Book5 Unit1 Reading教学设计
英语BOOK5《Unit-1-Great-Scientist》Reading task
7.Did his rule work with Figs2 and 4? Yes.
Two
6.What is Euler's ruler? If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or without going over a line twice.
What is Euler path?
A, C: odd points straight line even point curved line odd point B, D:even points
Has Euler path
A,B,C D : odd points
Fig 4:
A
1
2
3
4
Figure 4
3.What is an “odd”point? One which has an odd number of lines going to it.
4.How many odd points are there in Fig2 on page 45? Four
5.How many odd points are there in Fig4 on page 45?
Leonhard Euler (1707-1783)
Born: 15 April 1707 in Basel, Switzerland Died: 18 Sept 1783 in St Petersburg, Russia
Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.
Book 5 Unit 1 Extensive reading
Pre-reading
We all know something about Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets goes around it. The chart on P.7 shows his theory.
Read carefully again and try to draw the two theories of the universe.
Before Copernicus’ theory Showing Copernicus’ theory
A diagram showing the solar system with the Earth at its centre
My father is a very cautious driver. 警卫告戒我要当心陌生人。 The guard warned me to be cautious
about strangers.
cautious; curious
a. I’ve always been very cautious _______
should stick to our plan.
1. enthusiastic: be interested in She’s very ____________ enthusiastic __________ about/over singing. We explain our plan, and he is very ___________. enthusiastic
高中英语_unit1 book5教学设计学情分析教材分析课后反思
人教版Elias’ Story教学设计Part 1 Teaching objects:1. Knowledge objects:(1) The students can understand Elias’s story.(2) The students can locate the detailed information.(3) The students can understand and use the new vocabulary, like equal; violence and so on .2. Ability objects:(1) Students develop their abilities of reading, speaking and listening.(2) The students improve their reading skills, especially guessing word meaning according to the context.(3) The students can develop teamwork through activities.3. Emotion objects:Through reading, the students will understand the story of Elias and can express their feelings about a great person.Part 2 Teaching Methods:“Communicative” Approach and “Task-based” language teaching .Part 3 Teaching aidsMulti-media ppt, videos, music, learning sheets, textbooks, blackboard and chalk.Part 4 Teaching ProceduresI.Pre-readingLead in---A video about Mandela’s birthdayII. While-reading1.Fast-readingTask 1 What is the passage mainly about?A. The poor life of black people in South Africa.B. The life of Mandela.C. Elias’ life and how Mandela helped black people.D. How Elias met Mandela.Task 2 Complete the frame to know the organization of the passage.Part I: Paragraph __1__-----_______ The life of Elias before he met Elias’ lifeMandela.Part II: Paragraph ____ ----________ The changes of Elias’ life after he metMandela and what Mandela did.2.Careful-reading1.why did Elias feel worried about his life?(1)He had ___ education 2)couldn’t pay ______and_____3)couldn’t____ or ____ 4)had no ______Black people’s life (para 4)1.Analyze the sentence“ The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”Part 2 The change of Elias’ life after he met Mandela.1.How did Mandela help them?①He helped Elias get the passbook.②He offered guidance to poor black people.③He joined the Youth league and became hopeful about their future.④He first attacked the unfair laws in a peaceful way.⑤He decided to answer violence with violence when there is no other ways.⑥Elias helped blow up some govenment buildings.A. ①②③B.①②③④⑥C. ①②④⑤2.What can we learn from Mandela?3.what changes happened to Elias’ life with Mandelas’ help?IV SummaryWork in groups ,one acts as Elias and the others as reporters.Reporters try to ask questions about Elias’ life.A: a news reporter B:EliasA: Nice to meet you, Elias.I’m …B: Nice to meet you, too.A: May I ask you a few questions？B: Of course, I’d like to answer them.A: Can you tell me about your life before you met Mandela?B：…A: I heard that Nelson Mandela had helped you a lot. Would you please say something about that？B: …A:were you afraid when you helped Mendela blow up the buildings?B:……A:Thank you for taking this interview.V. DiscussionIn our daily life, what should we do to make the world equal?politics:Daily life :Job hunting（找工作）…GovernmentThe colored race(有色人种)VI. Homework1.Find out all the attributive clauses in the text .2.Read The Rest of Elias’ Story on page 38.3.Surf the Internet for more information about Mandela.学情分析本次晒课用的是高一普通班的学生，通过高一上半学期的学习，学生已经适应了高中的教学节奏、模式和规律，学生的阅读技巧已有了解，但是还有待继续培养其能力，提升其情感，所以很有必要充分利用本单元的话题，帮助学生通过理解篇章来陶冶情操，让学生在学习中学会灵活运用，在启发式教学中学会自主探究学习，在小组活动中学会互相合作，共同促进，这也有利于学生英语素养的整体提升。
外研版(三起)英语五上《M5U1》教学设计
新标准（三年级起点）Book 6 Module5 Unit 1 It’s big and light. 教学设计高密市恒涛双语实验小学庄晓红Long long long , the snake is long.Young young young , the girl is young.Old old old , the man is old.【设计意图】此项活动是通过运用一些学过的词做游戏，激发学生的学习兴趣，调动他们的学习积极性，复习描述物体特点所需的反义词，如：big --small ,fat--thin ,short—tall/long，young --old ,为新的内容作铺垫。
Step2. Presentation1、T: Close your eyes.(拿出一个红色的大气球)Look! What‘‘s this ? What color is it?Can you talk something about it?Ss: It‘‘s a balloon. It‘‘s red. It‘‘s…T: Yes. It‘‘s big and light.引出课题并板书，教授单词light。
【设计意图】用漂亮的红气球吸引学生的注意，激发学习兴趣。
2、创设情境呈现单词：（1）教授单词“broken” 、“pocket”T：We have got a big balloon. Now let‘‘s make another one.（拿出一个没吹的绿气球请一名学生上台吹）Make the balloon bigger and bigger….（吹爆炸为止）Peng! Oh，it‘‘s broken!顺势把破气球装在口袋里，问：where is my broken balloon? 指着口袋教学单词“pocket”。
（2）教授单词“heavy” 、“hard”T: (出示两个包)Look ,I have got two bags.(引导学生说) The yellow bag is small. Look, it‘‘s empty. And I can take it very easy. So, it‘‘s light. The black bag is big . （教师拿出一本大词典）Now I put a big dictionary into the black bag. Oh, it‘‘s heavy. （装作拿不动的样子）It‘‘ll be hard for you. Boys and girls, let‘‘s have a chant : Light, light. The yellow bag is light. Heavy, heavy. The black bag is heavy.【设计意图】用实物形象直观，学生更容易理解新单词，TPR教学方法能给学生真实语境学习英语，轻快的歌谣能巩固新单词和句子。
book5unit1using language学案
Using language 学案【学习目标】1. 通过理解课文掌握哥白尼的“日心说”。
2. 能使用多种阅读技巧寻找相关信息，提高阅读理解能力。
3. 培养科学研究的精神。
【自主学习】一．Words and Phrases：1._______________n.运动，移动，动作2._____________ 讲得通，有意义3.____________ adj/adv.向后的（地）4.____________vt./vi.使旋转，纺线5._____________ n.宇宙，世界6.____________vt. 拒绝7.______________adj热情的，热心的8.__________adj.小心的；谨慎的9.______________adv.私下地，秘密地10.____________ _______n.圈，环11.太阳系____________________ 12.数学计算_______________________13.天文学家__________________二．Read the passage and answer the following questions.1.Before Copernicus’ theory, what’s the theory of the universe?________________________________________________________________________2.What’s the conclusion that Copernicus’ mathematical calculations led to?________________________________________________________________________3.Why couldn’t he tell anyone about his theory?________________________________________________________________________4.When did he show his ideas privately to his friends?________________________________________________________________________ 三．Language points1. reject vt．拒绝（接受）；抛弃（某事物）；剔除①She _____（拒绝）my suggestion．②He _____ _____（被拒绝）for the army because of his bad eyesight．③Choose the good apples and _____（剔除）the bad ones．④The soldiers were put in prison because they _____ to obey orders．A．refused B．rejected C．denied D．objected2. make sense有意义；有道理；讲得通①This sentence doesn’t _____ _____（讲得通）.②汉译英同他讨论这个问题毫无意义。
人教版高中英语必修五book5 unit1 reading知识点
11
注意:
immediately, the moment, directly, instantly 等 与 every time一样，都可以用作连词引导时间 状语从句，意为 “一…..就”。
e.g. I will give the letter to him immediately I see him.
1
1.Who put forward a theory about black holes. 谁提出了黑洞理论
put forward (1) 提出（+表示建议,计划等的名 词）= come up with
e.g. put forward a very good suggestion／plan 提出了一个很好的建议 ／计划
Smith. 昨天我们看见的那个人是史密斯先生. 7
（２） expose ① 使暴露于;使接触到 expose sth/sb to 使…暴露于…；使面临；
使遭受（危险，攻击等） be exposed to 招致，遭受 翻译：呆在户内，别把你的皮肤暴露于太阳底下 Keep indoors and don’t expose your skin to the sun．
8
５．deadly (1) adj. 致命的,致死的;毒性的 e.g. This is a deadly poison. 这是一种致命的毒药。 (2) adv. ①死一般地 e.g. His face was deadly pale. 他的脸死一般地苍白。 ② 非常,极度地 e.g. The air was deadly cold. 空气极度寒冷。
(2) 把...向前拨
book 5 Unit 1Great scientists人教版
Unit 1Great scientists 人教版·必修⑤ The topic(教学课题):How to organize scientific research & Contributions of scientistsThe background(教案背景):The analysis of the teaching material(教材分析):Science affects us all. Our material comfort and lifestyle depend on advances. The first aim of this unit is to help us understand how science has become so important in our lives by examining some key scientific findings and famous scientists. It does this through several different scientific subjects, astronomy, the classification of plants and animals and mathematics. It is hoped at the end of this unit that the students will understand that here is more to science than chemistry, physics and biology.A second aim is to introduce students scientific experiment. Advances in science are made following certain rules: experiment must follow a particular procedure so that other scientists can check the findings by doing the experiment the same way and getting the same results. This is the safeguard for the accuracy of scientific results. These stages are introduced in the pre-reading while the reading passage is written as if it were stages in such an experiment. In this way the stage can be identified practically as well as theoretically.Teaching methods(教学方法)：talking; group work; self-learning;The teaching progress(教学过程)Step Ⅰ leading-inShow the question in Warming-up to introduce some great scientists in the world.1. A rchimedes,阿基米德（公元前287年—公元前212年），古希腊哲学家、数学家、物理学家。
高三英语Book5 Unit 1(5)reading&writing
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong. So I hope you will feel you can publish your new theory. Yours sincerely,
2.When did Copernicus publish his theory?
Careful reading Why didn’t Copernicus publish his theory before he died? Discussion (pair work) If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason.
Unit 5 Languages around the world 教案 高中英语必修第一册
Teaching DesignBook1 Unit5 Languages around the worldPeriod2 Reading and ThinkingThe Chinese writing system: connecting the past and the present一、教学设计理念：本节课根据新课标提出的六要素整合英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，概括、整合、重组信息，将所学的知识和能力迁移到新的生活情境中解决真实的问题。
依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。
二、语篇分析：主题语境：“人与社会”主题语境下从属于历史、社会、与文化主题群的内容。
语篇类型：介绍型文体，介绍了汉字发展的历史。
【what】本模块以“探索汉字书写体系”（Explore the Chinese writing system）为活动主题。
要求学生读文本，认识到我国汉字书写历史的发展，探索汉字发展对中华文明数千年的传承起到的积极作用，并积极思考汉字未来的发展和作用，切实体会汉字的魅力，体验家国情怀，增强文化自信。
【why】本文以我国汉字书写体系的历史发展作为阅读题材，不仅因为我国汉字有着悠久的发展史，更重要的是它对我国各个方面的发展都起到至关重要的作用，同时让学生认识到汉字书写体系的特征和发展史，思考汉字书写体系的发展对中华文明的深远影响，感受汉字的魅力，探索汉字发展的未来。
【How】本文有两条主要线索：一条是按时间顺序梳理了汉字书写体系数千年的发展历史，是本文叙述的明线，从汉字最初起源于象形文字开始，到甲骨文的出现，以及春秋战国时期书写体系多样化的发展，再到秦始皇统一书写体系等，交代了汉字对中华文明延续至今所起到的重要作用。
第二条是呼应标题中的题眼“CONNECTING”的一条暗线，说明汉字书写体系对中华文明传承数千年所起到的四个重要作用。
Book5Unit1reading学案
Book5 Unit1 Great scientists—Reading编制：审稿：时间：2014-09-01I. Pre-reading: Read the passage on P2 and choose the best answer.1．What does the passage mainly talk about? __________________A．John Snow was a famous doctor in London.B．The reason that caused the deadly disease cholera.C．John Snow solved the problem of cholera.2．Which of the following theories did John Snow believe in? ________________A．A cloud of dangerous gas would float around until it found its victims.B．People absorbed cholera into their bodies with their meals.C．People got infected with cholera because of cold and hunger.3．Before 1854，when cholera broke out，________ .A．many thousands of people diedB．people with cholera could be curedC．John Snow began to know its cause4．How did he find out the cause of the disease? _______________A．By living in the area where cholera broke out.B．By marking a map where all the dead people had lived.C．By telling the terrified people how to prevent it.5．What do you think the Londoners would do with the unused pumps after defeating “King Cholera”？_____________________A．They would destroy them.B．They would reuse them after cleaning.C．They would desert them for good.II. Careful-reading :Read the passage again and answer the following questions.1. What happened in 1854? Who defeated “King Cholera”?______________________________________________________________ .2. How many people died in ten days?______________________________________________________________.3. 1.Why couldn’t the cholera be under control at first?______________________________________________________________.4. Which theory did John Snow believe in?_____________________________________________________________.Long and difficult sentences.1. Neither its cause nor its cure was understood.翻译：________________________________________________________________.【句型剖析】：本句中neither…nor…连接并列主语，谓语动词遵循_____________原则，即谓语动词要与最近的那个主语保持一致。
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Unit 1 Great scientistsSection 3 Grammar---- Past participle as the attribute and predicativeⅠ. Teaching aims 教学目标Knowledge goal: Learn and master the use of past participle as the attribute and predicative.(知识目标)Ability goal: Enhance student s’ self-learning ability and master the ways to express ideas （能力目标）with past participle as the attribute and predicative.Important point : the use of past participle as the attribute and predicative.（教学重点）Difficult point: Summarize the knowledge points and master the knowledge, use them （教学难点）correctly.Ⅱ. Preview before class 预习导学①With this extra evidence, John Snow was able to announce with certainty that polluted water carried the virus.②From the stomach the disease quickly attacked the body and soon the affected person died.③So many thousands of terrified people died every time there was an outbreak.④He found that it came from the river polluted by the dirty water from London.⑤But he became inspired when he thought about helping ordinary people exposed to cholera.⑥Nicolaus Copernicus was frightened and his mind was confused.⑦Several problems remained unsolved when the manager came back.Ⅲ. Inquiry learning and practice 问题探究与练习内化Requirements: Please write down what you have learnt about the use of s past participle as the attribute and predicative. You are required to write down some representations or explanations after analysis examples. Besides, you are wanted to design some different exercises for each part according to the requirements. Such as multiple choice, blank filling, error correction and sentence conversion.要求：请记下你所学到的有关过去分词作定语和表语的用法的相关内容。
要求在分析例句后写出相关内容点的解释。
此外，要求用不同的形式为每部分设计相对应的练习。
（每部分只用一种练习题），如：单项选择题，填空，改错，句型转换等。
1. 1. past participle as the attribute and predicative.(1) The broken clock should be repaired as soon as possible.(2) There is little time left.Let's hurry up.(3) The girl, brought up by her uncle (＝who was brought up by her uncle), has begun to worknow.Summary :Exercise 1:1.Problems of past participle as attributive that need to be noticed.(1) Is there anything unsolved?(2) The newlybuilt stadium was destroyed in the fire.Summary :1.Past participle as predicativeHe seemed quite delighted at the news.Summary :Exercise 2:1. 4. Problems of past participle as predicative that need to be noticed.(1)The book is well written.(系表)(2) The book was written by a soldier.(被动)(3) Hearing the surprising news, they were all surprised.Summary :Ⅳ Test for goal 目标检测1．(2012·山东高考)After completing and signing it, please return the form to us in the envelope ________.A．providing B．providedC．having provided D．provide解析：考查非谓语动词。
句意：完成并签名后，请把表格放入我们提供的信封内送回。
动词provide与其逻辑主语envelope之间是被动关系，故用过去分词作定语，相当于定语从句which is provided。
答案：B2．(2012·浙江高考)“ It's such a nice place, ” Mother said as she sat at the table ________ for customers.A．to be reserved B．having reservedC．reserving D．reserved解析：考查非谓语动词。
判断非谓语动词形式的关键是弄清楚动词与其逻辑主语之间的关系。
在该句中，逻辑主语是the table，the table与reserve之间存在逻辑上的动宾关系，所以用过去分词，表示“已被预订的桌子”，所以选D项。
A项虽然也表示“被动”，但表示将来，故排除A项。
答案：D3．(2010·福建高考)In April, thousands of holidaymakers remained ________ abroad due to the volcanic ash cloud.A．sticking B．stuckC．to be stuck D．to have stuck解析：考查非谓语动词。
句意：四月份，成千上万的度假者由于火山灰的影响而被滞留在国外。
此处remain 为系动词，后接过去分词作表语，表示被动。
答案：BⅤ. Exercises after class 分层配餐(Ⅰ). Rewrite each pair of sentences as one, using the past participle as the attribute or predicative.(1) I found this plate on the floor. The plate was broken in pieces.I found this broken plate on the floor.(2) I saw a tall, dark and handsome man. His name is Xiao Ming.I saw a tall, dark and handsome man called Xiao Ming.(3) I looked at that modern abstract painting. It was coloured in yellows and greens.I looked that modern abstract painting coloured in yellows and greens.(4) Yesterday I got the answer to my question on the Internet. It was the one I expected. Yesterday I got the expected answer to my question on the Internet.(5) On the doorstep I found a lot of bottles. They were marked in green ink.On the doorstep I found a lot of bottles marked in green ink.(6) We saw many windows in that room. They were all cracked.We saw many cracked windows in that room.(Ⅱ).句型转换1．The girl is dressed in red.The girl is my friend.→________________________________________________________________________ (过去分词作定语)→________________________________________________________________________(定语从句)答案：The girl dressed in red is my friend.；The girl who is dressed in red is my friend. 2．The story was written by a middle school student.The story is popular in schools.→________________________________________________________________________(过去分词作定语)→________________________________________________________________________(定语从句)答案：The story written by a middle school student is popular in schools.；The story which was written by a middle school student is popular in schools.3．The time is lost.The time can never be found again.→________________________________________________________________________(过去分词作定语)→________________________________________________________________________(定语从句)答案：The lost time can never be found again.；The time that is lost can never be found again. 4．He shows an interest in collecting stamps.→____________________________________(过去分词作表语)答案：He is interested in collecting stamps.5．What she said puzzled him.→____________________________________(过去分词作表语)答案：He felt puzzled at what she said.(Ⅲ).单项填空1．At the seventh International Ballet Competitions, Fernando Bujones won the first gold medal ever ________ to an American male dancer.A．awarded B．to be awardC．being awarded D．should be awarding解析：考查非谓语动词作定语的用法。