高二英语必修五Unit1Greatscientists教案
详细内容
puter and a projector.
Teaching procedures & ways 教学过程与方式
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
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 geicist.
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.
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.
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.
Sample answer 1:
S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.
S2: People could be exposed to infectious diseases, so may animals, such as bird flu.
S3: AIDS, SARS are infectious diseases.
S4: Infectious diseases are difficult to cure.
Sample answer 2:
S1: I know sth. about it. First we should find the problem. Then, think of a solution.
S2: We should collect as much information as possible.
S3: Analyzing results is the most important stage.
S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.
Sample answer 3:
S1: I think “Find a problem” should be the first stage.
S2: “Make up a question” should follow the first stage.
S3: “Think of a method”, “Collect results” and “Analyze results” are after that.
S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.
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
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 nieenth 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?
Sample answers:
S1: The dirty water made the cholera develop quickly.
S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.
S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.
Step Ⅴ 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 StagesGeneral ideas
1
2
3
4
5
6
7
Sample answers:
S1: My group’s opinion is this: stage one “Find a problem” is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.
S2: Our answer is like this: paragraph two expresses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct.
S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.
S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.
S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.
S6: The sixth stage is “Repeat if necessary”. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.
S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera.
Ask some students to put their answers in the chart.
ParagraphStagesGeneral ideas
1Find a problemThe causes of cholera
2Make up a questionThe correct or possible theory
3Think of a methodCollect data on where people were ill and died and where they got their water
4Collect resultsPlot information on a map to find out where people died or did not die
5Analyse the resultsAnalyse the water to see if that is the cause of the illness
6Repeat if necessaryFind other evidences to confirm his conclusion
7Make a conclusionThe polluted dirty source of drinking water was to blame for the cause of the London cholera
StepⅥ Homework
1. Get more information about some infectious diseases and modern scientists.
2. Finish the Exercises 1, 2, 3 on pages 3 and 4.
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What can you infer from the second paragraph? 所以阅读的要求不能仅停留在表面含义，更应挖掘文章潜藏的内涵。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。在阅读之前先对文章内容进行预测，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。
2.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，帮助学生理解文章结构（Brief introduction, Body and Conclusion）。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。