2019-2020年人教版高中英語(yǔ)必修5 Unit1 第2課時(shí) Great Scientists 教案2.doc

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2019-2020年人教版高中英語(yǔ)必修5 Unit1 第2課時(shí) Great Scientists 教案2 Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)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 ▲Learn to organize a scientific research ▲Learn to use the past participle as the predicative & attribute ▲Practice describing people’s characteristics and qualities ▲Develop the skills of persuasive and descriptive writing Ⅱ. 目標(biāo)語(yǔ)言 功 能 句 式 Describing people What nationality is this scientist? When was he / she born? When did he / she die? What kind of family did he / she e from? What kind of education did he / she receive? What did he / she achieve in his / her scientific work? Why did he / she achieve great success? Was it because of his / her talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm / luck? 詞 匯 1． 四會(huì)詞匯 engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, plete, spin, enthusiastic, cautious, reject, view 2． 認(rèn)讀詞匯 infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical 3． 詞組 put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic 結(jié) 構(gòu) The past participle as the predicative & attribute Find out the functions of the past participle in sentences. Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute. 重 點(diǎn) 句 子 1. John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P2 2. But he became inspired when he thought about helping ordinary people exposed to cholera. P2 3. It seemed the water was to blame. P2 4. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3 5. Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P6 6. Only if you put the sun there did the movements of the other planets in the sky make sense. P7 7. To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44 Ⅲ. 教材分析和教材重組 1. 教材分析 本單元主要話(huà)題是How to organize scientific research。旨在通過(guò)本單元的教學(xué)培養(yǎng)學(xué)生探究科學(xué)、崇尚科學(xué)的精神和正確的科學(xué)觀(guān)；幫助學(xué)生了解科學(xué)的本質(zhì)和科學(xué)家的特質(zhì)，使學(xué)生懂得科學(xué)探究的基本步驟和要素；指導(dǎo)學(xué)生如何對(duì)科學(xué)家及其所從事的科研工作進(jìn)行描述、發(fā)表看法，并針對(duì)自己的個(gè)性特征和興趣專(zhuān)長(zhǎng)，暢談個(gè)人的職業(yè)志向和人生規(guī)劃。 1.1 Warming Up 通過(guò)問(wèn)答形式使學(xué)生回顧不同領(lǐng)域不同時(shí)代的10位科學(xué)家，了解他們對(duì)人類(lèi)的貢獻(xiàn)及其成果。 1.2 Pre-reading 通過(guò)對(duì)幾個(gè)問(wèn)題的討論，使學(xué)生了解傳染病和“霍亂”的基本常識(shí)，并了解科研過(guò)程中驗(yàn)證某些觀(guān)點(diǎn)的基本程序和方法。 1.3 Reading 介紹英國(guó)著名醫(yī)生John Snow是如何通過(guò)考察分析、探究的科學(xué)方法，發(fā)現(xiàn)并控制“霍亂”這種傳染病的。通過(guò)課文學(xué)習(xí)，使學(xué)生了解科學(xué)發(fā)現(xiàn)的全過(guò)程及其嚴(yán)密性；學(xué)習(xí)描述性文體的基本寫(xiě)作框架。 1.4 prehending 共設(shè)計(jì)了四個(gè)題型。 1.5 Learning about Language 共設(shè)計(jì)了兩大部分，8個(gè)練習(xí)，對(duì)本單元的重點(diǎn)詞匯和主要語(yǔ)法項(xiàng)目進(jìn)行訓(xùn)練。第一部分的1-4題旨在訓(xùn)練學(xué)生對(duì)重點(diǎn)詞匯、短語(yǔ)的運(yùn)用；第二部分旨在練習(xí)過(guò)去分詞作定語(yǔ)和表語(yǔ)的用法。 1.6 Using Language 由兩部分組成：Listening and speaking 是一段關(guān)于中國(guó)著名科學(xué)家錢(qián)學(xué)森先生的生平介紹的聽(tīng)力材料；Reading and writing是一段關(guān)于偉大天文學(xué)家哥白尼發(fā)表“日心說(shuō)”過(guò)程的短文。 2． 教材重組 2.1 將Warming Up，Pre-reading, Reading和prehending三部分整合為一節(jié)“精讀課”。 2.2 將Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合為一節(jié)“泛讀課”。 2.3 將Learning about Language中的Discovering useful structures和Discovering useful words and expressions以及Workbook中的USING STRUCTURES和USING WORDS AND EXPRES-SIONS整合為一節(jié)“語(yǔ)言學(xué)習(xí)課”。 2.4 將Using Language中的Listening與Workbook中LISTENING和LISTENING TASK三個(gè)部分整合為一節(jié)“聽(tīng)力課”。 2.5 將Using Language中的Speaking與Workbook中的TALKING和SPEAKING TASK三個(gè)部分整合為一節(jié)“口語(yǔ)課”。 2.6 將 Using Language中的Reading and Writing以及Workbook中的WRITING TASK整合為一節(jié)“寫(xiě)作課”。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Reading 2nd Period Extensive Reading 3rd Period Language Study 4th Period Listening 5th Period Speaking 6th Period Writing Ⅳ. 分課時(shí)教案 Language Study Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 重點(diǎn)詞匯和短語(yǔ) virus, contribute, conclude, make one’s way to, reserved seats 2. Ability goals 能力目標(biāo) Learn the past participle used as attribute and predicative. Teaching important & difficult points 教學(xué)重難點(diǎn) Learn the past participle used as attribute and predicative. Teaching methods 教學(xué)方法 Grammar-Translation method. Teaching aids 教具準(zhǔn)備 A puter and a projector. Teaching procedures & ways 教學(xué)過(guò)程與方式 StepⅠRevision and Lead-in Task 1: Dictate the following important words and expressions. T: Now class. Let’s have a dictation. Ready? Reference words: valuable, instruct, cure, announce, look into, examine, put forward, immediately, expose, link to, blame, absorb, severe, defeat, reject, test. That’s over, have you finished? Task 2: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers. Task 3: 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: 約會(huì)， 閑言碎語(yǔ)， 道歉， 競(jìng)爭(zhēng)， 選擇， 不速之客，感到沮喪的學(xué)生，受到鼓舞的競(jìng)賽者， 擁擠的街道 Sample answers: make an appointment, make gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets Step Ⅲ Grammar Explain the usage of the past participles as predicative and attribute. 1. 過(guò)去分詞作表語(yǔ)表示主語(yǔ)所處的狀態(tài)。用作表語(yǔ)的過(guò)去分詞大多來(lái)自及物動(dòng)詞；不及物動(dòng)詞的過(guò)去分詞能作表語(yǔ)的只限于少數(shù)表示位置轉(zhuǎn)移的動(dòng)詞，如go, e, assemble等，它們用在連系動(dòng)詞之后，表示完成意義，無(wú)被動(dòng)意義。例如： The man looked quite disappointed. He is greatly discouraged by her refusal. His hair is nearly all gone. 已經(jīng)形容詞化了的過(guò)去分詞大多可作表語(yǔ)，常見(jiàn)的有acplished, amazed, amused, astonished, broken, closed, pleted, plicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。 2. 過(guò)去分詞作定語(yǔ) a）用作前置定語(yǔ)的過(guò)去分詞通常來(lái)自及物動(dòng)詞，帶有被動(dòng)意義和完成意義。例如： We like skating in the frozen lake in the winter. =We like skating in the lake which has been frozen in the winter. How many finished products have you got up to now? =How many products that have been finished have you got up to now? 來(lái)自不及物動(dòng)詞的過(guò)去分詞很少能單獨(dú)用作前置定語(yǔ)，能作這樣用的僅限以下幾個(gè)詞，這時(shí)僅表示完成意義，不表示被動(dòng)意義。例如： a retired worker=a worker who has retired an escaped prisoner=a prisoner who has escaped a faded / withered flower=a flower that has faded / withered fallen leaves=leaves that have fallen the risen sun=the sun that has just risen a returned student=a student who has returned vanished treasure=treasure that has vanished b) 用作后置定語(yǔ)的過(guò)去分詞通常也來(lái)自及物動(dòng)詞，表示被動(dòng)意義和完成意義。這時(shí)過(guò)去分詞相當(dāng)于一個(gè)定語(yǔ)從句。例如： Things seen are better than things heard. =Things which are seen are better than things which are heard. The lobster broiled over charcoal was delicious. =The lobster which was broiled over charcoal was delicious. Practice: 將下列句子譯成英語(yǔ)。 1. 他看上去又累又沮喪. 2. 我們一得到補(bǔ)充資金,就繼續(xù)我們的實(shí)驗(yàn)。 3. 我們可以看到被陽(yáng)光照亮的月球的一部分. 4. 經(jīng)過(guò)一個(gè)激動(dòng)和無(wú)眠的夜晚之后，第二天我強(qiáng)迫自己在海濱走了很久. 5. 早在1649年,俄亥俄州就決定在每一個(gè)城鎮(zhèn)建立免費(fèi)的、由稅收支持的學(xué)校。 6. 彼得對(duì)這一切似乎很驚奇。 Sample answers: 1. He looked tired and depressed. 2. We will go on with our experiment as soon as we get the added fund. 3. We can see the part of the moon lighted by sunlight. 4. After a night spent in excitement and sleepless-ness, I forced myself to take a long walk along the beach the next day. 5. As early as in 1649, Ohio made a decision that free, tax-supported schools must be established in every town. 6. Peter was very amazed at all this. Step Ⅳ Homework Prepare for the next period.