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2019-2020年人教版高中英語必修5 Unit1 第4課時(shí) Great Scientists 教案2 Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)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(biāo)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(huì)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(rèn)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(jié) 構(gòu) 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(diǎn) 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(xué)培養(yǎng)學(xué)生探究科學(xué)、崇尚科學(xué)的精神和正確的科學(xué)觀；幫助學(xué)生了解科學(xué)的本質(zhì)和科學(xué)家的特質(zhì)，使學(xué)生懂得科學(xué)探究的基本步驟和要素；指導(dǎo)學(xué)生如何對(duì)科學(xué)家及其所從事的科研工作進(jìn)行描述、發(fā)表看法，并針對(duì)自己的個(gè)性特征和興趣專長，暢談個(gè)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(xué)生回顧不同領(lǐng)域不同時(shí)代的10位科學(xué)家，了解他們對(duì)人類的貢獻(xiàn)及其成果。 1.2 Pre-reading 通過對(duì)幾個(gè)問題的討論，使學(xué)生了解傳染病和“霍亂”的基本常識(shí)，并了解科研過程中驗(yàn)證某些觀點(diǎn)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(xué)方法，發(fā)現(xiàn)并控制“霍亂”這種傳染病的。通過課文學(xué)習(xí)，使學(xué)生了解科學(xué)發(fā)現(xiàn)的全過程及其嚴(yán)密性；學(xué)習(xí)描述性文體的基本寫作框架。 1.4 prehending 共設(shè)計(jì)了四個(gè)題型。 1.5 Learning about Language 共設(shè)計(jì)了兩大部分，8個(gè)練習(xí)，對(duì)本單元的重點(diǎn)詞匯和主要語法項(xiàng)目進(jìn)行訓(xùn)練。第一部分的1-4題旨在訓(xùn)練學(xué)生對(duì)重點(diǎn)詞匯、短語的運(yùn)用；第二部分旨在練習(xí)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(guān)于中國著名科學(xué)家錢學(xué)森先生的生平介紹的聽力材料；Reading and writing是一段關(guān)于偉大天文學(xué)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(xué)習(xí)課”。 2.4 將Using Language中的Listening與Workbook中LISTENING和LISTENING TASK三個(gè)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(gè)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(shè)計(jì)與課時(shí)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(shí)教案 The Sixth Period Writing Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 重點(diǎn)詞匯與短語 suggest, persuade, observation, contributions, achieve, devote ... to 2. Ability goals 能力目標(biāo) Enable the students to learn the way of persuasive writing and descriptive writing. 3. Learning ability goals 學(xué)能目標(biāo) Learn how to write a persuasive writing and a descriptive writing. Teaching important points教學(xué)重點(diǎn) Help the students to learn to write a persuasive writing and a report. Teaching difficult points教學(xué)難點(diǎn) How to write a report about a scientist and his / her job. Teaching methods 教學(xué)方法 Task-based activities. Teaching aids 教具準(zhǔn)備 A puter and a projector. Teaching procedures & ways 教學(xué)過程與方式 Step Ⅰ Presentation Task 1: Summarize the way of writing a report. T: Now class, if we want to write a report about a scientist, what contents should we include? S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success. T: Yes. You are right. And how do we make an outline about it? S2: We should put the collected information under three headlines: life, achievements and key to success. Task 2: Remind the students of the writing techniques and writing features of a report. Show the following to the students. Report Formal language with few adjectives No speech except quotations Not emotional Only one main character Factual structured according to experimental method Past tense and passive voice Task 3: Summarize the way of persuasive writing. T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are? S1: I think the first is to give your opinion and idea. S2: The second is to give the reasons and evidence to support your idea. S3: The third is to make a conclusion. Show the following to the students. A persuasive writing Formal or informal, vivid use of language Speech to show feelings, reactions, etc Emotional or not emotional to describe feelings and facts Only two main characters Factual or imaginative based on fact Reason and persuade step by step Present tense Then ask the students to write a short letter as required in Exercise 3. A sample version: Dear Nicolaus Copernicus, I am a student studying history and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need new theory. I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong. So I hope you can publish your new theory. Step Ⅱ Writing Ask the students to write a report about a scientist. Sample versions (見附件3, 4, 5) Step Ⅲ Homework Ask the students to do the Project on page 47.