知识学习高二英语必修五Unit 1 Great scientists教案.docx

1、知识学习高二英语必修五Unit 1 Great scientists教案高二英语必修五Unit 1 Great scientists教案Unit1GreatscientistsTheFirstPeriodReadingTeachinggoals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,exposetob.重点句式Toprev

2、entthisfromhappeningagain,johnSnowsuggestedthat.P32.Abilitygoals能力目标Enablethestudentstotalkaboutscienceandscientists.3.Learningabilitygoals学能目标Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsandhowtoorganizeascientificresearch.Teachingimportant&difficultpoints教学重难点Talkabout

3、scienceandscientists.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepLead-inAskthestudentstothinkofsomegreatinventionsandinventorsinhistory.T:welcomebacktoschool,everyone.Iguessmostofyouhaveenjoyedyourholiday.maybeIshouldsayeveryon

4、ehasenjoyedascientificlife.why?Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nowcanyoutellmethescientistswhoinventedthelights,thegramophoneandthecomputer?S1:Edisoninventedthelightsandthegramophone.S2:ThefirstcomputerwasinventedbyagroupofAmericanscientists.StepwarmingupFirst,asksomequestio

5、nsaboutgreatscientists.Second,askallthestudentstotrythequizandfindoutwhoknowsthemost.T:youknowourlifeiscloselyrelatedtoscienceandscientists.webenefitalotfromthem.canyounameoutasmanyscientistsaspossible?S1:Newton.S2:watt.S3:Franklin.Sampleanswers:.Archimedes,AncientGreek,amathematician.2.charlesDarwi

6、n,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,aninventorandchemi

7、st.9.ZhangHeng,ancientchina,aninventor.0.StepperHawking,British,aphysicist.StepPre-readingGetthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.T:Now,class,pleaselookattheslide.Discussthesequestionswithyour

8、partners.ThenIllasksomestudentstoreporttheirwork.Showthefollowingonthescreen.whatdoyouknowaboutinfectiousdiseases?whatdoyouknowaboutcholera?Doyouknowhowtoproveanewideainscientificresearch?whatorderwouldyouputthesevenin?justguess.Sampleanswer1:S1:Letmetry.Infectiousdiseasescanbespreadeasily.Theyhavea

9、nunknowncauseandmaydogreatharmtopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,somayanimals,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sampleanswer2:S1:Iknowsth.aboutit.Firstweshouldfindtheproblem.Then,thinkofasolution.S2:weshouldcollectasmuchinformat

10、ionaspossible.S3:Analyzingresultsisthemostimportantstage.S4:Beforewemakeaconclusion,itisnecessaryforustorepeatsomestagesorprocesses.Sampleanswer3:S1:Ithink“Findaproblem”shouldbethefirststage.S2:“makeupaquestion”shouldfollowthefirststage.S3:“Thinkofamethod”,“collectresults”and“Analyzeresults”areafter

11、that.S4:ofcourse,before“makeaconclusion”,weshould“Repeatifnecessary”.T:welldone!whenwewanttosolvesomeproblems,firstweshouldfindouttheproblem,dosomeresearchonit,proveyourfindings,andthenmakeaconclusion.Thisisascientificandobjectivewayofresearching.NowletsseehowdoctorjohnSnowdidhisresearch.StepReading

12、Letthestudentsskimthewholepassageandtrytoworkoutthemeaningsofthenewwordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonwasdevastating.manypeoplediedwithoutknowingthereason.ItwasdoctorjohnSnowwhosavedthepeople.Pleaselookatthescreen.Letsreadthewholepassageandfindanswerstothe

13、questions.Showthequestionsonthescreen.whatconditionsallowedcholeradevelop?2.whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason?3.whatevidencedidjohnSnowgathertoconvincepeoplethatidea2wasright?Sampleanswers:S1:Thedirtywatermadethecholeradevelopquickly.S2:Becausepeoplecouldnotunders

14、tanditscauseandcouldnotgetitcured.Sopeopleimaginedthatsomepoisonousgasintheaircausedthedeaths.S3:Hefoundthatmanyofthedeathswerenearthewaterpumpwhilesomeareasfarawayfromthewaterpumphadnodeaths.Sowhenpeoplewereaskednottousethewaterpump,thediseasebegantoslowdown.Inthisway,johnSnowhadshownthatcholerawas

15、spreadbygermsandnotinacloudofgas.StepTextanalyzingAskthestudentstoanalyzethetextingroups.T:Nowclass.canyoutellmewhatstyleofthepassagebelongsto?S1:Ithinkitisareport.T:Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsjohnSnowsstagesinhisresearch.Pleasereadthetextandfindou

16、tthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreportyouranswers.ParagraphsStagesGeneralideas234567Sampleanswers:S1:mygroupsopinionisthis:stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis:johnSnowwantedtofindthecausesofcholera.S2:ouran

17、swerislikethis:paragraphtwoexpressesthesecondstage“makeupaquestion”.Thegeneralideaislikethis:johnSnowwantedtoprovewhichtheorywascorrect.S3:“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Thegeneralideaislikethis:johnSnowcollecteddataonthosewhowereillordiedandwheretheygottheirwater.S

18、4:Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaislikethis:johnSnowplottedinformationonamaptofindoutwherepeoplediedordidnotdie.S5:ourgroupbelieveparagraphfivecontainsthefifthstageofjohnSnowsresearch.Thegeneralideaislikethis:johnSnowanalysedthewatertoseeifthatwasthecauseoftheillness

19、.Sothisstageisto“Analysetheresults”.S6:Thesixthstageis“Repeatifnecessary”.Itiscontainedinthesixthparagraph.Thegeneralideaislikethis:johnSnowtriedtofindotherevidencestoconfirmhisconclusion.S7:Thelastparagraphisabouttheseventhstage“makeaconclusion”.Itsgeneralideaislikethis:Thepolluteddirtysourceofdrin

20、kingwaterwastoblameforthecauseoftheLondoncholera.Asksomestudentstoputtheiranswersinthechart.ParagraphStagesGeneralideasFindaproblemThecausesofcholera2makeupaquestionThecorrectorpossibletheory3Thinkofamethodcollectdataonwherepeoplewereillanddiedandwheretheygottheirwater4collectresultsPlotinformationo

21、namaptofindoutwherepeoplediedordidnotdie5AnalysetheresultsAnalysethewatertoseeifthatisthecauseoftheillness6RepeatifnecessaryFindotherevidencestoconfirmhisconclusion7makeaconclusionThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholeraStepHomework.Getmoreinformationaboutsomeinfe

22、ctiousdiseasesandmodernscientists.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。