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2019-2020年人教版高中英語必修5 Unit1 第2課時 Great Scientists 教案2 Ⅰ. 單元教學目標 技能目標Skill Goals ▲ Talk about science and contributions of scientists ▲Practice expressing will, hope and suggestions ▲Practice expressing the stages in examining a new scientific idea ▲Learn to organize a scientific research ▲Learn to use the past participle as the predicative & attribute ▲Practice describing people’s characteristics and qualities ▲Develop the skills of persuasive and descriptive writing Ⅱ. 目標語言 功 能 句 式 Describing people What nationality is this scientist? When was he / she born? When did he / she die? What kind of family did he / she e from? What kind of education did he / she receive? What did he / she achieve in his / her scientific work? Why did he / she achieve great success? Was it because of his / her talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm / luck? 詞 匯 1． 四會詞匯 engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, plete, spin, enthusiastic, cautious, reject, view 2． 認讀詞匯 infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical 3． 詞組 put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic 結 構 The past participle as the predicative & attribute Find out the functions of the past participle in sentences. Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute. 重 點 句 子 1. John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P2 2. But he became inspired when he thought about helping ordinary people exposed to cholera. P2 3. It seemed the water was to blame. P2 4. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3 5. Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P6 6. Only if you put the sun there did the movements of the other planets in the sky make sense. P7 7. To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44 Ⅲ. 教材分析和教材重組 1. 教材分析 本單元主要話題是How to organize scientific research。旨在通過本單元的教學培養(yǎng)學生探究科學、崇尚科學的精神和正確的科學觀；幫助學生了解科學的本質和科學家的特質，使學生懂得科學探究的基本步驟和要素；指導學生如何對科學家及其所從事的科研工作進行描述、發(fā)表看法，并針對自己的個性特征和興趣專長，暢談個人的職業(yè)志向和人生規(guī)劃。 1.1 Warming Up 通過問答形式使學生回顧不同領域不同時代的10位科學家，了解他們對人類的貢獻及其成果。 1.2 Pre-reading 通過對幾個問題的討論，使學生了解傳染病和“霍亂”的基本常識，并了解科研過程中驗證某些觀點的基本程序和方法。 1.3 Reading 介紹英國著名醫(yī)生John Snow是如何通過考察分析、探究的科學方法，發(fā)現并控制“霍亂”這種傳染病的。通過課文學習，使學生了解科學發(fā)現的全過程及其嚴密性；學習描述性文體的基本寫作框架。 1.4 prehending 共設計了四個題型。 1.5 Learning about Language 共設計了兩大部分，8個練習，對本單元的重點詞匯和主要語法項目進行訓練。第一部分的1-4題旨在訓練學生對重點詞匯、短語的運用；第二部分旨在練習過去分詞作定語和表語的用法。 1.6 Using Language 由兩部分組成：Listening and speaking 是一段關于中國著名科學家錢學森先生的生平介紹的聽力材料；Reading and writing是一段關于偉大天文學家哥白尼發(fā)表“日心說”過程的短文。 2． 教材重組 2.1 將Warming Up，Pre-reading, Reading和prehending三部分整合為一節(jié)“精讀課”。 2.2 將Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合為一節(jié)“泛讀課”。 2.3 將Learning about Language中的Discovering useful structures和Discovering useful words and expressions以及Workbook中的USING STRUCTURES和USING WORDS AND EXPRES-SIONS整合為一節(jié)“語言學習課”。 2.4 將Using Language中的Listening與Workbook中LISTENING和LISTENING TASK三個部分整合為一節(jié)“聽力課”。 2.5 將Using Language中的Speaking與Workbook中的TALKING和SPEAKING TASK三個部分整合為一節(jié)“口語課”。 2.6 將 Using Language中的Reading and Writing以及Workbook中的WRITING TASK整合為一節(jié)“寫作課”。 3. 課型設計與課時分配 1st Period Reading 2nd Period Extensive Reading 3rd Period Language Study 4th Period Listening 5th Period Speaking 6th Period Writing Ⅳ. 分課時教案 Language Study Teaching goals 教學目標 1. Target language 目標語言 重點詞匯和短語 virus, contribute, conclude, make one’s way to, reserved seats 2. Ability goals 能力目標 Learn the past participle used as attribute and predicative. Teaching important & difficult points 教學重難點 Learn the past participle used as attribute and predicative. Teaching methods 教學方法 Grammar-Translation method. Teaching aids 教具準備 A puter and a projector. Teaching procedures & ways 教學過程與方式 StepⅠRevision and Lead-in Task 1: Dictate the following important words and expressions. T: Now class. Let’s have a dictation. Ready? Reference words: valuable, instruct, cure, announce, look into, examine, put forward, immediately, expose, link to, blame, absorb, severe, defeat, reject, test. That’s over, have you finished? Task 2: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers. Task 3: 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 Practice Task 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: 約會， 閑言碎語， 道歉， 競爭， 選擇， 不速之客，感到沮喪的學生，受到鼓舞的競賽者， 擁擠的街道 Sample answers: make an appointment, make gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets Step Ⅲ Grammar Explain the usage of the past participles as predicative and attribute. 1. 過去分詞作表語表示主語所處的狀態(tài)。用作表語的過去分詞大多來自及物動詞；不及物動詞的過去分詞能作表語的只限于少數表示位置轉移的動詞，如go, e, assemble等，它們用在連系動詞之后，表示完成意義，無被動意義。例如： The man looked quite disappointed. He is greatly discouraged by her refusal. His hair is nearly all gone. 已經形容詞化了的過去分詞大多可作表語，常見的有acplished, amazed, amused, astonished, broken, closed, pleted, plicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。 2. 過去分詞作定語 a）用作前置定語的過去分詞通常來自及物動詞，帶有被動意義和完成意義。例如： We like skating in the frozen lake in the winter. =We like skating in the lake which has been frozen in the winter. How many finished products have you got up to now? =How many products that have been finished have you got up to now? 來自不及物動詞的過去分詞很少能單獨用作前置定語，能作這樣用的僅限以下幾個詞，這時僅表示完成意義，不表示被動意義。例如： a retired worker=a worker who has retired an escaped prisoner=a prisoner who has escaped a faded / withered flower=a flower that has faded / withered fallen leaves=leaves that have fallen the risen sun=the sun that has just risen a returned student=a student who has returned vanished treasure=treasure that has vanished b) 用作后置定語的過去分詞通常也來自及物動詞，表示被動意義和完成意義。這時過去分詞相當于一個定語從句。例如： Things seen are better than things heard. =Things which are seen are better than things which are heard. The lobster broiled over charcoal was delicious. =The lobster which was broiled over charcoal was delicious. Practice: 將下列句子譯成英語。 1. 他看上去又累又沮喪. 2. 我們一得到補充資金,就繼續(xù)我們的實驗。 3. 我們可以看到被陽光照亮的月球的一部分. 4. 經過一個激動和無眠的夜晚之后，第二天我強迫自己在海濱走了很久. 5. 早在1649年,俄亥俄州就決定在每一個城鎮(zhèn)建立免費的、由稅收支持的學校。 6. 彼得對這一切似乎很驚奇。 Sample answers: 1. He looked tired and depressed. 2. We will go on with our experiment as soon as we get the added fund. 3. We can see the part of the moon lighted by sunlight. 4. After a night spent in excitement and sleepless-ness, I forced myself to take a long walk along the beach the next day. 5. As early as in 1649, Ohio made a decision that free, tax-supported schools must be established in every town. 6. Peter was very amazed at all this. Step Ⅳ Homework Prepare for the next period.