Unit 1 Great scientists Period 5 优秀教案(人教版必修5)
Unit1GreatScientists教案
Unit1GreatScientists教案Step 2 nT: Today we are going to talk about great scientists。
Who can name some great scientists and their achievements。
(XXX on the board.) Very good。
Now。
let’s learn some new words and XXX.Step 3 PracticeT: Now。
XXX research。
Can anyone give an example。
(Teacher gives an example and asks students to discuss in groups.)Step 4 nT: What do you know about us disease。
Can you give some examples。
(Teacher writes down the examples on the board.) Now。
what do you know about cholera。
Can you explain it in your own words?Step 5 HomeworkT: For homework。
I want you to think about what kind of scientific job you want to do in the future。
Write a short paragraph about it and be prepared to share it with the class tomorrow.Overall。
this XXX and their ns。
as well as to teach them about the stages of setting out a new XXX n and practice。
Unit 1 Great Scientists教案
Unit 1 Great Scientists教案一、教学目标1、知识目标（1）学生能够掌握本单元重点词汇，如：conclude, defeat, attend, expose 等。
（2）学生能够理解并运用与伟大科学家相关的句型和表达方式。
2、能力目标（1）通过阅读课文，提高学生的阅读理解能力和信息提取能力。
（2）通过小组讨论和角色扮演，培养学生的口语表达能力和团队合作能力。
3、情感目标（1）激发学生对科学的兴趣和对科学家的崇敬之情。
（2）培养学生的探索精神和创新意识。
二、教学重难点1、重点（1）掌握重点词汇和句型的用法。
（2）理解课文内容，了解伟大科学家的成就和精神。
2、难点（1）运用所学知识进行有效的语言输出。
（2）理解科学研究中的逻辑和方法。
三、教学方法1、任务型教学法通过布置各种任务，让学生在完成任务的过程中学习和运用语言。
2、情景教学法创设与课文相关的情景，帮助学生更好地理解和感受。
3、合作学习法组织学生进行小组合作学习，培养学生的合作能力和交流能力。
四、教学过程1、导入（1）通过展示一些著名科学家的图片，如牛顿、爱因斯坦等，引发学生的兴趣，提问学生对这些科学家的了解。
（2）播放一段关于科学实验的视频，引导学生思考科学的重要性和科学家的工作。
2、词汇学习（1）呈现本单元的重点词汇，通过图片、例句等方式帮助学生理解词汇的含义和用法。
（2）组织学生进行词汇练习，如填空、造句等，巩固所学词汇。
3、课文阅读（1）让学生快速阅读课文，回答一些简单的问题，如：文章主要介绍了哪位科学家？科学家的主要成就是什么？（2）仔细阅读课文，分析课文的结构和内容，引导学生理解课文中的重点句子和段落。
（3）组织学生进行小组讨论，讨论科学家的研究方法和精神，以及对自己的启发。
4、语言点讲解（1）讲解课文中的重点句型和语法点，如：定语从句、被动语态等。
（2）通过例句和练习，让学生掌握句型和语法点的用法。
5、口语表达（1）组织学生进行角色扮演，假设自己是某位科学家，介绍自己的研究成果和经历。
M5Unit-1-Great-scientists教案设计
Unit 1 Great scientistsTeaching aimsTo help students learn to describe peopleTo help students learn to read a narration about John SnowTo help students better understand “Great scientists”To help students learn to use some important words and expressionsTo help students identify examples of “The Past Participle (1) as the Predicative & the attribute”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.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.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.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 necessaryIII. ReadingStep I Pre-readingDo you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.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 Cambridge Street? (These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form belowWho When What How ResultJohn Snow1854helping ordinarypeople exposedto cholera Examining thesource of allwater suppliesand finding newmethods ofdealing withpolluted waster“King Cholera”defeatedStep III ScanningRead 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 stageRead the passage and put the correct stages into the reading about research into a disease. John Snow Defeats “King Cholera”Paragraph Stages General ideas1 Find a problem:What cause the cholera? The causes of cholera2 Make up a question:Which is right? The correct or possible theory3 Think of a method:Test two theory Collect data on where people were ill and died and where they got their water 4 Collect results:Mark the death Plot information on a map to find out where people died or did not die5 Analyze the results:Find the resource of the water L ook into the water to see if that is the cause of the illness6 Find supporting evidence Find other evidences to confirm his conclusion7 Draw a conclusion The polluted dirty source of drinking water was to blame for the cause of the London choleraStep 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 HomeworkUsing the stages for scientific research and write a summary.。
Unit 1 Great Scientists教案
Unit 1 Great Scientists教案Unit 1 Great Scientists Period 1 Warming up & Pre-reading Teaching aim: To learn something about some famous scientists Teaching procedures: Step 1 Lead-in 1. Can you name some famous scientists? 2. In your opinion, what qualities should a scientist have? (Common characteristics: bright/ brightness; creative; cautious; persuasive; strict; positive;co-operative; enthusiastic; etc.) 3. What kind of scientists do you know? (geologist; geographer; mathematician; physicist; chemist; agriculturist; astronomer; botanist; biologist; inventor …) Step 2 Warmin g up 1. Page 1, SB. Ask Ss to finish the quiz and find out who knows most. 2. Show some pictures of these great scientists and have a brief introduction to them. Step 3 Pre-reading (Discussion) 1. What do you know about infectious diseases? What kind of infectious diseases do you know? (Infectious diseases can be spread easily, they have unknown cause and may do great harm to people. SARS; Bird flu; AIDS; etc.) 2. What do you know about cholera? (T can introduce this disease by using slides) 3. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in examining a new scientific idea. What order would you put them in? (Find a problem→Make up a question→Think of a method→Collect results→Analyse the results→Repeat if nece ssary→Draw a conclusion) Step 4 Language points 1. discover vt. to be the first to find, learn of, or observe 发现，发觉 discover 通常指被探索或被揭示物早就客观存在着；invent指的是发明原先不存在的东西。
新课标unit1Great Scientists整套教案The 1st Period(新课标版高二英
新课标unit1Great Scientists整套教案The 1st Period(新课标版高二英语必修五教案教学设计)Unit1 Module 5 Great Scientists本单元教学内容分析: 本单元主要话题是“科学家如何以探究、钻研、无畏的科研精神验证未知的科学原理。
”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。
本单元所涉及的要点是：（1）了解闻名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。
（2）学习表示意愿、期望和建议的句型。
（3）学习过去分词作定语和表语的结构。
（4）学习写好“persuasive writing”,以训练同学的规律思维及写作力量.Teaching Aims:1. Learn some new words and expressions.2. Know some great scientists and their achievements.3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.Difficult and Important Points:1)Word study2)Discuss in groups the stages in examining a new scientific idea.Teaching Methods:1. Inductive method2. Pair work group work3. Word Study according to the situations given (Do exercises)Teaching Procedures:Step I Warming up1. What do you know about great scientists?Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)2.Check the answers with the whole class.1).Archimedes (an ancient Greek mathematician physicist)2).Charles Darwin (British, author of The Origin of Species )3).Thomas Newcomen (British, improved the first steam pumpand turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )4).Gregor Mendel (Czech)5).Marie Curie (Polish and French, won two Nobel Prizes)6).Thomas Edison (an American inventor)7).Leonardo da Vinci (a famous Italian artist)8).Sir Humphry Davy (British)9).Zhang Heng (Chinese, invented seismograph)10).Stephen Hawking (a British astronomer)Step II. Word Study1.Read the new words after the tape.2.Choose the correct words to complete the following sentences.1) John Snow devoted himself to ________(science, scientific) research.2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.3) The boy needs one more stamp to make his collection__________ (complete, completely)4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)6) People who had drunk the __________ (polluting, polluted) water were dead.7) I will tell him the good news ____________ I see him. (immediate, immediately)8) I suggest _______(to have, having) a rest after working for such a longtime.3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.1.Who _______________ a theory about black holes?2.What ______________ did you draw?3.The car went out of ___________ and crashed.4.SARS is a terrible _____________ disease.5.He _____________ a difficult argument skillfully.6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.7. Everyone was silent as he ___________ the winner of the match.8._____________ visiting the zoo, we went to the museum.Step III. Practice (using inductive method)Use the correct form of the words to fill in the blanks.Infectionexamination=examScience /scientistConcludeAnalysisDefeatValueannouncement /announcerInstructionCalculatecontribution /contributor contributive Instructor/instructionMoveRejectionCreateCompletionPersuader Persuaden. adj. adv.Certain certainlyco-operation XRevolution XPrivacy隐私；隐居 PrivateX backwardEnthusiasm enthusiasticallyLogic logicallyStep IV. Pre-readingDiscussion:1.What five most important qualities do you think a scientist should have? Give the reasons.generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessaryAfter reading the following passage, put the correct stages into the reading about research into a disease.Step V. SummaryStep VI. Homework Assignment1.Read the passage John Snow Defeats “King Cholera”.2. Learn the new words by heart and prepare for tomorrow’s dictation.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
浙江省温州中学高中英语Unit1GreatScientist教案新人教版必修5
浙江省温州中学高中英语Unit1GreatScientist教案新人教版必修5Module 5 Unit 1 Great ScientistsPeriod 1 Warming up, Pre-reading & ReadingTeaching goals:1.The students will be able to learn sth about great scientists and their achievements.2.The students will be able to describe John, esp. his work, discoveries andachievements.3.The students will be able to get the main idea and comprehend some long sentencesbetter under the guidance of the teacher.Teaching procedures:Step one Warming upIntroduce some famous scientists and their achievements, and then do the quiz. 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.Alexander Bell electricityThomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in UniverseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton the Theory of RelativityStep two Reading1.Pre-reading:1). Pair work : What do you know about infectious diseases?2). Group work: Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in exa mining a new scientific idea. What order would you put them in?draw a conclusion think of a method collect results make up a question find a problem analyse the results find supporting evidence repeat if necessary2. While-reading:1).Predict ing:Introduce the title of the passage—John Snow Defeats King Cholera.●What does the title imply?●Predict what the text is about after reading the title and the first paragraph.●Guess what kin d of person John Snow was by analyzing the key words in the firstparagraph.2). Skimming:●Get the students to read the passage fast . Ask them to pay attention to the firstsentence in each paragraph and try to find several key words to sum up the main idea of the whole passage.●Compare what the students have predicted with the content given by the author.●Read the passage again to get the general idea of each paragraph.Para.1: The causes of cholera.Para.2: The correct or possible theory.Para.3: Collect data on those where people were ill and died and where they got their water. Para.4: Plot information on a map to find o ut where people died or did not die.Para.5: Analyse the water to see if that is the cause of the illness.Para.6: Find other evidences to confirm his conclusion.Para.7: The polluted dirty source of drinking water was to blame for the cause of the London cholera.3). Scanning:●Read the passage and try to put the correct stages into the reading about researchinto a disease.A. draw a conclusionB. think of a methodC. collect resultsD. make up a questionE. find a problemF. analyse the resultsG. find supporting evidenceH. repeat if necessaryKeys: E→D→B→C→F→G→A●Answer some detailed questions about the passag e and learn some language points:1. What do you know about Dr. John Snow’s being well-known in London?(He attended Queen Victoria to ease the birth of her babies.).e.g. I may be late – I have got one or two things to attend to.Mother had to attend to her sick son .2. From what disease did Londoners suffer in his age?(They exposed themselves to cholera.).e.g. The wolf opened its mouth t o expose a row of sharp teeth.Don’t expose your skin to the sun; your skin will be hurt.People in many provinces of China exposed themselves to the SARS in 2003.3. Did people know how to cure the disease?e.g Aspirin is said to be a wonderful cure for the pain.Although the boy was beyond cure, his parents tried to cure him of bad habits.4.When did Dr. Snow think the disease would be controlled?(He knew he would never be controlled until its cause was found.)e.g. The Ministry of Health has set up a program to control the spread of AIDSThe buttons control the temperature in the building5. What was the second theory explaining how the disease killed people?(People absorbed this disease into their bodies with their meals.)be absorbed in = concentrate oneg. He is absorbed in the research of Chinese history recently.absorb one’s attentioneg. Chinese history absorbs his attention recently.5.How serious was the disease outbreak in London?(The cholera outbreak was so severe that more than 500 people had died in 10 days.)e.g. He has such a severe illness that he has been in hospital.I was caught in a se vere storm last night and couldn’t go back home in time.7. Did the map which Dr. Snow draw help find the cause of the disease?(The map gave a valuable clue about the cause of the disease.)e.g. -- What is the value of this 18k white gold diamond necklace?-- It cost me $2,000 (=It was worth $2,000.),but I valued the necklace at $1,000.It was a valuable diamond necklace.We never know the value of water till the well is dry.8. Where were many of the deaths in Broad Street?(Many of the deaths were near the water pump in Broad Street.)e.g. If you have a flat tyre, you will pump air into the tyre.We had a debate yesterday. The lively debate really pumped us up.9. Why did some houses have no deaths?(These families wo rked in the pub at 7 Cambridge Street. They were given free beer and so had not drunk the water from the Broad street pump.)10. What did Dr. Snow think was responsible for the disease?(It seemed the water was to blame.)e.g. They blamed the secretary for the delay of the plan.The driver was not to blame for the traffic accident.He is ready to take the blame for what had happened.11. What did Dr. Snow advised the people in Broad Street do?(He told the people to remove the handle from the water pump so it could not be used.)12. What else did Dr. Snow find in another part of London that were linked to theBroad Street outbreak? (In addition, he found 2 other deaths.)e.g. The new bridge will link the island to the mainland.Compare: in addition, also, as well as, besidesIn addition to apples you asked for, I bought you some oranges.13. What conclusion did Dr. Snow te ll the public?(He announced that polluted water carried the disease.)e.g. The captain announced that the plane was going to land.The army announced a cease-fire.14. What did Dr. Snow tell the water companies?(They were instructed not to expose people to polluted water anymore.)e.g. She instructed me in the use of this telephone.I've been instructed to wait here until the lecturer arrives.3. Post-reading:Work in groups of four and discuss the following questions:1).What should you do if you're traveling to a country that has a cholera outbreakaccording to Snow’s theory?(Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice. Eat only food that's been thoroughly cooked and is still hot, or fruit that you've peeled yourself. Avoid undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.)2.) What spirit can we find in John Snow? As a student, what should we learn from him?S tep three ConsolidationListen to the tape and get a better comprehension of the passage. While listening, pay special attention to the new wordsand expressions as well as the sentence structures they have learned.Step four Homework1.Read the passage aloud after class.2.Prepare for comprehending and learning about language.3.Writing: What I think of John Snow.。
高中英语Unit1GreatscientistsSectionⅤWriting_劝说信教案含解析新人教版必修5
Section Ⅴ Writing—劝说信劝说信是指以信件的形式表达自己的观点或立场，并期待对方认同或接受。
一、基本结构第一部分：引入。
写信人首先需要简要说明写信的主要目的。
如果需要的话，也可以大致作一下自我介绍。
第二部分：阐述。
这是说服性信函的主体和核心部分。
写信人需要在这个部分有条理地列出自己的理由。
理由要客观、真实、有说服力，要重点突出、层次分明。
同时，要注意适当提高语言的力度，发挥语言的功力，以便更好地展现自己的立场。
第三部分：总结。
可以用生动的语言重申自己的核心观点，或以情动人、引起共鸣，或升华延伸、画龙点睛。
这部分应该注意语言的简练和冲击力，切忌冗杂拖拉的表达。
二、增分佳句(一)劝说信开头常用句式——引入观点1．Now it is commonly held that ... They think ... But I doubt whether ...2．These days we are often told that ... But is this really the case ...3．Faced with ..., quite a few people argue that ..., but I conceive it differently.4．Currently there is a widespread concern that ...5．Now people in growing numbers are coming to realise that ...(二)劝说信主体常用句式——阐述理由1．The reason for ... is that ...2．The reasons for ... are as follows. First, ... Second, ... Last but not least, ...3．On the one hand, ...; on the other hand, ...4．We may take a common example to show ...5．A recent study suggests/shows that ...6．According to the statistics provided by ..., it can be seen that ...7．There is good evidence to show that ...8．No one can ignore the fact that ...(三)劝说信结尾常用句式——总结1．In short, ...2．In conclusion, ...3．As far as I’m concerned, ...4．From what has been discussed above/Taking all these factors into consideration,we may safely arrive at/come to/reach the conclusion that ...[题目要求]假设你叫李华，请给Nicolaus Copernicus(尼古拉·哥白尼)写一封信劝说他出版自己的理论著作，这样可以让每个人都了解他的理论，从而推动科学的发展。
Unit 1 Great scientists教学设计(英语人教高中必修五)
Unit 1 Great scientists教材分析1. 教材分析本单元主要话题是How to organize scientific research。
旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。
1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3 Reading 介绍英国著名医生John Snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。
通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4 Comprehending 共设计了四个题型。
1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。
第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2．教材重组2.1 将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”。
2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合为一节“泛读课”。
高二英语必修五《Unit 1 Great scientists》教案(Word版)
高二英语必修五《Unit 1 Great scientists》教案（2021最新版）作者：______编写日期：2021年__月__日教案【一】教学准备教学目标1.Students learn some new words and expressions to describe people ,especially famous persons;2.Students are encouraged to give more information about famous persons who they are familiar:3. Students can realize that it is scientific spirit that makes those scientists successful.教学重难点1. Words and expressions in this unit2. Previous knowledge of some of the famous scientists3. Comprehending the text教学过程【导入】Words learning(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )Definitions or explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once; without delayD.immediate 4.look at...carefully in order to learn about or from...plete 5.of great value, worth or useF.valuable 6.having all its parts; whole; finishedG.announce 7.make knownH.control e or bring to an endI.positive 9.power to order or directJ.conclude 10.quite certain or sure【讲授】useful sentences learning(The sentences are picked from the text.)1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.2.This sentence doesn’t make any sense.3.Our English teacher is not only strict with us but also friendly to us.4.He is good-looking, apart from his nose.5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.6.It is not Tom but you who are to blame.7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make manybreakthroughs.8.Have you drawn any conclusion after you read this passage?9.Well done.So much for the learning of the new words and expressions.【讲授】Introduction of a classic articleTeacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.【活动】Share the outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。
高中英语 Unit1 Great scientists教案5 新人教版必修5
（1）I still well remember that when I….
我还清楚地记得高一时我的英语非常差。
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（5）(结果):这种感觉使我不能学习。
（6）(结尾):只有当我给父母打完电话我才感觉到舒服点。
1.(总起)I hada similarexperience.
2.(时间、地点、人物、事件)LastMid-autumn Festival I spent alone at school.
3.(经过)At that time,I was busy preparing for an important exam.
教学策略手段
At the beginning of this period, the teacher should (can) design some exercises to review what the students learned in the last period.The teacher can begin with asking some questions or having a competition to make some sentences with“John Snow”according to the passage.
Train the students’ listening ability. Especially listen and understand what the speakersmean beyond words.
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Period 5 GrammarThe General Idea of This PeriodThis is the fifth period, which will center on the grammar: using the past participle as the attribute and the predicative. At the beginning of this period, the teacher should give the students some time to go over what they learned in the last period.Later the teacher had better present some sentences containing the past participle used as the attribute and the predicative on purpose by asking the students to do some exercises. Get the students to find all the sentences containing the past participle in the two passages. After finding them, the teacher can ask the students to analyze them and understand the function of the past participle in those sentences. After that the teacher should give the students clear explanations about the usage of the grammar.After maste ring the rules of the past participle, the students should be given more exercises to consolidate what they learn. The teacher should arrange some activities carefully and creatively. First let them do some simple exercises. For example, combine the two sentences using the past participle as the attribute and the predicative. Then ask them to make some sentences using the past participle.Besides that, the teacher should help the students to review the other usages of the past participle. In the end, let them write a passage using the past participle properly.Apart from the usage of the past participle, the teacher had better make the students understand the differences between the past participle and the present participle. In order to have the students master it, the teacher should choose some exercises to supply the students with some problems to deal with. By doing and practicing more, the students may master the grammar.Teaching Important PointTo learn about the past participle used as the attribute and the predicative.Teaching DifficultyTo know the differences between the past participle and the present participle.Teaching AidsMulti-media classroom and other normal teaching tools.Three Dimensional Teaching AimsKnowledge AimTo learn about the past participle used as the attribute and the predicative.Ability AimTo use the past participle used as the attribute and the predictive free ly and properly in speaking and writing.Emotional AimsEncourage the students learn more about the grammar.Help the students to form the good habit in learning.Encourage the students to do more exercises to consolidate their knowledge.Teaching ProcedureStep 1 GreetingT: Hello, my friends.Ss: Hello, Miss...Step 2 RevisionT: Do you still remember what you learned in this unit? Would you please say something about the great scientists we learned in this unit. First please something about John Snow.S: John snow, a well-known doctor in London, defeated cholera.S: He got interested in two theories explaining how cholera killed people.S: John Snow gathered the information and marked it on a map where all the dead people ha d lived.S: He discovered that many of the deaths were near the water. It seemed the water was to blame.Ss: ...T: You really did a very good job. Now, let’s say something about Nicolaus Copernicus.S1: Nicolaus Copernicus believed that the earth is not the centre of the solar system. But at that time people all believed God had made the world and for that reason the earth was special and must be the centre of the solar system.S2: In 1514 he showed his theory privately to his friends and explained his theory.S3: He was very cautious because he did not want to be attacked by the Christian church.S4: He published his theory as he lay dying in 1543.S5: His theory was rejected by the Christian Church.Step 3 PresentationT: Today we will learn the grammar—past participle used as the attribute and the predicative. First look at your text on Page 4, part I. Look at the following sentences where the past participles are used.T: In this sentence the past participle is used as an attribut e phrase. Terrified people means people who were terrified. Now please find two more examples from the reading passages with past participles used as the attribute. You are allowed to find as many sentences as possible in two minutes.(Two minutes later, ask the students to report what they have found.)S1: From the stomach the disease attacked the body quickly and soon the affected person was dead.S2: Immediately John Snow told the astonished people in Broad Street to remove the handle from the water pump so it could not be used.S3: John Snow suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found.S4: He placed a fixed sun at the centre of the solar system.T: Good. You just found all the sentences containing the past participles used as the attributes. Besides using as the attribute, the past participles can also be used as the predicative. Can you find the sentences with past participles used as the predicative? Finish it in two minutes.(Two minutes later, let the students read these sentences with past participles as the predicative.)S1: Neither its cause, nor its cure was understood.S2: He knew it would never be controlled until its cause was found.S3: He got interested in two theories explaining how cholera killed people.S4: They were given free beer and so had not drunk the water from the Broad Street pump.S5: He found that it came from the river, which had b een polluted by the dirty water from London.S6: Immediately John Snow told the astonished people in Broad Street to remove the handle from the water pump so it could not be used....Step 4 PractisingT: From the sentences mentioned just now, what do you know about the usage of past participles as the attribute and the predicative?S: We use past participles as attributes when we want to join two clauses together.Suggested answers:1.people who are terrified2.seats which are reserved3.water which is polluted4.a room which is crowded5.a winner who is pleased6.astonished children7.a broken vase8.a closed door9.the tired audience10.a trapped animal过去分词作定语, 在语态上, 表被动; 在时间上, 表示动作已经发生或完成, 与它所修饰的名词有逻辑上的动宾关系。