浙江省镇海中学高二英语教学设计：必修五+Unit+1+Great+scientist--warming+up

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。

教学设计方案一．教材分析1.本课内容及其作用、地位本课的内容为人民教育出版社普通高中课程标准实验教科书——英语必修第五册第一单元Great Scientists的第一课时，包含3个部分——Warming up, Pre-reading和Reading，重点放在Reading部分的理解上。

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”，对于培养学生进行科学思考，掌握科学研究方法很有教育意义。

2.教学目标（1）知识与技能目标A. 知识目标：掌握新单词和短语；了解科学观点形成过程。

B．技能目标：能阅读以人物介绍为内容的阅读材料；能猜测并发现科学研究的过程，并验证自己的猜测。

（2）情感、态度与价值观目标使学生深刻体会科学给人类和世界带来的影响，热爱科学，用于探索；帮助学生培养科学精神和科学方法，尊重并学习科学家，提高自身的品格素养，树立远大的理想。

3.重点难点及依据（1）重点：A．引导学生具有科学探究意识;B．对阅读小结能力进行训练，帮助学生通过阅读构建理性思维;C．重点词汇和短语的学习：conclude, attend, expose, absorb, blame, instruct, contribute, put forward，apart from。

（2）难点：在阅读中找出理清科学研究的步骤顺序,运用英语表达自己的观点，实际运用新学到的词汇和短语进行语言练习。

4.课时安排、教具准备15分钟Warming up和Pre-reading，20分钟Reading，10分钟学习新词汇短语并及时课堂练习。

教具准备为多媒体。

二．学情分析高二的学生理性思维发展较为完善，极为想要展示自己这方面的能力，本单元的教学内容是关于科学研究方面的知识，正是学生渴望学习掌握的东西，学习的动机水平高。

作为教师应充分调动这种积极性，以学生为中心，引导学生通过英语学习掌握知识。

学生的知识经验存在差异，通过分组讨论的方式能使比较优秀的学生带动其他学生，整组同学通过小组进行提高。

Unit1 Great scientists （一）[教学目标]：一、知识与技能1、了解John Snow及科学家的生活2、学习课文描述科学家如何以科研精神验证科学真理的表达方式；3、学习课文中科学家的无畏、探索精神，找到科学研究的有效途径。

二、过程与方法1、做游戏，句子；2、分组讨论、合作练习；3、结合所知，探讨科学家应具备哪些品质。

三、情感态度与价值观1、培养科学无私、奉献的科学精神；2、团队合作精神、主动与他人合作和交流；3、成为科学、人文精神相融合的创新型人才。

[教学重点]：1、学习描述人物的句型和词汇2、学习过去分词作定语和表语的结构[教具准备]：多媒体、自制教具[课时分配]：1课时[教学过程]：[引入新课]：提出问题；想成为什么类型的科学家？成为这类科学家应具备哪些知识和技能？[讲解词]：当今，我们食用的粮食，每天使用的家电，手机，帮我们了解世界、开拓眼界的电脑等等，都是科学家们通过不懈地努力创造出来的，这些科研成果不仅推动社会不停地向前发展，也给我们的生活带来了便利。

那我想问问同学们What kind of scientific job do you want to do? What education will you need?（选若干同学们回答）（适当总结学生所讲）每个人有每个人的追求，每个人也可以依据自己的爱好去选择自己今后的人生道路，但无论怎样，我们都应该以不怕困难的精神，去实现自己的梦想，利用自己所学，为社会作出自己的贡献。

[讲授新课]：一、介绍John Snow[提出问题]：让同学们列出自己知道的国内外著名的科学家？（结合学生所讲）这些都是我们生活中为人所知的科学家，他们为人类都作出了很大的贡献，今天我们课文中提到的这位John Snow就其中的一位。

指出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。

[学生讨论]：对霍乱的了解，治愈的方法。

Unit 1 Great scientists教材分析1. 教材分析本单元主要话题是How to organize scientific research。

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，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。

1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。

1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。

1.3 Reading 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。

通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。

1.4 Comprehending 共设计了四个题型。

1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。

第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。

1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。

2．教材重组2.1 将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”。

2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDINGTHE SOLUTION整合为一节“泛读课”。

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。

高二英语必修五Unit 1 Great scientists教案Unit 1 Great sientistsThe First Perid ReadingTeahing gals教学目标1 Target language 目标语言a 重点词汇和短语attend, ntrl, severe, pub, iediatel, handle, instrutr, pup, ntribute, nlude, stea engine, virus, put frard, ae a nlusin, expse tb 重点句式T prevent this fr happening again, hn Sn suggested that P32 Abilit gals 能力目标Enable the students t tal abut siene and sientists3 Learning abilit gals学能目标Enable the students t learn abut se faus sientists and their ntributins and h t rganize a sientifi researhTeahing iprtant ≈ diffiult pints教学重难点Tal abut siene and sientistsTeahing ethds 教学方法Tas-based ativitiesTeahing aids 教具准备A puter and a pretrTeahing predures ≈ as 教学过程与方式StepⅠLead-inAs the students t thin f se great inventins and inventrs in histrT: ele ba t shl, everne I guess st f u have ened ur hlida abe I shuld sa everne has ened a sientifi life h? Beause u have ened the results f the siene and sientists N an u tell e the sientists h invented the lights, the graphne and the puter?S1: Edisn invented the lights and the graphneS2: The first puter as invented b a grup f Aerian sientistsStepⅡaring upFirst, as se questins abut great sientists Send, as all the students t tr the quiz and find ut h ns the stT: u n ur life is lsel related t siene and sientists e benefit a lt fr the an u nae ut as an sientists as pssible?S1: NetnS2: attS3: FranlinSaple ansers:1 Arhiedes, Anient Gree (287-212 B), a atheatiian2 harles Darin, Britain (1808-1882) The nae f the b is rigin f Speies3 Thas Neen, British (1663-1729), an inventr f stea engine4 Gregr endel, zeh, a btanist and genetiistarie urie, Plish and Frenh, a heist and phsiist6 Thas Edisn, Aerian, an inventr7 Lenard da Vini, Italian, an artist8 Sir Huphr Dav, British, an inventr and heist9 Zhang Heng, anient hina, an inventr10 Stepper Haing, British, a phsiistStep ⅢPre-readingGet the students t disuss the questins n page 1 ith their partners Then as the students t reprt their r Enurage the students t express their different pininsT: N, lass, please l at the slide Disuss these questins ith ur partners Then I’ll as se students t reprt their rSh the flling n the sreenhat d u n abut infetius diseases?hat d u n abut hlera?D u n h t prve a ne idea in sientifi researh?hat rder uld u put the seven in? ust guessSaple anser 1:S1: Let e tr Infetius diseases an be spread easil The have an unnn ause and a d great har t pepleS2: Peple uld be expsed t infetius diseases, s a anials, suh as bird fluS3: AIDS, SARS are infetius diseasesS4: Infetius diseases are diffiult t ureSaple anser 2:S1: I n sth abut it First e shuld find the prble Then, thin f a slutinS2: e shuld llet as uh infratin as pssibleS3: Analzing results is the st iprtant stageS4: Befre e ae a nlusin, it is neessar fr us t repeat se stages r presses Saple anser 3:S1: I thin “Find a prble” shuld be the first stageS2: “ae up a questin” shuld fll the first stageS3: “Thin f a ethd”, “llet results” and “Analze results” are after thatS4: f urse, befre “ae a nlusin”, e shuld “Repeat if neessar”T: ell dne! hen e ant t slve se prbles, first e shuld find ut the prble, d se researh n it, prve ur findings, and then ae a nlusin This is a sientifi and betive a f researhing N let’s see h dtr hn Sn did his researhStep ⅣReadingLet the students si the hle passage and tr t r ut the eanings f the ne rds and strutures using ntextT: The effet f hlera in the nineteenth entur Lndn as devastating an peple died ithut ning the reasn It as dtr hn Sn h saved the peple Please l at the sreen Let’s read the hle passage and find ansers t the questinsSh the questins n the sreen1 hat nditins alled hlera develp?2 h d u thin peple believed that hlera ultiplied in the air ithut reasn?3 hat evidene did hn Sn gather t nvine peple that idea 2 as right?Saple ansers:S1: The dirt ater ade the hlera develp quilS2: Beause peple uld nt understand its ause and uld nt get it ured S peple iagined that se pisnus gas in the air aused the deathsS3: He fund that an f the deaths ere near the ater pup hile se areas far aa fr the ater pup had n deaths S hen peple ere ased nt t use the ater pup, the disease began t sl dn In this a, hn Sn had shn that hlera as spread b gers and nt in a lud f gasStep ⅤText analzingAs the students t analze the text in grupsT: N lass an u tell e hat stle f the passage belngs t?S1: I thin it is a reprtT: Please l at the hart n the sreen The hart shs that eah paragraph f the text explains hn Sn’s stages in his researh Please read the text and find ut the general idea f eah paragraph and ath the stage ith eah paragraph Disuss it in grups, and then reprt ur ansersParagraphs StagesGeneral ideas123467Saple ansers:S1: grup’s pinin is this: stage ne “Find a prble” is expressed in paragraph ne The general idea is lie this: hn Sn anted t find the auses f hleraS2: ur anser is lie this: paragraph t expresses the send stage “ae up a questin” The general idea is lie this: hn Sn anted t pr ve hih ther as rretS3: “Thin f a ethd” is the third stage And it is ntained in paragraph three The general idea is lie this: hn Sn lleted data n thse h ere ill r died and here the gt their aterS4: The furth stage “llet results” lies in paragraph fur It s general idea is lie this: hn Sn pltted infratin n a ap t find ut here peple died r did nt die S: ur grup believe paragraph five ntains the fifth stage f hn Sn’s researh The general idea is lie this: hn Sn analsed the ater t see if that as the ause f the illness S this stage is t “Analse the results”S6: The sixth stage is “Repeat if neessar” It is ntained in the sixth paragraph The general idea is lie this: hn Sn tried t find ther evidenes t nfir his nlusinS7: The last paragraph is abut the seventh st age “ae a nlusin” Its general idea is lie this: The plluted dirt sure f drining ater as t blae fr the ause f theLndn hleraAs se students t put their ansers in the hart ParagraphStagesGeneral ideas1Find a prbleThe auses f hlera2ae up a questinThe rret r pssible ther3Thin f a ethdllet data n here peple ere ill and died and here the gt their ater4llet resultsPlt infratin n a ap t find ut here peple died r did nt dieAnalse the resultsAnalse the ater t see if that is the ause f the illness6Repeat if neessarFind ther evidenes t nfir his nlusin7ae a nlusinThe plluted dirt sure f drining ater as t blae fr the ause f the Lndn hleraStepⅥHer1 Get re infratin abut se infetius diseases and dern sientists2 Finish the Exerises 1, 2,3 n pages 3 and 4教后反思：在高考阅读中，常常会出现对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。

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。