人教版高中英语教案必修五Unit1GreatscientistsPeriod2

1Period2ReadingTheGeneralIdeaofThisPeriodThisisthesecondperiodofthisunit.Thisperiodfocusesonthereadingpassage,whichisaboutJohnSnowandKingCholera.Atthebeginningoftheperiod,theteachercandesignsomeactivitiestodrawthestudents’attentiontoread.Inordertoattractthestudents’attention,theteacherhadbetterofferthestudentstheopportunitiestohaveacompetitionaboutsomeinformationaboutsomescientistsmentionedintheWarmingup.ThentheteachercanmakefulluseofthequestionsinthePre-reading.ThisstepisdesignedtomakeforpreparingforReadingskillsareveryimportantforseniorstudents.Forthefirstreading,weintendtocultivateSs’skimmingabilityandscanningability.Firstaskthestudentstoscanitandtickoutwhat...arementionedinthepassage.Thenletthestudentsreadfasttofindoutthemainideaofeachparagraph.InordertostimulateSstotakepartintheclassactivitymoreactively,theteachercanorganizeagroupcompetitiontoseewhichgroupcanfinishthetaskfastestandbest.Forthesecondreading,thestudentsareexpectedtoknowsomedetailsaboutthepassage.Lateron,theteacherwillpresentsomequestionsforthestudentstoanswerandatthesametimetheyareaskedtofinishfillinginthechart.Thethirdtimeistoreadforfurtherinformation.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole,thatis,togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.TodevelopSs’furtherunderstandingability,theteachercandesignsomequestions,whoseanswersarebeyondlines.Sotheteacherwillhelpthemtoreadbetweenthelines,thusSscangraduallygettheabilitytounderstandtheimpliedmeanings.Inthisstep,theteacherasksSstoreaditagaininordertomakethemthinkabouttheorganizationofthewholepassage,andthismethodcanhelpthemnotonlyintheirunderstandingthispassagebutalsoinwritingashortToconsolidatethecontentofthepassage,Ssarerequiredtoretellitaccordingtothemainidea.InordertoarousetheSs’interest;theteachercanholdacompetitionbetweengroups.AfterTeachingImportantPointsGetthestudentstolearndifferentreadingskills,especiallygistreadingandcomprehendingbeyondlines.TeachingDifficultiesKnowthemeaningsbetweenlinesandbeyTeachingAidsMulti-ThreeDimensionalTeachingAimsKnowledgeAimAbilityAimsEmotionalAims2Encouragethestudentstoworkhardattheirlessonsinordertodevotethemselvestoscience.TeachingProcedureStep1GreetingT:Hello,myfrStep2RevisionT:Yesterdaywetalkedalotaboutgreatscientists.NowI’dlikeyoutoanswersomeknowtheanswer,youcanjuststandup.Ifyougetyouranswerright,I’llgiveyoutenmarks.Areyouready?Listencarefully.WhichscientistdiscoveredthatobjectsinwaterareliftedupbyaforceS:Archimedes.T:Right.WhowroteabookexplaininghowanimalsandplantsdevelopedastheenvironmentT:You’vedoneagoodjT:CanyousaysomethiS:MT:Yes,weknowsheisagreatwomanscientist.Weshouldrememberwhatshesaid.Lifeisnoteasyforanyofus.Wemustwork,andaboveallwemustbelieveinourselves.Wemustbelievethateachoneofusisabletodosomethingwell,andthat,whenwediscoverwhatthissomethingT:Youareright.WhowasthepainterthatstudieddeadbodiestoimprovehispaintingofS3T:Allofyoudidagoodjob.Forthetimebeing,thefirst/second...groupwonthecompetition.Step3NewWordsT:TodaywearegoingtoreadanewpassageaboutanotherscientistnamedJohnSnow.Firstlet’scometonewwordsfirst.Herearesomedefinitionsofsomeofthewordsfromthistext.PleaseJ.expose1.havecontrol,authorit2.partofatool,bucket,drawer,etc.bywhichitmaybeheldinthehand4.a8.waiton,serve,l10.makeknownSuggestedanswers:B—1C—2E—3G—4J—5I—6H—7A—8D—9F—Step4Pre-readingT:Therearesomanyscientiststhatwecan’tcountthem.Butallthescientistsmusthavetheirscientificattitudeandscientificwaytodoscientificresearch.NowopenyourbooksonPage1.LookatthequestionsinPre-readingquicklyanddiscussthemwithyourpartnerintwo(Teachergivesthestudentstwominutestodiscuss.Afterthat,theteacherasksthemtoT:First,let’stalkaboutinfectiousdiseases.Canyounamesome?Let’scometoagroupT:S:PeoplewhoT:Excellent.Now,let’scometoQuestion2.HowcanweproveanewideainscientificSs:findaproblem—makeupaquestion—thinkofamethod—collectresults—analysetheresults—repeatifnecessary—Step5ReadingFirstreading:ScanningonPage2.JohnSnowwasthegreatscientistwhodefeatedKingCholera.Scanthepassageandtickoutwhatarementionedinthepassage?Iwillgiveyoutwom4(7)thespreadofCholerabygermsinpollutedwaterSuggestedanswers:T:Skimeachparagraphandfindoutthemainideaforeachone.Whenyouwanttofindthemainideaofeachparagraph,youespeciallypayattentiontothefirstsentenceandthelastone,(Theteacheroffersthreeminutesforthestudentstodoit.Lateraskssomestudentstoanswer.)Suggestedanswers:.Conclusion6Paratheories.testingofmethodThe53Paracholera.ofcausetheexplainingtheoriesTwo2Paracholers.andSnowJohnontointroductiBrief1ParaThirdreading:Detailed-readingtoanswerquestionsT:Now,let’sreadthepassagecarefullytolearnaboutmoredetails.LaterIwillletyouanswersomequestionsandfillinthechart.Let’scometoagroupcompetitionagain.Ifyougetyouranswerright,I’llgiveyoutwentymarks.ScientificReportbyJohnSnowTheproblemThecauseIdea1Idea2ThemethodTheresultsIdea1or2?Why?Theconclusion1.WhatprobleSuggestedanswers:ScientificReportbyJohnSnowTheproblemThousandsofpeoplediedofcholeraeverytimetherewasanoutbreak.Neitheritscause,noritscurewasunderstood.The