必修五unit1教案

高州市优秀课例评选说课教案Module 5 Unit 1 Period 1 Reading 1JOHN SNOW DEFEATS “KING CHOLERA”高州四中罗颖Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here to share my lesson with you. Now let me get started.What I’m going to teach today is a reading class for Module 5 Unit 1JOHN SNOW DEFEATS “KING CHOLERA”. I would like to divide my lesson into eight parts:1.Analysis of the teaching material2.Teaching aims3.Important and difficult points4.Teaching methods5.Studying methods6.Teaching procedures7.Background design8.FeedbackPart 1 Teaching MaterialThe content of my lesson is New Senior English for China Module 5 Unit 1. This unit is about great scientists. By studying this unit, we’ll enable students to know something about great scientists and develop the interest in science. At the same time, students are supposed to learn how to do an scientific experiment. From this lesson, students can learn how to observe, analyze and solve a problem in a scientific way . As we all know, reading belongs to the input during the process of the language learning. This input has great effect on its output, such as speaking and writing. Therefore, great importance is attached to this lesson. If students can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings:1.Knowledge objectives(3) Ss can understand the content of the lesson, talk about finding some problems,analyzing the problems and know how to deal with them. In this way, Ss can get their own ideas about how to make a scientific experiment.2.Ability objectives(1) To develop Ss’ abilities of reading , speaking and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s reading ability, especially their s kimming andscanning ability.(4) To train Ss’ abilities to self-study and to study through cooperation.3.Strategy objectives(1)Searching for information(2)Discovering by themselves(3)Persuasive communication(4)Harmonious co-operation4.Emotional or moral objectives(1)By completing the tasks, Ss increase their interest in science and set upself-confidence in solving problems independently and in a scientific way.(2)Teach Ss to appreciate and admire great people and build up their mentalpower.5.Cultural awareness objectivesLet Ss know that it’s really something that doctors in China have defeated so many diseases and protected us Chinese people from Bird Flu, SARS and so on.In this lesson they will be inspired to learn how to fight against deadly diseases and to arouse their interest in medicine.Part 3 Important and Difficult PointsThe important points of this lesson are how to find useful information by skimming and scanning in the process of reading. Then we should focus on how to teach Ss to be people of good qualities, and there exists great chance for them to be great people in the future.The difficult points are how to organize Ss to talk about their experience of how to find a problem, analyze it and solve it, especially using complex sentences like “I felt annoyed because the schedule put forward by the other party was really inconvenient for me ” . In this sentence, annoyed and put forward are the past participles used as the predicative and the attribute respectively.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the new standard curriculum and the syllabus.Communicative Approach(交际教学法)Whole Language Teaching(整体语言教学法)Task-based Language Teaching (任务教学法)Total Situational Action (情景教学法) a “scene —activity” teaching method . It establishes a real scene in which the teacher and the Ss interact with each other in a much more realistic way.CAI (电脑辅助教学) can provide a real situation with its sound and picture.Part 5 Learning methodsThe whole lesson is student-centred. Ss can communicate with each other on comprehending the reading passage JOHN SNOW DEFEATS “KING CHOLERA . What I mean is that they understand the passage as a whole process of making a scientific experiment. This process provides a real scene in which relevant words and phrases are tied together. In this way, they can learn words and phrases as if in the real life. Then Ss are given tasks to find out how the procedures of making a scientific experiment are presented in the reading passage. After they have got a hang of making scientific experiments, they are supposed to solve a real problem happening in their daily life with what they have learned. During the whole lesson, Ss will complete their tasks through individual work, pair-work and group-work which will be designed according to specific situations.Part 6 Teaching ProceduresStep 1. Lead-in. ( 5 mins)Organize Ss to talk about great scientists.Teaching method: Communicative Approach(交际教学法)Task-based Language Teaching (任务教学法)Total Situational Action (情景教学法)CAI (电脑辅助教学)Learning method: pair-work; discussionPurpose of my design:(1) Be aware of the advantages and convenience the scientific inventions have brought to us.(2) To arouse Ss’ attention to great scientists and to how to be a great person.(3) To set up suspense and develop interest in reading the following passage.Step 2. Pre-reading ( 5 mins)Do you know how to prove a new idea in scientific research? Put the following stages into the correct order.Teaching method: Communicative Approach(交际教学法)Task-based Language Teaching (任务教学法)Total Situational Action (情景教学法)CAI (电脑辅助教学)Learning method: group-work; discussionPurpose of my design:(1) To get Ss know the right procedures of making a scientific research(2) To get Ss work with sharing and cooperationStep 3. While-readingTask 1. Skimming( 5 mins)Read the passage and number these events in the order that they happened.Teaching method: Task-based Language Teaching (任务教学法)CAI (电脑辅助教学)Learning method: individual workPurpose of my design:(1) To let Ss get an overall idea of what happened in the story(2) To get Ss know the procedures of making a scientific research from the beginning to the endTask 2. Scanning ( 10 mins)Read the passage carefully, find out which stage each paragraph demonstrates and what the examples are.Teaching method: Task-based Language Teaching (任务教学法)Total Situational Action (情景教学法)CAI (电脑辅助教学)Learning method: individual workPurpose of my design:(1) To let Ss get a perfect comprehension of the reading passage(2) To let Ss experience the whole process of making a scientific research by reading the passage. Then they will have the ability to make a research on their own. Task 3. Consolidation ( 8 mins)Complete the following passage without referring to the textbook, using the words and phrases from the reading passage.John Snow was a 1 doctor in London. There was the most deadly 2 Called “King Cholera” of its day. Every time there was a(n) 3 , many people died. John Snow wanted to face the 4 and 5 the problem. He knew that it would never be 6 until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera 7in the air. The second suggest that people 8 this disease into their bodies with their 9 . John Snow 10 the second theory was correct but he needed evidence. So he 11 data to test the two theories. He 12 on a map where all the dead people had lived and the map gave a valuable 13 about the cause of the disease. It seemed that the water was to 14 . Next, John Snow looked into the 15 of the water for these streets. He found two other deaths in another part of London that were 16 to the Broad Street outbreak. With enough evidence, he announced with 17 that 18 water carried the virus of cholera. Thus King Cholera was defeated.Keys：1.famous2.disease3.outbreak4.challenge5.solve6.controlled7.multiplied8.absorbed9.meals10.suspected11.collected12.marked13.clue14.blame15.source16.linked17.certainty18.pollutedTeaching method: Whole Language Teaching(整体语言教学法)Task-based Language Teaching (任务教学法)Total Situational Action (情景教学法)CAI (电脑辅助教学)Learning method: individual work and group-workPurpose of my design:(1) To organize Ss to practice the important words and phrases they have learned in a relatively real scene(2) To strengthen students’ ability to grasp the whole situation while reading(3) To let Ss experience the whole process of making a scientific research by summarizing the passage. Then they will have the ability to make a research on their own. Finally they can use those words and phrases they have just learned to talk about the whole process of making an research on solving a problem.Step 4. Post-reading( 12 mins)Read the following passage and design a plan to make a research on how to fight against bird flu.Bird FluAvian influenza —known informally as avian flu or bird flu —refers to "influenza caused by viruses adapted to birds." Strains of influenza viruses are adapted to multiple species, though may be preferential towards a particular host. For example, viruses responsible for influenza pandemics are adapted to both humans and birds. Since the first H5N1 outbreak occurred in 1987, it has killed millions of poultry in a growing number of countries throughout Asia, Europe, and Africa. There has been an increasing number of H5N1 bird-to-human transmissions, leading to clinically severe and fatal human infections. While it had been spreading throughout Asia since 2003, avian influenza reached Europe in 2005, and the Middle East, as well as Africa, in the following year. This caused Robert G. Webster, a leading expert on avian flu, to publish an article titled "The world is teetering on the edge of a pandemic that could kill a large fraction of the human population" in American Scientist. Since the article was written, the world community has spent billions of dollars fighting this threat with limited success. Influenza virus subtype H7N9 is a novel avian influenza virus first reported to have infected humans in 2013 in China. It has been established that many of the human cases of H7N9 appear to have a link to live bird markets. No human cases or animal infections have been detected on poultry farms or in the wild bird population. So far, there do not seem to be any cases of human-to-human transmission. Disease-control centers around the world are making avian flu a top priority. These organizations encourage poultry-related operations to develop a preemptive plan to prevent the spread of bird flu and its potentially pandemic strains. Infected birds were culled and slaughtered. The public lost confidence with the poultry products, thus decreasing the consumption of chicken products. In the aware of bird flu pandemic, people should have careful thought to adopt suitable Infection Control Procedures. To try to avoid flu infection, protecting eyes, nose, mouth and hands from virus particles will be a major priority. Avoiding contact with poultry and maintaining good personal hygiene is very important, too.Teaching method: Whole Language Teaching(整体语言教学法)Task-based Language Teaching (任务教学法)Total Situational Action (情景教学法)CAI (电脑辅助教学)Learning method: individual workPurpose of my design:(1) To organize Ss to practice the important words and phrases they have learned in a relatively real scene(2) To teach Ss how to make a scientific research(3) To strengthen students’ ability to think of a problem independentlyStep 5. HomeworkWrite a composition with the title : How I Fight Against Bird Flu. They are supposed to finish the composition referring to the following table.Teaching method: Whole Language Teaching(整体语言教学法)Task-based Language Teaching (任务教学法)Total Situational Action (情景教学法)CAI (电脑辅助教学)Learning method: individual work, group-work and pair-workPurpose of my design:(1) To organize Ss to practice the important words and phrases they have learned in a relatively real scene.(2) To consolidate what they have learned in this lesson.(3) To strengthen students’ ability to think independently and work cooperatively.11Part 7 Background DesignTitle : JOHN SNOW DEFEATS “KING CHOLERA ”Part 8 FeedbackToday we have learned Module 5 Unit 1 JOHN SNOW DEFEATS “KING CHOLERA ”. Inthis lesson, you have talked about some great scientists and their contributions. Are you inspired by them to be dedicated to scientific research and improve the well-being of mankind? Going after John Snow, we know the procedures of doing a scientific research. Thus you are supposed to do a scientific research just like him, on the topic of bird flu. I hope you can adjust your learning strategies while reading the passage and finishing those tasks. Independence and cooperation are both welcome when necessary. Enjoy your time!。

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。

教学设计
Scan Para.5
What happened to the pump water?
Scan Para.6
What extra evidence did he find?
Scan Para.7
1. What did he suggest in order to prevent it from happening?
2. What happened finall y? 多，而有了小组的共同参与，个体的阅读压力能减小很多，而且也能让所有小组成员共同参与共同探讨，这本身就是
现；另外，读图能力也是科学能力当中非常重要的一种，因此，在这个过程中，笔者大胆采用了此方法，旨在提高学生的参与感和读图能力。

中文的句子和图片中的绘制相统一，让学生在寻找细节的同时也寻找原因所在，环环相扣，最后结论的给出也显得更加自然和流畅。

七、板书设计。

人教版高中英语必修5教案Unit 1 Great scientistsPeriod 1 Warming up and readingLearning aims：1. To help students learn to describe people2。

To help students learn to read a narration about John Snow3。

To help students better understand “Great scientists”Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe peopleTeaching Procedures：Ⅰ。

Warming upStep I Lead inTalk 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 first 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 BrainstormingAsk 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.II. 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。

Book 5 Unit 1 Great ScientistsA general review of Unit 1Period 1 Word study, Warming up, pre-readingPeriod 2 Reading (P2)Period 3 Language points, learning about languagePeriod 4 Using language( listening), GrammarPeriod 5 Listening & Reading (p44-45)Period 6 Reading & writing (p6)Period 7 Exercises & SummaryPeriod 1Pre-class task:1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.Step 1 Learning GoalsGet Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 2 Word Study1. (Pair work) Get Ss to learn the new words and phrases on p91 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair2. Practiceinfectionexamination=examscience /scientistconcludeanalysisdefeatvalueinstructor/instructioncontribution /contributor contributivecreatecalculatemovecompletionenthusiasm3.1)Mrs. White bought a pan with a long ________. (handle)2)The pollution is so ________ that we have to take some measures to stop it.(severe)3)He has a big nose that is a ________ of his family. (characteristic)4)Water and salt are ________ into our blood stream every day. (absorbed)5)If a doctor or a medical treatment ________ someone’s illness, they make theperson well again. (cure)Step 3. Warming up(Group competition) Check the answers to the quiz to find out which group know the most . Show pictures to introduce some scientists while Ss giving the correct answers-- congratulations to the winning groupStep 4 Pre-reading1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.clever/talented strict patient creative determined/strong-willed positivehonest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (Group work) Ex2, p1Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?Draw a conclusion Think of a method Collect results Make up a questionFind a problem Analyse the resultsStep 5. Summary1.Seeing much, suffering much, and studying much are three pillars (支柱，要素) oflearning.2.learning without thought is a labour lost; thought without learning is perilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。

人教版高中英语必修5《Unit1Greatscientists》教案人教版高中英语必修5《Unit 1 Great scientists》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。

人教版高中政治必修五全套教案Unit 1 维护国家安全教案目标：通过本单元的研究，学生能够理解国家安全的重要性，了解国家安全的内涵和构成要素，并掌握国家安全的维护策略和措施。

通过本单元的学习，学生能够理解国家安全的重要性，了解国家安全的内涵和构成要素，并掌握国家安全的维护策略和措施。

教学重点：国家安全的内涵和构成要素，维护国家安全的策略和措施国家安全的内涵和构成要素，维护国家安全的策略和措施教学难点：国家安全的内涵和构成要素的理解和运用国家安全的内涵和构成要素的理解和运用课时安排第一课时：国家安全的概念与内涵教学目标：通过本课的研究，学生能够理解国家安全的概念和内涵。

通过本课的学习，学生能够理解国家安全的概念和内涵。

教学内容：- 国家安全的概念介绍- 国家安全的内涵及相关要素教学步骤：1. 引入国家安全的概念，让学生了解其重要性。

2. 讲解国家安全的内涵和相关要素，例如政治安全、经济安全、军事安全等。

3. 进行小组活动，让学生讨论并分享自己对国家安全的理解。

第二课时：国家安全的构成要素教学目标：通过本课的研究，学生能够掌握国家安全的构成要素。

通过本课的学习，学生能够掌握国家安全的构成要素。

教学内容：- 国家安全的构成要素介绍- 各个构成要素的具体内容和要点教学步骤：1. 复上节课所学的国家安全的概念和内涵。

2. 引入国家安全的构成要素，如政治安全要素、经济安全要素等。

3. 详细讲解各个构成要素的具体内容和要点，引导学生进行思考和讨论。

第三课时：维护国家安全的策略教学目标：通过本课的研究，学生能够了解维护国家安全的策略。

通过本课的学习，学生能够了解维护国家安全的策略。

教学内容：- 维护国家安全的策略介绍- 不同策略的特点和适用场景教学步骤：1. 复上节课所学的国家安全的构成要素。

2. 引入维护国家安全的策略，如积极防御策略、主动攻击策略等。

3. 解释不同策略的特点和适用场景，并进行案例分析。

第四课时：维护国家安全的措施教学目标：通过本课的研究，学生能够了解维护国家安全的措施。

Unit 1 John Snow defeats King Cholera 教案一、教材分析（一）教材的地位和作用本单元的主要话题是：科学家如何以探索、钻研和无畏的科研精神验证未知的科学真理。

阅读部分介绍了英国著名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。

前面的warming up 是该部分的铺垫，后面的几个部分是Reading 的扩展和延伸。

所以Reading部分承载了本单元的主要信息以及起到承上启下的作用。

（二）教学目标1.知识目标:词汇和短语：defeat/ attend/ expose/ cure /outbreak /absorb /severe/、valuable/put forward/expose...to.../draw a conclusion/ cure...of.../be to blame/prevent...from...等. 语法项目：过去分词作定语和表语2. 语言技能目标:使学生掌握一些阅读技能： guessing/key sentences /skimming 通过阅读训练培养学生获取语篇信息的能力培养学生分析处理信息的能力3. 情感目标: 培养学生的科学探索精神.（三）教学重点和难点重点：通过阅读，掌握词汇、句型，提高学生的阅读水平。

难点：通过阅读，进行分析归纳；过去分词作定语和表语。

二、学情分析高二学生经过高中一年的语言学习，已经初步掌握了阅读文章的方法，有一定的分析、概括能力。

他们的英语基础知识和基本技能处在一个逐步上升的阶段。

因此，我将引导学生自主参与学习、交流合作，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。

实现阅读能力的提高。

三、Teaching method 教学方法根据本单元的主题及内容，为了突出重点，达到预定的教学目标，我将采用：cooperative Learning approach合作学习教学法.task-based teaching and learning approach任务型语言教学法 communicative Approach交际教学法discussion/practicing/summarizing 等。

Unit 1 Great ScientistsKnowledge 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 proceduresTeaching aims and demands:Teach proceduresStep 1 warming upShow some pictures of the famous scientists and ask the Ss to answer the following question:1.Do you know those scientists?(Ss say some scientists. Such as : Albert Einstein\, Isaac Newton, Benjamin Franklin(1706-1790, Qian Xuesen , Liu Zhenxing , Hawking, Mendeleev……)Ask the Ss some to introduce some scientists by his / her own word by the next question2.Can you remember their names and their scientific achievements?.Help the Ss to finish the introduction.Step 3. Pre-readingAsk the Ss the following Qs”3. What do you know about infectious diseases such as cholera ?4.Do you know how to prove a new idea in scientific research? (Ask the Ss to guess the correct orders of the steps on page)Step4. ScanningRead the passage quickly and put the correct stages into the reading about research into a disease.Find a problem: John Snow was a well-known doctor in London…until its cause was found.Make up a question: He got interested in the two theories…and soon the affected person was dead.Think of a method: He believed in the second theory but…so severe that more than 500 people had died in 10 days.Collect results: He determined to find out why… It seemed the water was to blame.Analyze the results: Next, John Snow looked into the source of the water for these two streets…that cholera wa s spread by germs and not in a cloud of gas.Repeat if necessary:In addition, he found…that polluted water carried the disease. Draw a conclusion: To prevent this from happening again, …not to expose people to polluted water anymore.Step 5. Careful reading1.Ask the Ss to read the text carefully and then finish the chart in Ex. 1 on page 3. Scientific Report by John SnowThe problem Nobody knew the cause of the serious diseaseof cholera.The cause Idea 1: strange cloud in the air that attacked victims.Idea 2: people absorbed the disease with their meals.The method Collect data from the next cholera attack to test theories. Try to prove which method was correct.The results He found the cause of cholera was the polluted water.Idea 1 or 2? Why?Idea 2. Because the data showed a connection with the water.The conclusion John Snow was able to defeat cholera once its cause was known.Step 6. Further Discussion1.Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?2.Two diseases, which are similar today, are SARS and AIDS because they are bothvery serious, have an unknown cause and need public health care to solve them.。

必修五unit1教案教案标题：必修五 Unit 1 教案教学目标：1. 了解并理解本单元的主题和话题；2. 学习并掌握本单元的核心词汇和短语；3. 提高学生的听说读写能力；4. 培养学生的合作与交流能力。

教学重点：1. 掌握本单元的核心词汇和短语；2. 提高学生的听说读写能力。

教学难点：1. 运用所学知识和词汇进行口头和书面表达；2. 培养学生的合作与交流能力。

教学准备：1. 教材：必修五课本 Unit 1；2. 多媒体设备；3. 单词卡片、图片等教具。

教学过程：Step 1：导入（5分钟）1. 利用图片或实物引起学生对本单元主题的兴趣，激发学生的学习欲望；2. 导入本单元的主题和话题，引发学生对话题的思考和讨论。

Step 2：词汇学习（15分钟）1. 呈现并教授本单元的核心词汇和短语，使用各种教具和多媒体设备帮助学生理解和记忆；2. 组织学生进行词汇拓展活动，巩固新学词汇的掌握。

Step 3：听力训练（20分钟）1. 播放录音，让学生进行听力练习，理解对话和文章的主要内容；2. 组织学生进行听力理解的练习，如听后回答问题、听后填空等。

Step 4：口语训练（20分钟）1. 进行口语训练，组织学生进行对话练习，让学生在真实情景中运用所学知识进行口头表达；2. 利用小组活动或角色扮演，提高学生的口语表达能力和合作交流能力。

Step 5：阅读训练（15分钟）1. 学生阅读课文，理解文章的主要内容和细节信息；2. 组织学生进行阅读理解练习，如回答问题、填空等。

Step 6：写作训练（20分钟）1. 引导学生根据所学知识和词汇，进行写作训练，如写一篇关于旅行的短文、写一封邀请信等；2. 指导学生在写作过程中注意语法、词汇和句子结构的正确使用。

Step 7：复习与总结（10分钟）1. 复习本节课所学内容，巩固学生的知识掌握；2. 总结本节课的学习收获，鼓励学生积极参与课堂活动。

Step 8：作业布置（5分钟）布置相关的课后作业，如完成课本练习、写一篇关于旅行的短文、准备下节课的听力材料等。