新课标人教版高中英语必修五全册教案

英语必修 5Unit 1 Great scientistsTeaching AimsSkill Goals▲Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific ideaKey new words and expressionsThe First Period ReadingStepⅠ 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 computer?S1: 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, tell all the students to play the game called Guess Who I Am.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?T； what contributions did they make?T: Ok, you ’ve known a lot about scientists and now let ’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let ’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped them float.Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species .3.I could explain how animals and plants develop as the environment changed.Answer: Charles Darwin1.I am Englishman2.I ’ve worked in astronomy.3.I ’ve put forward a theory about blackholes. Answer ； Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths.Around the bottom were eight frogs directly under a dragon ’s mouth.3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities.Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the studentsto report their work. Encourage the students to express their different opinions.T: Now, class, please look at the slide. Discuss these questions with your par tners. Then I ’ ll ask somestudents to report their work.Show the following on the screen:1.What do you know about infectious diseases?2.What do you know about cholera?3.Do you know how to prove a new idea in scientific research?4.What order would you put the seven in? Just guess.Draw a conclusion think of a method collect resultsmake a question find a problem analyse the resultsfind supporting evidenceT: Well done! When we want to solve some problems, first we should find out the problem, dosome research on it, prove your findings, and then make a conclusion. This is a scientific andobjective way of researching. Now let’ s see how doctor John Snow did his research.Step Ⅳ ReadingT: Now lets read the title and the picture and guess what the passage may tell us.T:The effect of cholera in the nineteenth century London was devastating. Many people diedwithout knowing the reason. It was doctor John Snow who saved the people. Please look at thescreen. Let ’reads the whole passage quickly and find the number below and the relevanthappenings in the passage.(Competition among groups)Two theories The first suggested that⋯ multiplied in the air;. The second suggested⋯ absorb this disease into their bodies with their meals.In 1854Another outbreak hit London.500 , 10More than 500people had died in 10 days.16, 37, 38These numbers in Broad Street near the water pump had many of the deathsand 4020 ,21; 8,920 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths⋯ .They didndrink the water from the Broad Street pump.7These families worked in the pub at 7 Cambridge Street. They didn ’drinkt thewater from the pump.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 explainsJohn Snow’ sstages in his research. Please read the text and find out the general idea of eachparagraph and match the stage with each paragraph. Discuss it in groups, and then report youranswers.Paragraph Stages General ideas1Find a problem The causes of cholera2Make up a question The correct or possible theory3Think of a method Collect data on where people were ill and died andwhere they got their water4Collect results Plot information on a map to find out where peopledied or did not die5Analyse the results Analyse the water to see if that is the cause of theillness6Repeat if necessary Find other evidences to confirm his conclusion7Make a conclusion The polluted dirty source of drinking water was toblame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to?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.Report Description Creative writingFormal language with few Vivid use of words with Vivid use of language and adjectives similes and metaphors more informal styleNo speech except No speech except to help the Speech to show feelings, quotations description reactions etc.Not emotional Emotional to describe Emotional to describe feelingsatmosphereOnly one main character No characters May have several characters Factual Not factual but imaginative Imaginative but can be basedon factStructural according to Not structured Beginning, middle, end experimental methodPast tense and passive voice Past tense Past tenseStep Ⅲ ReadingEncourage the students to get the general ideas of the passages.T:In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What ’ s Copernicus’ fear?2.How did Copernicus prove his theory?3.What is his theory?Step Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T:Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?Sample answers:Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the worldknow the truth earlier.2.I don ’agreet with you. He was more cautious than coward. If he had published his ideas, hewould have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’ s.T: I quite agree with you. And I am glad you have known so much about the science.StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention tothe past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1.Nicolas Copernicus was frightened and his mind was confused.2.He placed a fixed sun at the center of the solar system ...3.He joined these points together using curved lines ...T:Please read the three sentences and tell me what parts of speech the past participles are actingas.Step Ⅵ Homework1.Search on the Internet for more information about Copernicus and Euler.2.Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠ Revision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check theanswers.Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.T: Very good! Can you put the verb“ make” withtoformanouna“ predicate + object” phrase?For example:“ making a mistake” instead of“ to mistake”.Sample answers:S:“ make an agreement” ,“ make an admission” ,“ make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ ll check your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T:Please look at the screen and put them into English using “ make + n ” and past participles.Show the following on the screen:Step Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.Unit 2 The United KingdomⅠ. Teaching AimsSkill Goals▲Talk about the United Kingdom▲Talk about language difficulties in communicationⅡ. Language GoalsThe past participle as the object complement ... the three countries found themselves unitedpeacefully ...However, just as they were going to get Ireland connected to form ...You find most of the population settled in the South, ... .1. Now when people refer to England you find Wales included as well.P92.However, the southern part of Ireland was unwilling and broke away to form its own government.P103.The greatest historical treasure of all is London with its museums, art collections, theatres,parks and buildings.P104.You must keep your eyes open if you are going to make your trip to the United Kingdomenjoyable and worthwhile! P105.Her first delight was going to the Tower.P146. There followed St Paul’ s Cathedral built after the terrible fire of London in 1666P14.7. That is why, even today, when people can follow any religion they like, families still havefirework parties and burn cloth dolls of Guy Fawkes on a bonfire.P52The First Period ReadingTeaching goals1. Target languagea. Key words and expressionsunite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection,construct, influence, consist of, divide ... into, break away (from), leave outb.Key sentences1.Now when people refer to England you find Wales included as well.P102.However, the southern part of Ireland was unwilling and broke away to form its own government.P103.You must keep your eyes open if you are going to make your trip to the United Kingdomworthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Lead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell ussomething about your visit(s) there? Or what is your impression of the UK? If you haven ’ can you get the information about it?2. What is the capital of the UK? And what is the language?Step II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:1.Look through the passage as fast as possible;2.Try to find the answers to the questions given in the Comprehending.Sample answers:S1: Wales, for we can’ t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of the North.Task 4: SkimmingT:Please skim the passage to get the general idea of the whole passage. While reading, please try todivide the whole passage into proper parts and find out the main idea of each part (helping thestudents fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography? Are there really anypuzzles in geography of the UK? If so, what are they? If not, wh y does the writer use“ Puzzles in Geography ” as the title? Get the students to discuss about it in pairs.Then ask the students to fill in the following form.Countries / Capital of UK Information from the textEnglandWalesGreat BritainNorthern IrelandLondonIrelandSample answers:Countries / Capital Information from the textof UKEngland The first country people think of when speaking of the UK and the largestof the four countries. It is roughly divided into three zones: the South ofEngland, Midlands and the North.Wales The first country that was linked to England in the 13th century and it isincluded when people refer to England.Great Britain The name given and used when England, Wales and Scotland were joinedtogether, which took place in 1603, when Scotland King James becameKing of England and Wales.Northern Ireland The Northern part of Ireland that was joined to the Great Britain to becomethe United Kingdom, which was shown to the world in the flag calledUnion Jack.London The capital of the UK and England as well. It contains the greatesthistorical treasures of all, with its museums, art collections, theatres, parksand buildings. It has the oldest port, building and castle and it has beeninfluenced by some invaders of London.Ireland The southern part of that country — Ireland or Southern Ireland, whichbroke away to form its own government and a country independent ofNorthern Ireland, which is part of the UK.T: Now let ’ s do “ Comprehending ” 3Exercise.Lookat the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthTask 4: Ask the students to analyze the text.1.Ask the students to fill in the following chart.Country When it joined with or separated from eachotherEnglandWalesScotlandNorthern IrelandRepublic of IrelandSample answers:Country When it joined with or separated from eachotherEngland FirstWales Linked to England in the 13th century AD Scotland Connected with England and Wales to formGreat Britain in 1603Northern Ireland Connected with Great Britain to form the UKlater onRepublic of Ireland Separated from the UK as a result of uprisingfor independence in 19162.Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.The Second Period ListeningTeaching goals1. Target languageKey words and Expressionscrown, Protestant, hurt the king2. Ability goalsEnable the students to learn about one of the most famous historical sites in London: the Tower ofLondon.3. Learning ability goalsHelp the students learn how to talk about the historical sites in the UK.Teaching important & difficult pointsTalk about the historical sites in the UK.Teaching methodsListening and cooperative learning.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Revision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice toget the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 theEnglish and Scottish Crowns were separate; after this date one monarch reigned in the UnitedKingdom. Now please open yo ur books and turn to page 15. Let’ s take up“ Listening” . Before yo listen to the tape, please read fast the instructions and find out the key points for listening. Paymuch attention to the following important points while listening.1.Which king on the list was one of the princes in the Tower? How do you know?2.Who had the two princes killed?And then check the answers.Step Ⅱ Listening (P52-53)T: Now we shall take up the“ Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkT:Boys and girls, today we have listened to some materials. I do hope you can listen to thematerials again after class. And from this unit we have learned a lot about the United Kingdom, itspast history, some popular tourist sites, the Tower of London as well as some of the criteria of theBritish citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Languagea. Key words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillb.Key sentencesWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for thetour.Teaching methodsTask-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildingsstill stand. Have you found any information about London?S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. PaulCathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, whichis the Queen ’ s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grewinto one of the world’ s major cities with more than 7 million people. Different areas Londonofseem to be like different cities. And it also has many big parks, full of trees, flowers and grass.Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country,miles away.S3: Many people think that London is all gray, but in fact red is London’ s favorite color. London isat its best when people are celebrating. Then the flags, the cheering crowds and the carriages andhorses all sparkle in the sunshine — if it ’nots raining, of course! However, it is often foggy.That ’ s why it’ s called“ fog city”.Ask the students to read the passage and do the exercises after the passage.T:“ Sightseeing in London” is about a Chinese girl’ s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after thetext.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T:Now please read the text and find the answers to the following questions.Show the questions on the screen.1. How did Zhang Pingyu plan her tour?2. What were the buildings mentioned in the text? What were they famous for? Who built them?What happened to them?Sample answers:1.First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2.The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remainedstanding for one thousand years; St Paul ’ s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers;Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text“ Sightseeing in London”. Show the following.The 1. The Tower of Londonfirst 2. St Paul’s CathedralTheday 3.Westminster Abbey second4.Big Ben day5.Buckingham Palace1.High gate Cemetery The2.The Library of the third GreenwichBritish Museum day3.Windsor CastleTask 3: Deal with reading task:A particular British celebrationAsk the students to read the passage quickly for the first time to find out the main idea of the text.Then ask them to read the text again carefully to obtain some details and do the exercises afterthe text.T:Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompaniedby firework displays, the lighting of bonfires and the ceremonial effigy-burning ofone Guy Fawkes. The origin of this celebration comes from the event which took place in 1605and was a conspiracy known as“ The Gunpowder Plot” , intended to take place on November 5thof that year (the day set for the opening of Parliament). Now read the text and then find theanswers to the exercises.Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan tochange the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in thecellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting.Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say,“ I not be tolerant of their religion.” And he took actions to stop people believing in Catholic.S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of theCatholics. So I decided that a violent action is the only answer. The thing to do was to blow up theHouses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and theMembers of Parliament who were making life difficult for the Catholics. And to carry out the plan,Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just underthe House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent peoplewould be hurt or killed in the attack, including some people who even fought for more rights forCatholics. Some of the plotters started having second thoughts. One of the group members evensent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment onNovember 5th.S4: I would not like to be Guy Fawkes. Because he would say,“ some of us have betrayed, so we should start the plan in advance.” So he tried to start the fireldiers.But foundthesohim before hecould do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.Unit 3 Life in the futureⅠ. Teaching AimsSkill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the futureⅡ. Language Goals1． MemorizeExpect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding,lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length,extraordinary, extraordinarily2． Read upjet lag, flashback, expertise, hover, pessimistic, enormous, imitate,3． Expressionstake up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4． Key sentencesconstant, remind, lack, sight, assist, require, settlement, previous, swiftThe past participle as the attribute⋯and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.1. This is similar to the “ jetlag ”you get when flying, but instead it means you keep gettingflashbacks from your previous time period. P172.Well- known for their expertise, his parents company’ named “ FutureTours ”transported mesafely into the future in a time capsule. P183.He handed it to me and immediately hurried me through to a small room nearby for a rest. P184.He was swept up into the centre of them.5.I found later that their leaves provided the house with much-needed oxygen. P188.Everyone will get twice as much personal space as in flats on land. P589.Only when the robot cleaner touches objects can they be moved. P59Ⅲ. 教材分析与教材重组Ⅳ. ProceduresThe First Period ReadingTeaching goals1. Target languagea. Key words and expressionsconstantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant,jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sightofb. Key sentencesThis is similar to ..., but it means ... P17Well- known for ...,his parents company’， called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 2. Ability goalsEnable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goalsHelp the Ss learn how to describe the life in the past, at present and in the future.Teaching important＆difficult pointsCompare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work.Teaching aidsA computer and a projector.Teaching procedures ＆ waysStep I Warming UpStep Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, allkinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T:We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing?S:Pollution.S:Population is becoming larger and larger.S:The shortage of resources.T:Yes! Then can you predict which problems can be solved in the future? And which ones willstill be there?S:I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S:I think the problems of pollution and shortage of resources will still be there, and will evenget worse.S:I don ’ t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now please open your books and turn to page 17. Let ’reads the passage First Impressions. Read it quickly and then tell me what it is about.Several minutes later.T:Well, have you finished reading the passage?Ss: Yes.T:OK. Who would like to tell me what the text is about?。

新课标高中英语 5（必修）教学设计与案例Unit 1 Great scientistsTeaching aimsTo help students learn to describe peopleTo help students learn to read a narration about John SnowTo help students learn to use some important words and expressionsattribute Period 1 Warming up and readingTeaching ProceduresI. Warming up Step 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 IIAsk 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 namesome of them? What kind of role do they play in the field of scie nee? Do these achieveme nts haveanything in com mon? Match the inven tio ns with their inven tors below before you an swer all these questi ons.1. Archimedes, Ancient Greek （287-212 BC ）, a mathematician.5. To help students identify examples ofThe Past Participle (1) as the Predicative & the1. 2. 3. To help students better understandGreat scientists4.2. Charles Darwin, Britain （1808-1882）. The name of the book is Origin of Species.3. Thomas Newcome n, British （1663-1729）, an inven tor of steam engine.4. Gregor Men del, Czech, a bota nist and gen eticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edis on, America n, an inven tor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inven tor and chemist.9. Zhang Heng, an cie nt China, an inven tor.10. Stepper Hawking, British, a physicist.II . Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the studentsto report their work. En courage the stude nts to express their differe nt opinions.1. What do you know about in fectious diseases?In fectious diseases can be spread to other people. They have an unknown cause and n eedpublic health care to solve them. People may be exposed to in fectious disease, so may ani mals,such as bird flu , AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2. What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people ' s intestines（肠），causing diarrhea and leg cramps （扌抽筋）The most common cause of cholera is by some one eat ing food or drinking water that has bee n con tam in ated（污染）with the bacteria.Cholera can be mild（不严重的）or even without immediate symptoms（症状），but a severe casecan lead to death without immediately treatme nt.3. Do you know how to prove a new idea in scie ntific research?Anybody might come out with a new idea. But how do we prove it in scientific research?There are seven stages in examining a new idea in scientific research. And they can be put in the follow ing order. What order would you put the seve n in? Just guess.Fi nd a problem Make up a questi on Th ink of a method Collect resultsAnalyse the resultsDraw a conclusion Repeat if necessaryIII . ReadingStep I Pre-read ing1. Do you know John Snow?John Snow is a well- known doctor in the 19th century in London and he defeated “ King Cholera ”.2. Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths inthe old times and it was very difficult to defeat.Let ' s get to know how Dr. John Snow defeated “ King Cholera ” in 1854 in London in this readi ng passage:Step II Skimming 找教案Read the passage and an swer the questi ons.1. Who defeats “ King Cholera (Joh? Snow)2. What happe ned in 1854? (Cholera outbreak hit Lon do n.)3. How ma ny people died in 10 days? (500)4. Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had n ot drunk the water from the Broad Street pump.)(Optio nal)Step III ScanningRead the passage and nu mber these events in the order that they happe ned.2 Joh n Snow bega n to test two theories.1 An outbreak of cholera hit Lon don in 1854.4 Joh n Snow marked the deaths on a map.7 He announced that the water carried the disease.3 Joh n Snow in vestigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were n ear a water pump.6 He had the han dle removed from the water pump.Step IV Main idea and correct stage 找教案Read the passage and put the correct stages into the readi ng about research into a disease.Step V Group discussi onAn swer the questio ns (Finish exercise 2 on Page 3)1. Joh n Snow believed Idea 2 was right. How did he fin ally prove it?(Joh n Snow fin ally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think Joh n Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th cen tury disease. What disease do you thi nk is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and n eed public health care to solve them.)Step VI Using the stages for scie ntific research and write a summary.Period 2&3 Language focusStep I Warmi ng up1. characteristic①n. a quality or feature of sth. or some one that is typical of them and easy to recongni ze.特征；特性What characteristics dist in guish the America ns from the Can adia ns.② a. very typical of a particular thing or of some one ' 典型性的cerSuch bluntn ess is characteristic of him.Windy days are characteristic of March.［辨析］characteristic 与character找教案characteristic 是可数名词，意为“与众不同的特征«character 表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字” What you know about him isn ' t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider 提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆put on穿上;戴上;增加put out熄灭（灯）;扑灭（火） put up with •忍受put down 写下来;放下；put off 耽误; 延期put up 建立; 建造,put up 举起，搭建，粘贴3. an alyze: to exam ine or think about someth ing carefully in order to un dersta nd it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let 's analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆an alysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi 结束，终止；We concluded the meeting at 8 o ' clockyweirt.h a praFrom his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.con clusi on n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Read ing1. defeat①vt. to win a victory over some one in a war, competiti on, game etc. 打败，战胜，使受挫I' ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.②n.失败，输failure to win or succeedThis means admitt ing defeat.They have got six victories and two defeats.［辨析］win, beat 与defeat①win赢得”赛事、战事、某物；后接人时，意为争取赢得…的好感或支持；说服”②beat战胜"击败"比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state champi on ship by beat ing / defeat ing all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of beco ming a champi on at the 2008 Olympic Games.2. expert①n. some one who has a special skill or special kno wledge of a subject 专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject 熟练的，有专门技术的an expert rider an expert job 需专门知识的工作He is expert in / at cooking. 找教案3. atte nd vt. &vi参加，注意，照料①be present at参力口attend a ceremony / lecture / a movie / school / class / a meetingI shall be atte nding the meet ing.Please let me know if you are unable to attend the conference.②attend to (on): to look after, care for, serve 伺候,照顾，看护The quee n had a good doctor atte nding on her.Dr Smith atte nded her in hospital. 治疗Are you being attended to? 接待Mother had to attend to her sick son.③attend to 处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late —have got one or two things to atte nd to.Excuse me, but I have an urgent matter to attend to.［辨析］attend, join, join in 与take part in①attend 指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in 指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in 指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered 暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun. 他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian 治疗,痊愈When I left the hospital I was completely cured.① cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The ill ness cannot be cured easily.Although the boy was bey ond cure, his pare nts tried to cure him of bad habits.② a cure for a diseaseAspiri n is said to be a won derful cure for the pain.There is still no cure for the com mon cold.Is there a certa in cure for cancer yet?③ a cure for sth.: to remove a problem, or improve a bad situation 解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.［辨析］cure 与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。

人教版高中英语必修五教案（全册）Unit1GreatscientistsPeriod1文本研读课学习目标1.To talk about science and contributions of scientists.2.To have a better understanding of the reading passage and learn to use some key words and expressions.3.To learn to organize a scientific research and appreciate great people s characteristics and qualities.自主预习1.Match the scientist in the left column with his/her contributions in the right column.Alexander Bell electricityThomas Edison the first telephoneWright brothers the electric lampMadame Curie black holes in the universeFranklin theory of gravitySteven Hawking the first planeElbert Einstein radiumIsaac Newton the theory of relativity2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in?Draw a conclusionThink of a methodCollect resultsMake a questionFind a problemAnalyse the resultsFind supporting evidence3.Do you know the features of infectious diseases?学习过程Step1:Skimming1.Who was the great scientist in the passage and what was the deadly disease of its day?2.What happened in 1854?3.What can prove that cholera was severe?Step2:Carefulreading1.Read Paragraph 1 and then fill in the blanks.John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem.2.Read Paragraphs 2 & 3 and then answer the questions.(1)What were the two theories about the cause of cholera?(2)Which theory did John Snow want to prove?(3)What was his method of doing the research?3.Read Paragraph 4 and answer the questions.(1)Fill in the blank with a proper word.First he marked on a map the exact places /() all the dead people had lived.(2)Replace the sentence with one that has the same meaning from the text.It seemed that the water should be blamed.(3)Read Paragraph 5 and answer the following questions.①Why did John Snow tell people to remove the handle from the pump?②What happened after the handle was removed?(4)Read Paragraph 6 & 7 and answer the following questions.①Where did the woman live and what had she delivered to her house every day?②What did their deaths suggest?③What measures did John Snow take to prevent the disease from spreading?Step3:Summary2.Fill in the blanks.John Snow was a well-known in London in the 19th century.He wanted to find the of cholera in order to help people to cholera.In 1854 when a cholera out,he began to gather information.He on a map where all the dead people had lived and 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 the water supplies be and new methods of with polluted water be found.Finally,“King Cholera” was defeated.课后作业1.Read the text again.2.Try to retell the text with only a few sentences.Period2知识讲练课学习目标1.Grasp 6 words and 2 phrases in this period;learn to express yourselves by using them.2.Learn the method of constructing knowledge trees through self-study and cooperative exploration.3.Enjoy the fun of expressing yourself using English and participate in class with a strong passion.学习过程一、词汇精粹1.conclusion n.结论;结束【教材原句】Draw a conclusion.得出结论。

Unit 1 Great scientistsTeaching aims1.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”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & the attribute”Period 1 Warming up and readingTeaching ProceduresI. 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 seniortwo 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 IIAsk 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 below before you answer all these questions.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.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the students1 / 61to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people's intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→Make up a question→Think of a method→Collect results→Analyse the results→Draw a conclusion→Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths inthe old times and it was very difficult to defeat.Let's get to know how Dr. John Snow defeated “King Cholera”in 1854 inLondon in this reading passage:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why 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.)(Optional)Skim the passage and find the information to complete the form below.WhoWhen WhatResult2 / 61Cholera”“King of helping Examining the source John 1854defeated supplies and Snowordinary all waterof new methods people findingpolluted with exposed to dealingwastercholeraStep III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?those identify able ideas. He was to his Snow helped The (No. map John organize households that had had many deaths and check their water-drinking habits. He identified thosehouses that had had no deaths and surveyed their drinking habits. The evidence clearly pointedto the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?both serious, (Two diseases, which are similar today, are SARS and AIDS because they are have an unknown cause and need public health care to solve them.)3 / 61Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone's characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn't his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆put on穿上。

人教版高中英语必修5全册教案Teaching aims1.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”4.To help students learn to use some important words and expressions5.To h elp students identify examples of “The Past Participle (1) as the Predicative & theattribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.t’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 IIAsk the students to try the quiz and find out who knows the most.T:1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.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.II. Pre-readingStep IGet 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.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defea ted “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)(Cholera outbreak hit London.)What happened in 1854?2.(500)3.How many people died in 10 days?4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察er analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论clusionFrom these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat①打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He i2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersThe illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。

人教版高中英语必修5全册教案Unit 1 Great scientistsTeaching aims1.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”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & theattribute”Period 1 Warming up and readingTeaching ProceduresI. 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 IIAsk the students to try the quiz and find out who knows themost.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 below before you answer all these questions.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.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the studentsto report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 inLondon in this reading passage:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic① n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.②a. very typical of a part icular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know ab out him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆put on穿上。

Unit 1 Great scientistsTeaching aims1.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”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & theattribute”Period 1 Warming up and readingTeaching ProceduresI. 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 IIAsk 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 below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin ofSpecies.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.II. Pre-readingStep IGet 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.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严峻的) or even without immediate symptoms(病症), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.L e t’s g e t t o k n o w h o w D r.J o h n S n o w d e f e a t e d“K i n g C h o l e r a”i n1854i n L o n d o n i n t h i s r e a d i n g p a s s a g e:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9Cambridge Street?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特点；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“不同凡响的特点“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 延误; 延期put up成立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2020.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi终止，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “博得”赛事、战事、某物；后接人时，意为“争取博得…的好感或支持；说服”②beat “战胜”“击败”竞赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2020 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 医治Are you being attended to?接待Mother had to attend to her sick son.③ attend to处置，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、集体，成为其中一员③join in指加入某种活动；表示与某人一路做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起踊跃作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于青天白日之下I threatened to expose him ( to the police). 我要挟要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian医治,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善窘境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure要紧指痊愈，强调的是结果②treat强调医治进程，指通过药物、专门的食物或运动医治病人或疾病，不强调结果。

英语必修5Unit 1 Great scientistsTeaching AimsSkill Goals▲ Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific ideaKey new words and expressionsThe First Period ReadingStepⅠ 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, tell all the students to play the game called Guess Who I Am.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 possibleT；what contributions did they makeT: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped themfloat.Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species.3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin1.I am Englishman2.I’ve worked in astronomy.3.I’ve put forward a theory about black holes.Answer； Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths.Around the bottom were eight frogs directly under a dragon’s mouth.3.My invention was the earliest instrument that told people where earthquakeshappened.Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities. Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep 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 report their work.Show the following on the screen:1. What do you know about infectious diseases2. What do you know about cholera3. Do you know how to prove a new idea in scientific researchT: 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 isa scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅳ ReadingT: Now lets read the title and the picture and guess what the passage may tell us. 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 quickly and find the numberStep 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.T: Now class. Can you tell me what style of the passage belongs toT: 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.Step Ⅲ ReadingEncourage the students to get the general ideas of the passages.T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What’s Copernicus’ fear2. How did Copernicus prove his theory3. What is his theoryStep Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of thisSample answers:Q1: think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.T: I quite agree with you. And I am glad you have known so much about the science. StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system ...3. He joined these points together using curved lines ...T: Please read the three sentences and tell me what parts of speech the past participles are acting as.Step Ⅵ Homework1. Search on the Internet for more information about Copernicus and Euler.2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠRevision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.Task 2: Ask the students to read and understand the explanations in Exercise 2 onpage 4.T: Very good! Can you put the verb “make” with a noun to form a “predica te + object” phrase For example: “making a mistake” instead of “to mistake”. Sample answers:S: “make an agreement”, “make an admission”, “make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll ch eck your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers. Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T: Please look at the screen and put them into English using “make + n” and past participles.Show the following on the screen:Step Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.Unit 2 The United KingdomⅠ. Teaching AimsSkill Goals▲ Talk about the United Kingdom▲ Talk about language difficulti es in communicationⅡ. Language GoalsThe past participle as the object complement ... the three countries found themselves united peacefully ...However, just as they were going to get Ireland connected to form ...You find most of the population settled in the South, ... .1. Now when people refer to England you find Wales included as well. P92. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P104. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P105. Her first delight was going to the Tower.P146. There followed S t Paul’s Cathedral built after the terrible fire of London in 1666. P147. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52The First Period ReadingTeaching goals1. Target languagea. Key words and expressionsunite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave outb. Key sentences1. Now when people refer to England you find Wales included as well. P102. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep ⅠLead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK If you have, can you tell us something about it or can you tell us something about your visit(s) there Or what is your impression of the UK If you haven’t, where can you get the information about it2. What is the capital of the UK And what is the languageStep II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:1. Look through the passage as fast as possible;2. Try to find the answers to the questions given in the Comprehending.Sample answers:S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of the North. Task 4: SkimmingT: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography Are there really any puzzles in geography of the UK If so, what are they If not, why does the writer use “Puzzles in Geography” as the title Get the students to discuss about it in pairs.Then ask the students to fill in the following form.T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthTask 4: Ask the students to analyze the text.1.Ask the students to fill in the following chart.2. Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.The Second Period ListeningTeaching goals1. Target languageKey words and Expressionscrown, Protestant, hurt the king2. Ability goalsEnable the students to learn about one of the most famous historical sites in London:the Tower of London.3. Learning ability goalsHelp the students learn how to talk about the historical sites in the UK. Teaching important & difficult pointsTalk about the historical sites in the UK.Teaching methodsListening and cooperative learning.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Revision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.1. Which king on the list was one of the princes in the Tower How do you know2. Who had the two princes killedAnd then check the answers.Step Ⅱ Listening (P52-53)T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkT: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Languagea. Key words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillsentencesWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching methodsTask-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about LondonS1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people think that London is all gray, but in fact red is London’s favor ite color. London is at its best when people are celebrating. Then the flags, the cheeringcrowds and the carriages and horses all sparkle in the sunshine — if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.Ask the students to read the passage and do the exercises after the passage. T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text. Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T: Now please read the text and find the answers to the following questions. Show the questions on the screen. 1. How did Zhang Pingyu plan her tour2. What were the buildings mentioned in the text What were they famous for Who built them What happened to them Sample answers:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2. The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text “Sightseeing in London”. Show the following.Task 3: Deal with reading task:A particular British celebrationAsk the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises. Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament. Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting. Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.Unit 3 Life in the futureⅠ. Teaching AimsSkill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the futureⅡ. Language Goals1．MemorizeExpect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2．Read upjet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 3．Expressionstake up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4．Key sentencesconstant, remind, lack, sight, assist, require, settlement, previous, swiftThe past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.1. This is similar to the “jet lag” you get w hen flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for their expertise, his parents’ company named “Future Tours”transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby fora rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ. 教材分析与教材重组Ⅳ. ProceduresThe First Period ReadingTeaching goals1.Target languagea. Key words and expressionsconstantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight ofb. Key sentencesThis is similar to ..., but it means ... P17Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby fora rest. P182. Ability goalsEnable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goalsHelp the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆ difficult pointsCompare life in the past, at present and in the future.What is life in the future like What changes will take placeTeaching methodsFast and careful reading; asking and answering activity; individual, pair or group work.Teaching aidsA computer and a projector.Teaching procedures ＆ waysStep I Warming UpStep Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facingS: Pollution.S: Population is becoming larger and larger.S: The shortage of resources.T: Yes! Then can you predict which problems can be solved in the future And which ones will still be thereS: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.S: I don’t think so. Now scient ists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now please open your books and turn to page 17. Let’s re ad the passage First Impressions. Read it quickly and then tell me what it is about.Several minutes later.T: Well, have you finished reading the passageSs: Yes.T: OK. Who would like to tell me what the text is aboutStep Ⅳ Follow-up ActivityGet the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.T: Now let’s make a prediction about future and see what will be changed in the future. I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.The Second Period ListeningTeaching goals1. Target languageKey words and expressionsextraordinarily, atmosphere, gravity, assist in2. Ability goalsEnable the Ss to tell the differences between two kinds of alien creatures. Enable the Ss to understand the facilities in “Wonderworld”.3. Learning ability goalsHelp the Ss learn how to promote a new invention by analyzing different situations. Teaching important ＆ difficult pointsListen to the material about the new invention and find out its special qualities. Teaching methods Discussion; listening; cooperative learning.Teaching aidsA computer, a projector and a recorder.Teaching procedures ＆ waysStep Ⅰ Lead-inStep Ⅱ ListeningUnit 4 Making the new sⅠ. Teaching aimsSkill Goals▲ Talk about the basic procedure of making a newspaper▲ Talk about the basic qualities and skills a journalist should have▲ Talk about jobs in a newspaper▲ Learn how to make an appointment▲ Learn how to use Inversion correctly▲ Write a newspaper articleⅡ. Language GoalsMaking appointmentsⅣ. ProceduresThe First Period ReadingTeaching goals1. Target languagea. Key words and expressionsoccupation, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, recorder, case, accuse, deliberately, guilty, concentrate on, accuse ... of, so as to (do sth), defend against，cover a story，have a “nose” for a story, get a scoop, get sth straight, a trick of the tradeb. Key senrences （P26）Never will Zhou Yang forget ...Only when you have seen ..., can you cover a story ...Only if you ask ... will you acquire ...2. Ability goalsEnable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview.3. Learning ability goalsStep Ⅰ Lead-inStep Ⅲ Pre-readingT: Now if you want to be a good news reporter, what qualities do you think you need to haveStep Ⅴ ComprehendingThe Second Period VocabularyTeaching goals1. Target languagea. Key words and expressionstechnical, process, polish, concentrate on, approve of, by accident, get absorbed in, defend against, break downb. Key sentences (P29)She does not get absorbed in ...The reporter went out with ...2. Ability goalsEnable the students to know how to use some expressions in an idiomatic way.3. Learning ability goalsHelp the students learn how to use the words and expressions more freely. Teaching important pointsGet the students to practice the words and expressions.Teaching difficult pointsHelp the students use the words and expressions correctly.Teaching methodsTask-based learning; explaining; discussing; practicing.Teaching aidsA computer and a projector.Teaching procedures ＆ waysStep Ⅰ RevisionT: Good morning / afternoon, class. Last period we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a good reporter needs to have. Who’d like to tryS: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, well-organized and patient.T: Excellent! Then how can a good reporter get an accurate storyS: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research.T: Great! How can a good reporter protect a story from accusationS: Use a small recorder during the interview to make sure of getting all the facts straight.T: Wonderful!Step Ⅱ Discovering useful wo rds and expressionsT: In the reading there are some adjectives that come from nouns. please form them by adding -al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers.Step III Summary and HomeworkT: In this perio d we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today:。

人教版高中英语必修5教案教案概述：本教案为人教版高中英语必修5课程的教学设计。

该教材是为高中学生编写的，涵盖了各个语言技能的培养，包括听、说、读、写等。

本教案旨在提供一个教学指南，帮助教师更好地组织教学活动，并促进学生的英语研究和应用能力的全面发展。

教案结构：一、教学目标：1. 语言知识与技能：通过本单元的研究，学生将能够掌握单词、短语和语法结构，并能正确运用于实际交流中。

2. 语言策略与研究技能：培养学生的听、说、读和写的能力，促进他们的语言研究方法和研究策略的发展。

3. 文化意识：通过教学内容的引导，培养学生对英语国家文化的了解和兴趣。

二、教学重点：1. 单词与短语的掌握：通过各类练活动，帮助学生记忆和掌握本单元相关的单词和短语。

2. 阅读理解能力的培养：通过各种阅读材料的讲解和练，提高学生的阅读理解能力。

3. 口语表达与交流能力的提高：通过课堂情景模拟和角色扮演等活动，培养学生的口语表达和交流能力。

三、教学内容：1. 单元主题：介绍英语国家的风俗和文化。

2. 主要语言点：包括本单元相关的单词、短语和语法结构。

四、教学步骤：1. 导入：通过展示相关图片、视频或问答环节引入本单元的主题。

2. 新课讲解：通过教师讲解、示范和练等形式，帮助学生理解和掌握本单元的重点语言点。

3. 练活动：设计各类练活动，如单词记忆、句型转换、听力理解、口语交流等，以 consoldate 学生的知识。

4. 拓展活动：设计一些拓展活动，如小组讨论、写作练、角色扮演等，以提高学生的语言运用能力。

5. 总结归纳：通过小结和总结，让学生对本单元的研究内容有一个清晰的认识。

五、教学评价：1. 通过常规作业和测试来评价学生的语言掌握情况。

2. 通过课堂表现和参与活动的态度来评价学生的研究动力和合作能力。

六、教学资源：1. 人教版高中英语必修5教材和相关辅助材料。

2. 多媒体设备和教学PPT。

七、教学反思：教师可根据教学实践中遇到的问题和学生的反馈，及时进行教学反思和改进，提高教学效果。

英语必修5Unit 1 Great scientistsTeaching AimsSkill Goals▲ Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific ideaKey new words and expressionsThe First Period ReadingStepⅠ 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, tell all the students to play the game called Guess Who I Am.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 possibleT；what contributions did they makeT: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species.3.I could explain how animals and plants develop as the environment changed.Answer: Charles Darwin1.I am Englishman2.I’ve worked in astronomy.3.I’ve put forward a theory about black holes.Answer；Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths. Aroundthe bottom were eight frogs directly under a dragon’s mouth.3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities.Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep 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 partner s. Then I’ll ask some students to report their work.Show the following on the screen:1. What do you know about infectious diseases2. What do you know about cholera3. Do you know how to prove a new idea in scientific researchT: 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 ReadingT: Now lets read the title and the picture and guess what the passage may tell us.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 quickly and find the number below and the relevantStep 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.T: Now class. Can you tell me what style of the passage belongs toT: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Step Ⅲ ReadingEncourage the students to get the general ideas of the passages.T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What’s Copernicus’ fear2. How did Copernicus prove his theory3. What is his theoryStep Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of thisSample answers:Q1: think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.T: I quite agree with you. And I am glad you have known so much about the science.StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system ...3. He joined these points together using curved lines ...T: Please read the three sentences and tell me what parts of speech the past participles are acting as.Step Ⅵ Homework1. Search on the Internet for more information about Copernicus and Euler.2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠRevision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase For example: “making a mistake” instead of “to mistake”.Sample answers:S: “make an agreement”, “make an admission”, “make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T: Please look at the screen and put them into English using “make + n” and past participles. Show the following on the screen:Step Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.Unit 2 The United KingdomⅠ. Teaching AimsSkill Goals▲ Talk about the United Kingdom▲ Talk about language difficulties in communicationⅡ. Language GoalsThe past participle as the object complement ... the three countries found themselves unitedpeacefully ...However, just as they were going to get Ireland connected to form ...You find most of the population settled in the South, ... .1. Now when people refer to England you find Wales included as well. P92. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P104. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P105. Her first delight was going to the Tower.P146. There followed S t Paul’s Cathedral built after the terrible fire of London in 1666. P147. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52The First Period ReadingTeaching goals1. Target languagea. Key words and expressionsunite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave outb. Key sentences1. Now when people refer to England you find Wales included as well. P102. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep ⅠLead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK If you have, can you tell us something about it or can you tell us something about your visit(s) there Or what is your impression of the UK If you haven’t, where can you get the information about it2. What is the capital of the UK And what is the languageStep II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:1. Look through the passage as fast as possible;2. Try to find the answers to the questions given in the Comprehending.Sample answers:S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of the North.Task 4: SkimmingT: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography Are there really any puzzles in geography of the UK If so, what are they If not, why does the writer use “Puzzle s in Geography” as the title Get the students to discuss about it in pairs.Then ask the students to fill in the following form.T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthTask 4: Ask the students to analyze the text.2. Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.The Second Period ListeningTeaching goals1. Target languageKey words and Expressionscrown, Protestant, hurt the king2. Ability goalsEnable the students to learn about one of the most famous historical sites in London: the Tower of London.3. Learning ability goalsHelp the students learn how to talk about the historical sites in the UK.Teaching important & difficult pointsTalk about the historical sites in the UK.Teaching methodsListening and cooperative learning.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Revision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.1. Which king on the list was one of the princes in the Tower How do you know2. Who had the two princes killedAnd then check the answers.Step Ⅱ Listening (P52-53)T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkT: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Languagea. Key words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill sentencesWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching methodsTask-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about LondonS1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people think that London is all gray, but in fact red is London’s favor ite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.Ask the students to read the passage and do the exercises after the passage.T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T: Now please read the text and find the answers to the following questions.Show the questions on the screen.1. How did Zhang Pingyu plan her tour2. What were the buildings mentioned in the text What were they famous for Who built them What happened to themSample answers:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2. The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers;Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text “Sightseeing in London”.Show the following.Task 3: Deal with reading task:A particular British celebrationAsk the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes.The originof this celebrationcomesfrom theevent which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting.Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic. S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.Unit 3 Life in the futureⅠ. Teaching AimsSkill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the futureⅡ. Language Goals1．MemorizeExpect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2．Read upjet lag, flashback, expertise, hover, pessimistic, enormous, imitate,3．Expressionstake up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4．Key sentencesconstant, remind, lack, sight, assist, require, settlement, previous, swiftThe past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.1. This is similar to the “jet lag” you get w hen flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ. 教材分析与教材重组Ⅳ. ProceduresThe First Period ReadingTeaching goals1.Target languagea. Key words and expressionsconstantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant,jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight ofb. Key sentencesThis is similar to ..., but it means ... P17Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 2. Ability goalsEnable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goalsHelp the Ss learn how to describe the life in the past, at present and in the future.Teaching important ＆difficult pointsCompare life in the past, at present and in the future.What is life in the future like What changes will take placeTeaching methodsFast and careful reading; asking and answering activity; individual, pair or group work. Teaching aidsA computer and a projector.Teaching procedures ＆waysStep I Warming UpStep Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing S: Pollution.S: Population is becoming larger and larger.S: The shortage of resources.T: Yes! Then can you predict which problems can be solved in the future And which ones will still be thereS: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.S: I don’t think so. Now scient ists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now please open your books and turn to page 17. Let’s re ad the passage First Impressions. Read it quickly and then tell me what it is about.Several minutes later.T: Well, have you finished reading the passageSs: Yes.T: OK. Who would like to tell me what the text is aboutStep Ⅳ Follow-up ActivityGet the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.T: Now let’s make a prediction about future and see what will be changed in the future. I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.The Second Period ListeningTeaching goals1. Target languageKey words and expressionsextraordinarily, atmosphere, gravity, assist in2. Ability goalsEnable the Ss to tell the differences between two kinds of alien creatures.Enable the Ss to understand the facilities in “Wonderworld”.3. Learning ability goalsHelp the Ss learn how to promote a new invention by analyzing different situations.Teaching important ＆difficult pointsListen to the material about the new invention and find out its special qualities.Teaching methods Discussion; listening; cooperative learning.Teaching aidsA computer, a projector and a recorder.Teaching procedures ＆waysStep Ⅰ Lead-inStep ⅡListeningUnit 4 Making the new sⅠ. Teaching aimsSkill Goals▲ Talk about the basic procedure of making a newspaper▲ Talk about the basic qualities and skills a journalist should have▲ Talk about jobs in a newspaper▲ Learn how to make an appointment▲ Learn how to use Inversion correctly▲ Write a newspaper articleⅡ. Language GoalsMaking appointmentsⅣ. ProceduresThe First Period ReadingTeaching goals1. Target languagea. Key words and expressionsoccupation, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, recorder, case, accuse, deliberately, guilty, concentrate on, accuse ... of, so as to (do sth), defend against，cover a story，have a “nose” for a story, get a scoop, get sth straight, a trick of the tradeb. Key senrences （P26）Never will Zhou Yang forget ...Only when you have seen ..., can you cover a story ...Only if you ask ... will you acquire ...2. Ability goalsEnable the students to talk about the qualities needed to be a good reporter and how to conducta good interview.3. Learning ability goalsStep Ⅰ Lead-inStep Ⅲ Pre-readingT: Now if you want to be a good news reporter, what qualities do you think you need to have Step Ⅴ ComprehendingThe Second Period VocabularyTeaching goals1. Target languagea. Key words and expressionstechnical, process, polish, concentrate on, approve of, by accident, get absorbed in, defend against, break downb. Key sentences (P29)She does not get absorbed in ...The reporter went out with ...2. Ability goalsEnable the students to know how to use some expressions in an idiomatic way.3. Learning ability goalsHelp the students learn how to use the words and expressions more freely.Teaching important pointsGet the students to practice the words and expressions.Teaching difficult pointsHelp the students use the words and expressions correctly.Teaching methodsTask-based learning; explaining; discussing; practicing.Teaching aidsA computer and a projector.Teaching procedures ＆waysStep Ⅰ RevisionT: Good morning / afternoon, class. Last period we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a good reporter needs to have. Who’d like to tryS: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, well-organized and patient.T: Excellent! Then how can a good reporter get an accurate storyS: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research.T: Great! How can a good reporter protect a story from accusationS: Use a small recorder during the interview to make sure of getting all the facts straight.T: Wonderful!Step Ⅱ Discovering useful words and expressionsT: In the reading there are some adjectives that come from nouns. please form them by adding -al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers.Step III Summary and HomeworkT: In this perio d we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today:1. Review the words and expressions for this unit.2. Preview Discovering useful structures.。