【导语】增加内驱力，从思想上重视高二，从心理上强化高二，使战胜高考的这个关键环节过硬起来，是“志存高远”这四个字在高二年级的全部解释。逍遥右脑为正在拼搏的你整理了《高二英语必修五《Unit 1 Great scientists》教案》希望你喜欢！

教案【一】
　　教学准备

　　教学目标

　　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.

　　教学重难点

　　1. Words and expressions in this unit

　　2. Previous knowledge of some of the famous scientists

　　3. Comprehending the text

　　教学过程

　　【导入】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.cnplete 5.of great value, worth or use

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

　　G.announce 7.make known

　　H.control 8.cne or bring to an end

　　I.positive 9.power to order or direct

　　J.conclude 10.quite certain or sure

　　【讲授】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.

　　【讲授】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.

　　【活动】Share　the　outcome

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

　　【练习】Consolidation

　　完成句子

　　(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。

　　Einstein ___________________ one of the greatest scientists in

　　the20th century.

　　(2)他对实验结果感到满意, 他把成绩归功于大家。

　　He ________________________ of the experiment and _____

　　句型转换

　　(1)把句①改为非限制性定语从句。

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

　　1911, Zhejiang Province, __________________________

　　____________________________________________.

　　(2)把句②改为含状语从句的复合句。

　　___________________________________________________

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

　　his doctor’s degree in the Science of Astronom

　　单词?分类记忆

　　短语?双语互译

　　语境取词——选用上面的单词或短语填空

　　句型?超级仿写

　　教案【二】
　　教学准备

　　教学目标

　　1. Target language 目标语言

　　a. 重点词汇和短语

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

　　b. 重点句式

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

　　2. Ability goals 能力目标

　　Enable the students to talk about science and scientists.

　　3. Learning ability goals学能目标

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

　　教学重难点

　　Talk about science and scientists.

　　教学工具

　　A computer and a projector.

　　教学过程

　　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）大气对太阳辐射的削弱作用：①吸收作用：具有选择性，臭氧吸收紫外线，水汽和二氧化碳吸收红外线。对可见光吸收的很少。②反射作用：云层和颗粒较大的尘埃。云层的反射作用最显著。③散射作用：空气分子或微小尘埃，使一部分太阳辐射不能到达地面。

　　（2）大气对地面的保温作用：大气吸收地面辐射并产生大气逆辐射（射向地面的大气辐射），把部分热量归还给地面，云层越厚大气逆辐射越强。

　　5、全球近地面有7个气压带（高低压相间分布），6个风带。

　　（1）低纬度环流：

　　①赤道低压带：因为热力作用形成，气流辐合上升，易成云致雨，形成多雨带。常年受其控制形成热带雨林气候（亚马孙平原、刚果盆地、东南亚的马来群岛）

　　②副热带高压带：因为动力作用而形成，气流在30度纬度上空聚积而下沉，形成少雨带（东亚季风区除外），常年受其控制的地区形成热带沙漠气候（北非的撒哈拉水沙漠、西亚的沙漠、北美美国西部的沙漠、南美智利、秘鲁西部的沙漠、澳大利亚大沙漠）

　　③信风带：由副高吹向赤道低压的气流，在北半球右偏成东北信风，在南半球左偏成东南信风。

　　（2）中纬度环流：

　　④副极地低压带：由来自低纬的暖气流与来自高纬的冷气流相遇运动上升而形成。形成温带多雨带。

　　⑤中纬西风带：由副高吹向副极地低压带的气流，在北半球右偏成西南风，在南半球左偏成西北风，习惯上叫西风，受其常年控制的地区，在大陆西岸形成温带海洋性气候。（欧洲西部、北美西部如加拿大的温哥华附近、南美南端的安第斯山西侧、澳大利亚南端及塔斯马尼亚岛、新西兰等）

　　（3）高纬环流：

　　⑥极地高压带：因为热力作用而形成，冷空气下沉，形成少雨带。不过极地因为气温低，蒸发更少，所以极地属于降水量大于蒸发量的地区，为湿润地区。

　　⑦极地东风带：由极地高压带吹向副极地低压带的气流，在地转偏向力作用下，北半球右偏成东北风，南半球左偏成东南风。

　　（4）气压带和风带的移动：△移动的原因：随太阳直射点的移动而动。△移动方向：就北半球而言，大致是夏季北移，冬季南移。

　　（5）单一气压带或风带作用形成的气候类型：热带雨林气候（赤道低气压带）、热带沙漠气候（副热带高气压带）、温带海洋性气候（中纬西风带）。

　　（6）气压带、风带移动形成的气候类型：热带草原气候（夏季受赤道低气压带控制，冬季受低纬信风带控制）、地中海气候（夏季受副热带高气压带控制，冬季受中纬西风带控制）。

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