【精品学案】2016最新高中人教版必修五英语学案《B5 U1-3》
人教版高中英语必修5Unit1-Unit5全册全套教案教学设计
Unit 1 Great scientistsTeaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand “Great scientists"4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative ＆theattribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T：Hi，morning，class。
Nice to see you on this special day，the day when you become a senior two grader。
I am happy to be with you helping you with your English. Today we are to read about a certain scientist。
But first let’s define the word “scientist”. What is a scientist？A scientist is a person who works in science，trying to understand how the universe or other things work。
【精品学案】2016最新高中人教版必修五英语学案《B5 U5-1 Warming up and Reading》
Unit 5 First aidPeriod 1 Warming up and reading First aid for burnsLearning aims: 1. Develop reading ability and learn different reading skills.2. Learn the first aid and know more about how to give first aid in different situations. Important and difficult point: Develop reading ability and learn different reading skills.【使用说明及学法指导】认真阅读课本P33-35，了解文章大意，完成预习案。
（时间:20分钟）预习案Previewing CaseTask1 A quiz.1. What is first aid? First aid is ____________________________________ given to someone who suddenly ________________ or ____________________before a doctor can be found.2.The best way to treat a sprained ankle is to( )A. Put some ice on your ankle.B.Put a heating pad(垫子)around your ankle.C.Keep on walking and jumping.3. If you get a nosebleed, gently let your head back to stop the bleeding. A. True B. False4. To treat a burn, you should ( ) A. Rub (擦) some butter on it.B. Hold the burnt part under cold running water.C. Put salt on the burnt part.5. To treat a choke, you should make him /her spit(吐) by patting him/her on the back. A. TrueB. False6.To treat a bleeding, you should put a bandage (绷带)on the wound and apply pressure to reduce the bleeding.A. TrueB. False7. To treat a broken arm, you should ( )A. move the broken bone in no time.B. keep the arm still using a sling to support the broken arm Task 2 Fast reading In which order are these topics covered in the text? Number them from 1 to 5._____ the three types of burns _____ what to do if someone gets burned _____ the functions of the skin_____ the symptoms of burns _____ how we get burnsTask 3 Careful readingPart1.What are the functions of skin?It keeps you ___________ or ____________.It prevents your body __________ ___________ ____________.It is where you feel ____________, ___________or____________.It gives you your ____________ ____________ _____________Part 2. You can get burnt by____________________________________________________________________1. When someone is burned, you should place some ice on his wound.2. The function of cool water is to prevent and reduce swelling.3. We should put damp cloths on the second degree burns.4. We shouldn’t break the blisters, or they will make the wound infected.5. Sometimes, we can put oil or ointments on burns to stop the infection.6. We should make sure the bandage won’t stick to the skin when it is used.7. If burns are on the face, we should make the victim sit up.Exploring Case探究一Answer the questions in your own words according to the passage.1. Why should you put cold water on a burn?________________________________________________________________________________ _________2. Why doesn’t a third degree burn hurt?________________________________________________________________________________ _________3. Why do you think clothes and jewellery near burns should be removed?________________________________________________________________________________ _________4. If someone has a third degree burn, why might you see tissue?________________________________________________________________________________ _________探究二Read the first aid treatments for these burns. Tell whether it is right or wrong and explain why.1. Sam knocked over a kettle full of boiling water onto his legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin. ( )2. While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean, damp cloths on it until it was less painful. Then she went to see the doctor. ( )3. Mrs Casey’s sleeve caught fire while she was cooking. Her arm looked terrible but it didn’t hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( )探究三课文佳句背诵与仿写（旨在培养对难句的理解和运用能力）1. So, as you can imagine, if your skin gets burned, it can be very serious.句子结构：as 从句插入用法译:英语在我们的生活中起着很大的作用，因而，如我们所知，如果你想学好英语，你必须多多的实践。
英语新人教版必修5学案高品质版
Unit1 Great Scientists-Grammar教课方案过去分词作定语和表语-- Look at the excited boy! Whyis he so happy?-- He has got the first prize inthe contest.-- No wonder he is excited!一、过去分词作定语1. 前置定语被动意义：an respected guest一位受敬爱的客人How many finished products have you got up to now?=How many products that have been finished have you got up to now?到此刻为止，你已经获取多少成品？完成意义：a retired worker一位退休的工人The children are cleaning the fallen leaves in the yard.=The children are cleaning the leaves that have fallen in the yard.孩子们正在打扫院子里的落叶。
总结： ________ 的过去分词作定语，平时放在被修饰的名词之______,作前置定语。
表示________和 ________的意义。
2.后置定语Things seen are better than things heard.=Things which are seen are better than things which are heard.目睹最好。
This will be the best novel of its kind ever written.=This will be the best novel of its kind that has ever been written.这将是这种小说中写得最好的。
人教版英语必修5教案1-3单元(精品)-Unit 1 Great scientists Period 5 优秀教案(人教版必修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 theyLater 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 clearAfter maste ring 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 theBesides that, the teacher should help the students to review the other usages of the past participle.In the end,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 practicingTTeaching AidsMulti-Three Dimensional Teaching AimsTo use the past participle used as the attribute and the predictive free ly and properly in speaking andEmotional AimsTeaching ProcedureStep 1 GreetingSs:Step 2 RevisionS: John snow, a well-known doctor in London,S: He discovered that many of the deaths were near the waterS 1: Nicolaus Copernicus believed that the earth is not the centre of the solar system.But at that time people allbelieved God had made the world and for that reason the earth was special and must be the centre of the solarS 2 S 3: He was very cautious because he did not want to be attacke S 4 S 5 Step 3 PresentationT: Today we will learn the grammar —past participle used as the attribute and the predicative. First look atT: In this sentence the past participle is used as an attribut e phrase.Terrified people means people who were terrified.Now please find two more examples from the reading passages with past participles used as theattribute.You are allowed to find as many sentences as possible in two minutes.S 1: From the stomach the disease attacked the body quickly and soon theaffectedS 2: Immediately John Snow told the astonishedpeople in Broad Street to remove the handle from the waterS 3: John Snow suggested that the source of all water supplies be examined and new methods of dealing with pollutedS 4: He placed a fixedas the attribute, the past participles can also be used as the predicative.Can you find the sentences withpast(Two minutes later, let the students read these sentences with past participles as the predic S 1: Neither its cause, nor its cure wasunderstoodS 2: He knew it would never be controlled until its cause was found . S 3: He got interestedS 4: They were givenfree beer and so had not drun S 5: He found that it came from the river, which had b een pollutedS 6pump so it could not be used...Step 4 Practising X k b 1 . c o mT: From the sentences mentioned just now, what do you know about the usage of past participles astheS: We use past participles as attributes when we want to join5.a pleasSuggested answers:1.people who are terrified2.seats which are reserved3.water which is polluted4.a room which is crowded5.a winner whois pleased 6.astonished children 7.a broken vase 8.a closed door 9.the tired audience 10.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。
必修五book5unit3教学案全单元精品学案
Unit 3 Life in the future教学案年级：高二学科：英语第一课时使用时间：2015年9月21 日【学习目标】1.学生通过学习本单元词汇，掌握发音、变形及用法。
2.学生能够通过查词典确定同一词汇在不同的具体语境中的含义。
3.在了解本单元重点词汇的的基础上，能在语境中正确使用。
【重点难点】重点：1. impression、take up在句中的用法；2.“to”当介词讲所能运用的句型及短语难点：1.take up 、take away、take off 等关于take短语的意义；2.“to”做介词的用法注意事项。
【学法指导】1.正确反复朗读词汇，注意发音、变形及用法。
2.重点单词自行造句，体会用法。
【教学过程】一、导入二、深入学习及迁移运用1.impression n. [C]印象；感想；印记(P17)▶What was your first impression of London?你对伦敦的第一印象是什么？▶She made a good impression on his mother.她给他母亲留下了很好的印象。
▶I was under the impression that you hadn’t visited the city before, was I right?我以为你以前不曾到过该市,对不对?▶My father impressed on me the value of hard work.我父亲让我记住努力工作的重要性。
用impress的适当形式填空①I was very __________ with her performance.②I had a very good ___________ of him.③She always wears a gentle and warm smile, which is ___________.2.take up拿起；接受；开始从事；继续；占去(时间或空间)【原句】I still cannot believe that I am taking up this prize that I won last year.(P17) 我还是无法相信我是在接受去年获得的这个奖励。
人教版高中英语必修5教案
人教版高中英语必修5教案任何优秀的教案都需从学生的实际需求出发。
考虑到学生的基础水平、学习习惯以及兴趣点，教案设计应具有针对性和启发性。
例如，在处理《高中英语必修五》中的阅读理解部分时，教师可以设计与课文主题相关的预习问题，激发学生的好奇心和探究欲，为接下来的课堂讨论打下良好基础。
教学内容的安排应合理分配，确保每个环节都能有效地促进学生的学习。
一个典型的教案可能包括以下几个部分：导入新课、知识讲解、练习巩固、拓展提高和作业布置。
其中，导入新课要简洁有力，快速吸引学生注意力；知识讲解要清晰透彻，便于学生理解和记忆；练习巩固则需紧贴知识点，让学生通过实践加深理解；拓展提高可以引入更多相关材料，拓宽学生视野；作业布置既要有助于巩固课堂所学，也要避免过多负担。
教学方法的选择同样重要。
以《高中英语必修五》为例，教师可以采用任务型教学法，设置情景任务让学生在完成任务的过程中运用英语；亦或者采用翻转课堂，鼓励学生在课前自主学习，课堂上则更多地进行交流和讨论。
这些方法不仅能够提升学生的英语实际运用能力，还能增加课堂的互动性，使学习过程更加生动有趣。
当然，评价与反馈机制也是教案不可或缺的一环。
通过定期的小测、课堂提问等形式，教师可以及时了解学生的学习进度和存在的问题，进而调整教学策略。
同时，鼓励学生对教学内容和方法提出自己的看法，可以帮助教师更好地优化教案设计。
值得一提的是，随着信息技术的发展，多媒体和网络资源已成为英语教学中不可忽视的部分。
教师可以利用视频、音频等丰富多样的材料来辅助教学，这不仅可以提高学生的学习兴趣，也有助于他们更直观地理解语言和文化背景。
最新(英语精品教案)英语高一人教版新课标必修5精品教案全套(共71页)名师优秀教案
（英语精品教案）英语高一人教版新课标必修5精品教案全套（共71页）Unit 1 Great ScientistsWarming Up, Pre-reading and Reading 1(Teaching Aims?Get Ss to improve their reading abilities.?Let Ss know the topic “Great scientists”Know some important phrases occurring in this reading ?2(Teaching ProceduresStep 1 Lead inCheck Ss? knowledge about some scientists and their discoveries.?Who discovered that objects in water are lifted up by a force that helps them float?Archimedes?Who wrote a book explaining how animals and plants developed as the environment changed?Charles Darwin?Who invented the first steam engine?Thomas Newcomen?Who used peas to show how physical characteristics are passed form parents to their children?Gregor Mendel?Who discovered radium?Maries Curie?Who invented the way of giving electricity to everybody in large cities?Thomas Edison?Who was the painter that studied dead bodies to improve hispainting of people?Leonardo da Vinci?Who invented a lamp to keep miner safe underground?Sir Humphrey Davy?Who invented the earliest instrument to tell people where earthquakes happened?Zhang Heng?Who put forward a theory about black holes?Stephen Hawking第 1 页共 71 页After all the questions, then lead in the passage with a picture.Ask ss if they know the map and what it is used for. Give them the answer later “It is a map to find out the cause of Cholera. ”Step 2 Skim and ScanMore questions are given to get the general ideas of this passageand some obvious facts. Who defeats “King Cholera“? John Snow What happened in 1854? Cholera outbreak hit London.How many people died in 10 days? 500Why 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.Step 3 Reading for details1 Why couldn?t the cholera be under control at first?Neither its cause, not its cure was understood.2 Which theory did John Snow believe in?People absorbed cholera into their bodies with their meals.3 John Snow finally proved the theory he believed by ________.gathering information with the help of a maplooking into the source of the water for Broad Street and Cambridge StreetSeparating those who suffered cholera from those who didn?tBoth A and B (right choice)4 To prevent the cholera from spreading again, what did John Snow do?Suggested that the source of all water supplies be examine.Suggested that new methods of dealing with polluted water be found. Instructed the water companies not to expose people to the pollutedwater anymore.Step 4 Mind map of the passageParagraph 1: Introduction of John Snow and CholeraParagraph 2: Two theoryParagraph 3-5: Study of the breakout in 1854第 2 页共 71 页Paragraph 3: Think of a method: Test two theoryCollect the result: Mark the deathAnalyze the result: Reason for death and no deathParagraph 4: Analyze the result: Find the resource of the waterParagraph 5: Repeat if necessary: Find more evidence.Draw a conclusion: Cholera was spread by germPolluted water carried choleraParagraph 6: Prevention of CholeraStep 5 Retell the passageProvide ss with a summary with some blanks. Let them retell the passage as well as pay attention to some important words.Read the passage again and fill in the blanks:John Snow was a well-known ____ in London in the ___ century. He wanted to find the ______ of cholera in order to ______ it. In 1854 when a cholera ____ out, he began to gather information. He _____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the ______ died. So he decided that the polluted water carried cholera. He suggested that the _____ of all water supply be _______ and new methods of ________ with polluted water be found. Finally, “King Cholera” was defeated.Step 6 HomeworkRead the whole passage and retell.Go to the net to get more information about UK.Unit 1 Great ScientistsVocabulary and Useful ExpressionTeaching Aims:1. Learn expressions & phrases2. nguage pointsDifficult and Important Points:1)Language points2)The usage of “suggest & in addition”Teaching Methods:第 3 页共 71 页Presentation & PracticeTeaching Procedures:Step I RevisionHave a dictationStep II. Check the answers Check the answers of yesterday?s homework (ing Words and Expressions) Step III. Expressions & phrases Expressions & phrases (1) 1.know about… 了解……的情况2.lift up 举起;抬起;提升3.steam engine 蒸汽机4.physical characteristic 人体的特征5.put forward a theory about black holes提出一个有关黑洞的理论6. infectious disease 传染性的疾病7. in scientific research 在科学研究上8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion得出结论10. analyze the results 分析结果11. a well-known doctor 一个著名的医生12. ordinary people 百姓;普通人13. exp ose (…)to sth. 暴露(…..)在……中 14. the most deadly disease 最致命的疾病15. terrified people 被吓坏的人们16. get interested in sth./doing sth. 对…产生兴趣17. absorb sth. into… 把….吸收入….18. gather the information 收集信息19. determine to do sth. 决心干某事20. a valuable clue 一条珍贵的线索21. the water pump 水泵22. in addition (to…) 除..…之外还有…23. link … to … 将….和….联系起来(be linked to…) 24. have it delivered (have sth. done) 叫某人送东西25. die of… 死于…26. announce with certainty 肯定地宣布27. polluted water 被污染的水28. prevent sb. from doing sth. 阻止某人干某事29. deal with… 处理……30. solve the problem 解决难题Expressions & Phrases (2) e to an end 到了尽头2.find the cause of this illness 找出疾病的起因3.look into… 调查……4.apart from… 除…..之外;此外(=except for…)5.prepare for… 预备好….第 4 页共 71 页6.be strict with sb. 对某人严格要求7.a revolutionary theory 一个革命性的理论8.lead to… 通向…. ;导致… (注意:to为介词) 9.make sense 有意义10. at times =sometimes 有时候11. contribute to sth. 有助于;促进12. encourage sb. to do sth. 鼓励某人做某事13. point of view 观点14. living conditions 居住条件15. break… in/into pieces 把…摔成碎块16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…17. devote one?s life to doing sth.献身于…..18. curved line 曲线19. achieve great success 取得巨大的成功Step IV. Language Points1.discover & inventdiscover v. “ 发现” 被探索或被揭示的事物早已客观存在着. Columbus discovered America in 1492.哥伦布于1492年发现了美洲. Who discovered radium? 谁发现了镭?invent v. “发明”,指的是发明原先不存在的东西.Who invented the steam engine? 谁发明了蒸汽机?2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?th e way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaningit.= She showed us the way to clean it.她教给我们清洗它的办法. the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.I don?t like the way (that / in which) you speak to your father. 我不喜欢你跟你父亲讲话的方式.与way相关的短语:by the way 顺便说、by way of … 通过……的方法，经，由lose one?s way 迷路no way (俚语) 没门,别想feel one?s way 摸黑走,谨慎从事on one?s way to…在去…的路上in this way=by this means=with this method用这种方法 3.Who put forward a theory about black holes?谁提出了黑洞的理论? put forward(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等) (2)推荐某人或自己任职位;提名May I put your name forward as our monitor?我能否提名你当我们的班长?put away 抛弃;舍弃 put down 写下来;记入名单; put on 穿上;戴上;增加put off 耽误;延期 put out 熄灭(灯);扑灭 (火) put up 建立;建造第 5 页共 71 页put up with… 忍受……•You can take anything from the shelf and read, but please ______the books when you?vefinished with them.A. put onB. put downC. put backD. put off4.This was the most deadly disease of its day. die (v.) dead (adj.) death (n.) deadlyadj. (1).dangerous; likely to cause death 危险的;致命的a deadly disease/weapon(2). highly effective against sth. or sb不强有力的;致命的a deadly remark 击中要害的评论(3)aiming to kill or destroy意在杀死的;不共戴天的:a deadly enemy不共戴天的敌人adv. (1). Very极度;非常;十分: deadly serious 十分认真(2). like death 死一般地: deadly pale 死一般苍白5.But he became inspired when he thought about helping ordinary people exposed to cholera. expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written byLuxun is very popular.expose v.(1)to make visible 暴露“expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.(2)to reveal the guilt or wrong doing of …揭露;揭发He exposed their plot.他揭穿了他们的阴谋.I threatened to expose him ( to the police).我威胁要(向警察)揭发他.expose to 使易受,使受 expose a fraud 揭穿骗局expose sth. to the light of day 把某事暴露于光天化日之下6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.every time是连词,引导时间状语从句,意为“每次,每当”,如:Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:I will give the letter to him immediately I see him.我一见到他就把这封信给他. I came directly I got your letter.我一接到你的信就来了.7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习) 8.absorb v. 吸收(液体);承受;承担 (费用等) Use the cloth to absorb the spilled ink. 吸干撒的墨水We will not absorb these charges.我们不能承担这些费用.absorb…in/by..吸引.注意I was absorbed in a book and didn?t hear you call.专心看书absorb…into…吸收…The big company has gradually absorbed these small companies into itsown organization.第 6 页共 71 页这家大公司逐渐将这些小的公司吞并了。
2016年最新 新课标人教版高中英语必修五精美教案
Teaching plan of Book 5Unit 1 Great ScientistsTeaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they‘ve learnt to do first aid treatment for burns correctly.Teaching methods1. Skimming & scanning methods to make the Ss get a good understanding of the text.2.Discussion methods to make the Ss understand what they‘ve learned in class.3.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss‘ interestTeaching process:Period 1 Word study, Warming up, pre-readingPre-class task:1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.Step 1 Learning GoalsGet Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 2 Word Study1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair2.1.Check the answers to the quiz to find out which group know the most .2.Introduce the great scientists.1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.―Give me a place to stand on, and I can move the earth.‖ ----Archimedes2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi”and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat”everything they come across.Step 4 Pre-reading1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (Group work) Ex2, p1Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessaryStep 5. SummarySeeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.learning without thought is a labour lost; thought without learning is perilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。
高二英语人教版必修5第1-3单元精品上课学习上课学习教案
高二英语人教版必修5第1-3单元精品教案本资料为woRD文档，请点击下载地址下载全文下载地址Unit1 GreatscientistsBriefStatementsBasedonThisUnitThisunitcentersonGreatscientists,includingsomescien tistsbothathomeandabroadlikejohnSnowandcopernicus.T hestudentsshouldbeencouragedtopractisetalkingaboutt hesescientists.Thewholeunitcanbedividedintosevenparts:warmingup,re ading,listeningandspeaking,languagefocusing,reading andwriting,grammar,andassessment.Inwarmingup,thereisaquizforthestudentstodo,whichwil larousethestudents’interestinknowingaboutthefamousscientistsandhelpthe studentstoknowscienceisveryimportantinourdailylife. Groupdiscussionandbrainstormingwillbeusedinthisperi odtohelpthestudentstocommunicatewitheachotherusingt heirpreviousknowledge.Inthereadingpassage,thestudentswilllearnaboutjohnSn ow,whodefeats“kingcholera”,andgetageneralideaabouthowtoexamine anewscientificidea.Thiswillhelpthestudentstoformthe irownattitudetowardsscience.Inlearningaboutlanguage,thestudentsareencouragedtol earnthefollowingwordsandexpressions:engine,characte ristic,radium,theory,scientific,examine,conclude,an alyzerepeat,defeat,attend,expose,cure,control,absor b,severe,valuable,blame,immediately,handle,announce ,instruct,virus,construction,contribute,positive,mo vement,backward,complete,enthusiastic,spin,reject,v iew,steamengine,putforward,drawaconclusion,inadditi on,link...to...,bestrictwith,leadto,makesense,point ofview.whilepractisingusingthelanguage,thestudentswilllear naboutcopernicus’RevolutionaryTheory,andtheirskillsofreading,speakin gandwritingwillbeimproved.Inlisteningandspeaking,morechanceswillbegiventothes tudentstolearnaboutotherscientistsandtheirspirit.Th estudentsareencouragedtomakeuptheirmindtomakecontri butionstoscience.Thestudentswillbeaskedtowritealettertocopernicusont hebasisoftheunderstandingofthetext.Thelettersaresur etobefullofimaginationandcreativity.Assessmentwillhelpthestudentstolookbackwhattheyhave learnedandfocusonthedifficultandimportantpoints.So,thisunitwillbedividedintosevenperiodsasfollows:Period1 welcometotheUnitPeriod2 ReadingPeriod3 ListeningandSpeakingPeriod4 ReadingandwritingPeriod5GrammarPeriod6 LanguageFocusingPeriod7 Assessmentknowledgeaims:keywordsinthisunit:engine,characteristic,radium,the ory,scientific,examine,conclude,analyze,repeat,defe at,attend,expose,cure,control,absorb,severe,valuabl e,blame,immediately,handle,announce,instruct,virus, construction,contribute,positive,movement,backward, complete,enthusiastic,spin,reject,view.keyphrasesinthisunit:putforward,knowabout,lookinto, inaddition,preventsth.fromdoing,leadto,makesense,pu nishsb.for,suggestdoingsth.steamengine,drawaconclus ion,link...to...,bestrictwith,leadto,pointofview.keysentencepatterns:Buthebecameinspiredwhenhethoughtabouthelpingordinar ypeopleexposedtocholera.2Hegotinterestedintwotheoriesexplaininghowcholeraki lledpeople.3onlyifyouputthesuntheredidthemovementsoftheotherplanetsintheskymakesense.Grammarinthisunit:PastparticipleusedasattributeandpredicativeAbilityaims:.Totalkaboutgreatscientistsandtheirgreatachieve ments.2.Toguesswhatwillbetalkedaboutinthelisteningmateria ls.3.Toimprovetheirreadingskills.4.Tolearntousepastparticipleasattributeandpredicati ve.Emotionaims:Toencouragethestudentstolearnaboutsomegreatscientis tsandtheirgreatachievementsandhowsciencehelpstoimproveoursocietyandchangeourli fe.meanwhile,inspirethestudentstolearnfromthescient istsandformtheirpositiveattitudetowardsscience.Period1 welcometotheUnitTheGeneralIdeaofThisPeriodTheunitcenterson “greatscientists”.Thisisthefirstperiodofthisunit. Duringthisperiod,thestudentsshouldbeencouragedtogiv etheirpreviousknowledgeofsomeofthefamousscientists, participateintheactivitiesinclassandtrytogetmoreinf ormationfromthediscussion.Theywilltakepartindiffere ntformsofactivities,includingpairwork,groupwork,com petition,andquiz.Groupcompetitionwillbecarriedoutal lthroughtheclass.wordsandexpressionsinthisunitwillhelpthestudentstot alkaboutthetopic“greatscientists”.Soatthebeginningofthisperiod,th eteachershouldspendsometimetrainingthestudentstorea dthemandhelpthestudentspronouncethemcorrectly.Thest udentsareencouragedtolearnthenewwordsingroupsbythem selves,usingdictionariesandotherreferencebooks.Then moretimeshouldbegiventothestudentstogetfamiliarwith stly,severalsentenceswillb egiventothestudentstohelpthemtoknowhowtousesomeofth ephrases.Thisunitisabout“greatscientists”,sofromtheverybeginning,theteach ercan encouragethestudentstalkabouttheirdreamsinthefuture.Thenthet eachercanletthestudentsbrainstormsomethingaboutgrea tscientists.Thestudentsarefreetosayanythingthatthey know.Thestudentswillbequiteinterestedinthistopic.Th isactivitygivesthestudentsachancetoexpresstheirfeel ingsabouttheirfavoritescientist.Atthesametime,thisa ctivitycanstirthestudents’enthusiasminscience.Thentheteachercanhavethestudentsmatchthefamousscien tistswiththeirdiscoveries,inventionsortheories,maki ngsurethattheyhavesomecommonsenseaboutsomeworld-fam ousscientists.Laterthestudentswillbedividedintoseveralgroups,desc ribeoneofthegreat scientistsandletotherstudentsguesswhoheorsheistalkingabout.In thisway,thestudentsshouldlearntoorganizetheirownsen tencesandexpresstheirideasclearly.Afterthat,thestudentswillfeelcomfortabletodothequizinthetext.Thestudentsshouldbeencouragedtogivemorein formationaboutthesetenscientists.meanwhile,thestudents’interestinscientistsandscienceshouldbecultivated.So twotopicdiscussionquestions,aswellasthepracticeexer cisesaredesigned.Thepost-classactivitiesaredesignedtoarousethestuden ts’interestinscienceandencouragethemto“DIy—doityourself”intheirdailylifeiftheyhavesome doubtinsomeareas.TeachingImportantPointsHavethestudentsdiscussgreatscientists.Encouragethestudentstoholdtheirviewsabouttheirfutur ecareer.Understandandlearnthefollowingwordsandexpressions:e ngine,characteristic,radium,theory,scientific,exami ne,conclude,analyse,repeat,defeat,attend,expose,cur e,control,absorb,severe,valuable,blame,immediately, handle,announce,instruct,virus,construction,contribute,positive,movement,backward,complete,enthusiasti c,spin,reject,view,steamengine,putforward,drawaconc lusion,inaddition,link...to...,bestrictwith,leadto, makesense,pointofview.TeachingDifficultieswhatcanwelearnfromthescientists?whatshouldwedoinourdailylifetodevelopourinterestand loveforscience?TeachingAidscAIequipmentwithamulti-mediaclassroomandothernormal teachingtools.ThreeDimensionalTeachingAimsknowledgeAimsLearnsomethingaboutsomefamousscientistsintheworld.knowabouttheoutstandingdiscoveries,inventionsandthe oriesfromsomewell-knownscientists.Trytounderstandandlearntheimportantwordsandexpressi ons.AbilityAimsDevelopthestudents’abilityofspeaking.Encouragethestudentstogivemoreinformationaboutthegr eatscientists.EmotionalAimsEncouragethestudentstolearnmoreaboutthegreatscienti stsandlearnfromthem.Helpthestudentstoformthegoodhabitinlearningandencou ragethestudentstotakepartinsocialpractice.Helpthestudentstorealizethatitisscientificspirittha tmakesthosescientistssuccessful.Encouragethestudentstodeveloptheirloveforscience.TeachingProcedureStep1GreetingTeacher:Hello,everyone.Teacher:Hello,mr.../ms...Step2LeadinwT:I’mverygladtoseeyouallhere.Afteralongholiday,allofyou lookenergeticandhappy.Ihopethatwewillworkhardtogeth erhappilyallthroughtheyear.Idobelievethatabrightfut ureiswaitingforyou.wearesuretorealizeourdreamsinthe nearfuture.Bytheway,I’dliketoknowwhatyouwouldliketobeinthefuture.Letmesha reyourdreams.Anyonewhogivesyourideawillgetastarfory ourgroup.Ready?Go!S:IadmireyangLiweiverymuch,whoisagreathonourtoourmo therland.I’dliketobeanastronautlikehim.T:yeah,thespacecraft,ShenzhouV,orbitedtheearth14tim esin21hours,makingchinathethirdcountrytohavesuccess fullysentanastronautintospace.Ihopeyouwillrealizeyo urdream.S:Iwanttobeadoctor.IhopeI’llbeanoutstandingoneandbeexpertinfindingcuresfordif ferentkindsofcancers.T:That’sagoodidea.Therearesomanypatientswithcancersinthewo rld,whoaresufferingalot.Thankyou!S:IwanttobeanEnglishteacherlikeyou.Foronething,Ilik eEnglishverymuch;foranother,youarenotonlystrictwith usbutalsopatientwithus.youarejustourfriendsandmaybe morethanourfriendssometimes.T:I’mreallygladtohearthat.It’smygreathonortobeyourfriendsandIlikemyjobverymuch.S:I’dliketobeanexpertinenvironment.yousee,withthedevelo pmentofindustry,ourglobeisseriouslypolluted.Dirtywa ter,pollutedair,andloudnoisemakeourlivingconditions worse.Ithinkweshouldleaveabeautifulworldtothenextge neration.T:yes,someonepredictedthatthelastdropofwaterinthewo rldwouldbethetearofhumanbeing’s.Ithinkallofusshouldpayattentiontoourenvironment,a ndmakeourcontributionstoimprovingtheenvironment.S:I’msointerestedinphysics.AndIhavereadStephenHawking’sABriefHistoryofTimetwice.IhopeIwillbeascientistlikehim.Asweallknow,the developmentofoursocietywillgohandinhandwiththedevel opmentofscience.T:yeah,Ican’tagreewithyoumore.Scienceplaysanimportantpartinthed evelopmentofoursociety.Therearesomanyexamplesintheh istoryofhumanbeings.Ss:...T:I’msogladtoshareyourdreams.yourambitionandcarefulthou ghtsreallyleaveagoodandamazingimpressiononme.Iliket hem.Inthisunit,youwilllearnsomethingabout “Greatscientists”.maybeyouwillknowwhatyouneedinyo ureffortstorealizeyourdreamsafterwetalkaboutsomewor ld-famousscientists.Beforewecometo“warmingup”,I’dlikeyoutocometothenewwordsinthisunit,whichwillhelp youtolearnthisunit.Step3wordpuzzlesT:openyourbooksandturntoPage92.Let’sreadthewordsandexpressionstogether.T:Herearesomedefinitionsofsomeofthewordsfromthisuni t.Pleaseworkinpairsandmatchthewordswiththeirdefinit ions.wordsDefinitionsorexplanationsA.examine.generalprinciplesofanartorscienceB.repeat2.sayordoagainc.theory3.atonce;withoutdelayD.immediately4.lookat...carefullyinordertolearnaboutorfrom...plete5.ofgreatvalue,worthoruseF.valuable6.havingallitsparts;whole;finishedG.announce7.makeknownH.controleorbringtoanendI.positive9.powertoorderordirectj.conclude0.quitecertainorsureT:Now,let’schecktheanswers.A—4,B—2,c—1,D—3,E—6,F—5,G—7,H—9,I—10,j—8.youhavedoneagoodjob.Iwillgiveyousomemoreminutesto gooverallthewordsandexpressionsandthenfillintheblan kswithproperformsofsomeofthemfromthisunit..“AllroadsleadtoRome,”heencouragedmeafterIfailedtheentranceexamination.2.Thissentencedoesn’tmakeanysense.3.ourEnglishteacherisnotonlystrictwithusbutalsofrie ndlytous.4.Heisgood-looking,apartfromhisnose.5.Itisannouncedthatthespacecraft,Shenzhou Ⅵ,landedontheearthsuccessfully.6.ItisnotTombutyouwhoaretoblame.7.In1995,thechinesegovernmentputforwardaplanfor“rejuvenatingthenationbyrelyingonscienceandeducati on”.Andithashelpedchinesescientistsmakemanybreakth roughs.8.Haveyoudrawnanyconclusionafteryoureadthispassage?T:welldone.Somuchforthelearningofthenewwordsandexpr essions.Step4BrainstormingT:Nowlet’scometothetitleofthisunitGreatscientists.whenwetalk aboutgreatscientists,whatwillcomeintoyourmind?wewillgoonourco mpetition.S1:madamecurie,whogottwoNobelPrizes,oneforphysicsan dtheotherforchemistry,isreallyoutstandingamongallth ewomenscientists.S2:ItremindsmeofthegreatinventornamedThomasAlvaEdis onandoneofhisfamous sayings “Geniusisonepercentinspirationandninety-ninepercentperspiration.”S3:yes,weleadabetterlifenowwiththehelpofscience.wit houtEdison,maybenowwearestilllivinginadarkworld.The yreallymakeourlifeeasierandmorecomfortable.S4:IalsothinkofoneofthequotesfromAlbertEinstein,“Imaginationismoreimportantthanknowledge.”S5:Allthescientistsaredevotedtothecareerthattheycho ose,andtheysetgoodexamplestousinourwork.S6:Takeallthescientistsforexample,ifwewanttobesucce ssfulinthefuture,weshouldnotonlylearnsomethingfromo urtextbooks,butalsotakepartinsocialpracticeandgetcl osetonaturetolearnmoreaboutit.S7:Ilikeplantsverymuch.Ijustthinkofthetwokeyscienti stsinthefieldofbotany,carlLinnaeusandjosephBanks.Th eformeronelaidthefoundationfortheclassificationofpl ants,whilethelatteronealsomadegreatcontributionstot hedevelopmentanddirectionofbotany.Ss:...T:I’mgladtoseethatyouhaveagreatdealofpreviousknowledgeo ffamousscientistsintheworld.Step5PreviousknowledgeT:Nowlet’smatchsomeofthegreatscientistswiththeirfamousdiscov eries,inventionsortheories.Letmeseewhoisthequickest inmindandactionandcangetalltheanswerscorrect.FamousscientistsDiscoveries/Inventions/TheoriesA.IsaacNewton.EvolutionB.charlesDarwin2.DiscoveryofRadiumc.madamecurie3.Newton’sLawD.AlbertEinstein4.ElectricbulbE.ThomasAlvaEdison5.TheoryofRelativityF.Nicolauscopernicus6.SeismographG.StephenHawking7.ABriefHistoryofTimeH.ZhangHeng8.Theearthmovesaroundthesun.T:Sinceyouhaveabetterunderstandingofsomeofthegreats cientists,let’splayagame.Pleaseworkingroupsanddescribeoneofthegre atscientists,andthenletotherstudentsguesswhoyouaret alkingabout.Group1:Intheeighteenthcentury,therelivedagreatscien tistwhoconductedanumberofexperimentsinwhichheshowed whatelectricityis.oncehedidafamouskiteexperimentona stormyday,andprovedthatlighteningandelectricityaret hesamething.S:BenjaminFranklin.Group2:ItissaidthatthisEnglishgentlemanwassittingin hisgardenonedaywhensuddenlyhewashitbyafallingapple. Thestoryisprobablynottrue,butthismandidmentionthathegotoneofhisbest-knownideaswhilewatchingapplesfallf romatree.Hisnamemakesyouthinkthathewasnottoointeres tedinoldthings.He discoveredtheforceofgravity,andhedrewupasystemofhowobjectsmov e.Hislawsformotionarestillusedinphysicstoday,atleas tinschoolsanduniversities.S:SirIssacNewton.Group3:Foodiswhatsetsthisgreatmindonfire.Rice,tobee xact.Thisgreatmindhasspentmostofhislifelookingforwa ystohelpfarmersgrowmorericesothatallofuswillhaveeno ughfoodtoeat.Heisknownasthefatherofmodernrice,butbe causeofhislongfriendshipwithallthefarmersinchina,he wouldratherbeknownas“thefarmer”.S:yuanLongping.Group4:Hewasbornon8january1942inoxford,England.Heha sworkedonthebasiclawswhichgoverntheuniverse.Heshowe dthatEinstein’sGeneralTheoryofRelativityimpliedspaceandtimewouldh aveabeginningintheBigBangandanendinblackholes.Hehas threepopularbookspublished:hisbestsellerABriefHistoryofTime,BlackHolesandBabyUniversesandotherEssaysan dmostrecentlyinXX,TheUniverseinaNutshell.S:StephenHawking.Ss:...T:welldone.Step6QuizT:youhavealreadyknownsomeinformationaboutsomeoftheg reatscientists.Nowlet’sdoaquiz,tryingtofindoutwhothesescientistsare.QuizQuestions.whichscientistdiscoveredthatobjectsinwaterarel iftedupbyaforcethathelpsthemfloat?2.whowroteabookexplaininghowanimalsandplantsdevelop edastheenvironmentchanged?3.whoinventedthefirststeamengine?4.whousedpeastoshowhowphysicalcharacteristicsarepas sedformparentstotheirchildren?5.whodiscoveredradium?6.whoinventedthewayofgivingelectricitytoeverybodyin largecities?7.whowasthepainterthatstudieddeadbodiestoimprovehis paintingofpeople?8.whoinventedalamptokeepminerssafeunderground?9.whoinventedtheearliestinstrumenttotellpeoplewhere earthquakeshappened?0.whoputforwardatheoryaboutblackholes?checktheanswerswiththestudents..Archimedes 2.charlesDarwin 3.jameswatt 4.Gregormendel 5.madamecurie 6.Faraday 7.Leonardodavinci 8.HumphreyDavy9.ZhangHeng10.StephenHawkingT:Pleaseworkingroupsandhaveadiscussiontofindasmuchi nformationaspossibleaboutthesetengreatscientists.Step7PracticeT:Todaywehavelearnedalotaboutgreatscientistsinthewo rld.wecanlearnfromthemtoliveourdreams.Andweteachers aretoowillingtohelpyou.Inyouropinion,whatshouldours chool/teachers/studentsdototapthestudents’potential?S:ourschoolshouldgivethestudentsmorechancestotakepa rtinsocialpractice.S:ourteachersshouldhelpthestudentsusetheirimaginati ons.S:westudentsshouldsolvetheproblemsonourown.Step8DiscussionT:yourideasaresowonderfulandamazing.Iadmirethemvery much.Nowlet’scometoourtopic.Topic1:whatcanyoulearnfromthesescientists?Topic2:whatqualitiesshouldwehavetobeasuccessfulman?Step9SummingupT:Inthisperiod,wehavetalkedalotaboutgreatscientists .youhavealotofpreviousknowledgeandyouarefullofimagi nationandcreativity.Thosescientistssetgoodexamplest ous.AndIthinkallofusarehappyaboutlearningmoreofthem .Afterclass,it’sbettertoreadsomebooksaboutthemandyoucansurftheInte rnettogetmoreinformation.AndI’dlikeyoutomakea “ScientistsAlbum”inthefollowingweek.TheDesignofthewritingontheBlackboardUnit1 GreatscientistsPeriod1 welcometotheUnitBrainstormingResearchandActivitiesDIy.coveraglassofwaterwithapieceofthickpaper.Puton ehandonthepaperandturntheglassupsidedown.Slowlytake yourhandaway.whathappens?why?2.Filloneglasswithfreshwaterandanotherglasswithsalt water.Putanicecubeineachglass.whathappens?why?3.Findoutasmanyfamoussayingsfromthosescientistsaspo ssible.ReferenceforTeaching.charlesDarwinwasborninShrewsburytoamoderatelyw ealthyfamilywithastrongintellectualheritage.Hisgran dfather,ErasmusDarwin,wasaphysician,poetandbiologis twholaidsomeofthegroundworkforthegrandson’srevolutionaryideas.charlesattendedchrist’scollegeatcambridgewithinitialthoughtsofenteringthe clergy,butsoontookupstudiesinbiology,zoologyandgeol ogy.From1831to1836,heservedasanaturalistaboardtheHm SBeagleonitsscientificmissiontoSouthAmericaandthePa cific.BackinEngland,hepublishedaseriesofscientifict reatiseswhichestablishedhisreputationasoneoftheprom inentthinkersofhisday.From1842onwards,helivedonacou ntryestateinkentandpursuedhisstudiesamongitsgardens andlivestock.By1844,hehadwrittentheinitialdraftofhisgroundbreaki ngtreatiseonevolutionandnaturalselection.However,he leftthisworkunpublishedforseveralyears,preferringtorefineandelaborateitscoreideas.In1858,hereadaforthc omingpaperbyafellowscientistAlfredRussellwallacewho sethesiscloselyparalleledDarwin’sownunpublishedideas,aneventwhichpushedDarwintogopu blicwithhisownresearch.Bothwallace’sandDarwin’spaperswerepresentedtotheLinneanSocietyinafamousjul y,1858meeting.DarwinpublishedTheoriginofSpeciesbyme ansofNaturalSelectionin1859,sparkingdecadesofconten tiousdebatewhichultimatelyledtotheuniversalscientif icrecognitionofDarwin’sthesis.Inlateryears,hedevelopedhisideasfurtherinmo nographsondifferenttypesofplantandanimallife.Notes:Shrewsbury:什鲁斯伯里[英国英格兰西部城市]physician:revolutionary:HmS:treatises:2.StephenwilliamHawkingwasbornon8january1942inoxfor d,England.Hisparents’housewasinnorthLondon,butduringtheSecondworldwaroxfordwasconsideredasaferplacetohavebabies.whenhewasei ght,hisfamilymovedtoStAlbans,atownabout20milesnorth ofLondon.AtelevenStephenwenttoStAlbansSchool,andthe nontoUniversitycollege,oxford,hisfather’soldcollege.Stephenwantedtodomathematics,althoughhi sfatherwouldhavepreferredmedicine.mathematicswasnot availableatUniversitycollege,sohedidPhysicsinstead. Afterthreeyearsandnotverymuchworkhewasawardedafirst classhonoursdegreeinNaturalScience.Stephenthenwentontocambridgetodoresearchincosmology ,therebeingno-oneworkinginthatareainoxfordatthetime .HissupervisorwasDenisSciama,althoughhehadhopedtoge tFredHoylewhowasworkingincambridge.AftergaininghisP h.D.hebecamefirstaResearchFellow,andlateronaProfess orialFellowatGonvilleandcaiuscollege.Afterleavingth eInstituteofAstronomyin1973StephencametotheDepartme ntofAppliedmathematicsandTheoreticalPhysics,andsinc e1979hasheldthepostofLucasianProfessorofmathematics .Thechairwasfoundedin1663withmoneyleftinthewillofth eReverendHenryLucas,whohadbeenthememberofParliament fortheUniversity.ItwasfirstheldbyIsaacBarrow,andthenin1663byIsaacNewton.StephenHawkinghasworkedonthebasiclawswhichgovernthe universe.withRogerPenroseheshowedthatEinstein’sGeneralTheoryofRelativityimpliedspaceandtimewouldh aveabeginningintheBigBangandanendinblackholes.These resultsindicateditwasnecessarytounifyGeneralRelativ itywithQuantumTheory,theothergreatScientificdevelop mentofthefirsthalfofthe20thcentury.oneconsequenceof suchaunificationthathediscoveredwasthatblackholessh ouldnotbecompletelyblack,butshouldemitradiationande ventuallyevaporateanddisappear.Anotherconjectureist hattheuniversehasnoedgeorboundaryinimaginarytime.Th iswouldimplythatthewaytheuniversebeganwascompletely determinedbythelawsofscience.HismanypublicationsincludeTheLargeScaleStructureofS pacetimewithGFREllis,GeneralRelativity:AnEinsteince ntenarySurvey,withwIsrael,and300yearsofGravity,with wIsrael.StephenHawkinghastwopopularbookspublished:h isbestsellerABriefHistoryofTime,andhislaterbook,Bla ckHolesandBabyUniversesandotherEssays.ProfessorHawkinghastwelvehonorarydegrees,wasawarded thecBEin1982,andwasmadeacompanionofHonourin1989.Hei stherecipientofmanyawards,medalsandprizesandisaFell owofTheRoyalSocietyandamemberoftheUSNationalAcademy ofSciences.StephenHawkingcontinuestocombinefamilylife,andhisre searchintotheoreticalphysicstogetherwithanextensive programmeoftravelandpubliclectures.3.HumphryDavy,awoodcarver’sson,wasborninPenzancein1778.AfterbeingeducatedinTr uro,DavywasapprenticedtoaPenzancesurgeon.In1797heto okupchemistryandwastakenonbyThomasBeddoes,asanassis tantathismedicalPneumaticInstitutioninBristol.Hereh eexperimentedwithvariousnewgasesanddiscoveredtheane stheticeffectoflaughinggas.DavypublisheddetailsofhisresearchinhisbookResearche s,chemicalandPhilosophical.ThisledtoDavybeingappoin tedasalecturerattheRoyalInstitution.Hewasatalentedt eacherandhislecturesattractedlargeaudiences.In1806DavypublishedonSomechemicalAgenciesofElectric ity.Thefollowingyearhediscoveredthatthealkalisandal kalineearthsarecompoundsubstancesformedbyoxygenunit edwithmetallicbases.Healsousedelectrolysistodiscove rnewmetalssuchaspotassium,sodium,barium,strontium,c alciumandmagnesium.DavywasnowconsideredtobeBritain’sleadingscientistandin1812wasknightedbyGeorgeⅢ.withhisassistant,michaelFaraday,Davytravelledabr oadinvestigatinghistheoryofvolcanicaction.In1815HumphryDavyinventedasafetylampforuseingassyco almines,allowingdeepcoalseamstobemineddespitethepre senceoffiredamp.ThisledtosomecontroversyasGeorgeSte phenson,workinginacollierynearNewcastle,alsoproduce dasafetylampthatyear.Bothmenclaimedthattheywerefirs ttocomeupwiththisinvention.oneofDavy’smostimportantcontributionstohistorywasthatheencour agemanufacturerstotakeascientificapproachtoproducti on.Hisdiscoveriesinchemistryhelpedtoimproveseveralindustriesincludingagriculture,miningandtanning.SirH umphryDavydiedin1829.4.LeonardodaVinci,Italianpainter,draftsman,sculptor ,architect,andengineerwhosegenius,perhapsmorethanth atofanyotherfigure,epitomizedtheRenaissancehumanist ideal.HisLastSuppeandmonaLisaareamongthemostwidelyp opularandinfluentialpaintingsoftheRenaissance.Hisno tebooksrevealaspiritofscientificinquiryandamechanic alinventivenessthatwerecenturiesaheadofhistime.5.madamcurieisaFrenchprofessorofphysics.Shewasborni nPolandin1867.In1891shewenttostudyinParisUniversity becauseatthattimewomenwerenotadmittedtouniversities inPoland.whenshewasstudyinginParis,shelivedapoorlif e,butsheworkedveryhard.In1895shemarriedPierrecurie, andthentheyworkedtogetherontheresearchintoradioacti vematter.Theydiscoveredtwokindsofradioactivematter —poloniumandradium.In1904sheandherhusbandweregiventh eNobelPrizeforphysics.In1906Pierredied,butmariewent onworking.ShereceivedasecondNobelPrizeforchemistryin1911.Soshebecamethefirstscientistintheworldtowintw oNobelPrizes.6.jameswatt:Britishengineerandinventorwhomadefundam entalimprovementsinthesteamengine,resultinginthemod ern,high-pressuresteamengine.7.GregormendelwasanAustrianbotanistandfounderofthes cienceofgenetics.Throughyearsofexperimentswithplant s,chieflygardenpeas,hediscoveredtheprincipleofthein heritanceofcharacteristicsthroughthecombinationofge nesfromparentcells.8.Archimedes:Greekmathematician,engineer,andphysici st.Amongthemostimportantintellectualfiguresofantiqu ity,hediscoveredformulasfortheareaandvolumeofvariou sgeometricfigures,appliedgeometrytohydrostaticsandm echanics,devisednumerousingeniousmechanisms,suchast heArchimedeanscrew,anddiscoveredtheprincipleofbuoya ncy.9.michaelFaradaywasaBritishscientistwhocontributedsignificantlytothefieldsofelectromagnetismandelectro chemistry.Healsoinventedtheearliestformofthedevicet hatwastobecometheBunsenburner,whichisusedalmostuniv ersallyinsciencelaboratoriesasaconvenientsourceofheat.michaelFaradaywasoneofthegreatscientistsinhistory.S omehistoriansofsciencerefertohimasthegreatestexperi mentalistinthehistoryofscience.Itwaslargelyduetohis effortsthatelectricitybecameaviabletechnology.TheSI unitofcapacitance,thefaradisnamedafterhim.。
高二英语人教版必修5第1-3单元精品教案
高二英语人教版必修5第1-3单元精品教案Unit 1Great sientistsBrief Stateents Based n This UnitThis unit enters n Great sientists, inluding se sientists bth at he and abrad lie hn Sn and perniusThe students shuld be enuraged t pratise taling abut these sientistsThe hle unit an be divided int seven parts: aring up, reading, listening andIn aring up, there is a quiz fr the students t d, hih ill aruse the students’interest in ning abut the faus sientists and help the students t n siene is ver iprtant in ur dail lifeGrup disussin and brainstring ill be used in this perid t help the students t uniate ith eah ther using their previus nledgeIn the reading passage, the students ill learn abut hn Sn, h defeats“ing hlera”, and get a general idea abut h t exaine a ne sientifi ideaThis ill help the students t fr their n attitude tards sieneIn learning abut language, the students are enuraged t learn the flling rds and expressins: engine, harateristi, radiu, ther, sientifi, exaine, nlude, analze repeat, defeat, attend, expse, ure, ntrl, absrb, severe, valuable, blae, iediatel, handle, annune, instrut, virus, nstrutin, ntribute, psitive, veent, baard, plete, enthusiasti, spin, reet, vie, stea engine, put frard, dra a nlusin,in additin, lint, be strit ith, lead t, ae sense, pint f viehile pratising using the language, the students ill learn abut pernius’Revlutinar Ther, and their sills f reading, speaing and riting ill beIn listening and speaing, re hanes ill be given t the students t learn abut ther sientists and their spiritThe students are enuraged t ae up their ind t ae ntributins t sieneThe students ill be ased t rite a letter t pernius n the basis f the understanding f the textThe letters are sure t be full f iaginatin andAssessent ill help the students t l ba hat the have learned and fus n the diffiult and iprtant pintsS, this unit ill be divided int seven perids as fPerid 1Perid 2Perid 3Perid 4Perid 6Perid 7nledge ais:e rds in this unit: engine, harateristi, radiu, ther, sientifi, exaine, nlude,analze, repeat, defeat, attend, expse, ure, ntrl, absrb, severe, valuable, blae, iediatel, handle, annune, instrut, virus, nstrutin, ntribute, psitive, veent,e phrases in this unit: put frard, n abut, l int, in additin, prevent sthfr ding, lead t, ae sense, punish sbfr, suggest ding sthstea engine, dra a nlusin, lint, be strit ith, lead t, pintf viee sentene patterns:1 But he beae inspired hen he thught abut helping rdinar peple expsed t hlera3 nl if u put the sun there did the veents f the ther planets in the s ae sense Graar in this unit:Abilit ais:1T tal abut great sientEtin ais:T enurage the students t learn abut se great sientists and their greatinspire the students t learn fr the sientists and fr their psitive attitude tardssienePerid 1ele t the UnitThe General Idea f This PeridThe unit enters n“great sientists”This is the first perid f this unitDuring this perid, the students shuld be enuraged t give their previus nledge f se f the faus sientists, partiipate in the ativities in lass and tr t get re infratin fr the disussinThe ill tae part in different frs f ativities, inluding pair r, grup r,rds and expressins in this unit ill help the students t tal abut the tpi“great sientists”S at the beginning f this perid, the teaher shuld spend se ti e training the students t read the and help the students prnune the rretlThe students are enuraged t learn the ne rds in grups b theselves, using ditinaries and ther referene bsThen re tie shuld be given t the students t get failiar ith the rds and expressinsLastl, several sentenes ill be given t the students t help the t n h t use se f the phrasesThis unit is abut“great sientists”, s fr the ver beginning, the teaher anan let the students brainstr sething abut great sientistsThe students are free t sa anthing that the nThe students ill be quite interested in this tpiThis ativit gives the students a hane t express their feelings abut their favrite sientistAt the sae tie, this ativit an stir the students’enthusias in sieneThen the teaher an have the students ath the faus sientists ith their disveries, inventins r theries, aing sure that the have se n sense abut se rld-faus sientistsLater the students ill be divided int several grups, desribe ne f the greatthe students shuld learn t rganize their n sentenes and express their ideasAfter that, the students ill feel frtable t d the quiz in the textThe studentseanhile, the students’interest in sientists and siene shuld be ultivatedS t tpi disussin questins, as ell as the pratieThe pst-lass ativities are designed t aruse the students’interest in siene and enurage the t“DI—d it urself” in their dail life if the have se dubt in se areasTeahing Iprtant PintsHave the students disuss great sientistsEnuraUnderstand and learn the flling rds and expressins: engine, harateristi, radiu, ther, sientifi, exaine, nlude, analse, repeat, defeat, attend, expse, ure, ntrl, absrb, severe, valuable, blae, iediatel, handle, annune, instrut, virus, nstrutin, ntribute, psitive, veent, baard, plete, enthusiasti, spin, reet, vie, stea engine, put frard, dra a nlusin, in additin, lint, be strit ith, lead t, aeTeahing Diffiultieshat an e learn fTeahing AidsAI equipent ith a ulti-Three Diensinal Teahing Aisnledge Aisn abut the utstanding disveries, inventins and theries fr se ell-nn sientistsAbilit AisDevelp the students’Etinal AisHelp the students t fr the gd habit in learning and enurage the students tHelp the students t realize that it is sientifi spirit that aes thse sientists suessfulTeahing PredureStep 1 GreetingStep 2 Lead inT: I’ver glad t see u all hereAfter a lng hlida, all f u l energeti and happI hpe that e ill r hard tgether happil all thrugh the earI d believe that a bright future is aiting fr ue are sure t realize ur dreas in the near futureB the a, I’d lie t n hat u uld lie t be in the futureLet e share ur dreasAnne h gives ur idea ill get a star fr ur grupRead?G!S: I adire ang Liei ver uh, h is a great hnur t ur therlandI’d lie t be an astrnaut lie hiT: eah, the spaeraft, Shenzhu V, rbited the earth 14 ties in 21 hurs, aing hina the third untr t have suessfull sent an astrnaut int spaeI hpe u ill realize ur dreaS: I ant t be a dtrI hpe I’ll be an utstanding ne and be expert in findingT: That’s a gd ideaThere are s an patients ith aners in the rld, h areS: I ant t be an English teaher lie uFr ne thing, I lie English ver uh; fr anther, u are nt nl strit ith us but als patient ith usu are ust ur friends andT: I’reall gla d t hear thatIt’s great hnr t be ur friends and I lie b ver uhS: I’d lie t be an expert in envirnentu see, ith the develpent f industr, ur glbe is seriusl pllutedDirt ater, plluted air, and lud nise ae ur living nditinsT: es, sene predited that the last drp f ater in the rld uld be the tear f huan being’sI thin all f us shuld pa attentin t ur envirnent, and ae ur ntributins tS: I’s interested in phsisAnd I have read Stephen Haing’s A Brief Histrvelpent f ur siet ill g hand in hand ith the develpent f sieneT: eah, I an’t agree ith u reS iene plas an iprtant part in the develpent f ur sietThere are s an exaples in the histr f huan beingsSs:T: I’s glad t share ur dreasur abitin and areful thughts reall leave a gd and aazing ipressin n eI lie theIn this unit, u ill learn sething abut“Great sientists”abe u ill n hat u need in ur effrts t realize ur dreas after e tal abut se rld-faus sientistsBefre e e t“aring up”, I’d lie u t e t the ne rds in thisStep 3 rd puzzlesT: pen ur bs and turn t Page 92Let’(Let the students read the rds and expressins tgetherHelp the prnune the ne rds and expressins rretlLater give the se tie t pratise reading and reeberT: Here are se definitins f se f the rds fr this unitPlease r in pairs and athrds Definitins r explanatinsHntrl8e r brinlude10quite ertain r sureT: N, let’s he the ansersA—4, B—2, —1, D—3, E—6, F—, G—7, H—9, I—10, —8 u have dne a gd bI ill give u se re inutes t g ver all the rds and expressins and then fill in the blans ith pr2This sentene desn’4He is gd-It is annuned that the spaera ft, Shenzhu Ⅵ, landed n the earth7In 199, the hinese gvernent put frard a plan fr“reuvenating the natin b reling n siene and eduatin”And it has helped hinese sientists ae an8Have u dran an nlusin after u read this passage?Step 4 BrainstringT: N let’s e t the title f this unit Great sientistshen e tal abut greatS1: adae urie, h gt t Nbel Prizes, ne fr phsis and the ther fr heistr, is reallS2: It reinds e f the great inventr naed Thas Alva Edisn and ne f his-nine perent perspiratin”S3: es, e lead a better life n ith the help f sieneithut Edisn, abe n e are stillS4: I als thin f ne f the qutes fr Albert Einstein, “Iaginatin is re iprtant than nledge”S: All the sientists are devted t the areer that the hse, and the set gdS6: Tae all the sientists fr exaple, if e ant t be suessful in the future, e shuld nt nl learn sething fr ur textbs, but als tae part in sial pratie and getlseS7: I lie plants ver uhI ust thin f the t e sientists in the field f btan, arl Linnaeus and seph BansThe frer ne laid the fundatin fr the lassifiatin f plants, hile the latter ne als ade great ntributins t the develpent and diretin f btanSs:T: I’glad t see that u have a great deal f previus nledge f faus sientists in the rldStep Previus nledgeT: N let’s ath se f the great sientists ith their faus disveries, inventins r theriesLet e see h is the quiest in ind and atin and an get all the ansersAIsaa Netn1Evlutin (进化论Bharles Darin2Disver f Radiu（镭）adae urie3Netn’(he the ansers ith all the students: A—3, B—1, —2, D—, E—4, F—8,G—7, H—6)T: Sine u have a better understanding f se f the great sientists, let’s pla a gae Please r in grups and desribe ne f the great sientists, and then let therGrup 1: In the eighteenth entur, there lived a great sientist h nduted a nuber f experients in hih he shed hat eletriit isne he did a faus ite experient n a str da, and prved that lightening and eletriit are the saeS: Benain FranlinGrup 2: It is said that this English gentlean as sitting in his garden ne da hen suddenl he as hit b a falling appleThe str is prbabl nt true, but this an did entin that he gt ne f his best-nn ideas hile athing apples fall fr a treeHis nae aes u thin that he as nt t interested in ld thingsHeis las fr tinS: Sir Issa NetnGrup 3: Fd is hat sets this great ind n fireRie, t be exatThis great ind has spent st f his life ling fr as t help farers gr re rie s that all f us ill have enugh fd t eatHe is nn as the father f dern rie, but beause f his lngGrup 4: He as brn n 8 anuar 1942 in xfrd, EnglandHe has red n the basilas hih gvern the universeHe shed that Einstein’s General Ther f Relativit iplied spae and tie uld have a beginning in the Big Bang and an end in bla hlesHe has three pp ular bs published: his best seller A Brief Histr f Tie, Bla Hles and Bab Universes and ther Essas and st reentl in 2001, TheSs:Step 6 QuizT: u have alread nn se infratin abut se f the great sientistsN let’s d a quiz,Quiz Questins1hih sientist disvered that bets in ater are lifted up b a fre that helps the flat?2h rte a b explaining h anials and plants develped as the envirnent hanged?4h used peas t sh h phsial harateristis are passed fr parents t theirh disv9h invented the earliest instruent t tell peple here ear1Arhiedes2harles Darin3aes att7Lenard daviniT: Please r in grups and have a disussin t find as uh infratin as pssible(The teaher had better in in the disussin and give the se guidane henever neessarAfter the disussin, as se students t give a shrt reprt abut hat the(Refer t the infratin abut these sientists bel, and varius ansers areStep 7 PratieT: Tda e have learned a lt abut great sientists in the rlde an learn fr the t live ur dreasAnd e teahers are t illing t help uIn ur pinin, hat shuld ur shl /teahers/students d t tap the students’S: e students shuld slve the prbles n ur n(As re students t give their pininsThe teaher shuld enurage the, in the,Step 8 Disussin (Grup petitin)T: ur ideas are s nderful and aazingI adire the ver uhN let’s e t ur tpiTpi 2: hat qualities shuld e have t be a suessf(Give the students several inutes t have a disussinThen let the have a grup petitin)Step 9 Suing upT: In this perid, e have taled a lt abut great sientistsu have a lt f previus nledge and u are full f iaginatin and reativitThse sientists set gd exaples t usAnd I thin all f us are happ abut learning re f theAfter lass, it’s better t read se bs abut the and u an surf the Internet t get re infratinAnd I’d lie uThe Design f the riting n the BlabardUnit 1Great sientistsPerid 1ele t the UnitBrainstringResearh and AtivitiesDI1ver a glass f ater ith a piee f thi paperPut ne hand n the paper and turn2Fill ne glass ith fresh ater and anther glass ith salt ater Put an ie ube in eah glasshat happens?h?3Find ut as an faus saings fr thse sientists as pssibleReferene fr Teahing1harles Darin as brn in Shresbur(shrpshire) t a deratel ealth fail ith a strng intelletual heritageHis grandfather, Erasus Darin, as a phsiian, pet and bilgist h laid se f the grundr fr the grandsn’s revlutinar ideasharles attended hrist’s llege at abridge ith initial thughts f entering the lerg, but sn t up studies in bilg, zlg and gelgFr 1831 t 1836, he served as a naturalist abard the HS Beagle n its sientifi issin t Suth Aeria and the PaifiBa in England, he published a series f sientifi treatises hih established his reputatin as ne f the prinent thiners f his daFr 1842 nards, he lived n a untr estate in ent and pursued his studies ang its gardens andB 1844, he had ritten the initial draft f his grundbreaing treatise n evlutin and natural seletinHever, he left this r unpublished fr several ears, preferring t refine and elabrate its re ideasIn 188, he read a frthing paper b a fell sientist Alfred Russell allae hse thesis lsel paralleled Darin’s n unpublished ideas, an event hih pushed Darin t g publi ith his n researhBth allae’s and Darin’s papers ere presented t the Linnean Siet in a faus ul, 188 eeting Darin published The rigin f Speies b eans f Natural Seletin in 189, sparing deades f ntentius debate hih ultiatel led t the universal sientifi regnitin f Darin’s thesisIn later ears, he develped his ideas further in ngraphs n diffe rent tpes f plant and anial lifeNtes:Shresbur: 什鲁斯伯里[英国英格兰西部城市phsiian: 内科医生(注意区分phsiist, 物理学家revlutinar: 创新的HS: （英国）皇家海军舰船(Her/His aest’treatises: 论2Stephen illia Haing as brn n 8 anuar 1942 (300 ears after the death f Galile) in xfrd, EnglandHis parents’huse as in nrth Lndn, but during the Send rld ar xfrd as nsidered a safer plae t have babieshen he as eight, his fail ved t St Albans, a tn abut 20 iles nrth f LndnAt eleven Stephen ent t St Albans Shl, and then n t Universit llege, xfrd, his father’s ld llege Stephen anted t d atheatis, althugh his father uld have prefe rred ediineatheatis as nt available at Universit llege, s he did Phsis insteadAfter three ears and nt ver uh r he as aarded a first lass hnurs degree in Natural SieneStephen then ent n t abridge t d researh in slg, there being n-ne ring in that area in xfrd at the tieHis supervisr as Denis Siaa, althugh he had hped t get Fred Hle h as ring in abridgeAfter gaining his PhDhe beae first a Researh Fell, and later n a Prfessrial Fell at Gnville and aius llegeAfter leaving the Institute f Astrn in 1973 Stephen ae t the Departent f Applied atheatis and Theretial Phsis, and sine 1979 has held the pst f Luasian Prfessr f atheatisThe hair as funded in 1663 ith ne left in the ill f theReverend Henr Luas, h had been the eber f Parliaent fr th e UniversitIt as first held b Isaa Barr, and then in 1663 b Isaa NetnStephen Haing has red n the basi las hih gvern the universeith Rger Penrse he shed that Einstein’s General Ther f Relativit iplied spae and tie uld have a beginning in the Big Bang and an end in bla hlesThese results indiated it as neessar t unif General Relativit ith Quantu Ther, the ther great Sientifi develpent f the first half f the 20th enturne nsequene f suh a unifiatin that he disvered as that bla hles shuld nt be pletel bla, but shuld eit radiatin and eventuall evaprate and disappearAnther neture is that the universe has n edge r bundar in iaginar tieThis uld ipl that the a theHis an publiatins inlude The Large Sale Struture f Spaetie ith G F R Ellis, General Relativit: An Einstein entenar Surve, ith Israel, and 300 ears f Gravit, ith IsraelStephen Haing has t ppular bs published: his best seller A Brief Histr f Tie, and his later b, Bla Hles and Bab Universes and therPrfessr Haing has telve hnrar degrees, as aarded the BE in 1982, and as ade a panin f Hnur in 1989He is the reipient f an aards, edals and prizes and is a Fell f The Ral Siet and a eber f the US Natinal Aade f SStephen Haing ntinues t bine fail life (he has three hildren and ne grandhild), and his researh int theretial phsis tgether ith an extensive prgrae f travel and publi letures3Huphr Dav, a darver’s sn, as brn in Penzane in 1778 After being eduated in Trur, Dav as apprentied t a Penzane surgenIn 1797 he t up heistr and as taen n b Thas Beddes, as an assistant at his edial Pneuati Institutin in BristlHere he experiented ith varius ne gases and disvered the anestheti effet f laughing gas (nitrus xide)Dav published details f his researh in his b Researhes, heial and Philsphial (1799)This led t Dav being appinted as a leturer at the RalIn 1806 Dav published n Se heial Agenies f Eletriit The flling ear he disvered that the alalis and alaline earths are pund substanes fred b xgen united ith etalli basesHe als used eletrlsis t disver ne etals suh as ptassiu,Dav as n nsidered t be Britain’s leading sientist and in 1812 as nighted b Gerge Ⅲith his assistant, ihael Farada, Dav travelled abrad investigatingIn 181 Huphr Dav invented a safet lap fr use in gass alines, alling deep al seas t be ined d espite the presene f firedap (ethane)This led t se ntrvers as Gerge Stephensn, ring in a llier near Neastle, als prdued a safet lap thatne f Dav’s st iprtant ntributins t histr as that he enurage anufaturers t tae a sientifi apprah t prdutinHis disveries in heistr helped t iprv e several industries inluding agriulture, ining and tanningSir Huphr Dav died in18294Lenard da Vini(b142, Vini, Republi f Flrene [n in Ital]—da 2, 119, lux, Fr), Italian painter, draftsan, sulptr, arhitet, and engineer hse genius, perhaps re than that f an ther figure, epitized the Renaissane huanist idealHis Last Suppe (149-1497) and na Lisa (103-106) are ang the st idel ppular and influential paintings f the RenaissaneHis ntebs reveal a spirit f sientifi inquir and a ehanial inventiveness that ere enturies ahead f hisada urie is a Frenh prfessr f phsisShe as brn in Pland in 1867In 1891 she ent t stud in Paris Universit beause at that tie en ere nt aditted t universities in Plandhen she as studing in Paris, she lived a pr life, but she red ver hardIn 189 she arried Pierre urie, and then the red tgether n the researh int radiative atterThe disvered t inds f radiative atter—plniu and radiuIn 1904 she and her husband ere given the Nbel Prize fr phsisIn 1906 Pierre died, but arie ent n r ingShe reeived a send Nbel Prize fr heistr in 1911S she beae the first sientist in the rld t in t Nbel Prizes6aes att: British engineer and inventr h ade fundaental iprveents in the stea engine, resulting in the dern, high-pressure stea engine (patented7Gregr endel as an Austrian btanist and funder f the siene f genetisThrugh ears f experients ith plants, hiefl garden peas, he disvered the priniple f the inheritane f harateristis thrugh the binati。
高中英语人教版必修五教学案：Unit+5+Section+Ⅲ
Section ⅢGrammar—省略语法图解探究发现1．(You) Come in, please!2．John is a lawyer, and his wife (is) a cleaner.3. a．First degree burns turn white when (they are) pressed.b．If burns are on arms or legs, keep them higher than the heart, if (it is) possible.4. a．He is the man (who/whom/that) you can depend on.b．There is no doubt that John's quick thinking and the first aid skills (that/which) he learned at school saved Ms Slade's life.5．The boy wanted to play football in the street, but his mother did not allow him to (play football in the street)．6. It shows (that) a knowledge of first aid can make a real difference.[我的发现](1)例句1为简单句中的省略。
(2)例句2为并列句中的省略。
(3)第1组例句为状语从句的省略。
当状语从句的主语和主句的主语指的是同一人或物，且由人称代词的主格担当，或当状语从句的主语为it，而且从句谓语中含有be动词时，可以把从句的主语和be动词一起省略。
(4)第2组例句为关系代词的省略。
当关系代词在限制性定语从句中作宾语时可以省略。
(5)例句5为不定式的省略。
有时可用不定式符号“to”来替代上文中出现的不定式。
【最新】高中英语人教版必修5 Unit 1第3课时教案
最新教学资料·人教版英语英语必修5人教版新课标Unit 1第3课时教案Period 3 Listening and speaking (Using Language)Teaching Goals: 1. To use the language points and grammar of this unit.2. To develop S s’ listening and speaking abilities.Teaching Procedures:Step 1. Leading-inPurpose: To activate Ss and arouse them to talk about scientific subjects.Show the pictures about the scientists and ask Ss whether they know them. And make sure they know some famous scientists in China.Step 2. Warming UpPurpose: To lead Ss to the topic of this unit.1. Gr oup workThe above pictures are all Chinese famous scientists. Let Ss talk about the stories of them. And they can also talk about other scientists in China. Get some Ss to present their stories to the res t of class.2. ConclusionAll of t hem have made contributions to the development of Chinese science and technology. But do you know who the father of the Chinese space program is? (Qian Xuesen)Step 3. Pre-listeningPurpose: To help Ss learn about the context of the Listening part.1.Pair workAsk Ss to d iscuss the pictures with their partners.2. DiscussionDiscuss the following three questions and present your opinions to your classmates.(1) How can you describe the space?(2) If we human beings go into the s pace, what are needed?(3) Suppose you are an astronaut, what kind of qualities are necessary?Step 4. While-listeningPurpose: 1. To get the main information in the Listening part.2. To develop S s’ listening ability.3. To learn something from Qian Xuesen.1. Listen to the dialogue, focusing on the subjects mentioned in the passage.2. Listen to the tape and answer the questions.Q1. What did Qian Xuesen study first?Q2. What experience did he get in America that was very useful for China?Q3. What was Qian Xuesen’s achievement when he returned to China from America?Suggested answers:A1. Qian Xuesen first studied to be an engineer.A2. In America he began to work on space rockets so that he was able to develop a space programme when he came back to China.A3. When Qian Xuesen returned to China he set up a Space Institute to begin training people in how to design and build rockets.3. Listen to the tape again and make sure the answers are right.Step 5. SpeakingPurpose: 1. To develop Ss’ speaking ability.2. To learn about the words for character description.1. Pre-speakingPurpose: To arouse S s’ interest and get them to focus on the topic of the Speaking part.Show the pictures again.Pair workLet Ss discuss in pairs and present how they achieved their suc cess in their future scientific job.What kind of words can be used?For your reference:talent, intelligence, hard work, persistence, confidence, curiosity, enthusiasm, luck…2. While-speakingPurpose: To get Ss to talk about their favorite scientific jobs.(1) Work in groups of four and discuss what scientific job each of Ss would like to choose in the future. The following questions and expressions can be helpful.Questions:What job do you want to do?What personality will be needed?What education will you need?What personality will be needed?How lone will the training take?What work experience would be useful?How will you prepare for this career?Expressions:(2) Act out the dialogue and show to the class.When describe someone’s character, the following words can be used.patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with …Sample dia logue: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 sp ecial cybernetics department there.A: Why personality will be needed for that job?B: T hey have a lot of uses: for example, in making cars on a popular 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 ide as.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.3. Post-speakingAsk some Ss to give a speech to their classmates about their scientific jobs in the futureStep 6. ExtensionPurpose: To make a conclusion from the Speaking part.Discuss the questions below with your partners.We know that a scientific job is challenging and difficult, but there are still many persons doing very well at their positions. What can you learn from them?Share your views with your classmates.Step 7. Homework1.Write a short composition to introduce Qian Xuesen.2.Get on the line and find out more scientists and their stories.。
人教新课标高二英语必修五unit3精品学案
必修5 Unit 3学案课时一1.impress 作“使（某人）印象深刻”时，impress sth. on/upon sb ./ impress sb. with sth .给……留下深刻的印象；使铭记；通常用于被动语态：sb be impressed by/with sth.impressionn.印象；感想；印记impressive 印象深刻的make/ leave an impression on sb. 给某人留下印象His speech made quite an impression on the audience.First impressions are most important. 第一印象最重要。
The teachers were most impressed by your performance in the exam.2. take up 拿起；从事；占据；继续take-took-taken take on 呈现；雇佣take in 吸收；理解；欺骗take/write/put/set down写下,记下take over接管take back收回(诺言);take for误认为take …for granted认为……是理所当然take apart拆开take off脱衣；起飞：事业腾飞1)This table takes up too much room．这张桌子太占地方。
2)She has taken up a job as a teacher．她当上老师了。
3)This chapter takes up where the last one off．本章继续上一章的内容。
3. constantlyadv.不断地【巧记提示】constant（adj.持续的）+-ly（副词后缀）constantly经常和进行时连用，I’m constantly telling her to behave herself.我不断地告诉她要守规矩。
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Class________Name:_______________Group:__________________Assessment:_____ ______Unit 1 Great Scientists Period 3 using languageLearning aims: 1. Enable the students to learn about the development of astronomy.2. Learning about Copernicus’ revolutionary theory.Important point: To grasp some important and useful words, expressions and sentence patterns. Difficult point: To improve the skills of reading.使用说明及学法指导：1. 通过阅读课本P30，完成预习案。
2. 完成时间：20分钟。
预习案Previewing CaseTask 1 Read the text and match the main idea of each paragraphPara.1 The result of Copernicus’ studyPara.2 The procedure of Copernicus’ studyPara.3 Copernicus’theory replaced the Christian idea and proved correctPara.4 The background of Copernicus’ studyPara.5 The cause of Copernicus’ studyTask 2 Careful readingPara 1: (1) What was his theory about? _________________________________________________________(2) Why could he not tell about his theory? _______________________________________________________Para 2: Fill in the blanks according to the passageThey had noticed that some planets in the sky seemed to (4) ___________, (5) ___________and then (6) ____________ in a loop. Others appeared brighter (7) ____________and less bright at others. This was very stranger if all the planets (8) _______________ the earth.Para 3: (9) What did Copernicus do to complete his theory? _____A．He thought hard for a long time. B．He collected observations of the stars.C．He used all his mathematical knowledge. D．All of the above.Para 4&5: True or False(10) Copernicus didn’t show his new theory to his friends until he completed it. ()(11)He placed the fixed earth at the centre of the solar system with the planets going round it and only the moon still going round the sun. ( )(12) His friends were not interested in his ideas. ( )(13) Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as he finished working on it. ( )(14) The Christian Church rejected Copernicus' theory. ( )(15) His theory replaced the Christian idea of gravity, which proved the Christian idea was wrong.( )(16)Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe. ( )Task 3 语法填空Copernicus was (1) _____________ (confuse) because all his mathematical calculations led to the same conclusion (2) __________the earth was not the centre of the solar system. (3)_______ was against the powerful Christian Church at that time, (4) _______ made Copernicus frightened. At the same time, some astronomers had also noticed pl anets ‘movement in(5) ______ sky seemed very strange if the earth was the centre of the solar system. Copernicus had thought long and hard about these problems (6) _________ he completed the theory in 1514. He (7) ___________ (private) showed it to his friends. They were enthusiastic and encouraged him (8)____________ (publish) his ideas, but Copernicus was cautious. Certainly he was right to be careful. The Christian Church (9) ________ (reject) his theory, which has become the basis (10) ________ which all our ideas of the universe are built.探究案Exploring Case探究一重点单词1. Only+状语位于句首，句子（或者主句）要倒装：be/助动词/情态动词+主语+谓语常用的有：Only then, only when, only after, only if , only +介词短语（in this way/ with-/by-等）(1)只到那时我才认识到我是错的。
__________________________________________________________________(2)只有努力工作，你才能期待得到高的报酬。
________________________________________________________(3)只有当你犯了很多错误后，你才意识到听从父母建议的重要性。
________________________________________________________________________________ ________________2. be cautious of / about 对…谨慎，慎重(带有提防、迟疑的心理) caution n 小心，谨慎(1)她害怕伤害他的感情。
_____________________________________________________________________(2)银行对借钱很谨慎。
________________________________________________________________________3. reject vt.拒绝不适当，不满意或延误的事物。
如赠物，求婚，忠告，计划，建议等。
后面接名词。
refuse主语可以是人或物，表示拒绝要求，申请，引诱，忠告，帮助等。
refuse sth/ to do sth./ sb.sth填空(1)The bank ____________his application for the loan.(2) China ___________________ to bow to force.(3) She ____________his marriage proposal yesterday.探究二重要的句型He placed a fixed sun at the centre of the solar system with the planets going round it and only the moon still going round the earth. 他把太阳固定在太阳系的中心位置上，而行星则围绕着太阳转，只有月球仍然绕着地球转。
with the planets going round it 是with + 宾语+宾补结构在句子中作（1）_________的成分，宾语补足语可以是介词短语，副词，非谓语动词，形容词。
(2)随着时间的流逝，我们更好得了解了彼此。
______________________________, we know better about each other.(3)因对两场考试担心，这个周末我不得不拼命学习。