高二英语必修五Unit1Greatscientists教案

高二英语必修五Unit1Greatscientists教
案
Unit1Greatscientists
TheFirstPeriodReading
Teachinggoals教学目标
Targetlanguage目标语言
a.重点词汇和短语
attend,control,severe,pub,iediately,handle,instruct or,pup,contribute,conclude,steaengine,virus,putfora rd,aeaconclusion,exposeto
b.重点句式
Topreventthisfrohappeningagain,johnSnosuggestedthat ...P3
Abilitygoals能力目标
Enablethestudentstotalaboutscienceandscientists.
Learningabilitygoals学能目标
Enablethestudentstolearnaboutsoefaousscientistsandt heircontributionsandhotoorganizeascientificresearch.
Teachingiportant&difficultpoints教学重难点
Talaboutscienceandscientists.
Teachingethods教学方法
Tas-basedactivities.
Teachingaids教具准备
Aputerandaprojector.
Teachingprocedures&ays教学过程与方式
StepⅠLead-in
Asthestudentstothinofsoegreatinventionsandinventors inhistory.
T:elebactoschool,everyone.Iguessostofyouhaveenjoyed yourholiday.aybeIshouldsayeveryonehasenjoyedascient ificlife.hy?Becauseyouhaveenjoyedtheresultsofthesci enceandscientists.Nocanyoutellethescientistshoinven tedthelights,thegraophoneandtheputer?
S1:Edisoninventedthelightsandthegraophone.
S2:ThefirstputerasinventedbyagroupofAericanscientis ts.
StepⅡaringup
First,assoequestionsaboutgreatscientists.Second,asa llthestudentstotrythequizandfindouthonostheost.
T:younoourlifeiscloselyrelatedtoscienceandscientist s.ebenefitalotfrothe.canyounaeoutasanyscientistsasp ossible?
S1:Neton.
S2:att.
S3:Franlin.
Sapleansers:
Archiedes,AncientGree,aatheatician.
charlesDarin,Britain.ThenaeofthebooisoriginofSpecie s.
ThoasNeen,British,aninventorofsteaengine.
Gregorendel,czech,abotanistandgeneticist.
ariecurie,PolishandFrench,acheistandphysicist.
ThoasEdison,Aerican,aninventor.
LeonardodaVinci,Italian,anartist.
SirHuphryDavy,British,aninventorandcheist.
ZhangHeng,ancientchina,aninventor.
0.StepperHaing,British,aphysicist.
StepⅢPre-reading
Getthestudentstodiscussthequestionsonpage1iththeirp artners.Thenasthestudentstoreporttheiror.Encouraget hestudentstoexpresstheirdifferentopinions.
T:No,class,pleaselooattheslide.Discussthesequestion sithyourpartners.ThenI’llassoestudentstoreporttheiror.
Shothefolloingonthescreen.
hatdoyounoaboutinfectiousdiseases?
hatdoyounoaboutcholera?
Doyounohotoproveaneideainscientificresearch?
hatorderouldyouputthesevenin?justguess.
Sapleanser1:
S1:Letetry.Infectiousdiseasescanbespreadeasily.They haveanunnoncauseandaydogreathartopeople.
S2:Peoplecouldbeexposedtoinfectiousdiseases,soayani als,suchasbirdflu.
S3:AIDS,SARSareinfectiousdiseases.
S4:Infectiousdiseasesaredifficulttocure.
Sapleanser2:
S1:Inosth.aboutit.Firsteshouldfindtheproble.Then,th inofasolution.
S2:eshouldcollectasuchinforationaspossible.
S3:Analyzingresultsistheostiportantstage.
S4:Beforeeaeaconclusion,itisnecessaryforustorepeats oestagesorprocesses.
Sapleanser3:
S1:Ithin“Findaproble”shouldbethefirststage.
S2:“aeupaquestion”shouldfollothefirststage.
S3:“Thinofaethod”,“collectresults”and “Analyzeresults”areafterthat.
S4:ofcourse,before“aeaconclusion”,eshould “Repeatifnecessary”.
T:elldone!heneanttosolvesoeprobles,firsteshouldfind outtheproble,dosoeresearchonit,proveyourfindings,an dthenaeaconclusion.Thisisascientificandobjectiveayo
fresearching.Nolet’sseehodoctorjohnSnodidhisresearch.
StepⅣReading
Letthestudentssitheholepassageandtrytoorouttheeanin gsoftheneordsandstructuresusingcontext.
T:TheeffectofcholerainthenineteenthcenturyLondonasd evastating.anypeoplediedithoutnoingthereason.Itasdo ctorjohnSnohosavedthepeople.Pleaselooatthescreen.Le t’sreadtheholepassageandfindanserstothequestions.
Shothequestionsonthescreen.
hatconditionsalloedcholeradevelop?
hydoyouthinpeoplebelievedthatcholeraultipliedinthea irithoutreason?
hatevidencedidjohnSnogathertoconvincepeoplethatidea 2asright?
Sapleansers:
S1:Thedirtyateradethecholeradevelopquicly.
S2:Becausepeoplecouldnotunderstanditscauseandcouldn otgetitcured.Sopeopleiaginedthatsoepoisonousgasinth eaircausedthedeaths.
S3:Hefoundthatanyofthedeathsereneartheaterpuphileso eareasfaraayfrotheaterpuphadnodeaths.Sohenpeopleere asednottousetheaterpup,thediseasebegantoslodon.Inth isay,johnSnohadshonthatcholeraasspreadbygersandnoti nacloudofgas.
StepⅤTextanalyzing
Asthestudentstoanalyzethetextingroups.
T:Noclass.canyoutellehatstyleofthepassagebelongsto?
S1:Ithinitisareport.
T:Pleaselooatthechartonthescreen.Thechartshosthatea chparagraphofthetextexplainsjohnSno’sstagesinhisresearch.Pleasereadthetextandfindoutthe generalideaofeachparagraphandatchthestageitheachpar agraph.Discussitingroups,andthenreportyouransers.
ParagraphsStagesGeneralideas2
Sapleansers:
S1:ygroup’sopinionisthis:stageone“Findaproble”isexpressedinparagraphone.Thegeneralideaisliethis:j ohnSnoantedtofindthecausesofcholera.
S2:ouranserisliethis:paragraphtoexpressestheseconds tage
“aeupaquestion”.Thegeneralideaisliethis:johnSnoan tedtoprovehichtheoryascorrect.
S3:“Thinofaethod”isthethirdstage.Anditiscontainedinparagraphthree.Th egeneralideaisliethis:johnSnocollecteddataonthoseho ereillordiedandheretheygottheirater.
S4:Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaisliethis:johnSno plottedinforationonaaptofindoutherepeoplediedordidn otdie.
S5:ourgroupbelieveparagraphfivecontainsthefifthstag eofjohnSno’sresearch.Thegeneralideaisliethis:johnSnoanalysedth eatertoseeifthatasthecauseoftheillness.Sothisstagei sto“Analysetheresults”.
S6:Thesixthstageis “Repeatifnecessary”.Itiscontainedinthesixthparagr aph.Thegeneralideaisliethis:johnSnotriedtofindother evidencestoconfirhisconclusion.
S7:Thelastparagraphisabouttheseventhstage “aeaconclusion”.Itsgeneralideaisliethis:Thepollut eddirtysourceofdriningaterastoblaeforthecauseoftheL ondoncholera.
Assoestudentstoputtheiransersinthechart.
ParagraphStagesGeneralideas
FindaprobleThecausesofcholera
aeupaquestionThecorrectorpossibletheor
Thinofaethodcollectdataonherepeopleereillanddiedand heretheygottheirater
collectresultsPlotinforationonaaptofindoutherepeopl ediedordidnotdie
AnalysetheresultsAnalysetheatertoseeifthatisthecaus eoftheillness
RepeatifnecessaryFindotherevidencestoconfirhisconcl usion
aeaconclusionThepolluteddirtysourceofdriningaterast oblaeforthecauseoftheLondoncholera
StepⅥHoeor1.Getoreinforationaboutsoeinfectiousdiseasesan dodernscientists.
FinishtheExercises1,2,3onpages3and4.
教后反思：
在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。

平时有意识地培养猜词的能力，根据词根，上下文等，尤其要注意单词及词组在上下文中的含义，而不是仅仅它的字面含义。

同样，在高考阅读中还经常会有深层理解题，如hatcanyouinferfrothesecondparagraph?所以阅读的要求不能仅停留在表面含义，更应挖掘潜藏的内涵。

在教学中，也应充分应试技巧的训练和培养。

这节课也有一些亮点，比如：1.这节阅读课上出了英语新课程标准的理念。

在阅读之前先对内容进行预测，这符合阅读的一般规律，在阅读之前首先在头脑中形成一个信息包，为阅读做好准备。

这节阅读课把应试教育和素质教育结合起来了。

首先，在阅读时注重篇章的理解，帮助学生理解结构。

其次，难句的突破在课文理解中带出，不是为了难句去讲难句。