【最新】人教版英语必修五Unit1全单元教案.pdf

最新教学资料·人教版英语 Unit 1 Great Scientists 教材分析 教学内容分析 人类文明发展的进程同时也是科学技术发展的过程，而这一过程渗透了许多优秀科学 家的心血。本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科 学真理”。 热身 (Warming up) 部分通过问答使学生回想起不同领域的科学家，了解科学家们对人 类的贡献及其成果。 读前(Pre-reading) 通过若干问题及讨论，使学生初步了解得出科学观点所需的过程。 为完成阅读奠定基础。 阅读(Reading) 部分介绍英国著名医生John Snow 是如何通过考察、分析、 探究的科 学方法，发现并控制“霍乱”这种传染病的。通过阅读课文，使学生感悟科学家的周密观 察、勇于探索、 认真分析的科学精神，使学生了解科学发现的全过程具有其科学的严密性。 理解 (Comprehending) 部分的练习一让学生给文章的主要信息排序已达到对文章的 初步理解。练习二通过提问挖掘文章细节，使学生重温文章内容。练习三让学生写出文章 的大意，进一步掌握文章内容。练习四让学生选择段落朗读，以流利的朗读表达文中的意 思。 语言学习 (Learning about language) 部分主要突出单元的重点词汇和主要语法项目 的训练与练习，使学生对本课重点词汇与语法项目做到学以致用。 语言运用 (Using language) 部分涵盖了听说和读两个部分。听的部分通过两个学生谈 论科学家钱学森的故事，使学生了解科学家的生活经历，并通过回答问题训练学生的分析、 解决问题能力。 说的部分通过学生分组讨论将来选择什么科学工作，需要什么样的教育、品格及经历 来完成提问和应答的交际功能任务训练，也实施了对学生的德育教育。 读的部分讲述了哥白尼是如何发现太阳中心说的，并通过1 、2 小题帮助学生理解文 章主旨大意，学会寻求解决问题方法，同时提高阐明自己观点的能力。 写的部分是要求学生根据阅读文章内容及提示给哥白尼写一封信，建议他尽早公布他 的发现，以此来培养学生的收集信息、整理信息及传递信息的能力，体现了自做、自助和 自悟的教学思想，改进学生的学习策略。 小结(Summing up) 部分通过让学生回忆本单元所学内容，总结对其掌握的程度，培 养学生概括总结能力。 学习建议(Learning tip) 部分建议学生如何写好“Persuasive writing”， 以培养学生的逻 辑思维及写作能力。 趣味阅读(Reading for Fun ) 部分引用了一些科学领域中名人的名言，如爱因斯坦、 爱迪生、牛顿等，旨在从另一个侧面让学生了解科学研究的方法和科学研究的真谛。 教学重点和难点 1.教学重点 本单元的生词和短语； 过去分词作定语、表语； （3） 学习描述人物的句型； （4） 了解著名医生John Snow、哥白尼等科学家以及他们的作为和故事。 2.教学难点 过去分词作定语、表语； 学习表示意愿、希望或建议的句型； 学写 persuasive writing . 教学计划 本单元分五课时： 第一、二课时：Warming Up, Pre-reading, Reading to; link; to; blame; severe; examine; test; rejected; absorbed; defeated 3. Sometimes in English we put the verb make with a noun instead of using a simple verb; for example, make a mistake instead of to mistake. Look at these simple verbs and make another construction using make+a+noun. Add two more of your own. to telephone to decide to plan to contribute to speak to be noisy to change to describe Suggested Answers: make a telephone call; make a decision make a plan; make a contribution make a speech; make a noise make a change; make a description 4. In English verbs like make are very active and useful. Apart from the construction mentioned above, you have also learned the following phrases. Can you make sentences with each of them? make a face make friends make money make one s way to make phone calls make sure make up one s mind make the bed make room for For example: 1.The teacher asked us not to make faces in class. 2.I tried to make friends with my neighbor but he was too old and did not want to talk to me. 3.The best way to make money is to study hard and gain good qualifications. 4.If you make phone calls abroad it will cost you a lot of money so I should watch the number of calls. Step 3. Grammar 1.Presentation Purpose: To get Ss to tell the usage of the past participle. A broken window a worried mother By his disappointed appearance, he was not satisfied. Ask Ss to find more examples from the Reading part. (1)The past participle as the attribute A well-known doctor Ordinary people exposed to cholera Thousands of terrified people (2) The past participle as the predicative he became inspired when he got interested in two theories 2.Practice Purpose: To get Ss to have knowledge of the grammar through exercises (1) Complete the table with phases that have the same meaning. Past Participle as the Attribute Past Participle as the Predicative terrified people reserved seats polluted water a crowed room a pleased winner children who look astonished a vase that is broken a door that is closed the audience who feel tired an animal that is trapped Suggested answers : people who look terrified the seats that are reserved the water that is polluted the room that is crowded the winner who is pleased the astonished children a broken vase a closed door tired audience a trapped animal (2) Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence. Worry interest arrive frighten prepare continue concern They were _ to accept my idea. Ill be _ to hear what he has to say. The major said that he was _ about the _ rise of the water level in the river bed. Recently _ soldiers are helping to take the victims to safe areas from the flood. Most of the newspapers seems to be _ with pop stars. He was _ of going alone into the empty house. Suggested answers : prepared interested worried, continued arrived concerned frightened Step 4. Homework 1. Review the new words and phrases. 2. Review the use of the past participle. Period 5 Reading and writing (Using Language) Teaching Goals: 1. To develop Ss reading ability. 2. To develop Ss writing ability. 3. To get Ss to learn something about Nicolaus Copernicus. Teaching Procedures: Step 1. Warming Up Purpose: To lead Ss to the topic and arouse their interest in Copernicus. Ask Ss to discuss the questions below: 1.Who is the man in the left picture? 2.What about the right picture? 3.Do you know the relationship between them? Ask Ss to present their views. Step 2 Reading Purpose: To find some details in the text. 1. Ask Ss to discuss the following questions in pairs and answer them. Q1. What made Copernicus confused? Q2. Why couldn t he tell about his theory? Q3. What s Christian s view of universe? Q4. When did he first show his theory? To whom? Q5. What s his friends reaction to the theory? Q6. When was the theory published? Why? Q7. What s the evaluation of the theory? Suggested answers : A1. His mathematical calculations led to the same conclusion: that the earth was not the center of solar system. A2. He could not tell anyone about his theory as the powerful Christian Church would have punished him for even suggesting such an idea. A3. They believed God had made the world and for that reason the earth was special and must be the center of the solar system. A4. In 1515 he showed it privately to his friends. A5. His friends were enthusiastic and encouraged him to publish his ideas. A6. He did not want to be attacked by the Christian Church, so he only published it as he lay dying in 1543. A7. Now people can see that there is a direct link between his ideas and the work of Isaac Newton, Albert Einstein and Stephen Hawking. 2. Group work Divide Ss into three groups and discuss the following question. Ask every group to present their ideas. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why? Step 3. Writing Purpose: To learn to write a persuasive essay. Write a short letter asking Copernicus to publish his ideas so that everyone can read them. First you need to collect your ideas. For example: He believes his new theory is true. There are problems with the present theory. He has done many years of observations to prove his new theory is true. Science can not develop unless people publish their ideas. Time will show if his theory is true of now. Here is a plan: Beginning: Tell Copernicus who you are and why you want him to publish his ideas. Paragraph 1: Reason 1 and evidence. Paragraph 2: Reason 2 and evidence. Summing up: Ask him to think again about publishing his ideas. One Possible version: Dear Nicolaus Copernicus, I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the center of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory. I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong. So I hope you will feel you can publish your new theory. Yours sincerely, * Step 4. Extension Purpose: To deepen what we have learned in the Writing part. Let us compare a persuasive essay with a report, a description and a creative piece and then find similarities and differences between these kinds of writing. Report Description Creative writing/story Formal language with few adjective 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 Structured according to experimental method Not structured Beginning, middle, end Past tense and passive voice Past tense Past tense Step 5. Homework Write a short composition about a scientist, his/her life, achievements and the key to his/her success.