浙江省镇海中学高二英语教学设计：必修五+Unit+1+Great+scientist--warming+up
高二英语必修五Unit1Greatscientists教案
高二英语必修五Unit1Greatscientists教案Unit1GreatscientistsTheFirstPeriodReadingTeachinggoals教学目标Targetlanguage目标语言a.重点词汇和短语attend,control,severe,pub,iediately,handle,instruct or,pup,contribute,conclude,steaengine,virus,putfora rd,aeaconclusion,exposetob.重点句式Topreventthisfrohappeningagain,johnSnosuggestedthat ...P3Abilitygoals能力目标Enablethestudentstotalaboutscienceandscientists.Learningabilitygoals学能目标Enablethestudentstolearnaboutsoefaousscientistsandt heircontributionsandhotoorganizeascientificresearch.Teachingiportant&difficultpoints教学重难点Talaboutscienceandscientists.Teachingethods教学方法Tas-basedactivities.Teachingaids教具准备Aputerandaprojector.Teachingprocedures&ays教学过程与方式StepⅠLead-inAsthestudentstothinofsoegreatinventionsandinventors inhistory.T:elebactoschool,everyone.Iguessostofyouhaveenjoyed yourholiday.aybeIshouldsayeveryonehasenjoyedascient ificlife.hy?Becauseyouhaveenjoyedtheresultsofthesci enceandscientists.Nocanyoutellethescientistshoinven tedthelights,thegraophoneandtheputer?S1:Edisoninventedthelightsandthegraophone.S2:ThefirstputerasinventedbyagroupofAericanscientis ts.StepⅡaringupFirst,assoequestionsaboutgreatscientists.Second,asa llthestudentstotrythequizandfindouthonostheost.T:younoourlifeiscloselyrelatedtoscienceandscientist s.ebenefitalotfrothe.canyounaeoutasanyscientistsasp ossible?S1:Neton.S2:att.S3:Franlin.Sapleansers:Archiedes,AncientGree,aatheatician.charlesDarin,Britain.ThenaeofthebooisoriginofSpecie s.ThoasNeen,British,aninventorofsteaengine.Gregorendel,czech,abotanistandgeneticist.ariecurie,PolishandFrench,acheistandphysicist.ThoasEdison,Aerican,aninventor.LeonardodaVinci,Italian,anartist.SirHuphryDavy,British,aninventorandcheist.ZhangHeng,ancientchina,aninventor.0.StepperHaing,British,aphysicist.StepⅢPre-readingGetthestudentstodiscussthequestionsonpage1iththeirp artners.Thenasthestudentstoreporttheiror.Encouraget hestudentstoexpresstheirdifferentopinions.T:No,class,pleaselooattheslide.Discussthesequestion sithyourpartners.ThenI’llassoestudentstoreporttheiror.Shothefolloingonthescreen.hatdoyounoaboutinfectiousdiseases?hatdoyounoaboutcholera?Doyounohotoproveaneideainscientificresearch?hatorderouldyouputthesevenin?justguess.Sapleanser1:S1:Letetry.Infectiousdiseasescanbespreadeasily.They haveanunnoncauseandaydogreathartopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,soayani als,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sapleanser2:S1:Inosth.aboutit.Firsteshouldfindtheproble.Then,th inofasolution.S2:eshouldcollectasuchinforationaspossible.S3:Analyzingresultsistheostiportantstage.S4:Beforeeaeaconclusion,itisnecessaryforustorepeats oestagesorprocesses.Sapleanser3:S1:Ithin“Findaproble”shouldbethefirststage.S2:“aeupaquestion”shouldfollothefirststage.S3:“Thinofaethod”,“collectresults”and “Analyzeresults”areafterthat.S4:ofcourse,before“aeaconclusion”,eshould “Repeatifnecessary”.T:elldone!heneanttosolvesoeprobles,firsteshouldfind outtheproble,dosoeresearchonit,proveyourfindings,an dthenaeaconclusion.Thisisascientificandobjectiveayofresearching.Nolet’sseehodoctorjohnSnodidhisresearch.StepⅣReadingLetthestudentssitheholepassageandtrytoorouttheeanin gsoftheneordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonasd evastating.anypeoplediedithoutnoingthereason.Itasdo ctorjohnSnohosavedthepeople.Pleaselooatthescreen.Le t’sreadtheholepassageandfindanserstothequestions.Shothequestionsonthescreen.hatconditionsalloedcholeradevelop?hydoyouthinpeoplebelievedthatcholeraultipliedinthea irithoutreason?hatevidencedidjohnSnogathertoconvincepeoplethatidea 2asright?Sapleansers:S1:Thedirtyateradethecholeradevelopquicly.S2:Becausepeoplecouldnotunderstanditscauseandcouldn otgetitcured.Sopeopleiaginedthatsoepoisonousgasinth eaircausedthedeaths.S3:Hefoundthatanyofthedeathsereneartheaterpuphileso eareasfaraayfrotheaterpuphadnodeaths.Sohenpeopleere asednottousetheaterpup,thediseasebegantoslodon.Inth isay,johnSnohadshonthatcholeraasspreadbygersandnoti nacloudofgas.StepⅤTextanalyzingAsthestudentstoanalyzethetextingroups.T:Noclass.canyoutellehatstyleofthepassagebelongsto?S1:Ithinitisareport.T:Pleaselooatthechartonthescreen.Thechartshosthatea chparagraphofthetextexplainsjohnSno’sstagesinhisresearch.Pleasereadthetextandfindoutthe generalideaofeachparagraphandatchthestageitheachpar agraph.Discussitingroups,andthenreportyouransers.ParagraphsStagesGeneralideas2Sapleansers:S1:ygroup’sopinionisthis:stageone“Findaproble”isexpressedinparagraphone.Thegeneralideaisliethis:j ohnSnoantedtofindthecausesofcholera.S2:ouranserisliethis:paragraphtoexpressestheseconds tage“aeupaquestion”.Thegeneralideaisliethis:johnSnoan tedtoprovehichtheoryascorrect.S3:“Thinofaethod”isthethirdstage.Anditiscontainedinparagraphthree.Th egeneralideaisliethis:johnSnocollecteddataonthoseho ereillordiedandheretheygottheirater.S4:Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaisliethis:johnSno plottedinforationonaaptofindoutherepeoplediedordidn otdie.S5:ourgroupbelieveparagraphfivecontainsthefifthstag eofjohnSno’sresearch.Thegeneralideaisliethis:johnSnoanalysedth eatertoseeifthatasthecauseoftheillness.Sothisstagei sto“Analysetheresults”.S6:Thesixthstageis “Repeatifnecessary”.Itiscontainedinthesixthparagr aph.Thegeneralideaisliethis:johnSnotriedtofindother evidencestoconfirhisconclusion.S7:Thelastparagraphisabouttheseventhstage “aeaconclusion”.Itsgeneralideaisliethis:Thepollut eddirtysourceofdriningaterastoblaeforthecauseoftheL ondoncholera.Assoestudentstoputtheiransersinthechart.ParagraphStagesGeneralideasFindaprobleThecausesofcholeraaeupaquestionThecorrectorpossibletheorThinofaethodcollectdataonherepeopleereillanddiedand heretheygottheiratercollectresultsPlotinforationonaaptofindoutherepeopl ediedordidnotdieAnalysetheresultsAnalysetheatertoseeifthatisthecaus eoftheillnessRepeatifnecessaryFindotherevidencestoconfirhisconcl usionaeaconclusionThepolluteddirtysourceofdriningaterast oblaeforthecauseoftheLondoncholeraStepⅥHoeor1.Getoreinforationaboutsoeinfectiousdiseasesan dodernscientists.FinishtheExercises1,2,3onpages3and4.教后反思：在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。
教学设计方案(英语必修第五册第一单元Great Scientists的第一课时)
教学设计方案一．教材分析1.本课内容及其作用、地位本课的内容为人民教育出版社普通高中课程标准实验教科书——英语必修第五册第一单元Great Scientists的第一课时，包含3个部分——Warming up, Pre-reading和Reading，重点放在Reading部分的理解上。
本单元的主要话题是“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”，对于培养学生进行科学思考，掌握科学研究方法很有教育意义。
2.教学目标（1）知识与技能目标A. 知识目标：掌握新单词和短语；了解科学观点形成过程。
B．技能目标：能阅读以人物介绍为内容的阅读材料；能猜测并发现科学研究的过程，并验证自己的猜测。
（2）情感、态度与价值观目标使学生深刻体会科学给人类和世界带来的影响，热爱科学，用于探索；帮助学生培养科学精神和科学方法，尊重并学习科学家，提高自身的品格素养，树立远大的理想。
3.重点难点及依据（1）重点：A．引导学生具有科学探究意识;B．对阅读小结能力进行训练，帮助学生通过阅读构建理性思维;C．重点词汇和短语的学习：conclude, attend, expose, absorb, blame, instruct, contribute, put forward，apart from。
（2）难点：在阅读中找出理清科学研究的步骤顺序,运用英语表达自己的观点，实际运用新学到的词汇和短语进行语言练习。
4.课时安排、教具准备15分钟Warming up和Pre-reading，20分钟Reading，10分钟学习新词汇短语并及时课堂练习。
教具准备为多媒体。
二．学情分析高二的学生理性思维发展较为完善，极为想要展示自己这方面的能力，本单元的教学内容是关于科学研究方面的知识，正是学生渴望学习掌握的东西，学习的动机水平高。
作为教师应充分调动这种积极性，以学生为中心，引导学生通过英语学习掌握知识。
学生的知识经验存在差异，通过分组讨论的方式能使比较优秀的学生带动其他学生，整组同学通过小组进行提高。
高中英语必修五Unit 1 Great scientists教案
Unit1 Great scientists （一）[教学目标]：一、知识与技能1、了解John Snow及科学家的生活2、学习课文描述科学家如何以科研精神验证科学真理的表达方式；3、学习课文中科学家的无畏、探索精神，找到科学研究的有效途径。
二、过程与方法1、做游戏，句子；2、分组讨论、合作练习；3、结合所知，探讨科学家应具备哪些品质。
三、情感态度与价值观1、培养科学无私、奉献的科学精神；2、团队合作精神、主动与他人合作和交流；3、成为科学、人文精神相融合的创新型人才。
[教学重点]：1、学习描述人物的句型和词汇2、学习过去分词作定语和表语的结构[教具准备]：多媒体、自制教具[课时分配]：1课时[教学过程]：[引入新课]：提出问题；想成为什么类型的科学家？成为这类科学家应具备哪些知识和技能？[讲解词]：当今，我们食用的粮食，每天使用的家电，手机，帮我们了解世界、开拓眼界的电脑等等，都是科学家们通过不懈地努力创造出来的，这些科研成果不仅推动社会不停地向前发展，也给我们的生活带来了便利。
那我想问问同学们What kind of scientific job do you want to do? What education will you need?（选若干同学们回答）（适当总结学生所讲）每个人有每个人的追求，每个人也可以依据自己的爱好去选择自己今后的人生道路，但无论怎样，我们都应该以不怕困难的精神，去实现自己的梦想，利用自己所学，为社会作出自己的贡献。
[讲授新课]：一、介绍John Snow[提出问题]：让同学们列出自己知道的国内外著名的科学家？（结合学生所讲）这些都是我们生活中为人所知的科学家，他们为人类都作出了很大的贡献，今天我们课文中提到的这位John Snow就其中的一位。
指出是伦敦非常著名的医生，他的医术精湛，成为照料为多利亚女王的私人医生、找到了治愈霍乱的方法。
[学生讨论]：对霍乱的了解，治愈的方法。
高中英语人教版必修5Unit 1 Great scientists教学设计
Unit 1 Great scientists教材分析1. 教材分析本单元主要话题是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。
1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3 Reading 介绍英国著名医生John Snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。
通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4 Comprehending 共设计了四个题型。
1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。
第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2．教材重组2.1 将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”。
2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDINGTHE SOLUTION整合为一节“泛读课”。
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。
高二英语必修五Unit 1 Great scientists教案
高二英语必修五Unit 1 Great scientists教案Unit 1 Great sientistsThe First Perid ReadingTeahing gals教学目标1 Target language 目标语言a 重点词汇和短语attend, ntrl, severe, pub, iediatel, handle, instrutr, pup, ntribute, nlude, stea engine, virus, put frard, ae a nlusin, expse tb 重点句式T prevent this fr happening again, hn Sn suggested that P32 Abilit gals 能力目标Enable the students t tal abut siene and sientists3 Learning abilit gals学能目标Enable the students t learn abut se faus sientists and their ntributins and h t rganize a sientifi researhTeahing iprtant ≈ diffiult pints教学重难点Tal abut siene and sientistsTeahing ethds 教学方法Tas-based ativitiesTeahing aids 教具准备A puter and a pretrTeahing predures ≈ as 教学过程与方式StepⅠLead-inAs the students t thin f se great inventins and inventrs in histrT: ele ba t shl, everne I guess st f u have ened ur hlida abe I shuld sa everne has ened a sientifi life h? Beause u have ened the results f the siene and sientists N an u tell e the sientists h invented the lights, the graphne and the puter?S1: Edisn invented the lights and the graphneS2: The first puter as invented b a grup f Aerian sientistsStepⅡaring upFirst, as se questins abut great sientists Send, as all the students t tr the quiz and find ut h ns the stT: u n ur life is lsel related t siene and sientists e benefit a lt fr the an u nae ut as an sientists as pssible?S1: NetnS2: attS3: FranlinSaple ansers:1 Arhiedes, Anient Gree (287-212 B), a atheatiian2 harles Darin, Britain (1808-1882) The nae f the b is rigin f Speies3 Thas Neen, British (1663-1729), an inventr f stea engine4 Gregr endel, zeh, a btanist and genetiistarie urie, Plish and Frenh, a heist and phsiist6 Thas Edisn, Aerian, an inventr7 Lenard da Vini, Italian, an artist8 Sir Huphr Dav, British, an inventr and heist9 Zhang Heng, anient hina, an inventr10 Stepper Haing, British, a phsiistStep ⅢPre-readingGet the students t disuss the questins n page 1 ith their partners Then as the students t reprt their r Enurage the students t express their different pininsT: N, lass, please l at the slide Disuss these questins ith ur partners Then I’ll as se students t reprt their rSh the flling n the sreenhat d u n abut infetius diseases?hat d u n abut hlera?D u n h t prve a ne idea in sientifi researh?hat rder uld u put the seven in? ust guessSaple anser 1:S1: Let e tr Infetius diseases an be spread easil The have an unnn ause and a d great har t pepleS2: Peple uld be expsed t infetius diseases, s a anials, suh as bird fluS3: AIDS, SARS are infetius diseasesS4: Infetius diseases are diffiult t ureSaple anser 2:S1: I n sth abut it First e shuld find the prble Then, thin f a slutinS2: e shuld llet as uh infratin as pssibleS3: Analzing results is the st iprtant stageS4: Befre e ae a nlusin, it is neessar fr us t repeat se stages r presses Saple anser 3:S1: I thin “Find a prble” shuld be the first stageS2: “ae up a questin” shuld fll the first stageS3: “Thin f a ethd”, “llet results” and “Analze results” are after thatS4: f urse, befre “ae a nlusin”, e shuld “Repeat if neessar”T: ell dne! hen e ant t slve se prbles, first e shuld find ut the prble, d se researh n it, prve ur findings, and then ae a nlusin This is a sientifi and betive a f researhing N let’s see h dtr hn Sn did his researhStep ⅣReadingLet the students si the hle passage and tr t r ut the eanings f the ne rds and strutures using ntextT: The effet f hlera in the nineteenth entur Lndn as devastating an peple died ithut ning the reasn It as dtr hn Sn h saved the peple Please l at the sreen Let’s read the hle passage and find ansers t the questinsSh the questins n the sreen1 hat nditins alled hlera develp?2 h d u thin peple believed that hlera ultiplied in the air ithut reasn?3 hat evidene did hn Sn gather t nvine peple that idea 2 as right?Saple ansers:S1: The dirt ater ade the hlera develp quilS2: Beause peple uld nt understand its ause and uld nt get it ured S peple iagined that se pisnus gas in the air aused the deathsS3: He fund that an f the deaths ere near the ater pup hile se areas far aa fr the ater pup had n deaths S hen peple ere ased nt t use the ater pup, the disease began t sl dn In this a, hn Sn had shn that hlera as spread b gers and nt in a lud f gasStep ⅤText analzingAs the students t analze the text in grupsT: N lass an u tell e hat stle f the passage belngs t?S1: I thin it is a reprtT: Please l at the hart n the sreen The hart shs that eah paragraph f the text explains hn Sn’s stages in his researh Please read the text and find ut the general idea f eah paragraph and ath the stage ith eah paragraph Disuss it in grups, and then reprt ur ansersParagraphs StagesGeneral ideas123467Saple ansers:S1: grup’s pinin is this: stage ne “Find a prble” is expressed in paragraph ne The general idea is lie this: hn Sn anted t find the auses f hleraS2: ur anser is lie this: paragraph t expresses the send stage “ae up a questin” The general idea is lie this: hn Sn anted t pr ve hih ther as rretS3: “Thin f a ethd” is the third stage And it is ntained in paragraph three The general idea is lie this: hn Sn lleted data n thse h ere ill r died and here the gt their aterS4: The furth stage “llet results” lies in paragraph fur It s general idea is lie this: hn Sn pltted infratin n a ap t find ut here peple died r did nt die S: ur grup believe paragraph five ntains the fifth stage f hn Sn’s researh The general idea is lie this: hn Sn analsed the ater t see if that as the ause f the illness S this stage is t “Analse the results”S6: The sixth stage is “Repeat if neessar” It is ntained in the sixth paragraph The general idea is lie this: hn Sn tried t find ther evidenes t nfir his nlusinS7: The last paragraph is abut the seventh st age “ae a nlusin” Its general idea is lie this: The plluted dirt sure f drining ater as t blae fr the ause f theLndn hleraAs se students t put their ansers in the hart ParagraphStagesGeneral ideas1Find a prbleThe auses f hlera2ae up a questinThe rret r pssible ther3Thin f a ethdllet data n here peple ere ill and died and here the gt their ater4llet resultsPlt infratin n a ap t find ut here peple died r did nt dieAnalse the resultsAnalse the ater t see if that is the ause f the illness6Repeat if neessarFind ther evidenes t nfir his nlusin7ae a nlusinThe plluted dirt sure f drining ater as t blae fr the ause f the Lndn hleraStepⅥHer1 Get re infratin abut se infetius diseases and dern sientists2 Finish the Exerises 1, 2,3 n pages 3 and 4教后反思：在高考阅读中，常常会出现对中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。
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。
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（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.
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.。
Unit 1 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。
三、本单元教学建议
小结（Summing up）部分，这部分用以提高学生的认知 水平，通过对本单元内容和知识点的回顾，查漏补缺，培 养学生概括总结能力。教师应及时发现学生在这几个方面 的不足，并给予适当辅导。
学习建议（Learning up）部分，这部分是指导学生写好 劝说文，以训练学生逻辑guage中writing部分时，引入这个学习内 容。
三、本单元教学建议
Reading & writing部分的阅读材料讲述了哥白尼是如何建 立太阳中心学说的。在进行整体阅读后，如有必要，教师 可以用问题形式启示讲解文中语言知识点和部分难句。通 过Exercise 1，让学生比较哥白尼理论和前人理论的不同， 培养学生的观察和比较能力。Exercise 2运用发散性思维 阐明自己的观点。Writing要求学生根据阅读内容给哥白 尼写一封信，建议他尽快公布他的发现。教师应告诉学生 写这类文章的注意事项，例如：文章结构应为：表达你的 想法——陈述理由——提出建议。可以让学生课后搜集、 整理信息后再写。
一、教学内容分析
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。
高中英语：Unit1 (Great Scientists )教案新人教版必修5 教案
Unit 1 Great ScientistsReading1．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 inCheck 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 Newen④Who 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 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 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 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 Street Separating 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 panies 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 hefound 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.。
教学设计方案(英语必修第五册第一单元Great Scientists的第二课时)
教学设计方案一．教材分析1.本课内容及其作用、地位本课的内容为人民教育出版社普通高中课程标准实验教科书——英语必修第五册第一单元Great Scientists的第二课时，在上完第一课时，了解了科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理，掌握了科学研究步骤，学习了新的词汇短语之后，学生们很需要一个巩固复习的机会，本节课的内容主要是对上节课的知识进行小结复习，引导学生对于相关表达进行更深层次的学习，达到灵活运用语言的目的。
2.教学目标（1）知识与技能目标A. 知识目标：掌握5组词汇的辨析和4个词汇的词形变化，学习过去分词作句子成分的用法；B．技能目标：灵活运用所学词汇和句型。
（2）情感、态度目标学习语法能培养学生仔细认真的学习态度。
3.重点难点（1）重点：过去分词作句子成分的用法；（2）难点：不同情况下近义词的使用。
4.课时安排、教具准备上节课复习5分钟，词汇学习和及时训练20分钟，make结构学习和练习10分钟，句型学习和练习10分钟。
二．学情分析高二年级的学生在高一阶段的英语学习中已经累积了一定的词汇量，有一定的词汇基础，而现在这个阶段应该提高他们对于英语的更深层次的理解掌握能力，学习词汇辨析及词形变化将是很好的手段。
同时这个阶段的学生有着较强的记忆力和模仿力，在课堂中引导其进行模仿句型练习可以快速提高他们的语言运用水平，也使他们的能力得以展现，在学习中得到满足。
三．教法、学法这节课是词汇句型语法学习，依据此类学习的特点：1 教法：主要运用讲解法，配合以练习法，讨论法；2 学法：记笔记，列表格，口头训练，做到及时复习，反复记忆。
四．教学过程1 复习Comprehending：通过学生自主发言的方式，检查同学的作业完成情况，了解学生的上节课的掌握水平。
2 课堂词汇练习：要求学生完成书上Learning about Language的练习1和2，巩固上节课的学习。
3 对本单元出现的词汇做更加深入的学习：（1）词语辨析(2)词形变化science n.科学scientific adj.科学的scientist n.科学家announce v.宣布announcement n.宣布announcer n.广播员，告知者instruct v.指导，命令instruction n.指导，指示instructive adj.有益的，教育性的enthusiastic adj.热心热情的enthusiasm n.狂热，热心 enthusiast n.热心家，狂热者valuable adj.有价值的value n. 价值value v. 估价, 评价【练习】根据句子结构，用括号内所提供词的适当形式填空1) The _________ took a very ________ approach to _________.(science)2) The ______ make a(n) ________ that all the details should _______ through the broadcast.(announce)3) It is ______ and easy for the children to read some masterpieces with the _______ at the bottom of each page.(instruct)4) “Y ou don’t seem very ______ about the idea.” “I don’t mind,” she said, without much ______.(enthusiasm)5) There is no any criterion to ______ whether it is _______ information. (value)keys: 1) scientist; scientific; science 2) announcer; announcement; be announced 3) instructive; instructions 4) enthusiastic; enthusiasm 5) value; valuable4 学习make+a+noun结构：把全班分成3大组，运用书上练习3和4的make结构造句，看哪个大组起来发言造句的同学最多，培养同学的竞争意识，促进课堂积极的气氛形成。
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。
新课标高二必修5Unit 1 Great scientists教案
Unit 1 Great scientists教案Teaching process:Period 1 Word study, Warming up, pre-readingStep 1 Learning Goals—Get Ss to go through the summing up（总结）form on p 8 in order to have a general idea of the learning goals of Unit 1****Step 2 Word Study 听录音，学新单词单词characteristic n. 特征；特性radium n. 镭painter n. 画家；油漆匠*put forward 提出scientific adj. 科学的*conclude vt. & vi.结束；推断出conclusion n.结论；结束*draw a conclusion得出结论analyse vt.分析△infect vt.传染；感染△infections v.传染的△cholera adj.霍乱*defeat vt. 打败；战胜；使受挫 n.失败expert adj.熟练的；经验或知识丰富的 n.专家；行家*attend vt.照顾；护理；出席；参加physician n.医生；内科医师*expose vt.暴露；揭露；使曝光*expose…to使显露；暴露△deadly adj.致命的*cure n.治愈；痊愈 vt.治愈；治疗△outbreak n.爆发；发作（尤指疾病或战争）*challenge n.挑战 vt.向……挑战victim n.受害者absorb vt.吸收；吸引；使专心*suspect vt.怀疑n.被怀疑者；嫌疑犯enquiry n.询问neighborhood n.附近；邻近severe adj.严重的；剧烈的；严厉的△clue n.线索；提示pump n.泵；抽水机 vt.（用泵）抽（水）△Cambridge Street剑桥大街foresee vt.（foresaw;foreseen）预见；预知△investigate vt. # vi.调查△investigation n.调查*blame vt.责备；谴责 n.过失；责备*pollute vt.污染；弄脏*handle n.柄；把手 vt.处理；操纵△germ n.微生物；细菌*link vt. & n.连接；联系*link…to…将……和……联系或连接起来*announce vt.宣布；通告△certainty n.确信；确实instruct v.命令；指示；教导△responsible adj.有责任的；负责的construct vt.建设；修建construction n.建设；建筑物*contribute vt. & vi.捐献；贡献；捐助*apart from 除……之外；此外firework n.烟火（燃放）chart n.图表△creative adj.有创造力的；创造性的；独创的△co-operative adj.合作的positive adj.积极的；肯定的；确实的*(be) strict with…对……严格的△Nicolas Copernicus尼古拉•哥白尼（波兰天文学家）△revolutionary adj.革命的；重大变革的movement n.移动；运动；动作*make sense讲得通；有意义backward adv. & adj.向后地（的）；相反地（的）；退步地（的）△loop n.圈；环△privately adv.私下的；秘密地*spin vi. & vt.（spun; spun）（使）旋转；纺（线或纱）△brightness n.明亮；亮度；聪颖enthusiastic adj.热情的；热心的cautious adj.小心的；谨慎的*reject vt.拒绝；不接受；抛弃universe n.宇宙；世界注：*为单词表中黑体部分，是本单元重点词汇和短语，不带符合的词汇为课标词汇，带△符合词不要求掌握。
高二必修5Unit1Greatscientists[单元教案设计]
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Book 5 Unit 1 Great ScientistsA general review of Unit 1Period 1 Word study, Warming up, pre-readingPeriod 2 Reading (P2)Period 3 Language points, learning about languagePeriod 4 Using language( listening), GrammarPeriod 5 Listening & Reading (p44-45)Period 6 Reading & writing (p6)Period 7 Exercises & SummaryPeriod 1Pre-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 4words then go to next pair2. PracticeUse the correct form of the words to fill in the blanks.3. Fill in the blanks using the new words in this unit1)Mrs. White bought a pan with a long ________. (handle)2)The pollution is so ________ that we have to take some measures to stop it.(severe)3)He has a big nose that is a ________ of his family. (characteristic)4)Water and salt are ________ into our blood stream every day. (absorbed)5)If a doctor or a medical treatment ________ someone’s illness, they make theperson well again. (cure)6) A ________ is a kind of germ that can cause disease. (virus)Step 3. Warming up(Group competition) Check the answers to the quiz to find out which group know the most . Show pictures to introduce some scientists while Ss giving the correct answers-- congratulations to the winning groupStep 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-willedpositive 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?Draw a conclusion Think of a method Collect results Make up a questionFind a problem Analyse the results Repeat if necessaryStep 5. Summary1.Seeing much, suffering much, and studying much are three pillars (支柱，要素) oflearning.2.learning without thought is a labour lost; thought without learning isperilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。
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M5U1 Warming up教学设计镇海中学王俊杰Teaching aims: In this lesson, students will be able to1.listen to a video/the record and take down what the speakers said in the form ofblank-filling tasks and Q&A.2.listen for the gist of listening material by filling in the blank of a topic sentence.3. describe the features and achievements of scientists in the “Who am I?” game.4. talk about the characteristics and qualities of great scientists by filling out theresumes of some examples.5. deliver an awarding speech to an Ig Nobel Prize laureate describing its researchand presenting its quality..6. understand the significance of scientific jobs and the qualities great scientistsshould have.Difficult points: 1. Students will feel it difficult to extract the target words from authentic listening material at a relatively fast speed.2. Students will find it difficult to summarize the central idea of a piece oflistening material.3.Students will find it difficult to deliver a speech as an oral presentation in class. Important points：In this lesson,1. Students will mainly focus their attention on the topic of great scientists bydescribing their achievements and characteristics through listening andspeaking activities.2. Students will learn to put to use what they have acquired in the lesson in theoutput part by speaking in a set context (the Ig Nobel Prize awardingceremony).Teaching Procedures:Step1. Lead-in.1.Free talkStudents will talk about what they want to be when they are kids. The classic answer “scientist” will be introduced.【设计说明】：以问答形式引出科学家这一关键词，打开话题。
2. Listening to a songStudents will watch the music video of The Big Bang Theory Theme Song and complete a sentence taken from the song.Scientists are our b and b figure that it’ll make a even bigger bang!Keys: best; brightest【设计说明】：通过欣赏美剧《生活大爆炸》的主题曲，吸引学生对“科学家”这一话题的兴趣，以挖词填空的方式检验学生的理解同时使其对科学家的形象有一个宏观的印象。
歌曲取材切合学生兴趣点、紧扣话题并能激发学生学习热情。
Step2. Presentation.Game: Who am I?Students will play the guessing game to describe the appearance and achievements of some great scientists.Rules: Students will be divided into four groups to take part in the game. The participant will choose a card and turn around to group members and ask them questions to guess who is behind the card.【设计说明】：在有了对科学家形象的初步印象后，通过猜谜游戏结合具体的科学家形象让学生展开话题。
分组竞赛的游戏形式增强了课堂呈现的趣味性和课堂主体的参与度，这一活动也为之后的头脑风暴做了铺垫。
2. BrainstormingStudents will try to talk freely about the qualities a great scientist should own by using some adjectives.【设计说明】：学生通过自由发言的形式描述科学家应有的品质和性格，为后面的听力和口语输出活动做准备。
Step3. ListeningStudents will listen to the opening scene of a BBC documentary on science and figure out what science is about and what factors play active roles in making it.Part.1(1)What are the questions that have intrigued and haunted humans all along?(2)According to the speaker, the story of science is a story of .Part.2(1)What is the common belief on science?It is often described as a series of eureka and the ultimate triumph of the rational .(2)However, the speaker viewed the history of science as a tale of ,and .Keys: What is our there? ; How did we get here? ; What is the world made of?searching for the answers of those intriguing and haunting questionmoments; mindpower, proof, passion【设计说明】：以地道英语材料输入，引发学生思考“何谓科学？”“科学发展的重要因素何在?”同时对材料中提及的科学问题进行拓展，追问学生根据这些问题，人类做了哪些学科的探索（第一部分第一题），为下一口语活动做准备，而第二部分填空中的关键词也将成为串联下一活动的主题词。
Step 4. Speaking.1.Resumes of some great scientistsStudents will talk about the basic information and achievements of some great scientists and judge from it the qualities great scientists should possess.Archimedes: eureka momentsNewton: rational mindDarwin: power; proofHawking: passion【设计说明】：在听力环节生成了对科学和科学家的一个深入认知后，结合具体的科学家实例，以其成就和达成此成就的付出引导学生归纳伟大的科学家岁应具备的品质，以上关键词均来自听力材料，是听说活动的一次有机结合。
2.Group work: Ig Nobel Prize awarding speechThe event Ig Nobel Prize will be introduced and students will work in groups of fours and work out an awarding speech for the 2017 Ig Nobel Prize. Examples of some researches will be presentedIf you were a candidate for the 2017 Ig Nobel Prize, what could your research be? What kind of quality does it show that makes you a scientist?Useful structures:Last year witnessed a great change in …We have… /Mr. X put forward a theory of…In honor of …This award goes to ... for…Their study may be absurd at first sight, but their shows what a true scientist should be.【设计说明】：通过创设“搞笑诺贝尔奖”这一情境，以趣味十足的方式引导学生思考在进行科学研究时我们应该坚持和考虑的原则，同时以颁奖演说的形式完成本节课语言的输出，深化学会生对于主题的理解。