新人教版高中英语必修5 Unit 1 Great Scientists重难点详解

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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.

人教版新课标高中英语必修五Unit 1 Great scientists 单元测试含答案详解

Unit 1Great scientists本套试卷分为第Ⅰ卷和第Ⅱ卷两部分。

总分120分。

考试时间100分钟。

第Ⅰ卷Ⅰ.阅读理解(共两节,满分35分)第一节(共10小题;每小题2.5分,满分25分)阅读下列短文,从每题所给的A、B、C和D四个选项中,选出最佳选项。

AMy senior year of high school was a very hectic one, to say the least. If I wasn´t studying or worrying about my grades, I was working on after-class activities. It seemed as if my life had turned into one crazy cloud of confusion and I hoped to find some sort of direction.Finally, I got a part-time job at the local coffee shop. I had thought it would be easy and, for the most part, stress-free. I pictured myself pouring coffee and becoming close friends with my customers.What I hadn´t expected were the people with so many orders. There were moments when I was very angry simply because I couldn´t seem to please anyone. There was always too much sugar, too little ice, or not enough skim milk. However, I kept at it.One day, one of my customers came in, depressed. Before he left, I handed him a bag along with his iced coffee. He looked at me questioningly because he hadn´t ordered anything but the coffee. He opened the bag and saw his favourite doughnut (甜甜圈) I had given him. He smiled and thanked me before heading out into the rain.The next evening, he came. Instead of ordering something, he handed me a single pink rose and a note.“Thanks for being so sweet and thoughtful yesterday. It is so nice to meet someone who´s warm and unselfish. Please don´t change your ways because I truly believe that you will do better. Have a great day!”As time went on, I did come across some customers really particular. But anytime I felt depressed, I thought of that man and his kindness. Then I would smile, hold my head up high, clear my throat and ask politely, “How can I help you?”1.What does the underlined word “hectic” in Paragraph 1 mean?A. Glad.B. Interesting.C. Productive.D. Busy.2.What can we know about the author´s part-time job?A. It is easy and stress-free.B. It is quite busy and challenging.C . It doesn´t need special skills. D. It gives the author a feeling of freshness.3.What´s the message the author wants to convey?A. Kind words are worth much but cost little.B. It is impossible to satisfy everyone in our life.C. A small act of kindness can make a big difference.D. Our attitude determines our suffering or our freedom.BAn idea that started in Seattle´s public library has spread throughout America and beyond. The idea is simple: help to build a sense of community in a city by getting everyone to read the same book at the same time.In addition to encouraging reading as a pursuit(爱好) to be enjoyed by all, theprogramme allows strangers to communicate by discussing the book on the bus, as well as promoting reading as an experience to be shared in families and schools. The idea came from Seattle librarian Nancy Pearl who launched (发起)the “If All of Seattle Read the Same Book” project in 1998. Her original programme used author visits, study guides and book discussion groups to bring people together with a book, but the idea has since expanded to many other American cities, and even to Hong Kong.In Chicago, the mayor appeared on television to announce the choice of To Kill a Mockingbird as the first book in the “One Book, One Chicago” programme. As a result, reading clubs and neighbourhood groups sprang up around the city. Across the US, stories emerged of parents and children reading to each other at night and strangers chatting away on the bus about plot and characters.The only problem arose in New York, where local readers could not decide on one book to represent the huge and diverse population. This may show that the idea works best in medium-sized cities or large towns, where a greater sense of unity(一致)can be achieved.Or it may show that New Yorkers rather missed the point, putting all their energy and passion into the choice of the book rather than discussion about a book itself.As Nancy points out, the level of success is not measured by how many people read a book, but by how many people are enriched by the process or have enjoyed speaking to someone with whom they would not otherwise have shared a word.4.What is the purpose of the project launched by Nancy?A.To invite authors to guide readers.B.To encourage people to read and share.C.To involve people in community services.D.To promote the friendship betweencities.5.Why was it difficult for New Yorkers to carry out the project?A.They had little interest in reading.B.They were too busy to read a book.C.They came from many different backgrounds.D.They lacked support from the local government.6.The underlined words “shared a word” in Paragraph 5 probably mean .A.exchanged ideas with each otherB.discussed the meaning of a wordC.gained life experienceed the same languageCScientific experiments can sometimes go wrong and when they do, the results may range from the disastrous (灾难性的) to the troubling. One such experiment took place in South America about fifty years ago. Whether its final consequences will cause serious damage or nothing more than a small trouble still remains to be seen.The story began in 1956 when an American scientist working in Brazil decided to solve the problem of increasing the productivity of that country´s bees. He imported a very active type of African bee from Tanzania and mated (交配) it with the more easy-going native variety to produce a new kind of bees. The new bees worked harder and produced twice as much honey. It seemed that Professor Kerr, which was the scientist´s name, had a total success on his hands.Then things began to go wrong. For some reason as yet unseen, but perhaps as a result of something in their environment, the new bees began to develop extremely attacking personalities. They became bad-tempered and easy to be angry. They attacked the native bees and drove them from their living places.But worse was to follow. Having taken over the countryside, the new bees, with their dangerous stings (刺), began to attack their neighbours—cats, dogs, horses, chickens and finally man himself. A long period of terror began that has so far killed a great number of animals and about 150 human beings.This would have been bad enough if the bees had stayed in Brazil. But now they are on the move, heading northwards in countless millions towards Central and North America, and moving at the alarming speed of 200 miles a year. The countries that lie in their path are naturally worried because it looks as if nothing can be done to stop them.7. The results of the South American experiment .A.are not importantB.are not yet certainC.have caused a serious troubleD.have proved to be wrong8. The experiment mentioned in this passage was designed to .A.make African bees less activeB.increase the number of bees in BrazilC.make Brazilian bees more easy-goingD.increase the amount of honey in Brazil9. Which of the following may be the cause of the new bees´ attacking personalities?A.Their bad temper.B.Their hard work.C.Their production of honey.D.Their living environment.10. The last paragraph implies that .A.the bees prefer to live in BrazilB.the bees must be stopped from moving northC.the bees may bring about trouble in more countriesD.the bees have been driven to Central and North America第二节阅读七选五(共5小题;每小题2分,满分10分)根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。

人教版英语必修5unit1Great scientists

M5 Unit1 Great Scientistslift up 托起explain (sth) to sb 向某人解释…explain sb sth ( ╳)as the environment changed 随着环境的改变physical characteristics 身体特征keep sb safe 保证某人安全put forward a theory 提出一种理论examine a new scientific idea 检验一个新的科学想法draw / arrive at / come to / reach a conclusion 得出一个结论此处a并不固定，若有修饰时要改为themake up a question设计问题analyse the results 分析结果attend to 处理；照顾；专心于eg:①I have some important things to attend to. 我有些重要事须处理。

②If you go out, I’ll attend to the baby. 你出去的话，我会照顾孩子的。

③She didn’t attend to what I was saying. 她没有专心听我刚才说的话。

ordinary people 普通老百姓expose to 暴露deadly disease 致命的疾病neither… nor…既不……也不……every time 每次，每当，后接从句，起连词作用类似的有：the moment, the minute一……就……solve the problem 解决问题get interested in 对……有兴趣absorb… into 吸收be absorbed in 全神贯注于believe in 信任，信仰gather information 收集信息give a valuable clue 提供有价值的线索the cause of the disease 疾病的起因cause 与of 搭配；reason 与for 搭配be to blame for sth 应该受到责备主动的形式表示被动的含义blame sb for sth 因某事责备某人blame sth on sb 把……归咎于……look into 调查lose control of / be (get) out of control 失去控制in / under the control of 被……控制着terrified people 惊慌失措的人们过去分词作定语，类似有：affect ed person; astonish ed people；pollut ed water remove from 搬离slow down 放慢速度，减缓in addition= besides= what’s more 除此之外, 也，另外in addition to, 后接名词，代词be linked to 与……联系with certainty 毫无疑问prevent / stop / keep…. from doing sth 阻止做某事contribute to 有助于，促成make a contribution to 捐献，做出贡献come to an end 结束take up a new career 从事一项新的职业apart from 除……之外有两层含义：1. = besides 并未排除2. = except 真正意义上的排除在外make room for 腾出空间be strict with 对……严格lead to 通向，导致make sense 有意义，讲得通punish sb for sth 因……而惩罚某人work on 从事于，忙于at times 有时be enthusiastic for / about/ over sth 对某事很热情be cautious about sb/sth 对某人/某事谨慎only if 只有if only 如果……就好了→后面的句子常表示与现在或将来的事实相反，谓语动词要虚拟，用过去时态表示。

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.。

新人教版高中英语必修5 Unit1_Great_Scientists (1)

2. How many people died in 10 days? 500
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?

高中英语Unit1 Great scientists文章哥白尼与日心说人教版必修五

哥白尼与日心说尼古拉．哥白尼（Copernicus Nicholas），波兰一位伟大的天文学家。

他以惊人的天才和勇气揭开了宇宙的秘密，奠定了近代天文学的基础。

哥白尼以毕生的精力去进行天文研究，创立了《天体运行论》这一“自然科学的独立宣言”。

他的这些成就使他成为了人类科学发展历史上最伟大的革命家之一。

一. 哥白尼生平哥白尼于1473年2月19日出生在波兰西部维斯杜拉河畔托伦城的一个商人家庭。

家里兄妹四个，哥白尼是最小的。

在他10岁时，父亲去世了，舅父卢卡斯承担起了抚育他的重任。

1491年至1495年，哥白尼进入克拉科夫大学学习。

克拉科夫是当时波兰的首都，也是东欧最大的贸易和文化中心，有许多国家的留学生在这里学习。

由于它地处东西欧交通要冲，所以比较早地受到意大利文艺复兴的影响。

因此在这座古老的大学里，新兴的资产阶级人文主义思想和腐朽的封建教会的经院哲学之间展开了激烈的斗争。

哥白尼在先进的人文主义思想的熏陶下，在心灵里埋下了向经院哲学挑战的种子。

在这里，他遇到了对他的一生产生深远影响的数学家和天文学家布鲁楚斯基（Brudzewski）教授。

是这位教授的启蒙教育促使哥白尼决定将自己的一生奉献给天文科学。

1496年哥白尼前往意大利求学，先后进入博洛尼亚大学、帕多瓦大学和费拉拉大学学习和研究法律、天文学、数学、神学和医学，他同时还学会了希腊文。

1503年，哥白尼获得了教会法规博士学位。

1497年，哥白尼就任瓦尔半米亚牧师的僧正。

1510年后，他先后从事过管理、外交等工作。

他是一个杰出的经济学家，写过《货币的一般理论》一书。

他是近代第一个提出劣币淘汰良币理论的经济学家。

哥白尼医术高明，他利用业余时间行医，免费为穷苦人治病，是一位颇有名望的医生，被人们誉为“神医”。

哥白尼还是一位出色的数学家，他的巨著《天体运行论》附录里，发表过他的球面三角论文。

哥白尼也是一位伟大的爱国主义者，当条顿骑士团疯狂侵略波兰时，他挺身而出，起来保卫自己的祖国。

高中英语Unit1GreatscientistsSectionⅤWriting_劝说信教案含解析新人教版必修5

Section Ⅴ Writing—劝说信劝说信是指以信件的形式表达自己的观点或立场，并期待对方认同或接受。

一、基本结构第一部分：引入。

写信人首先需要简要说明写信的主要目的。

如果需要的话，也可以大致作一下自我介绍。

第二部分：阐述。

这是说服性信函的主体和核心部分。

写信人需要在这个部分有条理地列出自己的理由。

理由要客观、真实、有说服力，要重点突出、层次分明。

同时，要注意适当提高语言的力度，发挥语言的功力，以便更好地展现自己的立场。

第三部分：总结。

可以用生动的语言重申自己的核心观点，或以情动人、引起共鸣，或升华延伸、画龙点睛。

这部分应该注意语言的简练和冲击力，切忌冗杂拖拉的表达。

二、增分佳句(一)劝说信开头常用句式——引入观点1．Now it is commonly held that ... They think ... But I doubt whether ...2．These days we are often told that ... But is this really the case ...3．Faced with ..., quite a few people argue that ..., but I conceive it differently.4．Currently there is a widespread concern that ...5．Now people in growing numbers are coming to realise that ...(二)劝说信主体常用句式——阐述理由1．The reason for ... is that ...2．The reasons for ... are as follows. First, ... Second, ... Last but not least, ...3．On the one hand, ...; on the other hand, ...4．We may take a common example to show ...5．A recent study suggests/shows that ...6．According to the statistics provided by ..., it can be seen that ...7．There is good evidence to show that ...8．No one can ignore the fact that ...(三)劝说信结尾常用句式——总结1．In short, ...2．In conclusion, ...3．As far as I’m concerned, ...4．From what has been discussed above/Taking all these factors into consideration,we may safely arrive at/come to/reach the conclusion that ...[题目要求]假设你叫李华，请给Nicolaus Copernicus(尼古拉·哥白尼)写一封信劝说他出版自己的理论著作，这样可以让每个人都了解他的理论，从而推动科学的发展。

新人教版高中英语必修5《Unit 1 Great scientists 》精品

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三、本单元教学建议
热身（Warming up）部分在学生课前预习的基础上，教师可利用图片资料引入，也可以让学生讲述某位科学家的故事或成就让其他学生来猜测，但讲述内容不宜过长。
读前（Pre-reading）部分建议呈现有关SARS和AIDS宣传图片或视频资料，引导学生关注疾病与健康，然后再引出 cholera。可以分若干个讨论小组讨论如何进行科学研究，让学生了解科学观点的形成过程。
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三、本单元教学建议
语言学习（Learning about language）部分Exercise 1是用所给词的正确形式填空。教师应确定学生了解这些词的意思和用法。Exercise 2是一个拓展练习，要求学生掌握make+ 名词，在意义上等于这个名词的动词形式，例如：make a speech=speak。Exercise 3进一步训练动词make的用法。教师还可以鼓励学生回忆更多的有关于 make 的用法。 Discovering useful structures是语法知识教学，教师可引导学生在Reading中找到更多过去分词作定语和表语的用法。 Exercise 1、2&3帮助学生感知过去分词作定语和表语，并逐步过渡到巩固和运用这种语言现象。
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学习策略：
通过周密观察、认真分析等、自助、自悟能力，以培养学生调控策略；利用网络等媒体获取相关知识来提高资源策略；通过交流表达观点来提高运用交际策略的能力。
文化意识：
了解许多中外科学家的事迹及他们的贡献，扩大知识面；以知识武装头脑，以文化陶冶情操。
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Warming Up:
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.

人教版英语第一部分必修5 Unit 1 Great scientists

人教版英语第一部分必修5 Unit 1GreatscientistsUnit 1Great scientists(对应学生用书第113页)[单词拼写应用]Ⅰ.考纲单词——会拼写、要识记1．defeat vt.打败；战胜；使受挫n. 失败2．expert adj. 熟练的；经验或知识丰富的n. 专家；行家3．attend vt. 照顾；护理；出席；参加4．expose vt. 暴露；揭露；使曝光5．cure n. 治愈；痊愈vt. 治愈；治疗6．absorb vt. 吸收；吸引；使专心7．suspect vt. 认为；怀疑n. 被怀疑者；嫌疑犯8．foresee vt. 预见；预知9．blame vt. 责备；谴责n. 过失；责备10．handle n. 柄；把手vt. 处理；操纵11．link vt.&n. 连接；联系12．positive adj. 积极的；肯定的；确实的13．reject vt. 拒绝；抛弃14．characteristic n. 特征；特性15．analyse vt. 分析16．physician n. 医生；内科医师17．victim n. 受害者18．enquiry n. 询问19．severe adj. 严重的；严厉的20．universe n. 宇宙；世界Ⅱ.派生单词——能辨别1．science n．科学；技术→scientist n．科学家→scientific adj.科学的2．conclude vt.& vi.结束；推断出→conclusion n．结论；结束3．challenge n．挑战vt.向……挑战→challenging adj.挑战性的4．pollute vt.污染；弄脏→pollution n．污染5．announce vt.宣布；通告→announcement n．通知；宣告6．instruct vt.命令；指示；教导→instruction n．命令；传授→instructions n．用法说明书；操作指南7．construct vt.建设；修建→construction n．建设；建筑物8．contribute vt.&vi.捐献；贡献；捐助→contribution n．贡献9．enthusiasm n．热心；热情；热忱→enthusiastic adj.热情的；热心的→enthusiastically adv.热情地10．caution n．小心；谨慎→cautious adj.小心的；谨慎的Ⅲ.语境应用(用所给词的适当形式填空)1．I was bored with my job and felt I needed a new challenge．Last week I got a new job in a big firm，and I found it very challenging．(challenge) 2．The workers are constructing the bridge damaged by the flood，and the bridge under construction connects the road with the town.(construct) 3．I want to be a scientist to discover a scientific breakthrough to save people's lives.(science)4．The headmaster contributed to a newspaper to praise the lady's generous contributions to the school.(contribute)[拓展联想]Ⅰ.短语回顾——会默写1．put_forward提出2．expose...to 使显露；暴露3．apart_from 除……之外；此外4．make_sense 讲得通；有意义5．draw_a_conclusion 得出结论6．link...to... 将……和……联系或连接起来7．(be)strict_with... 对……严格的8．be_to_blame 应受谴责；应负责任9．point_of_view 态度；观点；看法10．slow_down 减速11．lead_to 通向；导致12．look_into 调查Ⅱ.语境应用(选用上述短语的适当形式填空)1．Everyone is supposed to put_forward some suggestions on how to improve our environment at the meeting.2．We must be_strict_with our students while we should give them love and care as well.3．I wrote a letter of complaint，and the manager has promised to look_into the matter.4．Eating too much fat can lead_to heart disease and cause high blood pressure.5．Don't waste time thinking about a sentence which doesn't make_sense．6．Apart_from the English class, I took an active part in English Corner and other after-class English activities.[拓展联想][句式结构仿写](对应学生用书第114页)精讲6个考纲单词conclude vt .& vi .推断出；结束；达成；缔结[经典例句] He concluded from their remarks that they were not in favour of the plan.(牛津词典)他从他们的话语中推断出他们不赞同这项计划。

2022年人教版高考英语考点复习必修5 Unit 1 Great scientists

必修5 Unit 1Great scientists“Genius Grant” Winner Is a Genius at Inspiring Students “天才奖金”获得者是个激励学生的天才When the phone rang, Rebecca Richards-Kortum thought it was a telemarketer(电话推销员). Instead, it was the MacArthur Foundation (麦克阿瑟基金会) calling her to tell her she’d just won a grant totaling $625, 000.The MacArthur Fellowships, as they’re officially called, are often dubbed(起绰号; 戏称) the “genius grants”. They’re given out each year to 20 to 30 people who—according to the Foundation’s confidential (秘密的) selection committee—show “exceptional creativity”.Richards-Kortum teaches bioengineering at Rice University in Houston. It could be a boring gig (工作; 任务)—designing new catheters (导管), teaching the history of the X-ray,re-engineering medical equipment. But she approached the job as a chance to change the world.In announcing Richards-Kortum as one of this year’s 23 fellows, the MacArthur Foundation noted her commitment to “improving access to quality health care for all the world’s主题语境人与社会课标话题对社会有突出贡献的人物思维品质通过阅读外刊文章, 理解文章内容, 了解对社会有突出贡献的人物, 激发学生为人类的发展及社会的进步而刻苦读书、努力学习的自觉性。

人教版英语必修5 Unit1 Great Scientists

Unit 1 Great ScientistsThe First PeriodReading一、教学目标（Teaching Aims）Warming up in student’s book and listening in workbook1、能力目标（Ability aim）To activate the students’ knowledge about great scientists in the world and their achievements.To get the students understand the spirit of science.To enable students to communicate with each other and improve students’ language expression ability.2、语言目标（Language aim）Words: engine, characteristic, radium, enthusiastic, cautious,spin, In addition, link to, instruct, attend, expose to cure,absorb into severe, to blame, handle from, lead to, make sense,reject.Important sentence:To prevent this from happening again, John Snow supposed that the source of all water supplies be examined and new methods of dealing with polluted water be found.Expressions on making comments二、教学方法（Teaching Method）Communicative approach， Audio－Visual approach三、教具准备（Teaching Aids）Multi-media四、教学步骤（Teaching Procedure）Step I PresentationTalk about famous scientists and the kind of roles they play in history.Present a word match exercise to arouse the students’ interest on the topic.Step II TalkingTry a quiz and see who knows the most about scientists. Discuss in pairs about the significance of some achievements.Step III Group WorkDiscuss in groups about the basic factors that make a scientist successful.Homework1.Oral homework: Prepare a story about a famous scientist and share thestory with the whole class.2.Written homework: Write down the story and make comments on the keyto success.The Second PeriodExtensive Reading一、教学目标（Teaching Aims）Reading part in students’ book1、能力目标（Ability Aims）To train the students’ ability in skimming & scanning.To adapt the scientific spirit in their pursuit of knowledge.2、知识目标（Knowledge Aims）To lead the students to get some information on the steps of a scientific research through reading.二、教学重难点（Teaching important points）a. Understand the spirit of science and scientists.b. Understand the details of each stage in examining a new scientific idea.c. Discuss what attitude the scientists should take towards a complete new finding that is against the present theory.三、教学方法（Teaching method）Communicative Approach, Task-based Approach四、教具准备（Teaching Aids） Multi-media五、教学步骤（Teaching Procedures）Step I Pre-readingAsk the students to get ready for reading by discussing about some infectious diseases and the ways of making a scientific research.Step II ReadingLet the students read through the whole passage and finish the required task.Help them to have a better understanding of the article by providing some background information and analysis.Step III Post-readingHold a discussion after reading in order to widen students’ views and further consolidate their knowledge on the topic.Homework: Finish the reading passage in the workbook.The Third PeriodLanguage Points一、教学目标（Teaching Aims）1. 能力目标（Ability aim）Students are required to learn how to guess the meaning of a newword according to the context and use the words and expressionsin the first passage on Page 2.2. 语言目标（Language aim）Students are asked to learn about the words and expressions inthe first passage on Page 2, including their meanings and the usagein our daily life.Key words expressions:a. attend, expose, cure, control, absorb, severe, valuable, pump, pub, blame, handle, link, in addition, announce, instruct (in Student’s Book)b. expose…to, test, defeat, reject, examine, apart from, contribute to, make a conclusion, make sense, enthusiastic, lead to, be strict with (in Workbook)二、教学重难点（Teaching important points）attend, expose, absorb, handle, in addition三、教学方法（Teaching Method）: Explaining and practicing四、教具准备（Teaching Aids）： Multi-media五、教学步骤（Teaching Procedure）Step I: Leading inAsk questions about the story of John Snow with the words and expressions presented.Step II Word StudyExplain the meanings of the words and phrases and learn how to use them. Step III Word ExercisesHomework:1. Go over the words and phrases students have learned and retell the story about Jo hn Snow’s defeating “King Cholera”.2. Choose the suitable words or expressions to complete the passage in the project:valuable, instruct, cure, expose, look into, examine, put forward, immediately, announceThe Fourth PeriodListening一、教学目标（Teaching goals）1.Target language目标语言重点词汇和短语astronomer, astronaut, institute, lily, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyse, pure, sin, cosin, geometry, calculus, mechanics, practical, topology.2.Ability goals 能力目标Get the students to know more about scientists and science bylistening.3.Learning ability goals 学能目标Guide the students to get detailed ideas of listening materialsHelp the students to form good and correct listening habits.二、教学重难点 ( Important and difficult teaching points)a. Listen to materials and grasp the information neededb. The details of the listening materialsc. The new words of the listening materials.d. The unfamiliar subjects of the materials三、教学方法 (Teaching methods)Audio-lingual methodAudio-visual methodTask- based learning approach四、教具准备 (Teaching aide) Multi-media五、教学过程与方式 (Teaching procedures & ways)StepⅠlead-inTask 1: To develop the students predicative skill in listening. Ask students to describe the picture at page 5 and guess what details may be talked and mentioned in the listening.Listening (page 41)Task 1 Describe the picture and stimulate the student’s thinking. Task 2. Help the Ss to master the new words in the listening.species(种类)，parrot(鹦鹉)，blackbird(乌鸦)，Task 3. Enable the students to get a general picture of the listening and then extract specific information.Listening Task (Page 44)Task1. Introduce the students to the life and work of Leonhard Euler. Help students to gain some knowledge of topology.HomeworkAccording to the listening materials above, access the internet: to get further information.The Fifth PeriodGrammar and Writing一、目标语言(Target language)Using “make + n” and past participlesmake an appointment, make a gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets, struck speeches二、能力目标 (Ability goals Ability goals)Get the students to know how Past Participle used as attributive and predictive is used三、学能目标 (Learning ability goals)Guide the students to get detailed information for the writing 四、教学重点 (Teaching important points)Past participle used as attributive and predicative.五、教学难点(Teaching difficult points)To teach students the right steps of writing a composition六、教学方法(Teaching methods)Discussing; task- based learning approach七、教具准备(Teaching aid) Multi-media八、教学过程与方式 (Teaching procedures & ways)Step I: assign the taskGregor Mendel's AchievementsStep II: thinkingNecessary steps in writing a compositionStep III: give an exampleHow to make a plan for your composition?How to draw an outline?HomeworkWrite a report about your scientist, his/her life, achievements and the key to his/her success.。

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,
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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?

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