高二英语必修五第一单元教案.doc

高二英语必修五 第一单元集体备课整体教案（定稿)
主备人：胡容容
一， 教材分析和教材重组
1. 教材分析
本单元主要话题是How to organize scientific research。旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。
1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3 Reading 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。通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4 prehending 共设计了四个题型。
1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2． 教材重组
2.1 将Warming Up，Pre-reading, Reading和prehending三部分整合为一节“精读课”。
2.2 重点讲解Reading中的语言点，句子结构为一节课。
2.3将Learning about Language和语法整合为一节“语言学习课”。
2.4 Using Language中的Copernicus’ Revolutionary Theory作为一节“泛读课”。

2.5将Using Language中的Listening与Speaking整合为一节“听说课”。
2.6 将 Using Language中的Reading and Writing以及Workbook中的WRITING TASK整合为一节“写作课”。
3. 课型设计与课时分配
1st Period Reading
2nd Period Language Points
3rd Period Language Study
4th Period Extensive Reading
5th Period Listening &Speaking
6th Period Writing
二， 单元教学目标
Ⅰ. 技能目标

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. 目标语言

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?

词 汇
1． 四会词汇
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． 认读词汇
infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, brightness, persuasive, logical
3． 词组
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
结
构
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
点
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
三， 课时教案
The First Period Reading
Teaching goals
1. Target language
a. Key words and phrases
attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to
b. Key sentence patterns
To prevent this from happening again, John Snow suggested that ... P3
2. Ability goals
Enable the students to talk about science and scientists.
3. Learning ability goals
Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.
Teaching important & difficult points
Talk about science and scientists.
Teaching methods
Task-based activities.
4. Teaching procedures
Step1 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?
S:…
Step 2 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.
Step 3 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. Then ask them some questions:
What disease was not cured at that time? Cholera.
What is the cause of cholera? What is to blame? Water is to blame.
Was it defeated finally? Yes.
Step 4 Reading
Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.
Ask the students some questions.
Get the students to read the text more carefully and try to find the general idea of the passage and the scientific stages.

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
Then give the students some minutes to read the passage and finish prehending EXX 1 and EXX 2. (P3)
To consolidate the student’s understanding of the passage, ask the students to finish the blanks.
John Snow was a famous doctor in London and he was kind enough to help the ordinary people exposed to cholera that could not be cured at that time. There were two theories about the cause of cholera, one of which was to believe that people absorbed the disease into their bodies with their meals. John Snow suspected that the second one was correct, so he collected information to test the two theories. He carried out a series of researches and the results showed that the water was to blame. So he told the people in Broad Street to remove the handle form the pump at once. The disease soon slowed down. After that John Snow found two other deaths that were linked to the Broad Street outbreak. A woman liked the water so much that she had it delivered to her house from Broad Street. With this extra evidence John Snow was able to announce with certainty that polluted water carried the virus. John Snow suggested the water panies should be instructed not to supply people with polluted water. Finally “ King Cholera” was defeated.
Step 5 Homework
To find the usage of the new words and expression in the passage.
To underline the sentence patterns in the passage.
The Second Period Language Points
Teaching goals 教学目标
1. Target language
a. Key words and phrases
attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to
b. Key sentence patterns
To prevent this from happening again, John Snow suggested that ... P3
2. Ability goals
Enable the students to talk about the stages in scientific research.
Enable the students to use the new words and phrases.
3. Learning ability goals
Enable the students to know about the new words and phrases in the passage.
Get the students to learn the sentence patterns.
Teaching important & difficult points
Learn about the usage of the new words and phrases.
Learn some useful sentence patterns.
Teaching methods
Task-based learning approach.
4. Teaching procedures
Step 1 Revision
Ask some students to retell the passage about the King Cholera.
Step 2 Finding useful words and phrases
1. put forward 提出(意见、建议)；推荐；提名；将表拨快
【经典例句】 He put forward a better plan.
他提出了一个更好的计划。
Can I put you/your name forward for golf club secretary?
我推荐你（提名让你）担任高尔夫球俱乐部的秘书好吗？
【归纳拓展】与put相关的其他短语
put aside 放在一边；储存；保留
put in打断；插嘴；进港 　　put off 推迟；延期
put on 穿；上演 put away 放好；收好
put down写下；镇压 put on weight发福
put out生产、扑灭；熄火 put up建造；举起；张贴
2. conclude v.结束；推断出；决定
【用法解读】
（1）conclude作及物动词，意为“结束；断定；决定”。
例如：conclude a speech/ an argument结束演说/争辩
We concluded not to go.我们决定不去。
（2）conclude作不及物动词，意为“结束；断定；决定”。
例如：to conclude（作插入语）最后（一句话）
The meeting concluded with The International. 大会在国际歌歌声中结束
【归纳拓展】
1）conclusion
（1）conclusion作名词，意为“结束，结论”例如：
At the conclusion of the ceremony在仪式终了时
（2）conclusion相关短语
reach/make/draw/arrive at/e to a conclusion 得出结论
in conclusion 最后，总之
【经典例句】It is premature to make that conclusion.作出那种结论仍为时过早。
I will in conclusion say a few words about my visit to Tokyo.
最后，我对我的东京之行说几句
【即学即用】________, I’d like to say how much I’ve enjoyed staying in your beautiful country. (答案：A )
A. To conclude B. To include C. In the conclude D. As conclusion
3. defeatv. & n.打败；战胜
【用法解读】defeat sb./sth.击败某人或某事；be defeated被打败了
【经典例句】 They were defeated in the football match.
他们在足球赛中输了
【归纳比较】 1）defeat，beat与win作“打败”解时的区别:
beat与defeat的宾语是“人”；defeat的宾语常指“敌人”，在“游戏或比赛”中则用beat；win后的宾语多用game，war，prize等词(注意win的宾语不能是人) 。
2）作“打”之意时 beat，hit与strike的区别：
beat强调“连续地打”；hit表示“打一下”；而strike则表示“一次有力的打击”
【即学即用】用defeat， beat的适当形式填空
（1）. Finally our army _____________the enemy.
（2）. Brazil were ______________in the final 2-1.
(答案：defeated; beaten)
（3）.-- Who ____ the team from No. 2 Middle school? (答案：A)
-- I'm not sure. Perhaps the team from the nearby county.
A. defeated B. won C. beat D. gained
4. expose vt.显露；露出；暴露；揭露；使曝光
【用法解读】
expose sth. to sb.揭发
expose oneself to sb’s influence使自己受某人的影响。
expose…to…“把……暴露于……之下（之中），使……受到……作用”
be exposed to view暴露无遗，被展示，暴露
be exposed to all kinds of weather经受风吹雨打
exposed adj. 暴露的，暴露于风雨中的，无掩蔽的
exposedness n. 暴露，显露
expose sth to the light of day把某事暴露于光天化日之下
【经典例句】
He exposed the plot to the police.
他向警察揭发这个阴谋。
We expose the goods for sale.我们陈列商品以便推销
The crime of the corrupt officials must be exposed without any reserve.
对贪管污吏的罪行一定要毫无保留地予以揭发。
【高考链接】__________to the sunlight for too much time will do harm to your skin.（2002年上海）(答案：C )
A. Exposed B. Having exposed C. Being exposed D. After being exposed
5. absorb vt. 吸收；吸引
【用法解读】
1) 吸收（液体，气体，光，声等）
2) 汲取，理解（知识等）
3) 使全神贯注；吸引（注意等）后常接介词in/by
4) 合并（公司等）；吞并。常接介词into
5) 承受；经受
be absorbed in=put one’s heart into专注；聚精会神
absorb...from sth 从……吸收
【经典例句】
 Cotton gloves absorb sweat.
棉手套吸汗。
So many good ideas! It’s too much for me to absorb all at once.
这么多好主意！太多了，很难一下子完全吸收
The old man was pletely absorbed in the book.
老人全神贯注地读这本书
The surrounding small towns have been absorbed into the city.
四周的小城镇已并入这座城市
【归纳拓展】absorbed adj.精神集中的
absorbing adj.十分吸引人的
be absorbed in专心于，全神贯注于
【即学即用】翻译：他发现叔叔全神贯注地读书
_______________________________________________________
(答案： He found his uncle was absorbed in reading.) 【答案】A
She was so _____ in her book that she didn’t notice it was raining.
A. absorbed  B. attracted  C. drawn  D. concentrated
6. blame ①v.责备；指责 ②n. 过失，责任
【用法解读】blame sb. for sth./doing sth.因为某事责备某人/责备某人做了某事
blame sth. on sb.把某事归咎于某人
be to blame (for) 应（为……）承担责任；该（为……）受责备（此处不能用被动语态）
accept/bear/take the blame for sth.对某事负责任
put/lay the blame for sth. on sb.将某事归咎于某人
【经典例句】 The children were not to blame.
孩子们不应受到谴责。
 Many children are afraid of being blamed for making mistakes in speaking English. 很多孩子害怕说英语时犯错误而受责备
The police blamed the traffic accident on Jack’s careless driving.
警察把那起交通事故归咎于杰克的粗心驾驶
【归纳比较】：辨析blame和scold：
blame 包含责骂之意；
scold指唠唠叨叨的“数落” 。
【高考链接】______ for the breakdown of the school puter network, Alice was in low spirits.(2006年福建卷) （答案：B ）
A. Blaming B. Blamed C. To blame D. To be blamed
（2002上海卷）I feel it is your husband who______ for the spoiled child. (A)
A. is to blame B. is going to blame
C. is to be blamed D. should blame
7. link ① v. 把……与……连接；联系。②n. 联系；连接；环
The two towns are linked by a railway.这两个乡镇由一条铁路连接起来。
【归纳拓展】下列短语为同义
link…with… link…and….(together) link…up link…to…
8. contributev. 捐献；贡献；捐助
【用法解读】contribute to 是固定搭配，to为介词，意为“捐献；贡献；把（时间）投入到；给……投稿；有助于……”
【经典例句】 Have you contributed any money to that church?
你有没有给那个教堂捐一些钱？
He offered to contribute to the Red Cross.
他主动向红十字会捐款
【归纳拓展】 contribution n.贡献；捐献；投稿
contributor n. 投稿者；捐助者
【即学即用】 Some of the most important achievements in physics ____________their success to these mathematical systems. (答案：C )
A. oblige B. owe C. contribute D. devote
9. apart from 除……之外
【经典例句】 Apart from a few faults，he is a trustworthy teacher.
除了少数的几个缺点外，他是个值得信赖的老师
Apart from being too large, the trouses don’t suit me.
这条裤子不但太大，而且我穿着也不合适
【用法解读】 1)from是介词，后面要跟名词、代词或动名词。
2)apart from也可以表示“脱离开” 如：
There can be no knowledge apart from practice.
没有知识能脱离实践。
【归纳比较】 apart from/except for/except/except that /besides/in addition to
1）apart from在表“除……外（别无）”时相当于besides和except for,但apart from还有“除……以外（还）”之意。另外，apart from, except for都可用于句首，但except不能。
2）except“除……”（不包括其后的宾语），besides“除了……还”（包括其后的宾语）。另外，besides还可以作副词“并且，而且” 
3）but for表示“如果不是由于……”之意（=If it were not for…或If it had not been for…）。
4) in addition to 相当于besides“除……之外，还有”（包括除去内容在内）
5）except that 后面跟句子，用来表示理由或细节
【即学即用】
（1）We go there every day _________ Monday.
(2) He is a good man ________his bad temper.
(3) Your article is good _________there are some spelling mistakes.
(4) _________ the cost, it will take a lot of time .
(5) _________that, everything goes well.
(答案：except; except for/apart from; except that; Apart from/Besides; Apart from/Except for)
【高考链接】1.I know nothin