必修5 Unit1 必修5 Unit1 Great scientists 巧学活用
人教版英语必修5：Unit 1 Great Scientists - Lanugage points
of 的意思是“因……而死”，常表示 由于疾病、饥饿、年老、情感等原因引起 的死亡。例如： He died of old age. 他寿终正寝了。 In a cold winter, many wild animals may die of hunger. 在严寒的冬天，很多野生动物可能饿死。 The old woman died of grief soon after her husband's death. 那位老太太在丈夫去世 后不久因悲伤而死。
Who
did you have＿＿＿＿ (paint) the wall yesterday？ I’m sorry I can’t help you because I have a lot of letters ＿＿ (answer). The villagers are going to have a new bridge ＿＿＿ (build) over the river. Who had the candle____ (burn) throughout the whole night？
Unit 1 Great Scientists
Language Points
1. die from 表示“死于……原因”，常 用于表示“由外因引起的死亡” die of表示“死于……原因”，常用于 表示“由疾病或内因引起的死亡” 这里，由于but引导两个并列句，根据 省略的要求，并列句中相同的部分可 以省略，some后面应接的是die of, 根 据省略要求，它与前面的die of 一样， 因此可以省略。所以，答案是C
3. attend vt., vi.
To
be present at; go to (meeting, conference, lecture…) He decided to attend the meeting himself. To look after, care for, serve Which doctor is attending to (on) you? To go with The work was attended with much difficulty. attendance n. There is a doctor in attendance.
人教必修5 Unit 1 Great Scientists John Snow Defeats “King Cholera”
A woman and her daughter who lived far away but drank find supporting evidence two __________ Para 6 What other deaths analyse the results extra evidence did he find? the water also died.
Many thousands of terrified people died of cholera.
What method did he use? pub
ManyA deaths happened here. map of Broad
No deaths happened here
?
St worked in the pub had been given free beer and so had not drunk the water from the pump.
It seemed the water from the pump was to blame.
Further thinking :
1. Do you think John Snow would have solved this problem without the map? Give your reasons.
Father of Modern Genetics
Guess
Who? When? Where?
What?
John Snow Defeats “King Cholera”
Prediction: The passage mainly tells us how he gathered information, analyzed the valuable ___________________________________________ ____________________________________________. clue, found out the cause of cholera and defeated it
人教版英语必修五 Unit 1 Great scientists
人教版英语必修五 Unit 1 Great scientists重难点【重点】（1）了解著名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。
（2）学习表示意愿、希望和建议的句型。
（3）学习过去分词作定语和表语的结构。
（4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力.一、重点单词1、characteristic n. 特征，特性2、expose vt. 暴露，揭发，曝光（摄影）3、defeat vt. & n. 击败；战胜；4、cure vt. & n. 治愈，治疗法5、blame vt. 责备，归咎6、backward adj. & adv. 向后7、conclude vt. & vi. 结束，总结二、重要词组句型1、in addition 此外2、apart from除……以外(except for)；除……外，还有(besides)3、be strict with sb. 对某人严格4、lead to 导致，通向（to 为介词）5、link…to… 将……和……连接起来6、keep sb /sth +doing /done /adj. 让某人或事物做……三、课文长句难句1、In addition, he found two other deaths in another part of London that were linked to the Broad Street outbreak.2、To prevent this from happening again, John Snow suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found. 2四、语法知识——过去分词的用法【词汇积累】1. put forward 提出2. draw a conclusion 得出结论3. be/get under control 在……控制下be/get out of control 失去控制，不能操纵4. be absorbed in 专心5. be to blame 应该受责备（用主动形式表示被动）blame sb. for sth. 因某事责备某人6. in addition 也，另外，此外7. link...to... 将…和…连接或联系起来8. die of 因…而死亡（内因）die from 因…而死亡（外因）9. lead to 导致，通向10. make sense 有意义，说得通11. apart from 除…之外，此外12. contribute to 为…作贡献或捐款，导致，有助于13. be enthusiastic about 对…热情14. be curious about 对…好奇15. cure sb. of illness 治好某人…病16. point of view 态度，观点，看法17.（be）strict with sb. 对某人要求严格【重点单词用法精解】1. characteristic n. 特征，特性The chief characteristic of human being is that they can think. 人类主要的特征是他们会思考。
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5《Unit 1 Great scientists》
新人教版高中英语必修5《Unit 1 Great scientists》精品教案New Senior English For China Student’s Book 5(Reading Part)P2 Unit1(Period1Warming up and Reading)Step I Warming upDo you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)Step II. Pre-reading1.Background introduction to John SnowJohn Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and s udden that 127people died in the first three days.What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)Step III. New words studyShow the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.Step IV. ReadingFast—reading:Read the passage quickly and find the number below and the relevant happenings in theparagraph and findout what evidenceor approach is JohnSnow used in thestage of experiment,then fill in the chartbelow.Step V. Discussion1.What’s the significance of Snow’s famous cholera map ?2.If you were John Snow, how would you investigate the cholera?Step VI. SummaryStep VII. Homework assignment1.Finish Ex.1 on P42.2. Retell the story.3. Prepare for tomorrow’s dictation.P9 Unit2 The United Kingdom(Period 1 Warming up and Reading)Step 1 Warming up& lead-in1. Game playingT: Morning everybody! You see, nowadays, travelling abroad are becoming more and more popular. So if you have a chance to go aboard, which country do you want to go most? How much do you know about that country?T: Very good! Just now some of you shared your ideas, and now let’s play a short game: Guess which country it is! Altogether there are 8 groups, you are asked to choose one item and guess which country it isaccording to the related information offered to you.1. People----America2. Music----Argentina3. Video----Australia4. Food-----Italy5. Shooping----France6. Architecture-----China7. Poetry-----the UKStep2 Pre-Reading1. Brainstorming :T: Now you have a chance to go to the UK. , before you go there you’d better go to the library to search for some information about the country. What kind of information about it you want to find out?S: geography, literature, politics, sports, sightseeings,cultures, ethnic groups, famouscities, food, history, language, fashion, life styles …….T: How much do you know about these?Step 3 Reading1. Fast-reading.1)Task 1:Question: What kinds of information are mentioned in the text?(sports, geography, history, flag, London, The biggest country England, flag,invasions).2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?.Part1(para1-4): How the UK came into beingPart2 (para5): England is divided into 3 zones.Part3 (para6): The reason why London became the cultural capital of England.2. Careful readingPart 11) T: Very good! So could you tell me how many countries the UK consists of and what they are?S: The UK consists of four countries, that is England, Wales, Scotland and Northern Ireland.2) T: Exactly! Then does these four countries united in one day?S: No.T: Then how can the UK come into being?S: First there was only England, then in the 13th century AD, Wales was linked to the England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to theGreat Britain to form the UK.T: Wonderful job! Actually the history can be shown in the national flag called the Union Jack.3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?S: Becauseit is usually assumed to be part of England.T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries different?S: They are different in international relations. They have different educational and legal systems as well as football teams.Part 2T: Among the four countries, England is the largest, and for connivance it is divided into 3 zones. What are they?S: The South of England, the Midlands and the North.T: Good! And now could you tell me what the feature of each zone?Most population settled inThe South of England.Most of the large industrial cities are in the North and the Midlands.Many cities have famousfootball teams.Part 31) T: So we all know the UK has a long history and of course rich culture,and the cultural center is,obviously, the capital city London. So why can London become the cultural center ?S: Because there are a lot of historical treasure in London.T: Why there are so many historical treasure in London?S: London has been influencedby some invaders.2) T: Actually, in the England history, altogether there are four invasions, do you know what they are? S: The Romans; The Anglo-Saxons; the Vikings; the Normans.T: What did they left in England?S: the Romans left towns and roads, theAnglo-Saxons language and government, the Vikingsinfluence the vocabulary and place-names of the North and the Normans castles and words for food.Step 4. Post-Reading1. Task 1 Role-playTwo students act as tourist guides, and two students act as the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK.2. Task 2 Discussion of ideasThis is an opportunity to allow students to draw connections in the history and the geography of England. Ask students work in groups of 4, and every group choose 1 topic. At last the group leader should give a representation of their ideas.1) What similarity is there between the invasions of the Romans and the Normans?2) What similarity is there between the invasions of the Anglo-Saxons and the Vikings?3) Why does London only have evidence from three of the four invaders?4) What geographical factors make it difficult to invade England successfully?3. Task 3 DebateIn the history of the UK. , there are some important inventions. Those invaders ruled the country for sometime. They brought pains to the local people, but at the same time, they also brought something new to the country, which is important for the making up of its history.“Is the inventions good or bad to the country Britain?”Step5 Homework1. Read the text and try to find out some important or difficult words and expressions.2. Write a short summary of the passage.3. Preview “Learning about Language—Discovering useful words and expressions”.P17 Unit3 Life in the Future(Periods 1-2 Warming up and reading)Step 1 warming upTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand yearsStep 2: pre-reading1.Can you tell what problems people are facing today?2.what problems do you think people in the future will have overcome?Which ones will still be there or even worse in AD3005?(Key: 1The problem of population will be solved,have begun to Control the birth rate. //2The problems will be still there,and will even worse.// 3I don’t think so.Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy.In my opinion……)Step 3：fast reading1. Read the text for the first time and tell what the text is about?It’s an e-mail written by a man Who has taken up a trip to the future.2. Look at the following sentence, there are in wrongorder, tell me the correct order for these sentenceA. We were transported into the future by acomfortable time capsule.B. I arrived a t Wang Ping’s home andeverything in his house made mesurprised.C.I won a travel to the year AD3005D. I have my first try to master a hoveringcarriage.Step 4 careful reading1.Answer the following questions:1.Why did I have the chance to travel to the year AD3005?2. What is a “ time lag”?3. How did I feel when I was in the capsule?4. Who guides my trip?5.Why did my guide give me some tables?6.Who transported us to the future?Key:1. I took up the prize I won the year before.2. “Time lag”means a person get s flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping’s parents’ company transported us to the future.2. ComprehendingPractice by doing the comprehending exercise Exercise 1-2 on Page 19I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Thoughhe was hit by the lack of fresh air,---P25 Unit 4 Making the news(Period 1 Warming up and Reading)(整合warming up, Pre-reading, Reading 与Comprehending四部分)StepI. Elaboration (warming up):Help the students to relate their known knowledge to the topic that will be learnedabout in the text?Step II. Prediction (pre-reading):Task : Predict the main idea of the text by discussing the following questions:1. What are the qualities a good news reporter needs to have?(Have group discussion first and then finish Part 1 individually)2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)Step III. Skimming, scanning, analyzing (Reading & Comprehending)Task 1: Read the text quickly to get a general idea of the text.Task 2: Divide the passage into three sections and match the following main ideas to the three sections：1)How to get an accurate story3)Work in a teamTask 3 Read quickly to find out the information to fill in the form belowTask 4: Tell what is required for a reporter and a photographerpatient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professionalStep IV. SummarizingTask 8: Write a summary of the textStep V. AssignmentRead an English newspaper and retell the main idea of one article in it.P33 Unit 5 First aid(Period 1 Warming up and Reading)Step 1 Revision1.Greet the whole class as usual2.The teacher checks the students’ homework: show some pictures about some common injuries andreview some words, some useful expressions and the information about first aid.Step 2 Pre-readingFirst let the students talk about the picture (page 33)What kind of first aid would you perform in the situation of burning?Step 3 While-reading1) Skim for general idea. How many parts are the text and what are they?Five parts1.The purpose of skin2.Cause of burns3.Types of burns4.Symptoms of burns5.First aid treatment2)Scanning : read the text quickly and do the multiple choices (page 36)3)Detail reading: Filling in the blanksWhat can skin do for our body ?•Protect you against diseases, poisons and the sun’s harmful rays.•Keep you warm or cool•Prevent you from losing water•Gives you sense of touchCauses of burnsYou can get burnt by :•hot liquids•steam,•fire, •radiation,•the sun, •electricity and chemicalsWhat are the three types of burns?••F i r s t d e g r e e:Not serious; affect only the top layer of the skin; feel better a day or two•S e c o n d d e g r e eAffect both the top and the second layer of the skin; serious; take a few weeks to heal•T h i r d d e g r e eAffect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.•3. Why do you think clothes and jewellery near burns should be removed?B e c a u s e t h i s m a y b r e a k a n y b l i s t e r s a n d t h e w o u n d m a y g e t i n f e c t e d.Step 4 Home work•1. Finish the Exes in p36.2.Read the text.。
Unit_1Great_scientists词汇讲解祥解
b. China was struck by an outbreak of SARS in 2003.
challenge eg: a. He challenged my statement. b. He responded to the challenge in a calm way. c. I’d like something challenging.
put…
1. 收拾起来；储存 put away
2. 放回，拨回 put back 3. 写下；镇压；放下 put down
4. 提出；颁布 put forward
5. 延期，推迟 put off
6. 穿、戴上；(速度、体重)增加；上演 put on
7. 扑灭，熄灭 put out
8. 举起；建造；张贴 put up
declare宣布(如公开声明战争、和平、中立、意见
等)，用于正式场合。
announcer
announcement
certainty 1) with certainty 我不能确切说出公司的前景。 2) without certainty “可以让我试一下吗？”她不确定地说。 3) There is no certainty of ...
brightness n. 明亮，聪颖 bright adj. 明亮的 a. Stars vary in brightness. b. The little kid's brightness surprised all people present. c. There is a bright moon in the sky.
severe 严重的，剧烈的，严厉的
foresee (foresaw, foreseen)
新人教版高中英语必修5 Unit1_Great_Scientists (1)
3. 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.
Nobody knew the cause of the serious disease of cholera
Unit 1 Great Scientists
Period 1 Warming up & Pre-reading Period 2 Reading Comprehension Period 3 Reading & Listening Period 4 Learning about Language Period 5 Grammar Past Participle Period 6 Listening Period 7 Reading and Writing
It begins in the stomach and a severe case can lead to death without immediate treatment.
And the victims died very quickly from a loss of liquid after severe vomiting(呕吐) and diarrhea(腹泻).
Come on!
Skimming Who was the great scientist in the passage and what was the deadly disease of its day?
必修五 Unit1 Great scientists
必修五Unit 1 Great scientistsI: Important phrases1．举起，提升；2 pass (sth) from…to…3 提出(建议等)，拨快4 send away 派遣；开除；解雇；send for 派人去请；扩展：send in 呈报；送…参加比赛；send off 寄出；给…送行；send out 发送；派遣；发出（光，热，气，）；长出；send up 发射；5．一团，一大片，一大群6 得出结论7 find supporting evidence8 be exposed to sth9 think over 仔细考虑；扩展：think about 考虑；认为；think of 考虑，关心；想起；想一想；think well/ill of 认为…好/不好…think highly of 对…评价高；think of…as…把…看做；think out 设计出；think twice 再三考虑；10 absorb sth into. ../ be absorbed in …11 gather information12 决定去做某事13 …的原因14 调查，研究15 remove sth from…16 have sth done（用法）17. 之后不久…18 放慢速度19 阻止…20. 确定无疑地，肯定地21 instruct sb (not) to do sth22 win a victory over sb23 对…负责任24 吸收；理解；欺骗等25 将…与…联系起来26 结束，告终27 make up 编造；化妆；组成；补上；make up for 弥补；make use of 利用make out 辨认出；看出；填写；开列；理解，了解；make off 急忙离开；急忙逃走；make over 改做…;（to）把…转让给…;make suremake an apology 道歉；扩展：make money 挣钱；make a living 谋生；make ends meet 量入为出make for 走向；朝…前进；有利于；make…from/out of…用…制造..；make up one’s mind 下决心；make use of 利用；make（the）beds 铺床；make a fire 生火make tea 泡茶make friends 交朋友make it 成功：为…腾出地方/ 腾出时间/ 让路：下定决心28 make one’s way to…：29 be trapped in/by…30 去往，朝…走去31 传染上某种疾病32 hear of / hear about…33 为…做好准备; 准备好做某事34 导致，通向35 有意义，讲得通36 因为那个原因37 in a loop38 反对/赞成…39 place sth at th centre of sth40 分类，整理41 鼓励某人做某事/不要做某事42 reject one’s theory43 point of view44 生活条件45 …的线索46 以防万一，以免47 contribute to…48 be cautious to…49 make (no) sense / make sense of…50问题出现51 害怕做某事52 be marked in green ink53 亲自；为自己54 令某人(非常)惊讶的是…55 …的关键56 in +memory / need / honor / celebration / favor /possession / explanation / aid / case / charge / face / place + of57 过桥58. keep up with 跟上；不落后；keep away (from)避开；不接近；keep to 固守keep withkeep up保持；扩展：keep a secret 保密；keep a bird 养鸟；keep one’s promise/the law 守诺、守法；keep (a) watch on 密切注意/监视；keep an eye on 留神查看keep back 隐瞒；扣，留下；阻止；keep doing 不断做…keep in touch with 保持联系keep off 不踩；避开；keep on doing 继续做keep out (of)使…不进入；keep silent 保持沉默；keep time 守时；keep house 持家；keep the house 暂时看家；II: Important sentence patterns1.Neither its cause nor its cure was understood.2.He knew that cholera would never be controlled until itscause was found.3.The dirtier the water, the more severe the illness.。
Unit 1《Great scientists》教案2(人教版必修5)
Module 5 Unit 1 Great scientists遂昌中学刘仁海分课时教案Period 1 Warming up, Pre-reading & ReadingTeaching goals:1.To talk about some great scientists and their achievements.2.To develop some basic reading skills.3.To get the general idea of the passage and to relate the passage to stages in a scientific experiment. Teaching procedures:Step one Warming upIntroduce some famous scientists and their achievements, and then do the quiz.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.Alexander Bell electricityThomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in UniverseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton the Theory of RelativityStep two Reading1.Pre-reading:1). Pair work : What do you know about infectious diseases?2). Group work: Do you know how to prove a new idea in scientific research? Discuss in small 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 results find supporting evidence repeat if necessary2. While-reading:1).Predicting:Introduce the title of the passage—John Snow Defeats King Cholera.●What does the title imply?●Predict what the text is about after reading the title and the first paragraph.●Guess what kind of person John Snow was by analyzing the key words in the first paragraph.2). Skimming:●Get the students to read the passage fast . Ask them to pay attention to the first sentence in each paragraph andtry to find several key words to sum up the main idea of the whole passage.●Compare what the students have predicted with the content given by the author.●Read the passage again to get the general idea of each paragraph.Para.1: The causes of cholera.Para.2: The correct or possible theory.Para.3: Collect data on those where people were ill and died and where they got their water. Para.4: Plot information on a map to find out where people died or did not die.Para.5: Analyse the water to see if that is the cause of the illness.Para.6: Find other evidences to confirm his conclusion.Para.7: The polluted dirty source of drinking water was to blame for the cause of the London cholera.3). Scanning:●Read the passage and try to put the correct stages into the reading about research into a disease.A. draw a conclusionB. think of a methodC. collect resultsD. make up a questionE. find a problemF. analyse the resultsG. find supporting evidenceH. repeat if necessaryKeys: E→D→B→C→F→G→A●Answer some detailed questions about the passage and learn some language points:1. Wha t do you know about Dr. John Snow’s being well-known in London?(He attended Queen Victoria to ease the birth of her babies.).e.g. I may be late – I have got one or two things to attend to.Mother had to attend to her sick son .2. From what disease did Londoners suffer in his age?(They exposed themselves to cholera.).e.g. The wolf opened its mouth to expose a row of sharp teeth.Don’t expose your skin to the sun; your skin will be hurt.People in many provinces of China exposed themselves to the SARS in 2003.3. Did people know how to cure the disease?e.g Aspirin is said to be a wonderful cure for the pain.Although the boy was beyond cure, his parents tried to cure him of bad habits.4.When did Dr. Snow think the disease would be controlled?(He knew he would never be controlled until its cause was found.)e.g. The Ministry of Health has set up a program to control the spread of AIDSThe buttons control the temperature in the building5. What was the second theory explaining how the disease killed people?(People absorbed this disease into their bodies with their meals.)be absorbed in = concentrate oneg. He is absorbed in the research of Chinese history recently.absorb one’s attentioneg. Chinese history absorbs his attention recently.5.How serious was the disease outbreak in London?(The cholera outbreak was so severe that more than 500 people had died in 10 days.)e.g. He has such a severe illness that he has been in hospital.I was caught in a severe storm last night and couldn’t go back home in time.7. Did the map which Dr. Snow draw help find the cause of the disease?(The map gave a valuable clue about the cause of the disease.)e.g. -- What is the value of this 18k white gold diamond necklace?-- It cost me $2,000 (=It was worth $2,000.),but I valued the necklace at $1,000.It was a valuable diamond necklace.We never know the value of water till the well is dry.8. Where were many of the deaths in Broad Street?(Many of the deaths were near the water pump in Broad Street.)e.g. If you have a flat tyre, you will pump air into the tyre.We had a debate yesterday. The lively debate really pumped us up.9. Why did some houses have no deaths?(These families worked in the pub at 7 Cambridge Street. They were given free beer and so had not drunkthe water from the Broad street pump.)10. What did Dr. Snow think was responsible for the disease?(It seemed the water was to blame.)e.g. They blamed the secretary for the delay of the plan.The driver was not to blame for the traffic accident.He is ready to take the blame for what had happened.11. What did Dr. Snow advised the people in Broad Street do?(He told the people to remove the handle from the water pump so it could not be used.)12. What else did Dr. Snow find in another part of London that were linked to the Broad Street outbreak?(In addition, he found 2 other deaths.)e.g. The new bridge will link the island to the mainland.Compare: in addition, also, as well as, besidesIn addition to apples you asked for, I bought you some oranges.13. What conclusion did Dr. Snow tell the public?(He announced that polluted water carried the disease.)e.g. The captain announced that the plane was going to land.The army announced a cease-fire.14. What did Dr. Snow tell the water companies?(They were instructed not to expose people to polluted water anymore.)e.g. She instructed me in the use of this telephone.I've been instructed to wait here until the lecturer arrives.3. Post-reading:Work in groups of four and discuss the following questions:1).What should you do if you're traveling to a country that has a cholera outbreak according to Snow’s theory? (Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice. Eat only food that's been thoroughly cooked and is still hot, or fruit that you've peeled yourself. Avoid undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.)2.) What spirit can we find in John Snow? As a student, what should we learn from him? Step three ConsolidationListen to the tape and get a better comprehension of the passage. While listening , pay special attention to the new words and expressions as well as the sentence structures they have learned. Step four Homework1.Read the passage aloud after class.2.Prepare for comprehending and learning about language.3.Writing: What I think of John Snow.Period 2 Comprehending & learning about language.Teaching goals:1.To find the scientific report by John Snow and to further understand the passage.2.To get a better understanding of the passage.3.To discover useful words and expressions, structures.Teaching procedures:Step one Revision1.Ask some students to read the text aloud fluently.2.Check the homework exercises.Step two Comprehending1.Fill in the chart after reading the passage.2.Read the passage again and answer these questions.1). Cholera was a 19th century disease. What disease do you think is similar to cholera today?2). John Snow believed Idea 2 was right. How did he finally prove it?3). Do you think John Snow would have solved this problem without the map? Give a reason.Step three Learning about the language1.Discovering useful words and expressions.1)Choose the suitable words or expressions to complete this passage: valuable, instruct, cure, expose, look into, examine, put forward, immediately, announceLi Heping was a famous football player, but his career came to an end when he became very ill. The doctor _________ him but could not find the cause of this illness. He___________ the theory that Li Heping had been _______ to a new virus. He knew he would not be able to ____ him___________, but promised he would ________the possibility of finding one in the future. Sadly, Li Heping __________ that he would take up a new career to _______ footballers in planning for the future. At his last match he thanked his fans for their _______ support by singing the popular song: “Thanks for the memory”.2). Sometimes in English we put the verb make with a noun instead of using a simple verb; for example, make a mistake instead of to mistake. Look at these simple verbs and make another construction using make + a + noun.3). In English verbs like make are very active and useful. Try to remember them and make sentences with the following words.make a face make friends make money make up one’s way to make suremake a decision make up one’s mind make the bed make room for4). This is a report on living conditions in England in the nineteenth century. Choose the correct verb or conjunction to put into the text. Each word may be used only once.link ... to blame expose ... to testdefeat reject absorb examine severe connect…toIn the twenty-first century, educated people find it difficult to believe that living conditions in the nineteenth century ______ people ___ serious illnesses. The reports of many doctors ____illness ___ drinking polluted water. However, one hundred years ago people did not _____a disease ___ the environment. So they did not _____ the companies that supplied dirty water. The doctors found that the dirtier the water, the more ______ the illness. It was only later when people began to ________ the water and ____ its quality that they _______ the idea that cholera was_________ from the air. It was only when everybody began to attack the dirty conditions that cholera was________ and was not a problem any more.2.Discovering useful structures.1). Look at the following sentences where the past participle is used, and find two more examples in thereading passage.Examples: So many thousands of terrified people died. (Attribute)Doctor John Snow was a well-known doctor in London.John Snow told the astonished people in Broad Street.But he became inspired when he thought about helping ordinary people.(Predicative)He got interested in the two theories.Neither its cause, nor its cure was understood.2). Complete the table with phrases that have the same meaning.3). Complete the sentences using the past participle as the predicative.1.He got ______ about losing the money.2.Why do you always look so ____? Do you sleep well these days?3.I was ___________ with the film I saw last night. I had expected it to be better.4.Everybody was ________________ to hear the death of the famous film star.5.The children are really _______ about going to the zoo.6.His wound became _______with a new virus.4). Rewrite the following sentences with the past participle as attributive.1.Let’s try the bookstore that was opened last month.(Let’s try the bookstore opened last mo nth.)2. Nine out of ten women who were interviewed about the product said they liked it.(Nine out of ten women interviewed about the product said they liked it.)3. Yesterday, the President went to visit the workers who had retired.(Yesterday, the President went to visit the retired workers.)Step four Homework1.Go through the grammar items on p89 and finish Using Structures on p44.2.Finish the exercises about using words and expressions on p42.Period 3 Listening and speakingTeaching goals:1.To learn how to get required information by listening.2.Be familiar with some expressions about describing a person’s qualities.3.Practise communicating with their classmates about their futures realistically.Teaching procedures:Step one Listening:1.Lead in: A brief introduction to Fei Junrong and Nie haisheng, and then lead to the famous scientist QianXueshen.2.Explain some new words which will appear in the listening material--astronomer (天文学家), astronaut (宇航员)institute (研究所)then read the questions and ask the students to guess what this passage may be about.3.Listen to the passage twice, then let the students answer these questions.4.Play the tape once again, and check the answers together.Step two Speaking:In pairs discuss what scientific job each of you would like to choose in the future.1.These questions may help you:What job do you want to do?What education will you need? What personality will be needed?How long will the training take?What work experience would be useful?How will you prepare for this career?2.Theses expressions may help you:I always wanted to.. because…I might find it difficult to …My greatest problem will be to …Theexperience I will need is…I need to practise…I will need to be /become: patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with…3. Let the students practise it in pairs, then ask some of them to give the report.4. Show the slides of the sample conversation.Sample conversation:A : What do you want to do when you grow up?B: I want to build robots. I will have to do a physics and mathematics degree in China. After that I hope to go abroad to Reading University in England where you can study all about robots. There is a special cybernetics(控制论) department there.A: Why personality will be needed for that job?B: They have a lot of uses: for example, in making cars on a production line or doing other repetitive jobs.A: What personality will be needed for that job?B: I think I need to be patient for my ideas will take a long time to develop. I also need to be creative enough to have good ideas.A: What experience will be most useful to you?B: I think technology and engineering projects. I hope to work in a factory in my holidays.A: What kind of person makes a good inventor?B: I think someone who is happy to persevere at something and learns from his mistakes.A: Thank you. I think designing robots sounds fun.Step three Listening. (p.41)1. Some short introduction to this passage and some new words in it. New words in the listening passage:species (种类)，parrot (鹦鹉) blackbird (乌鸦)2. Read the questions before listening to the tape.3. Listen to it twice.4. Finish the exercises on p41, then check the answers.5. Show the slides of the reading text and listen again if necessary.Step 4 Homework:1. Do the listening task on P44.2.Writing: What I would like to be in the future.Period 4 Reading, writing and learning tipsTeaching goals:1.To learn about Copernicus’ revolutionary theory.2.To learn to write a persuasive essay and improve their integrating skills .Teaching procedures:Step one Pre-readingWe know the first scientist is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The chart on P.7 shows his theory.Let’s enjoy a video of Copernicus’ Revolutionary Theory.Step two While-reading1 Skimming:Read through the passage fast and try to get the main idea of the passage.2. Scanning:Scan the passage and find the experiences of CopernicusBirth: February 19, 1473Death: May 24, 1543Place of Birth: Toruń, PolandCareer:1491-1494 Studied mathematics at Kraków Academy1496 Went to Italy to study astronomy and law at the University of Bologna1497 Began observations of the Sun, Moon, and planets1514Wrote Commentariolus, an outline of his astronomical ideas, but did not circulate it widely1543Published De Revolutionibus Orbium Coelestium (On the Revolutions of the Celestial)●Read through the passage again, and tell whether the following statements are true or false.1. At Copernicus’ time, Christian Church was in charge of many western countries.2. Copernicus noticed that observed from the earth, some planets appears in front of or behind the earth.3. Copernicus didn’t show his new theory to his friends until he completed it.4. His friends were not interested in his ideas.5. Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as hefinished working on it.6. Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe.Step three Explain some language points1. Fill in the blankets with proper words.1) Mao Zedong is the great leader of the Chinese R_________.2) The Invention of the computer caused a r________ in our way of living.3) Sun Zhongsan is a great r___________ leader.4) Yuan Longping created a r___________ new way of growing rice.2. lead to: to result in 导致Your carelessness will lead to the trouble in the future.3. make sense1) to have a clear meaningNo matter how I tried to read it, the sentence didn't make sense.2) to be wise course of actionIt makes sense to take care of your health.4. spin--- spun(span)--- spinninge.g. We span the coin to see who would have first turn.I spun around to see who had spoken.5. If you don’t like Tom, you may r_____ his gift.If you don’t think the suggestion is suitable for you, you may r____ it.6. enthusiastic: be interested inShe’s very ______________________ singing.We explain our plan, and he is very___________.enthusiastic enthusiasm enthusiasticallyShe shows boundless __________ for the work.She greeted him _____________ with a kiss.She is very __________ about Eastern music.7. cautious-- cautiously :careful to avoid riskbe cautious about/of sb./sth.e.g. The bank is very cautious about lending money.My father is a very cautious driver.The guard warned me to be cautious about strangers.Step four DiscussionIf you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason. (Suggested answer:As a scientist, Copernicus was more cautious than coward. If he had published his ideas at his time, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth..)Step five Writing1. Now write a short letter asking Copernicus to publish his ideas so everyone can read them.2. Learning tips.This article is a persuasive writing, which is about changing somebody else’s point of view. When you are doing this kind of writing, you must always have some evidence to support your idea. To make this easier, you can hold discussions with your family and friends. Give your ideas and reasons to them whenever you are making choices. You may argue with them and try to persuade them. Then you will find it easier to do your persuade writing.However, when you are writing, do not forget to plan your work and put your ideas in a logical order.Now please discuss in a group of four and decide how to write this letter. Try to collect your ideas and make a plan. You can read the tips given to you in Ex.3 on page 7.Here is a plan:Beginning: Tell Copernicus who you are and why you want him to publish his ideas.Paragraph 1: Reason 1 and evidence.Paragraph 2: Reason 2 and evidence.Summing up: Ask him to think again about publishing his ideas.3. Sample writingDear Nicolaus Copernicus,I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory.No matter how people oppose it, time will show if your ideas are right or wrong.So I hope you will feel you can publish your new theory.Yours sincerely,(your name)Step six Homework1. Write down your persuasive essay on your exercise books.2. Review the whole unit and prepare for the dictation.Period 5 Summing up & AssessmentTeaching goals:1.To know about what they have learned in this unit.2.To check their work and give a self-assessment.Teaching procedures:Step one Revision1. Have a dictation of the words and expression learned in this unit.scientific conclude repeat defeat attend expose control blame immediately announce complete cautious put forward draw a conclusionin addition link…to apart from lead to make sense point of view2. Translate the following sentences(p42)1) 除了公园以外，这个夏天我就没有出过公寓。
高中英语人教版必修5《Unit 1 Great scientists》教案
高中英语人教版必修5《Unit 1 Great scientists》教案高中英语人教版必修5《Unit 1 Great scientists》教案在教学过程中应以学生为主体。
整个课堂是学生在开口说而不是老师在干巴巴的讲授。
尤其是教材的最后一部分，阅读部分。
要使同学们在默读的前提下做课本上要求的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考的能力，运用所学语言的能力。
下面和本文库一起看看有关高中英语人教版必修5《Unit 1 Great scientists》教案。
人教版高中英语必修5《Unit 1 Great scientists》教案1教学准备教学目标1. Target language 目标语言a. 重点词汇和短语attend， control， severe， pub， immediately， handle， instructor，pump， contribute， conclude， steam engine， virus， put forward， makea conclusion， expose tob. 重点句式To prevent this from happening again， John Snow suggested that ... P32. Ability goals 能力目标Enable the students to talk about science and scientists.3. 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.教学重难点Talk about science and scientists.教学工具A computer and a projector.教学过程StepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school， everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights， the gramophone and the computerS1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst， ask some questions about great scientists. Second， ask all the students to try the quiz and find out who knows the most.T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible S1: Newton.S2: Watt.S3: Franklin.Sample answers: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.Step Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.T: Now， class， please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to r eport their work. Show the following on the screen.What do you know about infectious diseasesWhat do you know about choleraDo you know how to prove a new idea in scientific researchWhat 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 intesti nes， 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 Ⅳ ReadingLet 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. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.Show the questions on the screen.1. What conditions allowed cholera develop2. Why do you think people believed that cholera multiplied in the air without reason3. What evidence did John Snow gather to convince people that idea2 was rightSample 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 Ⅴ Text analyzingAsk the students to analyze the text in groups.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups， and then report your answers.ParagraphsStagesGeneral ideasSample answers:S1: My group’s opinion is this: stage one ＂Find a problem＂ is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.S2: Our answer is like this: paragraph two expresses the second stage ＂Make up a question＂. The general idea is like this: John Snow wanted to prove which theory was correct.S3: ＂Think of a method＂ is the third stage. And it is contained inparagraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.S4: The fourth stage ＂Collect results＂ lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to ＂Analyse the results＂.S6: The sixth stage is ＂Repeat if necessary＂. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.S7: The last paragraph is about the seventh stage ＂Make a conclusion＂. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera. Ask some students to put their answers in the chart.ParagraphStagesGeneral ideas1Find a problemThe causes of cholera2Make up a questionThe correct or possible theory3Think of a methodCollect data on where people were ill and died and where they got their water4Collect resultsPlot information on a map to find out where people died or did not die5Analyse the resultsAnalyse the water to see if that is the cause of the illness6Repeat if necessaryFind other evidences to confirm his conclusion7Make a conclusionThe polluted dirty source of drinking water was to blame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to S1: I think it is a report.T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Show the chart and three pieces of writing on the screen.ReportDescriptionCreative writingFormal language with few adjectivesVivid use of words with similes and metaphorsVivid use of language and more informal styleNo speech exceptquotationsNo speech except to help the descriptionSpeech to show feelings， reactions etc.Not emotionalEmotional to describe atmosphereEmotional to describe feelingsOnly one main characterNo charactersMay have several charactersFactualNot factual but imaginativeImaginative but can be based on factStructural according to experimental methodNot structuredBeginning， middle， endPast tense and passive voicePast tensePast tenseMaking WayOnce Goethe（歌德）， the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very， very narrow road. Just at that time， a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，＂I never make way for a fool.＂ But Goethe smiled and said，＂I always do.＂ Then he turned back quickly and walked towards the end of the road.Weather ReportHere’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.HeartbeatingPut your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age， heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example， the heart beats faster during exercise. It is also faster when a person is angry，scared， or excited. During sleep， the heartbeat slows down.Sample answers:S1: I think the first piece ＂Making A Way＂ is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.T: Very good. Now let’s return to our text. Who can tell me the main idea of this passageS2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.StepⅥ Homework1. Get more information about some infectious diseases and modern scientists.2. Finish the Exercises 1， 2， 3 on pages 3 and 4.人教版高中英语必修5《Unit 1 Great scientists》教案2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 passage9.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。
必修5 Unit 1《Great Scientists》
personality. In addition, i
creativity. Not only can it im-prove pupils������ work harder than ever.(个人感受)
e
fficiency but also it inspires pupils tob
However, few pupils answered questions posi-tively unless our names
were called by teachers when I was at school. Furthermore, we would keep silent when questioned.②It was only teachers who gave us lessons and we
晨背精品
基础优化
知识盘点
outbreak. 2.To prevent this from happening again, John Snow suggested that the source of all the water supplies be examined. 3.Only if you put the sun there did the movements of the other planets in the sky make sense.
only seemed to be served as a listener.(自己上课时情景)Now, pupils show
their active attitudes toward various questions or prob-lems, doing what they could to make them under-stood.Obviously, they behave positively in
人教必修5 Unit 1 Great Scientists
Who is he?
He is a great inventor who invented electric bulbs. Achievement provides the only real pleasure in life .
Thomas Alva Edison
有所成就是人生唯一的真正乐趣。
Thomas Edison
The water from the pump was to blame.
Analysis:(para5)
analyze the results: What happened to the pump water?
The water was from the river which had been polluted by the dirty water from London.
Tips: find some adjective words or verbs in para1
Famous, expert,
Attended Queen Victoria…… Personal physician John Snow
Introduction (para1)
Deadly disease, Many Thousands of terrified people died every time there was an outbreak. Tips: find some adjective words or a sentence in para1.
make up a question: Which theory to believe in? Cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims. People absorbed it with their
人教版高中英语必修五Unit 1 Great scientists 1.1
Section Ⅰ Warming Up,Pre-
一二三 四五
一、词义匹配
A
B
1.suspect a.to tell people something about a decision,plans,etc.
2.blame b.to deal with a situation,or a person
Unit 1Great scientists
【文章导语】 Have you heard of Newton,a famous scientist?There are many interesting stories about him.Here is one.
你听说过著名科学家牛顿吗?关于他,有许多有趣的故事。下面 就是其中之一。
adj.受污染的
一二三 四五
四、阅读课文JOHN SNOW DEFEATS “KING CHOLERA”,回
答下列问题
1.According to John Snow’s view,
.
A.Queen Victoria suffered a lot from bad health
B.a cure had been found for cholera before his time
C.cholera’s cause had to be discovered in order to control it
D.thousands of terrified people knew what they should do
答案:C
一二三 四五
2.Which of the following theories did John Snow believe in?
高中英语必修5Unit1Greatscientists
你不可能把一切都教给一个人,你只能帮助 他从内心去发现(和了解)事物。
What do you know about great scientists? Try this quiz and find out who knows the most.
高二人教新课标版必修五
Unit 1
Great scientists
Warming up
Guessing game
Who are they?
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 … Benjamin Franklin
The power of radium
6. Who invented the way of giving electricity to everybody in large cities?
Thomas Alva Edison
Genius is one percent inspiration and ninetynine percent perspiration.
enthusiastic Co-operative
positive
bright
common characteristics
strict
cautious
Language Points
1. discover & invent invent v. 发明, 发明原先不存在的东西 Who invented the steam engine? 谁发明了蒸汽机? discover v. 发现, 探索或揭示早就客观 存在着事物
高二英语人教课标必修5 Unit 1 Great scientists
Unit 1 Great scientists Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元主要话题是How to organize scientific research。
旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。
1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3 Reading 介绍英国著名医生John Snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。
通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4 Comprehending 共设计了四个题型。
1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。
第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2．教材重组2.1 将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”。
2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合为一节“泛读课”。
人教版高考英语一轮总复习 背诵默写本 必修5 Unit 1 Great scientists
7.instruct vt.命令;指示;教导→ instruction n.用法说明;指示;指导 8.construct vt.建设,修建→ construction n.建设;建筑物 9.contribute vt.& vi.捐献;贡献;捐助→ contribution n.贡献 10.cautious adj.小心的;谨慎的→ caution n.小心;警告 11.reject vt.拒绝;不接受;抛弃→ rejection n.拒绝;抛弃 12.universe n.宇宙;世界→ universal adj.普遍的;宇宙的 → universally adv.普遍地
6.responsibility n. 责任;负责 7.undertake vt.承 担;从事;负责 8.charge vt.负责; 主管
1.be capable of 能够 2.have a gift for 对……有天赋 3.be curious about 对……感到好奇 4.work hard at 努力工作/学习 5.be born into 出生于6.devote one’s life to致力于 7.be admitted to a key university被重点大学录取 8.graduate from从……毕业 9.receive a doctor’s degree获得博士学位 10.serve/work as 作为 11.make up one’s mind to do 下定决心做 12.make a great difference有很大影响 13.set a good example for为……树立好榜样 14.be honoured/respected as 被誉为/被尊为
7.zoologist n.动物学家 8.botanist n.植物学家 二、工作职责与资格
必修五(Unit 1 Great scientists Period 5)
Period 5 GrammarThe General Idea of This PeriodThis is the fifth period, which will center on the grammar: using the past participle as the attribute and the predicative.At the beginning of this period, the teacher should give the students some time to go over what they learned in the last period.Later the teacher had better present some sentences containing the past participle used as the attribute and the predicative on purpose by asking the students to do some exercises.Get the students to find all the sentences containing the past participle in the two passages.After finding them, the teacher can ask the students to analyze them and understand the function of the past participle in those sentences.After that the teacher should give the students clear explanations about the usage of the grammar.After mastering the rules of the past participle, the students should be given more exercises to consolidate what they learn.The teacher should arrange some activities carefully and creatively. First let them do some simple exercises.For example, combine the two sentences using the past participle as the attribute and the predicative.Then ask them to make some sentences using the past participle.Besides that, the teacher should help the students to review the other usages of the past participle.In the end, let them write a passage using the past participle properly.Apart from the usage of the past participle, the teacher had better make the students understand the differences between the past participle and the present participle.In order to have the students master it, the teacher should choose some exercises to supply the students with some problems to deal with.By doing and practicing more, the students may master the grammar.Teaching Important PointTo learn about the past participle used as the attribute and the predicative.Teaching DifficultyTo know the differences between the past participle and the present participle.Teaching AidsMulti-media classroom and other normal teaching tools.Three Dimensional Teaching AimsKnowledge AimTo learn about the past participle used as the attribute and the predicative.Ability AimTo use the past participle used as the attribute and the predictive freely and properly in speaking and writing.Emotional AimsEncourage the students learn more about the grammar.Help the students to form the good habit in learning.Encourage the students to do more exercises to consolidate their knowledge.Teaching ProcedureStep 1 GreetingT: Hello, my friends.Ss: Hello, Miss...Step 2 RevisionT: Do you still remember what you learned in this unit?Would you please say somethingabout the great scientists we learned in this unit.First please something about John Snow.S: John snow, a well-known doctor in London, defeated cholera.S: He got interes ted in two theories explaining how cholera killed people.S: John Snow gathered the information and marked it on a map where all the dead people had lived.S: He discovered that many of the deaths were near the water.It seemed the water was to blame.Ss: ...T: You really did a very good job.Now, let’s say something about Nicolaus Copernicus.S1: Nicolaus Copernicus believed that the earth is not the centre of the solar system.But at that time people all believed God had made the world and for that reason the earth was special and must be the centre of the solar system.S2: In 1514 he showed his theory privately to his friends and explained his theory.S3: He was very cautious because he did not want to be attacked by the Christian church.S4: He published his theory as he lay dying in 1543.S5: His theory was rejected by the Christian Church.Step 3 PresentationT: To day we will learn the grammar—past participle used as the attribute and the predicative. First look at your text on Page 4, part I.Look at the following sentences where the past participles are used.T: In this sentence the past participle is used as an attribute phrase.Terrified people means people who were terrified.Now please find two more examples from the reading passages with past participles used as the attribute.You are allowed to find as many sentences as possible in two minutes.(Two minutes later, ask the students to report what they have found.)S1: From the stomach the disease attacked the body quickly and soon the affected person was dead.S2: Immediately John Snow told the astonished people in Broad Street to remove the handle from the water pump so it could not be used.S3: John Snow suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found.S4: He placed a fixed sun at the centre of the solar system.T: Good.You just found all the sentences containing the past participles used as the attributes.Besides using as the attribute, the past participles can also be used as the predicative.Can you find the sentences with past participles used as the predicative?Finish it in two minutes.(Two minutes later, let the students read these sentences with past participles as the predicative.)S1: Neither its cause, nor its cure was understood.S2: He knew it would never be controlled until its cause was found.S3: He got interested in two theories explaining how cholera killed people.S4: They were given free beer and so had not drunk the water from the Broad Street pump.S5: He found that it came from the river, which had been polluted by the dirty water from London.S6: Immediately John Snow told the astonished people in Broad Street to remove the handle from the water pump so it could not be used ....Step 4 PractisingT: From the sentences mentioned just now, what do you know about the usage of past participles as the attribute and the predicative?S: We use past participles as attributes when we want to join two clauses together.Past Participle as the Attribute Past Participle as the Predicative1.terrified people2.reserved seats3.polluted water4.a crowded room5.a pleased winner6.7.8.9.10.1.2.3.4.5.6.children who look astonished7.a vase that is broken8.a door that is closed9.the audience who feel tired10.an animal that is trappedSuggested answers:1.people who are terrified2.seats which are reserved3.water which is polluted4.a room which is crowded5.a winner who is pleased6.astonished children7.a broken vase8.a closed door9.the tired audience10.a trapped animal过去分词作定语, 在语态上, 表被动; 在时间上, 表示动作已经发生或完成, 与它所修饰的名词有逻辑上的动宾关系。
必修5_unit1_Great_Scientists
The results
He found the cause of cholera was the polluted water
Idea 1 or 2? Why? Idea 2. Because the information showed that the dirty water carried cholera
3. No. The map helped John Snow organise 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.
Read the passage again and fill in the blanks: (in 5
John
Snow
was
a
well-known
d_o_c_t_orin
minutes) London in the
_19_t_h century. He wanted to find the _c_a_u_s_e_ of cholera in order to _d_e_f_e_a_t it. In 1854 when a
3.Who invented the first steam engine?
A. Thomas Newcomen B. Archimedes C. Thomas Edison
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一、用所给单词的适当形式填空。
1．It ________that he didn’t tell us the truth.I came to the________that he was lying.(conclude)2．The government is providing an________$25 million to expand the project，which will________to our total fund.(addition)3．Don’t ________ yourself to the sun too long.Prolonged(长时间的) ________to the sun will be harmful to your skin.(expose)4．This work has ________him for several years.He seemed totally________in his book.(absorb)5．The driver was to________for the accident.(blame)6．The writer personally________￡5,000 to the earthquake fund.All the________will be gratefully received.(contribute)7．It is________to see how other countries are dealing with the problem.If you don’t know how to do it，you’d better follow the________on the packet carefully.(instruct)8．You don’t sound very________about the idea.“I don’t mind，”she said，without much________.(enthusiasm)答案：1.was concluded，conclusion 2.additional，add 3.expose，exposure 4.absorbed，absorbed 5.blame 6.contributes，contributions7.instructed，instructions8.enthusiastic，enthusiasm二、用括号中所给词语翻译下列句子，然后用五句话将这些句子连成一篇短文。
1．当前，全世界都面临甲型H1N1流感的威胁。
(be exposed to) 2．每天都有越来越多的人感染这种疾病。
(get infected)3．在医院里，医生和护士都忙着照顾病人。
(attend)4．科学家们在专心研究此病的病因。
(absorb，research)5．专家们得出结论：除了空气污染和水污染外，这种疾病也与个人的生活习惯有关。
(conclude，apart from，pollute，be linked to) 6．现在专家们正在努力寻求甲型H1N1流感的有效治疗方法。
(an effective cure)____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________答案：[句子翻译] 1.At present the whole world is exposed to H1N1.2．More and more people get infected with the disease every day.3．In hospitals，doctors and nurses are busy attending patients.4．Scientists are absorbed in the research for the cause of the disease.5．Experts have concluded that apart from the polluted air and water，the disease is also linked to individual habits.6．Now experts are trying their best to find an effective cure for H1N1.[连句成篇]At present the whole world is exposed to H1N1.There are more and more people getting infected with the disease every day.In hospitals，doctors and nurses are busy attending patients.Scientists absorbed in the research for the cause of the disease have concluded that apart from the polluted air and water，the disease is also linked to individual habits.Now experts are trying their best to find an effective cure for H1N1.三、语篇领悟仔细阅读课文John Snow Defeats“King Cholera”，写出文章的段落大意。
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 答案：The passage states how John Snow，a well known doctor in London used his knowledge to find out the cause of the deadly disease cholera and find a way to defeat it.(31 words)四、课文缩写根据课文内容用适当的词填空，使短文完整。
Cholera was the most 1.________disease in London in the middle of the 19th century.Once it 2.________，thousands of people died.John Snow，a 3.________doctor at the time，decided to use his 4.________to find its cause.One idea was that cholera 5.________in the air without reason.It was a strange floating cloud that attacked its 6.________.The other idea was that people 7.________this disease with their meals.When another 8.________hit London in 1854，John Snow found that in two 9.________streets the outbreak was so 10.________ as to kill over 500 people in ten days.John Snow 11.________on a map where all the 12.________people lived.The map gave a 13.________about the cause of the disease.It 14.________that the water these people drank was 15.________.After helooked into the 16.________of the water for these two streets，he found that people died 17.________cholera after drinking the 18.________water.So John Snow announced that cholera 19.________by 20.________not in a cloud of gas.答案：1.deadly 2.broke out 3.famous 4.knowledge 5.multiplied 6.victims7.absorbed8.outbreak9.particular 10.severe11.marked12.dead13.valuable clue14.seemed15.to blame16.source17.of 18.polluted/dirtied19.was spread 20.germs。