人教版英語(yǔ)必修五 Unit 1 全單元教案

精品資料Unit 1 Great Scientists教材分析教學(xué)內(nèi)容分析人類文明發(fā)展的進(jìn)程同時(shí)也是科學(xué)技術(shù)發(fā)展的過(guò)程，而這一過(guò)程滲透了許多優(yōu)秀科學(xué)家的心血。本單元主要話題是“科學(xué)家如何以探索、鉆研、無(wú)畏的科研精神驗(yàn)證未知的科學(xué)真理”。熱身(Warming up)部分通過(guò)問(wèn)答使學(xué)生回想起不同領(lǐng)域的科學(xué)家，了解科學(xué)家們對(duì)人類的貢獻(xiàn)及其成果。讀前 (Pre-reading) 通過(guò)若干問(wèn)題及討論，使學(xué)生初步了解得出科學(xué)觀點(diǎn)所需的過(guò)程。為完成閱讀奠定基礎(chǔ)。閱讀 (Reading) 部分介紹英國(guó)著名醫(yī)生John Snow是如何通過(guò)考察、分析、探究的科學(xué)方法，發(fā)現(xiàn)并控制“霍亂”這種傳染病的。通過(guò)閱讀課文，使學(xué)生感悟科學(xué)家的周密觀察、勇于探索、認(rèn)真分析的科學(xué)精神，使學(xué)生了解科學(xué)發(fā)現(xiàn)的全過(guò)程具有其科學(xué)的嚴(yán)密性。理解(Comprehending) 部分的練習(xí)一讓學(xué)生給文章的主要信息排序已達(dá)到對(duì)文章的初步理解。練習(xí)二通過(guò)提問(wèn)挖掘文章細(xì)節(jié)，使學(xué)生重溫文章內(nèi)容。練習(xí)三讓學(xué)生寫出文章的大意，進(jìn)一步掌握文章內(nèi)容。練習(xí)四讓學(xué)生選擇段落朗讀，以流利的朗讀表達(dá)文中的意思。語(yǔ)言學(xué)習(xí)(Learning about language) 部分主要突出單元的重點(diǎn)詞匯和主要語(yǔ)法項(xiàng)目的訓(xùn)練與練習(xí)，使學(xué)生對(duì)本課重點(diǎn)詞匯與語(yǔ)法項(xiàng)目做到學(xué)以致用。語(yǔ)言運(yùn)用(Using language) 部分涵蓋了聽說(shuō)和讀兩個(gè)部分。聽的部分通過(guò)兩個(gè)學(xué)生談?wù)摽茖W(xué)家錢學(xué)森的故事，使學(xué)生了解科學(xué)家的生活經(jīng)歷，并通過(guò)回答問(wèn)題訓(xùn)練學(xué)生的分析、解決問(wèn)題能力。說(shuō)的部分通過(guò)學(xué)生分組討論將來(lái)選擇什么科學(xué)工作，需要什么樣的教育、品格及經(jīng)歷來(lái)完成提問(wèn)和應(yīng)答的交際功能任務(wù)訓(xùn)練，也實(shí)施了對(duì)學(xué)生的德育教育。讀的部分講述了哥白尼是如何發(fā)現(xiàn)太陽(yáng)中心說(shuō)的，并通過(guò)1、2小題幫助學(xué)生理解文章主旨大意，學(xué)會(huì)尋求解決問(wèn)題方法，同時(shí)提高闡明自己觀點(diǎn)的能力。寫的部分是要求學(xué)生根據(jù)閱讀文章內(nèi)容及提示給哥白尼寫一封信，建議他盡早公布他的發(fā)現(xiàn)，以此來(lái)培養(yǎng)學(xué)生的收集信息、整理信息及傳遞信息的能力，體現(xiàn)了自做、自助和自悟的教學(xué)思想，改進(jìn)學(xué)生的學(xué)習(xí)策略。小結(jié) (Summing up) 部分通過(guò)讓學(xué)生回憶本單元所學(xué)內(nèi)容，總結(jié)對(duì)其掌握的程度，培養(yǎng)學(xué)生概括總結(jié)能力。學(xué)習(xí)建議 (Learning tip) 部分建議學(xué)生如何寫好“Persuasive writing”，以培養(yǎng)學(xué)生的邏輯思維及寫作能力。 趣味閱讀 (Reading for Fun) 部分引用了一些科學(xué)領(lǐng)域中名人的名言，如愛(ài)因斯坦、愛(ài)迪生、牛頓等，旨在從另一個(gè)側(cè)面讓學(xué)生了解科學(xué)研究的方法和科學(xué)研究的真諦。教學(xué)重點(diǎn)和難點(diǎn)1. 教學(xué)重點(diǎn) 本單元的生詞和短語(yǔ)； 過(guò)去分詞作定語(yǔ)、表語(yǔ)；（3） 學(xué)習(xí)描述人物的句型；（4） 了解著名醫(yī)生John Snow、哥白尼等科學(xué)家以及他們的作為和故事。2. 教學(xué)難點(diǎn) 過(guò)去分詞作定語(yǔ)、表語(yǔ)； 學(xué)習(xí)表示意愿、希望或建議的句型； 學(xué)寫persuasive writing. 教學(xué)計(jì)劃本單元分五課時(shí)：第一、二課時(shí)：Warming Up, Pre-reading, Reading & Comprehending 第三課時(shí)：Learning about Language 第四課時(shí)：Listening and speaking 第五課時(shí)：Reading and writing. 教學(xué)步驟:Period 1&2 Warming Up, Pre-reading, Reading& ComprehendingTeaching Goals: 1.To learn about John Snow.2.To develop some basic reading skills.3.To arouse Ss interest in learning about the sprits of scientists.Teaching Procedures:Step 1. Warming UpPurpose: To arouse Ss interest in learning about scientists. To ask Ss to prepare something for the great scientists ahead of time and share them with others.1. Pair workAsk Ss to tell their partners their answers to the following question and show some to the whole class.What do you know about great scientists?2. Group work Ss are divided into 3 groups to do the quiz and try to find out which knows the most.Quiz QuestionsAnswer(1) Which scientist discovered that objects in water are lifted up by a force that helps them float?(2)Who wrote a book explaining how animals and plants developed as the environment changed?(3) Who invented the first steam engine?(4) Who used peas to show how physical characteristics are passed form parents to their children?(5) Who discovered radium?(6) Who invented the way of giving electricity to everybody in large cities?(7) Who was the painter that studied dead bodies to improve his painting of people?(8) Who invented a lamp to keep miners safe underground?(9) Who invented the earliest instrument to tell people where earthquakes happened?(10) Who put forward a theory about black holes?Suggested answers: (1) Archimedes (2) Charles Darwin (3) Thomas Newcomen (4) Gregor Mendel (5) Marie Curie (6) Thomas Edison (7) Leonardo da Vinci (8) Sir Humphry Davy (9) Zhang Heng (10) Stephen Hawking Step 2. Pre-reading Purpose: To get Ss to learn about the stages in a scientific experiment1. Group work(1) Get Ss into groups of four and discuss what kind of experiment they have experienced and the stages of them. Ask some groups to show their views.(2) Ask Ss to put the following stages into proper order.Draw a conclusion Think of a method Collect results Make up a questionFind a problem Analyze the results Repeat if necessarySuggested Answers: Find a problemMake up a questionThink of a methodCollect resultsAnalyze resultsRepeat if necessaryMake a conclusion2. Pair workAsk Ss whether they know about infectious diseases and tell the answers to their partners.For example: flu Bird flu SARS Step 3. Reading1. Skimming Purpose: To get Ss to have a brief understanding of the whole text.The passage is written in order of the stages in an experiment, so ask Ss to scan the text and find the different stages.Suggested answers: Find a problem:John Snow was a well-known doctor in London until its cause was found. Make up a question:He got interested in the two theories and soon the affected person was dead. Think of a method:He believed in the second theory but so severe that more than 500 people had died in 10 days. Collect results:He determined to find out why It seemed the water was to blame. Analyze results:Next, John Snow looked into the source of the water for these two streets that cholera was spread by germs and not in a cloud of gas. Repeat if necessarySoon the disease began to slow downthat polluted water carried the disease. Make a conclusion:To prevent this from happening again, not to expose people to polluted.2. Scanning Purpose: To get Ss to have some details in the text.(1) Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these:Q1. Who was John Snow?Q2. What did John Snow do when the serious cholera broke out?Q3. What were the two theories then?Q4. What was John Snows attitude towards the two theories?Q5. How did John Snow find the evidence for his theory?Q6. How did he solve the problem finally?Suggested answers:A1. John Snow was a well-known doctor in London-so famous, indeed, that he attended Queen Victoria to ease the birth of her babies.A2. John Snow wanted to use his knowledge to help solve this problem.A3. The first suggested that cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.A4. He believed in the second theory but needed to prove he was correct.A5. He gathered the information and marked a map where all the dead people had lived. And at last he found that all the dead people drank the polluted water from the river.A6. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined and mew methods of dealing with polluted water be found. And finally “King Cholera” was defeated.(2) Since we have got the order of the seven stages, get Ss to write down the evidence or approach John Snow used in each stage. For example:ParagraphStages in an experimentFind a problemMake up a questionThink of a method Collect resultsAnalyze results Repeat if necessary Make a conclusionSuggested answers:ParagraphStages in an experimentExample in this investigationFind a problemWhat causes cholera?Make up a question Which theory is correct?Think of a method Collect data on those who were ill or died and where they got their water.Collect results Plot information on a map to find out where people died or did not die.Analyze resultsAnalyze the water to see if that is the cause of the illness.Repeat if necessaryFind other evidence to confirm your conclusion.Make a conclusionThe water is to blame. The source of all drinking water should be examined so that it is safe.3. Listening.Purpose: To train Ss listening ability.Listen to the tape and follow it in a low voice.4. Language points.Purpose: To train Ss language capacity.(1) attend vt & vi 出席；參加He decided to attend the meeting himself. 照顧；看護(hù)Which doctor is attending to (on) you? 伴隨The work was attended with much difficulty.（2）absorb vt. 吸收A sponge absorbs water. 使專心The little girl was absorbed in reading a tale.(3) severe adj. 嚴(yán)厲的；嚴(yán)格的I think you are too severe on the boy. 劇烈的He has a severe pain in his leg.(4) announce vt 發(fā)表、告知、宣布The government announced its new economic policies. 宣布His servant announced Mr and Mrs White. 顯示；預(yù)告Warm sunshine announces the coming of spring.Step 4. Post-reading Purpose: To have a deep understanding of the text.Group work Let Ss Talk about the following questions. And present their opinions to the whole class.1. What do you think of John Snow? 2. Do you think him great enough?3. If you were he, what would you do?Step 5. Discussion The text introduces public health medicine to Ss, which is less well-known area of medicine. With the arrival of SARS in China in 2003, we do have some knowledge of the effect of infectious diseases on our life and lifestyle. Discuss with your partners in groups of six and tell us your views.Step 6. HomeworkTry to write a short composition about a familiar scientist.Period 3 Listening and speaking (Using Language)Teaching Goals: 1. To use the language points and grammar of this unit.2. To develop Ss listening and speaking abilities.Teaching Procedures: Step 1. Leading-in Purpose: To activate Ss and arouse them to talk about scientific subjects. Show the pictures about the scientists and ask Ss whether they know them. And make sure they know some famous scientists in China.Step 2. Warming UpPurpose: To lead Ss to the topic of this unit. 1. Group workThe above pictures are all Chinese famous scientists. Let Ss talk about the stories of them. And they can also talk about other scientists in China. Get some Ss to present their stories to the rest of class.2. ConclusionAll of them have made contributions to the development of Chinese science and technology. But do you know who the father of the Chinese space program is? (Qian Xuesen)Step 3. Pre-listeningPurpose: To help Ss learn about the context of the Listening part.1. Pair workAsk Ss to discuss the pictures with their partners. 2. Discussion Discuss the following three questions and present your opinions to your classmates.(1) How can you describe the space?(2) If we human beings go into the space, what are needed?(3) Suppose you are an astronaut, what kind of qualities are necessary?Step 4. While-listeningPurpose: 1. To get the main information in the Listening part.2. To develop Ss listening ability.3. To learn something from Qian Xuesen.1. Listen to the dialogue, focusing on the subjects mentioned in the passage.2. Listen to the tape and answer the questions. Q1. What did Qian Xuesen study first? Q2. What experience did he get in America that was very useful for China? Q3. What was Qian Xuesens achievement when he returned to China from America? Suggested answers: A1. Qian Xuesen first studied to be an engineer. A2. In America he began to work on space rockets so that he was able to develop a space programme when he came back to China. A3. When Qian Xuesen returned to China he set up a Space Institute to begin training people in how to design and build rockets.3. Listen to the tape again and make sure the answers are right.Step 5. SpeakingPurpose: 1. To develop Ss speaking ability. 2. To learn about the words for character description.1. Pre-speakingPurpose: To arouse Ss interest and get them to focus on the topic of the Speaking part.Show the pictures again.Pair work Let Ss discuss in pairs and present how they achieved their success in their future scientific job. What kind of words can be used?For your reference: talent, intelligence, hard work, persistence, confidence, curiosity, enthusiasm, luck2. While-speaking Purpose: To get Ss to talk about their favorite scientific jobs.(1) Work in groups of four and discuss what scientific job each of Ss would like to choose in the future. The following questions and expressions can be helpful.Questions: What job do you want to do? What personality will be needed? What education will you need? What personality will be needed? How lone will the training take? What work experience would be useful? How will you prepare for this career?Expressions:I always wanted to because I might find it difficult to My greatest problem will be to The experience I will need is I need to practise (2) Act out the dialogue and show to the class.When describe someones character, the following words can be used.patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with Sample dialogue: A: What do you want to do when you grow up? B: I want to build robots. I will have to do a physics and mathematics degree in china. After that I hope to go abroad to Reading University in England where you can study all about robots. There is a special cybernetics department there. A: Why personality will be needed for that job? B: They have a lot of uses: for example, in making cars on a popular line or doing other repetitive jobs. A: What personality will be needed for that job? B: I think I need to be patient for my ideas will take a long time to develop. I also need to be creative enough to have good ideas. A: What experience will be most useful to you? B: I think technology and engineering projects. I hope to work in a factory in my holidays. A: What kind of person makes a good inventor? B: I think someone who is happy to persevere at something and learns from his mistakes. A: Thank you. I think designing robots sounds fun.3. Post-speakingAsk some Ss to give a speech to their classmates about their scientific jobs in the futureStep 6. ExtensionPurpose: To make a conclusion from the Speaking part.Discuss the questions below with your partners.We know that a scientific job is challenging and difficult, but there are still many persons doing very well at their positions. What can you learn from them?Share your views with your classmates.Step 7. Homework1. Write a short composition to introduce Qian Xuesen.2. Get on the line and find out more scientists and their stories.Period 4 Learning about languageTeaching Goals: 1. To enable Ss to master some new words and expressions. 2. To get Ss to have knowledge of the grammar point: the past participle as the attribute and predicative.Teaching Procedures: Step 1. Free talk If you have a special chance to meet with John Snow, what kind of questions will you ask?Step 2. word studyPurpose: To consolidate the new words and phrases in the text.1. Choose the correct words to complete the following sentences(1) John Snow devoted himself to _ (science, scientific) research.(2) He worked hard until he drew a _ (conclude, conclusion) in 1854.(3) The teacher drew a picture to make herself _ (ease, easy, easily) understood.(4) The boy needs one more stamp to make his collection _(complete, completely).(5) _ (Apart from, Expect) that 10 dollars, I have another ten given by my mother.Suggested answers: (1) scientific, (2) conclusion, (3) easily, (4) complete, (5) Apart from2. This is a report on living conditions in England in the nineteenth century. Choose the correct verb or conjunction to put into the text. Each word may be used only once. linkto blame exposeto test defeat reject absorb examine severeIn the twenty-first century, educated people find it difficult to believe that living conditions in the nineteenth century _ people _ serious illnesses. The reports of many doctors _ illness _ drinking polluted water. However, one hundred years ago people did not connect a disease to the environment. So they did not _ the companies that supplied dirty water. The doctors found that the dirtier the water, the more _ the illness. It was only later when people began to _ the water and _ its quality that they _ the idea that cholera was _ from the air. It was only when everybody began to attack the dirty conditions that cholera was _ and was not a problem any more.Suggested answers: expose; to; link; to; blame; severe; examine; test; rejected; absorbed; defeated3. Sometimes in English we put the verb make with a noun instead of using a simple verb; for example, make a mistake instead of to mistake. Look at these simple verbs and make another construction using make+a+noun. Add two more of your own.to telephoneto decide to planto contribute to speak to be noisy to changeto describe Suggested Answers: make a telephone call; make a decisionmake a plan; make a contributionmake a speech; make a noisemake a change; make a description4. In English verbs like make are very active and useful. Apart from the construction mentioned above, you have also learned the following phrases. Can you make sentences with each of them? make a face make friends make money make ones way to make phone calls make sure make up ones mind make the bed make room for For example: 1. The teacher asked us not to make faces in class.2. I tried to make friends with my neighbor but he was too old and did not want to talk to me.3. The best way to make money is to study hard and gain good qualifications.4. If you make phone calls abroad it will cost you a lot of money so I should watch the number of calls.Step 3. Grammar1. PresentationPurpose: To get Ss to tell the usage of the past participle.A broken window a worried motherBy his disappointed appearance, he was not satisfied.Ask Ss to find more examples from the Reading part.(1)The past participle as the attribute A well-known doctor Ordinary people exposed to cholera Thousands of terrified people (2) The past participle as the predicativehe became inspired whenhe got interested in two theories2. PracticePurpose: To get Ss to have knowledge of the grammar through exercises(1) Complete the table with phases that have the same meaning.Past Participle as the AttributePast Participle as the Predicative terrified people reserved seats polluted water a crowed room a pleased winner children who look astonished a vase that is broken a door that is closed the audience who feel tired an animal that is trapped Suggested answers: people who look terrified the seats that are reserved the water that is polluted the room that is crowded the winner who is pleased the astonished children a broken vase a closed door tired audience a trapped animal (2) Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence. Worry interest arrive frighten prepare continue concern They were _ to accept my idea. Ill be _ to hear what he has to say. The major said that he was _ about the _ rise of the water level in the river bed. Recently _ soldiers are helping to take the victims to safe areas from the flood. Most of the newspapers seems to be _ with pop stars. He was _ of going alone into the empty house.Suggested answers: prepared interested worried, continued arrived concerned frightened Step 4. Homework1. Review the new words and phrases.2. Review the use of the past participle. Period 5 Reading and writing (Using Language)Teaching