人教版高中英语必修五全套教案

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英语必修5

Unit 1 Great scientists

Teaching Aims 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 Key new words and expressions

The First Period Reading

StepⅠ Lead-in

Ask the students to think of some great inventions and inventors in history.

T: Welcome 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 computer? S1: Edison invented the lights and the gramophone.

S2: The first computer was invented by a group of American scientists. StepⅡ Warming up

First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.

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? T；what contributions did they make?

T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best. 1. I lived in ancient Greek. 2. I was a mathematician.

3. I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes 1. I lived in Britain.

2. I published The Origin Of Species.

3. I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin 1. I am Englishman

2. I’ve worked in astronomy.

3. I’ve put forward a theory about black holes. Answer； Stephen Hawking 1. I was a Chinese.

2. My invention had eight dragon heads round the top with eight balls in their mouths.

Around the bottom were eight frogs directly under a dragon’s mouth.

3. My invention was the earliest instrument that told people where earthquakes

happened.

Answer: Zhang Heng 1. I was an American.

2. I invented electric light bulb

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3. I invented the way of giving electricity to everybody in large cities. Answer: Thomas Edison

1. I was a lady and born in Poland. 2. I received two Nobel prizes. 3. I discovered radium. Answer : Marie Curie Step Ⅲ 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:

1. What do you know about infectious diseases? 2. What do you know about cholera?

3. Do you know how to prove a new idea in scientific research? 4. What order would you put the seven in? Just guess. Draw a conclusion think of a method collect results make a question find a problem analyse the results find supporting evidence T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.

Step Ⅳ Reading

T: Now lets read the title and the picture and guess what the passage may tell us.

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 quickly and find the number below and the relevant happenings in the passage.(Competition among groups) Two The first suggested that…multiplied in the air;. The second theories suggested…absorbed this disease into their bodies with their meals. In 1854 500 , 10 16, 37, 38 and 40 20 ,21; 8,9 7 Another outbreak hit London. More than 500people had died in 10 days. These numbers in Broad Street near the water pump had many of the deaths 20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump. These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump. Step Ⅴ Text analyzing Ask the students to analyze the text in groups.

T: Please look at the chart on the screen. The chart shows that each paragraph of the text

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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. 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 T: Now class. Can you tell me what style of the passage belongs to? T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.

Show the chart and three pieces of writing on the screen. Report Description Creative writing Formal language with few Vivid use of words with Vivid use of language and adjectives similes and metaphors more informal style No speech except No speech except to help Speech to show feelings, quotations the description reactions etc. Not emotional Emotional to describe Emotional to describe atmosphere feelings Only one main character No characters May have several characters Factual Not factual but imaginative Imaginative but can be based on fact Structural according to Not structured Beginning, middle, end experimental method Past tense and passive Past tense Past tense voice Step Ⅲ Reading Encourage the students to get the general ideas of the passages.

T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.

Show the questions on the screen. 1. What’s Copernicus’ fear?

2. How did Copernicus prove his theory? 3. What is his theory? Step Ⅳ Further-reading

This time the students are encouraged to read the two passages carefully and then do

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the exercises and problems on pages 7.

T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.

As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?

Sample answers:

Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.

2.I don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.

T: I quite agree with you. And I am glad you have known so much about the science. StepⅤ Language Points

And then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences. Show the following on the screen.

1. Nicolas Copernicus was frightened and his mind was confused. 2. He placed a fixed sun at the center of the solar system ... 3. He joined these points together using curved lines ...

T: Please read the three sentences and tell me what parts of speech the past participles are acting as.

Step Ⅵ Homework

1. Search on the Internet for more information about Copernicus and Euler.

2. Prepare for the language study, reviewing the words and expressions in this unit.

The Third Period Language Study

StepⅠRevision and Lead-in

Task 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.

Task 2: 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: Step Ⅲ Grammar

Explain the usage of the past participles as predicative and attribute.

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