step 1:Skimming1.Who was the great scientist in the passage and what was the deadly disease of its day?2.What happened in 1854?3.What can prove that cholera was severe?Step 2:Careful reading1.Read Paragraph 1 and then fill in the blanks.John Snow was an doctor in London who Queen Victoria as her personal .He thought ab 2.Read Paragraphs 2 & 3 and then answer the questions.(1)What were the two theories about the cause of cholera?(2)Which theory did John Snow want to prove?(3)What was his method of doing the research?3.Read Paragraph 4 and answer the questions.(1)Fill in the blank with a proper word.First he marked on a map the exact places /() all the dead people had lived.(2)Replace the sentence with one that has the same meaning from the text.It seemed that the water should be blamed.(3)Read Paragraph 5 and answer the following questions.①Why did John Snow tell people to remove the handle from the pump?②What happened after the handle was removed?(4)Read Paragraph 6 & 7 and answer the following questions.①Where did the woman live and what had she delivered to her house every day?②What did their deaths suggest?③What measures did John Snow take to prevent the disease from spreading?Step 3:Summary2.Fill in the blanks.John Snow was a well-known in London in the 19th century.He wanted to find the of cholera in课后作业1.Read the text again.2.Try to retell the text with only a few sentences.Period 2知识讲练课学习目标1.Grasp 6 words and 2 phrases in this period;learn to express yourselves by using them.2.Learn the method of constructing knowledge trees through self-study and cooperative exploration.3.Enjoy the fun of expressing yourself using English and participate in class with a strong passion.学习过程一、词汇精粹1.conclusion n.结论;结束【教材原句】Draw a conclusion.得出结论。
高二英语必修五教案
高二英语必修五教案【篇一：人教版高二英语必修5教案全册：unit1 great scientist共41页】Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组 1. 教材分析本单元主要话题是how to organize scientific research。
旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。
1.1 warming up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2 pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3 reading 介绍英国著名医生john snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。
通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4 comprehending 共设计了四个题型。
1.5 learning about language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。
第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6 using language 由两部分组成：listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2．教材重组 2.1 将warming up，pre-reading, reading和comprehending三部分整合为一节“精读课”。
人教版 高中英语必修5全册教案 全套教学设计
Unit 1 Great ScientistsTeaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they‘ve learnt to do first aid treatment for burns correctly.Teaching methods1. Skimming & scanning methods to make the Ss get a good understanding of the text.2.Discussion methods to make the Ss understand what they‘ve learned in class.3.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss‘ interestTeaching process:Period 1 Word study, Warming up, pre-readingPre-class task:1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.Step 1 Learning GoalsGet Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 2 Word Study1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair2.1.Check the answers to the quiz to find out which group know the most .2.Introduce the great scientists.1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.―Give me a place to stand on, and I can move the earth.‖ ----Archimedes2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi”and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat”everything they come across.Step 4 Pre-reading1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (Group work) Ex2, p1Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessaryStep 5. SummarySeeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.learning without thought is a labour lost; thought without learning is perilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。
人教版高二英语必修5全册教案
2. Ability gals
能力目标
Enable the students t learn the way f persuasive
writing and desriptive writing.
3. Learning ability gals
学能目标
Learn hw t write a persuasive writing an方法
Task-based ativities.
2016 全新精品资料 - 全新公文范文 -全程指导写作 –独家原创 1 / 19
.精品文档 . Teahing aids 教具准备 A puter and a pretr. Teahing predures ≈ ways 教学过程与方式 Step Ⅰ Presentatin Task 1: Suarize the way f writing a reprt. T: Nw lass, if we want t write a reprt abut a sientist, what ntents shuld we inlude? S1: The life f the sientist, suh as his birth and death dates, his faily, his eduatin, his persnality, his ahieveents and ntributins, his key fatrs t his suess. T: yes. yu are right. And hw d we ake an utline abut it? S2: e shuld put the lleted infratin under three headlines: life, ahieveents and key t suess. Task 2: Reind the students f the writing tehniques and writing features f a reprt. Shw the fllwing t the students. Reprt Fral language with few adetives N speeh exept qutatins Nt etinal nly ne ain harater
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人教版高二英语必修5全册教案The Sixth Perid ritingTeahing gals 教学目标1 Target language 目标语言重点词汇与短语suggest, persuade, bservatin, ntributins, ahieve, devte t2 Abilit gals 能力目标Enable the students t learn the a f persuasive riting and desriptive riting 3 Learning abilit gals 学能目标Learn h t rite a persuasive riting and a desriptive ritingTeahing iprtant pints教学重点Help the students t learn t rite a persuasive riting and a reprtTeahing diffiult pints教学难点H t rite a reprt abut a sientist and his / her bTeahing ethds 教学方法Tas-based ativitiesTeahing aids 教具准备A puter and a pretrTeahing predures ≈ as 教学过程与方式Step ⅠPresentatinTas 1: Suarize the a f riting a reprtT: N lass, if e ant t rite a reprt abut a sientist, hat ntents shuld e inlude?S1: The life f the sientist, suh as his birth and death dates, his fail, his eduatin, his persnalit, his ahieveents and ntributins, his e fatrs t his suess T: es u are right And h d e ae an utline abut it?S2: e shuld put the lleted infratin under three headlines: life, ahieveents and e t suessTas 2: Reind the students f the riting tehniques and riting features f a reprt Sh the flling t the studentsReprtFral language ith fe adetivesN speeh exept qutatinsNt etinalnl ne ain haraterFatual strutured arding t experiental ethdPast tense and passive vieTas 3: Suarize the a f persuasive ritingT: u n if e ant t persuade sb, e alas ant t reasn ith hi r her e ust develp ur nideas and prvide se evidene t supprt ur ideas s there are alas three steps t persuade sebd else t hange his r her pint f vie an u pint ut hat the three steps are?S1: I thin the first is t give ur pinin and ideaS2: The send is t give the reasns and evidene t supprt ur ideaS3: The third is t ae a nlusinSh the flling t the studentsA persuasive ritingFral r infral, vivid use f languageSpeeh t sh feelings, reatins, etEtinal r nt etinal t desribe feelings and fatsnl t ain haratersFatual r iaginative based n fatReasn and persuade step b stepPresent tenseThen as the students t rite a shrt letter as required in Exerise 3A saple versin:Dear Nilaus pernius,I a a student studing histr and I uld ver uh lie t read ur ne ther abut the slar sste I hpe u ill publish it fr several reasns I understand the prbles ith the present ther The a the planets ve is nt hat u uld expet if the earth as theentre f the universe It is als dd that the brightness f se stars sees t hange S I agree ith u that e need ne therI n ur bservatins have been ver arefull arried ut ver an ears N u ust have the urage t publish the Siene an never advane unless peple have the urage f their beliefs I n u rr abut hat ill happen if u publish ur ne ther N atter h peple ppse it, tie ill sh if ur ideas are right r rngS I hpe u an publish ur ne therStep ⅡritingAs the students t rite a reprt abut a sientistSaple versins (见附3, 4, )Step ⅢHerAs the students t d the Pret n page 47附1 H t d a siene researhA siene pret is an investigatin using the sientifi ethd t disver the anser t a sientifi prble Befre starting ur pret, u need t un derstand the sientifi ethd This setin uses exaples t illustrate and explain the basi steps f the sientifi ethd The sientifi ethd is the “tl” that sientists use t find the ansers t questins It is the press f thining thrugh the pssible slutins t a prble andtesting eah pssibilit t find the best slutin The sientifi ethd invlves the flling steps: ding researh, identifing the prble, stating a hpthesis, n-duting pret experientatin, and reahing a nlusinResearhResearh is the press f lleting infratin fr ur n experienes, nledgeable sures, and data fr explratr experients ur first researh is used t selet a pret tpi This is alled tpi researh Fr exaple, u bserve a bla grth n bread slies and nder h it gt there Beause f this experiene, u deide t learn re abut ld grth ur tpi ill be abut fungal reprdutin (Fungal refers t plant-lie rganiss alled fungi, hih annt ae their n fd, and reprdutin is the aing f a ne ffspring) AUTIN: If u are allergi t ld, this is nt a tpi u uld investigate hse a tpi that is safe fr u t d After u have seleted a tpi, u begin hat is alled pret researh This researh is t help u understand the tpi, express a prble, prpse a hpthesis, and design ne r re pret experients — experients designed t test the hpthesis An exaple f pret researh uld be t plae a fresh laf f hite bread in a bread bx and bserve the bread ver a perid f tie as an explratr experient The result f this experient and ther researh give u the needed infratin fr the next step —identifing the prblePrbleThe prble is the sientifi questin t be slved It is best expressed as an“pen-ended” questin, hih is a questin that is ansered ith a stateent, nt ust a es r a nHpthesisA hpthesis is an idea abut the slutin t a prble, based n nledge and researh hile the hpthesis is a single stateent, it is the e t a suessful pretAll f ur pret researh is dne ith the gal f expressing a prble, prpsing an anser t it (the hpthesis), and designing pret experientatin Then all f ur pret experienting ill be perfred t test the hpthesisD state fats fr past experienes r bservatins n hih u base ur hpthesisD rite dn ur hpthesis befre beginning the pret experientatinDn’t hange ur hpthesis even if experientatin des nt supprt it If tie perits, repeat r redesign the experient t nfir ur resultsPret ExperientatinPret experientatin is the press f testing a hpthesis The things that have an effet n the experient are alled variables There are three inds f variables that u need t identif in ur experients: independent, dependent, and ntrlled variablesThe independent variable is the variable u purpsel anipulate (hange) The dependent variable is the variable that is being bserved, hih hanges in respnse t the independent variable The variables that are nt hanged arealled ntrlled variablesD have nl ne independent variable during an experientD repeat the experient re than ne t verif ur resultsD have a ntrlD have re than ne ntrl, ith eah being identialD rganize dataPret nlusinThe pret nlusin is a suar f the results f the pret experientatin and a stateent f h the results relate t the hpthesisIf ur results d nt supprt ur hpthesis:DN’T hange ur hpthesisDN’T leave ut experiental results that d nt supprt ur hpthesisD give pssible reasns fr the differene beteen ur hpthesis and the experiental resultsD give as that u an experient further t find a slutinIf ur results supprt ur hpthesis:u ight sa, fr exaple, “As stated in hpthesis, I believe that light is nt neessar during the gerinatin f bean seeds experientatin supprts the idea that bean seeds ill gerinate ithut light After seven das, the seeds tested ere seen gring in full light and in n light It is pssible that se light reahed the ‘n light’ntainers that ere plaed in a dar lset If I ere t iprve n this experient, Iuld plae the ‘n light’ntainers in a light-prf bx and / r rap the in light-prf aterial, suh as aluinu fil”2 n en sientists : A speeh in the Internatinal en’s Daen thu hast enirled the rld’s heart ith the depth f th tears as the sea has the earthen in ur laughter u have the usi f the funtain f lifeThe essage is lear; it is inspiring and presents a deep philsph en uld be the hange agent in this fast ving rld’s si-eni senarie have assebled here tda t elebrate the Internatinal en’s Da and als the earf Eperent f en ada urie h gt the Nbel Prize ust after t ears f establishent f the Nbel Fundatin — first in 1903 in Phsis hen she shared it and then the send ne in 1911 in heistr, reated a histr b inning t Nbel Prizes in a span f 8 ears I a sure, the grup here is aare f the diffiult nditins and labratr arrangeents under hih she red and et, she exelledBitehnlgists an never frget the r f Drth rft Hdgin n rstallgraph leading t the struture f the iprtant bilgial rstals She n the Nbel Prize in heistr in 1964 The r f Barbara lint, a genetiist n her the Nbel Prize in 1983ust as sene said: “Develping untries that have ade rearable sial prgress, have dne s priaril thrugh the eperent f en, hih has had enrus ipat in ters f liter a, health and eni ell being f failies” hat e need t d is t ensure the valuable ntributin fr 0% f ur huan resure It is a atter f great pleasure fr all f us t see that the en are nt nl nfined t bilg, a subet in hih the have beenntributing signifiantl, the are als ining the areas f phsial sienes and engineering and perfring equall ellSeh, in an parts f the rld tda, siene and tehnlg interventins have treated en priaril as reipient f nledge and have under estiated their iprtane as generatrs f innvatins and as a dnai agent f eni and sial hange In epering the en ith sientifi and tehnlgial sills, en sientists and tehnlgists have a ar rle Bitehnlg and bisienes inluding edial, agriulture and basi researh have pened up ne pprtunities The invlveent f en sientists and tehnlgists in phsial sienes, espeiall in the Natinal Aernautis and Spae Adinistratin (NASA) dates ba t 1903, the red as explrers, pineers and innvatrs B the end f the 20th entur, at least 2% f the astrnauts at NASA ere en, 16% sientists and engineersf urse, it is extreel iprtant that en sientists and tehnlgists are appreiated fr their dual rle in the siet hile pursuing sientifi researh as a areer The shuld als nurture and herish their qualities f ulture, passin, urage and reativit And abve all, the perative spirit The five ‘s’are persnified in en’s persnalit3 harles Drain rigin f SpeiesThe English sientist, harles Darin as brn n Februar 12, 1809, the sae da that Abraha Linln as brn Darin aused a hange in thining abut evlutin, hereas Linln aused a hange in the rle f the bla slave, alling the bla an t bea free an in Aerian sietDarin’s father tried t influene his sn t bee a rth student in shl Hever, harles did nt lie t stud Latin r Gree, hih as required fr a lassial eduatin Instead, he ade a seret labratr in his father’s garden here he uld experient in heistr and phsisHis headaster had a ver l pinin f his shlarl abilities S his father deided t send hi t Edinburgh, Stland, t edial shl Hever, harles uldn’t bear the sight f surgial denstratins ne tie, a hild as being perated n ithut an painiller r anesthesia The hild began t srea in agn and harles ran fr the r Thse sreas haunted his ind fr an earsSine he failed at edial shl, his father sent hi t stud thelg at hrist’s hurh at abridge Universit Hev er, in his n rds, he said his tie as sadl asted “in plaing, drining, singing, flirting and ard plaing” But he fund a siene prfessr there h reended he sail as a naturalist n the ship alled hte Beagle This ship uld travel fr ears explring Suth Aeria and the Galapags Islands ff the ast f Euadr in the Paifi eann these islands, he bserved the rld’s largest turtles, the iguana lizards, and finhes, a tpe f bird These birds ere n different islands and varied fr eah ther, espeiall in their beasDarin t an ntes n this lng adventure hen he returned t England, his bd as bren and he as essentiall ill fr the rest f his life Hever, he ae t the interesting nlusin that ertain finhes adapted better t their envirnent in a。