浙江省镇海中学高二英语教学设计：必修五 Unit 1 Great scientist--warmin

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必修5 Unit 1 Great scientists教案

Teaching Plan for Book 5Unit1 Great Scientist (Reading)Teaching 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.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-learning activities.petition and role-play method to arouse the Ss’ interest4.Teaching 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 prob lem. 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 d isease.)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 have to give the exact answers. These questions will help them think about this disease? AIDS.)2) AIDS QUIZ (individual work)1) 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 HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use 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 report about 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, smoking or drinking tosupport your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening comprehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment) 3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China? ? About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking? ? About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ?3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read thepassage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGOALS:? To learn more knowledge about AIDS.? To help students understand the attitudes and spirits of living with disease ? To learn some useful language pointI. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?Q3: Do their experiences strike you?Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad?Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline. Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an exampleStep seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGOALS: ?To learn about some antonyms ?To practice using some useful words and phrases in the textTEACHING PROCEDURESI. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way Q1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)1. In February 2003 some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the_______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal withthe risks of ______________.（延误的治疗）The Sixth PeriodGOALS: ?To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situationsTEACHING PROCEDURESI. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS? (She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unit。

教学设计方案(英语必修第五册第一单元Great Scientists的第一课时)

教学设计方案一．教材分析1.本课内容及其作用、地位本课的内容为人民教育出版社普通高中课程标准实验教科书——英语必修第五册第一单元Great Scientists的第一课时，包含3个部分——Warming up, Pre-reading和Reading，重点放在Reading部分的理解上。

本单元的主要话题是“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”，对于培养学生进行科学思考，掌握科学研究方法很有教育意义。

2.教学目标（1）知识与技能目标A. 知识目标：掌握新单词和短语；了解科学观点形成过程。

B．技能目标：能阅读以人物介绍为内容的阅读材料；能猜测并发现科学研究的过程，并验证自己的猜测。

（2）情感、态度与价值观目标使学生深刻体会科学给人类和世界带来的影响，热爱科学，用于探索；帮助学生培养科学精神和科学方法，尊重并学习科学家，提高自身的品格素养，树立远大的理想。

3.重点难点及依据（1）重点：A．引导学生具有科学探究意识;B．对阅读小结能力进行训练，帮助学生通过阅读构建理性思维;C．重点词汇和短语的学习：conclude, attend, expose, absorb, blame, instruct, contribute, put forward，apart from。

（2）难点：在阅读中找出理清科学研究的步骤顺序,运用英语表达自己的观点，实际运用新学到的词汇和短语进行语言练习。

4.课时安排、教具准备15分钟Warming up和Pre-reading，20分钟Reading，10分钟学习新词汇短语并及时课堂练习。

教具准备为多媒体。

二．学情分析高二的学生理性思维发展较为完善，极为想要展示自己这方面的能力，本单元的教学内容是关于科学研究方面的知识，正是学生渴望学习掌握的东西，学习的动机水平高。

作为教师应充分调动这种积极性，以学生为中心，引导学生通过英语学习掌握知识。

学生的知识经验存在差异，通过分组讨论的方式能使比较优秀的学生带动其他学生，整组同学通过小组进行提高。

高二英语必修五《Unit1Greatscientists》教案

【导语】增加内驱⼒，从思想上重视⾼⼆，从⼼理上强化⾼⼆，使战胜⾼考的这个关键环节过硬起来，是“志存⾼远”这四个字在⾼⼆年级的全部解释。

⽆忧考⾼⼆频道为正在拼搏的你整理了《⾼⼆英语必修五《Unit 1 Great scientists》教案》希望你喜欢！教案【⼀】教学准备教学⽬标 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 andeducation”.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. 【练习】Consolidation 完成句⼦ (1)爱因斯坦被认为是⼆⼗世纪最伟⼤的科学家之⼀。

高中英语必修五《unit1 Great Scientists》示范说课稿

《unit1 Great Scientists》说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《unit1 Great Scientists》。

我主要从教材分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一．说教材1. 教材内容本节课是人教课标版必修5第一单元的第一课时的Reading部分，是该单元的主要内容，它介绍了英国著名医生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，使学生了解科学方发现的全过程具有其科学的严密性。

2. 教学目标结合单元教学要求和本课特点，充分考虑学生的年龄特点、认知水平，遂将本课的教学目标确定为：知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”.能力目标1) Develop students’ reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop student’s sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解King Cholera难题”，所以确定本课的教学重点是：1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn different reading skills.4．教学难点考虑到学生拓展阅读能力，语言输出能力等方面还需进一步努力，所以将本课的教学难点确定为：1) Develop students’ reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二．说教法和学法1. 教学方法引导学生独立思考，合作学习，进行师生、生生互动的“任务型”教学，设计了许多易于操作的任务型活动。

高中英语必修五Unit 1 Great scientists说课设计

Unit 1 Great scientists Lesson 1 John Snow说课设计一、教学内容分析本课是人教版高中英语必修五Unit 1 Great scientists第一课John Snow。

本册书共分为五个新授课单元，Great scientists 、The United Kingdom 、Life in the future 、Making the news 、First aid ，不仅增长了学生的见识、语言知识和语言技能，也提高了学生的综合运用语言能力。

本单元的主要话题是“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”。

使学生从这些故事中获得智慧、受到鼓舞，不仅可以培养学生的科学精神，而且可以帮助学生成为科学、人文精神相融合的创新型人才。

二、教学目标本课旨在通过介绍John Snow，让学生对科学家的生活有所了解。

此外在学习语言知识、训练语言技能、提高语言交际能力的同时，培养了学生的品格素养，陶冶了学生的情操。

在教学的过程中，让学生通过自学、自助、感悟和体验课文中所介绍的有关科学家的探索、发现的内容。

三、教学重点、难点1、了解著名医生John Snow（是伦敦非常著名的医生，他的医术精湛，成为照料为多利亚女王的私人医生、找到了治愈霍乱的方法）。

2、学习描述人物的句型和词汇。

3、学习过去分词作定语和表语的结构。

四、学情分析高三学生对英语知识已经有了很好的储备，具有较强的英语听说读写技能和自主学习能力以及与同伴合作交流的能力。

在本课的教学过程中，我将通过引导学生在语境、语篇中理解词意，而不是逐字逐词讲解，帮助学生在练习中增强语感，在实践中提高语用能力。

语法知识学生在之前的学习中，已有所涉及，教材的练习也安排的十分详尽。

所以在这一部分，我将安排学生通过游戏的形式巩固所学。

五、教学流程以下是我的教学程序安排：本课教学的第一个环节“热身”部分,首先问学生What kind of scientific job do you want to do? What education will you need?让学生知道怎样才能成为一名科学家，了解科学家们得出的科学观点、实验成果所需过程及对人类的贡献，指导学生知道如何才能成为科学、人文精神相融合的创新型人才。

浙江省镇海中学高二英语教学设计：必修五+Unit+1+Great+scientist--warming+up

M5U1 Warming up教学设计镇海中学王俊杰Teaching aims: In this lesson, students will be able to1.listen to a video/the record and take down what the speakers said in the form ofblank-filling tasks and Q&A.2.listen for the gist of listening material by filling in the blank of a topic sentence.3. describe the features and achievements of scientists in the “Who am I?” game.4. talk about the characteristics and qualities of great scientists by filling out theresumes of some examples.5. deliver an awarding speech to an Ig Nobel Prize laureate describing its researchand presenting its quality..6. understand the significance of scientific jobs and the qualities great scientistsshould have.Difficult points: 1. Students will feel it difficult to extract the target words from authentic listening material at a relatively fast speed.2. Students will find it difficult to summarize the central idea of a piece oflistening material.3.Students will find it difficult to deliver a speech as an oral presentation in class. Important points：In this lesson,1. Students will mainly focus their attention on the topic of great scientists bydescribing their achievements and characteristics through listening andspeaking activities.2. Students will learn to put to use what they have acquired in the lesson in theoutput part by speaking in a set context (the Ig Nobel Prize awardingceremony).Teaching Procedures:Step1. Lead-in.1.Free talkStudents will talk about what they want to be when they are kids. The classic answer “scientist” will be introduced.【设计说明】：以问答形式引出科学家这一关键词，打开话题。

必修5Unit1Greatscientists教案（新课标版高二英语必修五教案教学设计）

必修5 Unit 1 Great scientists 教案(新课标版高二英语必修五教案教学设计)Unit 1 Great ScientistsBy Liu ChaoyingThe First PeriodReading一、教学目标（T eaching Aims）Warming up in student’s book and listening in workbook1、能力目标（Ability aim）To activate the students’ knowledge about great scientists in the world and their achievements.To get the students understand the spirit of science.To enable students to communicate with each other and improve students’ langu age expression ability.2、语言目标（Language aim）Words: engine, characteristic, radium, enthusiastic, cautious, spin, In addition, link to, instruct, attend, expose to cure, absorb into severe, to blame, handle from, lead to, make sense, reject.Important sentence:To prevent this from happening again, John Snow supposed that the source of all water supplies be examined and new methods of dealing with polluted water be found.Expressions on making comments二、教学方法（Teaching Method）Communicative approach， Audio－Visual approach三、教具准备（T eaching Aids） Multi-media四、教学步骤（Teaching Procedure）Step I PresentationTalk about famous scientists and the kind of roles they playin history. Present a word match exercise to arouse the students’ interest on the topic.Step II TalkingTry a quiz and see who knows the most about scientists. Discuss in pairs about the significance of some achievements.Step III Group WorkDiscuss in groups about the basic factors that make a scientist successful.Homework1. Oral homework: Prepare a story about a famous scientist and share the story with the whole class.2. Written homework: Write down the story and make comments on the key to success.The Second PeriodExtensive Reading一、教学目标（Teaching Aims）Reading part in students’ book1、能力目标（Ability Aims）To train the students’ ability in skimming & scanning.To adapt the scientific spirit in their pursuit of knowledge.2、知识目标（Knowledge Aims）To lead the students to get some information on the steps ofa scientific research through reading.二、教学重难点（T eaching important points）a. Understand the spirit of science and scientists.b. Understand the details of each stage in examining a new scientific idea.c. Discuss what attitude the scientists should take towards a complete new finding that is against the present theory.三、教学方法（Teaching method）Communicative Approach, Task-based Approach四、教具准备（Teaching Aids） Multi-media五、教学步骤（Teaching Procedures）Step I Pre-readingAsk the students to get ready for reading by discussing about some infectious diseases and the ways of making a scientific research.Step II ReadingLet the students read through the whole passage and finish the required task.Help them to have a better understanding of the article by providing some background information and analysis.Step III Post-readingHold a discussion after reading in order to widen students’ views and further consolidate their knowledge on the topic.Homework: Finish the reading passage in the workbook.The Third PeriodLanguage Points一、教学目标（T eaching Aims）1. 能力目标（Ability aim）Students are required to learn how to guess the meaning of a new word according to the context and use the words and expressions in the first passage on Page 2.2. 语言目标（Language aim）Students are asked to learn about the words and expressions in the first passage on Page 2, including their meanings and the usage in our daily life.Key words expressions:a. attend, expose, cure, control, absorb, severe, valuable, pump, pub, blame, handle, link, in addition, announce, instruct(in Student’s Book)b. expose…to, test, defeat, reject, examine, apart from, contribute to, make a conclusion, make sense, enthusiastic, lead to, be strict with (in Workbook)二、教学重难点（Teaching important points）attend, expose, absorb, handle, in addition三、教学方法（T eaching Method）: Explaining and practicing四、教具准备（T eaching Aids）： Multi-media五、教学步骤（T eaching Procedure）Step I: Leading inAsk questions about the story of John Snow with the words and expressions presented.Step II Word StudyExplain the meanings of the words and phrases and learn how to use them.Step III Word ExercisesHomework:1. Go over the words and phrases students have learned and retell the story about John Snow’s defeating “King Cholera”.2. Choose the suitable words or expressions to complete the passage in the project:valuable, instruct, cure, expose, look into, examine, put forward, immediately, announceThe Fourth PeriodListening一、教学目标（Teaching goals）1.Target language目标语言重点词汇和短语astronomer, astronaut, institute, lily, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyse,pure, sin, cosin, geometry, calculus, mechanics, practical, topology.2.Ability goals 能力目标Get the students to know more about scientists and science by listening.3.Learning ability goals 学能目标Guide the students to get detailed ideas of listening materialsHelp the students to form good and correct listening habits.二、教学重难点 ( Important and difficult teaching points)a. Listen to materials and grasp the information neededb. The details of the listening materialsc. The new words of the listening materials.d. The unfamiliar subjects of the materials三、教学方法 (Teaching methods)Audio-lingual methodAudio-visual methodTask- based learning approach四、教具准备 (Teaching aide) Multi-media五、教学过程与方式 (Teaching procedures & ways)StepⅠlead-inTask 1: To develop the students predicative skill in listening. Ask students to describe the picture at page 5 and guess what details may be talked and mentioned in the listening.Listening (page 41)Task 1 Describe the picture and stimulate the student’s thinking.Task 2. Help the Ss to master the new words in the listening.species(种类)，parrot(鹦鹉)，blackbird(乌鸦)，Task 3. Enable the students to get a general picture of thelistening and then extract specific information.Listening Task (Page 44)Task1. Introduce the students to the life and work of Leonhard Euler. Help students to gain some knowledge of topology.HomeworkAccording to the listening materials above, access the internet:to get further information.The Fifth PeriodGrammar and Writing一、目标语言(Target language)Using “make + n” and past participlesmake an appointment, make a gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets, struck speeches二、能力目标 (Ability goals Ability goals)Get the students to know how Past Participle used as attributive and predictive is used三、学能目标 (Learning ability goals)Guide the students to get detailed information for the writing四、教学重点 (Teaching important points)Past participle used as attributive and predicative.五、教学难点(Teaching difficult points)To teach students the right steps of writing a composition六、教学方法(Teaching methods)Discussing; task- based learning approach七、教具准备(Teaching aid) Multi-media八、教学过程与方式 (Teaching procedures & ways)Step I: assign the taskGregor Mendel's AchievementsStep II: thinkingNecessary steps in writing a compositionStep III: give an exampleHow to make a plan for your composition?How to draw an outline?HomeworkWrite a report about your scientist, his/her life, achievements and the key to his/her success.。

Unit 1 Great scientists教学设计

三、本单元教学建议
语言应用（Using language）部分这部分是对多种语言技能的综合运用。Listening & speaking要求学生预习听力内容。听力的部分通过两个学生谈论科学家钱学森的故事，帮助学生了解科学家的生活经历。通过回答5个问题，训练学生分析解决问题能力。建议学生在听的过程中记一些重要的单词即可。从听力中就可引出speaking部分，教师可通过简单的问答来激发学生说的欲望，可以在几个简单问答后，补充课文中有用的表达，让学生讨论将来职业的选择。在培养学生交际能力的同时，教师要不失时机进行德育渗透，教育学生应树立远大理想，并为实现自己的理想而奋斗。
三、本单元教学建议
小结（Summing up）部分，这部分用以提高学生的认知水平，通过对本单元内容和知识点的回顾，查漏补缺，培养学生概括总结能力。教师应及时发现学生在这几个方面的不足，并给予适当辅导。
学习建议（Learning up）部分，这部分是指导学生写好劝说文，以训练学生逻辑guage中writing部分时，引入这个学习内容。
三、本单元教学建议
Reading & writing部分的阅读材料讲述了哥白尼是如何建立太阳中心学说的。在进行整体阅读后，如有必要，教师可以用问题形式启示讲解文中语言知识点和部分难句。通过Exercise 1，让学生比较哥白尼理论和前人理论的不同，培养学生的观察和比较能力。Exercise 2运用发散性思维阐明自己的观点。Writing要求学生根据阅读内容给哥白尼写一封信，建议他尽快公布他的发现。教师应告诉学生写这类文章的注意事项，例如：文章结构应为：表达你的想法——陈述理由——提出建议。可以让学生课后搜集、整理信息后再写。
一、教学内容分析

高二英语必修五《Unit 1 Great scientists》教案设计

高二英语必修五《Unit 1 Great scientists》教案【导语】增加内驱力，从思想上重视高二，从心理上强化高二，使战胜高考的这个关键环节过硬起来，是“志存高远”这四个字在高二年级的全部解释。

高二频道为正在拼搏的你整理了《高二英语必修五《Unit 1 Great scientists》教案》希望你喜欢！教案【一】教学准备教学目标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 unit2. Previous knowledge of some of the famous scientists3. 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 explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once; without delayD.immediate 4.look at...carefully in order to learn about or from...plete 5.of great value, worth or useF.valuable 6.having all its parts; whole; finishedG.announce 7.make knownH.control e or bring to an endI.positive 9.power to order or directJ.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 articleTeacher 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 outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。

浙江省镇海中学高二英语精编教学设计：必修五Unit1Greatscientist--warmingup

高中高三英语必修五unit1教案：Great scientists

高中高三英语必修五unit1教案：Great scientists一. 单元分析(Unit Analysis)(一) 单元地位(Unit Position)1. 本课在对伟大的科学家描述时，谈及了科学家们的共同特点及他们在科学征途上不畏艰难，迎难而上的精神。

教师可以围绕”伟大的科学家”这个主题，设计活动让学生参与口语讨论，加强对科学家的生平和必须具备的品质的了解，从而激励学生向科学家们学习他们坚持真理，持之以恒的精神。

2. 围绕本课主题”伟大的科学家”，学生讨论如何才能做一个伟大的科学家?做一名伟大的科学家需要那些具体的品质?我们应该如何向科学家们学习?3. 本课中出现了新的语法现象---不定式的完成体和被动式，强调句式。

其中出现的不定式的完成体和被动式的重点词组有：happen to do, be glad to do, seem to do 重点句型有：Mr. Black happened to have read some articles about Einstein’s theory.He was glad to be invited to attend a lec ture on Einstein’s theory.Einstein’s theory seems not to be understood by many people even today.强调句式有：It was...that... do的各种形式。

4. 设计对话，竞猜等形式，让学生在任务教学模拟情景中反复操练本单元出现的不定式和强调句式。

(二)单元目标(Unit Target)1 了解不定式的完成体和被动式，能区别完成体和被动式的用法，并能熟练运用不定式进行描述。

2 能对科学家的生平事迹进行简单的描述：(出生，国籍，科学领域，成就或称号......)3 能述说某一个科学家的小故事。

4 了解强调句式，学会用强调句式。

高中英语必修5Unit 1 Great scientists教案

Unit 1 Great scientistsTeaching aims:1. Learn some new words and expressions:Words: attend, cure, expert, handle，Phrases: be linked to, be exposed to , be absorbed into, be to blame (for sth)2. To examine a new scientific idea.3. Train the students’ reading abilityMain points: words and phrasesDifficult points: scientific researchTeaching procedures:Step 1. Warming up1. Greeting the students2. Show the Ss pictures of great scientistsStep 2. Pre-reading1.Read the pictures and title of the book and make a prediction about the content ofthe text.2. Do the exercises on the answer sheet and let Ss analyze the words and finish Part II Step 3 fast reading.1. Ask the Ss to put them in order and get their answers.2. Choose the right answer to the content of the text.Step 4. Reading passage1. Careful Reading1) Para.1 Find a problem.What is the problem?John Snow was an doctor in London who Queen Victoria as her personal . He thought about helping ordinary people to cholera. Though the cause and the of it were unknown, he wanted to face the and solve the problem.What caused cholera?2) Para.2 Make a question:Two theories(ideas):1. Cholera multiplied in the air.2. People absorbed it into their bodies with their meals3) Para.3 Think of a method1. What happened in 1854?2. How many people died in 10 days?3. What did John Snow do at that time?4) Para.4 Collect resultsAsk students find out the reasons according to the map.Which house has the largest number of deaths in this map?A. No. 12B. No.2C. No.38D. No. 295) Para.5 Analyse the results1.What happened to the pump water?2. What did the people do？6) Para.6 Find supporting evidenceWhat ’s the extra evidence?7) Para.7 draw a conclusionThe polluted water caused cholera.To prevent cholera from spreading again, what did John Snow do?①Suggested that the source of all water supplies be examined.②Instructed the water companies not to expose people to the polluted water any more.Step 5 Revision and summary1. review “How did John Snow defeat ‘King Cholera’”Let students revise the procedure of the research.1.Summarize the passage.John Snow－a doctor，_____ Queen Victory as her personal _______.But he was willing to help ordinary people ______ cholera.Many people died _____ there was an _____ .He wanted to face the ______ and solve the problem.Two theories caught her attention.The first suggested that cholera multiplied in the air.The second suggested that people ________ this disease into their bodies and the disease _______ the body.John Snow ________ the second was right but he needed evidence.When another outbreak hit London in 1854，he was ready to begin his .____________ and tried to get information.He found that most of the deaths were near a water __________ and the spread of the disease was ____________ water.With the evidence，he was able to ___________ that polluted water carried the virus.After that，he suggested the source of all the water supplies _____________.Finally “King Cholera”was ____________.Step 6 Write a report:1.The question is whether too much homework is good for us.2. Use the steps to get your conclusion.Step 7. Homework1.Make sentences with the following words and phrases:challenge; announce; instruct; attend; be exposed to; absorb..into; be to blame2.Do exercise 1, 2 and 3 on page.Blackboard Design:TitleNew word English meaningPut forward come up withScientific science scientistSerere badBe linked to be connected with……V ocabulary.I. words and meaning1.cure (para.1) a medical treatment2.victim (para.2) a person who were injured or killed as the result of a disease, etc:3.suspect (para.3) to have an idea that sth is probably true4.enquiry (para.3) the act of asking questions or collecting information aboutsb/sth5.pump (para.4) a machine that is used to force liq uid, gas or air into orout of sth6.foresee (para.4) to predict; to know about sth before it happens7.announce (para.6) to make (sth) known publicly8.instruct (para.7) give orders or directions to sbII. Circle the answer that best matches the meaning of each bold word or phrase..9. expert: John Snow was a famous doctor in London –so expert, indeed, that heattended Queen Victoria as her personal physician. (para.1)A. a person with special knowledge, skill or training in a particular fieldB. done with, having great knowledge or skill10. attend: John Snow was a famous doctor in London – so expert, indeed, that heattended Queen Victoria as her personal physician. (para.1)A. be present atB. take care of (sb); look after11. (be )exposed to: He thought about helping ordinary people exposed to cholera.(para.1)A. to leave sb/sth/oneself uncovered or unprotectedB. to tell the true facts about a person or a situation12. cure : Neither its cause nor its cure was understood.(para.1)A．to make sb healthy again B．a medicine or medical treatment13. absorb … into/ in: People absorbed it into their bodies with their meals. (para.2)A. to interest sb very much so that they pay no attention to anything elseB. to take (sth) in; suck up14. be to blame (for sth): It seemed that the water was to blame for cholera.(para.4)A. to be responsible for sth badB. to think or say that sb/sth is responsible for sth bad15. handle :Remove the handle from the water pump so that it could not be used. (para.5)A. part of a toolB. to deal with, manage or controlIII SummaryJohn Snow－a doctor，1.____________ Queen Victory as her personal 2.____________.But he was willing to help ordinary people 3.____________ cholera. Many people died 4.____________ there was an 5.____________ .He wanted to face the 6.____________ and solve the problem. Two theories caught her attention. The first suggested that cholera multiplied in the air. The second suggested that people 7.____________ this disease into their bodies and the disease 8.____________ the body. John Snow 9.____________ the second was right but he needed evidence. When another outbreak hit London in 1854，he was ready to begin his 10.____________ and tried to get information. He found that most of the deaths were near a water 11.____________ and the spread of the disease was 12.____________ water. With the evidence，he was able to 13.____________ that polluted water carried the virus. After that，he suggested the source of all the water supplies 14.____________.Finally “King Cholera” was 15.____________.。

高中英语必修五Unit1Greatscientists阅读课的教学设计与反思

高中英语必修五 Unit 1 Great scientists阅读课的教学设计与反思一、教材分析1. 话题:本阅读课是围绕整个单元的中心话题“great scientists”而展开的。

2. 内容:阅读材料是一篇记叙文,描述的是英国著名医生John snow 是怎样通过考察.分析.探究的科学方法，发现并控制King cholera 这种传染病的。

通过学习课文，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，了解科学发现的全过程具有其科学的严密性。

3. 目标:理解课文内容,理清篇章的组织脉络;引导学生学会概括主体的阅读技巧和根据主体理解文章细节的能力。

谈论“great scientists”,并学习运用课文中描述人物的句型。

扫清课文中新词汇的障碍,并注意课文中出现的语言现象。

二、教学实践step 1. Warming up1.教学设计1) 设计思路:以讨论**常生活的话题入手,上课开始就使课堂充满轻松和愉快，以what scientists do you know? And what deadly disease do you think now? 直接引入,使导入部分具有“切入口小,切入主题快”的效果。

2) More information about how to defeats king cholera: suspect----investigate------analyse------solve.设计思路:把全班学生分成四大组来设计关于how does john snow defeat the disease?的问题。

旨在学生之间设置“信息差”,有利于激发学生说的兴趣,在学生的相互交流中培养起发现问题和解决问题的能力。

3) Discussion: how did john snow finally prove it? And do you think he would have solved this problem without the map?设计思路:有趣的话题能极大的激发学生的好奇心,使其发挥丰富的想象力。

高二英语必修五Unit1Greatscientists教案

高二英语必修五Unit1Greatscientists教案Unit1GreatscientistsTheFirstPeriodReadingTeachinggoals教学目标Targetlanguage目标语言a.重点词汇和短语attend,control,severe,pub,iediately,handle,instruct or,pup,contribute,conclude,steaengine,virus,putfora rd,aeaconclusion,exposetob.重点句式Topreventthisfrohappeningagain,johnSnosuggestedthat ...P3Abilitygoals能力目标Enablethestudentstotalaboutscienceandscientists.Learningabilitygoals学能目标Enablethestudentstolearnaboutsoefaousscientistsandt heircontributionsandhotoorganizeascientificresearch.Teachingiportant&difficultpoints教学重难点Talaboutscienceandscientists.Teachingethods教学方法Tas-basedactivities.Teachingaids教具准备Aputerandaprojector.Teachingprocedures&ays教学过程与方式StepⅠLead-inAsthestudentstothinofsoegreatinventionsandinventors inhistory.T:elebactoschool,everyone.Iguessostofyouhaveenjoyed yourholiday.aybeIshouldsayeveryonehasenjoyedascient ificlife.hy?Becauseyouhaveenjoyedtheresultsofthesci enceandscientists.Nocanyoutellethescientistshoinven tedthelights,thegraophoneandtheputer?S1:Edisoninventedthelightsandthegraophone.S2:ThefirstputerasinventedbyagroupofAericanscientis ts.StepⅡaringupFirst,assoequestionsaboutgreatscientists.Second,asa llthestudentstotrythequizandfindouthonostheost.T:younoourlifeiscloselyrelatedtoscienceandscientist s.ebenefitalotfrothe.canyounaeoutasanyscientistsasp ossible?S1:Neton.S2:att.S3:Franlin.Sapleansers:Archiedes,AncientGree,aatheatician.charlesDarin,Britain.ThenaeofthebooisoriginofSpecie s.ThoasNeen,British,aninventorofsteaengine.Gregorendel,czech,abotanistandgeneticist.ariecurie,PolishandFrench,acheistandphysicist.ThoasEdison,Aerican,aninventor.LeonardodaVinci,Italian,anartist.SirHuphryDavy,British,aninventorandcheist.ZhangHeng,ancientchina,aninventor.0.StepperHaing,British,aphysicist.StepⅢPre-readingGetthestudentstodiscussthequestionsonpage1iththeirp artners.Thenasthestudentstoreporttheiror.Encouraget hestudentstoexpresstheirdifferentopinions.T:No,class,pleaselooattheslide.Discussthesequestion sithyourpartners.ThenI’llassoestudentstoreporttheiror.Shothefolloingonthescreen.hatdoyounoaboutinfectiousdiseases?hatdoyounoaboutcholera?Doyounohotoproveaneideainscientificresearch?hatorderouldyouputthesevenin?justguess.Sapleanser1:S1:Letetry.Infectiousdiseasescanbespreadeasily.They haveanunnoncauseandaydogreathartopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,soayani als,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sapleanser2:S1:Inosth.aboutit.Firsteshouldfindtheproble.Then,th inofasolution.S2:eshouldcollectasuchinforationaspossible.S3:Analyzingresultsistheostiportantstage.S4:Beforeeaeaconclusion,itisnecessaryforustorepeats oestagesorprocesses.Sapleanser3:S1:Ithin“Findaproble”shouldbethefirststage.S2:“aeupaquestion”shouldfollothefirststage.S3:“Thinofaethod”,“collectresults”and “Analyzeresults”areafterthat.S4:ofcourse,before“aeaconclusion”,eshould “Repeatifnecessary”.T:elldone!heneanttosolvesoeprobles,firsteshouldfind outtheproble,dosoeresearchonit,proveyourfindings,an dthenaeaconclusion.Thisisascientificandobjectiveayofresearching.Nolet’sseehodoctorjohnSnodidhisresearch.StepⅣReadingLetthestudentssitheholepassageandtrytoorouttheeanin gsoftheneordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonasd evastating.anypeoplediedithoutnoingthereason.Itasdo ctorjohnSnohosavedthepeople.Pleaselooatthescreen.Le t’sreadtheholepassageandfindanserstothequestions.Shothequestionsonthescreen.hatconditionsalloedcholeradevelop?hydoyouthinpeoplebelievedthatcholeraultipliedinthea irithoutreason?hatevidencedidjohnSnogathertoconvincepeoplethatidea 2asright?Sapleansers:S1:Thedirtyateradethecholeradevelopquicly.S2:Becausepeoplecouldnotunderstanditscauseandcouldn otgetitcured.Sopeopleiaginedthatsoepoisonousgasinth eaircausedthedeaths.S3:Hefoundthatanyofthedeathsereneartheaterpuphileso eareasfaraayfrotheaterpuphadnodeaths.Sohenpeopleere asednottousetheaterpup,thediseasebegantoslodon.Inth isay,johnSnohadshonthatcholeraasspreadbygersandnoti nacloudofgas.StepⅤTextanalyzingAsthestudentstoanalyzethetextingroups.T:Noclass.canyoutellehatstyleofthepassagebelongsto?S1:Ithinitisareport.T:Pleaselooatthechartonthescreen.Thechartshosthatea chparagraphofthetextexplainsjohnSno’sstagesinhisresearch.Pleasereadthetextandfindoutthe generalideaofeachparagraphandatchthestageitheachpar agraph.Discussitingroups,andthenreportyouransers.ParagraphsStagesGeneralideas2Sapleansers:S1:ygroup’sopinionisthis:stageone“Findaproble”isexpressedinparagraphone.Thegeneralideaisliethis:j ohnSnoantedtofindthecausesofcholera.S2:ouranserisliethis:paragraphtoexpressestheseconds tage“aeupaquestion”.Thegeneralideaisliethis:johnSnoan tedtoprovehichtheoryascorrect.S3:“Thinofaethod”isthethirdstage.Anditiscontainedinparagraphthree.Th egeneralideaisliethis:johnSnocollecteddataonthoseho ereillordiedandheretheygottheirater.S4:Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaisliethis:johnSno plottedinforationonaaptofindoutherepeoplediedordidn otdie.S5:ourgroupbelieveparagraphfivecontainsthefifthstag eofjohnSno’sresearch.Thegeneralideaisliethis:johnSnoanalysedth eatertoseeifthatasthecauseoftheillness.Sothisstagei sto“Analysetheresults”.S6:Thesixthstageis “Repeatifnecessary”.Itiscontainedinthesixthparagr aph.Thegeneralideaisliethis:johnSnotriedtofindother evidencestoconfirhisconclusion.S7:Thelastparagraphisabouttheseventhstage “aeaconclusion”.Itsgeneralideaisliethis:Thepollut eddirtysourceofdriningaterastoblaeforthecauseoftheL ondoncholera.Assoestudentstoputtheiransersinthechart.ParagraphStagesGeneralideasFindaprobleThecausesofcholeraaeupaquestionThecorrectorpossibletheorThinofaethodcollectdataonherepeopleereillanddiedand heretheygottheiratercollectresultsPlotinforationonaaptofindoutherepeopl ediedordidnotdieAnalysetheresultsAnalysetheatertoseeifthatisthecaus eoftheillnessRepeatifnecessaryFindotherevidencestoconfirhisconcl usionaeaconclusionThepolluteddirtysourceofdriningaterast oblaeforthecauseoftheLondoncholeraStepⅥHoeor1.Getoreinforationaboutsoeinfectiousdiseasesan dodernscientists.FinishtheExercises1,2,3onpages3and4.教后反思：在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。

【教育学习文章】高二英语必修五Unit 1 Great scientists教案

高二英语必修五Unit 1 Greatscientists教案Unit1GreatscientistsTheFirstPeriodReadingTeachinggoals教学目标.Targetlanguage目标语言a.重点词汇和短语attend,control,severe,pub,immediately,handle,instru ctor,pump,contribute,conclude,steamengine,virus,put forward,makeaconclusion,exposetob.重点句式Topreventthisfromhappeningagain,johnSnowsuggestedth at...P32.Abilitygoals能力目标Enablethestudentstotalkaboutscienceandscientists.3.Learningabilitygoals学能目标Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsandhowtoorganizeascientificresea rch.Teachingimportant&difficultpoints教学重难点Talkaboutscienceandscientists.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠLead-inAskthestudentstothinkofsomegreatinventionsandinvent orsinhistory.T:welcomebacktoschool,everyone.Iguessmostofyouhavee njoyedyourholiday.maybeIshouldsayeveryonehasenjoyed ascientificlife.why?Becauseyouhaveenjoyedtheresults ofthescienceandscientists.Nowcanyoutellmethescienti stswhoinventedthelights,thegramophoneandthecomputer?S1:Edisoninventedthelightsandthegramophone.S2:ThefirstcomputerwasinventedbyagroupofAmericanscientists.StepⅡwarmingupFirst,asksomequestionsaboutgreatscientists.Second,a skallthestudentstotrythequizandfindoutwhoknowsthemo st.T:youknowourlifeiscloselyrelatedtoscienceandscienti sts.webenefitalotfromthem.canyounameoutasmanyscient istsaspossible?S1:Newton.S2:watt.S3:Franklin.Sampleanswers:.Archimedes,AncientGreek,amathematician.2.charlesDarwin,Britain.ThenameofthebookisoriginofS pecies.3.ThomasNewcomen,British,aninventorofsteamengine.4.Gregormendel,czech,abotanistandgeneticist.5.mariecurie,PolishandFrench,achemistandphysicist.6.ThomasEdison,American,aninventor.7.LeonardodaVinci,Italian,anartist.8.SirHumphryDavy,British,aninventorandchemist.9.ZhangHeng,ancientchina,aninventor.0.StepperHawking,British,aphysicist.StepⅢPre-readingGetthestudentstodiscussthequestionsonpage1withtheir partners.Thenaskthestudentstoreporttheirwork.Encour agethestudentstoexpresstheirdifferentopinions.T:Now,class,pleaselookattheslide.Discussthesequesti onswithyourpartners.ThenI’llasksomestudentstoreporttheirwork.Showthefollowingonthescreen.whatdoyouknowaboutinfectiousdiseases?whatdoyouknowaboutcholera?Doyouknowhowtoproveanewideainscientificresearch?whatorderwouldyouputthesevenin?justguess.Sampleanswer1:S1:Letmetry.Infectiousdiseasescanbespreadeasily.The yhaveanunknowncauseandmaydogreatharmtopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,somayan imals,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sampleanswer2:S1:Iknowsth.aboutit.Firstweshouldfindtheproblem.The n,thinkofasolution.S2:weshouldcollectasmuchinformationaspossible.S3:Analyzingresultsisthemostimportantstage.S4:Beforewemakeaconclusion,itisnecessaryforustorepe atsomestagesorprocesses.Sampleanswer3:S1:Ithink“Findaproblem”shouldbethefirststage.S2:“makeupaquestion”shouldfollowthefirststage.S3:“Thinkofamethod”,“collectresults”and “Analyzeresults”areafterthat.S4:ofcourse,before“makeaconclusion”,weshould“Repeatifnecessary”.T:welldone!whenwewanttosolvesomeproblems,firstwesho uldfindouttheproblem,dosomeresearchonit,proveyourfi ndings,andthenmakeaconclusion.Thisisascientificando bjectivewayofresearching.Nowlet’sseehowdoctorjohnSnowdidhisresearch.StepⅣReadingLetthestudentsskimthewholepassageandtrytoworkoutthe meaningsofthenewwordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonwas devastating.manypeoplediedwithoutknowingthereason.I twasdoctorjohnSnowwhosavedthepeople.Pleaselookatthe screen.Let’sreadthewholepassageandfindanswerstothequestions.Showthequestionsonthescreen..whatconditionsallowedcholeradevelop?2.whydoyouthinkpeoplebelievedthatcholeramultipliedi ntheairwithoutreason?3.whatevidencedidjohnSnowgathertoconvincepeoplethat idea2wasright?Sampleanswers:S1:Thedirtywatermadethecholeradevelopquickly.S2:Becausepeoplecouldnotunderstanditscauseandcouldn otgetitcured.Sopeopleimaginedthatsomepoisonousgasin theaircausedthedeaths.S3:Hefoundthatmanyofthedeathswerenearthewaterpumpwh ilesomeareasfarawayfromthewaterpumphadnodeaths.Sowh enpeoplewereaskednottousethewaterpump,thediseasebeg antoslowdown.Inthisway,johnSnowhadshownthatcholeraw asspreadbygermsandnotinacloudofgas.StepⅤTextanalyzingAskthestudentstoanalyzethetextingroups.T:Nowclass.canyoutellmewhatstyleofthepassagebelongs to?S1:Ithinkitisareport.T:Pleaselookatthechartonthescreen.Thechartshowsthat eachparagraphofthetextexplainsjohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthe generalideaofeachparagraphandmatchthestagewitheachp aragraph.Discussitingroups,andthenreportyouranswers.ParagraphsStagesGeneralideas234567Sampleanswers:S1:mygroup’sopinionisthis:stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis: johnSnowwantedtofindthecausesofcholera.S2:ouranswerislikethis:paragraphtwoexpressestheseco ndstage“makeupaquestion”.Thegeneralideaislikethis:johnSn owwantedtoprovewhichtheorywascorrect.S3:“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Th egeneralideaislikethis:johnSnowcollecteddataonthose whowereillordiedandwheretheygottheirwater.S4:Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaislikethis:johnSn owplottedinformationonamaptofindoutwherepeoplediedo rdidnotdie.S5:ourgroupbelieveparagraphfivecontainsthefifthstag eofjohnSnow’sresearch.Thegeneralideaislikethis:johnSnowanalysed thewatertoseeifthatwasthecauseoftheillness.Sothisst ageisto“Analysetheresults”.S6:Thesixthstageis “Repeatifnecessary”.Itiscontainedinthesixthparagr aph.Thegeneralideaislikethis:johnSnowtriedtofindoth erevidencestoconfirmhisconclusion.S7:Thelastparagraphisabouttheseventhstage “makeaconclusion”.Itsgeneralideaislikethis:Thepolluteddirtysourceofdrinkingwaterwastoblameforthecaus eoftheLondoncholera.Asksomestudentstoputtheiranswersinthechart.ParagraphStagesGeneralideasFindaproblemThecausesofcholera2makeupaquestionThecorrectorpossibletheory3Thinkofamethodcollectdataonwherepeoplewereillanddiedandwheretheyg ottheirwater4collectresultsPlotinformationonamaptofindoutwherepeoplediedordidn otdie5AnalysetheresultsAnalysethewatertoseeifthatisthecauseoftheillness 6RepeatifnecessaryFindotherevidencestoconfirmhisconclusion7makeaconclusionThepolluteddirtysourceofdrinkingwaterwastoblamefort hecauseoftheLondoncholeraStepⅥHomework.Getmoreinformationaboutsomeinfectiousdiseasesa ndmodernscientists.2.FinishtheExercises1,2,3onpages3and4.教后反思：在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。

高中英语人教版必修5Unit 1 Great scientists教学设计

Unit 1 Great scientists教材分析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”。

2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDINGTHE SOLUTION整合为一节“泛读课”。

高中英语人教版必修5Unit 1 Great scientists教学设计

教学设计1 ．通过观看视屏和情感铺垫导入，激发学生对于科学家的尊重并了解他们的工作的意义。

2 ．反复品读课文，并提取重要信息是学生逐步深入理解课文，教师在点拨时授以学法指导。

3 ．设置具体情境，使学生们将所学知识应用于实践。

教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图情境导入3 分钟导入：教师播放视频并提醒学生注意两个问题：1. What is the news about?( 新闻的主题是什么 )2. How many people arereported to have died in thenews? ( 多少人死亡？ )视频结束学生回答问题并想象如果埃博拉没有被有效地控制，现在将会怎样。

观看视频，回答问题并想象会发生什么事情。

通过学生们熟悉的就发生在现在的疾病为下文学生了解霍乱奠定基础；通过想象疾病的可怕后果从而进一步让学生体会科学家及其工作的重要性。

初步了解介绍霍乱基本信息：症状、致命性。

阅读基本信息。

为学生阅读下面的霍乱1 分钟文章做准备。

浏览课文8 分钟一、学生迅速浏览课文并选出课文的主旨大意二、将事件按照发生的顺序重新排列阅读课文并回答问题，在第一个问题当中还要思考为什么其他选项不能概括文章的主旨大意。

初步了解文章并学会概括文章的主题。

细读课文15 分钟就文章的细节进行提问： 1. Whydid cholera cause so manydeaths?( 为什么霍乱是很多人丧生？ )2. What were the twotheories explaining thedisease? ( 关于霍乱的两个理论是什么？ )3. What did he do to defeatthe disease? （ John Snow 为打败霍乱所做的事情是什么？）在回答问题过程中概括出 JohnSnow 所使用的科学分析法的具体步骤。

详细阅读课文并找出相关答案，通过 JohnSnow 所做的事情概括他所使用的科学分析法。

高中高三英语必修五unit1教案：Great scientists

高中高三英语必修五unit1教案：Great scientists教学目标1.了解一些伟大的科学家，了解他们的生平和科研成就。

2.掌握相关科学词汇和科技知识。

3.提高学生的阅读理解能力，能够理解并准确表述科学研究。

4.提高学生的写作和口语表达能力，能够撰写简单的科学文献和进行简要的科学演讲。

教学重点1.认识伟大的科学家及其科研成就。

2.掌握相关科学词汇和科技知识。

3.掌握科学文献的写作技巧。

教学难点1.让学生了解传统科研方法与现代科研方法的区别。

2.提高学生的文献阅读能力，能够进行科研论文的分析和阅读。

教学方法1.以讲授为主，辅以讨论和互动。

2.采用案例分析、阅读理解等方法，提高学生的分析判断能力。

教学准备1.课件、教材、黑板、白板、书写工具等教具。

2.一些科学简报或研究文献。

教学过程第一步：引入1.通过简要介绍爱因斯坦、牛顿等著名科学家，引入本课的话题。

2.让学生自由发言，尝试了解他们对科学的看法和科学家的印象。

第二步：阅读1.分发相关的科学简报或论文，让学生进行阅读。

2.让学生结合阅读中的科研成果，表述自己的感想和对科研的认识。

第三步：探究1.引导学生进行案例分析，了解伟大科学家的生平及其科研成果。

2.让学生对比传统科研方法与现代科研方法的不同，从而对现代科研有更深刻的认识。

第四步：交流1.让学生分组讨论各自阅读的科学简报或论文。

2.让学生互相分享感受和见解，一起学习和探究。

第五步：总结1.给学生提供一些科学文献，让他们进行简单的摘要和总结。

2.让学生进行小组报告，展示学习成果。

课堂作业1.分组进行一些科学实验或观察，写一份简要的研究报告。

2.学生自主去图书馆或网上查找更多有关课题的资料并写一份综述。

总结本节课主要介绍了伟大的科学家及其科研成就，让学生对科学有了深层次的认识。

通过阅读、讨论和总结等方式，提高了学生的阅读理解、写作和口语表达能力，培养了学生对科研的兴趣和热情。

在今后的教学过程中，应不断尝试不同的教学方法，不断更新课程内容，让学生更好的掌握科学知识和技能，不断提高自己的学习力和综合素质。