Book 5 Unit 1 Great scientists 持续性评价设计及检验提示单
作业表单4：持续性评价设计及检验提示单
是
4.是否把评价的结果转化为反馈信息指导或促进学生的学习？
是
5.评价主体是否多元？评价的方式是否多样？
评价主体是多元,评价的方式是多样.
持续性评价设计及检验提示单单元学习主题评价设计持续性评价设计检验提示检验指标实现程度1
【作业表单4：持续性评价设计及检验提示单】
单元学习主题
Great scientistsPeriod 1
评价设计
一、学生自我评价即学生自主阅读情况反馈表
二、小组成员相互评价表1.缺席次数和迟到次数；2.完成课堂作业的情况；3.与同学合作的情况；4.注意力是否集中，能否主动提问；
三、分组活动中的合作行为评价标准表1.全组成员都能积极参与小组活动，主动发表意见，提出建议；2.能互相倾听和尊重对方意见，给予他人发表意见的机会；3.能合作完成小组任务；4.能按时向全班报告和展示完成任务的结果；5.能体现探究性学习和创新意识，有创见地完成任务。
四、教师评价即自我评价学习过程和学习效果反馈表的综合评价
持续性评价设计检验提示
检验指标
实现程度
1.评价标准的设计是否与深度学习目标一致？是否指向学生的理解和思维的发展和提升？
评价标准的设计是与深度学习目标一致,是指向学生的理解和思维的发展和提升.
2.评价活动是否贯穿学习活动始终？是否向学生公开了评价的标准？
评价活动是贯穿学习活动始终,是向学生பைடு நூலகம்开了评价的标准.
新课标unit1Great Scientists整套教案The 1st Period(新课标版高二英
新课标unit1Great Scientists整套教案The 1st Period(新课标版高二英语必修五教案教学设计)Unit1 Module 5 Great Scientists本单元教学内容分析: 本单元主要话题是“科学家如何以探究、钻研、无畏的科研精神验证未知的科学原理。
”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。
本单元所涉及的要点是：（1）了解闻名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。
（2）学习表示意愿、期望和建议的句型。
（3）学习过去分词作定语和表语的结构。
（4）学习写好“persuasive writing”,以训练同学的规律思维及写作力量.Teaching Aims:1. Learn some new words and expressions.2. Know some great scientists and their achievements.3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.Difficult and Important Points:1)Word study2)Discuss in groups the stages in examining a new scientific idea.Teaching Methods:1. Inductive method2. Pair work group work3. Word Study according to the situations given (Do exercises)Teaching Procedures:Step I Warming up1. What do you know about great scientists?Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)2.Check the answers with the whole class.1).Archimedes (an ancient Greek mathematician physicist)2).Charles Darwin (British, author of The Origin of Species )3).Thomas Newcomen (British, improved the first steam pumpand turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )4).Gregor Mendel (Czech)5).Marie Curie (Polish and French, won two Nobel Prizes)6).Thomas Edison (an American inventor)7).Leonardo da Vinci (a famous Italian artist)8).Sir Humphry Davy (British)9).Zhang Heng (Chinese, invented seismograph)10).Stephen Hawking (a British astronomer)Step II. Word Study1.Read the new words after the tape.2.Choose the correct words to complete the following sentences.1) John Snow devoted himself to ________(science, scientific) research.2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.3) The boy needs one more stamp to make his collection__________ (complete, completely)4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)6) People who had drunk the __________ (polluting, polluted) water were dead.7) I will tell him the good news ____________ I see him. (immediate, immediately)8) I suggest _______(to have, having) a rest after working for such a longtime.3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.1.Who _______________ a theory about black holes?2.What ______________ did you draw?3.The car went out of ___________ and crashed.4.SARS is a terrible _____________ disease.5.He _____________ a difficult argument skillfully.6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.7. Everyone was silent as he ___________ the winner of the match.8._____________ visiting the zoo, we went to the museum.Step III. Practice (using inductive method)Use the correct form of the words to fill in the blanks.Infectionexamination=examScience /scientistConcludeAnalysisDefeatValueannouncement /announcerInstructionCalculatecontribution /contributor contributive Instructor/instructionMoveRejectionCreateCompletionPersuader Persuaden. adj. adv.Certain certainlyco-operation XRevolution XPrivacy隐私；隐居 PrivateX backwardEnthusiasm enthusiasticallyLogic logicallyStep IV. Pre-readingDiscussion:1.What five most important qualities do you think a scientist should have? Give the reasons.generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful2. Do 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?Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessaryAfter reading the following passage, put the correct stages into the reading about research into a disease.Step V. SummaryStep VI. Homework Assignment1.Read the passage John Snow Defeats “King Cholera”.2. Learn the new words by heart and prepare for tomorrow’s dictation.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
高中英语_Unit 1 Great scientists教学设计学情分析教材分析课后反思
Unit 5 Theme parks 教学设计Language points一、Teaching Aims（一）知识目标（Knowledge aims）1. Vocabulary: amusement attraction collection castle minority cartoon thrill coastal divide section shuttle butterfly injury rocket helicopter（二）能力目标（Ability aims）1. Enable the students to talk about entertainment places.2. Enable the students to ask and give directions.3. Train the students’ listening, speaking, reading and writing abilities.（三）德育目标（Moral :To develop the Ss’ feelings of loving life and this colorful world.二、教学重点（Important points）1. To master the uses of some words and phrases2. The-ing form -----used as Adverbial三、教学难点（Difficult points）1. How to ask and give directions2. How to understand the texts quickly and well四、教学手段（Teaching aids）a computer, a blackboard, a book and some chalks.五、教学方法（Teaching methors）Task-based Language Teaching六、教学课时（Teaching periods）1 periods七、教学步骤（Teaching procedures）Step1. Check words and phrases1.various ——variety n. ——vary2.attraction c,n——attract vt. 吸引——attractive adj.3.tour——tourism n. ——tourist n.4.minority n.——minor adj.5.admission u.n——admit (admitted)6.advance——advanced adj. in advance=ahead of time/schedule Step2. Explain important points1.various 的用法及单词拓展2.be famous for/as/to 的用法3.amusement 的用法及单词拓展4.attraction的用法及单词拓展5.admission的用法及单词拓展Step3.Reciting the knowledge of the words (8mins)Step4. Finish exercises on the study paper.Step5. Discuss in groups with partners then comment theanswers.Step6. Consolidate the learning.B4U5 Theme parks ——学情分析高一（26）班的学生基础不好，但有1/3的学生还是想学好英语的。
人教英语必修五Unit1Greatscientists教案5
必修五 Unit 1 Great ScientistsPeriod 5 GrammarTeaching Aims:1. Get the hang of past participle used as attributive and predicative.2. Know the difference between V-ing form and the past participle used as the attribute and predicative.Teaching Important Points:1. Enable the students to use the Past Participle as the Attribute & Predicative in real situations.Teaching difficult points1.Have the Ss sum up the function of the past participle2.Know the difference between V-ing form and the past participle used as theattribute and predicative.Teaching Methods:1.Inductive , comparison, explanation and exercise method2.cooperative workTeaching ProceduresStep 1 RevisionCheck the homework.Step 2 Grammar LearningPart 1 Competition.Divide the class into four teams. Each team chooses one student as their leader. The leader will choose the amount of money which stands for each question and can choose any one in the team to answer the question. If the answer is correct, the group will get the amount money. If not, they will lose the money.1. What do you know about Dr. John Snow’s being well-known in London?He attended Queen Victoria to ease the birth of her babies.2. From what disease did Londoners suffer in his age and why did he get inspired? They exposed themselves to cholera. He got inspired when he thought about helping ordinary people exposed to cholera.Ordinary people who were exposed to cholera3.Why did so many terrified people die every time there was an outbreak?Neither its cause, nor its cure was understood4. When did Dr. Snow think the disease would be controlled?He knew it would never be controlled until its cause was found.5. What was the second theory explaining how the disease killed people?People absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.6. Where did the water of pump from and how did it get polluted?It came from the river, which had been polluted by the dirty water from London7. What did Dr. Snow advised the people in Broad Street do?He told the astonished people in Broad Street to remove the handle from the water pump so it could not be used8.What else did Dr. Snow find in another part of London that were linked to the Broad Street outbreak?In addition, he found 2 other deaths.9. What conclusion did Dr. Snow tell the public?He announced that polluted water carried the disease.10.To prevent the cholera from spreading again, what did John Snow do?He suggested that the source of all water supplies be examined and that new methods of dealing with polluted water be found. The water companies werealso instructed not to expose people to the polluted water anymore.11. Why were these families working in the pub at 7 Cambridge Street not affected ? Because they were given free beer and so had not drunk the water from the Broad Street pump.Now please look at these phrases esp. the words in red. What’s the same characteristic of these words? That’s wha t we will talk about today---the past participlePart 2 The past participle used as the attribute and predicative过去分词的句法功能：1．过去分词作定语(Attribute)1) 在句中的位置单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。
人教版高中英语 Book 5 Unit 1 Great Scientists reading 教学设计
Book 5 Unit 1. Great scientistsA Teaching Plan for Period One. Warming up and Reading教学目标：1.Make the students learn about the good qualities of the scientists and their scientific ways of solving a problem.2.Train the students’ reading ability.教学重点：1.The scientific ways of solving a problem.2.Improve the students’ reading ability.教学难点：How to make the students understand the reading text better.教学方法：1.inductive method2. group work教学过程：Step 1. Lead-inGuessing--a game by showing the students pictures of some great scientists and their great inventions, then ask the students to guess who they are.Question1.: Why are scientists respected by people?(Because they made great achievements in their research and made people's life much easier and more comfortable.)Question 2:What qualities do they have in common?(Students get the answers by discussing: hard-working ,careful, wise, determined, devoted , creative,modest, imaginative)Step 2. A quizStudents work in pairs to discuss the quiz questions on P1 and find out the answers. (They can compete for the quickest answers.)Then go through the correct answers together with the students by showing related screens.Suggested answers: 1. Archimedes 2. Charles Darwin3.Thomas Newcomen4. Gregor Mendel5. Marie Curie6.Thomas Edison7. Leonardo da Vinci8. Sir Humphry Davy9.Zhang Heng 10. Stephen HawkingStep 3. Discussion in groupsMake the students discuss the question in Pre-reading part in groups, this is the preparation for the reading tasks:1.How do the scientists usually do the scientific research?Find a problem→Make a question→Think of a method→Collect results →Analyse the results→Find supporting evidence→Draw a conclusion 2. What infectious diseases do you know about?Sars, bird flu, cholera,etc.3. Do you know cholera?It is a deadly infectious disease which can cause death without timely treatment.4.Do you know this person----John Snow (1813~18),a famous British physician who defeated cholera.Step 4. Fast readingGet the students to read the text quickly to find the main idea of each paragraph:Para 1: John Snow wanted to use his knowledge to solve cholera.Para 2: He got interested in two theories that possibly explained how cholera killed people.Para 3: He needed to prove the second theory was correct.Para 4: He found out that dirty water was the cause of the cholera.Para 5-6: Polluted water carried the disease.Para 7: Finally "King Cholera" was defeated.Step 5. Careful reading1. Number these events in the correct order that they happened.(1) An outbreak of cholera hit London in 1854.(2) John Snow began to test two theories.(3) John Snow investigated two streets where the outbreak was very severe.(4) John Snow marked the deaths on a map.(5) He found that most of the deaths were near a water pump.(6) He had the handle removed from the water pump.(7) He announced that the water carried the disease.(8) King Cholera was defeated.2. What's the main idea of the passage?A. John Snow was a well-known doctor in London.B. The cause of cholera was polluted water.C. The source of all drinking water should be examined.D. How John Snow collected, analysed data and found the cause of the disease and solved it.Step 6. Group activitiesIn groups talk about the other infectious diseases similar to cholera and what to do to prevent the infectious diseases.Things to do to prevent infectious diseases:1.Wash your hands often,especially during cold and flu seasons.2.Be aware of what you eat, and be careful how you prepare it.3.Avoid going to very crowded public places.4.Be cautious about wild animals that are not familiar to you.Step 7. Homework:1.Surf the Internet to get more information about the infectious diseases.2.Preview the text by studying the sentences carefully and underline the difficult language points.。
高中英语人教版必修5《Unit 1 Great scientists》教案
高中英语人教版必修5《Unit 1 Great scientists》教案高中英语人教版必修5《Unit 1 Great scientists》教案在教学过程中应以学生为主体。
整个课堂是学生在开口说而不是老师在干巴巴的讲授。
尤其是教材的最后一部分，阅读部分。
要使同学们在默读的前提下做课本上要求的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考的能力，运用所学语言的能力。
下面和本文库一起看看有关高中英语人教版必修5《Unit 1 Great scientists》教案。
人教版高中英语必修5《Unit 1 Great scientists》教案1教学准备教学目标1. Target language 目标语言a. 重点词汇和短语attend， control， severe， pub， immediately， handle， instructor，pump， contribute， conclude， steam engine， virus， put forward， makea conclusion， expose tob. 重点句式To prevent this from happening again， John Snow suggested that ... P32. Ability goals 能力目标Enable the students to talk about science and scientists.3. Learning ability goals学能目标Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.教学重难点Talk about science and scientists.教学工具A computer and a projector.教学过程StepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school， everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights， the gramophone and the computerS1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst， ask some questions about great scientists. Second， ask all the students to try the quiz and find out who knows the most.T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible S1: Newton.S2: Watt.S3: Franklin.Sample answers:1. Archimedes， Ancient Greek （287-212 BC）， a mathematician.2. Charles Darwin， Britain （1808-1882）. The name of the book is Origin of Species.3. Thomas Newcomen， British （1663-1729）， an inventor of steam engine.4. Gregor Mendel， Czech， a botanist and geneticist.5. Marie Curie， Polish and French， a chemist and physicist.6. Thomas Edison， American， an inventor.7. Leonardo da Vinci， Italian， an artist.8. Sir Humphry Davy， British， an inventor and chemist.9. Zhang Heng， ancient China， an inventor.10. Stepper Hawking， British， a physicist.Step Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.T: Now， class， please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to r eport their work. Show the following on the screen.What do you know about infectious diseasesWhat do you know about choleraDo you know how to prove a new idea in scientific researchWhat order would you put the seven in Just guess.Sample answer 1:S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.S2: People could be exposed to infectious diseases， so may animals，such as bird flu.S3: AIDS， SARS are infectious diseases.S4: Infectious diseases are difficult to cure.Sample answer 2:S1: Cholera is caused by a bacterium called Varian cholera.S2: It infects people’s intesti nes， causing diarrhea， vomiting and leg cramps.S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.S4: Cholera can be mild or even without symptoms， but a severe case can lead to death without immediate treatment.Sample answer 3:S1: I know sth. about it. First we should find the problem. Then，think of a solution.S2: We should collect as much information as possible.S3: Analyzing results is the most important stage.S4: Before we make a conclusion， it is necessary for us to repeat some stages or processes.Sample answer 4:S1: I think ＂Find a problem＂ should be the first stage.S2: ＂Make up a question＂ should follow the first stage.S3: ＂Think of a method＂，＂Collect results＂and ＂Analyze results＂ are after that.S4: Of course， before ＂Make a conclusion＂， we should ＂Repeat if necessary＂.T: Well done！ When we want to solve some problems， first we should find out the problem， do some research on it， prove your findings， and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅳ ReadingLet the students skim the whole passage and try to work out the meanings of the new words and structures using context.T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.Show the questions on the screen.1. What conditions allowed cholera develop2. Why do you think people believed that cholera multiplied in the air without reason3. What evidence did John Snow gather to convince people that idea2 was rightSample answers:S1: The dirty water made the cholera develop quickly.S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump， the disease began to slow down. In this way， John Snow had shown that cholera was spread by germs and not in a cloud of gas.Step Ⅴ Text analyzingAsk the students to analyze the text in groups.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups， and then report your answers.ParagraphsStagesGeneral ideasSample answers:S1: My group’s opinion is this: stage one ＂Find a problem＂ is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.S2: Our answer is like this: paragraph two expresses the second stage ＂Make up a question＂. The general idea is like this: John Snow wanted to prove which theory was correct.S3: ＂Think of a method＂ is the third stage. And it is contained inparagraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.S4: The fourth stage ＂Collect results＂ lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to ＂Analyse the results＂.S6: The sixth stage is ＂Repeat if necessary＂. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.S7: The last paragraph is about the seventh stage ＂Make a conclusion＂. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera. Ask some students to put their answers in the chart.ParagraphStagesGeneral ideas1Find a problemThe causes of cholera2Make up a questionThe correct or possible theory3Think of a methodCollect data on where people were ill and died and where they got their water4Collect resultsPlot information on a map to find out where people died or did not die5Analyse the resultsAnalyse the water to see if that is the cause of the illness6Repeat if necessaryFind other evidences to confirm his conclusion7Make a conclusionThe polluted dirty source of drinking water was to blame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to S1: I think it is a report.T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Show the chart and three pieces of writing on the screen.ReportDescriptionCreative writingFormal language with few adjectivesVivid use of words with similes and metaphorsVivid use of language and more informal styleNo speech exceptquotationsNo speech except to help the descriptionSpeech to show feelings， reactions etc.Not emotionalEmotional to describe atmosphereEmotional to describe feelingsOnly one main characterNo charactersMay have several charactersFactualNot factual but imaginativeImaginative but can be based on factStructural according to experimental methodNot structuredBeginning， middle， endPast tense and passive voicePast tensePast tenseMaking WayOnce Goethe（歌德）， the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very， very narrow road. Just at that time， a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，＂I never make way for a fool.＂ But Goethe smiled and said，＂I always do.＂ Then he turned back quickly and walked towards the end of the road.Weather ReportHere’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.HeartbeatingPut your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age， heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example， the heart beats faster during exercise. It is also faster when a person is angry，scared， or excited. During sleep， the heartbeat slows down.Sample answers:S1: I think the first piece ＂Making A Way＂ is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.T: Very good. Now let’s return to our text. Who can tell me the main idea of this passageS2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.StepⅥ Homework1. Get more information about some infectious diseases and modern scientists.2. Finish the Exercises 1， 2， 3 on pages 3 and 4.人教版高中英语必修5《Unit 1 Great scientists》教案2教学准备教学目标1.Students learn some new words and expressions to describe people ，especially famous persons；2.Students are encouraged to give more information about famous persons who they are familiar:3. Students can realize that it is scientific spirit that makes those scientists successful.教学重难点1. Words and expressions in this unit2. Previous knowledge of some of the famous scientists3. Comprehending the text教学过程【导入】Words learning（Students are assigned to learn the new words of this unit and find out the English explainations of the new words ）Definitions or explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once； without delayD.immediate 4.look at...carefully in order to learn about or from...plete 5.of great value， worth or useF.valuable 6.having all its parts； whole； finishedG.announce 7.make knownH.control e or bring to an endI.positive 9.power to order or directJ.conclude 10.quite certain or sure【讲授】useful sentences learning（The sentences are picked from the text.）1.＂All roads lead to Rome，＂he encouraged me after I failed the entrance examination.2.This sentence doesn’t make any sense.3.Our English teacher is not only strict with us but also friendly to us.4.He is good-looking， apart from his nose.5.It is announced that the spacecraft，Shenzhou Ⅵ， landed on the earth successfully.6.It is not Tom but you who are to blame.7.In 1995，the Chinese government put forward a plan for＂rejuvenating the nation by relying on science and education＂.And it has helped Chinese scientists make many breakthroughs.8.Have you drawn any conclusion after you read this passage9.Well done.So much for the learning of the new words and expressions.【讲授】Introduction of a classic articleTeacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.【活动】Share the outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子（1）爱因斯坦被认为是二十世纪最伟大的科学家之一。
高二英语必修五《Unit 1 Great scientists》教案设计
高二英语必修五《Unit 1 Great scientists》教案【导语】增加内驱力，从思想上重视高二，从心理上强化高二，使战胜高考的这个关键环节过硬起来，是“志存高远”这四个字在高二年级的全部解释。
高二频道为正在拼搏的你整理了《高二英语必修五《Unit 1 Great scientists》教案》希望你喜欢！教案【一】教学准备教学目标1.Students learn some new words and expressions to describe people ,especially famous persons;2.Students are encouraged to give more information about famous persons who they are familiar:3. Students can realize that it is scientific spirit that makes those scientists successful.教学重难点1. Words and expressions in this unit2. Previous knowledge of some of the famous scientists3. Comprehending the text教学过程【导入】Words learning(Students are assigned to learn the new words of this unit and find out the English explainations of the new words ) Definitions or explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once; without delayD.immediate 4.look at...carefully in order to learn about or from...plete 5.of great value, worth or useF.valuable 6.having all its parts; whole; finishedG.announce 7.make knownH.control e or bring to an endI.positive 9.power to order or directJ.conclude 10.quite certain or sure【讲授】useful sentences learning(The sentences are picked from the text.)1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.2.This sentence doesn’t make any sense.3.Our English teacher is not only strict with us but also friendly to us.4.He is good-looking, apart from his nose.5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.6.It is not Tom but you who are to blame.7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.8.Have you drawn any conclusion after you read this passage?9.Well done.So much for the learning of the new words and expressions.【讲授】Introduction of a classic articleTeacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.【活动】Share the outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。
人教英语必修五Unit1Greatscientists教案13
Unit 1 Great ScientistsWarming Up, Pre-reading and Reading 1．Teaching Aims①Get Ss to improve their reading abilities.②Let Ss know the topic “Great scientists”③Know some important phrases occurring in this reading2．Teaching ProceduresStep 1 Lead inCh eck Ss’ knowledge about some scientists and their discoveries.①Who discovered that objects in water are lifted up by a force that helps them float?Archimedes②Who wrote a book explaining how animals and plants developed as the environment changed?Charles Darwin③Who invented the first steam engine?Thomas Newcomen④Who used peas to show how physical characteristics are passed form parents to their children?Gregor Mendel⑤Who discovered radium?Maries Curie⑥Who invented the way of giving electricity to everybody in large cities?Thomas Edison⑦Who was the painter that studied dead bodies to improve his painting of people?Leonardo da Vinci⑧Who invented a lamp to keep miner safe underground?Sir Humphrey Davy⑨Who invented the earliest instrument to tell people where earthquakes happened?Zhang Heng⑩Who put forward a theory about black holes?Stephen HawkingAfter 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 l ater “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 passage and some obvious facts.Who defeats “King Cholera“? John SnowWhat 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 choler a 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 polluted water 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 1854Paragraph 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.。
高中英语 Unit1 Great scientists教案5 新人教版必修5
（1）I still well remember that when I….
我还清楚地记得高一时我的英语非常差。
_______________________________________________________________________________
（5）(结果):这种感觉使我不能学习。
（6）(结尾):只有当我给父母打完电话我才感觉到舒服点。
1.(总起)I hada similarexperience.
2.(时间、地点、人物、事件)LastMid-autumn Festival I spent alone at school.
3.(经过)At that time,I was busy preparing for an important exam.
教学策略手段
At the beginning of this period, the teacher should (can) design some exercises to review what the students learned in the last period.The teacher can begin with asking some questions or having a competition to make some sentences with“John Snow”according to the passage.
Train the students’ listening ability. Especially listen and understand what the speakersmean beyond words.
高二英语Book 5 Unit 1 Great Scientists教学设计(高中组)
学面锻炼学生的各种阅读技能和综合语言使用水平。
方
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Unit 1 Great Scientists
书
Hale Waihona Puke 设计四、教学重点和难点
学习重点 1．了解人物简介的文体特点，并以此指导阅读； 2．训练 skimming, scanning, careful reading 等阅读技能； 3．对文章深层次的理解及细节的欣赏及对人物的评价。 教学难点： 1．通过阅读文章获得信息，并进一步处理这些信息 2．培养学生获取篇章主旨大意的水平。
Ask some students to tell what they learn from this lesson .
Students read the text again and have a discussion with their group members to complete the chart and master the main content of the text.
高二的学生经过一年的学习，在知识和水平方面的有所提升，所 以英语教学要侧重于学生的综合语言使用水平，尤其要优化学生的学 学情分析 习方式，要引导学生在阅读的过程中学会分析和欣赏。同时，在教学
中要使学生通过观察、体验、探究等主动的学习方法，充分发挥自己
的学习潜能，形成有效的学习策略，提升自主学习水平。本单元学生
Students watch the video .
Students listen to the teacher carefully and have a guessing competition.
Students discuss in groups and get the process of scientific discoveries.
高中英语Unit1GreatScientists学业质量标准检测新人教版必修5
A．Small.
B．Heavy.
C．Big.
3．Where is Mary?_B__
A．She is in her bedroom。
B．She is out somewhere。
C．She is in the kitchen。
4．Where is the woman now?_C__
A．In a gym。
A．To know more about the family。
B．To improve his spoken English。
C．To get close to Kate。
听第 9 段材料，回答第 13 至 16 题。 导学号 49152105
13．What did the woman plan to study at first?_A__
C．Because there are not enough doctors in China。
15．What is the man studying？_C__
A．Marketing。
B．History.
C．English。
16．What can we learn from the conversation?_B__
C．A modern hotel.
7．How long will the man stay in the hotel?_A__
A．One night。
B．Two nights。
C．Three nights。
听第 7 段材料，回答第 8 至 9 题.错误!
8．What day is it today？_C__
Unit 1 Great Scientists
时间:120 分钟，满分：150 分 第一部分：听力(共两节，满分 30 分)
必修5Unit1Greatscientists教案（新课标版高二英语必修五教案教学设计）
必修5 Unit 1 Great scientists 教案(新课标版高二英语必修五教案教学设计)Unit 1 Great ScientistsBy Liu ChaoyingThe First PeriodReading一、教学目标（T eaching 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’ langu age 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（T eaching Aids） Multi-media四、教学步骤（Teaching Procedure）Step I PresentationTalk about famous scientists and the kind of roles they playin 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 the story with the whole class.2. Written homework: Write down the story and make comments on the key to 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 ofa scientific research through reading.二、教学重难点（T eaching 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（T eaching Aims）1. 能力目标（Ability aim）Students are required to learn how to guess the meaning of a new word according to the context and use the words and expressions in the first passage on Page 2.2. 语言目标（Language aim）Students are asked to learn about the words and expressions in the first passage on Page 2, including their meanings and the usage in 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（T eaching Method）: Explaining and practicing四、教具准备（T eaching Aids）： Multi-media五、教学步骤（T eaching 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 John 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 by listening.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 thelistening 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.。
Book5 Unit 1 Great scientists (1)
Book5 Unit 1 Great scientists
设计意图说明
本单元主要话题是How to organize scientific research。旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划
学习单元的
课时框架
Warming-up→Reading→Language points→Grammar→Writing
单元学习主题设计检验提示
检验指标
实现程度
1Байду номын сангаас主题是否与课标要求相一致？
是
2.主题是否是一个或多个学科领域中的核心或起着核心作用？能否反映学科本质?（可以利用知识网、概念图、思维导图）
是
3.主题能否反映富有挑战性的、能吸引师生兴趣的学习问题或任务？
是
4.主题是否与生活、生产中的真问题相关？能否让学生理解主题的意义和价值。
是
5.与主题相关的资源是否丰富？
是
高中英语必修五Unit1Greatscientists阅读课的教学设计与反思
高中英语必修五 Unit 1 Great scientists阅读课的教学设计与反思一、教材分析1. 话题:本阅读课是围绕整个单元的中心话题“great scientists”而展开的。
2. 内容:阅读材料是一篇记叙文,描述的是英国著名医生John snow 是怎样通过考察.分析.探究的科学方法，发现并控制King cholera 这种传染病的。
通过学习课文，使学生感悟科学家的周密观察.勇于探索.认真分析的科学精神，了解科学发现的全过程具有其科学的严密性。
3. 目标:理解课文内容,理清篇章的组织脉络;引导学生学会概括主体的阅读技巧和根据主体理解文章细节的能力。
谈论“great scientists”,并学习运用课文中描述人物的句型。
扫清课文中新词汇的障碍,并注意课文中出现的语言现象。
二、教学实践step 1. Warming up1.教学设计1) 设计思路:以讨论**常生活的话题入手,上课开始就使课堂充满轻松和愉快，以what scientists do you know? And what deadly disease do you think now? 直接引入,使导入部分具有“切入口小,切入主题快”的效果。
2) More information about how to defeats king cholera: suspect----investigate------analyse------solve.设计思路:把全班学生分成四大组来设计关于how does john snow defeat the disease?的问题。
旨在学生之间设置“信息差”,有利于激发学生说的兴趣,在学生的相互交流中培养起发现问题和解决问题的能力。
3) Discussion: how did john snow finally prove it? And do you think he would have solved this problem without the map?设计思路:有趣的话题能极大的激发学生的好奇心,使其发挥丰富的想象力。
高中英语Unit1Greatscientists单元质量评估新人教版必修5
高中英语Unit1Greatscientists单元质量评估新人教版必修5时间：100分钟分数：120分第一部分阅读理解(共两节，满分40分)第一节(共15小题，每小题2分，满分30分)阅读下列短文，从每题所给的四个选项A、B、C和D中，选出最佳选项。
ACheck out our top5 weather apps(应用程序)for your smartphones，which will keep you one step ahead of nature.Tornado Warning and Alert AppThis app from the American Red Cross tracks a tornado as it approaches with step-by-step advice about what to do before the storm hits.A siren warning is built into the app and goes off when the National Oceanic and Atmospheric Administration issues a tornado warning in your area.The Weather Channel AppThis app includes weather forecasts from more than 200 meteorologists and lets you check what kind of weather lays ahead，complete with storm prediction maps.The Weather Channel App also alerts users to storm warnings in the area.Lightening FinderIf the goal is to get to the storm，rather than avoid it，this app is here to help.The Lightening Finder colourcodes the age of the lightening bolt，and estimates a safe distance from which to watch it.NOAA Weather Radio HDThis app broadcasts radio reports from the National Oceanic and Atmospheric Administration，and gives you around-the-clock updates on the latest we ather warnings，watches，advisories，and forecasts.Push notifications alert you to serious storm warnings in your area even when you are not currently using the application.The app also gives detailed four-day forecasts based on your GPS coordinates，or a chosen location.Dark SkyStay dry with Dark Sky，which offers weather reports，including minute-by-minute rain forecasts for your exact location.To keep its predictions as accurate as possible，this app forecasts only one hour into the future.【语篇解读】本文是说明文，介绍了五种应用程序。
高中英语 必修5 Unit 1 Great scientists Period 2 优质教案
高中英语必修5 Unit 1 Great scientists Period 2 优质教案Period 2Read ingThe General Idea of This Pe riodThis is the second period of this unit.This period focuses on the reading passage, which is about John Snow and King Cholera.At the beginning of the period, the teacher can design some activities to draw the students’ attention to read.In order to attract the students’ attention, the teacher had better offer the students the opportunities to have a competition about some information about some scientists mentioned in the Warming up.Then the teacher can make full use of the questions in the Pre-reading.This step is designed to make forReading skills are very important for senior students.For the first reading, we intend to cultivate Ss’ skimming ability and scanning ability.First ask the students to scan it and tick out what...are mentioned in the passage.Then let the students read fast to find out the main idea of each paragraph.In order to stimulate Ss to take part in the class activity more actively, the teacher can organize a group competition to see which group can finish the task fastest and best.For the second reading, the students are expected to know some details about the ter on, the teacher will present some questions for the students to answer and at the same time they are asked to finish filling in the chart.The third time is to read for further information.This part is designed to get Ss into the habit of reading a passage as a whole, that is, to get the general idea.Another purpose of this part is to ask Ss to pay attention to the details.To develop Ss’ further u nderstanding ability, the teacher can design some questions, whose answers are beyond lines.So the teacher will help them to read between the lines, thus Ss can gradually get the ability to understand the implied meanings.In this step, the teacher asks Ss to read it again in order to make them think about the organization of the whole passage, and this method can help them not only in their understanding thisTo consolidate the content of the passage, Ss are required to retell it according to the main idea.In order to arouse the Ss’ interest; the teacher can hold a competition between groups.After the students understand the wholeTeaching Important PointsGet the students to learn different reading skills, especially gist reading and comprehending beyond lines.Teaching DifficultiesKnow the meanings between lines and beyTeaching AidsMulti-Three Dimensional Teaching AimsKnowledge AimAbility AimsEmotional AimsEncourage the students to work hard at their lessons in order to devote themselves to science.Teaching ProcedureStep 1 GreetingT: Hello, my frStep 2 Revisionmuch you remember about them.Let’s come to a group competition. If you know the answer, you can just st and up.If you get your answer right, I’ll give you ten marks.Are you ready?Listen carefully.Which scientist discoveredS: Archimedes.T: Right.Who wrote a book explainingT: You’ve done a good jT: Can you say somethiS: MT: Yes, we know she is a great woman scientist.We should remember what she said.Life is not easy for any of us.We must work, and above all we must believe in ourselves.We must believe that each one of us is able to do something well, and thatT: You are right.Who was the painter that studied dead bodies to improve his paiST: All of you did a good job.For the time being, the first/second...group won the competition. But there are aStep 3 New WordsT: Today we are going to read a new passage about another scientist named John Snow.First let’s come to new words first.Here are some definitions of some of the words from this text.Please work in pairs and match the1.have control, authorit2.part of a tool, bucket, drawer, etc.by which it may be held in the handJ.expose4.a8.wait on, serve, l10.make knownSuggested answers:B —1C —2 E —3 G —4 J —5 I —6 H —7 A —8D —9 F — Step 4 Pre-readingT: There are so many scientists that we can’t count them.But all the scientists must have th eir scientific attitude and scientific way to do scientific research.Now open your books on Page 1.Look at the questions in Pre-(Teacher gives the students two minutes to discuss.After thT: First, let’s talk about infectious diseases.Can you name some?Let’s come to a group competition again.IfT:S: People whoT: Excellent.Now, let’s cometo Question 2.How can we prove a new idea in scientific research?What orderSs: find a problem —make up a question —think of a method —collect results —analyse the results —repeat if necessary —St ep 5 ReadingFirst reading: ScanningSnow was the great scientist who defeated King Cholera.Scan the passage and tick out what are mentioned in the passage?I will give you two m(7) the spread of Cholera by germs in polluted water Suggested answers:T: Skim each paragraph and find out the main idea for each one.When you want to find the main idea of eachparagraph, you especially pay attention to the first sentence and the last one, which may help you find the main(The teacher offers three minutes for the students to do ter asks some students to answer.) Suggested answers:⎪⎪⎩⎪⎪⎨⎧-.Conclusion 6 Para theories. testing of method The 53 Para cholera. of cause the explaining theories Two 2 Para cholers. and Snow John on to introducti Brief 1 Para Third reading: Detailed-reading to answer questionsT: Now, let’s read the passage carefully to learn about more ter I will let you answer some questions and fill in the chart.Let’s come to a group competition again.If you get your answer right, I’ll give you twentyT: From the passage, we know that John Snow believed that Idea 2 was right.How did he finally prove it?If yoSs: John Snow beli eved in the second theory but needed to prove he was correct.So when another outbreak hit London in 1854 and it spread quickly through the poor neighbourhoods, he began to gather the information.He determined to find out why.He marked on a map where all the dead people had lived and the map gave a valuable clue about the cause of the disease.He looked into the source of the water for Broad Street and Cambridge Street.He had shown that cholera was spread by germs and not in a cloud of gas.In addition, he found two other deaths in another part of London that were linked to the Broad Street outbreak.They died of cholera after drinking the polluted water.With extra evidence, he was able to announce that polluted water carried the disease.FinallyS: I think he would have solved the problem.But he would spend more time in testing the two theories and itwould be more difficult for him to look into the cause of cholera.(The teacher should give them about two minutes to discuss, and join in the discussion at the same time.After that, the students will be asked to show their opinions to the whole class.)Step 6 ConsolidationT: In this period, we have learned a lot about John Snow and King Cholera.What have you learned from it?I will give you one minute to pre pare for it.If your sentence is quite good, I’ll give you thirty marks.S 1: John Snow was a well-S 2 S 3: He got interested in two theories explaining S 4 S 5 S 6T: Your sentences are so wonderful and amazing.I admire them very much.Who would like to retelltheStep 7 Topic discussionT: Now let’s come to our topic.We know cholera was a 19th century disease.What disease do you think is similar to cholera today?Wh y?If you show quite a good opinion, I’ll give you thirty marks.But first I will give you two minutes to discuss(The teacher should give them about two minutes to discuss, and join in the discussion at the same time.Afterthat, theS: Since a lot of people die of bird flu, I think bird flu today is similar to cholera.Now the cause of bird flu is not quite clear, but scientists devote their lives to finding out the cause and the cure.S: In my opinion, SARS is quite similar to cholera.SARS is spread by germs in the air while cholera is spreadT: This time, the first/second group won theThe Design of the Writing on the BlackboardUnit 1 Great scientist Period 2 ReadingMain idea of each part ⎪⎪⎩⎪⎪⎨⎧.Conclusion 6 Para theories. testing of method The 5-3Paras cholera. of cause the explaining theories Two 2 Para cholera. and Snow John on to introducti Brief 1 ParaUse your imagination to write a short passage about what may happen in t he future. Imagine if you were to find out the causes of SARS, how would you do and what methods would you use to test your theory?You canimitate the structure of the reading passage, but you must make full use of your imagination to write what is different from the cause of cholera.Reference for TeachingWHO: Chol era in Chad Could Spread to Sudan’s DarfurThe government of Chad is calling for international assistance to fight a cholera outbreak in the country. The World Health Organization says it is concerned that the disease could spread to the Darfur region of western Sudan, which is already struggling with his own humanitarian crisis due to violence.The government of Chad says more than 2000 cases of cholera have been reported in the country, and it expects that number to more than double by the end of the rainy season in September.Although, the majority of cases in Chad are being reported in the region surrounding the capital in the west.sprawled acAn expert with the WHO, Claire-lise Chaignat, says the disease is endemic to mainly poorer areas that do notre they are living in close communities with not enough water and no proper sanitation, ”she said. “So, that is also a high risk for the community. So, for example, we are very much scared that, now, in the crisis in Darfur, or in the eastern Chad, there might be a cholera outbreak. In case the germ occurs because the water and sanitation situation isChad has been battling a potential locust scourge in the west, and has received an influx of refugees in the east from the fighting taking place in the Darfur region. The government is asking for nearly $200 000 in aid to tryCholera outbreaks are being reported throughout much of central and western Africa this year, includingThe disease spreads quickly in areas where water supplies are contaminated and causes dehydration within days. It can lead to death if victims are untrIn China’s database of epidemic status, a painting depicted with the three epidemic waves documented in figures the status of cholera epidemic in the past 40 years throughout the country. Each time of fluctuations in the epidemic graph was related to the changes of cholera bacterial typing. The latest data of monitoring showed that the dominating bacterial type of cholera epidemics had another change emerging with a unique epidemic bacterial type. Specialists of the Chinese Center for Disease Control (CDC) warned that the possible aftermath of epidemic situation resulted from the changes of bacterial type of cholera must be dealt with intensive precaution.Academician Gao Shouyi of Chinese CDC pointed out that the Inaba 1d strain emerged predominantly since last year, had the character of wide distribution of the same strain, and its 16S ribosomal gene probe hybridization belonged to the same strain seen in the majority of the provinces. In a certain location of the Southern provinces, the eltor strain, in addition to the occurrence of Inaba 1d strain, also partially emerged with the 1c, 1b, 1f strains;however, its ribosomal typing was identical with the predominant epidemic Inaba 1d strain, all came from the same clone line. In certain places of the southern west area the Ogawa type that mutated into Inaba type emerged;and the Inaba strain occurred in 2001 was not the continuation of the Inaba strain of 2000;additionally in another location of the south western area an Ogawa 6b unique epidemic strain occurred.From 18-19 April, a working conference of national prevention and treatment of gastrointestinal infectious diseases was held in Beijing jointly sponsored by the Chinese CDC and the consultative committee of diarrhea specialists of Ministry of Health. The related specialists and the leading members of the CDC were organized tocarry out an outspread discussion upon the subject of prevention and treatment of infectious diseases of the gastrointestinal tract, headed by cholera. On April 17th, the CDC issued notification to the CDC system throughout the country to carry out the weekly report of cholera epidemics and the acts of reports of the scattered cases;measures for augmentation of monitoring and retrieve of epidemic sources were also arranged.。
Great_Scientists教学设计
三、本单元教学建议
语言应用（Using language）部分这部分是对多种语言技能的综合运用。Listening & speaking 要求学生预习听力内容。听力的部分通过两个学生谈论科学家钱学森的故事，帮助学生了解 科学家的生活经历。通过回答5个问题，训练学生分析解决问题能力。建议学生在听的过程中 记一些重要的单词即可。从听力中就可引出speaking部分，教师可通过简单的问答来激发学 生说的欲望，可以在几个简单问答后，补充课文中有用的表达，让学生讨论将来职业的选择。 在培养学生交际能力的同时，教师要不失时机进行德育渗透，教育学生应树立远大理想，并 为实现自己的理想而奋斗。
Great_Scientists教学设计
Unit 1
Great scientists 教学设计
Module 5 Unit 1 Great scientists
一、教学内容分析
二、教学要求及目标 1、语言技能和语言知识 2、情感态度 3、学习策略 4、文化意识
三、教学建议
四、分课时教案
一、教材分析 1、课本内容分析： 本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。” “热身”（Warming up）部分通过问答使学生回想起不同领域的科学家，了解科学家们对人类的贡 献及其成果。 “读前”（Pre-reading）部分通过若干问题的讨论，使学生初步了解得出科学观点所需要的过程。为 完成阅读奠定基础。 “阅读”（Reading）部分介绍英国著名医生John Snow如何通过考察、分析、探究的科学方法，发 现“霍乱”这种传染病的传播途径并提出控制的方法。通过阅读全文，使学生了解科学发现的过程， 培养学生的科学精神。
三、本单元教学建议
评价建议 非测试性评价 建议使用教师用书中第4页的评价表或学生用书47页的 Checking yourself。主要评价一下学习 了这个单元以后，学生在语言知识、能力上有哪些提高，在学习策略上有何改进，他们的人 生观和职业观是否有深层发展。 测试性评价 建议使用经过审定的测试题进行测试。测试的重点应包括本单元中42个新单词和10条短语、 用过去分词作定语和表语的用法、在情景对话中体现表示意愿、希望、建议的句型。在阅读 中体现学生分析、综合能力，写作时能让学生有机会运用本单元的关于劝说文的写作技巧。
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实现程度
1.评价标准的设计是否与深度学习目标一致？是否指向学生的理解和思维的发展和提升？
与深度学习目标一致，有助学生的理解和思维的发展和提升。
2.评价活动是否贯穿学习活动始终？是否向学生公开了评价的标准？
评价活动能贯穿学习活动始终，向学生公开了评价的标准。
3.评价证据是否来自于学习活动中的学生行为、语言和作品？
小组评
自评
教师评
英语写作
熟悉本模块所要求的写作体裁；认真完成教师布置的写作任务；努力提高自己的写作水平。
自评
小组评
参与英语活动（如英语角、表演、演讲、竞赛等）
积极参与课外英语活动；主动在活动中扮演一定的角色；在活动中与人友好合作；积极参与其他英语竞赛活动；乐于与人分享自己的劳动中英语持续性评价表：综合评价
评价项目
评价内容
评价等级
评价方式
A
B
C
D
E
学习态度与方法
具有较强的学习动机；积极主动优化自己的学习方法；乐于与人协作；具有自主学习能力；对自己承担的学习任务负责。
自评
小组评
课堂参与
积极参与课堂教学活动；在活动中积极与同学合作并扮演一定的角色；认真完成课堂布置的任务。
自评
【作业表单4：持续性评价设计及检验提示单】
单元学习主题
Book5 Unit1 Great scientists
评价设计
解读英语课程标准结合一线教学研究，综合考虑英语模块评价的设计思路
1、采取形成性评价和终结性评价相结合的方式进行；
2、形成性评价主要以描述性语言来报告评价结果，也可采取语言描述和等级评价的方式进行；
在百分制计分中可分
100-85;84-75;74-65;64-60;59-0五个等级（150分计分依此类推）。如果题目偏难或偏易，可采用常模参照，但不宜太烦琐。
教师评
对待评价的态度
进行自我评价和评价他人时是否认真、客观、公正。
自评
小组评
综合评价
以小组评价为主
组长签名
科任教师签名
被评价者签名
持续性评价设计检验提示
3、终结性评价的结果可以先以百分制的方式呈现，然后转化为等级制进行报告；
4、形成性评价以自评为主，兼顾他评、小组评和教师评，在评价内容上除了日常教学活动以外，还应该有平时的测验、自我优秀作品展示等；
5、终结性评价采用口试加纸笔考试的方式进行，纸笔考试重点要在开放性试题的设计和评分标准上有所突破；
6、模块学分认定不能把形成性评价和终结性评价两方面的内容简单相加，而应分别加以报告，然后再确定是否给予学分。
评价证据自于学习活动中的学生行为、语言和作品。
4.是否把评价的结果转化为反馈信息指导或促进学生的学习？
评价的结果转化为反馈信息指导或促进学生的学习。
5.评价主体是否多元？评价的方式是否多样？
多元化与多样化。
小组评
学习计划与监控
根据个人实际情况制定有效的学习计划；根据学习达成度不断调整学习计划；反思自己学习中的得失；不断优化个人学习策略；全面评价自己的学习。
自评
小组评
课外阅读
学会选择具有阅读价值的报刊、小说等课外读物进行阅读；学会搜集整理词汇和背诵经典名句；学会写读后感；每个模块学习完毕，课外阅读量不少于四万字（每周约一千字）；培养良好的阅读习惯。