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【導語】增加內驅力，從思想上重視高二，從心理上強化高二，使戰(zhàn)勝高考的這個關鍵環(huán)節(jié)過硬起來，是“志存高遠”這四個字在高二年級的全部解釋。逍遙右腦為正在拼搏的你整理了《高二英語必修五《Unit 1 Great scientists》教案》希望你喜歡！

教案【一】
　　教學準備

　　教學目標

　　1.Students learn some new words and expressions to describe people ,especially famous persons;

　　2.Students are encouraged to give more information about famous persons who they are familiar:

　　3. Students can realize that it is scientific spirit that makes those scientists successful.

　　教學重難點

　　1. Words and expressions in this unit

　　2. Previous knowledge of some of the famous scientists

　　3. Comprehending the text

　　教學過程

　　【導入】Words　learning

　　(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )

　　Definitions or explanations

　　A.examine 1.general principles of an art or science

　　B.repeat 2.say or do again

　　C.theory 3.at once; without delay

　　D.immediate 4.look at...carefully in order to learn about or from...

　　E.complete 5.of great value, worth or use

　　F.valuable 6.having all its parts; whole; finished

　　G.announce 7.make known

　　H.control 8.come or bring to an end

　　I.positive 9.power to order or direct

　　J.conclude 10.quite certain or sure

　　【講授】useful　sentences　learning

　　(The sentences are picked from the text.)

　　1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.

　　2.This sentence doesn’t make any sense.

　　3.Our English teacher is not only strict with us but also friendly to us.

　　4.He is good-looking, apart from his nose.

　　5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.

　　6.It is not Tom but you who are to blame.

　　7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.

　　8.Have you drawn any conclusion after you read this passage?

　　9.Well done.So much for the learning of the new words and expressions.

　　【講授】Introduction　of　a　classic　article

　　Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.

　　【活動】Share　the　outcome

　　Students share their article orally and discuss whether they have used some good and advanced expressions.

　　【練習】Consolidation

　　完成句子

　　(1)愛因斯坦被認為是二十世紀最偉大的科學家之一。

　　Einstein ___________________ one of the greatest scientists in

　　the20th century.

　　(2)他對實驗結果感到滿意, 他把成績歸功于大家。

　　He ________________________ of the experiment and _____

　　句型轉換

　　(1)把句①改為非限制性定語從句。

　　Qian Xuesen was born into a wealthy family on December 11,

　　1911, Zhejiang Province, __________________________

　　____________________________________________.

　　(2)把句②改為含狀語從句的復合句。

　　___________________________________________________

　　_______, he went to America for his further study and gained

　　his doctor’s degree in the Science of Astronom

　　單詞?分類記憶

　　短語?雙語互譯

　　語境取詞——選用上面的單詞或短語填空

　　句型?超級仿寫

　　教案【二】
　　教學準備

　　教學目標

　　1. Target language 目標語言

　　a. 重點詞匯和短語

　　attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to

　　b. 重點句式

　　To prevent this from happening again, John Snow suggested that ... P3

　　2. Ability goals 能力目標

　　Enable the students to talk about science and scientists.

　　3. Learning ability goals學能目標

　　Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.

　　教學重難點

　　Talk about science and scientists.

　　教學工具

　　A computer and a projector.

　　教學過程

　　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, 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 Newcomen, British (1663-1729), an inventor of steam engine.

　　4. Gregor Mendel, Czech, a botanist and geneticist.

　　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: Cholera is caused by a bacterium called Varian cholera.

　　S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.

　　S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.

　　S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.

　　Sample answer 3:

　　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 4:

　　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 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 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: 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

　　Stages

　　General 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.

　　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?

　　S1: I think it is a report.

　　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 adjectives

　　Vivid use of words with similes and metaphors

　　Vivid use of language and more informal style

　　No speech except

　　quotations

　　No speech except to help the description

　　Speech to show feelings, reactions etc.

　　Not emotional

　　Emotional to describe atmosphere

　　Emotional to describe 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 experimental method

　　Not structured

　　Beginning, middle, end

　　Past tense and passive voice

　　Past tense

　　Past tense

　　Making Way

　　Once Goethe(歌德), the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very, very narrow road. Just at that time, a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，“I never make way for a fool.” But Goethe smiled and said, “I always do.” Then he turned back quickly and walked towards the end of the road.

　　Weather Report

　　Here’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is 4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.

　　Heartbeating

　　Put your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age, heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example, the heart beats faster during exercise. It is also faster when a person is angry, scared, or excited. During sleep, the heartbeat slows down.

　　Sample answers:

　　S1: I think the first piece “Making A Way” is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.

　　T: Very good. Now let’s return to our text. Who can tell me the main idea of this passage?

　　S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.

　　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.

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　�。�1）大氣對太陽輻射的削弱作用：①吸收作用：具有選擇性，臭氧吸收紫外線，水汽和二氧化碳吸收紅外線。對可見光吸收的很少。②反射作用：云層和顆粒較大的塵埃。云層的反射作用最顯著。③散射作用：空氣分子或微小塵埃，使一部分太陽輻射不能到達地面。

　�。�2）大氣對地面的保溫作用：大氣吸收地面輻射并產(chǎn)生大氣逆輻射（射向地面的大氣輻射），把部分熱量歸還給地面，云層越厚大氣逆輻射越強。

　　5、全球近地面有7個氣壓帶（高低壓相間分布），6個風帶。

　�。�1）低緯度環(huán)流：

　　①赤道低壓帶：因為熱力作用形成，氣流輻合上升，易成云致雨，形成多雨帶。常年受其控制形成熱帶雨林氣候（亞馬孫平原、剛果盆地、東南亞的馬來群島）

　�、诟睙釒Ц邏簬В阂驗閯恿ψ饔枚�形成，氣流在30度緯度上空聚積而下沉，形成少雨帶（東亞季風區(qū)除外），常年受其控制的地區(qū)形成熱帶沙漠氣候（北非的撒哈拉水沙漠、西亞的沙漠、北美美國西部的沙漠、南美智利、秘魯西部的沙漠、澳大利亞大沙漠）

　　③信風帶：由副高吹向赤道低壓的氣流，在北半球右偏成東北信風，在南半球左偏成東南信風。

　�。�2）中緯度環(huán)流：

　　④副極地低壓帶：由來自低緯的暖氣流與來自高緯的冷氣流相遇運動上升而形成。形成溫帶多雨帶。

　�、葜芯曃黠L帶：由副高吹向副極地低壓帶的氣流，在北半球右偏成西南風，在南半球左偏成西北風，習慣上叫西風，受其常年控制的地區(qū)，在大陸西岸形成溫帶海洋性氣候。（歐洲西部、北美西部如加拿大的溫哥華附近、南美南端的安第斯山西側、澳大利亞南端及塔斯馬尼亞島、新西蘭等）

　�。�3）高緯環(huán)流：

　�、迾O地高壓帶：因為熱力作用而形成，冷空氣下沉，形成少雨帶。不過極地因為氣溫低，蒸發(fā)更少，所以極地屬于降水量大于蒸發(fā)量的地區(qū)，為濕潤地區(qū)。

　�、邩O地東風帶：由極地高壓帶吹向副極地低壓帶的氣流，在地轉偏向力作用下，北半球右偏成東北風，南半球左偏成東南風。

　　（4）氣壓帶和風帶的移動：△移動的原因：隨太陽直射點的移動而動�！饕苿臃较颍壕捅卑肭蚨�言，大致是夏季北移，冬季南移。

　�。�5）單一氣壓帶或風帶作用形成的氣候類型：熱帶雨林氣候（赤道低氣壓帶）、熱帶沙漠氣候（副熱帶高氣壓帶）、溫帶海洋性氣候（中緯西風帶）。

　�。�6）氣壓帶、風帶移動形成的氣候類型：熱帶草原氣候（夏季受赤道低氣壓帶控制，冬季受低緯信風帶控制）、地中海氣候（夏季受副熱帶高氣壓帶控制，冬季受中緯西風帶控制）。