人教版高中英语必修五全套教案

英语必修5
Unit 1 Great scientists
Teaching Aims
Skill Goals
▲ Talk about science and contributions of scientists
▲Practice expressing will, hope and suggestions
▲Practice expressing the stages in examining a new scientific idea
Key new words and expressions
The First Period Reading
StepⅠ Lead-in
Ask the students to think of some great inventions and inventors in history.
T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?
S1: Edison invented the lights and the gramophone.
S2: The first computer was invented by a group of American scientists.
StepⅡ Warming up
First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.
T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?
T；what contributions did they make?
T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.
1.I lived in ancient Greek.
2.I was a mathematician.
3.I discovered that objects in water were lifted up by a force that helped them
float.
Answer: Archimedes
1.I lived in Britain.
2.I published The Origin Of Species.
3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin
1.I am Englishman
2.I’ve worked in astronomy.
3.I’ve put forward a theory about black holes.
Answer； Stephen Hawking
1.I was a Chinese.
2.My invention had eight dragon heads round the top with eight balls in their mouths.
Around the bottom were eight frogs directly under a dragon’s mouth.
3.My invention was the earliest instrument that told people where earthquakes
happened.
Answer: Zhang Heng
1.I was an American.
2.I invented electric light bulb
3.I invented the way of giving electricity to everybody in large cities. Answer: Thomas Edison
1.I was a lady and born in Poland.
2.I received two Nobel prizes.
3.I discovered radium.
Answer : Marie Curie
Step Ⅲ Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.
Show the following on the screen:
1. What do you know about infectious diseases?
2. What do you know about cholera?
3. Do you know how to prove a new idea in scientific research?
4. What order would you put the seven in? Just guess.
Draw a conclusion think of a method collect results
make a question find a problem analyse the results
find supporting evidence
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 Reading
T: Now lets read the title and the picture and guess what the passage may tell us. T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)
Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.
In 1854 Another outbreak hit London.
500 , 10 More than 500people had died in 10 days.
16, 37, 38
and 40
These numbers in Broad Street near the water pump had many of the deaths
20 ,21; 8,9 20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They
didn’t drink the water from the Broad Street pump.
7 These families worked in the pub at 7 Cambridge Street. They didn’t
drink the water from the pump.
Step Ⅴ Text analyzing
Ask the students to analyze the text in groups.
T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.
Paragraph Stages General ideas
1 Find a problem The causes of cholera
2 Make up a question The correct or possible theory
3 Think of a method Collect data on where people were ill and died
and where they got their water
4 Collect results Plot information on a map to find out where
people died or did not die
5 Analyse the results Analyse the water to see if that is the cause
of the illness
6 Repeat if necessary Find other evidences to confirm his
conclusion
7 Make a conclusion The polluted dirty source of drinking water
was to blame for the cause of the London
cholera
T: Now class. Can you tell me what style of the passage belongs to?
T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.
Show the chart and three pieces of writing on the screen.
Report Description Creative writing
Formal language with few adjectives Vivid use of words with
similes and metaphors
Vivid use of language and
more informal style
No speech except quotations No speech except to help
the description
Speech to show feelings,
reactions etc.
Not emotional Emotional to describe
atmosphere Emotional to describe feelings
Only one main character No characters May have several
characters
Factual Not factual but
imaginative Imaginative but can be based on fact
Structural according to
experimental method
Not structured Beginning, middle, end
Past tense and passive
voice
Past tense Past tense
Step Ⅲ Reading
Encourage the students to get the general ideas of the passages.
T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.
Show the questions on the screen.
1. What’s Copernicus’ fear?
2. How did Copernicus prove his theory?
3. What is his theory?
Step Ⅳ Further-reading
This time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.
T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.
As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?
Sample answers:
Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.
2.I don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.
T: I quite agree with you. And I am glad you have known so much about the science. StepⅤ Language Points
And then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.
Show the following on the screen.
1. Nicolas Copernicus was frightened and his mind was confused.
2. He placed a fixed sun at the center of the solar system ...
3. He joined these points together using curved lines ...
T: Please read the three sentences and tell me what parts of speech the past participles are acting as.
Step Ⅵ Homework
1. Search on the Internet for more information about Copernicus and Euler.
2. Prepare for the language study, reviewing the words and expressions in this unit.
The Third Period Language Study
StepⅠRevision and Lead-in
Task 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.
Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.
T: Very good! Can you put the verb “make”with a noun to form a “predicate + object”phrase? For example: “making a mistake” instead of “to mistake”.
Sample answers:
S: “make an agreement”, “make an admission”, “make an apology”.
T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.
Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers. Step Ⅱ Practice
Task 1: Enable the students to do the following exercises.
T: Please look at the screen and put them into English using “make + n” and past participles.
Show the following on the screen:
Step Ⅲ Grammar
Explain the usage of the past participles as predicative and attribute.
Unit 2 The United Kingdom
Ⅰ. Teaching Aims
Skill Goals
▲ Talk about the United Kingdom
▲ Talk about language difficulties in communication
Ⅱ. Language Goals
The past participle as the object complement ... the three countries found themselves united peacefully ...
However, just as they were going to get Ireland connected to form ...
You find most of the population settled in the South, ... .
1. Now when people refer to England you find Wales included as well. P9
2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10
3. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P10
4. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P10
5. Her first delight was going to the Tower.
P14
6. There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P14
7. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52
The First Period Reading
Teaching goals
1. Target language
a. Key words and expressions
unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave out
b. Key sentences
1. Now when people refer to England you find Wales included as well. P10
2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10
3. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P10
2. Ability goals
Enable the students to learn about the United Kingdom (the UK).
3. Learning ability goals
Enable the students to know the UK in geography and history.
Teaching important & difficult points
How to understand the geographic puzzle of the UK.
Teaching methods
Skimming and task-based activities.
Teaching aids
A recorder, a computer and a projector.
Teaching procedures & ways
Step ⅠLead-in
Task 1: Free talk about the topic: The United Kingdom.
Reference topic:
1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you haven’t, where can you get the information about it?
2. What is the capital of the UK? And what is the language?
Step II Pre-reading
Step III While-reading
Task 1: Ask the students to describe briefly the UK according to the following map.
A sample description:
1. Look through the passage as fast as possible;
2. Try to find the answers to the questions given in the Comprehending.
Sample answers:
S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.
S2: It represents England, Scotland and Northern Ireland.
S3: The Vikings. They only influenced the vocabulary and the place names of the North. Task 4: Skimming
T: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).
Sample answers:
Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.
Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.
Part 3 (Para. 5-6) : The cultural importance of London.
T: Then how do you understand the title of the text Puzzles in Geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, why does the writer use “Puzzles in Geography”as the title? Get the students to discuss about it in pairs.
Then ask the students to fill in the following form.
Countries / Capital of UK Information from the text
England
Wales
Great Britain
Northern Ireland
London
Ireland
Sample answers:
Information from the text
Countries /
Capital of UK
England The first country people think of when speaking of the UK and the largest of the four countries. It is roughly divided into
three zones: the South of England, Midlands and the North. Wales The first country that was linked to England in the 13th century and it is included when people refer to England.
Great Britain The name given and used when England, Wales and Scotland were joined together, which took place in 1603, when Scotland King
James became King of England and Wales.
Northern Ireland The Northern part of Ireland that was joined to the Great Britain to become the United Kingdom, which was shown to the world in
the flag called Union Jack.
London The capital of the UK and England as well. It contains the greatest historical treasures of all, with its museums, art
collections, theatres, parks and buildings. It has the oldest
port, building and castle and it has been influenced by some
invaders of London.
Ireland The southern part of that country —Ireland or Southern Ireland, which broke away to form its own government and a country
independent of Northern Ireland, which is part of the UK.
T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.
Sample answers:
North: York, Leeds, Sheffield, Manchester
Midlands: Coventry, Birmingham
South: Reading, London, Brighton, Plymouth
Task 4: Ask the students to analyze the text.
1.Ask the students to fill in the following chart.
Country When it joined with or separated from each
other
England
Wales
Scotland
Northern Ireland
Republic of Ireland
Sample answers:
Country When it joined with or separated from each
other
England First
Wales Linked to England in the 13th century AD Scotland Connected with England and Wales to form
Great Britain in 1603
Northern Ireland Connected with Great Britain to form the
UK later on
Republic of Ireland Separated from the UK as a result of
uprising for independence in 1916
2. Ask some of the students to retell the text.
A sample version:
When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.
The Second Period Listening
Teaching goals
1. Target language
Key words and Expressions
crown, Protestant, hurt the king
2. Ability goals
Enable the students to learn about one of the most famous historical sites in London: the Tower of London.
3. Learning ability goals
Help the students learn how to talk about the historical sites in the UK. Teaching important & difficult points
Talk about the historical sites in the UK.
Teaching methods
Listening and cooperative learning.
Teaching aids
A recorder, a computer and a projector.
Teaching procedures & ways
Step Ⅰ Revision and Lead-in
Check the students’ homework.
Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.
T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.
1. Which king on the list was one of the princes in the Tower? How do you know?
2. Who had the two princes killed?
And then check the answers.
Step Ⅱ Listening (P52-53)
T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.
Check the answers with the students.
Step Ⅲ Homework
T: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.
The Third Period Extensive Reading
Teaching goals
1. Target Language
a. Key words and expressions
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill
b.Key sentences
Worried about the time available, Zhang Pingyu had ... P14
But she was thrilled by ... P14
2. Ability goals
Enable the students to plan a tour around certain places.
3. Learning ability goals
Help the students know more about the historical sites in London.
Teaching important & difficult points
Help the students identify different kinds of tour and talk about the most interesting place for the tour.
Teaching methods
Task-based activities.
Teaching aids
A computer and a projector.
Teaching procedures & ways
Step I Revision and Lead-in
Talk about London with the students.
T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?
S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.
S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of
Hyde Park or Kensington Gardens, you are in the country, miles away.
S3: Many people think that London is all gray, but in fact red is London ’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine — if it ’s not raining, of course! However, it is often foggy. That ’s why it ’s called “fog city ”.
Ask the students to read the passage and do the exercises after the passage. T: “Sightseeing in London ” is about a Chinese girl ’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.
Step Ⅱ Reading
Task 1: Ask the students to read the text to get the main idea.
T: Now please read the text and find the answers to the following questions. Show the questions on the screen.
1. How did Zhang Pingyu plan her tour?
2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?
Sample answers:
1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.
2. The buildings mentioned in the text were:
Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul ’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.
Task 2: Ask the students to study the structure of the text “Sightseeing in London ”. Show the following.
Task 3: Deal with reading task:
A particular British celebration
Ask the students to read the passage
quickly for the
first time to
find out
the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.
T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event The first day The second day The third day 1. The Tower of London 2. St Paul ’s Cathedral 3. Westminster Abbey 4. Big Ben 5. Buckingham Palace 1. High gate Cemetery 2. The Library of the British Museum 3. Windsor Castle Greenwich
which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.
Sample answers to Exercise 1:
Oct. 10: one of Fawkes’Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.
Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament. Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.
Nov. 6: the king and all his advisers would be in the parliament for the meeting. Sample answers to Exercise 2:
S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.”And he took actions to stop people believing in Catholic.
S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.
S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.
S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.
S5: If King James had kept his promise, nothing would have happened.
Step Ⅲ Homework
Ask the students to review the words learnt in this unit.
Unit 3 Life in the future
Ⅰ. Teaching Aims
Skill Goals
▲Talk about things in the past, at present and in the future
▲Talk about changes at present
▲Predict good and bad changes in the future
Ⅱ. Language Goals
1．Memorize
Expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily
2．Read up
jet lag, flashback, expertise, hover, pessimistic, enormous, imitate,
3．Expressions
take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in
4．Key sentences
constant, remind, lack, sight, assist, require, settlement, previous, swift
The past participle as the attribute
…and following him to collect a hovering carriage driven by computer.
The past participle as the adverbial
Worried about the journey, I was unsettled for the first few days.
Hit by a lack of fresh air, my head ached.
Exhausted, I slid into bed and fell fast asleep.
1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P17
2. Well-known for their expertise, his parents’company named “Future Tours”transported me safely into the future in a time capsule. P18
3. He handed it to me and immediately hurried me through to a small room nearby for
a rest. P18
4. He was swept up into the centre of them.
5. I found later that their leaves provided the house with much-needed oxygen. P18
8. Everyone will get twice as much personal space as in flats on land. P58
9. Only when the robot cleaner touches objects can they be moved. P59
Ⅲ. 教材分析与教材重组
Ⅳ. Procedures
The First Period Reading
Teaching goals
1.Target language
a. Key words and expressions
constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of
b. Key sentences
This is similar to ..., but it means ... P17
Well-known for ..., his parents’company，called “Future Tour”, transported me safely into the future in a time capsule.. P18
He handed it to me and immediately hurried me through to a small room nearby for
a rest. P18
2. Ability goals
Enable the Ss to talk about the life in the past, at present and in the future.
3. Learning ability goals
Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆ difficult points
Compare life in the past, at present and in the future.
What is life in the future like? What changes will take place?
Teaching methods
Fast and careful reading; asking and answering activity; individual, pair or group work.
Teaching aids
A computer and a projector.
Teaching procedures ＆ ways
Step I Warming Up
Step Ⅱ Pre-reading
Get the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.
T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing?
S: Pollution.
S: Population is becoming larger and larger.
S: The shortage of resources.
T: Yes! Then can you predict which problems can be solved in the future? And which ones will still be there?
S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.
S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.
S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.
Step Ⅲ Reading
T: Now please open your books and turn to page 17. Let’s read the passage First Impressions. Read it quickly and then tell me what it is about.
Several minutes later.
T: Well, have you finished reading the passage?
Ss: Yes.
T: OK. Who would like to tell me what the text is about?
Step Ⅳ Follow-up Activity
Get the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.
T: Now let’s make a prediction about future and see what will be changed in the future.
I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.
Sample answers:
Items Life at present Life in the future (Changes) good or
bad? Reasons? Environment
Air pollution and water pollution; The situation will
get worse and worse
The development of
our society will
cause human being。