高二英语必修五Unit1Greatscientists教案.docx
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高二英语必修五Unit1Greatscientists教案
高二英语必修五Unit1Greatscientists教案
Unit1Greatscientists
TheFirstPeriodReading
Teachinggoals教学目标
Targetlanguage目标语言
a.重点词汇和短语
attend,control,severe,pub,iediately,handle,instructor,pup,contribute,conclude,steaengine,virus,putforard,aeaconclusion,exposeto
b.重点句式
Topreventthisfrohappeningagain,johnSnosuggestedthat...P3
Abilitygoals能力目标
Enablethestudentstotalaboutscienceandscientists.
Learningabilitygoals学能目标
Enablethestudentstolearnaboutsoefaousscientistsandtheircontributionsandhotoorganizeascientificresearch.
Teachingiportant&difficultpoints教学重难点
Talaboutscienceandscientists.
Teachingethods教学方法
Tas-basedactivities.
Teachingaids教具准备
Aputerandaprojector.
Teachingprocedures&ays教学过程与方式
StepⅠLead-in
Asthestudentstothinofsoegreatinventionsandinventorsinhistory.
T:
elebactoschool,everyone.Iguessostofyouhaveenjoyedyourholiday.aybeIshouldsayeveryonehasenjoyedascientificlife.hy?
Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nocanyoutellethescientistshoinventedthelights,thegraophoneandtheputer?
S1:
Edisoninventedthelightsandthegraophone.
S2:
ThefirstputerasinventedbyagroupofAericanscientists.
StepⅡaringup
First,assoequestionsaboutgreatscientists.Second,asallthestudentstotrythequizandfindouthonostheost.
T:
younoourlifeiscloselyrelatedtoscienceandscientists.ebenefitalotfrothe.canyounaeoutasanyscientistsaspossible?
S1:
Neton.
S2:
att.
S3:
Franlin.
Sapleansers:
Archiedes,AncientGree,aatheatician.
charlesDarin,Britain.ThenaeofthebooisoriginofSpecies.
ThoasNeen,British,aninventorofsteaengine.
Gregorendel,czech,abotanistandgeneticist.
ariecurie,PolishandFrench,acheistandphysicist.
ThoasEdison,Aerican,aninventor.
LeonardodaVinci,Italian,anartist.
SirHuphryDavy,British,aninventorandcheist.
ZhangHeng,ancientchina,aninventor.
0.StepperHaing,British,aphysicist.
StepⅢPre-reading
Getthestudentstodiscussthequestionsonpage1iththeirpartners.Thenasthestudentstoreporttheiror.Encouragethestudentstoexpresstheirdifferentopinions.
T:
No,class,pleaselooattheslide.Discussthesequestionsithyourpartners.ThenI’llassoestudentstoreporttheiror.
Shothefolloingonthescreen.
hatdoyounoaboutinfectiousdiseases?
hatdoyounoaboutcholera?
Doyounohotoproveaneideainscientificresearch?
hatorderouldyouputthesevenin?
justguess.
Sapleanser1:
S1:
Letetry.Infectiousdiseasescanbespreadeasily.Theyhaveanunnoncauseandaydogreathartopeople.
S2:
Peoplecouldbeexposedtoinfectiousdiseases,soayanials,suchasbirdflu.
S3:
AIDS,SARSareinfectiousdiseases.
S4:
Infectiousdiseasesaredifficulttocure.
Sapleanser2:
S1:
Inosth.aboutit.Firsteshouldfindtheproble.Then,thinofasolution.
S2:
eshouldcollectasuchinforationaspossible.
S3:
Analyzingresultsistheostiportantstage.
S4:
Beforeeaeaconclusion,itisnecessaryforustorepeatsoestagesorprocesses.
Sapleanser3:
S1:
Ithin“Findaproble”shouldbethefirststage.
S2:
“aeupaquestion”shouldfollothefirststage.
S3:
“Thinofaethod”,“collectresults”and“Analyzeresults”areafterthat.
S4:
ofcourse,before“aeaconclusion”,eshould“Repeatifnecessary”.
T:
elldone!
heneanttosolvesoeprobles,firsteshouldfindouttheproble,dosoeresearchonit,proveyourfindings,andthenaeaconclusion.Thisisascientificandobjectiveayofresearching.Nolet’sseehodoctorjohnSnodidhisresearch.
StepⅣReading
Letthestudentssitheholepassageandtrytoorouttheeaningsoftheneordsandstructuresusingcontext.
T:
TheeffectofcholerainthenineteenthcenturyLondonasdevastating.anypeoplediedithoutnoingthereason.ItasdoctorjohnSnohosavedthepeople.Pleaselooatthescreen.Let’sreadtheholepassageandfindanserstothequestions.
Shothequestionsonthescreen.
hatconditionsalloedcholeradevelop?
hydoyouthinpeoplebelievedthatcholeraultipliedintheairithoutreason?
hatevidencedidjohnSnogathertoconvincepeoplethatidea2asright?
Sapleansers:
S1:
Thedirtyateradethecholeradevelopquicly.
S2:
Becausepeoplecouldnotunderstanditscauseandcouldnotgetitcured.Sopeopleiaginedthatsoepoisonousgasintheaircausedthedeaths.
S3:
Hefoundthatanyofthedeathsereneartheaterpuphilesoeareasfaraayfrotheaterpuphadnodeaths.Sohenpeopleereasednottousetheaterpup,thediseasebegantoslodon.Inthisay,johnSnohadshonthatcholeraasspreadbygersandnotinacloudofgas.
StepⅤTextanalyzing
Asthestudentstoanalyzethetextingroups.
T:
Noclass.canyoutellehatstyleofthepassagebelongsto?
S1:
Ithinitisareport.
T:
Pleaselooatthechartonthescreen.ThechartshosthateachparagraphofthetextexplainsjohnSno’sstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandatchthestageitheachparagraph.Discussitingroups,andthenreportyouransers.
ParagraphsStagesGeneralideas2
Sapleansers:
S1:
ygroup’sopinionisthis:
stageone“Findaproble”isexpressedinparagraphone.Thegeneralideaisliethis:
johnSnoantedtofindthecausesofcholera.
S2:
ouranserisliethis:
paragraphtoexpressesthesecondstage“aeupaquestion”.Thegeneralideaisliethis:
johnSnoantedtoprovehichtheoryascorrect.
S3:
“Thinofaethod”isthethirdstage.Anditiscontainedinparagraphthree.Thegeneralideaisliethis:
johnSnocollecteddataonthosehoereillordiedandheretheygottheirater.
S4:
Thefourthstage“collectresults”liesinparagraphfour.Itsgeneralideaisliethis:
johnSnoplottedinforationonaaptofindoutherepeoplediedordidnotdie.
S5:
ourgroupbelieveparagraphfivecontainsthefifthstageofjohnSno’sresearch.Thegeneralideaisliethis:
johnSnoanalysedtheatertoseeifthatasthecauseoftheillness.Sothisstageisto“Analysetheresults”.
S6:
Thesixthstageis“Repeatifnecessary”.Itiscontainedinthesixthparagraph.Thegeneralideaisliethis:
johnSnotriedtofindotherevidencestoconfirhisconclusion.
S7:
Thelastparagraphisabouttheseventhstage“aeaconclusion”.Itsgeneralideaisliethis:
ThepolluteddirtysourceofdriningaterastoblaeforthecauseoftheLondoncholera.
Assoestudentstoputtheiransersinthechart.
ParagraphStagesGeneralideas
FindaprobleThecausesofcholera
aeupaquestionThecorrectorpossibletheor
Thinofaethodcollectdataonherepeopleereillanddiedandheretheygottheirater
collectresultsPlotinforationonaaptofindoutherepeoplediedordidnotdie
AnalysetheresultsAnalysetheatertoseeifthatisthecauseoftheillness
RepeatifnecessaryFindotherevidencestoconfirhisconclusion
aeaconclusionThepolluteddirtysourceofdriningaterastoblaeforthecauseoftheLondoncholera
StepⅥHoeor1.Getoreinforationaboutsoeinfectiousdiseasesandodernscientists.
FinishtheExercises1,2,3onpages3and4.
教后反思：
在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。
平时有意识地培养猜词的能力，根据词根，上下文等，尤其要注意单词及词组在上下文中的含义，而不是仅仅它的字面含义。
同样，在高考阅读中还经常会有深层理解题，如hatcanyouinferfrothesecondparagraph?
所以阅读的要求不能仅停留在表面含义，更应挖掘潜藏的内涵。
在教学中，也应充分应试技巧的训练和培养。
这节课也有一些亮点，比如：
1.这节阅读课上出了英语新课程标准的理念。
在阅读之前先对内容进行预测，这符合阅读的一般规律，在阅读之前首先在头脑中形成一个信息包，为阅读做好准备。
这节阅读课把应试教育和素质教育结合起来了。
首先，在阅读时注重篇章的理解，帮助学生理解结构。
其次，难句的突破在课文理解中带出，不是为了难句去讲难句。
升级会员 