《Unit1Greatscientists》教案高中必修5英语

语言知识和语言技能是语言运用能力的基础，而跨文化意识是得体运用语言的保证，因此英语阅读教学应将重心移到运用语言能力的培养，下面是小偏整理的《Unit1Greatscientists》教案高中必修5英语，感谢您的每一次阅读。

《Unit1Greatscientists》教案高中必修5英语

教学准备

教学目标

1.Studentslearnsomenewwordsandexpressionstodescribepeople,especiallyfamouspersons;

2.Studentsareencouragedtogivemoreinformationaboutfamouspersonswhotheyarefamiliar:

3.Studentscanrealizethatitisscientificspiritthatmakesthosescientistssuccessful.

教学重难点

1.Wordsandexpressionsinthisunit

2.Previousknowledgeofsomeofthefamousscientists

3.Comprehendingthetext

教学过程

【导入】Wordslearning

(StudentsareassignedtolearnthenewwordsofthisunitandfindouttheEnglishexplainationsofthenewwords)

Definitionsorexplanations

A.examine1.generalprinciplesofanartorscience

B.repeat2.sayordoagain

C.theory3.atonce;withoutdelay

D.immediate4.lookat...carefullyinordertolearnaboutorfrom...

E.complete5.ofgreatvalue,worthoruse

F.valuable6.havingallitsparts;whole;finished

G.announce7.makeknown

H.control8.comeorbringtoanend

I.positive9.powertoorderordirect

J.conclude10.quitecertainorsure

【讲授】usefulsentenceslearning

(Thesentencesarepickedfromthetext.)

1.“AllroadsleadtoRome,”heencouragedmeafterIfailedtheentranceexamination.

2.Thissentencedoesn’tmakeanysense.

3.OurEnglishteacherisnotonlystrictwithusbutalsofriendlytous.

4.Heisgood-looking,apartfromhisnose.

5.Itisannouncedthatthespacecraft,ShenzhouⅥ,landedontheearthsuccessfully.

6.ItisnotTombutyouwhoaretoblame.

7.In1995,theChinesegovernmentputforwardaplanfor“rejuvenatingthenationbyrelyingonscienceandeducation”.AndithashelpedChinesescientistsmakemanybreakthroughs.

8.Haveyoudrawnanyconclusionafteryoureadthispassage?

9.Welldone.Somuchforthelearningofthenewwordsandexpressions.

【讲授】Introductionofaclassicarticle

Teacherintroduceafamousperson--QianXuesenandstudentslearntowriteanarticleaboutthefamousscientisusingthewordsandexpressionstheyjustlearninclass.

【活动】Sharetheoutcome

Studentssharetheirarticleorallyanddiscusswhethertheyhaveusedsomegoodandadvancedexpressions.

【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。

Einstein___________________oneofthegreatestscientistsin

the20thcentury.

(2)他对实验结果感到满意,他把成绩归功于大家。

He________________________oftheexperimentand_____

句型转换

(1)把句①改为非限制性定语从句。

QianXuesenwasbornintoawealthyfamilyonDecember11,

1911,ZhejiangProvince,__________________________

____________________________________________.

(2)把句②改为含状语从句的复合句。

___________________________________________________

_______,hewenttoAmericaforhisfurtherstudyandgained

hisdoctor’sdegreeintheScienceofAstronom

单词?分类记忆

短语?双语互译

语境取词——选用上面的单词或短语填空

句型?超级仿写

人教版高中英语必修5《Unit1Greatscientists》教案【二】

教学准备

教学目标

1.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.

教学重难点

Talkaboutscienceandscientists.

教学工具

Acomputerandaprojector.

教学过程

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:

1.Archimedes,AncientGreek(287-212BC),amathematician.

2.CharlesDarwin,Britain(1808-1882).ThenameofthebookisOriginofSpecies.

3.ThomasNewcomen,British(1663-1729),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.

10.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:CholeraiscausedbyabacteriumcalledVariancholera.

S2:Itinfectspeople’sintestines,causingdiarrhea,vomitingandlegcramps.

S3:Themostcommoncauseofcholeraispeopleeatfoodordrinkwaterthathasbeencontaminatedbythebacteria.

S4:Choleracanbemildorevenwithoutsymptoms,butaseverecasecanleadtodeathwithoutimmediatetreatment.

Sampleanswer3:

S1:Iknowsth.aboutit.Firstweshouldfindtheproblem.Then,thinkofasolution.

S2:Weshouldcollectasmuchinformationaspossible.

S3:Analyzingresultsisthemostimportantstage.

S4:Beforewemakeaconclusion,itisnecessaryforustorepeatsomestagesorprocesses.

Sampleanswer4:

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.

1.Whatconditionsallowedcholeradevelop?

2.Whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason?

3.WhatevidencedidJohnSnowgathertoconvincepeoplethatidea2wasright?

Sampleanswers:

S1:Thedirtywatermadethecholeradevelopquickly.

S2:Becausepeoplecouldnotunderstanditscauseandcouldnotgetitcured.Sopeopleimaginedthatsomepoisonousgasintheaircausedthedeaths.

S3:Hefoundthatmanyofthedeathswerenearthewaterpumpwhilesomeareasfarawayfromthewaterpumphadnodeaths.Sowhenpeoplewereaskednottousethewaterpump,thediseasebegantoslowdown.Inthisway,JohnSnowhadshownthatcholerawasspreadbygermsandnotinacloudofgas.

StepⅤTextanalyzing

Askthestudentstoanalyzethetextingroups.

T:Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsJohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreportyouranswers.

Paragraphs

Stages

Generalideas

1

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

1

Findaproblem

Thecausesofcholera

2

Makeupaquestion

Thecorrectorpossibletheory

3

Thinkofamethod

Collectdataonwherepeoplewereillanddiedandwheretheygottheirwater

4

Collectresults

Plotinformationonamaptofindoutwherepeoplediedordidnotdie

5

Analysetheresults

Analysethewatertoseeifthatisthecauseoftheillness

6

Repeatifnecessary

Findotherevidencestoconfirmhisconclusion

7

Makeaconclusion

ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera

T:Nowclass.Canyoutellmewhatstyleofthepassagebelongsto?

S1:Ithinkitisareport.

T:Herearethreepiecesofwriting.Theybelongtodifferentwritingstyles.Nowreadandfindoutwhatstyleeachpiecebelongsto.

Showthechartandthreepiecesofwritingonthescreen.

Report

Description

Creativewriting

Formallanguagewithfewadjectives

Vividuseofwordswithsimilesandmetaphors

Vividuseoflanguageandmoreinformalstyle

Nospeechexcept

quotations

Nospeechexcepttohelpthedescription

Speechtoshowfeelings,reactionsetc.

Notemotional

Emotionaltodescribeatmosphere

Emotionaltodescribefeelings

Onlyonemaincharacter

Nocharacters

Mayhaveseveralcharacters

Factual

Notfactualbutimaginative

Imaginativebutcanbebasedonfact

Structuralaccordingtoexperimentalmethod

Notstructured

Beginning,middle,end

Pasttenseandpassivevoice

Pasttense

Pasttense

MakingWay

OnceGoethe(歌德),thegreatGermanpoet，waswalkinginapark.Hewasthinkingaboutsomethingwhenhenoticedhecametoavery,verynarrowroad.Justatthattime,ayoungmancametowardshimfromtheotherendoftheroad.Itwastoonarrowforbothofthemtopassthroughatthesametime.Theystoppedandlookedateachotherforawhile.Thentheyoungmansaidrudely，“Inevermakewayforafool.”ButGoethesmiledandsaid,“Ialwaysdo.”Thenheturnedbackquicklyandwalkedtowardstheendoftheroad.

WeatherReport

Here’stheweatherreportforthenext24hours.Beijingwillbefinewiththetemperaturefrom4to13.Tokyowillbefinetooandcloudylaterintheday.Thelowesttemperatureislto8.Londonwillberainyandwindylaterintheday.Thehighesttemperatureis8andthelowestis4.NewYorkwillbesunnyandcloudylaterintheday.Thetemperatureis13to19.

Heartbeating

Putyourhandtotheleftsideofyourchest.Trytofeelyourheartbeating.Thehearttakesalittlerestaftereachpumporbeat.Inboysorgirlsofyourage,heartbeatsabout90timesaminute.Agrown-up’sheartbeatsabout70or80timesaminute.Buttheheartbeatisdifferentinthesamepersonatdifferenttimes.Forexample,theheartbeatsfasterduringexercise.Itisalsofasterwhenapersonisangry,scared,orexcited.Duringsleep,theheartbeatslowsdown.

Sampleanswers:

S1:Ithinkthefirstpiece“MakingAWay”isinastyleofcreativewriting.Thesecondpiecebelongstoadescriptionstyle.Thethirdpiecebelongstoareportstyle.

T:Verygood.Nowlet’sreturntoourtext.Whocantellmethemainideaofthispassage?

S2:Ican.ClearlyittellsushowJohnSnowdefeatedthediseasecholerabydoingscientificresearch.

StepⅥHomework

1.Getmoreinformationaboutsomeinfectiousdiseasesandmodernscientists.

2.FinishtheExercises1,2,3onpages3and4.

高中英语教学法有哪些

一、激发学生阅读的兴趣

一个人的阅读能力的高低，取决于他知识的积累，阅读的速度，还取决于他阅读中的再创造，以及由此产生的创新意识，而这一切都与阅读量有直接的关系。知识是兴趣产生的基础条件，因而要培养某种兴趣，就应有某种知识的积累。学生的阅读水平的培养是一个循序渐进的过程，因而给予学生从易到难的阅读材料并进行有指导的阅读训练是非常有必要的，学生会在这一过程中体会到成功的喜悦，找到成就感，尤其对于那些英语基础相对比较差的学生来说将会改变他对英语学习的态度。另外作为教授非母语的英语课程的教师，要想引发学生的兴趣，让学生更多了解这一种语言，或者通过这一种语言了解更多知识，还必须教授音标、单词、语法等等在内的英语学习基础。

二、教给学生阅读的方法

现代教育更重视培养学生的自我发展能力，这就要求教师不仅要教学生“学会”，而且还要教学生“会学”。要用各种方法教会学生“怎样学”，使学生具备学习和运用英语的能力。在阅读过程中根据不同的阅读目的和要求，采取不同的阅读方式和策略，遵循由浅入深，由表及里，由具体到概括的顺序要求阅读。常见的阅读方式有：

1、略读

通过整体粗读，领略内容大意，帮助理解，为细读作准备。寻找主题句，获取大意，找出每段的主题。

2、跳读

寻找所需信息，如年代、数字、人名、地名等把握住关键词，利用语法过渡词，语气转折词及时态等，抓住文章脉络。

3、细读

分段细读，注意细节，注意语言结构，处理语言点，抓住主要事实，关键信息，揭示文章结构的内在联系，帮助深化理解。一篇文章是一个有机的整体，段落与段落之间存在着内在的紧密联系，而每段的内容都与主题有着很重要的联系，所以弄清文章结构上的问题，对于把握文章主题、文章大意非常重要。

4、推读

推测未直接写明的含义、因果关系以及词义猜测,对学生在自学过程中遇到的新的单词、表达法或语法。引导学生学会根据上下文进行猜测，这样既提高了阅读速度又形成了一种能力，这也是英语阅读的关键所在。

5、概读：要求学生从每篇标题，到各个部分都进行概读、以归纳出要点，概括作者的主旨、意图、观点、态度，这样就能了解全文的概貌。概读还有助于学生把握上下文之间的意义联系，培养学生的综合概括能力。

三、培养良好的阅读习惯

阅读是一个认知的过程，不同的人有不同的阅读方式。有的学生喜欢逐字逐句地指读，也有的一目十行地读，也有的反复阅读。这些阅读方式都是影响学生阅读效果与水平提高的原因，因此在教学中应培养好的阅读习惯。按意群阅读。英语教学由于受应试教育的影响，一直遵循传统的语法教学这样做不仅影响了学生的听说能力，而且也影响了他们的阅读水平。因此，我必须教会学生能按意群阅读，来改变往日逐字逐句地读，指读，心读。这样即便是很复杂的长句也可以两三眼看到头，很快理解文章的内容。根据上下文猜词义。由于受到传统的教法影响和受精读教学的制约，学生经常在阅读时遇到生词就查字典，这样即延误阅读速度，也打扰阅读思路，所以教师应该尽量鼓励学生去猜生词，根据上下文辨别词义，根据词性辨别词义，根据语法猜词义。懂语法，构词法的知识，在阅读时猜词能力就会大大增加。

四、拓展学生的阅读空间

高中教材中所选的文章都是精品，涉及范围广、内容丰富，也极易唤起学生的兴趣。但是阅读能力的培养是一个长期的积累过程，它不能局限于仅有的课堂教学和一本教材里面。因此，要拓宽学生的阅读内容。教师可以结合教学实际，采取一些积极的措施：一每周为学生选取几篇难度适中的文章，要注意知识性和趣味性相结合，然后打印出来，安排学生进行课外阅读，作相关的阅读题。二可以开设英语作品选修班，教师要精心选择阅读材料，从新出报刊杂志选取阅读材料，拓宽学生的视野。

五、加强跨文化意识的培养

语言知识和语言技能是语言运用能力的基础，而跨文化意识是得体运用语言的保证，因此英语阅读教学应将重心移到运用语言能力的培养，促进学生的全面发展和人文教育。在教学实践的读前导入过程中，教师可以提供丰富的背景资料拓展学生视野，补充文化常识，激发阅读兴趣。读后可以引导学生进行深入的讨论与思考，探讨文章中所体现的异国文化、风土人情、宗教传统和生活方式以及在情感表达与思考、行为方式方面与中国人的差异。通过学习英语了解世界文化，培养世界意识;通过中外文化对比，加深对中国文化的理解。而具备了一定的跨文化意识，反过来也会促进对英语文章深层次的理解，提高阅读的质量和水平。

总之，高中英语阅读教学作为英语教学中的重中之重，我们教师要结合教学实际，积极探索，整合设计出一套适宜的教学方法，激发学生兴趣，从而提高英语阅读教学的实效性。

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