人教课标版高中英语必修五-Unit1-Reading-教案-新版

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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。

人教版高中英语必修5 Unit1_Reading名师教学设计 (1)

forward, make a conclusion, expose to b. Key sentence patterns To prevent this from happening again, John Snow suggested that .. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. It seemed that the water was to blame.
激发学生学习动机，调动其主观能动性。
事实上我们每天都生活在科学家们的发明创造中，此环节让学生感受到科学发明给我们生活带来的便利，从而激发学生的学习兴趣。
Unit1 Reading 名师教学设计
【教材版本与册数】人教版必修 5 【单元名称】Unit 5 Great Scientists 【课时】第 1 课时【课型】Reading（阅读课）【本课时教学设计】
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
Step 1
1.Ask the students to think of some great inventions and inventors
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。
教
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

人教版英语必修五 Unit 1 全单元教案

Unit 1 Great Scientists教材分析Ⅰ教学内容分析人类文明发展的进程同时也是科学技术发展的过程，而这一过程渗透了许多优秀科学家的心血。

本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。

热身(Warming up)部分通过问答使学生回想起不同领域的科学家，了解科学家们对人类的贡献及其成果。

读前(Pre-reading) 通过若干问题及讨论，使学生初步了解得出科学观点所需的过程。

为完成阅读奠定基础。

阅读(Reading) 部分介绍英国著名医生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。

通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学发现的全过程具有其科学的严密性。

理解(Comprehending) 部分的练习一让学生给文章的主要信息排序已达到对文章的初步理解。

练习二通过提问挖掘文章细节，使学生重温文章内容。

练习三让学生写出文章的大意，进一步掌握文章内容。

练习四让学生选择段落朗读，以流利的朗读表达文中的意思。

语言学习(Learning about language) 部分主要突出单元的重点词汇和主要语法项目的训练与练习，使学生对本课重点词汇与语法项目做到学以致用。

语言运用(Using language) 部分涵盖了听说和读两个部分。

听的部分通过两个学生谈论科学家钱学森的故事，使学生了解科学家的生活经历，并通过回答问题训练学生的分析、解决问题能力。

说的部分通过学生分组讨论将来选择什么科学工作，需要什么样的教育、品格及经历来完成提问和应答的交际功能任务训练，也实施了对学生的德育教育。

读的部分讲述了哥白尼是如何发现太阳中心说的，并通过1、2小题帮助学生理解文章主旨大意，学会寻求解决问题方法，同时提高阐明自己观点的能力。

写的部分是要求学生根据阅读文章内容及提示给哥白尼写一封信，建议他尽早公布他的发现，以此来培养学生的收集信息、整理信息及传递信息的能力，体现了自做、自助和自悟的教学思想，改进学生的学习策略。

人教新课标高中英语必修5Unit1教案1

Book 5 Unit 1 Great ScientistsA general review of Unit 1Period 1 Word study, Warming up, pre-readingPeriod 2 Reading (P2)Period 3 Language points, learning about languagePeriod 4 Using language( listening), GrammarPeriod 5 Listening & Reading (p44-45)Period 6 Reading & writing (p6)Period 7 Exercises & SummaryPeriod 1Pre-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 p91 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. Practiceinfectionexamination=examscience /scientistconcludeanalysisdefeatvalueinstructor/instructioncontribution /contributor contributivecreatecalculatemovecompletionenthusiasm3.1)Mrs. White bought a pan with a long ________. (handle)2)The pollution is so ________ that we have to take some measures to stop it.(severe)3)He has a big nose that is a ________ of his family. (characteristic)4)Water and salt are ________ into our blood stream every day. (absorbed)5)If a doctor or a medical treatment ________ someone’s illness, they make theperson well again. (cure)Step 3. Warming up(Group competition) Check the answers to the quiz to find out which group know the most . Show pictures to introduce some scientists while Ss giving the correct answers-- congratulations to the winning groupStep 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 positivehonest 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?Draw a conclusion Think of a method Collect results Make up a questionFind a problem Analyse the resultsStep 5. Summary1.Seeing much, suffering much, and studying much are three pillars (支柱，要素) oflearning.2.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。

人教版英语必修五Unit 1 Reading 实用教案

高中英语阅读课教案LESSON PLANTime of Lesson: 40 minutesStudents: Senior Grade TwoTeaching Material: John Snow Defeats “King Cholera”1)、Language skillsa. Ss can read the text aloud and correctly (pronunciation, fluency, pause)b. Ss can know how to summarize the main idea of each part and the whole passage.2)、Language knowledgeA. Ss can remember the following words and expressions by pronouncing and spelling.“ expert,attend, physician, cure, challenge, absorb, suspect, enquiry, neighbourhood, severe,pump, foresee, blame, pollute, handle, announce, instruct; be exposed to, be linked to ”B. Ss can use the expressions in different situations: consist of; be divided into break away; to their credit; for convenience ;C) Ss can use the following structures in different situations.a.First… Next…Finally…b.Now when people prefer to England you find Wales included as well.c.You must keep you eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile.D).To train Ss\’ the ability of summary.3)、Emotion & attitude goals(1)Appreciate some beautiful attractions in the UK.(2)Cultivate Ss’ team spirit in group work4)、Learning strategies(1) Individual work: Read carefully about “Puzzles in geography” and answer the questions in Exercise 1 on P. 11(2) Group work: After reading the passage, in pairs prepare for the two questions in Exercises 2 and 3 on P.115)、Culture awareness goalsThrough reading we can enlarge our knowledge and understanding the geography and culture in the 4 English-speaking country.Teaching Method: Communicative Approach;Task-based TeachingTeaching steps:Task 1.Guessing game(3\') show 5 pictures and ask.1. Who is he?He has made a famous kite experiment.He learned a lot from it and invented lightning rod(避雷针).He is …S1 (Benjamin Franklin)Never leave that until tomorrow, which you can do today.今日事,今日毕.2. He is called the greatest scientist in the 20th century.He is famous for the Theory of Relativity. S2 (Albert Einstein)Imagination is more important than knowledge.3.He invented electric bulbs.He made more than 1,000 inventions during his life. S3 (Thomas Edison)Genius is one percent inspiration and ninety-nine percent perspiration.4. She is a woman scientist.She discovered radium(镭)and polonium(钋).In her life, she won the Nobel Prize twice. S4 (Marie Curie)5. A great scientist, Father of Hybrid RiceThe man who puts an end to hunger S5 (Yuan Longping)My secret of success is knowledge, sweat, inspiration and opportunity.Task 2. (3\') What do you know about great scientists? Try this quiz and find out who knows the most.(Finish the Quiz Questions on P1.)1.Which scientist discovered that objects in water are lifted up by a force that helps them float?S6 (Archimedes) (287-212 BC) an ancient Greek mathematician & physicist)Give me a place to stand on, and I can move the earth.给我一个支点，我将撬起整个地球2.Who wrote a book explaining how animals and plants developed as the environment changed?S7 (Charles Darwin ) (1808-1882) British author of The Origin of Species3.Who invented the first steam engine? S8 (Thomas Newcomen ) (1663-1729) British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712. James Watt improved it and turned it into the first modern steam engine used on the railways.4.Who used peas to show how physical characteristics are passed from parents to their children? S9(Gregor Mendel) (1822-1884) Czech (捷克人)门德尔5.Who discovered radium? S10 (Marie Curie ) (1867-1934) (Polish and French, won two Nobel Prizes)6.Who invented the way of giving electricity to everybody in large cities?S11(Thomas Edison) (1847-1931) an American inventor7.Who was the painter that studied dead bodies to improve his painting of people?S12 (Leonardo da Vinci ) (1452-1519) Italian artist Mona Lisa Last Supper8.Who invented a lamp to keep miners safe underground? 汉弗莱戴维S13 (Sir Humphry Davy )(1778-1829)British Miniature Miner's Safety Lamp9.Who invented the earliest instrument to tell people where earthquakes happened?S14 (Zhang Heng ) (78-139) Chinese, invented seismograph10.Who put forward a theory about black holes?S15 (Stephen Hawking ) (1942--) a British astronomer 2002 Zhejiang University He has worked in astronomy and studied black holes in space. He has shown that black holesdo 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.Task 3 (2\') Pre-reading (Discussion)1.What five most important qualities do you think a scientist should have? (Individual) careful clever strict patient creative strong-willed generous serious intelligent honest ambitious humorous2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea.W hat order would you put them in? (pair work) Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessaryAfter reading the following passage, put the correct stages into the reading about research into a disease. S16 (Give the answer )1 Find a problem -----2.Make up a question-----3.Think of a method-----4.Collect results-----5.Analyse the results-------6.Repeat if necessary-----7.Draw a conclusionTask 4 Lead-in (2\')1. Can you name some infectious diseases? S17 bird flu swine [swain] 猪flu H1N1甲型流感病毒SARS , cholera plague[pleig] and yellow fever鼠疫及黄热病2. What do you know about cholera?Cholera was a 19th century disease. Cholera is the illness caused by a bacterium (细菌)It infects people’s intestines(肠), [in'testin] causing diarrhea[,daiə‘riə] (腹泻), vomiting [’vɔmit]呕吐and leg cramps肌肉抽筋；腹部绞痛3. Cholera Spread in England 英国霍乱瘟疫1831 –1832: 22,000 deaths1848 –1849: 52,000 deaths1853 –1854: John Snow’s workIt was against this background of confusion that John Snow carried out his work.Task 5 Reading (2\')1. Predict using the title and pictures. S18John Snow found out the cause of the disease called cholera which was a deadly disease in London in the 19 century. With Snow’s great effort, the disease was finally under control.2. Skim the passage which is written as a report of an experiment and there are 7 steps:(5\')1.Find a problem:(发现问题)2.Make up a question:(形成研究主题)3.Think of a method:(找出研究方法)4.Collect results:(收集材料)5.Analyse results:(分析材料)6.Repeat if necessary:(必要时重新分析)7.Draw a conclusion:(得出结论)Mind Map of the textJohn Snow Defeats “King Cholera”Paragraph 1: Introduction of John Snow and CholeraFind a Problem: What cause the cholera?Paragraph 2: Two theoriesMake a question: Which is right?Paragraph 3-5: Study of the breakout in 1854Paragraph 3: began to gather information-----draw a mapThink of a method: Test two theoriesCollect the result: Mark the deathAnalyse the result: Reason for death and no deathParagraph 4: mark on the map and analyseAnalyse the result: Find the resource of the waterParagraph 5: look into the source of the waterRepeat if necessary: Find more evidence.Draw a conclusion: Cholera was spread by germPolluted water carried choleraParagraph 6: supporting evidenceParagraph 7 Prevention of CholeraJohn Snow defeat King CholeraTask 6 Post reading Questions: (5\')1).Who defeats “King Cholera“?John Snow2) What happened in 1854?Cholera outbreak hit London3).How many people died in 10 days?5004).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.5). Why couldn’t the cholera be under control at first?Neither its cause, not its cure was understood.6). Which theory did John Snow believe in?People absorbed cholera into their bodies with their meals.7). John Snow finally proved the theory he believed by ________. DA. gathering information with the help of a mapB. looking into the source of the water for Broad Street and Cambridge StreetC. separating those who suffered cholera from those who didn’tD. Both A and B8). To prevent the cholera from spreading again, what did John Snow do?Suggested that the source of all water supplies be examine.Suggested that new methods of dealing with polluted water be found.Instructed the water companies not to expose people to the polluted water anymore.Task 7 Discuss in groups. (4\')Choose one as a group leader and write down at least two suggestions.Group 1 and 2: What should we pay attention to in our daily life in order not to get infected with cholera.Group 3and 4:What should we do to avoid being infected with cholera?Presentation: (4\')Group 1 and 2: SS:drink boiled water wash hands often keep away from flies choose fresh sea food keep the kitchen clean cook raw food thoroughly dispose rubbish properlyGroup 3and 4:SS:In order to avoid the cholera ,please eat the food that has been thoroughly cooked and is still hot ,or fruit that you have peeled yourself . Avoid undercooked or raw fish and shellfish . Avoid raw salads and vegetables .Avoid food and drinks from street vendors (小贩).vaccine [‘væksɪːn] n. 疫苗vaccinate [ 'væksɪneɪt] v. 预防接种Task 8 Assignment:1. Write a summary using about 80 words.2.省作业本3教后反思：1、腾出点时间让学生讨论，开展小组合作活动，对高中生也很有必要。

人教版英语必修五 Unit 1 教案

人教版英语必修五 Unit 1 教案教学目标本单元的教学目标主要包括以下几个方面：1. 帮助学生掌握本单元的词汇和短语；2. 培养学生的听、说、读、写等语言技能；3. 培养学生的跨文化交际能力；4. 培养学生独立思考和解决问题的能力；5. 培养学生对英语研究的兴趣和积极性。

教学内容本单元的教学内容主要包括以下几个方面：1. 课文《Growing Pains》的研究和理解；2. 词汇和短语的研究；3. 听力、口语、阅读、写作等技能的训练；4. 跨文化交际的研究。

教学步骤1. 导入新课，介绍本单元的主题和目标；2. 学生自主研究课文，并进行听力练；3. 进行课文的理解和讨论，引导学生思考和表达观点；4. 研究和掌握本单元的词汇和短语；5. 进行听说训练，提高学生的口语表达能力；6. 进行阅读和写作训练，培养学生的阅读理解和写作技能；7. 进行跨文化交际的研究，增进学生对英语和其他文化的认识。

教学评价本单元的教学评价主要以以下方式进行：1. 各种形式的课堂练和作业，检测学生对知识的掌握程度；2. 口语和写作表现的评价，评估学生语言运用的能力；3. 学生参与课堂讨论和发言的情况，评估学生的思维能力和表达能力。

教学资源本单元的教学资源包括以下几个方面：1. 课本《人教版英语必修五》；2. 音频材料；3. 多媒体设备；4. 教学课件和作业练册。

以上为《人教版英语必修五 Unit 1 教案》的简要内容，旨在帮助教师设计和安排本单元的教学活动。

具体的教学步骤和细节应根据实际情况进行调整和完善。

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。

人教课标版高中英语必修5Unit1_Reading_名师教学设计(一)

Unit1 Reading 名师教学设计（一）解密英语学科核心素养浸润下的阅读课堂品质Module5 Unit1 Great Scientists: John Snow Defeats “King Cholera”教案一、课例背景阅读文章John Snow Defeats “King Cholera”是人教版Module5 Unit1 Great Scientists中的阅读课。

是绍兴市“一师一优课”录课活动指定的一篇文章。

该课例是笔者的一堂课，授课时长为40分钟。

该课例在嵊州市英语高级研究班磨课的基础上，有了新的生成和展现，嵊州市教研员支丽芳老师和嵊州市高级研修班的全体成员和嵊州市高级中学英语备课组的老师们都提出了建设性的见。

二、教学分析1. 教学内容分析人教版高中《英语》（New Senior English for China）模块一至模块五为必修模块，模块六至模块十一为选修模块。

各模块分别有五个单元，每个单元都有一个特定的主题。

本课例节选自必修模块五的第一单元Great Scientis ts的Reading部分John Snow Defeats “King Cholera”。

该单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。

阅读部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控“霍乱”这种传染病的。

通过对文章的解读，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，了解科学发现的全过程具有其科学的严密性。

2. 学生分析古今中外，涌现出许多杰出的科学家，流传着许多充满智慧、博学多闻、呕心沥血、解决难题、证实观点的故事，每个故事都会使学生学到知识、尝到乐趣、获得智慧、受到鼓舞。

对于高二学生而言，正是培养和塑造科学素养的关键时期，教师的任务就是帮助学生培养科学精神，培养出科学人文精神相融合的创新型人才。

本单元通过介绍John Snow、钱学森和哥白尼，让学生对科学家的生活有所了解和感悟。

人教必修五unit1reading教案

Unit 1 Great ScientistReading and warming upTeaching 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 .Important pointsImprove the students’ reading ability.Difficult points1. How to grasp the main idea of each paragraph / part & each passage.o first aid treatment for burns2. How to help the Ss use what they’ve learnt to dcorrectly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of thetext.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up1.Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDSpatients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwideproblem. ? Do you know them?What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. An besides some famous stars, some ordinary people also work very hard to tell othersthe harm of this disease.)2.Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individualwork: Let students brainstorm the names of diseases, such as cold, headache,toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.(With the development of science and hi-tech, many diseases can be cured. But fornow, AIDS is sti ll incurable, so it’s a deadly disease.)3.How much do you know about AIDS?1) Pair work—questions for discussion ? What’s the full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't haveto give the exact answers. These questions will help them think about this disease? AIDS.)AIDS QUIZ (individual work)AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, otherinsects or giving blood. So it? safe to be friends with AIDS patients. II. Listening(WB)1.Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIVand AIDS stand for?2.While-listening: Listen to the tape and finish exercises in Part1&2. (Make gooduse of some pictures and a flash ?HIV-cycle? in the PowerPoint)3.Post-listening: Suppose you are a publicist of AIDS, please give an oral reportabout it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one ofthe students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1.Preview Speaking (p. 50) and find some information about AIDS, drugs, smokingor drinking to support your idea.2. Learn the new words of this unit by heart.。

新课标人教版高中英语必修五UNIT1教案已修改

Unit 1 Great scientists Learning aims 1. To help students learn to describe people 。

2. Enable the Ss to familiar with some famous scientists and their contributions. 3. To help students learn to read a narration about John Snow 4. To help students learn to use some important words and expressions Important points To help students better understand “Great scientists”To To help help help students students students identify identify identify examples examples examples of of of “The “The “The Past Past Past Participle Participle Participle (1) (1) (1) as as as the the the Predicative Predicative Predicative & & & the the attribute”7. 7. Let Let Let the the the Ss Ss Ss learn learn learn the the the reading reading reading skill skill skill of of of getting getting getting the the the main main main idea idea idea of of of each each each para./ para./ para./ part part part & & & each each passage . Difficult points 1. Enable the Ss to learn how to organize a scientific research. 2. 2. Let Let Let the the the Ss Ss Ss learn learn learn the the the reading reading reading skill skill skill of of of getting getting getting the the the main main main idea idea idea of of of each each each para./ para./ para./ part part part & & & each each passage . Teaching methods 1. Skimming & scanning methods to make the Ss get a good understanding of the text. 2.2.Discussion methods to make the Ss understand what they’ve learned in class.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 Period : seven periods Period 1 Warming up and pre-reading Learning aims 1.To help students learn to describe people 2.To help students learn to read a narration about John Snow 3. Enable the Ss to familiar with some famous scientists and their contributions. Teaching Procedures I. Warming up Step I Lead in Talk about scientist. T: Hi, morning, class. Nice to see you on this special day, the day when when you become a 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 A scientist scientist scientist is is is a a a person person person who who who works works works in in in science, science, science, trying trying trying to to to understand understand understand how how how the the the universe universe universe or or other things work. Scientists Scientists can can can work work work in in in different different different areas areas areas of of of science. science. science. Here Here Here are are are some some some examples: examples: examples: Those Those Those that that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists. Step II Ask the students to try the quiz and find out who knows the most. T: T: There There There are are are some some some great great great scientific scientific scientific achievements achievements achievements that that that have have have changed changed changed the the the world. world. world. Can Can Can you you name name some some some of of of them? them? them? What What What kind kind kind of of of role role role do do do they they they play play play in in in the the the field field field of of of science? science? science? Do Do Do these these achievements achievements have have have anything anything anything in in in common? common? Match Match the the the inventions inventions inventions with with with their their their inventors inventors inventors below 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 Step I Get Get the the the students students students to to to discuss discuss discuss the the the questions questions questions on on on page page page 1 1 1 with with with their their their partners. partners. partners. Then Then Then ask ask ask the 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 necessary III. Homework 1.Finish the EX1,2and 3on Page 3. 2.Read the article on Page 2 loudly. IV.Teaching reflection Period 2 ReadingLearning aims 1.To help students learn to read a narration about John Snow To help students better understand “Great scientists”2.2.To help students better understand “Great scientists”Teaching Procedures Step I Pre-reading 1.Do you know John Snow? London and he defeated “King John Snow is a well-known doctor in the 19th century in 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 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. Who When What How Result John Snow 1854 helping ordinary people exposed to cholera Examining Examining the the the source source source of of all water supplies and finding new methods of dealing with polluted waster “King Cholera” defeated Step III Scanning 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 Read the passage and put the correct stages into the reading about research into a disease. John Snow Defeats “King Cholera”Paragraph Stages General ideas 1 Find a problem: What cause the cholera? The causes of cholera 2 Make up a question: Which is right? The correct or possible theory 3 Think of a method: Test two theory Collect data on where people were ill and died and where they got their water 4 Collect results: Mark the death Plot Plot information information information on on on a a a map map map to to to find find find out out out where where people died or did not die 5 Analyze the results: Find the resource of the water Look into the water to see if that is the cause of the illness 6 Find supporting evidence Find other evidences to confirm his conclusion 7 Draw a conclusion The polluted dirty source of drinking water was to blame for the cause of the London cholera Step V Group discussion 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. (No. The The The map map map helped helped helped John John John Snow Snow Snow organize organize organize his his his ideas. ideas. ideas. He He He was was was able able able to to to identify identify identify those those households households that had that had had had many many many deaths deaths deaths and and check check their water-drinking their water-drinking habits. habits. He 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 (Two diseases, diseases, diseases, which which which are are are similar similar similar today, today, today, are are are SARS SARS SARS and and and AIDS AIDS AIDS because because because they they they are are are both both serious, have an unknown cause and need public health care to solve them.) Step VI Homework 1.Remmber the words and expressions of the article. ing the stages for scientific research and write a summary. 3.Finish P4, Ex 1,2(on SB) Ex3 make sentences on exercisebook (make one ’s way to, make up one one’’s mind, make sure, make room for) 4.Find out the phrases according to the Chinese (part 1 on the paper for language points) 5.Retell the story John Snow Defeats “King Cholera” by following the 7 steps on p1 6. Read notes to Unit 1, p78-79, find out some difficult points while reading the text IV .Teaching reflection Period 3 Language focusLearning aims 1.1.To help students better understand “Great scientists”To help students better understand “Great scientists”2.To help students learn to use some important words and expressions Teaching Procedures Step I Homework checking. Step II. Expressions & phrases 1.know about… 了解……的情况的情况2.lift up 举起;抬起;提升提升3.steam engine 蒸汽机蒸汽机4.physical characteristic 人体的特征人体的特征5.put forward a theory about black holes 提出一个有关黑洞的理论提出一个有关黑洞的理论6. infectious disease 传染性的疾病传染性的疾病7. in scientific research 在科学研究上在科学研究上8. examine a new scientific idea 验证一个新的科学思想验证一个新的科学思想9. draw a conclusion 得出结论得出结论 10. analyze the results 分析结果分析结果 11. a well-known doctor 一个著名的医一个著名的医生12. ordinary people 百姓;普通人普通人13. expose (…)to sth. 暴露(…..)在……中14. the most deadly disease 最致命的疾病最致命的疾病 15. terrified people 被吓坏的人们被吓坏的人们 16. get interested in sth./doing sth.产生兴趣对…产生兴趣17. absorb sth. into… 把….吸收入….18. gather the information 收集信息收集信息19. determine to do sth. 决心干某事决心干某事 20. a valuable clue 一条珍贵的线索一条珍贵的线索 21. the water pump 水泵水泵22. in addition (to…) 除..…之外还有… 23. link … to … 将…和…联系起来联系起来(be linked to…)24. have it delivered (have sth. done) 叫某人送东西叫某人送东西25. die of… 死于…26. announce with certainty 肯定地宣布肯定地宣布 27. polluted water 被污染的水被污染的水 28. prevent sb. from doing sth.阻止某人干某事阻止某人干某事29. deal with… 处理……30. solve the problem 解决难题解决难题 Expressions & Phrases (2) e to an end 到了尽头到了尽头2.find the cause of this illness 找出疾病的起因找出疾病的起因3.look into… 调查……4.apart from…除…之外;此外此外 (=except for…)5.prepare for… 预备好….6.be strict with sb. 对某人严格要求对某人严格要求7.a revolutionary theory 一个革命性的理论一个革命性的理论8.lead to… 通向…. ;导致导致… (注意注意:to 为介词) 9.make sense 有意义有意义10. at times =sometimes 有时候有时候11. contribute to sth. 有助于;促进促进12. encourage sb. to do sth. 鼓励某人做某事鼓励某人做某事 13. point of view 观点观点14. living conditions 居住条件居住条件15. break… in/into pieces 把…摔成碎块摔成碎块16. be devoted to sth./sb.专致于.; 关心;挚爱…17. devote one’s life to doing sth. 献身于….. 18. curved line 曲线曲线19. achieve great success 取得巨大的成功取得巨大的成功Step IV . Language Points 1.discover & invent discover v. “ 发现” 被探索或被揭示的事物早已客观存在着. Eg. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲. 2)Who discovered radium? 谁发现了镭? invent v. “发明”,指的是发明原先不存在的东西. Eg.Who invented the steam engine? 谁发明了蒸汽机? 2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法? the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法. the way 引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略还可以省略. Eg.Eg.I don’t like the way (that I don’t like the way (that / in which) you speak to your father. 我不喜欢你跟你父亲讲话的方式. 与way 相关的短语: by the way 顺便说顺便说顺便说 by way of … 通过……的方法，经，由的方法，经，由lose one’s w ay way 迷路迷路 no way (俚语) 没门,别想别想feel one’s way 摸黑走摸黑走,谨慎从事谨慎从事 on one’s way to…在去…的路上的路上in this way=by this means=with this method 用这种方法用这种方法3.Who put forward a theory about black holes?谁提出了黑洞的理论? put forward (1) to offer (an idea, suggestion etc.) for consideration 提出(建议等) (2)推荐某人或自己任职位;提名提名Eg.May I put your name forward as our monitor? 我能否提名你当我们的班长? put away 抛弃;舍弃舍弃 put down 写下来;记入名单; put on 穿上;戴上;增加增加 put off 耽误;延期延期put out 熄灭(灯);扑灭扑灭 (火) put up 建立;建造建造 put up with… 忍受…… •ou Y ou can can can take take anything anything from from from the the the shelf shelf shelf and and and read, read, read, but but but please please please ______ ______ ______ the the the books books books when when when you’ve you’ve finished with them. A. put on B. put down C. put back D. put off 4.This was the most deadly disease of its day. die (v.) dead (adj.) death (n.) deadly (adj.) adj. (1).dangerous; likely to cause death 危险的;致命的致命的 a deadly disease/weapon (2). highly effective against sth. or sb 不强有力的;致命的致命的 a deadly remark 击中要害的评论的评论(3)aiming to kill or destroy 意在杀死的;不共戴天的: a deadly enemy 不共戴天的敌人的敌人adv. (1). V ery 极度;非常;十分: deadly serious 十分认真十分认真(2). like death 死一般地死一般地: deadly pale 死一般苍白死一般苍白5.But he became inspired when he thought about helping ordinary people exposed to cholera. expose 在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular. expose v. (1)to make visible 暴露暴露暴露 “expose ….to….” eg.He exposes his skin to the sun. 他把皮肤暴露在阳光下. (2)t (2)to reveal the guilt or wrong doing of …o reveal the guilt or wrong doing of …揭露;揭发揭发 eg.He exposed their plot.他揭穿了他们的阴谋. I threatened to expose him ( to the police).我威胁要(向警察)揭发他. expose to 使易受,使受使受 expose a fraud 揭穿骗局揭穿骗局expose sth. to the light of day 把某事暴露于光天化日之下把某事暴露于光天化日之下6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死. every time 是连词,引导时间状语从句,意为“每次,每当”,如: Every time I meet him, I always think of the things happened between us. 每次见到他,我就想起发生在我们之间的事情. immediately, the the moment, moment, moment, directly, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,eg. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他. 2)I came directly I got your letter.我一接到你的信就来了. 7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习) 8.absorb v. 吸收(液体);承受;承担承担 (费用等) Eg.1)Use the cloth to absorb the spilled ink. 吸干撒的墨水吸干撒的墨水2)We will not absorb these charges.我们不能承担这些费用. absorb…in/by..吸引.注意注意eg.eg.I was absorbed in a book and didn’t hear you call.I was absorbed in a book and didn’t hear you call.专心看书专心看书absorb…into…吸收…eg.The big company has gradually absorbed these small companies into its own organization. 这家大公司逐渐将这些小的公司吞并了。

人教必修五 unit1 reading教案-最新教育文档

Unit 1 Great ScientistReading and warming upTeaching 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 .Important pointsImprove the students’ reading ability.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.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arouse the Ss’ interes tTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.) Teaching proceduresI. Warming up1.Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2.Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc. (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)3.How much do you know about AIDS?1) Pair work—questions for discussion ? W hat’s the full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)AIDS QUIZ (individual work)AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1.Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIVand AIDS stand for?2.While-listening: Listen to the tape and finish exercises in Part1&2. (Make gooduse of some pictures and a flash ?HIV-cycle? in the PowerPoint)3.Post-listening: Suppose you are a publicist of AIDS, please give an oral reportabout it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1.Preview Speaking (p. 50) and find some information about AIDS, drugs, smokingor drinking to support your idea.2. Learn the new words of this unit by heart.。

高二英语必修五_Unit1_Reading_公开课教学设计(一)

Unit1 Reading 公开课教学设计（一）The First PeriodWarming up and ReadingTeaching goals教学目标1. Ability goals 能力目标Enable the students to talk about science and scientists.2. Learning ability goals学能目标Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.Teaching important & difficult points教学重难点Talk about science and scientists.Teaching procedures & ways 教学过程与方式StepⅠLead-inAsk the students to think of some great inventions and inventors in history.Step II 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.What do you know about infectious diseases?What do you know about cholera?Do you know how to prove a new idea in scientific research?What order would you put the seven in? Just guess.Sample answer 1:S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.S2: People could be exposed to infectious diseases, so may animals, such as bird flu. S3: AIDS, SARS are infectious diseases.S4: Infectious diseases are difficult to cure.Sample answer 2:S1: Cholera is caused by a bacterium called Varian cholera.S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.Sample answer 3:S1: I know sth. about it. First we should find the problem. Then, think of a solution.S2: We should collect as much information as possible.S3: Analyzing results is the most important stage.S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.Sample answer 4:S1: I think “Find a problem” should be the first stage.S2: “Make up a question” should follow the first stage.S3: “Think of a method”, “Collect results” and “Analyze results” are after that.S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.T: 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 ⅢReadingLet the students skim the whole passage and try to work out the meanings of the new words and structures using context.T: The effect of cholera in the nineteenth century London was devastating. Manypeople 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 and find answers to the questions. Show the questions on the screen.1. What conditions allowed cholera develop?2. Why do you think people believed that cholera multiplied in the air without reason?3. What evidence did John Snow gather to convince people that idea 2 was right? Sample answers:S1: The dirty water made the cholera develop quickly.S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.Step VI Text analyzing(PPT)(小组展示)Read the passage and divide the whole passage into several parts and find out the main idea.Part 1. The harm of Cholera: Many thousands of terrified people died every time there was an outbreak.The problem : Neither its cause nor its cure was understood.Part 2. The likely reasons: Cholera spread in the air. People absorbed this disease into their body with their meals.Part 3. The way of researching: By enquiring and gathering information on a map. Part 4. What he found: many deaths were near the water pump. Some houses had had no deaths.His preliminary(初步的) conclusion: water was to blame.Part 5. What to do? what to find? looked into the source of their drinking water →found it came from the river polluted by the dirty water from London. told people to remove the handle from the pump →found the disease slow downPart 6. What is the supporting evidence?Two other people in another part of London died after drinking the water.His final conclusion: announced with certainty that polluted water carried the virus. Part 7. What did John do after his discovery? suggested that the water supplies be examinedThe water companies were instructed not to expose people to polluted water.【知识拓展】Fill in the blanks and retell the text:(PPT)John Snow was a well-known doctor/physician in London in the 19th century. He wanted to find the cause of cholera in order to defeat it. In 1854 when a cholera broke out, he began to gather information. He marked on a map where all the dead people had lived and he found that they had drunk the water from the _pump nearby. Then he ___looked into__ the source of the water and found it came from the river polluted by the dirty water from London. Later, he also found two other deaths in another part of London were _linked to the water. So he announced certainly that polluted water carried the virus. Besides, he suggested that the source of all water supplies be examined And the water companies were _instructed to provide people with clean drinking water.【课外练习】：HomeworkAsk some students to put their answers in the chart。

高中英语 Unit5 Period 1：Reading I教案新人教版必修1

英语必修1人教新课标Unit5 Period 1：Reading I教案Period1：Reading ITeaching goals1.To talk about people’s qualities and inspire the students to discover the valueof the great man’s work.2.To read on capable people’s life stories and know more information about NelsonMandela.3.Enable the students to express their ideas logically.ProceduresStep 1. Warming up(Before class, get the Ss to enjoy a beautiful song Herofor 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)T: Well, for a beautiful song, do you know what it is about?S :HeroQ: Who is your hero/heroine?/ Who do you admire in your heart?Ss: …Q: Why?S: …Q: Do you think he is a great man?S: …Q: Does he do anything for others? / What contributions does he make to society? S: …(Show 4 pictures in talking part one by one)Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?(Give background knowledge)Conclusion: Let Ss say: so a great man is a man_______________________________________.(Show a picture of. Nelson Mandela)Q: What do you know about him? Is he a great man? Why?(Get into Brainstorming)T: It seems you know Nelson Mandela a little. Do you want to know more about him?Let’s read the following story and see what Elias thinks of Nelson Mandela.Step 2.Fast ReadingQ: What does he think of Nelson Mandela?Why?What happened between Elias and Nelson Mandela?Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .Step 3 Careful readingT: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?Q1: When and where was Elias born? What was he?( 1940, born, black worker )Q2: Was he educated? When? How long?( 1946( six), educated, two years )Q3: Why did he leave school so early?( not continue the fee )Q4: So what was the result? Could he get a job? What job? Was he happy then? Why? ( get, worried about, out of work, no passbook )Q5.Who helped him? What did Nelson Mandela do at that time?( Nelson Mandela, opened, advise )Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?( get …)Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?( ANC, no vote, not choose )Q8: Where did they live?( poorest )Q9: What did Nelson Mandela say?( accept, fight )Q10: How to attack the law?( broke, peacefully )Q11: But did they answer violence with violence? Why?( answer with violence, not allowed )Q12: Did Elias like violence? Did he join the ANC Youth League? Why?( realize his dream, make equal )Q13: So how did they do?(blow up )Q14: What would be the result if they were caught?( be put in prison )Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?( Robben island, not escaped )Q16: It was the hardest time of his life, right? But at this moment who appeared?Did he help him? How?( began, taught )Q17: Did Elias study hard? How?( under…make candles..)Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?( allowed… not stopped…)Q19: Could Elias get the degree? Why did he feel good about himself?〔 not cleverer 〕Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job?What job? Why?( four, educated )Q21: Could he do this job long? Why? So he lost the job. How long was he out of work?When did he find a job again? How?(found out, twenty years, came to power, helped again )Q22: Was Elias happy to accept this job? Did he give up this job? Why?( bad, came back to , encourage, said,)Q23: What did he think of this job now,? Why?( am proud to…)Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?Ss: The purpose of writing this story is to … . The writer tells…by….Step4 RetellingT: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elia s’ wife, would you like to tell us something impressive? Retelling (Choose one of them to retell )1.Suppose you were Nelson Mandela, retell the story.2.Suppose you were Elia s’ wife, retell the story.Step5. Role play (an interview )T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’turn to tell us some stories. One of you act as Elias, who is the tour guide on RobbenIsland. And the other three, you are tourists and you can ask questions(Let students e to the front to show their interview. Students can start the interview like this:Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)Step6. Homework1.Try to find out some useful expressions and phrases.2.Work in four to find more information about Nelson Mandela.附板书设计:〔Blackboard Design〕。

人教版必修5 Unit 1 Section Two Reading 教学设计

人教新课标版《英语》必修五Unit1 Reading部分 John Snow defeats “King Cholera”教学设计1.教材分析本科教学内容为人教版高中英语必修五第一单元Great Scientists的Reading部分，John Snow Dcfeate “King Chokra”，是本单元的第二课时，这个单元以Great Scientists为主话题，介绍科学家如何以探索、专研、无畏的科学精神验证未知的真理，通过语言功能和结构板块，将语言素材传承一体。

文章介绍了英国著名医生Jonh Snow通过认真考察、周密分析的科学方法以及用于探究的科学精神发现霍乱这种传染病的传播途径，并提出控制的方法。

学生通过阅读全文，可以了解科学探索的过程，培养科学精神。

本节课定位为阅读课型。

教学重点难点分析：本节课的教学重点是通过阅读文章帮助学生了解科学研究的基本方法，并了解美国医生John Snow 是怎样运用科学方法发现霍乱的传播途径和控制方法。

本节课主要为学生设置了以下几项任务：（1）理解课文内容；（2）学习新单词和短语；（3）了解如何进行科学研究；（4）体验科学家的精神品质并进行描述。

2.学生分析高二学生对科学研究方法有一定的了解，但是对于科学的研究方法来探索未知的事物还比较陌生。

全文的用词涉及多个科学术语，这给学生阅读理解造成困难。

同时，学生要从事件中去评论一个科学家的精神品质，需要先从事件中概况出关于精神品质的词汇，这对他们来说是有难度的。

但是，学生对于科学研究的过程以及事情的来龙去脉十分感兴趣。

3.教学目标本节课根据对教学内容和学生情况的分析，设定了以下教学目标：（1）知识目标掌握常用的表达科学研究的步骤的词汇，如Draw a conclusion 、think of a method 、collect results 、 make a question 、find a problem 、 analyze the results 、 find supporting evidence 、 expose 、 handle 、 instruct 、absorb 、 blame、 pump 、 suspect 等.（2）能力目标1.理解课文的内容；2.了解科学发现的步骤和过程；3.结合深层次的理解，描述科学研究以及谈论科学家的个性或者品质；（3）学习策略目标1.善于观察，利用推理和归纳等逻辑手段分析和解决问题，能抓住问题的本质；2.结合研究性学习，提高自主学习的能力（4）情感态度目标1.了解伟大科学家的成就，学习科学家坚持不懈的专研精神；2.深刻体会科学给人来和世界带来的影响；4.教学设计思路本节课是该单元的第二课时，是以阅读为主的课。

人教版必修5 Unit1 Reading 教学设计(三)

Unit1 Reading 公开课教学设计（三）John Snow Defeats “King Cholera”Teaching content: My teaching content of this lesson is a reading material, through witch students are required to learn about “How John Snow defeats cholera”, and then understand “How to organize scientific research”Teaching Aims: Knowledge1. Students can understand the content of the lesson and learn about “how to organize scientific research”.2. Learn good qualities from scientists.Abilities1.To improve students‘reading abilities, especially the skimming and scanning abilities2. To train students self-study and cooperating abilitiesEmotion1. earn good qualities from scientists2. Develop students good qualities related to scientific researchD ifficulty points: Help students to analyze the text and grasp John Snows research stepsTeaching Methods:1. Task-based language Teaching2. Total situational ActionTeaching Aids: A computer and a multi- media coursewareTeaching Steps:Step one:Warming up ( brainstorm)By using five scientists pictures. students can learn about some scientists and their contributions(To arouse students interests in the topic)Step two：Pre-reading. use question to lead in the topiccholera ？What do you know about John Snow ?Step three:Fast readingRead the passage quickly and then answer these questions1. In John Snow age. cholera is the deadly disease. why? The answer is that neither its cause nor its cure was understood2. John Snow was interested in two theories then. why? The answer is that they can explain the cause of cholera(These two questions make students be aware what John Snow researched and what he had to proved)3. Number these events in the order that they happened___John Snow began to test two theories___An outbreak of cholera hit London in 1854___John Snow marked the deaths on a map___He announced that the water carried the disease___John Snow investigated two treats where the outbreak was very severe___King cholera was defeated___He found that most of deaths were near a water pump___He had the handle removed from the water pump(These questions enable students to have a general idea about the main investigation stages. which serves as the following reading tasks)Step four: Careful reading Read carefully P3-6 and fill blanks(The main research procedure)P31 When another outbreak hit London in 1854, John Snow ____ ______ ____begin his enquiry and began to ______ ___________2 In two particular streets. the cholera was ___ ______, therefore he decided to beganthere (When and where he began his investigation)1 John Snow ______on a map ____ ______ ______ where all the dead people had lived. which ____ _____ a valuable clue about the cause of the disease2 He had an unexpected discovery:__________________________3 The reason is _________________________________4 The conclusion is ______________________________________ (How he gathered and analyzed the information. finally got a conclusion)P5-61 John Snow looked into the source of the water for these two streets, he found _________________________________________2 The measure he took is ______________________________3 The result is _________________________________4 Another supporting evidence is __________________________________5 He announced with certainty that _______________________________ (Further investigation and the conclusion)Step five: group discussionThere are 7 steps about scientific research. through learning the text. can you Match the 7 steps with John Snows research procedureP1 The cause of cholera Find out a problemP2The second theory may explain the cause Make a questionP3Another outbreak and two severe streets Think of a methodP4Many deaths near the water pump Gather the informationNo deaths near the water pump tooP5 The water pump—water—the polluted water resource Analyze the information P6 Supporting evidence Find supporting informationP7 Water carried the virus Draw a conclusion(Now students know “how to organize a scientific research”. the way is the chart) 1. Find out a problem 2. Make a question 3. Think of a method4. Collect the information5. Analyze the information6. Find supporting information7. Draw a conclusion Homework:Step six:Homework1. Make a research:These days your father has coughed so heavily that he can not sleep at night , what has caused this?2. 基础时分层-Unit1 Reading 教材基础巩固。

人教版高中英语必修5 Unit1 Reading 优秀教学设计(一)

Unit1 Reading 优教教学设计（一）文本研读课教学设计（一）设计意图In this period, one aim is to help students understand how science has become so important in their lives by examining some key scientific findings and famous scientists. And the other aim is to introduce students to the stages in a scientific experiment.The exercise in Warming Up is to find out what students have already known about famous scientists. So the quiz can be used to begin a discussion about the different branches of science.Pre-reading is an important introduction to the reading and to identifying the stages in a scientific experiment.Reading is to introduce how John Snow, a British famous doctor, discovered and controlled the infectious disease-cholera by a scientific method. First, the reading is written as stages in an experiment. Second, it introduces students to public health medicine, which is a less famous area of medicine. The effect of cholera in the nineteenth century in London was even more serious.教学目标1. Let students know something about great scientists.2. Help students to learn some new words and expressions.3. Learn to examine a new scientific idea.教学重点1. Practice expressing the stages in examining a new scientific idea.2. Learn to organize a scientific research.教学难点1. How to help students learn to analyze some long and difficult sentences.2. How to enable students to write a good composition using some expressions in this period.教学过程Step 1: Lead-in（设计意图：通过让学生思考科学家及其贡献，引出科学生活。