最新教学资料·人教版英语
Unit 1 Great Scientists
教材分析
Ⅰ教学内容分析
人类文明发展的进程同时也是科学技术发展的过程，而这一过程渗透了许多优秀科学家的心血。本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。
热身(Warming up)部分通过问答使学生回想起不同领域的科学家，了解科学家们对人类的贡献及其成果。
读前(Pre-reading) 通过若干问题及讨论，使学生初步了解得出科学观点所需的过程。为完成阅读奠定基础。
阅读(Reading) 部分介绍英国著名医生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。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学发现的全过程具有其科学的严密性。
理解(Comprehending) 部分的练习一让学生给文章的主要信息排序已达到对文章的初步理解。练习二通过提问挖掘文章细节，使学生重温文章内容。练习三让学生写出文章的大意，进一步掌握文章内容。练习四让学生选择段落朗读，以流利的朗读表达文中的意思。
语言学习(Learning about language) 部分主要突出单元的重点词汇和主要语法项目的训练与练习，使学生对本课重点词汇与语法项目做到学以致用。
语言运用(Using language) 部分涵盖了听说和读两个部分。听的部分通过两个学生谈论科学家钱学森的故事，使学生了解科学家的生活经历，并通过回答问题训练学生的分析、解决问题能力。
说的部分通过学生分组讨论将来选择什么科学工作，需要什么样的教育、品格及经历来完成提问和应答的交际功能任务训练，也实施了对学生的德育教育。
读的部分讲述了哥白尼是如何发现太阳中心说的，并通过1、2小题帮助学生理解文章主旨大意，学会寻求解决问题方法，同时提高阐明自己观点的能力。
写的部分是要求学生根据阅读文章内容及提示给哥白尼写一封信，建议他尽早公布他的发现，以此来培养学生的收集信息、整理信息及传递信息的能力，体现了自做、自助和自悟的教学思想，改进学生的学习策略。
小结(Summing up) 部分通过让学生回忆本单元所学内容，总结对其掌握的程度，培养学生概括总结能力。
学习建议(Learning tip) 部分建议学生如何写好“Persuasive writing”，以培养学生的逻辑思维及写作能力。
趣味阅读(Reading for Fun) 部分引用了一些科学领域中名人的名言，如爱因斯坦、
爱迪生、牛顿等，旨在从另一个侧面让学生了解科学研究的方法和科学研究的真谛。
Ⅱ教学重点和难点
1.教学重点
⑴本单元的生词和短语；
⑵过去分词作定语、表语；
（3）学习描述人物的句型；
（4）了解著名医生John Snow、哥白尼等科学家以及他们的作为和故事。
2.教学难点
⑴过去分词作定语、表语；
⑵学习表示意愿、希望或建议的句型；
⑶学写persuasive writing.
Ⅲ教学计划
本单元分五课时：
第一、二课时：Warming Up, Pre-reading, Reading & Comprehending
第三课时：Learning about Language
第四课时：Listening and speaking
第五课时：Reading and writing
Ⅳ.教学步骤:
Period 1&2 Warming Up, Pre-reading, Reading& Comprehending
Teaching Goals: 1.To learn about John Snow.
2.To develop some basic reading skills.
3.To arouse S s’ interest in learning about the sprits of scientists.
Teaching Procedures:
Step 1. Warming Up
Purpose: To arouse S s’ interest in learning about scientists.
To ask Ss to prepare something for the great scientists ahead of time and share them with others.
1.Pair work
Ask Ss to tell their partners their answers to the following question and show some to the whole class.
What do you know about great scientists?
2.Group work
Gregor Mendel (5) Marie Curie (6) Thomas Edison (7) Leonardo da Vinci
(8) Sir Humphry Davy (9) Zhang Heng (10) Stephen Hawking
Step 2. Pre-reading
Purpose: To get Ss to learn about the stages in a scientific experiment
1.Group work
(1) Get Ss into groups of four and discuss what kind of experiment they have experienced and the stages of them. Ask some groups to show their views.
(2) Ask Ss to put the following stages into proper order.
Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyze the results Repeat if necessary
Suggested Answers: Find a problem→Make up a question→Think of a method→Collect results →Analyze results→Repeat if necessary→Make a conclusion
2.Pair work
Ask Ss whether they know about infectious diseases and tell the answers to their partners.
For example: flu
Bird flu
SARS
Step 3. Reading
1.Skimming
Purpose: To get Ss to have a brief understanding of the whole text.
The passage is written in order of the stages in an experiment, so ask Ss to scan the text and find the different stages.
Suggested answers:
①Find a problem:
John Snow was a well-known doctor in London …until its cause was found.
②Make up a question:
He got interested in the two theories …and soon the affected person was dead.
③Think of a method:
He believed in the second theory but……so severe that more than 500 people had died in 10 days.
④Collect results:
He determined to find out why …It seemed the water was to blame.
⑤Analyze results:
Next, John Snow looked into the source of the water for these two streets …that cholera was spread by germs and not in a cloud of gas.
⑥Repeat if necessary
Soon the disease began to slow down…that polluted water carried the disease.
⑦Make a conclusion:
To prevent this from happening again, …not to expose people to polluted.
2.Scanning
Purpose: To get Ss to have some details in the text.
(1) Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these:
Q1. Who was John Snow?
Q2. What did John Snow do when the serious cholera broke out?
Q3. What were the two theories then?
Q4. What was John Snow’s attitude towards the two theories?
Q5. How did John Snow find the evidence for his theory?
Q6. How did he solve the problem finally?
Suggested answers:
A1. John Snow was a well-known doctor in London-so famous, indeed, that he attended Queen Victoria to ease the birth of her babies.
A2. John Snow wanted to use his knowledge to help solve this problem.
A3. The first suggested that cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.
A4. He believed in the second theory but needed to prove he was correct.
A5. He gathered the information and marked a map where all the dead people had lived. And at last he found that all the dead people drank the polluted water from the river.
A6. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined and mew methods of dealing with polluted water be found. And finally “King Cholera” was defeated.
(2) Since we have got the order of the seven stages, get Ss to write down the evidence or
Purpose: To train S s’ listening ability.
Listen to the tape and follow it in a low voice.
4. Language point s.
Purpose: To train S s’ language capacity.
(1) attend vt & vi
①出席；参加
He decided to attend the meeting himself.
②照顾；看护
Which doctor is attending to (on) you?
③伴随
The work was attended with much difficulty.
（2）absorb vt.
①吸收
A sponge absorbs water.
②使专心
The little girl was absorbed in reading a tale.
(3)severe adj.
①严厉的；严格的
I think you are too severe on the boy.
②剧烈的
He has a severe pain in his leg.
(4)announce vt
①发表、告知、宣布
The government announced its new economic policies.
②宣布
His servant announced Mr and Mrs White.
③显示；预告
Warm sunshine announces the coming of spring.
Step 4. Post-reading
Purpose: To have a deep understanding of the text.
Group work
Let Ss Talk about the following questions. And present their opinions to the whole class.
1. What do you think of John Snow?
2. Do you think him great enough?
3. If you were he, what would you do?
Step 5. Discussion
The text introduces public health medicine to Ss, which is less well-known area of medicine. With the arrival of SARS in China in 2003, we do have some knowledge of the effect of infectious diseases on our life and lifestyle.
Discuss with your partners in groups of six and tell us your views.
Step 6. Homework
Try to write a short composition about a familiar scientist.
Period 3 Listening and speaking (Using Language)
Teaching Goals: 1. To use the language points and grammar of this unit.
2. To develop S s’ listening and speaking abilities.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse them to talk about scientific subjects.
Show the pictures about the scientists and ask Ss whether they know them. And make sure they know some famous scientists in China.
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit.
1. Group work
The above pictures are all Chinese famous scientists. Let Ss talk about the stories of them. And they can also talk about other scientists in China. Get some Ss to present their stories to the rest of class.
2. Conclusion
All of them have made contributions to the development of Chinese science and technology. But do you know who the father of the Chinese space program is? (Qian Xuesen)
Step 3. Pre-listening
Purpose: To help Ss learn about the context of the Listening part.
1.Pair work
Ask Ss to discuss the pictures with their partners.
2. Discussion
Discuss the following three questions and present your opinions to your classmates.
(1) How can you describe the space?
(2) If we human beings go into the space, what are needed?
(3) Suppose you are an astronaut, what kind of qualities are necessary?
Step 4. While-listening
Purpose: 1. To get the main information in the Listening part.
2. To develop S s’ listening ability.
3. To learn something from Qian Xuesen.
1. Listen to the dialogue, focusing on the subjects mentioned in the passage.
2. Listen to the tape and answer the questions.
Q1. What did Qian Xuesen study first?
Q2. What experience did he get in America that was very useful for China?
Q3. What was Qian Xuesen’s achievement when he returned to China from America?
Suggested answers:
A1. Qian Xuesen first studied to be an engineer.
A2. In America he began to work on space rockets so that he was able to develop a space programme when he came back to China.
A3. When Qian Xuesen returned to China he set up a Space Institute to begin training people in how to design and build rockets.
3. Listen to the tape again and make sure the answers are right.
Step 5. Speaking
Purpose: 1. To develop S s’ speaking ability.
2. To learn about the words for character description.
1. Pre-speaking
Purpose: To arouse S s’ interest and get them to focus on the topic of the Speaking part.
Show the pictures again.
Pair work
Let Ss discuss in pairs and present how they achieved their success in their future scientific job.
What kind of words can be used?
For your reference:
talent, intelligence, hard work, persistence, confidence, curiosity, enthusiasm, luck…
2. While-speaking
Purpose: To get Ss to talk about their favorite scientific jobs.
(1) Work in groups of four and discuss what scientific job each of Ss would like to choose in the future. The following questions and expressions can be helpful.
Questions:
What job do you want to do?
What personality will be needed?
What education will you need?
What personality will be needed?
How lone will the training take?
What work experience would be useful?
How will you prepare for this career?
(2) Act out the dialogue and show to the class.
Whe n describe someone’s character, the following words can be used.
patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with …
Sample dialogue:
A: What do you want to do when you grow up?
B: I want to build robots. I will have to do a physics and mathematics degree in china. After that I hope to go abroad to Reading University in England where you can study all about robots. There is a special cybernetics department there.
A: Why personality will be needed for that job?
B: They have a lot of uses: for example, in making cars on a popular line or doing other repetitive jobs.
A: What personality will be needed for that job?
B: I think I need to be patient for my ideas will take a long time to develop. I also need to be creative enough to have good ideas.
A: What experience will be most useful to you?
B: I think technology and engineering projects. I hope to work in a factory in my holidays. A: What kind of person makes a good inventor?
B: I think someone who is happy to persevere at something and learns from his mistakes.
A: Thank you. I think designing robots sounds fun.
3. Post-speaking
Ask some Ss to give a speech to their classmates about their scientific jobs in the future
Step 6. Extension
Purpose: To make a conclusion from the Speaking part.
Discuss the questions below with your partners.
We know that a scientific job is challenging and difficult, but there are still many persons doing very well at their positions. What can you learn from them?
Share your views with your classmates.
Step 7. Homework
1.Write a short composition to introduce Qian Xuesen.
2.Get on the line and find out more scientists and their stories.
Period 4 Learning about language
Teaching Goals: 1. To enable Ss to master some new words and expressions.
2. To get Ss to have knowledge of the grammar point: the past participle as the attribute
and predicative.
Teaching Procedures:
Step 1. Free talk
If you have a special chance to meet with John Snow, what kind of questions will you ask? Step 2. word study
Purpose: To consolidate the new words and phrases in the text.
1. 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 teacher drew a picture to make herself _____ (ease, easy, easily) understood.
(4)The boy needs one more stamp to make his collection _____(complete, completely).
(5)_____ (Apart from, Expect) that 10 dollars, I have another ten given by my mother. Suggested answers: (1) scientific, (2) conclusion, (3) easily, (4) complete, (5) Apart from
2. This is a report on living conditions in England in the nineteenth century. Choose the correct
In the twenty-first century, educated people find it difficult to believe that living conditions in the nineteenth century ______ people _____ serious illnesses. The reports of many doctors _____ illness ____ drinking polluted water. However, one hundred years ago people did not connect a disease to the environment. So they did not _____ the companies that supplied dirty water. The doctors found that the dirtier the water, the more _____ the illness. It was only later when people began to ______ the water and _____ its quality that they _____ the idea that cholera was ______ from the air. It was only when everybody began to attack the dirty conditions that cholera was _____ and was not a problem any more.
Suggested answers: expose; to; link; to; blame; severe; examine; test; rejected; absorbed;
defeated
3. Sometimes in English we put the verb make with a noun instead of using a simple verb; for example, make a mistake instead of to mistake. Look at these simple verbs and make another
make a plan; make a contribution
make a speech; make a noise
make a change; make a description
4. In English verbs like make are very active and useful. Apart from the construction mentioned
For example:
1.The teacher asked us not to make faces in class.
2.I tried to make friends with my neighbor but he was too old and did not want to talk to me.
3.The best way to make money is to study hard and gain good qualifications.
4.If you make phone calls abroad it will cost you a lot of money so I should watch the number
of calls.
Step 3. Grammar
1.Presentation
Purpose: To get Ss to tell the usage of the past participle.
A broken window a worried mother
By his disappointed appearance, he was not satisfied.
Ask Ss to find more examples from the Reading part.
(1)The past participle as the attribute
A well-known doctor
Ordinary people exposed to cholera
Thousands of terrified people
…
(2) The past participle as the predicative
he became inspired when…
he got interested in two theories…
…
2.Practice
Purpose: To get Ss to have knowledge of the grammar through exercises
Suggested answers: ①people who look terrified
②the seats that are reserved
③the water that is polluted
④the room that is crowded
⑤the winner who is pleased
⑥the astonished children
⑦a broken vase
⑧a closed door
⑨tired audience
⑩a trapped animal
(2) Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence.
Worry interest arrive frighten prepare continue concern
①They were ______ to accept my idea.
②I’ll be _____ to hear what he has to say.
③The major said that he was ______ about the ______ rise of the water level in the
river bed.
④Recently ______ soldiers are helping to take the victims to safe areas from the flood.
⑤Most of the newspapers seems to be ______ with pop stars.
⑥He was ______ of going alone into the empty house.
Suggested answers: ①prepared ②interested ③worried, continued ④arrived
⑤concerned ⑥frightened
Step 4. Homework
1. Review the new words and phrases.
2. Review the use of the past participle.
Period 5 Reading and writing (Using Language)
Teaching Goals: 1. To develop Ss’ reading ability.
2. To develop Ss’ writing ability.
3. To get Ss to learn something about Nicolaus Copernicus.
Teaching Procedures:
Step 1. Warming Up
Purpose: To lead Ss to the topic and arouse their interest in Copernicus.
Ask Ss to discuss the questions below:
1.Who is the man in the left picture?
2.What about the right picture?
3.Do you know the relationship between them?
Ask Ss to present their views.
Step 2 Reading
Purpose: To find some details in the text.
1. Ask Ss to discuss the following questions in pairs and answer them.
Q1. What made Copernicus confused?
Q2. Why couldn’t he tell about his theory?
Q3. What’s Christian’s view of universe?
Q4. When did he first show his theory? To whom?
Q5. What’s his friends’ reaction to the theory?
Q6. When was the theory published? Why?
Q7. What’s the evaluation of the theory?
Suggested answers:
A1. His mathematical calculations led to the same conclusion: that the earth was not the center of solar system.
A2. He could not tell anyone about his theory as the powerful Christian Church would have punished him for even suggesting such an idea.
A3. They believed God had made the world and for that reason the earth was special and must be the center of the solar system.
A4. In 1515 he showed it privately to his friends.
A5. His friends were enthusiastic and encouraged him to publish his ideas.
A6. He did not want to be attacked by the Christian Church, so he only published it as he lay dying in 1543.
A7. Now people can see that there is a direct link between his ideas and the work of Isaac Newton, Albert Einstein and Stephen Hawking.
2. Group work
Divide Ss into three groups and discuss the following question. Ask every group to present their ideas.
If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?
Step 3. Writing
Purpose: To learn to write a persuasive essay.
Write a short letter asking Copernicus to publish his ideas so that everyone can read them. First you need to collect your ideas. For example:
●He believes his new theory is true.
●There are problems with the present theory.
●He has done many years of observations to prove his new theory is true.
●Science can not develop unless people publish their ideas.
●Time will show if his theory is true of now.
Here is a plan:
Beginning: Tell Copernicus who you are and why you want him to publish his ideas. Paragraph 1: Reason 1 and evidence.
Paragraph 2: Reason 2 and evidence.
Summing up: Ask him to think again about publishing his ideas.
One Possible version:
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the center of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
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,
***
Step 4. Extension
Purpose: To deepen what we have learned in the Writing part.
Let us compare a persuasive essay with a report, a description and a creative piece and then
Step 5. Homework
Write a short composition about a scientist, his/her life, achievements and the key to his/her success.
人教版高中英语必修五 全套教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
英语必修5 Unit 1 Great scientists Teaching Aims Skill Goals ▲ Talk about science and contributions of scientists ▲Practice expressing will, hope and suggestions ▲Practice expressing the stages in examining a new scientific idea Key new words and expressions The First Period Reading StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer S1: Edison invented the lights and the gramophone. S2: The first computer was invented by a group of American scientists. StepⅡ Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible? T；what contributions did they make? T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best. 1.I lived in ancient Greek. 2.I was a mathematician. 3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes 1.I lived in Britain. 2.I published The Origin Of Species. 3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin 1.I am Englishman 2.I’ve worked in astronomy. 3.I’ve put forward a theory about black holes. Answer； Stephen Hawking 1.I was a Chinese. 2.My invention had eight dragon heads round the top with eight balls in their mouths. Around the bottom were eight frogs directly under a dragon’s mouth. 3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng 1.I was an American. 2.I invented electric light bulb
人教课标版高中英语必修五-U n i t1- R e a d i n g-教案-新版 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
Unit1 Reading 1.教材内容分析 《普通高中课程标准英语教科书·英语（5）》（必修）Unit1 Great Scientists 中的Reading：John Snow Defeats “King Cholera”。 本单元的中心话题是“Great Scientists”，介绍了科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理，使学生在科学家的故事中学到知识、尝到乐趣、获得智慧、受到鼓舞，从而早日成才。教师的任务就是帮助学生培养科学精神，使之成为具有科学精神和人文精神=的创新型人才。 Reading部分介绍英国著名医生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。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解发现的全过程具有其科学的严密性同时了解公共卫生保健常识，做到正确地求医问药。 2．学生学习情况分析 传统的阅读教学模式是“自下而上”，是从生词短语→单句理解→段落理解→全文理解的模式。这种模式比较强调阅读中的语言形式。所以，学生的语言知识较好，阅读技能较差。针对教材和学生特点以及教学要求，本课将侧重在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上使他们形成综合运用语言的能力。同时还要注意优化学生的学习方式，使他们通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。 3．设计思想 本单元通过介绍John Snow、钱学森、哥白尼，让学生对科学家的生活有所了解和感悟。此外在学习语言知识、训练语言技能、提高语言交际能力的同时，加强了对学生的品格素养的培养，也陶冶了学生的情操。该课时是一堂阅读课，目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高综合运用语言的能力。这符合《普通高中英语课程标准》的性质和理念。在功能、结构、话题的基础上，采用“任务型”教学模式，设计了许多易于操作的任务型活动。阅读模式多种多样，主要处理好教学的三个阶段，即读前活动（Pre-reading），读中活动（While-reading）和读后活动（Post-
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. 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 methods 1). 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. https://www.doczj.com/doc/966551539.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
英语必修五unit5教案
英语必修五unit5教案 【篇一：高中英语必修五教案unit 5】 新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
Unit 1 Great Scientists Knowledge Aims: 1. To learn some words and expressions related to the description of the great scientists, and the personal traits of making a great scientist. 2. To make sure the students have a full understanding of the text by reading and translating. Read many times for memorizing some key sentences. 3. To guide the students to have a discussion about the characters in the text. Ability Aims: 1. To cultivate the students’ reading ability and deepen their understanding how to describe a great person and his/her personal achievement and contribution to the humankind. 2. To cultivate the students’ oral English skills and related knowledge about description of a great person’s deeds. Teaching important points: 1. To make the students have a full understanding of the text. 2. To let Ss have good command of grammar points by analyzing the key sentences. Teaching difficult points: 1. To improve the students’ reading ability and their grammatical analysis ability. 2. To enable the students to voice their opinions freely. Teaching materials: 1. Multi-media Teaching Assistant. 2. Some related pictures. Teaching aids: 1. Multi-media facilities. Teaching methods: 1. Asking-and-answering method. 2. Discussing method. 3. Elicitation method. Teaching procedures Teaching aims and demands:
Unit 5 First Aid 教学设计 教材分析 本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。 学情分析 经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。 教学目标 1. Knowledge aims: 1) Get students to learn the useful new words and expressions in this part. 2) Have students read the passage and know about burns and first aids treatment for burns. 2. Ability aim: Develop students’ reading ability a nd let them learn different reading skills. 3. Emotional aims: Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency. 教学重难点 1.How to enable students to apply what they’ve learnt to perform first aid treatment for burns correctly. 2.How to improve the Student s’ reading and speaking ability. 3.How to grasp the main idea and key information quickly. 教学方法 Cooperative learning, Competition, Task-based reading 教学过程 Part1 自主探究 Step1 Warming up: What is first aid 1. Read the concept of first aid on Page 33 and fill in the blanks:
Unit1Greatscientists Period1文本研读课 学习目标 1.To talk about science and contributions of scientists. 2.To have a better understanding of the reading passage and learn to use some key words and expressions. 3.To learn to organize a scientific research and appreciate great people s characteristics and qualities. 自主预习 1.Match the scientist in the left column with his/her contributions in the right column. Alexander Bell electricity Thomas Edison the first telephone Wright brothers the electric lamp Madame Curie black holes in the universe Franklin theory of gravity Steven Hawking the first plane Elbert Einstein radium Isaac Newton the theory of relativity 2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in? Draw a conclusion Think of a method Collect results Make a question Find a problem Analyse the results Find supporting evidence 3.Do you know the features of infectious diseases? 学习过程 Step1:Skimming 1.Who was the great scientist in the passage and what was the deadly disease of its day? 2.What happened in 1854? 3.What can prove that cholera was severe? Step2:Carefulreading 1.Read Paragraph 1 and then fill in the blanks. John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem. 2.Read Paragraphs 2 & 3 and then answer the questions. (1)What were the two theories about the cause of cholera? (2)Which theory did John Snow want to prove? (3)What was his method of doing the research? 3.Read Paragraph 4 and answer the questions.
Unit1 Using language 教案 Step I Pre-reading 1.Talk about the center of the solar system. “Do you know what is the center of the solar system?” Ask the students to look at the pictures on pages 7. And remind them of the common knowledge of “Su n-Centered Theo ry”. 2.Talk about Copernicus . We know the first scientist is 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 went around it. Step II Reading 1. Read through the passage, and tell whether the following statements are true or false. (1) At Copernicus’ time, Christian Church was in charge of many western countries. (T) (2) Copernicus noticed that observed from the earth, some planets appear in front of or behind the earth. (F) (3) Copernicus didn’t show his new theory to his friends until he completed it. (T) (4) His friends were not interested in his ideas. (F) (5) Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as he finished working on it. (F) (6) Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe. (T) 2. Read careful ly and try to draw the two theories of the universe. This time the students are encouraged to read the passage carefully and then do the exercises and problems on pages 7. Encourage the students to fulfill them quickly and correctly. And check the answers together.
人教版高中英语必修 5 NEW SENIOR ENGLISH FOR CHINA STUDENTS’ BOOK 5 Unit 2 The United Kingdom 年级：高三 课时： 1课时 任课老师：王爽 Unit 2 The United Kingdom Ⅰ. Material analysis The topic of this unit is the United Kingdom, which helps students to gain a better understanding of history and geography of the UK and its constitution as well as some sights and historic ruins. The reading part of this unit talks about how the four countries combined into the UK, which makes students have a clear clue of its history. And it also tells us about the UK’s main sights. All of these will help students know more about the UK. Ⅱ. Teaching objectives 1. Knowledge objective: to share the information about the United Kindom. 2. Ability objective: to foster students’ reading ab ility(prediction, skimming, scanning). 3. Emotion objective: to stimulate the students’interest for learning more about the UK. Ⅲ. Teaching points and teaching difficulties 1. Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s c redit, currency, institution, convenience, roughly, attract, architecture, administration, enjoyable 2. Key points: to show the position, direction and distance 3. Difficult points: Wales was linked to… England and Wales were joined to… England is devided into three zones. Ⅳ. Teaching aids Text book, blackboard, pictures about the UK’s map
人教版必修五第五单元First aid (reading)阅读课教案 一．教材分析 随着现代社会日益工业化进程的加快,各种事故发生的潜在危险系数也在增加。很多时候如果我们能了解一点急救常识对于事故中的他人和自己都是非常有利的,有时候甚至能挽救宝贵的生命。这个单元是以First aid为话题,旨在通过单元教学使学生了解相关急救知识。具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。 二．学情分析 鉴于高二的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过课本获取更多的知识和信息，我将引导学生自主参与学习、交流合作,注重学生实际与课文主题的结合，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法。实现阅读能力与表达能力的提高。 三．教学步骤 1.教学目标 (1)知识目标： A. 帮助学生掌握重点词汇及短语。 （first aid fall ill skin organ barrier essential layer poison complex variety liquid mild mildly heal electric shock swell swollen scissors unbearable watery squeeze out over and over again bandage blouse in place） B. 引导学生阅读文章，并掌握烧伤的急救方法。 (2) 能力目标： A.引导学生用不同的方法阅读文章，从而提高学生的阅读能力。 B.帮助学生了解烧伤，掌握烧伤的急救方法。 (3)情感目标： A. 激发学生对急救的兴趣，学会保护自己，并且能够在别人遇到危险时给与帮助。 B. 培养学生的合作学习能力。 2. 教学重点： A.帮助学生了解烧伤，掌握烧伤的急救方法。 B.帮助学生掌握文章的大意及细节内容。 C.培养学生的阅读能力。 3. 教学难点： A.怎样帮助提高学生的阅读能力？ B.帮助学生了解烧伤，掌握烧伤的急救方法。 4. 教学策略和方法：教学策略主要以四步教学法和任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。 A. 通过头脑风暴的练习，使学生在大脑中形成语言的输入。 B. 通过略读和查读方法训练学生的阅读能力。 C．以所学内容为基础，设计讨论话题来提高学生的说的能力，形成语言的输出。 D．以小组讨论的方式使学生积极参与到自主学习的活动中来。 5. 教学过程 第一步：目标导入(2分钟) 1.Writing the title on the board;
Unit 1 Great scientists Period 1 Warming up and reading 课时： 课型Type of Lesson: Reading 学习目标Learning aims: 1. To help students learn to describe people 2. To help students learn to read a narration about John Snow 3. To help students better u nderstand “Great scientists” 教学重点Important Points:To help students learn to read a narration about John Snow 教学难点Difficult Points:To help students learn to describe people 教学反思Teaching Re-thinking: 家庭作业Homework: 教学过程Teaching Procedures: Warming up 热身 Step I Lead in 导入 Talk about scientist. T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But f irst let’s define the word “scientist”. What is a scientist? A scientist is a person who works in science, trying to understand how the universe or other things work. Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists. Step II 头脑风暴 Ask the students to try the quiz and find out who knows the most. T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions. 1.Archimedes, Ancient Greek (287-212 BC), a mathematician. 2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species. 3. Thomas Newcomen, British (1663-1729), an inventor of steam engine. 4. Gregor Mendel, Czech, a botanist and geneticist. 5. Marie Curie, Polish and French, a chemist and physicist. 6. Thomas Edison, American, an inventor. 7. Leonardo da Vinci, Italian, an artist. 8. Sir Humphry Davy, British, an inventor and chemist.
Unit 4 Making the news 一. 教学目标(Teaching aims) 1. 能力目标(Ability aim) Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office. Enable the Ss to know what is needed to become a reporter and how to conduct an interview. 2.. 语言目标(Language aim) 重点词汇和短语 occupation, update, submit, cover, concentrate on, inform, publish, polish, approve, acquire, accuse…of, so as to, scoop, deadline, depend on, ahead of, assess, demand, process 重点句子 Never will Zhou Yang forget his first assignment at the office of a popular English newspaper. You’ll find your colleagues very eager to assist you, so you may be able to concentrate on photography later if you’re interested . Not only am I interested in photography, but I took an amateur course at university to update my skills. Only if you ask many questions will you acquire all the information you need to know. We say a good journalist must have a good “nose” for a story. Meanwhile you have to prepare the next question depending on what the person says. Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick Perhaps I too will get a scoop! Aids: Multimedia facilities, tape-recorder, photos, diagrams 二. 教学重难点(Teaching important points) Know what is needed to become a reporter and how to conduct an interview Master the use of inversion. 三. 教学方法(Teaching method) Fast reading; Task-based method & discussion 四. 教学步骤(Teaching procedure) Period 1 Step I Warming up. ( see page 25 ) Can you tell some jobs in a newspaper company What are their jobs involves Types of jobs What it involves Reporter/ journalist Interview people or finds out events from onlookers