知识学习高二英语必修五Unit 1 Great scientists教案.docx
《知识学习高二英语必修五Unit 1 Great scientists教案.docx》由会员分享，可在线阅读，更多相关《知识学习高二英语必修五Unit 1 Great scientists教案.docx（6页珍藏版）》请在冰豆网上搜索。
知识学习高二英语必修五Unit1Greatscientists教案
高二英语必修五Unit1Greatscientists教案
Unit1Greatscientists
TheFirstPeriod
Reading
Teachinggoals教学目标
.Targetlanguage目标语言
a.重点词汇和短语
attend,control,severe,pub,immediately,handle,instructor,pump,contribute,conclude,steamengine,virus,putforward,makeaconclusion,exposeto
b.重点句式
Topreventthisfromhappeningagain,johnSnowsuggestedthat...P3
2.Abilitygoals能力目标
Enablethestudentstotalkaboutscienceandscientists.
3.Learningabilitygoals学能目标
Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsandhowtoorganizeascientificresearch.
Teachingimportant&difficultpoints教学重难点
Talkaboutscienceandscientists.
Teachingmethods教学方法
Task-basedactivities.
Teachingaids教具准备
Acomputerandaprojector.
Teachingprocedures&ways教学过程与方式
StepⅠLead-in
Askthestudentstothinkofsomegreatinventionsandinventorsinhistory.
T:
welcomebacktoschool,everyone.Iguessmostofyouhaveenjoyedyourholiday.maybeIshouldsayeveryonehasenjoyedascientificlife.why?
Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nowcanyoutellmethescientistswhoinventedthelights,thegramophoneandthecomputer?
S1:
Edisoninventedthelightsandthegramophone.
S2:
ThefirstcomputerwasinventedbyagroupofAmericanscientists.
StepⅡwarmingup
First,asksomequestionsaboutgreatscientists.Second,askallthestudentstotrythequizandfindoutwhoknowsthemost.
T:
youknowourlifeiscloselyrelatedtoscienceandscientists.webenefitalotfromthem.canyounameoutasmanyscientistsaspossible?
S1:
Newton.
S2:
watt.
S3:
Franklin.
Sampleanswers:
.Archimedes,AncientGreek,amathematician.
2.charlesDarwin,Britain.ThenameofthebookisoriginofSpecies.
3.ThomasNewcomen,British,aninventorofsteamengine.
4.Gregormendel,czech,abotanistandgeneticist.
5.mariecurie,PolishandFrench,achemistandphysicist.
6.ThomasEdison,American,aninventor.
7.LeonardodaVinci,Italian,anartist.
8.SirHumphryDavy,British,aninventorandchemist.
9.ZhangHeng,ancientchina,aninventor.
0.StepperHawking,British,aphysicist.
StepⅢPre-reading
Getthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.
T:
Now,class,pleaselookattheslide.Discussthesequestionswithyourpartners.ThenI’llasksomestudentstoreporttheirwork.
Showthefollowingonthescreen.
whatdoyouknowaboutinfectiousdiseases?
whatdoyouknowaboutcholera?
Doyouknowhowtoproveanewideainscientificresearch?
whatorderwouldyouputthesevenin?
justguess.
Sampleanswer1:
S1:
Letmetry.Infectiousdiseasescanbespreadeasily.Theyhaveanunknowncauseandmaydogreatharmtopeople.
S2:
Peoplecouldbeexposedtoinfectiousdiseases,somayanimals,suchasbirdflu.
S3:
AIDS,SARSareinfectiousdiseases.
S4:
Infectiousdiseasesaredifficulttocure.
Sampleanswer2:
S1:
Iknowsth.aboutit.Firstweshouldfindtheproblem.Then,thinkofasolution.
S2:
weshouldcollectasmuchinformationaspossible.
S3:
Analyzingresultsisthemostimportantstage.
S4:
Beforewemakeaconclusion,itisnecessaryforustorepeatsomestagesorprocesses.
Sampleanswer3:
S1:
Ithink“Findaproblem”shouldbethefirststage.
S2:
“makeupaquestion”shouldfollowthefirststage.
S3:
“Thinkofamethod”,“collectresults”and“Analyzeresults”areafterthat.
S4:
ofcourse,before“makeaconclusion”,weshould“Repeatifnecessary”.
T:
welldone!
whenwewanttosolvesomeproblems,firstweshouldfindouttheproblem,dosomeresearchonit,proveyourfindings,andthenmakeaconclusion.Thisisascientificandobjectivewayofresearching.Nowlet’sseehowdoctorjohnSnowdidhisresearch.
StepⅣReading
Letthestudentsskimthewholepassageandtrytoworkoutthemeaningsofthenewwordsandstructuresusingcontext.
T:
TheeffectofcholerainthenineteenthcenturyLondonwasdevastating.manypeoplediedwithoutknowingthereason.ItwasdoctorjohnSnowwhosavedthepeople.Pleaselookatthescreen.Let’sreadthewholepassageandfindanswerstothequestions.
Showthequestionsonthescreen.
.whatconditionsallowedcholeradevelop?
2.whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason?
3.whatevidencedidjohnSnowgathertoconvincepeoplethatidea2wasright?
Sampleanswers:
S1:
Thedirtywatermadethecholeradevelopquickly.
S2:
Becausepeoplecouldnotunderstanditscauseandcouldnotgetitcured.Sopeopleimaginedthatsomepoisonousgasintheaircausedthedeaths.
S3:
Hefoundthatmanyofthedeathswerenearthewaterpumpwhilesomeareasfarawayfromthewaterpumphadnodeaths.Sowhenpeoplewereaskednottousethewaterpump,thediseasebegantoslowdown.Inthisway,johnSnowhadshownthatcholerawasspreadbygermsandnotinacloudofgas.
StepⅤTextanalyzing
Askthestudentstoanalyzethetextingroups.
T:
Nowclass.canyoutellmewhatstyleofthepassagebelongsto?
S1:
Ithinkitisareport.
T:
Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsjohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreportyouranswers.
Paragraphs
Stages
Generalideas
2
3
4
5
6
7
Sampleanswers:
S1:
mygroup’sopinionisthis:
stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis:
johnSnowwantedtofindthecausesofcholera.
S2:
ouranswerislikethis:
paragraphtwoexpressesthesecondstage“makeupaquestion”.Thegeneralideaislikethis:
johnSnowwantedtoprovewhichtheorywascorrect.
S3:
“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Thegeneralideaislikethis:
johnSnowcollecteddataonthosewhowereillordiedandwheretheygottheirwater.
S4:
Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaislikethis:
johnSnowplottedinformationonamaptofindoutwherepeoplediedordidnotdie.
S5:
ourgroupbelieveparagraphfivecontainsthefifthstageofjohnSnow’sresearch.Thegeneralideaislikethis:
johnSnowanalysedthewatertoseeifthatwasthecauseoftheillness.Sothisstageisto“Analysetheresults”.
S6:
Thesixthstageis“Repeatifnecessary”.Itiscontainedinthesixthparagraph.Thegeneralideaislikethis:
johnSnowtriedtofindotherevidencestoconfirmhisconclusion.
S7:
Thelastparagraphisabouttheseventhstage“makeaconclusion”.Itsgeneralideaislikethis:
ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera.
Asksomestudentstoputtheiranswersinthechart.
Paragraph
Stages
Generalideas
Findaproblem
Thecausesofcholera
2
makeupaquestion
Thecorrectorpossibletheory
3
Thinkofamethod
collectdataonwherepeoplewereillanddiedandwheretheygottheirwater
4
collectresults
Plotinformationonamaptofindoutwherepeoplediedordidnotdie
5
Analysetheresults
Analysethewatertoseeifthatisthecauseoftheillness
6
Repeatifnecessary
Findotherevidencestoconfirmhisconclusion
7
makeaconclusion
ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera
StepⅥHomework
.Getmoreinformationaboutsomeinfectiousdiseasesandmodernscientists.
2.FinishtheExercises1,2,3onpages3and4.
教后反思：
在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。
平时有意识地培养猜词的能力，根据词根，上下文等，尤其要注意单词及词组在上下文中的含义，而不是仅仅它的字面含义。
同样，在高考阅读中还经常会有深层理解题，如whatcanyouinferfromthesecondparagraph?
所以阅读的要求不能仅停留在表面含义，更应挖掘潜藏的内涵。
在教学中，也应充分应试技巧的训练和培养。
这节课也有一些亮点，比如：
1.这节阅读课上出了英语新课程标准的理念。
在阅读之前先对内容进行预测，这符合阅读的一般规律，在阅读之前首先在头脑中形成一个信息包，为阅读做好准备。
2.这节阅读课把应试教育和素质教育结合起来了。
首先，在阅读时注重篇章的理解，帮助学生理解结构（Briefintroduction,Bodyandconclusion）。
其次，难句的突破在课文理解中带出，不是为了难句去讲难句。
升级会员 