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2019-2020年人教版高中英語必修5 Unit1 第1課時(shí) Great Scientists 教案1 Teaching goals教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to b. 重點(diǎn)句式 To prevent this from happening again, John Snow suggested that ... P3 2. Ability goals 能力目標(biāo) Enable the students to talk about science and scientists. 3. Learning ability goals學(xué)能目標(biāo) Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research. Teaching important & difficult points教學(xué)重難點(diǎn) Talk about science and scientists. Teaching methods 教學(xué)方法 Task-based activities. Teaching aids 教具準(zhǔn)備 A puter Teaching procedures & ways 教學(xué)過程與方式 StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Wele 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 puter? S1: Edison invented the lights and the gramophone. S2: The first puter was invented by a group of American scientists. StepⅡ Warming up, Pre-reading Warming up: First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most. 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? S1: Newton. S2: Watt. S3: Franklin. Sample answers: 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 Newen, 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. Pre-reading: Get 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. What do you know about infectious diseases? What do you know about cholera? Do you know how to prove a new idea in scientific research? What order would you put the seven in? Just guess. Step Ⅲ Reading Let the students skim the whole passage and try to work out the meanings of the new words and structures using context. 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 and find answers to the questions. Show the questions on the screen. 1. What conditions allowed cholera develop? 2. Why do you think people believed that cholera multiplied in the air without reason? 3. What evidence did John Snow gather to convince people that idea 2 was right? Step Ⅳ Text analyzing Ask the students to analyze the text in groups. T: Now class. Can you tell me what style of the passage belongs to? S1: I think it is a report. 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. Paragraphs Stages General ideas 1 2 3 4 5 6 7 Ask some students to put their answers in the chart. Paragraph Stages General ideas 1 Find a problem The causes of cholera 2 Make up a question The correct or possible theory 3 Think of a method Collect data on where people were ill and died and where they got their water 4 Collect results Plot information on a map to find out where people died or did not die 5 Analyse the results Analyse the water to see if that is the cause of the illness 6 Repeat if necessary Find other evidences to confirm his conclusion 7 Make a conclusion The polluted dirty source of drinking water was to blame for the cause of the London cholera Step Ⅴ Homework 1. Get more information about some infectious diseases and modern scientists. 2. Finish the Exercises 1, 2, 3 on pages 3 and 4.