《2019-2020年人教版高中英語(yǔ)必修5 Unit1 第3課時(shí) Great Scientists 教案1.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年人教版高中英語(yǔ)必修5 Unit1 第3課時(shí) Great Scientists 教案1.doc（12頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年人教版高中英語(yǔ)必修5 Unit1 第3課時(shí) Great Scientists 教案1 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(yǔ)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(guò)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(zhǎng)，暢談個(gè)人的職業(yè)志向和人生規(guī)劃。 1.1 Warming Up 通過(guò)問(wèn)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(guò)對(duì)幾個(gè)問(wèn)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(guò)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(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)課文學(xué)習(xí)，使學(xué)生了解科學(xué)發(fā)現(xiàn)的全過(guò)程及其嚴(yán)密性；學(xué)習(xí)描述性文體的基本寫(xiě)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(yǔ)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(yǔ)的運(yùn)用；第二部分旨在練習(xí)過(guò)去分詞作定語(yǔ)和表語(yǔ)的用法。 1.6 Using Language 由兩部分組成：Listening and speaking 是一段關(guān)于中國(guó)著名科學(xué)家錢學(xué)森先生的生平介紹的聽(tīng)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(shuō)”過(guò)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(yǔ)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(tīng)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(yǔ)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(xiě)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 Listening Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言 重點(diǎn)詞匯和短語(yǔ) astronomer, astronaut, institute, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyze, pure, sin, cousin, geometry, calculus, mechanics, practical, topology 2. Ability goals 能力目標(biāo) Get the students to know more about scientists and science. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to talk about scientific research. Teaching important & difficult points教學(xué)重難點(diǎn) Learn about how to organize a scientific study. Teaching methods 教學(xué)方法 Task-based learning approach. Teaching aids教具準(zhǔn)備 A puter and a projector. Teaching procedures & ways 教學(xué)過(guò)程與方式 StepⅠLead-in Ask the students to describe the picture on page 6 and guess what details may be talked about in the listening. T: Now we’ll listen to a piece about a great Chinese scientist named Qian Xuesen. He was closely related to China’s space industry. Any volunteers to describe the picture on page 6? S1: There is a satellite set on a guided missile launcher. S2: This is the Xichang launching site. S3: There are three or more rockets around the satellite on the guided missile launcher. S4: The sky is very high, clear, clean and blue. S5: The surrounding is very open and wide. It is a vast expanse of land. StepⅡ Listening and Speaking (Page 5) Ask the students to listen to the recording and answer the questions. T: Yu Ping and her friend Steve Smith are talking about Qian Xuesen, who has made great contributions to the development of China’s space industry. Let’s look at the screen and read the new words in the material after me: astronomer(天文學(xué)家)，astronaut(宇航員)，institute(研究所). Play the recording and then check the answers. T: Now I have an additional question for you: Who is the first to visit the space in China? Ss: Yang Liwei! T: Great! And what’s the name of the satellite? Ss: Shenzhou V manned spaceship of China! T: What do you think Qian Xuesen would feel if he knew it? Ss: Of course, he would be very happy and proud. Step Ⅲ Listening (Page 41) Task 1: Describe the picture T: First, let’s look at the beautiful flowers in the picture. Who knows the name of it? S1: It’s rose, white rose. S2: It’s chrysanthemum, I think. S3: Maybe it’s lily. My mother raises lily at home. Task 2: Help the students learn the possible new words in the listening. T: Now class, in order to understand the listening easily, I’ll tell you some new words in it. Now read after me: species(種類)，parrot(鸚鵡)，blackbird(烏鴉). Play the tape. And then check the answers. Step Ⅳ Listening task (Page 44) Task 1: Introduce to the students the life and work of Leonhard Euler. Help the students to gain some know-ledge about topology. T: Please turn to page 44 and read the questions and the new words. Can you tell me sth. about topology and “Euler Path”? S4: Euler was a mathematician. He could be called “the father of modern mathematics.” S5: His rule “the Euler path” is like this: If a figure has more than two odd points, you can not go over it without lifting your pencil from the page or going over a line twice. S6: Topology is one of the newest branches of mathematics. It is not about distance or size but about the connections between things. Then ask the students to listen to the recording and then check the answers. Step Ⅴ Homework Ask the students to write a short passage about Euler and his job based on the listening material. The Fifth Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) persevere, patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, generous, depend-able, strong-willed, talented, easy-going, ambitious, sympathetic, confident, enthusiastic b. 重點(diǎn)句式 I always wanted to ... because ... P6 The experience I will need is ... P6 I need to practise ... P6 My greatest problem will be to ... P6 2. Ability goals 能力目標(biāo) Enable the students to use telephone skills to make an appointment. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to talk about the personalities and characters of the scientists and their life, work and contributions. Teaching important points教學(xué)重點(diǎn) How to describe a person’s appearance and personalities. Teaching difficult points 教學(xué)難點(diǎn) How to talk about a scientist and his / her job. Teaching methods 教學(xué)方法 Task-based learning approach. Teaching procedures & ways 教學(xué)過(guò)程與方式 StepⅠRevision and Lead-in Ask the students to discuss what scientific job they would like to choose. T: Now, class, would you please tell me what per-sonality you have? S1: I am open and active, but less diligent. S2: I am confident and enthusiastic, but less careful. S3: I am the most honest person in the world! I am strong-willed and ambitious. But I hate hard-working? S4: I am persevering, determined, but less co-operative. I like working alone. S5: I am pleasant, easy-going to work with but I am less intelligent. Attention: just less intelligent not foolish! T: Very good. All of you know yourselves well. That’s very important. If we know ourselves well, we may develop ourselves in a certain way. We may fit or suit ourselves to a certain job or environment. Now please tell me what you would like to do in the future according to your personality or character? S6: I would like to be a volunteer. Because I am generous, sympathetic, full of emotion and helpful. I would like to help the poor, especially the poor children in poor areas in China. S7: I would like to be a researcher. Because I am persevering, quiet, careful and hard-working. If I start a program, I’ll keep on with it to the end. S8: I want to be a manager. Because I am polite, easy- going, energetic and creative. All these personalities can help me to municate with others. Step Ⅱ Speaking (Page 6) Help the students to think of phrases used in making an appointment. T: Please speak out some phrases used in telephone dialogues. S1: Hello. This is ... speaking. Is ... in? S2: Sorry, He is not in. May I take a message for you? S3: Hold on please. I’ll get him. S4: Would you like him to ring you back? S5: The line is busy. I can’t get it through. T: Wonderful. Would you please tell me what other expressions can be used in making an appointment? S1: Sorry, he’s busy at the moment. Could you please wait for a moment. S2: What time would you like to meet him? Please wait a second. Let me check the schedule. S3: I’m sorry, He is fully engaged today. Can you make an appointment another day? S4: Let’s make it 8 o’clock tomorrow; If you can not e, will you let me know ahead of time? Step Ⅲ Talking (Page 41) Encourage the students to describe the appearance and specialty of themselves and their classmates, or their teachers. Don’t tell who they are describing, let others guess who it is. T: Now, class. Everybody has their unique specialty in appearance and looking. If we want to recognize a person, we should remember his / her specialty in both looking and wearing. Let’s describe a person and guess who it is. S5: OK. Let me have a try. The person is tall and thin with thick glasses. The person is very serious and always wear white T-shirts. Who is it? Ss: Our physics teacher. S5: Yes, That’s right. S6: I’ll give a description. I call this person A. A is always smiling. A is always wearing big earrings. A has a round face, bright eyes with long brown curly hair. A is good at singing and dancing. Ss: We got it. She is Miss Liu, our music teacher. S6: Yes, you got it. S7: Now. This person is H. H always wears short hair. H is very tall and a bit hunchback. H always walks with his or her feet outwards. Ss: Oh, we see. He is our monitor, Wang Ling! S7: Yes. T: Well done. Now work in pairs. Imagine you are going to meet a specialist about a newly found flower. Your partner will be the assistant to the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. A sample dialogue: S1: Hello. This is Dr Evans’ office. Can I help you? S2: Yes, please. I’d like to change my arrangement to meet Dr Evans. I want to show him this new orchid that I’ve found. We originally arranged to meet in the University laboratory but now I’m unable to do that. S1: Oh yes. I’ve got it down here in his diary. Where would you like to meet now then? S2: Outside the Botanical gardens on Trumpington Road. But it’s always very crowded there, so I wonder if you could give me an idea of how I could recognize Dr Evans? S1: Yes, of course. He’s tall and thin with long, grey hair and glasses. S2: That sounds very clear. What other special features does he have? S1: Yes. He walks with a limp because he broke his leg when he went skiing many years ago. What do you look like? S2: Dr Evans can easily recognize me. I’m short and thin with brown, curly hair. I always wear a duffle coat and a bobble hat. I’ll be carrying my flower. S1: I’ll tell him. Thank you for your clear descrip-tion. I’m sure Dr Evans is looking forward to meeting you. Goodbye. S2: Goodbye. Step Ⅳ Speaking task (Page 46) Encourage the students to discuss a certain scientist. T: Now class. In pairs discuss the life and work of any scientists that you know. Using the questions in the workbook. A sample dialogue: S1: Who shall we choose? S2: I’ve done some research on Edison and his child life. S1: What did you find out about him? S2: Well, little “Al” Edison, who was the last of seven children in his family, did not learn to talk until he was almost four years old. S1: Really? I only know about some of his inventions. S2: At age 11, Tom’s parents tried to teach him how to use the resources of the local library. This led him to prefer learning through independent self instruction. By age 12, Tom had already bee an “adult”. He not only talked his parents into letting him go to work selling newspapers, snacks, and candy on the railroad, he had started an entirely separate business selling fruits and vegetables. S1: What else do you know? S2: One of the most significant events in Tom’s life now occurred when — as a reward for his heroism — the boy’s grateful father taught him how to master the use of Morse code and the telegraph. Over the next years, Edison’s progress in creating successful inventions for industry really took off. S1: He is really a good example for us to learn from. Step Ⅴ Homework T: The following is a piece of writing about a great physiologist named Claude Bernard. Read and then change it into a dialogue with your partner. Show the following on the screen. Claude Bernard’s1 Ambition2 French physiologist3 Claude Bernard (1813-18 78) dropped out of school4 because it was his ambition to bee a great writer. At the age of twenty-one, he wrote a five-act tragedy5 called Arthur of Brittany and brought it to a well-known Parisian critic6. The critic read the play and strongly advised young Claude to return to school at once and forget all about writing. Claude did and became one of the greatest biologists7 in history, virtually8 founding “experimental physiology”. When he died in 1878, he was given a state funeral, the first scientist upon whom France had bestowed9 this honor. Notes: 1. Claude Bernard 克勞德.貝爾納 2. ambition 雄心; 抱負(fù); 野心 3. physiologist 生理學(xué)家 4. drop out of school 中途退學(xué); drop out 退出; 離隊(duì) 5. tragedy 悲劇 (edy 喜劇) 6. critic 批評(píng)家; 評(píng)論家; critics of art and literature 文藝批評(píng)家 7. biologist 生物學(xué)家 8. virtually 實(shí)際上; 事實(shí)上 9. bestow 把……贈(zèng)與; 把……給與 A sample dialogue: S1: Do you know Claude Bernard? S2: Sorry. Who was the men? S1: He was a French physiologist. S2: What do you know about him? S1: He once dropped out of school because he wanted to bee a great writer. S2: What did he write? S1: He wrote a five-act tragedy called Arthur of Brittany and brought it to a well-known Parisian critic. S2: What did the critic say about it? S1: The critic strong advised him to return to school at once and forget all about writing. S2: Did Claude follow the advice of the critic? S1: Yes. He worked hard from then on and became one of the greatest biologists in history. S2: Do you know what his achievement is? S1: He founded "experimental physiology". S2: He was really something. 附件1：律師事務(wù)所反盜版維權(quán)聲明