高中英语必修五全套教案
新课标人教版高中英语必修五全册教案
Unit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better u nderstand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Warming up 热身Step I Lead in 导入Talk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But f irst let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step II 头脑风暴Ask the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.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.II. Pre-reading 预读Step IGet 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.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryUnit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:III. Reading 阅读Step I Pre-reading 预读1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II Skimming 扫读Read the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III Scanning 找读Read the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stage 精读Read the passage and put the correct stages into the reading about research into a disease.Step V Group discussion 分组讨论Answer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI 概括总结Using the stages for scientific research and write a summary.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points: To help students learn to remember some important words and expressions教学难点Difficult Points: To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Step I Warming up 热身1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s char acer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o’clock with a pr ayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points:To help students learn to remember some important words and expressions教学难点Difficult Points:To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
人教版高中英语必修5全册教案
新课标高中英语 5（必修）教学设计与案例Unit 1 Great scientistsTeaching aimsTo help students learn to describe peopleTo help students learn to read a narration about John SnowTo help students learn to use some important words and expressionsattribute Period 1 Warming up and readingTeaching ProceduresI. Warming up Step I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let ' s define the word “ scientist ” . What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you namesome of them? What kind of role do they play in the field of scie nee? Do these achieveme nts haveanything in com mon? Match the inven tio ns with their inven tors below before you an swer all these questi ons.1. Archimedes, Ancient Greek （287-212 BC ）, a mathematician.5. To help students identify examples ofThe Past Participle (1) as the Predicative & the1. 2. 3. To help students better understandGreat scientists4.2. Charles Darwin, Britain （1808-1882）. The name of the book is Origin of Species.3. Thomas Newcome n, British （1663-1729）, an inven tor of steam engine.4. Gregor Men del, Czech, a bota nist and gen eticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edis on, America n, an inven tor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inven tor and chemist.9. Zhang Heng, an cie nt China, an inven tor.10. Stepper Hawking, British, a physicist.II . Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the studentsto report their work. En courage the stude nts to express their differe nt opinions.1. What do you know about in fectious diseases?In fectious diseases can be spread to other people. They have an unknown cause and n eedpublic health care to solve them. People may be exposed to in fectious disease, so may ani mals,such as bird flu , AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2. What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people ' s intestines（肠），causing diarrhea and leg cramps （扌抽筋）The most common cause of cholera is by some one eat ing food or drinking water that has bee n con tam in ated（污染）with the bacteria.Cholera can be mild（不严重的）or even without immediate symptoms（症状），but a severe casecan lead to death without immediately treatme nt.3. Do you know how to prove a new idea in scie ntific research?Anybody might come out with a new idea. But how do we prove it in scientific research?There are seven stages in examining a new idea in scientific research. And they can be put in the follow ing order. What order would you put the seve n in? Just guess.Fi nd a problem Make up a questi on Th ink of a method Collect resultsAnalyse the resultsDraw a conclusion Repeat if necessaryIII . ReadingStep I Pre-read ing1. Do you know John Snow?John Snow is a well- known doctor in the 19th century in London and he defeated “ King Cholera ”.2. Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths inthe old times and it was very difficult to defeat.Let ' s get to know how Dr. John Snow defeated “ King Cholera ” in 1854 in London in this readi ng passage:Step II Skimming 找教案Read the passage and an swer the questi ons.1. Who defeats “ King Cholera (Joh? Snow)2. What happe ned in 1854? (Cholera outbreak hit Lon do n.)3. How ma ny people died in 10 days? (500)4. Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had n ot drunk the water from the Broad Street pump.)(Optio nal)Step III ScanningRead the passage and nu mber these events in the order that they happe ned.2 Joh n Snow bega n to test two theories.1 An outbreak of cholera hit Lon don in 1854.4 Joh n Snow marked the deaths on a map.7 He announced that the water carried the disease.3 Joh n Snow in vestigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were n ear a water pump.6 He had the han dle removed from the water pump.Step IV Main idea and correct stage 找教案Read the passage and put the correct stages into the readi ng about research into a disease.Step V Group discussi onAn swer the questio ns (Finish exercise 2 on Page 3)1. Joh n Snow believed Idea 2 was right. How did he fin ally prove it?(Joh n Snow fin ally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think Joh n Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th cen tury disease. What disease do you thi nk is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and n eed public health care to solve them.)Step VI Using the stages for scie ntific research and write a summary.Period 2&3 Language focusStep I Warmi ng up1. characteristic①n. a quality or feature of sth. or some one that is typical of them and easy to recongni ze.特征；特性What characteristics dist in guish the America ns from the Can adia ns.② a. very typical of a particular thing or of some one ' 典型性的cerSuch bluntn ess is characteristic of him.Windy days are characteristic of March.［辨析］characteristic 与character找教案characteristic 是可数名词，意为“与众不同的特征«character 表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字” What you know about him isn ' t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider 提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆put on穿上;戴上;增加put out熄灭（灯）;扑灭（火） put up with •忍受put down 写下来;放下；put off 耽误; 延期put up 建立; 建造,put up 举起，搭建，粘贴3. an alyze: to exam ine or think about someth ing carefully in order to un dersta nd it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let 's analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆an alysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi 结束，终止；We concluded the meeting at 8 o ' clockyweirt.h a praFrom his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.con clusi on n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Read ing1. defeat①vt. to win a victory over some one in a war, competiti on, game etc. 打败，战胜，使受挫I' ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.②n.失败，输failure to win or succeedThis means admitt ing defeat.They have got six victories and two defeats.［辨析］win, beat 与defeat①win赢得”赛事、战事、某物；后接人时，意为争取赢得…的好感或支持；说服”②beat战胜"击败"比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state champi on ship by beat ing / defeat ing all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of beco ming a champi on at the 2008 Olympic Games.2. expert①n. some one who has a special skill or special kno wledge of a subject 专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject 熟练的，有专门技术的an expert rider an expert job 需专门知识的工作He is expert in / at cooking. 找教案3. atte nd vt. &vi参加，注意，照料①be present at参力口attend a ceremony / lecture / a movie / school / class / a meetingI shall be atte nding the meet ing.Please let me know if you are unable to attend the conference.②attend to (on): to look after, care for, serve 伺候,照顾，看护The quee n had a good doctor atte nding on her.Dr Smith atte nded her in hospital. 治疗Are you being attended to? 接待Mother had to attend to her sick son.③attend to 处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late —have got one or two things to atte nd to.Excuse me, but I have an urgent matter to attend to.［辨析］attend, join, join in 与take part in①attend 指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in 指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in 指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered 暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun. 他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian 治疗,痊愈When I left the hospital I was completely cured.① cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The ill ness cannot be cured easily.Although the boy was bey ond cure, his pare nts tried to cure him of bad habits.② a cure for a diseaseAspiri n is said to be a won derful cure for the pain.There is still no cure for the com mon cold.Is there a certa in cure for cancer yet?③ a cure for sth.: to remove a problem, or improve a bad situation 解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.［辨析］cure 与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
高中英语必修5教案全套
Teaching Plan for Book 5Unit1 Great Scientist (Reading)Teaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arouse the Ss’ interest4.Teaching aidsThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2. Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc. (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly diseas e.)3. How much do you know about AIDS?1) Pair work—questions for discussion ? What’s the full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)2) AIDS QUIZ (individual work)1) AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening(WB)1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening comprehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50.And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment) 3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China? ? About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking? ? About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions tosupport your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ?If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But w e can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGOALS:? To learn more knowledge about AIDS.? To help students understand the attitudes and spirits of living with disease ? To learn some useful language pointI. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?Q3: Do their experiences strike you?Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad?Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline.Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an exampleStep seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGOALS: ?To learn about some antonyms ?To practice using some useful words and phrases in the textTEACHING PROCEDURESI. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this wayQ1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)1. In February 2003 some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）The Sixth PeriodGOALS: ?To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situationsTEACHING PROCEDURESI. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS? (She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unitTeaching Plan for Book 5Unit2 The United Kingdom.Teaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK andIreland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.5.Discussion methods to make the Ss understand what they’ve learned in class.6.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arou se the Ss’ interestTeaching proceduresStep 1 Warming up1.Lead-in(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developedcity. But what about our country? Think what words you¡¯ll need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, lettingothers guess which place it is.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students wherethey are taken. Then tell the students to say something they know about these places.4. (1) Ask the following question: Do you know how many parts the UK is madeup of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students¡¯ spoken EnglishImprove the students¡¯ ability of imagination and debatePractice expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2. Talk about the 28th Olympic Games3. Talk about their favorite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?Step3 Tips on how to express agreement and disagreementStep5 HomeworkPreview the reading passageThe third period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages.Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics. Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false.( ) 1. Many people around the world study English, and they know a lot about British culture.( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel. ( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English. Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The fourth period Grammar and Language studyTeaching goals1. Learn about the appositive clause.2. Identify noun clauses.3. Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and complete the sentences.a. Students work in pairs first.b. The teacher check the answers.Step 2 Brainstorminga. Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that ¡ impresses me most.2.What have you already known before reading the passage ?I have known the fact that ¡3.Did you hear any news about Britain recently ?I heard the news that ¡b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries¡¯ Corner ,Big Ben and the Tower of London is past.2.The fact that Great Britain is made up of three countries is still unknown to many.3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.6.They realize that it is of great value to record and teach them to the younger generation.Step 5 ConsolidationConsolidate what have been learned by doing further exercises.The Fifth Period Integrative SkillsTeaching Goals:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Learn things about the city Salisbury.3. Know more about Britain.4. Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?Who wrote the story?Do you know something about Daniel Defoe?Step 3 Extension1. More to know about life in Britain: When talking about life in England, we just can’t miss one thi ng---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be foundwith names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.Teaching Plan for Book 5Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tapeagain. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books. Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 Consolidation。
外研版高中英语必修五全册全英文教案
外研版高中英语必修五全册全英文教案Module 1 British and American EnglishPeriod 1Introduction& Reading and speaking Teaching Aim:Help the students to know some differences between British English and American English.Teaching Important Point:Help the students to know some differences between British English and American English.Teaching Difficult Point:How to improve their speaking ability.Teaching Aid:the blackboardTeaching Procedures:Step1. Read the quotations and answer the questions:1) What is the topic of the quotations?2) Whose opinion is the most optimistic?3) Whose opinion is the most pessimistic?Step2. Read the emails and say what the writers have in common.Step3. Check the true statements1) People from Hong Kong can understand people from Beijing.( Open)2) People from Shanghai sound the same as people from Xi’an.(Not true)3) Chinese characters can be understood by all speakers of Chinese.(True)4) American English is very different from British English.(Not true)5) People from Britain can’t understand people from America.( Not true)Period 2 Reading& Language points Teaching Aim:Help the students to understand the text and some language points. Teaching Important Point:Improve the students’ reading ability.Teaching Difficult Point:How to improve their reading ability.Teaching Aid:the blackboardTeaching Procedures:Step 1. ReadingRead the passage and find out ways in which British and American English are different.Step 2. Complete the sentences with the correct words or phrases.Step 3. Language points1、get around: 四处走动，到处旅游eg. She gets around with the help of a stick.2、differ from: 不同于…differ in: 在…方面不同3、be similar to: 与…相似4、have difficulty (in) doing sth. 做某事有困难have difficulty with sth.5、at the flick of a switch：开关一开6、suggest:1）.表示“表明，暗示”时，后面宾语从句用陈述句语气。
人教版高中英语必修五教案（全册）
人教版高中英语必修五教案（全册）Unit1GreatscientistsPeriod1文本研读课学习目标1.To talk about science and contributions of scientists.2.To have a better understanding of the reading passage and learn to use some key words and expressions.3.To learn to organize a scientific research and appreciate great people s characteristics and qualities.自主预习1.Match the scientist in the left column with his/her contributions in the right column.Alexander Bell electricityThomas Edison the first telephoneWright brothers the electric lampMadame Curie black holes in the universeFranklin theory of gravitySteven Hawking the first planeElbert Einstein radiumIsaac Newton the theory of relativity2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in?Draw a conclusionThink of a methodCollect resultsMake a questionFind a problemAnalyse the resultsFind supporting evidence3.Do you know the features of infectious diseases?学习过程Step1:Skimming1.Who was the great scientist in the passage and what was the deadly disease of its day?2.What happened in 1854?3.What can prove that cholera was severe?Step2:Carefulreading1.Read Paragraph 1 and then fill in the blanks.John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem.2.Read Paragraphs 2 & 3 and then answer the questions.(1)What were the two theories about the cause of cholera?(2)Which theory did John Snow want to prove?(3)What was his method of doing the research?3.Read Paragraph 4 and answer the questions.(1)Fill in the blank with a proper word.First he marked on a map the exact places /() all the dead people had lived.(2)Replace the sentence with one that has the same meaning from the text.It seemed that the water should be blamed.(3)Read Paragraph 5 and answer the following questions.①Why did John Snow tell people to remove the handle from the pump?②What happened after the handle was removed?(4)Read Paragraph 6 & 7 and answer the following questions.①Where did the woman live and what had she delivered to her house every day?②What did their deaths suggest?③What measures did John Snow take to prevent the disease from spreading?Step3:Summary2.Fill in the blanks.John Snow was a well-known in London in the 19th century.He wanted to find the of cholera in order to help people to cholera.In 1854 when a cholera out,he began to gather information.He on a map where all the dead people had lived and 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 the water supplies be and new methods of with polluted water be found.Finally,“King Cholera” was defeated.课后作业1.Read the text again.2.Try to retell the text with only a few sentences.Period2知识讲练课学习目标1.Grasp 6 words and 2 phrases in this period;learn to express yourselves by using them.2.Learn the method of constructing knowledge trees through self-study and cooperative exploration.3.Enjoy the fun of expressing yourself using English and participate in class with a strong passion.学习过程一、词汇精粹1.conclusion n.结论;结束【教材原句】Draw a conclusion.得出结论。
人教版高中英语必修五全册教案设计
人教版高中英语必修五全册名师教案设计Unit 1 Great scientistsThe first period: Warming up and readingImportant points:Let students learn about some great scientists and their contributions.Get students to read the passage and know about John Snow and how he defeated “King Cholera” by using different reading skills.Difficult points:Develop students` reading ability and learn how to organize scientific research.Enable students to talk about great scientists and tell their stories.Step 1 Lead inHave a free talk with students: we have learned about many great people and some famous scientists and now look at the pictures of these great people: Isaac Newton, Albert Einstein, Stephen Hawking, Qian Xuesen, and tell their contributions.Discuss the following question in small groups: what qualities do you think a scientist should have?(persistent, determined, imaginative, careful, creative, clever, strict, patient,…… )Step 2 Warming up1. Ask students to have a discussion in pairs to try this quiz and find out who knows the most.What do you know about great scientists?Step 3 Pre-reading1. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in setting out a new scientific idea. What order would you put them in?(Suggested answers: find a problem→Make a question→Think of amethod→Collect results→Analyze the result→Find supporting evidence→Draw a conclusion)2. What do you know about infectious diseases? What do you know about cholera?(Infectious diseases can spread easily. They may do great harm to people. AIDS and SARS are infectious diseases. They are difficult to cure.)(Cholera(霍乱) infects people`s intestines(肠), causing diarrhea(腹泻),vomiting(呕吐) and leg cramps(腿部痉挛). The most common cause of cholera is that people eat or drink water polluted by the bacteria(细菌). A severe case can lead to death without immediate treatment.)Step 4 Reading1. Skimming: ask students to skim the text and try to find the main idea of the passage as they can.(The main idea: How John Snow collected, analyzed the data and found the cause of the disease and solved it.)2. Scanning: ask them to try to get detailed information and then choose the correct answers after reading the passage.1). John Snow became inspired when _______.A. he became a well-known doctor in LondonB. he attended Queen Victorian to ease the birth of her babiesC. he thought about helping ordinary people exposed to choleraD. he found the cause of cholera and defeated “King Cholera”2). The reason why John Snow used the map in his research was that with its help______. A. he would not lose his wayB. he could find the houses in Broad Street and Cambridge Street easilyC. he could find out what caused the outbreak of choleraD. he could find out how many people died3). Why did such houses as 20 and 21 Broad Street and Cambridge Street have no deaths? Because ________.A. people there were given free beer and they had not drunk the water from Broad Street pumpB. people there had known that the water was polluted by the dirty water fromLondonC. the disease began to slow down in Broad Street and Cambridge StreetD. people in these families were much stronger than those near the Broad Street pump4). The following measures should be taken to prevent cholera except _______.A. always drinking beerB. instructing the water companies not to expose people to polluted water any moreC. examine all water suppliesD. finding new methods of dealing with polluted water.5). What made John Snow find the cause of cholera?A. Queen Victoria`s orderB. his wife`s deathC. Kindness, carefulness and good observationD. Strong determination, patience and selfishness(The answers: CCAAC)3. Intensive reading: ask students to read the passage carefully to get the detailed information and then fill in the chart.4. Answer the questions:1). John Snow believed Idea 2 was right. How did he finally prove it?(He finally proved his idea because he found an outbreak that was clearly related to the Broad Street outbreak, collected information and was able to tie cases outside the area to polluted water.)2). Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3). Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?(Three diseases, which are similar today, are SARS, AIDS and bird flu, because they are serious, have unknown causes and need public health care to solve them.)5. Fill in the blanks:How did John Snow finally defeat cholera?As the disease spread quickly, John Snow began to gather information. He marked on a map where all the dead people had lived, analyzed all the evidence and found out the polluted water was the cause. Then he suggested that the source of all drinking water should be examined.根据课文内容填空：Step 5 Post-reading1. Encourage students to fill in the stages of a scientific experiment at the top of each paragraph. Ask students to look at each paragraph and its heading in turn. Get them to write down the evidence or approach John Snow used in that stage to fill in the form.2. Begin a class discussion with students by asking them the following questions:What branch of science are you using to illustrate the stage of an experiment?Did these stages fit your branch of science?Is this an approach used in your science class when you do experiments?What differences are there (if any)?Do you think these differences (if there are any) are important?Do you think this approach would work for all scientific subjects?Step 6 Consolidation1. Ask students to complete the following without referring to the textbook, using the words and phrases from the reading passage.John Snow was a famous doctor in London. There was the most deadly disease called “King Cholera” of its day. Every time there was a(n) outbreak, many people died. John Snow wanted to face the challenge and solve this problem. He knew that it would never be controlled until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera multiplied in the air. The second suggested that people absorbed this disease into their bodies with their meals. John Snow suspected the second theory was correct but he needed evidence. So he collected data to test the two theories. He marked on a map where all the dead peoplehad lived and the map gave a valuable clue about the cause of the disease. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these streets. He found two other deaths in another part of London that were linked to the Broad Street outbreak. With enough evidence, he announced with certainty that polluted water carried the virus of cholera.2. let students retell the reading passage in their own words.Step 7 HomeworkLearn the useful words and expressions by heart.Read the reading passage again and try to say or write something about how John Snow defeated “King Cholera”.The second period: Learning about language: Important language points Important points:1. Enable students to grasp the usage of such important new words and expressions as conclude, defeat, attend, cure, challenge, suspect, blame, pollute, handle, announce, put forward, draw a conclusion, expose… to, link….to….2. Get students to master the following sentence patterns:So many thousands of terrified people died every time there was an outbreak.It seemed that the water was to blame.To prevent this from happening again, John Snow suggested the source of all the water supplies be examined.Difficult points:Let students learn the usage of the words: attend and blame.Get students to learn and understand some long and difficult sentences.Knowledge aims:Some new words and expressions: characteristic, radium, painter, scientific, conclude, conclusion, analyze, defeat, expert, attend, physician, expose, cure, challenge, victim, absorb, suspect, enquiry, neighbour, severe, pump, foresee, blame,pollute, handle, link, announce, instruct, construct, construction, contribute, put forward, draw a conclusion, expose.. to, link…to, ap art fromLet students learn the following important sentence patterns:But he became inspired when he thought about helping ordinary people exposed to cholera. (The past participle as predicative and attribute)Neither its cause nor its cure was understood. (neither ….nor……; subject-verb agreement)So many thousands of terrified people died every time there was an outbreak. (the past participle as the attribute; the adverbial clause introduced by every time) It seemed that the water was to blame. (It seem / seemed that…..; be to blame)….John Snow suggested that the source of all the water supplies be examined. (….suggest that somebody (should) do ……; ….. suggest that something (should) be done….)Step 1 RevisionCheck the workbook exercises.Ask some stude nts to talk something about how John Snow defeated “King Cholera”.Step 2 Reading and finding1. Get students to read through Warming up, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: know about, find out, lift sth. up by a force, steam engine, physical chararcteristics, be passed from….to…, keep…safe, put forward a theory, black holes, in scientific research, set out, a new scientific idea, draw a conclusion, infectious diseas es, a famous doctor, ordinary people, expose…to sth, the deadly disease, neither…nor…, terrified people, every time, solve the problem, become interested in, float around, absorb sth. into, gather information, be determined to do sth., a valuable clue, the water pump, be to blame, look into, the source of water, the astonished people, slow down, link….to…, be liked to, have it delivered, have sth. done, die of,with certainty, polluted water, prevent…from.., be instructed to do sth., be defeated, be similar to, write a short summary ofRead them aloud and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discussing useful words and expressions1. Turn to page 4. Go through the exercises with students and make sure they know what to do.2. Give them several minutes to finish the exercises and then check the answers with them.Step 4 Studying important language points1. discover: to find or learn about (a place, fact, etc.); find sth. unexpected; come to know or realize sth.I have discovered a supper restaurant near here.Did you ever discover who had been sending you the flowers these days?We have discovered that the young man is a discreet(谨慎的) and economical(节约) fellow.Despite her great age, she was very graceful indeed, but so far, the archaeologists(考古学家) have been unable to discover her identity.Who discovered radium?Who invented the steam engine?In spite of this, many people are confident that the revealer(探测器) may reveal something of value fairly soon.She disclosed that she had been married for a month.2. put forward: to advance; pro; pose or suggest sth. for discussion; to move forward to give the correct timeHe put forward a good plan for this project.Can I put you forward(提名, 推荐) for the golf club secretary?The match has been put forward to 1:30.Put asidePut downPut onPut on weightPut upPut up withPut awayPut offPut on speedPut on a new playPut up a posterPut out3. draw a conclusion:conclusion: the end of something; a belief or an opinion that is the result of reasoningconclude: come to an end; to arrange and settle formally and finallyto conclude a speech: 结束演讲To conclude, I wish you all good health and a long life.The doctor concluded that the patient`s disease was cancer.The judge concluded that the accused was guilty.4. Expert: a person with special knowledge, skill or something in a particular field5. attend: to be present at an event or activity; to look after, care for, serveHe decided to attend the meeting himself.Which doctor is attending you?The work was attended with much difficulty.6. expose: to uncover or make sth. visible; to display; to make known; to revealWhen she smiled, she exposed a set of perfect white teeth.Don`t expose your skin to the sun for too long.They had to be exposed to the enemy`s gunfire.He exposed their plot.The crime of the corrupt officials(贪官污吏) must be exposed without any reserve(保留).7. deadly: causing or likely to cause death; extremely effective; filled with hateDeadly poison / weapons / pale /8: neither…nor…9: control: to have power over; to rule; to directlose control of / be (go) out of controlin control of 控制, 负责under the control ofAll schools are controlled by the Ministry of Education.The driver lost control of his car and it knocked into a tree.The car was out of control and ran into a wall.He was in control of the car.This money is under the control of Mr. Brown.10. absorb: to take in; suck up; hold the attention or interest of sth. fullyA sponge(海绵) absorbs water.Clever children absorb knowledge easily.be absorbed in: 专心于, 全神贯注于The little girl was absorbed in reading a tale.The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar.11. severe: so serious; very harmful or painful; serious or uncomfortablebe severe with: 对…要求严格I think you are too severe on the boy.His severe looks frightened me.He has a severe pain in his leg.He is severe with himself.12. It seems / seemed that …..It seemed that she is lying.It seems that Mary is able to solve the problem.13. be to blame: to be responsible for sth. bad;be + to do sthWho is to blame for the mistake?She was in no way to blame.决不应该责备他.No one is to leave this building without the permission of the police.You are not to drop little in this park. 公园里决不许乱丢垃圾.14. immediately: at once; without delay; the moment that…..; as soon asShe came immediately.I came immediately I heard the news.Immediately I saw her I recognized her.15. link…to…: to connect….with…Fingerprints linked the suspect to the crime.The newspapers have linked his name to / with hers.16. announce: to make sth. known publiclyHe announced his decision.It is/ was announced that……It has been announced that he will resign.17. with certainty:I can`t say with any certainty where I shall be next week.18. suggest:I suggested that he should give up smoking.Mary suggested leaving early for the airport.She suggested a picnic at the weekend.19. instruct: to give orders or directionsAfter having been instructed to wait here until the lecturer arrives.She instructed me in the use of the telephone.The boss gave me so many instructions at one time that I got muddled up(使…糊涂).20. apart from: 除….之外(还有); 除…..之外(没有)besides: 除….之外(还有);in addition to: 包括; 除…之外(还有); except for: 除….之外(主语就完美无缺了), 是对主语的修正.What do you study apart from English?Apart from being large, the trousers don not suit me.Besides milk and cheese, we need vegetables.He had considered everything except the weather.I know nothing about it except what I have read in the papers.Your composition is excellent except for some spelling mistakes.Step 5 ConsolidationDo Exercises 1,2,3 and 4 in Discovering Useful words and expressions.Step 6 Closing down by a quizShow the following exercises to students and let them finish in a very short time.1. _____ writing the article, Mrs. Curie even forgot her dinner.A. Absorbed inB. Absorbing atC. Having absorbed byD. to absorb in2. No one has _____ anything better than the plan now under consideration.A. put upB. come upC. put forwardD. come up to3. The mother didn`t know who _____ for the broken glass as it happened while she was out.A. to be blamedB. to blameC. blamedD. was to blame4. Please give me a call ____ you arrive in New York.A. immediatelyB. immediately whenC. the moment whenD. at the moment5. I care for nothing _____ the one you bought for me yesterday.A. in additionB. as well asC. besidesD. apart from6. He ____ the list of names to see that no one had been left out.A. checkedB. examinedC. testedD. observed7. Kevin looked ____ after a day’s hard work. What he wanted most was a good rest.A. exhaustedB. exhaustingC. exhaustD. being exhausted8. All her fans are ____by Jolin’s performance in the live concert.A. inspireB. inspiringC. inspiredD. being spired9. All the students are instructed to remain ___ until all the test papers are collected.A. seatB. seatingC. to be seatingD. seated10. One of the measures ____ is to organize the students to visit other museums.A. takenB. tookC. takingD. has taken11. ____ the new bridge, almost all workers contributed their spare time to it.A. ConstructB. ConstructedC. To constructD. Having constructed.12. There is nothing ____ to do but wait for the teacher to come here.A. leaveB. leavingC. to leaveD. left13. Only when he approached the man ____ it was the same person he quarreled with the other day.A. he realizedB. he did realizeC. realized heD. did he realize14. Nowadays, the prices of many things _____ through the Internet can be lower than store prices.A. are boughtB. boughtC. been boughtD. buying15. The _____ boy is gradually recovering under the care of the kind nurses.A. injuredB. injuringC. injuresD. to be injures16. Who were the guests ____ to your birthday party last night?A. being invitedB. to be invitedC. to inviteD. invited(Suggested answers: ACDAD AACDA CDDBA D)Step 7 HomeworkLearn the new words and expressions by heart.Finish off the homework exercises. Do exercise 3 on page 42 in the exercises book.The third period: Learning about language: GrammarImportant points:Get students to learn and master the new grammar item: The past participle (1) as the attribute and Predicative.Difficult points:Enable students to learn the use of the past participle as the attributive and predicative correctly to the context.Step 1 revisionCheck the homework exercises.Dictate some new words and expressions.Step 2 Lead-in1. Show students the following sentences to read aloud and understand.She is a beautiful young lady.I was angry with him for keeping me waiting so long.Many terrified people rushed out of the hall.He got worried about losing the money.Sally was so excited at the good news.2. Have students do the following.1). Observe each sentence and pick out the attributive or predicative.2). Classify the words that you identify into groups and explain why you divide them into theses groups.Beautiful young angryWorried excited terrified3). Now use a different past participle or an adjective in each sentence to change the mood of the sentence.Step 3 Discovering useful structures1. Ask students to turn to page 2 and read though the passage John Snow defeats“King Cholera”, pick out the sentences where past participles are used as the attributive or predicative, and underline the past participles in each sentence.2. Let students work in pairs to translate these sentences into Chinese and try to understand the usage of the past participles.1). But he became inspired when he thought about helping ordinary people exposed to cholera.2). Neither its cause nor its cure was understood.3). So many thousands of terrified people died every time there was an outbreak.4). He became interested in two theories.5). ….and soon the affected person died.6). He was determined to find out why.7). He found that it came from the river polluted by the dirty water from London.8). He immediately told the astonished people in Broad Street to remove the handle from the pump.9). He found supporting evidence from two other deaths that were linked to the Broad Street outbreak.10). ….that polluted water carried the virus.11). The water companies were instructed not to expose people to polluted water any more.3. Rewrite the following sentences1). Let`s try the bookstore that was opened last month.2). Nine out of ten women who were interviewed about the product said they liked it.3). Yesterday, the president went to visit the workers who had retired .4). The United States is a country which has developed.5). He told us the great wrong which had been done to him.6). We must keep a secret of the thing which is being discussed at the next meeting.7). Please tell me the subjects which will be discussed here.Step 4 Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how the past participles are used.1). Complete the table with phrases that have the same meaning.2). Complete the sentences using the past participle as the predicative.(1). He got ____ about losing the money.(2). The painter looked so ____ after working for a whole day.(3). I was ____ with the film I saw last night. I had expected it to be better.(4). Everybody was ____ to hear of the death of the famous film star.(5). Everybody is really _____ about the new Olympic stadiums.(6). His wound became _____ with a new virus.(Suggested answers: blamed / upset; tired; disappointed; shocked / depressed; excited; infected)2. Give necessary explanations and some more examples about the usage of the past participle.过去分词做定语和表语的用法过去分词是非谓语动词的一种形式，表示完成和被动的意义。
高中英语牛津版必修五教案3篇
高中英语牛津版必修五教案3篇高中英语牛津版必修五教案篇1教学目标1、语言目标◆ 掌握部分有关电视节目以及表示装饰的词汇，如：soap opera, sitcom, sports show, host, super, agree, hair clip, key ring, belt, wallet etc.◆ What do you think of…? 句式在不同人称中的使用及其几种不同的答语方式，并能简单陈述理由。
◆ 掌握运用love, like, don’t like, don’t mind, can’t stand恰当表达对有关事物的观点和态度。
2、能力目标◆ 学会陈述自己的看法和意见。
◆ 学会谈论自己的喜好。
◆ 谈谈流行文化，了解各类电影和电视节目的名称。
◆ 了解一些日常生活用品，描述对其喜好程度。
3、策略目标利用不同媒体获取相关的学习资源，通过合作、探究的方式学习;学会正确评价自己的学习行为和学习效果。
4、情感目标◆ 学会客观地评价事物。
◆ 正确表达自己的意见。
◆ 正确认识流行文化。
◆ 了解中西文化在表达自己的观点时存在很大差异——我们比较委婉，而西方人则更直接一些。
教学重难点1、重点学习及掌握陈述自己的看法，意见及喜好的词汇和基本句型。
2、难点正确运用What do you/does he/she think of…?及Ilove/like/don’t like/don’t mind/can’t stand ... He/She loves/likes/doesn’t like/doesn’t mind/can’t stand ...等句型结构来表达对客观事物的评价。
教学工具课件教学过程Step1 Warming up : ChantWhat do you think of talk shows?I don’t mind them.What about game shows?I love them.Do you like sitcoms?Yes, I do.Step 2 Revision: Dialogue show time注：1. Dialogue show后要鼓励学生给予comments。
人教版高中英语必修5Unit1-Unit5全册全套教案教学设计
Unit 1 Great scientistsTeaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand “Great scientists"4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1）as the Predicative ＆theattribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T：Hi, morning，class。
Nice to see you on this special day, the day when you become a senior two grader。
I am happy to be with you helping you with your English. Today we are to read about a certain scientist。
But first let’s define the word “scientist"。
What is a scientist？A scientist is a person who works in science, trying to understand how the universe or other things work。
高三英语必修五全册教案(普通高中课程标准实验教科书)
(普通高中课程标准实验教科书)整理伴你一程Unit 1Great scientistsUnit 2The United KingdomUnit 3Life in the futureUnit 4Making the newsUnit 5First aidWorkbookUnit 1Great scientistsUnit 2The United KingdomUnit 3Life in the futureUnir 4Making the newsUnit 5First aidAppendices附录Unit 1 Great ScientistsTeaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1. Skimming & scanning methods to make the Ss get a good understanding of the text.2.Discussion methods to make the Ss understand what they’ve learned in class.3.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching process:Period 1 Word study, Warming up, pre-readingPre-class task:1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.Step 1 Learning GoalsGet Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 2 Word Study1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair2.Step 3. Warming up (Group competition and introduce the great scientists)1.Check the answers to the quiz to find out which group know the most .2.Introduce the great scientists.1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.“Give me a place to stand on, and I can move the earth.” ----Archimedes2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi”and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat”everything they come across.Step 4 Pre-reading1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (Group work) Ex2, p1Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessaryStep 5. SummarySeeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.learning without thought is a labour lost; thought without learning is perilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。
2024年外研版高中英语必修五全册全英文教案
2024年外研版高中英语必修五全册全英文教案一、教学内容Chapter 1: Language and CultureSection 1.1: The Relationship between Language and CultureSection 1.2: Cultural Differences in LanguageChapter 2: Language Learning StrategiesSection 2.1: Types of Language Learning StrategiesSection 2.2: The Importance of Language Learning StrategiesChapter 3: Intercultural CommunicationSection 3.1: Elements of Intercultural CommunicationSection 3.2: Challenges and Strategies in Intercultural CommunicationChapter 4: English for Specific PurposesSection 4.1: English for Academic PurposesSection 4.2: English for Occupational PurposesChapter 5: Literature and LanguageSection 5.1: Elements of LiteratureSection 5.2: The Influence of Literature on Language Learning二、教学目标1. Enable students to understand the relationship between language and culture, and apply this understanding inreallife situations.2. Equip students with various language learning strategies and help them develop autonomous learning abilities.三、教学难点与重点Teaching difficulties and key points include:1. The abstract concepts of language and culture, and their interrelationship.2. The effective application of language learning strategies in different learning scenarios.四、教具与学具准备Teaching aids and learning materials needed:1. Textbooks: 2024 edition of the Senior High School English curriculum (Volume 5).3. Handouts with additional exercises and activities for inclass practice.4. Whiteboard and markers for the teacher to illustrate key points.五、教学过程1. Introduction (10 minutes):Engage students in a practical scenario where they encounter cultural differences in language use.Encourage students to share their experiences and observations.2. Presentation (20 minutes):Present the main concepts of each chapter usingvisual aids and reallife examples.Provide clear explanations and definitions of key terms and ideas.3. Practice (15 minutes):Offer immediate feedback and guidance to ensure understanding.4. Example Explanation (15 minutes):Present a sample problem related to the chapter content.Walk through the problemsolving process step step, highlighting the application of learned strategies.5. Group Work (15 minutes):Divide students into groups to discuss and present on a specific aspect of the chapter.Encourage active participation and peer learning.六、板书设计The board design will include:1. The of each chapter and section.2. Key concepts, terms, and definitions.3. A visual representation of the relationship between language and culture.七、作业设计Homework will consist of the following exercises:1. Comprehension questions based on the chapter content.Answer: To be provided after the students submittheir work.2. A written reflection on a personal experienceinvolving language and culture.Answer: Openended, but guidance on structure and content will be provided.八、课后反思及拓展延伸Postclass reflection and extension activities:1. Evaluate the effectiveness of the teaching methods and adjust accordingly for future lessons.3. Encourage students to apply their knowledge inreallife situations, such as participating in language exchange programs or cultural events.重点和难点解析1. 教学难点与重点的确定2. 教具与学具的准备3. 教学过程中的实践情景引入4. 例题讲解的步骤5. 板书设计6. 作业设计一、教学难点与重点的确定针对语言与文化关系的抽象概念，需要通过具体的实例和互动讨论来帮助学生理解。
外研版高中英语必修五全册全英文教案
外研版高中英语必修五全册全英文教案一、教学内容二、教学目标1. 掌握本册书的核心词汇和短语，提高英语表达能力。
2. 了解并掌握各种时态和语态，为高考做好语法准备。
3. 培养学生的跨文化意识，提高学生的英语思维品质。
三、教学难点与重点1. 教学难点：虚拟语气的运用，复杂句型的理解和运用。
2. 教学重点：词汇、语法、阅读和写作技巧的培养。
四、教具与学具准备1. 教具：PPT，多媒体设备，黑板，粉笔。
2. 学具：笔记本，课本，练习册。
五、教学过程1. 导入：通过讨论与课程相关的话题，激发学生的兴趣，引入新课。
2. 新课内容：详细讲解各章节的重点词汇、短语、语法，进行例题讲解和随堂练习。
3. 阅读理解：指导学生阅读课文，分析文章结构和主旨大意，提高阅读技巧。
4. 课堂讨论：组织学生就某一话题展开讨论，培养学生的英语思维和表达能力。
5. 写作训练：结合教材内容，进行写作训练，提高学生的写作能力。
六、板书设计1. 核心词汇和短语。
2. 各章节重点语法。
3. 阅读和写作技巧。
七、作业设计1. 作业题目：（1）背诵并默写本节课的核心词汇和短语。
（2）完成课后练习册的相关题目。
（3）根据本节课的话题，写一篇短文，不少于100词。
答案：（1）见课本附录。
（2）见课后练习册。
（3）略。
八、课后反思及拓展延伸1. 反思：关注学生的学习情况，针对学生的薄弱环节进行有针对性的辅导。
2. 拓展延伸：推荐相关阅读材料，提高学生的阅读水平，拓宽知识面。
结合现实生活，让学生用英语表达自己的观点，提高学生的实际运用能力。
重点和难点解析1. 教学难点：虚拟语气的运用，复杂句型的理解和运用。
2. 教学重点：词汇、语法、阅读和写作技巧的培养。
4. 作业设计：作业题目的针对性和答案的详细性。
一、虚拟语气的运用和复杂句型的理解和运用1. 虚拟语气是高中英语教学中的重点和难点，尤其在Lesson 3 The future of cloning中，涉及对未来情况的假设和推测。
外研版高中英语必修五全册全英文优质教案
外研版高中英语必修五全册全英文优质教案教学内容This teaching plan covers Units 1 to 5 in the textbook. Specifically, it delves into the following chapters and detailed content:Unit 1 British and American EnglishReading: Language and CultureListening and Speaking: Accents and DialectsUnit 2 English LiteratureReading: Oliver TwistListening and Speaking: Discussing LiteratureUnit 3 Life in the FutureReading: Living in SpaceListening and Speaking: Future PredictionsUnit 4 Making the NewsReading: The Birth of a NewspaperListening and Speaking: Conducting InterviewsUnit 5 The Great Sports PersonalityReading: The Story of basketballListening and Speaking: Discussing Sports Heroes教学目标Enable students to understand and use British and American English effectively.Develop students' appreciation for English literature and their ability to discuss literary works.Foster students' creativity and想象力in predicting future life and technology.Enhance students' awareness of the media and the process of news production.Cultivate students' interest in sports and their understanding of the influence of sports personalities.教学难点与重点Mastering the differences between British and American English.Analyzing and appreciating various literary techniques in English literature.Discussing and making predictions about future technology and lifestyle changes.Understanding the process of news production and media ethics.Recognizing the impact of sports personalities on society.教具与学具准备Textbook and workbookHandouts for additional reading and practice materialsRecording devices for listening activitiesWhiteboard and markers for board work教学过程1. Warmup: Engage students in a brief discussion about their prior knowledge of the unit topic.3. Listening and Speaking: Play audio recordings and guide students in practicing pronunciation and discussing the topic.4. Example: Provide practical examples and explain difficult concepts using reallife situations or literature extracts.5. Practice: Assign group or individual tasks, such as roleplays, debates, or written exercises.6. Feedback: Provide constructive feedback on students' performance and address any misunderstandings.7. Wrapup: Summarize the main points of the lesson and encourage students to ask questions.板书设计The board work will include:Key vocabulary and phrasesMain ideas and concepts from the reading passageImportant notes and reminders for studentsExample sentences or extracts for analysis作业设计Comprehension questions based on the reading passageVocabulary exercises focusing on new words and phrasesWriting assignments related to the unit topic (e.g., an article about future predictions)Oral presentation or group project on a related themeSample Homework Assignment:Write an essay of 150200 words on the topic "The Impact of Technology on Future Communication." Provide examples to support your ideas.Answer Key:(To be provided after students submit their homework)课后反思及拓展延伸After each lesson, reflect on the effectiveness of the teaching methods and students' engagement. Consider the following questions:Did students grasp the key concepts and vocabulary?Were the teaching materials and activities appropriate for the lesson objectives?How can I adapt future lessons to address students' individual needs?For extension activities, encourage students to:Research additional information on the unit topicParticipate in debates or discussions related to the themeCreate presentations or projects to share their knowledge with the classThis teaching plan aims to provide an engaging and effective learning experience for students, fostering their understanding and appreciation of the English language and its various aspects.重点和难点解析在教学过程中，有几个细节是我需要特别关注和重点处理。
人教版高中英语必修5教案
人教版高中英语必修5教案教案概述：本教案为人教版高中英语必修5课程的教学设计。
该教材是为高中学生编写的，涵盖了各个语言技能的培养，包括听、说、读、写等。
本教案旨在提供一个教学指南，帮助教师更好地组织教学活动，并促进学生的英语研究和应用能力的全面发展。
教案结构：一、教学目标：1. 语言知识与技能：通过本单元的研究，学生将能够掌握单词、短语和语法结构，并能正确运用于实际交流中。
2. 语言策略与研究技能：培养学生的听、说、读和写的能力，促进他们的语言研究方法和研究策略的发展。
3. 文化意识：通过教学内容的引导，培养学生对英语国家文化的了解和兴趣。
二、教学重点：1. 单词与短语的掌握：通过各类练活动，帮助学生记忆和掌握本单元相关的单词和短语。
2. 阅读理解能力的培养：通过各种阅读材料的讲解和练，提高学生的阅读理解能力。
3. 口语表达与交流能力的提高：通过课堂情景模拟和角色扮演等活动，培养学生的口语表达和交流能力。
三、教学内容：1. 单元主题：介绍英语国家的风俗和文化。
2. 主要语言点：包括本单元相关的单词、短语和语法结构。
四、教学步骤：1. 导入：通过展示相关图片、视频或问答环节引入本单元的主题。
2. 新课讲解：通过教师讲解、示范和练等形式，帮助学生理解和掌握本单元的重点语言点。
3. 练活动：设计各类练活动，如单词记忆、句型转换、听力理解、口语交流等，以 consoldate 学生的知识。
4. 拓展活动：设计一些拓展活动，如小组讨论、写作练、角色扮演等，以提高学生的语言运用能力。
5. 总结归纳：通过小结和总结，让学生对本单元的研究内容有一个清晰的认识。
五、教学评价：1. 通过常规作业和测试来评价学生的语言掌握情况。
2. 通过课堂表现和参与活动的态度来评价学生的研究动力和合作能力。
六、教学资源：1. 人教版高中英语必修5教材和相关辅助材料。
2. 多媒体设备和教学PPT。
七、教学反思：教师可根据教学实践中遇到的问题和学生的反馈，及时进行教学反思和改进，提高教学效果。
外研版高中英语必修五全册全英文教案
外研版高中英语必修五全册全英文教案外研版高中英语必修五全册全英文教案Module 1 British and American EnglishPeriod 1Introduction& Reading and speaking Teaching Aim: Help the students to know some differences between British English and American English.Teaching Important Point:Help the students to know some differences between British English and American English.Teaching Difficult Point:How to improve their speaking ability.Teaching Aid:the blackboardTeaching Procedures:Step1. Read the quotations and answer the questions:1) What is the topic of the quotations?2) Whose opinion is the most optimistic?3) Whose opinion is the most pessimistic?Step2. Read the emails and say what the writers have in common.Step3. Check the true statements1) People from Hong Kong can understand people from Beijing.( Open)2) People from Shanghai sound the same as people from Xi’an.(Not true)3) Chinese characters can be understood by all speakers of Chinese.(True)4) American English is very different from British English.(Nottrue)5) People from Britain can’t understand people from America.( Not true)Period 2 Reading& Language points T eaching Aim:Help the students to understand the text and some language points. Teaching Important Point:Improve the students’ reading ability.Teaching Difficult Point:How to improve their reading ability.Teaching Aid:the blackboardTeaching Procedures:Step 1. ReadingRead the passage and find out ways in which British and American English are different.Step 2. Complete the sentences with the correct words or phrases.Step 3. Language points1、get around: 四处走动，到处旅游eg. She gets around with the help of a stick.2、differ from: 不同于…differ in: 在…方面不同3、be similar to: 与…相似4、have difficulty (in) doing sth. 做某事有困难have difficulty with sth.5、at the flick of a switch：开关一开6、suggest:1）.表示“表明，暗示”时，后面宾语从句用陈述句语气。
高中英语必修五教案
高中英语必修五教案【篇一：新课标人教版高中英语必修五教案】unit 1 great scientiststeaching aims1. to help students learn to describe people2. to help students learn to read a narration about john snow3. to help students better understand ―great scientists‖4. to help students learn to use some important words and expressions5. to help students identify examples of ―the past participle (1) as the predicative theattribute‖period 1 warming up and readingteaching proceduresi. warming upstep i lead intalk about scientist.t: hi, morning, class. nice to see you on this special day, the day when you become a senior two grader. i am happy to be with you helping you with your english. today we are to read about a certain scientist. but first let‘s de fine theword ―scientist‖. what is a scientist?a scientist is a person who works in science, trying to understand how the universe or other things work.scientists can work in different areas of science. here are some examples: those that study physics are physicists. those that study chemistry are chemists. those that study biology are biologists.step iiask the students to try the quiz and find out who knows the most.t: there are some great scientific achievements that have changed the world. can you name some of them? what kind of role do they play in the field of science? do these achievements have anything in common? match the inventions with their inventors below before you answer all these questions.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.ii. pre-readingstep iget 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.1. what do you know about infectious diseases?2. what do you know about cholera?3. do you know how to prove a new idea in scientific research?anybody might come out with a new idea. but how do we prove it in scientific research? there are seven stages in examining a new idea in scientific research. and they can be put in the following order. what order would you put the seven in? just guess.find a problem→ make up a question→ think of a method→ collect results→analyse the results→ draw a conclusion→ repeat if necessary iii. readingstep i pre-reading1. do you know john snow?john snow is a well-known doctor in the 19th century in london and he defeated ―king cholera‖.2. do you know what kind of disease is cholera?it is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.let‘s get to know how dr. john snow defeated ―king cholera‖ in 1854 in london in this reading passage:step ii skimmingread the passage and answer the questions.1. who defeats ―king cholera―? (john snow)2. what happened in 1854?(cholera outbreak hit london.)3. how many people died in 10 days? (500)4. why is there no death at no. 20 and 21 broad street as well as at no. 8 and 9 cambridgestreet?(optional)skim the passage and find the information to complete the form below.step iii scanningread the passage and number these events in the order that they happened.john snow began to test two theories.an outbreak of cholera hit london in 1854.john snow marked the deaths on a map.he announced that the water carried the disease.john snow investigated two streets where the outbreak was very severe.king cholera was defeated.he found that most of the deaths were near a water pump.he had the handle removed from the water pump.step iv main idea and correct stageread the passage and put the correct stages into the reading about research into a disease.step v group discussionanswer the questions (finish exercise 2 on page 3)1. john snow believed idea 2 was right. how did he finally prove it?(john snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. do you think john snow would have solved this problem without the map?(no. the map helped john snow organize his ideas. he was able to identify those households that had had many deaths and check their water-drinking habits. he identified those houses that had had no deaths and surveyed their drinking habits. the evidence clearly pointed to the polluted water being the cause.)3. cholera is a 19th century disease. what disease do you think is similar to cholera today?(two diseases, which are similar today, are sars and aids because they are both serious, have an unknown cause and need public health care to solve them.)step vi using the stages for scientific research and write a summary.period 23 language focusstep i warming up1. characteristic① n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性what characteristics distinguish the americans from the canadians.② a. very typical of a particular thi ng or of someone‘s characer 典型性的，such bluntness is characteristic of him.windy days are characteristic of march.[辨析]characteristic与charactercharacteristic是可数名词，意为―与众不同的特征―character表示（个人、集体、民族特有的）―性格、品质‖，还意为―人物；文字‖what you know about him isn‘t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出he put forward a new theory.the foreigners have put forward a proposal for a joint venture. an interesting suggestion for measuring the atmosphere around mars has been put forward. ☆ put on穿上;戴上;增加put out熄灭(灯);扑灭 (火) put up with…忍受 put down写下来;放下； put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察a computer analyses the photographs sent by the satellite.the earthquake expert tried to analyze the cause of the earthquake occurred on may 12,2008. let‘s analyze the problem and see what went wrong.he analyzed the food and found that it contained poison.we must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出 to end sth. such as a meeting or speech by doing or saying one final thing vt. vi结束，终止；we concluded the meeting at 8 o‘clock with a prayer.from his appearance we may safely conclude that he is a heavy smoker.what do you conclude from these facts?we conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusion what conclusion did you come to / reach / draw / arrive at?from these facts we can draw some conclusions about how the pyramids were built. step 2 reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫i‘ve tried to solve the problem, but it defeats me!our team defeated theirs in the game.② n.失败，输 failure to win or succeedthis means admitting defeat.they have got six victories and two defeats.[辨析]win, beat与defeat① win ―赢得‖赛事、战事、某物；后接人时，意为―争取赢得…的好感或支持；说服‖ ② beat ―战胜‖―击败‖比赛中的对手，可与defeat互换we beat / defeated their team by 10 scores.they won the battle but lost many men.the local ball team won the state championship by beating / defeating all the other teams. i can easily beat /defeat him at golf.he is training hard to win the race and realize his dream of becoming a champion at the 2008 olympic games.2. expert① n. someone who has a special skill or special knowledge of a subject专家，能手 an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的 an expert rider an expert job需专门知识的工作he is expert in / at cooking.3. attend vt. vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meeting i shall be attending the meeting.please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护 the queen had a good doctor attending on her.dr smith attended her in hospital. 治疗are you being attended to?接待mother had to attend to her sick son.③ attend to处理，注意倾听 attend to the mattera nurse attends to his needs.can you attend to the matter immediately?i may be late – i have got one or two things to attend to.excuse me, but i have an urgent matter to attend to.[辨析]attend, join, join in与take part in① attend指参加会议、上课、上学、听报告等② join 指加入某组织、团体，成为其中一员③ join in指加入某种活动；表示与某人一起做某事join sb. in sth.④ take part in指参加正式的、有组织的活动，切在活动中起积极作用only 2 people attended the meeting.he joined the communist youth league in 2007.will you join us in the game?we often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下【篇二：高中英语必修5英语教案】teaching plan of book 5设计教师：黄敏丽unit 1 great scientiststeaching goals:1. enable the ss to familiar with some famous scientists and their contributions.2. enable the ss to learn how to organize a scientific research.3. let the ss learn the reading skill of getting the main idea of each para./ part each passage .difficult points1. how to grasp the main idea of each paragraph / part each passage.2. how to help the ss use what they‘ve learnt to do first aid treatment for burns correctly.teaching methods1. skimming scanning methods to make the ss get a good understanding of the text.2.discussion methods to make the ss understand what they‘ve learned in class.3.pair work of group to get every student to take part in the teaching-and-learning activities.teaching process: pre-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 onp92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly----? get ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair2.1.check the answers to the quiz to find out which group know the most .2.introduce the great scientists.1) archimedes (287—212 bc) ancient greek. he was a mathematician. he found that if you put an object into water the water pushes the object up. it rises and partly floats.―give me a place to stand on, and i can move the earth.‖ ----archimedes2) charlie darwin(1808-1882) british naturalist. the origin of species was published in 1859. it explained how plants and animals had changed over time to fit in with a changing environment. his book showed that people had developed from apes.3) gregor mendel(1822—1884) czech. the father of genetic. he grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. between 1856—1863 he grew 28,000 pea plants. he examined seven kinds of seed and plant characteristics and developed some laws of inheritance.4) marie curie ( polish ) (1867-1934) was born in poland, moved to paris and studied chemistry and physics there. she married pierre curie and together they studied radioactive materials and discovered radium. in 1911 she received the nobel prize in chemistry. her death in 1934 was almost certainly due to radiation in her work.5) thomas edison(1847----1931) he was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing new york with electricity from a central power station. this was a tremendous achievement, which had previously been thought impossible. 6) leonardo da vinci (italian) (1452-1519)he was a famous italian artist whose skill for showing human skin tones made his paintings seem to come alive. he used to study dead people in order to make his paintings as accurate as possible. s ome of his famous paintings include “the adoration of the magi” and the “the last supper”. later in his life he lived in france where he designed a submarine (潜水艇) and a flying machine.7) british. he did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) in 1815 he developed a safety lamp for miners.8) zhang heng ,chinese( 78-----139) he invented the first seismograph to indicate in the direction of an earthquake. itwas in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. around the bottom were eight frogs directly under a dragon’s head. when an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.9) stephen hawking,british(1942--- ) he has worked in astronomy and studied black holes in space. he has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. this may mark the beginning of new galaxies. this is an advance on the old theory which said that black holes “eat” everything they come across.step 4 pre-reading1. (pair work) what five most important qualities do you think a scientist should have? give reasons.clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (group work) ex2, p1do you know how to prove a new idea in scientific research? discuss in groups the stages in examining a new scientific idea. what order would you put them in?8)draw a conclusion 3)think of a method 4)collect results5)make up a question1)find a problem5)analyse the results 6)find supporting evidence7)repeat if necessarystep 5. summaryseeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.learning without thought is a labour lost; thought without learning is perilous(危险的)3. to know the disease is half the cure. 找出病根等于医治了一半。
高中英语必修五全套教案
Module VUnit 1 Great scientistsTeaching AimsSkill Goals▲ Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific idea▲Learn to organize a scientific research▲Learn to use the past participle as the predicative & attribute▲Practice describing people’s characteristics and qualities▲Develop the skills of persuasive and descriptive writingKey new words and expressions1．Memorizeengine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, plete, spin, enthusiastic, cautious, reject, view2．Read upinfect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical 3．Expressionsput forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristicProcedures1Period 1：Warming Up，Pre-reading, Reading和prehending2 Period 2：Reading and difficulties3 Period 3：Reading P74. Period4：Learning about Language,Workbook5.Period 5：Grammar6.Period6：Using Language,Listening and Speaking7.Period 7 ：reading and writingThe First Period ReadingStepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Wele 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 puter?S1: Edison invented the lights and the gramophone.S2: The first puter was invented by a group of American scientists.StepⅡ Warming upFirst, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.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?T；what contributions did they make?T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped them float.Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species.3.I could explain how animals and plants develop as the environment changed.Answer: Charles Darwin1.I am Englishman2.I’ve worked in astronomy.3.I’ve put forward a theory about black holes.Answer；Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths. Around thebottom were eight frogs directly under a dragon’s mouth.3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities.Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep 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 report their work.Show the following on the screen:1. What do you know about infectious diseases?2. What do you know about cholera?3. Do you know how to prove a new idea in scientific research?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 ReadingT: Now lets read the title and the picture and guess what the passage may tell us.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 quickly and find the number below and the relevant happenings inAsk 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 yourT: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Once 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 is 4. 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 passage?S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.StepⅥ Language PointsStepⅧHomeworkThe Second Period Extensive ReadingStep I RevisionAsk the students to retell the text.StepⅡ Pre-readingShow the picture of the Solar Systemand remind them of the mon knowledge of “Sun-Centered Theory”.T: Today we are going to learn more about science and scientists. There are two pictures of the great scientist and the Solar System. You can discuss with your partners about them. Then tell me sth. about them.(Mercury 水星Venus 金星Earth 地球Mars 火星Jupiter 木星 Saturn 土星Uranus 天王星Neptune 海王星Pluto 冥王星)Step Ⅲ ReadingEncourage the students to get the general ideas of the passages.T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What’s Copernicus’ fear?2. How did Copernicus prove his theory?3. What ishis theory?Sample answers:S1: I have the answer. Copernicus found his theory was against the Christian church’s saying. If he spoke out his finding, he would be punished severely.S2: Let me answer the third question. Copernicus had thought long and hard about these problems which astronomers had noticed and tried to find an answer. He used all his mathematical calculations to work on these problems. He had collected observations of the stars for over ten years. All his calculations and observations proved that his theory was right.S3: Copernicus’theory can be expressed in this way: The sun is the center of the universe. All planets went around the sun in solar system.Step Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?Sample answers:Q1:1.I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.2.I don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.T: I quite agree with you. And I am glad you have known so much about the science.StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system ...3. He joined these points together using curved lines ...T: Please read the three sentences and tell me what parts of speech the past participles are acting as. Step Ⅵ Homework1. Search on the Internet for more information about Copernicus and Euler.2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠRevision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers. Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase? For example: “making a mistake” instead of “to mistake”.Sample answers:S: “make an agreement”, “make an admission”, “make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.Task 4: Ask the students to do Exercises 3on page 43 and then check the answers.Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T: Please look at the screen and put them into English using “make + n” and past participles. Show the following on the screen:约会，闲言碎语，道歉，竞争，选择，不速之客，感到沮丧的学生，受到鼓舞的竞赛者，拥挤的街道Sample answers:make an appointment, make gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streetsStep Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.1. 过去分词作表语表示主语所处的状态。
2024年外研版高中英语必修五全册全英文教案
2024年外研版高中英语必修五全册全英文教案一、教学内容This teaching plan is designed based on the "2024 Edition of Senior High School English" published Foreign Language Teaching and Research Press. The content covered includes the following chapters and specific details:Chapter 1: The Internet and Our LivesSection 1.1: The Development of the InternetSection 1.2: The Impact of the Internet on Our LivesChapter 2: Public SpeakingSection 2.1: Elements of Public SpeakingSection 2.2: Skills and Techniques in Public Speaking Chapter 3: Britain and the United StatesSection 3.1: Historical Relations between Britain and the United StatesSection 3.2: Cultural Similarities and DifferencesChapter 4: Job InterviewsSection 4.1: Preparation for Job InterviewsSection 4.2: Common Questions and Answers in Job InterviewsChapter 5: The Value of MoneySection 5.1: The Concept of MoneySection 5.2: Wise Financial Management二、教学目标The teaching objectives are as follows:1. To enhance students' understanding of the development and impact of the Internet, public speaking skills, the relationship between Britain and the United States, job interview preparation, and the value of money.2. To improve students' ability to express their thoughts and opinions in English, as well as to listen, speak, read, and write effectively.三、教学难点与重点The main difficulties and key points in this teaching plan are:Mastering the vocabulary and sentence structures related to the Internet, public speaking, cultural differences, job interviews, and financial management.Developing students' ability to analyze and evaluate information, as well as to express their own viewpoints.四、教具与学具准备Materials and tools required for teaching and learning:Textbooks: "2024 Edition of Senior High School English" (Volume 5)Whiteboard and markersHandouts for vocabulary and exercisesProps for roleplaying activities五、教学过程The teaching process includes the following steps:1. Warmup: Engage students in a brief discussion aboutthe relevance of the Internet in their daily lives.2. Presentation: Introduce new vocabulary and sentence structures related to the Internet. Provide examples and practice exercises.3. Practice: Divide students into groups to discuss the impact of the Internet on society. Each group will present their findings.4. Guided practice: Introduce the elements of public speaking and have students practice delivering a short speech.5. Individual practice: Students will research cultural similarities and differences between Britain and the United States. They will present their findings to the class.6. Roleplaying: Conduct a mock job interview session, where students take turns being the interviewer and interviewee.7. Group discussion: Discuss the importance of wise financial management and share personal experiences.8. Review and summary: Recap the main points of each chapter and address any questions or concerns.六、板书设计The blackboard design will include:Key vocabulary and phrasesMain points of each chapterVisual aids and diagrams to illustrate concepts七、作业设计Homework assignments will include:1. Write a short essay discussing the positive and negative impacts of the Internet on our lives.2. Prepare a 3minute speech on a topic of your choice, incorporating the elements of public speaking.Answer: Students' speeches will vary based on their chosen topics.Answer: The table will include aspects such as language, cuisine, traditions, and social norms.八、课后反思及拓展延伸Postclass reflection and extension activities:Reflect on the effectiveness of the teaching methods used and make necessary adjustments for future lessons.Encourage students to explore additional resources on the Internet, public speaking, cultural differences, job interviews, and financial management.Organize a schoolwide public speaking contest or a job interview simulation event to provide practical experienceand reinforce learning.重点和难点解析一、教学内容的选择与组织1. 教学内容需涵盖教材的章节和详细内容，确保学生全面掌握知识点。
人教版 高中英语必修5全册教案 全套教学设计
Unit 1 Great ScientistsTeaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they‘ve learnt to do first aid treatment for burns correctly.Teaching methods1. Skimming & scanning methods to make the Ss get a good understanding of the text.2.Discussion methods to make the Ss understand what they‘ve learned in class.3.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss‘ interestTeaching process:Period 1 Word study, Warming up, pre-readingPre-class task:1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.Step 1 Learning GoalsGet Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 2 Word Study1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair2.1.Check the answers to the quiz to find out which group know the most .2.Introduce the great scientists.1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.―Give me a place to stand on, and I can move the earth.‖ ----Archimedes2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi”and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat”everything they come across.Step 4 Pre-reading1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (Group work) Ex2, p1Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessaryStep 5. SummarySeeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.learning without thought is a labour lost; thought without learning is perilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。
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Module VUnit 1 Great scientistsTeaching AimsSkill Goals▲ Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific idea▲Learn to organize a scientific research▲Learn to use the past participle as the predicative & attribute▲Practice describing people’s characteristics and qualities▲Develop the skills of persuasive and descriptive writingKey new words and expressions1．Memorizeengine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view2．Read upinfect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical3．Expressionsput forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic Procedures1Period 1：Warming Up，Pre-reading, Reading和Comprehending2 Period 2：Reading and difficulties3 Period 3：Reading P74. Period4：Learning about Language,Workbook5.Period 5：Grammar6.Period6：Using Language,Listening and Speaking7.Period 7 ：reading and writingThe First Period ReadingStepⅠ 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 computer?S1: 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, tell all the students to play the game called Guess Who I Am.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?T；what contributions did they make?T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species.3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin1.I am Englishman2.I’ve worked in astronomy.3.I’ve put forward a theory about black holes.Answer；Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths.Around the bottom were eight frogs directly under a dragon’s mouth.3.My invention was the earliest instrument that told people where earthquakeshappened.Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities.Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep 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 report their work.Show the following on the screen:1. What do you know about infectious diseases?2. What do you know about cholera?3. Do you know how to prove a new idea in scientific research?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 ReadingT: Now lets read the title and the picture and guess what the passage may tell us.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 quickly and find the number below andStep 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, andT: Now class. Can you tell me what style of the passage belongs to?T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Making 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 is 4. 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 passage? S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.StepⅥ Language PointsStepⅧHomeworkThe Second Period Extensive ReadingStep I RevisionAsk the students to retell the text.StepⅡ Pre-readingShow the picture of the Solar System and remind them of the common knowledge of “Sun-Centered Theory”.T: Today we are going to learn more about science and scientists. There are two pictures of the great scientist and the Solar System. You can discuss with your partners about them. Then tell me sth. about them.(Mercury 水星Venus 金星Earth 地球Mars 火星Jupiter 木星S aturn 土星Uranus 天王星Neptune 海王星Pluto 冥王星) Step Ⅲ ReadingEncourage the students to get the general ideas of the passages.T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What’s Copernicus’ fear?2. How did Copernicus prove his theory?3. What is his theory?Sample answers:S1: I have the answer. Copernicus found his theory was against the Christian church’s saying. If he spoke out his finding, he would be punished severely.S2: Let me answer the third question. Copernicus had thought long and hard about these problems which astronomers had noticed and tried to find an answer. He used all his mathematical calculations to work on these problems. He had collected observations of the stars for over ten years. All his calculations and observations proved that his theory was right.S3: Copernicus’ theory can be expressed in this way: The sun is the center of the universe. All planets went around the sun in solar system.Step Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this? Sample answers:Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.2.I don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.T: I quite agree with you. And I am glad you have known so much about the science.StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system ...3. He joined these points together using curved lines ...T: Please read the three sentences and tell me what parts of speech the past participles are acting as.Step Ⅵ Homework1. Search on the Internet for more information about Copernicus and Euler.2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠRevision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4. T: Very good! Can you put the verb “make”with a noun to form a “predicate + object” phrase? For example: “making a mistake” instead of “to mistake”.Sample answers:S: “make an agreement”, “make an admission”, “make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T: Please look at the screen and put them into English using “make + n”and past participles.Show the following on the screen:约会，闲言碎语，道歉，竞争，选择，不速之客，感到沮丧的学生，受到鼓舞的竞赛者，拥挤的街道Sample answers:make an appointment, make gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streetsStep Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.1. 过去分词作表语表示主语所处的状态。