Book 5 Unit 1 Great scientists 学案
必修5 Unit 1 Great scientists教案
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-learning activities.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 prob lem. 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 d isease.)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 tosupport 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 to support 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 we 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 thepassage ?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 way Q1. 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 withthe 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 unit。
人教新课标英语Book5UnitOneGreatscientists单元教学细目与单元检测导学案
Book FiveUnit One Great scientists课程标准中的内容标准：本单元的话题是科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理教学细目：1、（情感目标）通过阅读，了解许多杰出的科学家，使学生学到知识、尝到乐趣、获得智慧、受到鼓舞，从而早日成才。
2、（交际）通过听说学习使学生了解科学家的生活经历，并通过回答问题训练学生分析解决问题的能力。
3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。
4、（写作）通过阅读和书面训练，学习并掌握正式信件的写法和用语。
I.重点单词和词组P. 1Words: characteristics, pain ter, scie ntific, an alysePhrases: put forward, draw a con clusi onP.2Words: expert, attend, challenge, victim, absorb, suspect, enquiry, severe, pump, foresee, blame, pollute, han dlePhrases: expose to, be determ ined to, slow dow nP.3Words: announce, in structPhrases: link toP.4Words: con structi onPhrases: take in, come to an end , apart fromP.7Words: moveme nt, sen se, backward, spin, en thusiastic, cautious, reject, uni versePhrases: lead toII.重点句型见表1.1.7III.重点语法动词过去分词：理解和掌握过去分词做定语和表语的用法。
Part Two 单元目标检测I. 根据下列句子意思用所给词的正确形式或所给汉语/首字母填空(1X20=20'1. I turned the h _______ only to find the door was locked.2. It ' s almost impossible to ______ an ill ness uni ess the cause is exposed.3. No one could have ____________ (预料)that things would turn out this way.4. Call the doctor immediately if you s __________ you've been infected with diseases.5. I am very hungover (宿醉)after the night of drinking and my head is still _________ ( 旋转).6. He knew much about pictures and fine furniture, and was an __________ ( 热情的)gardener.7. Leaders of several countries _________ (出席)China ' WDay military parade on Sept 3 ,2015.8. There were times whe n the challe nges of writi ng such a huge novel almost _______ (打败)her.9. It seemed his body was ________ (排斥)a kidney he received in a transplant(移植)four yearsago.10. Gregor Men del used peas to show how physical ________________ ( 特点)are passed frompare nts to their childre n.11. Their school has been under _________________ (construct) for almost 5 years.12. It is reported that the doctor has made great _________ (contribute) in this field.13. He lay there without ____________ (move) staring into the sky.14. He stepped _____ (back) and fell off the cliff..15. The failure has made him lose his ________________ (enthusiastic) in reading16. Her husband is _________ (cautiously), never making a swift decision about anything..17. That she ___________ (rejection) his offer made him annoyed.18. The Earth is only one of the numerous planets in the _____ (universal).19. The thief seems _______________ (hide) in that cave. Let 'go and see.20. There are many people ___________ (absorb) in the public square dancing at the gate of thepark every ni ght.II.用所给词的词组适当形式填空(1X10=10'1. Can you make yourself clear ? I can ' _ ________________ (sense) what you mean.2. __________ (apart) the cost, we also n eed to thi nk about how much time the job will take.3. Stephen Hawking ____________ (put) his theory about black holes, which enjoyed worldfame.4. The saying “ All roads __ (lead) Rome" tells us different methods can produce the sameresult.5. From their small size to their funny voices, many of the Minion 小黄人)attributes©特点)have c ________________ (contribute) their popularity.6. There was an explosion happening the other day, for which the dust _____________________(blame).7. When we visited him, he ______________ (absorb) writ ing a no vel.8. From these facts we can ______________ (con clusi on) that he will quit the job.9. It is time to ________________ (announ ceme nt) for board ing the pla ne.10. She found it useless to _____________ (argue) him, so she decided to compromise with him.Ill .语法填空(2X10=20'阅读下面材料，在空白处填入适当内容(每空1个单词)或括号内单词的正确形式。
高中英语：Unit 1《 Great Scientists》学案(新人教版必修5)
Unit One Great Scientists高中英语：Unit 1《 Great Scientists》学案（新人教版必修5）一、语音及拼读规则二、单元重点单词1．characteristic adj. & n.(1) adj. 典型性的（typical）e.g.He spoke with characteristic enthusiasm.他以特有的热情说话。
(2) n. （与众不同的）特征；特性（distinguishing feature）e.g.What characteristics distinguish the Americans from the Canadians?美国人和加拿大人的特征有什么不同？2．theory n. 学说；理论；意见；想法；设想e.g.Darwin’s theory of evolution达尔文的进化论He has a theory that wearing hats makes men go bald.他有个看法是男人戴帽子就会秃顶。
It sounds fine in theory, but will it work?道理是不错，但能否行得通？3．scientific adj. 科学的，用于科学研究的，关于科学的（of, used in or involved in science）e.g.They are very scientific in their approach.他们的方法很科学。
a scientific discovery, instrument, textbook, researcher科学发现、科学仪器、理科教科书、科学研究人员4．examine v. 仔细观察；检查；调查；审查（look at carefully in order to learn about or from.）e.g.The detective examined the window frame for fingerprints.侦探仔细查看窗框，寻找指纹。
Book5 unit 1 Great Scientists Reading 导学案
Book5 Unit1 Great Scientists readingJohn Snow Defeats “King Cholera”Teaching aims1.Enable the students to master the key words and expressions of the text, such as expose, attend,defeat, cure, pollute, blame,draw a conclusion and so on2.Let students make a progress in reading skills, including skimming and scanning;3. Develop students' sense of cooperative learning；4. Let students learn about the how John Snow find the cause of choleraKey and difficult points1.Develop students' reading skills, especially the ability to find out detailed information and speaking ability.2.Get the students involved in teaching activities and practice more in reading.3.Enable the students to retell the passage use their own words.课前预习：Ask students to recite the words and expressions1.Put forward2. draw a conclusion3.defeat4. blame5.expose6.cure7. challenge 8.pollute 9. suspect 10. handle 11.attend 12.link...toLearning procedure:Step 1 Dictation 6 words1.________2.__________3.___________4.__________5.___________6.__________Step2 Leading in1). What do you know about infectious disease?2).Do you know cholera( 霍乱）?Step 2 Fast reading Match the main idea of each paraPara 1 John Snow was interested in two theories.Para 2 John Snow got the extra supporting evidence.Para 3 John Snow began to test two theories.Para 4 How to prevent cholera from happening.Para 5 The polluted source of water was the reason.Para 6 A famous doctor who wanted to find the cause of cholera.Para 7 John Snow found a valuable clue about the cause of cholera.Step 3. Careful reading1). Read para 1 and then fill in the blanks.John Snow was an _________ doctor in London who _________Queen Victoria as herpersonal_________. He thought about helping ordinary people ____________ to cholera.Though the cause and the _______ of it were unknow, he wanted to face the___________ and solve the problem.2) para 2What was the two theories that John Snow was interested in?3)Listen to the para 3 and 4 and find the numbers below and the relevant events .18542, 500, 104)First he marked on a map the exact places where all the dead people had lived.5) para 5and 6It seems that __________ was to blame. Why?He found another supporting evidence:____________________________________________________________________________________________________________.6)Para7How to solve the problem?John Snow suggested that the source of all the water supplies_______________.The water companies were instructed not to expose people to _______________ any more. Step4. SummaryRead the passage again and fill in the blanks:John Snow was a well-known _____ in London in the ____ century. He wanted to find the_______ of cholera in order to _______ it. In 1854 when a cholera _____ out, he began to gather information. He _____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the ______ died. So he decided that the polluted water carried cholera. He suggested that the ______ of all water supply be ________ and new methods of dealing with polluted water be found. Finally, “King Cholera” was _______.Step5. Group workRead the passage again and finish the chart.Scientific Report by John SnowThe problem choleraThe cause Idea 1or 2The method mapThe resultsThe solutionStep 6. Homework1 . Recite the para 1 in reading by heart;2. Underline the long and difficult sentences;3. Finish the related exercises on workbook.。
高中英语人教版必修5《Unit 1 Great scientists》教案
高中英语人教版必修5《Unit 1 Great scientists》教案高中英语人教版必修5《Unit 1 Great scientists》教案在教学过程中应以学生为主体。
整个课堂是学生在开口说而不是老师在干巴巴的讲授。
尤其是教材的最后一部分，阅读部分。
要使同学们在默读的前提下做课本上要求的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考的能力，运用所学语言的能力。
下面和本文库一起看看有关高中英语人教版必修5《Unit 1 Great scientists》教案。
人教版高中英语必修5《Unit 1 Great scientists》教案1教学准备教学目标1. Target language 目标语言a. 重点词汇和短语attend， control， severe， pub， immediately， handle， instructor，pump， contribute， conclude， steam engine， virus， put forward， makea conclusion， expose tob. 重点句式To prevent this from happening again， John Snow suggested that ... P32. Ability goals 能力目标Enable the students to talk about science and scientists.3. Learning ability goals学能目标Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.教学重难点Talk about science and scientists.教学工具A computer and a projector.教学过程StepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school， everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights， the gramophone and the computerS1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst， ask some questions about great scientists. Second， ask all the students to try the quiz and find out who knows the most.T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible S1: Newton.S2: Watt.S3: Franklin.Sample answers:1. Archimedes， Ancient Greek （287-212 BC）， a mathematician.2. Charles Darwin， Britain （1808-1882）. The name of the book is Origin of Species.3. Thomas Newcomen， British （1663-1729）， an inventor of steam engine.4. Gregor Mendel， Czech， a botanist and geneticist.5. Marie Curie， Polish and French， a chemist and physicist.6. Thomas Edison， American， an inventor.7. Leonardo da Vinci， Italian， an artist.8. Sir Humphry Davy， British， an inventor and chemist.9. Zhang Heng， ancient China， an inventor.10. Stepper Hawking， British， a physicist.Step Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.T: Now， class， please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to r eport their work. Show the following on the screen.What do you know about infectious diseasesWhat do you know about choleraDo you know how to prove a new idea in scientific researchWhat order would you put the seven in Just guess.Sample answer 1:S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.S2: People could be exposed to infectious diseases， so may animals，such as bird flu.S3: AIDS， SARS are infectious diseases.S4: Infectious diseases are difficult to cure.Sample answer 2:S1: Cholera is caused by a bacterium called Varian cholera.S2: It infects people’s intesti nes， causing diarrhea， vomiting and leg cramps.S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.S4: Cholera can be mild or even without symptoms， but a severe case can lead to death without immediate treatment.Sample answer 3:S1: I know sth. about it. First we should find the problem. Then，think of a solution.S2: We should collect as much information as possible.S3: Analyzing results is the most important stage.S4: Before we make a conclusion， it is necessary for us to repeat some stages or processes.Sample answer 4:S1: I think ＂Find a problem＂ should be the first stage.S2: ＂Make up a question＂ should follow the first stage.S3: ＂Think of a method＂，＂Collect results＂and ＂Analyze results＂ are after that.S4: Of course， before ＂Make a conclusion＂， we should ＂Repeat if necessary＂.T: Well done！ When we want to solve some problems， first we should find out the problem， do some research on it， prove your findings， and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅳ ReadingLet the students skim the whole passage and try to work out the meanings of the new words and structures using context.T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.Show the questions on the screen.1. What conditions allowed cholera develop2. Why do you think people believed that cholera multiplied in the air without reason3. What evidence did John Snow gather to convince people that idea2 was rightSample answers:S1: The dirty water made the cholera develop quickly.S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump， the disease began to slow down. In this way， John Snow had shown that cholera was spread by germs and not in a cloud of gas.Step Ⅴ Text analyzingAsk the students to analyze the text in groups.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups， and then report your answers.ParagraphsStagesGeneral ideasSample answers:S1: My group’s opinion is this: stage one ＂Find a problem＂ is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.S2: Our answer is like this: paragraph two expresses the second stage ＂Make up a question＂. The general idea is like this: John Snow wanted to prove which theory was correct.S3: ＂Think of a method＂ is the third stage. And it is contained inparagraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.S4: The fourth stage ＂Collect results＂ lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to ＂Analyse the results＂.S6: The sixth stage is ＂Repeat if necessary＂. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.S7: The last paragraph is about the seventh stage ＂Make a conclusion＂. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera. Ask some students to put their answers in the chart.ParagraphStagesGeneral ideas1Find a problemThe causes of cholera2Make up a questionThe correct or possible theory3Think of a methodCollect data on where people were ill and died and where they got their water4Collect resultsPlot information on a map to find out where people died or did not die5Analyse the resultsAnalyse the water to see if that is the cause of the illness6Repeat if necessaryFind other evidences to confirm his conclusion7Make a conclusionThe polluted dirty source of drinking water was to blame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to S1: I think it is a report.T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Show the chart and three pieces of writing on the screen.ReportDescriptionCreative writingFormal language with few adjectivesVivid use of words with similes and metaphorsVivid use of language and more informal styleNo speech exceptquotationsNo speech except to help the descriptionSpeech to show feelings， reactions etc.Not emotionalEmotional to describe atmosphereEmotional to describe feelingsOnly one main characterNo charactersMay have several charactersFactualNot factual but imaginativeImaginative but can be based on factStructural according to experimental methodNot structuredBeginning， middle， endPast tense and passive voicePast tensePast tenseMaking WayOnce Goethe（歌德）， the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very， very narrow road. Just at that time， a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，＂I never make way for a fool.＂ But Goethe smiled and said，＂I always do.＂ Then he turned back quickly and walked towards the end of the road.Weather ReportHere’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.HeartbeatingPut your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age， heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example， the heart beats faster during exercise. It is also faster when a person is angry，scared， or excited. During sleep， the heartbeat slows down.Sample answers:S1: I think the first piece ＂Making A Way＂ is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.T: Very good. Now let’s return to our text. Who can tell me the main idea of this passageS2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.StepⅥ Homework1. Get more information about some infectious diseases and modern scientists.2. Finish the Exercises 1， 2， 3 on pages 3 and 4.人教版高中英语必修5《Unit 1 Great scientists》教案2教学准备教学目标1.Students learn some new words and expressions to describe people ，especially famous persons；2.Students are encouraged to give more information about famous persons who they are familiar:3. Students can realize that it is scientific spirit that makes those scientists successful.教学重难点1. Words and expressions in this unit2. Previous knowledge of some of the famous scientists3. Comprehending the text教学过程【导入】Words learning（Students are assigned to learn the new words of this unit and find out the English explainations of the new words ）Definitions or explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once； without delayD.immediate 4.look at...carefully in order to learn about or from...plete 5.of great value， worth or useF.valuable 6.having all its parts； whole； finishedG.announce 7.make knownH.control e or bring to an endI.positive 9.power to order or directJ.conclude 10.quite certain or sure【讲授】useful sentences learning（The sentences are picked from the text.）1.＂All roads lead to Rome，＂he encouraged me after I failed the entrance examination.2.This sentence doesn’t make any sense.3.Our English teacher is not only strict with us but also friendly to us.4.He is good-looking， apart from his nose.5.It is announced that the spacecraft，Shenzhou Ⅵ， landed on the earth successfully.6.It is not Tom but you who are to blame.7.In 1995，the Chinese government put forward a plan for＂rejuvenating the nation by relying on science and education＂.And it has helped Chinese scientists make many breakthroughs.8.Have you drawn any conclusion after you read this passage9.Well done.So much for the learning of the new words and expressions.【讲授】Introduction of a classic articleTeacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.【活动】Share the outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子（1）爱因斯坦被认为是二十世纪最伟大的科学家之一。
Book 5 Unit 1 Great Scientists学案(第5课时)
Book 5 Unit 1 Great ScientistsPeriod Five Writing学习目标1. 记诵有关描写人物话题的词汇和句型。
2. 学习描写人物的记叙文，本单元主要写一些著名人物。
掌握写人记事为主的文体的写作。
重点难点写一篇内容完整、句式多样、表达丰富的人物（故事）。
【新知预习】1. 著名医生/作家/科学家___________2. 面对挑战____________3. 发现了有力的证据 ___________4. 防止 ___________5. 战胜了霍乱王 __________【写作指导】介绍人物，或写人物传记属于记叙文，是一种以写人记事为主的文体。
写人时主要交代清楚某人的生平和成就。
对人物的生平及事迹介绍一般以事情发生的先后为顺序，一般包括：出生及童年；兴趣与事业；苦干与成功；成就与影响。
在写作时应注意：1. 突出重点、略加点评。
一个人一生所做的事情有很多，要抓住他的主要活动和事迹来写，不要在一些次要方面多花笔墨。
在人物简介中，要对人物略加评论。
点评可放在开头，也可放在结尾。
这种点评必须简洁明了，一语道破。
例如：在写爱因斯坦时可以称他为：He is one of the greatest scientists last century.2. 明确主旨，确定要点，谋划结构。
根据要求和材料确定主旨，根据主旨确定要点，安排详略成分，划分段落。
写人物一般分为出身、苦干和勤奋及成就、评价等。
3. 正确使用时态。
某人的出生用一般过去时态、而其外貌描写等则用一般现在时（若已辞世则用一般过去时）；工作和取得的成绩描写根据情况选用一般现在时态和一般过去时态；评价用一般现在时。
常用短语和句型开头句型：1）介绍人物的姓名、出身及外貌特征。
如：He had fair hair and blue eyes.Abraham Lincoln, the son of a poor family, was born in Kentucky on February 12, 1809.Song Qingling was born into a rich family in Shanghai in 1893.Born in 1930, Yuan Longping graduated from Southwest Agricultural College in 1953.She is tall and slim with big eyes and curly hair.He is a good-looking and kind-hearted man.2) 表达人物的爱憎感情：like…very much, love, be interested in, hate, dislike, lose interest inhappy, excited, pleased, satisfied, angry, worried3) 介绍人物的影响及评价：We will never forget him.=We will remember him forever.He became famous for his theory.The people had come to love and respect him.We regard him as our model.People think highly of him and all respect him.【写作例题】请以Madame Curie 为题，写一篇120词左右的英语短文。
高二英语必修五《Unit 1 Great scientists》教案新
高二英语必修五《Unit 1 Great scientists》教案【前言】增加内驱力，从思想上重视高二，从心理上强化高二，使战胜高考的这个关键环节过硬起来，是“志存高远”这四个字在高二年级的全部解释。
我高二频道为正在拼搏的你整理了《高二英语必修五《Unit 1 Great scientists》教案》盼望你喜爱！教案【一】教学预备教学目标1.Students learn some new words and expressions to describe people ,especially famous persons;2.Students are encouraged to give more information about famous persons who they are familiar:3. Students can realize that it is scientific spirit that makes those scientists successful.教学重难点1. Words and expressions in this unit2. Previous knowledge of some of the famous scientists3. Comprehending the text教学过程【导入】Words learning(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )Definitions or explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once; without delayD.immediate 4.look at...carefully in order to learn about or from...plete 5.of great value, worth or useF.valuable 6.having all its parts; whole; finishedG.announce 7.make knownH.control e or bring to an endI.positive 9.power to order or directJ.conclude 10.quite certain or sure【讲授】useful sentences learning(The sentences are picked from the text.)1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.2.This sentence doesn’t make any sense.3.Our English teacher is not only strict with us but also friendly to us.4.He is good-looking, apart from his nose.5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.6.It is not Tom but you who are to blame.7.In 1995, the Chinese government put forward a planfor“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.8.Have you drawn any conclusion after you read this passage?9.Well done.So much for the learning of the new words and expressions.【讲授】Introduction of a classic articleTeacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.【活动】Share the outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子(1)爱因斯坦被认为是二十世纪最宏大的科学家之一。
Unit 1 Great scientists教学设计
三、本单元教学建议
语言应用（Using language）部分这部分是对多种语言技 能的综合运用。Listening & speaking要求学生预习听力内 容。听力的部分通过两个学生谈论科学家钱学森的故事， 帮助学生了解科学家的生活经历。通过回答5个问题，训 练学生分析解决问题能力。建议学生在听的过程中记一些 重要的单词即可。从听力中就可引出speaking部分，教师 可通过简单的问答来激发学生说的欲望，可以在几个简单 问答后，补充课文中有用的表达，让学生讨论将来职业的 选择。在培养学生交际能力的同时，教师要不失时机进行 德育渗透，教育学生应树立远大理想，并为实现自己的理 想而奋斗。
三、本单元教学建议
小结（Summing up）部分，这部分用以提高学生的认知 水平，通过对本单元内容和知识点的回顾，查漏补缺，培 养学生概括总结能力。教师应及时发现学生在这几个方面 的不足，并给予适当辅导。
学习建议（Learning up）部分，这部分是指导学生写好 劝说文，以训练学生逻辑guage中writing部分时，引入这个学习内 容。
三、本单元教学建议
Reading & writing部分的阅读材料讲述了哥白尼是如何建 立太阳中心学说的。在进行整体阅读后，如有必要，教师 可以用问题形式启示讲解文中语言知识点和部分难句。通 过Exercise 1，让学生比较哥白尼理论和前人理论的不同， 培养学生的观察和比较能力。Exercise 2运用发散性思维 阐明自己的观点。Writing要求学生根据阅读内容给哥白 尼写一封信，建议他尽快公布他的发现。教师应告诉学生 写这类文章的注意事项，例如：文章结构应为：表达你的 想法——陈述理由——提出建议。可以让学生课后搜集、 整理信息后再写。
一、教学内容分析
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英语必修五Unit 1 Great scientists学案一.词语辨析三．重点词汇1. conclude vi.终结；结束; 推断；决定[典例]1）The meeting concluded at ten o'clock. 会议于十点钟结束。
2）It is hard to conclude. 这很难断定。
[重点用法]conclusion n. 结束,结论make／draw／reach／come to／arrive at a conclusion下结论，得出结论；bring sth. to a conclusion 使…结束；in conclusion 作为结论，最后；[练习] 汉译英我们推定蓝队无法按时抵达目的地。
_______________________________________________________________________________ 我们认定他并没有告诉我们实情。
_______________________________________________________________________________2. attend v. 1)注意；留意；处理(与to连用)=do with2) 出席；到场：3)照看；照料：=take care; look after[典例]1）We'll attend to the problem later．稍后我们将关注那个问题。
2）Which doctor is attending you? 哪一个医生为你看病?[重点用法]attendance n．出席，出席的人数，伺候，照料attend school上学attend a lecture / meeting听讲座/出席会议attend a wedding / ceremony出席婚礼‗/参加典礼[练习] 汉译英他们在我们不在时管理事务。
_______________________________________________________________________________ 2) 他在这个领域很出名，今晚将会有成千上万的粉丝参加他的讲座。
_______________________________________________________________________________3. expose vt. 1)使暴露, 显露2)曝光3)揭露[重点用法]exposure n．(在日光、风雨、危险中)暴露，暴晒(后接to + n．)；(摄影的)曝光be exposed to ….置身于……;暴露于…[典例]1）A real artist can always expose his students to good art and music称职的艺术家总能使学生接触美好的艺术和音乐2）This film has been exposed. 这片子已经感光。
3）He exposed the plan to the newspapers.他向几家报纸透露了这个计划。
4）Exposure to the cold wind left my lips feeling dry．我暴露在寒风中，觉得嘴唇干裂。
5）As a journalist in the war, she was exposed to many dangers.作为战地记者,她置身于多种危险中.[练习]用expose的恰当形式填空。
1）The soil was washed away by the flood, _____________ bare rock．2）The baby was left ____________ the wind and rain．3）The _____________ of the plot(秘密计划) against the President probably saved his life．4. absorb vt. 1) 吸收2)使(精神)贯注3)占用(时间)[重点用法]be absorbed in 全神贯注于; 热衷于;absorb one‘s at tention 吸引某人注意力[典例]1）The equipment can absorb moisture from the air这一设备能从空中吸收水分2）He is absorbed in study. 他专心读书。
3）This job absorbs all of my time. 这件工作占用了我的全部时间。
[练习] 汉译英1) 颜色丰富的东西总能轻易地吸引孩子们的注意力。
_______________________________________________________________________________ 2) 这双新鞋特别设计了吸收能量的作用。
_______________________________________________________________________________5. blame vt．责备；谴责；归咎于；n．责怪；(过失、过错等)责任[典例]1)The careless driver is to blame for the traffic accident happening yesterday．那个粗心的司机该为昨天发生的交通事故负责。
2) Who is to blame for the failure? 谁该为这次的失败负责?3) The student blamed the teacher for his failure．学生因失败而怪老师。
[重点用法]blame sb. for (doing) sth. 因(做)某事而指责某人blame sth. on sb. 因某事而指责某人sb. be to blame for (doing) sth. 因(做)某事某人应该受到谴责；注意: be to blame 应负责(无被动形式)。
[练习] 汉译英1）似乎要归罪于饮用水了._______________________________________________________________________________ 2）这件事谁也不能怨._______________________________________________________________________________ 3）他指责你玩忽职守._______________________________________________________________________________6. instruct vt教导; 指示[典例]1）Miss Liu instructed a class in math last year. 刘老师去年给一个班学生上数学课.2）The volunteers often go to an orphan home to instruct orphans. in English这些志愿者经常去孤儿之家去教他们英语.3）He was instructed when to start through the email. 他从邮件中得到出发时间的通知4）He was instructed to sail for New Y ork. 他奉命前往纽约。
[重点用法]instruct sb.( in sth.) 教, 教导,传授技能instruct sb. to do 命令/指示某人做……instruct that-clause通知[练习] 汉译英1）老职工对青年职工言传身教._______________________________________________________________________________ 2）孩子们被要求放学后留在教室里._______________________________________________________________________________7. contribute vi．&vt．捐助，捐献，贡献；投稿[典例]1）He contributed to the church．他向教会捐款。
2）He often contributes to this newspaper．他经常向这家报社投稿。
3）Cigarette smoking is a major factor contributing to cancer．吸烟是导致癌症的主要因素。
[重点用法]contribution n. 捐献，贡献；投稿contribute…to …向……捐献(投稿)contribute to…促成，起作用，有助于make a contribution to／towards 向……捐赠；对…作出贡献注意: 以上短语中to为介词；[练习]用contribute的恰当形式或短语填空。
1) Everyone is encouraged to the discussion.2) Her work has our understanding of this difficult subject.3) She has poems to literary magazines．四．重点词组1．put forward 提出(建议等)；推荐某人或自己任职位；提名[典例]1）He put forward a new plan yesterday．他昨天提出一个新计划。
2）May I put your name forward as a possible chairman of the committee?我能否提名你当委员会主席?[短语归纳]put on穿上；增加put on performances演出put an end to结束；终止put off推迟；延期；put one's heart into全神贯注于put down写下put out生产；扑灭put back放回；送回put up举起；张贴[练习]用put构成的短语填空:1) Y ou can take anything from the shelf, but please the books when you've finished with them．2) He often some useful advice.2．apart from 除……之外; 另外（既可包括在内，也可以不包括在内）[典例]1）Apart from a few faults，he is a perfect teacher．除了几个缺点之外，他是一个很好的老师。