高中英语必修五《unit1 Great Scientists》示范说课稿

高二英语必修五Unit1Greatscientists教案Unit1GreatscientistsTheFirstPeriodReadingTeachinggoals教学目标Targetlanguage目标语言a.重点词汇和短语attend,control,severe,pub,iediately,handle,instruct or,pup,contribute,conclude,steaengine,virus,putfora rd,aeaconclusion,exposetob.重点句式Topreventthisfrohappeningagain,johnSnosuggestedthat ...P3Abilitygoals能力目标Enablethestudentstotalaboutscienceandscientists.Learningabilitygoals学能目标Enablethestudentstolearnaboutsoefaousscientistsandt heircontributionsandhotoorganizeascientificresearch.Teachingiportant&difficultpoints教学重难点Talaboutscienceandscientists.Teachingethods教学方法Tas-basedactivities.Teachingaids教具准备Aputerandaprojector.Teachingprocedures&ays教学过程与方式StepⅠLead-inAsthestudentstothinofsoegreatinventionsandinventors inhistory.T:elebactoschool,everyone.Iguessostofyouhaveenjoyed yourholiday.aybeIshouldsayeveryonehasenjoyedascient ificlife.hy?Becauseyouhaveenjoyedtheresultsofthesci enceandscientists.Nocanyoutellethescientistshoinven tedthelights,thegraophoneandtheputer?S1:Edisoninventedthelightsandthegraophone.S2:ThefirstputerasinventedbyagroupofAericanscientis ts.StepⅡaringupFirst,assoequestionsaboutgreatscientists.Second,asa llthestudentstotrythequizandfindouthonostheost.T:younoourlifeiscloselyrelatedtoscienceandscientist s.ebenefitalotfrothe.canyounaeoutasanyscientistsasp ossible?S1:Neton.S2:att.S3:Franlin.Sapleansers:Archiedes,AncientGree,aatheatician.charlesDarin,Britain.ThenaeofthebooisoriginofSpecie s.ThoasNeen,British,aninventorofsteaengine.Gregorendel,czech,abotanistandgeneticist.ariecurie,PolishandFrench,acheistandphysicist.ThoasEdison,Aerican,aninventor.LeonardodaVinci,Italian,anartist.SirHuphryDavy,British,aninventorandcheist.ZhangHeng,ancientchina,aninventor.0.StepperHaing,British,aphysicist.StepⅢPre-readingGetthestudentstodiscussthequestionsonpage1iththeirp artners.Thenasthestudentstoreporttheiror.Encouraget hestudentstoexpresstheirdifferentopinions.T:No,class,pleaselooattheslide.Discussthesequestion sithyourpartners.ThenI’llassoestudentstoreporttheiror.Shothefolloingonthescreen.hatdoyounoaboutinfectiousdiseases?hatdoyounoaboutcholera?Doyounohotoproveaneideainscientificresearch?hatorderouldyouputthesevenin?justguess.Sapleanser1:S1:Letetry.Infectiousdiseasescanbespreadeasily.They haveanunnoncauseandaydogreathartopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,soayani als,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sapleanser2:S1:Inosth.aboutit.Firsteshouldfindtheproble.Then,th inofasolution.S2:eshouldcollectasuchinforationaspossible.S3:Analyzingresultsistheostiportantstage.S4:Beforeeaeaconclusion,itisnecessaryforustorepeats oestagesorprocesses.Sapleanser3:S1:Ithin“Findaproble”shouldbethefirststage.S2:“aeupaquestion”shouldfollothefirststage.S3:“Thinofaethod”,“collectresults”and “Analyzeresults”areafterthat.S4:ofcourse,before“aeaconclusion”,eshould “Repeatifnecessary”.T:elldone!heneanttosolvesoeprobles,firsteshouldfind outtheproble,dosoeresearchonit,proveyourfindings,an dthenaeaconclusion.Thisisascientificandobjectiveayofresearching.Nolet’sseehodoctorjohnSnodidhisresearch.StepⅣReadingLetthestudentssitheholepassageandtrytoorouttheeanin gsoftheneordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonasd evastating.anypeoplediedithoutnoingthereason.Itasdo ctorjohnSnohosavedthepeople.Pleaselooatthescreen.Le t’sreadtheholepassageandfindanserstothequestions.Shothequestionsonthescreen.hatconditionsalloedcholeradevelop?hydoyouthinpeoplebelievedthatcholeraultipliedinthea irithoutreason?hatevidencedidjohnSnogathertoconvincepeoplethatidea 2asright?Sapleansers:S1:Thedirtyateradethecholeradevelopquicly.S2:Becausepeoplecouldnotunderstanditscauseandcouldn otgetitcured.Sopeopleiaginedthatsoepoisonousgasinth eaircausedthedeaths.S3:Hefoundthatanyofthedeathsereneartheaterpuphileso eareasfaraayfrotheaterpuphadnodeaths.Sohenpeopleere asednottousetheaterpup,thediseasebegantoslodon.Inth isay,johnSnohadshonthatcholeraasspreadbygersandnoti nacloudofgas.StepⅤTextanalyzingAsthestudentstoanalyzethetextingroups.T:Noclass.canyoutellehatstyleofthepassagebelongsto?S1:Ithinitisareport.T:Pleaselooatthechartonthescreen.Thechartshosthatea chparagraphofthetextexplainsjohnSno’sstagesinhisresearch.Pleasereadthetextandfindoutthe generalideaofeachparagraphandatchthestageitheachpar agraph.Discussitingroups,andthenreportyouransers.ParagraphsStagesGeneralideas2Sapleansers:S1:ygroup’sopinionisthis:stageone“Findaproble”isexpressedinparagraphone.Thegeneralideaisliethis:j ohnSnoantedtofindthecausesofcholera.S2:ouranserisliethis:paragraphtoexpressestheseconds tage“aeupaquestion”.Thegeneralideaisliethis:johnSnoan tedtoprovehichtheoryascorrect.S3:“Thinofaethod”isthethirdstage.Anditiscontainedinparagraphthree.Th egeneralideaisliethis:johnSnocollecteddataonthoseho ereillordiedandheretheygottheirater.S4:Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaisliethis:johnSno plottedinforationonaaptofindoutherepeoplediedordidn otdie.S5:ourgroupbelieveparagraphfivecontainsthefifthstag eofjohnSno’sresearch.Thegeneralideaisliethis:johnSnoanalysedth eatertoseeifthatasthecauseoftheillness.Sothisstagei sto“Analysetheresults”.S6:Thesixthstageis “Repeatifnecessary”.Itiscontainedinthesixthparagr aph.Thegeneralideaisliethis:johnSnotriedtofindother evidencestoconfirhisconclusion.S7:Thelastparagraphisabouttheseventhstage “aeaconclusion”.Itsgeneralideaisliethis:Thepollut eddirtysourceofdriningaterastoblaeforthecauseoftheL ondoncholera.Assoestudentstoputtheiransersinthechart.ParagraphStagesGeneralideasFindaprobleThecausesofcholeraaeupaquestionThecorrectorpossibletheorThinofaethodcollectdataonherepeopleereillanddiedand heretheygottheiratercollectresultsPlotinforationonaaptofindoutherepeopl ediedordidnotdieAnalysetheresultsAnalysetheatertoseeifthatisthecaus eoftheillnessRepeatifnecessaryFindotherevidencestoconfirhisconcl usionaeaconclusionThepolluteddirtysourceofdriningaterast oblaeforthecauseoftheLondoncholeraStepⅥHoeor1.Getoreinforationaboutsoeinfectiousdiseasesan dodernscientists.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。

《unit1 Great Scientists》说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《unit1 Great Scientists》。

我主要从教材分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一．说教材1. 教材内容本节课是人教课标版必修5第一单元的第一课时的Reading部分，是该单元的主要内容，它介绍了英国著名医生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，使学生了解科学方发现的全过程具有其科学的严密性。

2. 教学目标结合单元教学要求和本课特点，充分考虑学生的年龄特点、认知水平，遂将本课的教学目标确定为：知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”.能力目标1) Develop students’ reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop student’s sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解King Cholera难题”，所以确定本课的教学重点是：1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn different reading skills.4．教学难点考虑到学生拓展阅读能力，语言输出能力等方面还需进一步努力，所以将本课的教学难点确定为：1) Develop students’ reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二．说教法和学法1. 教学方法引导学生独立思考，合作学习，进行师生、生生互动的“任务型”教学，设计了许多易于操作的任务型活动。

Book5unit1Great scientists说课稿教材分析本单元主要话题是Great scientists, 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。

由于是科普文章，相对来说比较枯燥，所以我们需要把教材内容简化并进行重组。

根据“三课型一学案”的原则，我们将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“阅读课”。

今天我主要就对这一部分进行简要的阐述。

教学重难点：阅读能力对英语学习者来说是至关重要的，所以本节课的教学重点就是让学生学会不同的阅读技巧并且让学生通过本节的学习了解John Snow 是怎样战胜“霍乱”这种疾病的；难点是让学生能自己描述伟大的科学家及其相关事迹。

教学目标：1. 知识目标：使学生了解一些著名的科学家及他们的主要贡献并通过阅读知道John Snow 是怎样战胜“霍乱”的。

2. 能力目标：培养学生不同的阅读技巧并使他们能介绍一些伟大的科学家。

3. 情感目标：激发学生尊重热爱伟大的科学家，学习他们的高尚道德品质。

教学过程分析：根据教学目标以及教学重难点，我们把这节课分为七个步骤。

一、导入通过大屏幕给学生展示一些伟大科学家的图片，比如牛顿、霍金、爱因斯坦、钱学森等，让学生通过讨论了解他们的主要贡献以及他们的优秀品质。

通过这一环节自然而然的就过度到本单元的话题Great scientist.二、热身让学生两个人一组通过讨论来完成课本第一页的小测试，比比哪一组知道的多，这样可以极大提高学生的兴趣，让他们每个人都积极参与到课堂活动中来。

三、读前在大屏幕上呈现两个问题。

通过回答这两个问题可以使学生对课文有一个初步的了解和预测，这有助于发散学生的思维，也很好地为下一个环节做了铺垫。

四、阅读1. 通过略读(skimming)让学生找出文章的大意。

2. 在大屏幕上展示五道涉及文章细节的选择题，通过查读(scanning)让学生找出这五道题的答案。

Unit 1 Great scientists Lesson 1 John Snow说课设计一、教学内容分析本课是人教版高中英语必修五Unit 1 Great scientists第一课John Snow。

本册书共分为五个新授课单元，Great scientists 、The United Kingdom 、Life in the future 、Making the news 、First aid ，不仅增长了学生的见识、语言知识和语言技能，也提高了学生的综合运用语言能力。

本单元的主要话题是“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”。

使学生从这些故事中获得智慧、受到鼓舞，不仅可以培养学生的科学精神，而且可以帮助学生成为科学、人文精神相融合的创新型人才。

二、教学目标本课旨在通过介绍John Snow，让学生对科学家的生活有所了解。

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，培养了学生的品格素养，陶冶了学生的情操。

在教学的过程中，让学生通过自学、自助、感悟和体验课文中所介绍的有关科学家的探索、发现的内容。

三、教学重点、难点1、了解著名医生John Snow（是伦敦非常著名的医生，他的医术精湛，成为照料为多利亚女王的私人医生、找到了治愈霍乱的方法）。

2、学习描述人物的句型和词汇。

3、学习过去分词作定语和表语的结构。

四、学情分析高三学生对英语知识已经有了很好的储备，具有较强的英语听说读写技能和自主学习能力以及与同伴合作交流的能力。

在本课的教学过程中，我将通过引导学生在语境、语篇中理解词意，而不是逐字逐词讲解，帮助学生在练习中增强语感，在实践中提高语用能力。

语法知识学生在之前的学习中，已有所涉及，教材的练习也安排的十分详尽。

所以在这一部分，我将安排学生通过游戏的形式巩固所学。

五、教学流程以下是我的教学程序安排：本课教学的第一个环节“热身”部分,首先问学生What kind of scientific job do you want to do? What education will you need?让学生知道怎样才能成为一名科学家，了解科学家们得出的科学观点、实验成果所需过程及对人类的贡献，指导学生知道如何才能成为科学、人文精神相融合的创新型人才。

高中英语人教版必修5《Unit 1 Great scientists》教案高中英语人教版必修5《Unit 1 Great scientists》教案在教学过程中应以学生为主体。

整个课堂是学生在开口说而不是老师在干巴巴的讲授。

尤其是教材的最后一部分，阅读部分。

要使同学们在默读的前提下做课本上要求的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考的能力，运用所学语言的能力。

下面和本文库一起看看有关高中英语人教版必修5《Unit 1 Great scientists》教案。

人教版高中英语必修5《Unit 1 Great scientists》教案1教学准备教学目标1. Target language 目标语言a. 重点词汇和短语attend， control， severe， pub， immediately， handle， instructor，pump， contribute， conclude， steam engine， virus， put forward， makea conclusion， expose tob. 重点句式To prevent this from happening again， John Snow suggested that ... P32. Ability goals 能力目标Enable the students to talk about science and scientists.3. Learning ability goals学能目标Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.教学重难点Talk about science and scientists.教学工具A computer and a projector.教学过程StepⅠ Lead-inAsk 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 computerS1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst， ask some questions about great scientists. Second， ask all the students to try the quiz and find out who knows the most.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 S1: Newton.S2: Watt.S3: Franklin.Sample answers: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.Step Ⅲ Pre-readingGet 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.T: Now， class， please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to r eport their work. Show the following on the screen.What do you know about infectious diseasesWhat do you know about choleraDo you know how to prove a new idea in scientific researchWhat order would you put the seven in Just guess.Sample answer 1:S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.S2: People could be exposed to infectious diseases， so may animals，such as bird flu.S3: AIDS， SARS are infectious diseases.S4: Infectious diseases are difficult to cure.Sample answer 2:S1: Cholera is caused by a bacterium called Varian cholera.S2: It infects people’s intesti nes， causing diarrhea， vomiting and leg cramps.S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.S4: Cholera can be mild or even without symptoms， but a severe case can lead to death without immediate treatment.Sample answer 3:S1: I know sth. about it. First we should find the problem. Then，think of a solution.S2: We should collect as much information as possible.S3: Analyzing results is the most important stage.S4: Before we make a conclusion， it is necessary for us to repeat some stages or processes.Sample answer 4:S1: I think ＂Find a problem＂ should be the first stage.S2: ＂Make up a question＂ should follow the first stage.S3: ＂Think of a method＂，＂Collect results＂and ＂Analyze results＂ are after that.S4: Of course， before ＂Make a conclusion＂， we should ＂Repeat if necessary＂.T: Well done！ When we want to solve some problems， first we should find out the problem， do some research on it， prove your findings， and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅳ ReadingLet the students skim the whole passage and try to work out the meanings of the new words and structures using context.T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.Show the questions on the screen.1. What conditions allowed cholera develop2. Why do you think people believed that cholera multiplied in the air without reason3. What evidence did John Snow gather to convince people that idea2 was rightSample answers:S1: The dirty water made the cholera develop quickly.S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump， the disease began to slow down. In this way， John Snow had shown that cholera was spread by germs and not in a cloud of gas.Step Ⅴ Text analyzingAsk the students to analyze the text in groups.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups， and then report your answers.ParagraphsStagesGeneral ideasSample answers:S1: My group’s opinion is this: stage one ＂Find a problem＂ is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.S2: Our answer is like this: paragraph two expresses the second stage ＂Make up a question＂. The general idea is like this: John Snow wanted to prove which theory was correct.S3: ＂Think of a method＂ is the third stage. And it is contained inparagraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.S4: The fourth stage ＂Collect results＂ lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to ＂Analyse the results＂.S6: The sixth stage is ＂Repeat if necessary＂. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.S7: The last paragraph is about the seventh stage ＂Make a conclusion＂. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera. Ask some students to put their answers in the chart.ParagraphStagesGeneral ideas1Find a problemThe causes of cholera2Make up a questionThe correct or possible theory3Think of a methodCollect data on where people were ill and died and where they got their water4Collect resultsPlot information on a map to find out where people died or did not die5Analyse the resultsAnalyse the water to see if that is the cause of the illness6Repeat if necessaryFind other evidences to confirm his conclusion7Make a conclusionThe polluted dirty source of drinking water was to blame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to S1: I think it is a report.T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Show the chart and three pieces of writing on the screen.ReportDescriptionCreative writingFormal language with few adjectivesVivid use of words with similes and metaphorsVivid use of language and more informal styleNo speech exceptquotationsNo speech except to help the descriptionSpeech to show feelings， reactions etc.Not emotionalEmotional to describe atmosphereEmotional to describe feelingsOnly one main characterNo charactersMay have several charactersFactualNot factual but imaginativeImaginative but can be based on factStructural according to experimental methodNot structuredBeginning， middle， endPast tense and passive voicePast tensePast tenseMaking WayOnce Goethe（歌德）， the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very， very narrow road. Just at that time， a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，＂I never make way for a fool.＂ But Goethe smiled and said，＂I always do.＂ Then he turned back quickly and walked towards the end of the road.Weather ReportHere’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.HeartbeatingPut your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age， heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example， the heart beats faster during exercise. It is also faster when a person is angry，scared， or excited. During sleep， the heartbeat slows down.Sample answers:S1: I think the first piece ＂Making A Way＂ is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.T: Very good. Now let’s return to our text. Who can tell me the main idea of this passageS2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.StepⅥ Homework1. Get more information about some infectious diseases and modern scientists.2. Finish the Exercises 1， 2， 3 on pages 3 and 4.人教版高中英语必修5《Unit 1 Great scientists》教案2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 many breakthroughs.8.Have you drawn any conclusion after you read this passage9.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。

Unit 1 Great ScientistsWarming Up, Pre-reading and Reading 1．Teaching Aims①Get Ss to improve their reading abilities.②Let Ss know the topic “Great scientists”③Know some important phrases occurring in this reading2．Teaching ProceduresStep 1 Lead inCh eck Ss’ knowledge about some scientists and their discoveries.①Who discovered that objects in water are lifted up by a force that helps them float?Archimedes②Who wrote a book explaining how animals and plants developed as the environment changed?Charles Darwin③Who invented the first steam engine?Thomas Newcomen④Who used peas to show how physical characteristics are passed form parents to their children?Gregor Mendel⑤Who discovered radium?Maries Curie⑥Who invented the way of giving electricity to everybody in large cities?Thomas Edison⑦Who was the painter that studied dead bodies to improve his painting of people?Leonardo da Vinci⑧Who invented a lamp to keep miner safe underground?Sir Humphrey Davy⑨Who invented the earliest instrument to tell people where earthquakes happened?Zhang Heng⑩Who put forward a theory about black holes?Stephen HawkingAfter all the questions, then lead in the passage with a picture. Ask ss if they know the map and what it is used for. Give them the answer l ater “It is a map to find out the cause of Cholera. ”Step 2 Skim and ScanMore questions are given to get the general ideas of this passage and some obvious facts.Who defeats “King Cholera“? John SnowWhat happened in 1854? Cholera outbreak hit London.How many people died in 10 days? 500Why 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.Step 3 Reading for details1 Why couldn’t the choler a be under control at first?Neither its cause, not its cure was understood.2 Which theory did John Snow believe in?People absorbed cholera into their bodies with their meals.3 John Snow finally proved the theory he believed by ________.gathering information with the help of a maplooking into the source of the water for Broad Street and Cambridge StreetSeparating those who suffered cholera from those who didn’tBoth A and B (right choice)4 To prevent the cholera from spreading again, what did John Snow do?Suggested that the source of all water supplies be examine. Suggested that new methods of dealing with polluted water be found. Instructed the water companies not to expose people to the polluted water anymore.Step 4 Mind map of the passageParagraph 1: Introduction of John Snow and CholeraParagraph 2: Two theoryParagraph 3-5: Study of the breakout in 1854Paragraph 3: Think of a method: Test two theoryCollect the result: Mark the deathAnalyze the result: Reason for death and no deathParagraph 4: Analyze the result: Find the resource of the waterParagraph 5: Repeat if necessary: Find more evidence.Draw a conclusion: Cholera was spread by germPolluted water carried choleraParagraph 6: Prevention of CholeraStep 5 Retell the passageProvide ss with a summary with some blanks. Let them retell the passage as well as pay attention to some important words.Read the passage again and fill in the blanks:John Snow was a well-known ____ in London in the ___ century. He wanted to find the ______ of cholera in order to ______ it. In 1854 when a cholera ____ out, he began to gather information. He _____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the ______ died. So he decided that the polluted water carried cholera. He suggested that the _____ of all water supply be _______ and new methods of ________ with polluted water be found. Finally, “King Cholera” was defeated.Step 6 HomeworkRead the whole passage and retell.Go to the net to get more information about UK.。

Unit 1 Great scientistPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(JOHN SNOW DEFEATS “KING CHOLERA”) IntroductionIn this period, after the warming up, students will first be guided to share opinions on proving a new idea. Then they will be helped to read a narration about John Snow fighting cholera. They shall learn the text by reading and underlining, reading to finish the table, making a diagram of the text JOHN SNOW DEFEATS “KING CHOLERA” and retelling the text in their own words with the help of the diagram above.Objectives■To help students learn to describe people■To help students learn to read a narration about John Snow■To help students better understand “Great scientists”■To help students learn to use some important words and expressions■To help students identify examples of “The Past Participle (1) as the Predicative & attribute”in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up⑴Warming up by definingGood morning, class. I am glad to see you on this special day, the day when you become a senior two student. I am happy to be your teacher of English.Today we are going to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?⑵Warming up by asking and answering questions about scienceTo begin with, work in groups of four and find out as many scientists as possible and their contributions. They can be both Chinese and foreign scientists, living or dead.⑶Warming up by talking about t op honor for two Chinese scientistsHello, everyone. Nice meeting you here. You are now a senior two student. Some of you will be a scientist in the future. But have you ever heard that Yuan Longping, director-general of the China National Hybrid Rice Research and Development Centre in central China's Hunan Province and Bai Chunli, vice-president of the Chinese Academy of Sciences in Beijing were formally introduced to the academy on April 28, 2007 at a global meeting of US academy members and foreign associates.●Yuan Longping, director-general of the China National Hybrid Rice Research and Development Centre in Central China's Hunan Province and Bai Chunli, vice-president of the Chinese Academy of Sciences in Beijing were formally introduced to the academy last Saturday at a global meeting of US academy members and foreign associates.Yuan, 77, dubbed the "father of hybrid rice" for his extraordinary contributions toward developing high-yield rice, is a household name in China.With more than half of China's paddy fields growing Yuan's rice, his scientific breakthrough has fed millions of people in the world's most populous country.His "super rice" has also been introduced to more than 20 other countries.●Bai, 52, is considered to be a leading expert in China's molecular nanostructure and nanotechnology studies."I think the fast development of Chinese science has drawn increased attention from the US academy," Bai said in an interview with China Daily last year shortly after he was elected.2. Pre-reading by sharing opinions on proving a new ideaAnybody might come out with a new idea. But how do we prove it in scientific research? How many stages are there in examining a new idea in scientific research? What are they?Now look at the blackboard to learn about the seven stages put in an order.Could you give an example to illustrate the seven stages?3. Reading⑴Listening and reading aloudTo know more about scientific research, turn to page 2 and read aloud the article. Try at the same time to locate the information to complete the form below.⑵Reading and underliningNow you are asked to go over the text the second time, looking for the expressions within the passage and underlining them at the same time. After class copy them into your Expression Notebook and write a short passage of your own making use of the expressions.⑶Reading to finish the table belowRead the text again to decide on the type of writing and summary of JOHN SNOW DEFEATS “KING CHOLERA”.⑷Making a diagram of the text JOHN SNOW DEFEATS “KING CHOLERA”⑸Retelling the text in your own words with the help of the diagram aboveRetelling can be useful, for it both strengthen ones’ learning of the vocabulary, the structure, and gives one a wonderful chance to practice speaking English.4. Closing down by taking a quizTo end this first period, we shall take a quiz.。

必修5 Unit 1 Great scientists 教案(新课标版高二英语必修五教案教学设计)Unit 1 Great ScientistsBy Liu ChaoyingThe First PeriodReading一、教学目标（T eaching Aims）Warming up in student’s book and listening in workbook1、能力目标（Ability aim）To activate the students’ knowledge about great scientists in the world and their achievements.To get the students understand the spirit of science.To enable students to communicate with each other and improve students’ langu age expression ability.2、语言目标（Language aim）Words: engine, characteristic, radium, enthusiastic, cautious, spin, In addition, link to, instruct, attend, expose to cure, absorb into severe, to blame, handle from, lead to, make sense, reject.Important sentence:To prevent this from happening again, John Snow supposed that the source of all water supplies be examined and new methods of dealing with polluted water be found.Expressions on making comments二、教学方法（Teaching Method）Communicative approach， Audio－Visual approach三、教具准备（T eaching Aids） Multi-media四、教学步骤（Teaching Procedure）Step I PresentationTalk about famous scientists and the kind of roles they playin history. Present a word match exercise to arouse the students’ interest on the topic.Step II TalkingTry a quiz and see who knows the most about scientists. Discuss in pairs about the significance of some achievements.Step III Group WorkDiscuss in groups about the basic factors that make a scientist successful.Homework1. Oral homework: Prepare a story about a famous scientist and share the story with the whole class.2. Written homework: Write down the story and make comments on the key to success.The Second PeriodExtensive Reading一、教学目标（Teaching Aims）Reading part in students’ book1、能力目标（Ability Aims）To train the students’ ability in skimming & scanning.To adapt the scientific spirit in their pursuit of knowledge.2、知识目标（Knowledge Aims）To lead the students to get some information on the steps ofa scientific research through reading.二、教学重难点（T eaching important points）a. Understand the spirit of science and scientists.b. Understand the details of each stage in examining a new scientific idea.c. Discuss what attitude the scientists should take towards a complete new finding that is against the present theory.三、教学方法（Teaching method）Communicative Approach, Task-based Approach四、教具准备（Teaching Aids） Multi-media五、教学步骤（Teaching Procedures）Step I Pre-readingAsk the students to get ready for reading by discussing about some infectious diseases and the ways of making a scientific research.Step II ReadingLet the students read through the whole passage and finish the required task.Help them to have a better understanding of the article by providing some background information and analysis.Step III Post-readingHold a discussion after reading in order to widen students’ views and further consolidate their knowledge on the topic.Homework: Finish the reading passage in the workbook.The Third PeriodLanguage Points一、教学目标（T eaching Aims）1. 能力目标（Ability aim）Students are required to learn how to guess the meaning of a new word according to the context and use the words and expressions in the first passage on Page 2.2. 语言目标（Language aim）Students are asked to learn about the words and expressions in the first passage on Page 2, including their meanings and the usage in our daily life.Key words expressions:a. attend, expose, cure, control, absorb, severe, valuable, pump, pub, blame, handle, link, in addition, announce, instruct(in Student’s Book)b. expose…to, test, defeat, reject, examine, apart from, contribute to, make a conclusion, make sense, enthusiastic, lead to, be strict with (in Workbook)二、教学重难点（Teaching important points）attend, expose, absorb, handle, in addition三、教学方法（T eaching Method）: Explaining and practicing四、教具准备（T eaching Aids）： Multi-media五、教学步骤（T eaching Procedure）Step I: Leading inAsk questions about the story of John Snow with the words and expressions presented.Step II Word StudyExplain the meanings of the words and phrases and learn how to use them.Step III Word ExercisesHomework:1. Go over the words and phrases students have learned and retell the story about John Snow’s defeating “King Cholera”.2. Choose the suitable words or expressions to complete the passage in the project:valuable, instruct, cure, expose, look into, examine, put forward, immediately, announceThe Fourth PeriodListening一、教学目标（Teaching goals）1.Target language目标语言重点词汇和短语astronomer, astronaut, institute, lily, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyse,pure, sin, cosin, geometry, calculus, mechanics, practical, topology.2.Ability goals 能力目标Get the students to know more about scientists and science by listening.3.Learning ability goals 学能目标Guide the students to get detailed ideas of listening materialsHelp the students to form good and correct listening habits.二、教学重难点 ( Important and difficult teaching points)a. Listen to materials and grasp the information neededb. The details of the listening materialsc. The new words of the listening materials.d. The unfamiliar subjects of the materials三、教学方法 (Teaching methods)Audio-lingual methodAudio-visual methodTask- based learning approach四、教具准备 (Teaching aide) Multi-media五、教学过程与方式 (Teaching procedures & ways)StepⅠlead-inTask 1: To develop the students predicative skill in listening. Ask students to describe the picture at page 5 and guess what details may be talked and mentioned in the listening.Listening (page 41)Task 1 Describe the picture and stimulate the student’s thinking.Task 2. Help the Ss to master the new words in the listening.species(种类)，parrot(鹦鹉)，blackbird(乌鸦)，Task 3. Enable the students to get a general picture of thelistening and then extract specific information.Listening Task (Page 44)Task1. Introduce the students to the life and work of Leonhard Euler. Help students to gain some knowledge of topology.HomeworkAccording to the listening materials above, access the internet:to get further information.The Fifth PeriodGrammar and Writing一、目标语言(Target language)Using “make + n” and past participlesmake an appointment, make a gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets, struck speeches二、能力目标 (Ability goals Ability goals)Get the students to know how Past Participle used as attributive and predictive is used三、学能目标 (Learning ability goals)Guide the students to get detailed information for the writing四、教学重点 (Teaching important points)Past participle used as attributive and predicative.五、教学难点(Teaching difficult points)To teach students the right steps of writing a composition六、教学方法(Teaching methods)Discussing; task- based learning approach七、教具准备(Teaching aid) Multi-media八、教学过程与方式 (Teaching procedures & ways)Step I: assign the taskGregor Mendel's AchievementsStep II: thinkingNecessary steps in writing a compositionStep III: give an exampleHow to make a plan for your composition?How to draw an outline?HomeworkWrite a report about your scientist, his/her life, achievements and the key to his/her success.。

高二英语必修五《Unit 1 Great scientists》教案【导语】增加内驱力，从思想上重视高二，从心理上强化高二，使战胜高考的这个关键环节过硬起来，是“志存高远”这四个字在高二年级的全部解释。

高二频道为正在拼搏的你整理了《高二英语必修五《Unit 1 Great scientists》教案》希望你喜欢！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 many breakthroughs.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。

Book 5 Unit 1 Great ScientistsListening, Speaking & Writing授课教师：授课时间：一课时/40分钟主题语境：人与自我——工作与学习I．Analysis of Teaching Material本节课是人教版必修五第一单元的第四课时——听说写课。

本节课的听力部分是将Using language—Listening的part 1 和part 2后半段整合成一段完整的听力材料，内容是两名学生谈论伟大科学家钱学森的故事，通过多重问题设置进行听力训练以提高听力能力。

口语部分对Using language—Speaking的题目进行了改编，引导学生针对自己的个性特质和兴趣专长，谈论理想的工作及其所需要的品质、教育和能力等，从而培养学生的发散思维和提高学生的英语交际能力。

写作部分是对听和说的书面产出，通过学生表达个人的职业志向和人生规划，培养学生综合运用语言的能力。

在以“人与自我”为引导的课堂上，本节课以文秋芳的“产出导向法”为指导思想，灵活地增删使用教材，通过创设情境将听说写结合，设置了不同层次的课堂任务，将“学”与“用”融为一体，构建高效课堂；在调动学生已有经验的同时，帮助学生完善新的知识结构，深化对主题语境的认识，从而促进学生英语学科核心素养的形成与发展。

Ⅱ. Analysis of Students授课对象为高二年级学生，学生有一定的词汇量和语法基础。

整体上看，大部分学生能用英语提取和处理信息，简单表达自己的观点，但学生用英语连贯地描述事件的能力尚待提高。

虽然学生对伟大的科学家这个话题并不陌生，但是一方面，学生未能提炼出他们优秀的品质并将其联系到自我的发展，即缺乏向伟大的科学家学习的意识；另一方面，学生运用英语的能力可能会影响他们表达自己的理想工作，因此本节课在学生“输出”前进行了内容、词汇和表达方面的提示。

Ⅲ. Teaching ObjectivesBy the end of this period, students should be able to:1.express their dream jobs in oral and written English;2.learn from great scientists and study harder to realize their dreams;3.improve their English listening, speaking and writing skills;4.develop their co-operative spirit and independent learning ability.Ⅳ. Teaching Key and Difficult Points1.Key pointsEnable students to practice their listening skills.Lead students to express their dream jobs freely.2.Difficult pointImprove students’ listening, speaking and writing abilities.Ⅴ. Teaching MethodsProduction-oriented Approach, Task-based Language Teaching, Contextual Teaching and LearningⅥ. Teaching AidsA projector and a computer, a blackboard and a pen, bookmarks and a boxⅦ. Teaching ProceduresStep Ⅰ. Greetings (1min)1.Play the song I Have A Dream by Westlife before class.2.Greet the class as well as introduce the class type and theme.【设计意图：课前歌曲和上课问候使学生进入英语学习状态。