【#高二# #人教版高二英語(yǔ)必修五教案#】在學(xué)習(xí)新知識(shí)的同時(shí)還要復(fù)習(xí)以前的舊知識(shí)，肯定會(huì)累，所以要注意勞逸結(jié)合。只有充沛的精力才能迎接新的挑戰(zhàn)，才會(huì)有事半功倍的學(xué)習(xí)。®無(wú)憂考網(wǎng)高二頻道為你整理了《人教版高二英語(yǔ)必修五教案》希望對(duì)你的學(xué)習(xí)有所幫助！

1.人教版高二英語(yǔ)必修五教案

　　教學(xué)目標(biāo)

　　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.

　　教學(xué)重難點(diǎn)

　　1. Words and expressions in this unit

　　2. Previous knowledge of some of the famous scientists

　　3. Comprehending the text

　　教學(xué)過(guò)程

　　【導(dǎo)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.complete 5.of great value, worth or use

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

　　G.announce 7.make known

　　H.control 8.come or bring to an end

　　I.positive 9.power to order or direct

　　J.conclude 10.quite certain or sure

　　【講授】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.

　　【講授】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.

　　【活動(dòng)】Share　the　outcome

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

2.人教版高二英語(yǔ)必修五教案

　　本教學(xué)設(shè)計(jì)在新課程教學(xué)理念的指導(dǎo)下，力求在培養(yǎng)學(xué)生的語(yǔ)言知識(shí)、知識(shí)技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運(yùn)用語(yǔ)言的能力，使學(xué)生通過(guò)觀察、體驗(yàn)、探究等主動(dòng)學(xué)習(xí)的方法優(yōu)化英語(yǔ)學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略。

　　1. 開(kāi)展學(xué)生活動(dòng)，發(fā)揮主體作用

　　新課程強(qiáng)調(diào)要充分發(fā)揮學(xué)生在教學(xué)過(guò)程中的主體作用。本課設(shè)計(jì)遵循以學(xué)生為主體，教師為主導(dǎo)這一教學(xué)原則，創(chuàng)設(shè)角色扮演情景、激烈討論提出建議，讓學(xué)生大限度地參與教學(xué)過(guò)程，尊重學(xué)生的主體地位，充分發(fā)揮學(xué)生在學(xué)習(xí)過(guò)程中的主動(dòng)性、積極性、創(chuàng)造性，使課堂充滿活力。

　　2. 實(shí)施情景教學(xué)，統(tǒng)合三維目標(biāo)

　　本課設(shè)計(jì)從教學(xué)需要出發(fā)，創(chuàng)設(shè)情景，進(jìn)行情景設(shè)問(wèn)、討論，激起學(xué)生的情感體驗(yàn)，激活學(xué)生思維，幫助學(xué)生迅速、正確地理解和接受知識(shí)，并在學(xué)習(xí)過(guò)程中培養(yǎng)其積極進(jìn)取的科學(xué)的人生觀及價(jià)值觀，較好地落實(shí)了三維目標(biāo)。而三維目標(biāo)是相輔相成、相互滲透的，所以在情景教學(xué)的過(guò)程中，知識(shí)的落實(shí)、能力的培養(yǎng)、情感態(tài)度價(jià)值觀的滲透交融在一起，實(shí)現(xiàn)了三維目標(biāo)的和諧與統(tǒng)一。

　　3. 轉(zhuǎn)變學(xué)習(xí)方式，增強(qiáng)教學(xué)效果

　　新課程要求提倡自主、合作、探究的學(xué)習(xí)方式，發(fā)揮學(xué)生的主體性、能動(dòng)性和獨(dú)立性，本課設(shè)計(jì)通過(guò)自學(xué)課本，小組討論，綜合分析，角色扮演等活動(dòng)， 為學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)提供了空間，使學(xué)生體驗(yàn)了自主之樂(lè)，合作之趣，探究之悅，促進(jìn)了學(xué)生知識(shí)的構(gòu)建與運(yùn)用，能力的培養(yǎng)和提高，情感體驗(yàn)和態(tài)度、價(jià)值觀的形成，增強(qiáng)了教學(xué)效果。

　　4. 運(yùn)用問(wèn)題教學(xué)，啟發(fā)學(xué)生思維

　　本課設(shè)計(jì)按照誘思探究理論要求，遵循學(xué)生的認(rèn)知規(guī)律，引導(dǎo)學(xué)生去發(fā)現(xiàn)問(wèn)題、分析問(wèn)題和解決問(wèn)題，從而掌握知識(shí)，形成能力，培養(yǎng)品質(zhì)。通過(guò)對(duì)文章分析的由淺入深，由易到難，循序漸進(jìn)，引導(dǎo)學(xué)生結(jié)合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語(yǔ)言，從而達(dá)到綜合運(yùn)用英語(yǔ)進(jìn)行交際的目的。有利于培養(yǎng)學(xué)生的思維能力，激發(fā)學(xué)生的創(chuàng)新精神。

　　本教學(xué)設(shè)計(jì)貫穿了新的教學(xué)理念，體現(xiàn)了課程改革的鮮明特色，在教學(xué)內(nèi)容的重新調(diào)整、教材的合理處理、教學(xué)思路的設(shè)計(jì)等方面作了嘗試性的突破與創(chuàng)新，具有較強(qiáng)的實(shí)踐性和操作性。

　　【教材分析】

　　本單元教學(xué)內(nèi)容為人教版新課標(biāo)Module 5 Unit 3 Life in the future。本單元的中心話題是“未來(lái)生活”，教材內(nèi)容為學(xué)生提供了想象的空間，旨在培養(yǎng)學(xué)生預(yù)測(cè)未來(lái)的能力，通過(guò)對(duì)現(xiàn)實(shí)生活與未來(lái)生活的對(duì)比，喚醒學(xué)生把握現(xiàn)在，珍惜現(xiàn)在，愛(ài)護(hù)環(huán)境，保護(hù)自然的意識(shí)。

　　第一篇Reading文章主要講述主人公Li Qiang在時(shí)空旅行前、時(shí)空旅行中及時(shí)空旅行后的所見(jiàn)所想。第二篇?jiǎng)t主要記敘了Li Qiang在太空站認(rèn)識(shí)的兩個(gè)非常特別的太空生物，并將兩個(gè)生物的特征進(jìn)行了對(duì)比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學(xué)生的想象力，培養(yǎng)學(xué)生對(duì)未來(lái)生活的預(yù)測(cè)。語(yǔ)法部分則延續(xù)了課文內(nèi)容，通過(guò)作者對(duì)未來(lái)生活態(tài)度的討論引出過(guò)去分詞做狀語(yǔ)及定語(yǔ)的用法，并以短文填空的形式來(lái)鞏固文章生詞的用法。聽(tīng)力部分則描繪了一個(gè)擁有高新科技的wonderland,表明了人類對(duì)美好生活的追求與幻想，并終通過(guò)口語(yǔ)情景設(shè)置鍛煉學(xué)生綜合運(yùn)用英語(yǔ)的能力與技巧，從而對(duì)未來(lái)生活進(jìn)行更細(xì)致的預(yù)測(cè)。

　　考慮到各部分內(nèi)容的內(nèi)在聯(lián)系，筆者結(jié)合教學(xué)實(shí)際將同一話題不同內(nèi)容與形式的材料進(jìn)行了重組，對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)，豐富了教學(xué)內(nèi)容和語(yǔ)言活動(dòng)形式。

　　【學(xué)情分析】

　　1. 認(rèn)知基礎(chǔ)：高一學(xué)生基本上能用英語(yǔ)清晰地表達(dá)個(gè)人觀點(diǎn)，準(zhǔn)確地描繪

　　生活現(xiàn)象或表達(dá)個(gè)人情感，能用基本的詞匯、句型對(duì)未來(lái)生活作出描繪與預(yù)測(cè)。

　　2. 心理特征：高中學(xué)生思想活躍，求知欲旺盛，學(xué)習(xí)態(tài)度明確，自我意識(shí)

　　發(fā)展迅速并趨向成熟，獨(dú)立自主性強(qiáng)，有一定的道德修養(yǎng)及正確的價(jià)值觀與審美觀。

　　3. 學(xué)習(xí)能力：學(xué)生對(duì)過(guò)去分詞的用法有基本的了解，其自主閱讀與表達(dá)能力有一定的基礎(chǔ)，具備良好的團(tuán)體協(xié)作能力，并能進(jìn)行有效成功的交流合作討論。

　　【教學(xué)目標(biāo)】

　　(1)知識(shí)與能力

　　學(xué)習(xí)與未來(lái)生活有關(guān)的詞匯;能對(duì)本單元的生詞猜測(cè)詞義并能用英語(yǔ)釋義基本單詞;學(xué)習(xí)有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式以及過(guò)去分詞作定語(yǔ)、狀語(yǔ)的用法;能聽(tīng)懂關(guān)于對(duì)未來(lái)生活、環(huán)境的想象、猜測(cè)和思考的會(huì)話，想象未來(lái)生活可能存在的問(wèn)題;能用英語(yǔ)簡(jiǎn)單地談?wù)撐磥?lái)生活，猜測(cè)未來(lái)的科技發(fā)展趨勢(shì);能閱讀關(guān)于未來(lái)生活、未來(lái)世界以及外太空和外星人的英語(yǔ)文章;能夠較好地發(fā)揮想象來(lái)描寫未來(lái)生活和外星生物。

　　(2)過(guò)程與方法

　　通過(guò)網(wǎng)絡(luò)或圖書(shū)館等途徑查找搜集有關(guān)科學(xué)家對(duì)未來(lái)生活預(yù)測(cè)的資料，培養(yǎng)學(xué)生利用學(xué)習(xí)資源的策略;并且筆者結(jié)合教學(xué)實(shí)際對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)。第一課時(shí)為Warming-up and Reading, 第二課時(shí)為L(zhǎng)earning about language, 第三課時(shí)為Using language, 第四課時(shí)為L(zhǎng)istening and speaking。著重培養(yǎng)學(xué)生學(xué)習(xí)運(yùn)用詞匯學(xué)習(xí)中的猜詞策略，激發(fā)學(xué)生想象力，預(yù)測(cè)未來(lái)生活。

　　(3)情感態(tài)度與價(jià)值觀

　　通過(guò)學(xué)習(xí)課文，使學(xué)生回顧歷史，認(rèn)識(shí)現(xiàn)在，展望未來(lái)，激發(fā)學(xué)生的想象力;提高環(huán)境保護(hù)，資源保護(hù)意識(shí)。通過(guò)討論使學(xué)生了解中國(guó)和其他國(guó)家目前存在的社會(huì)問(wèn)題以及科技發(fā)展方向，預(yù)測(cè)世界未來(lái)生活、環(huán)境的發(fā)展趨勢(shì)。

　　【重點(diǎn)難點(diǎn)】

　　重點(diǎn)：

　　1.掌握有關(guān)描繪未來(lái)生活的詞匯以及有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式。

　　2.通過(guò)對(duì)文章的學(xué)習(xí)，根據(jù)目前的現(xiàn)狀預(yù)測(cè)未來(lái)的生活，提高環(huán)境保護(hù)、資源保護(hù)意識(shí)。

　　難點(diǎn)：

　　1.掌握過(guò)去分詞作定語(yǔ)和狀語(yǔ)的用法。

　　2.運(yùn)用所學(xué)的詞匯及句型寫出具有一定想象力的短文。

　　【教學(xué)策略與手段】

　　1.采取多種教學(xué)方式，講述法與討論法相結(jié)合，啟發(fā)式教學(xué)法與創(chuàng)設(shè)課堂思維情景相結(jié)合，接受式學(xué)習(xí)與探究式學(xué)習(xí)相結(jié)合。

　　2.以活動(dòng)構(gòu)建教學(xué)理論為指導(dǎo)，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動(dòng)，分組探究。

　　3.適時(shí)對(duì)學(xué)生的學(xué)習(xí)過(guò)程進(jìn)行調(diào)控與激發(fā)，實(shí)現(xiàn)教學(xué)預(yù)設(shè)與動(dòng)態(tài)生成的統(tǒng)一。

　　【教學(xué)準(zhǔn)備】

　　1.教師整理課堂相關(guān)文字、圖表、影音資料，制成多媒體課件。

　　2.課前組織學(xué)生搜集、閱讀有關(guān)世界環(huán)境問(wèn)題、當(dāng)今科學(xué)技術(shù)發(fā)展及對(duì)未來(lái)生活預(yù)測(cè)的文章，積累一定的知識(shí)儲(chǔ)備。

　　3.課前按教室座位情況將學(xué)生分成若干小組，每組6人，并選出組長(zhǎng)一人，以小組為單位開(kāi)展合作學(xué)習(xí)。

　　【教學(xué)過(guò)程】

　　Period 1: Warming-up & Reading

　　Teaching Aims:

　　1. Learn some new words and expressions.

　　2. Improve the students’ reading skills.

　　3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

　　Teaching Methods:

　　1. Inductive method

　　2. Pair work & group work

　　3. Competition

　　4. Illustration

　　5. Deductive Method

　　Step 1 Greetings and Lead-in

　　1.The teacher can start with daily greetings and try to lead in some words in this unit.

　　Q1: Where do you come from? Do you live in the downtown or in the countryside?

　　Do you live in a comfortable surrounding?

　　Is it a suitable location for people to live in?

　　What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

　　2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

　　Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

　　carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

　　3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

　　sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

　　4.Q3: What will the future means of transportation be like? (Time travel)

　　Well, today we are going to learn a text about time travel.

　　【設(shè)計(jì)說(shuō)明】

　　由日常問(wèn)候開(kāi)啟話題，通過(guò)提問(wèn)學(xué)生家鄉(xiāng)情況導(dǎo)入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞;然后總結(jié)交通工具的發(fā)展歷史，預(yù)測(cè)未來(lái)的交通方式，引出跨時(shí)空旅行，從而進(jìn)入閱讀文章的處理與學(xué)習(xí)。(由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯(lián)系不大，可單獨(dú)提出，因此將Transport的發(fā)展變化應(yīng)用于課文的導(dǎo)入中，這樣比較科學(xué)自然。)

　　Step 2 Skimming

　　1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

　　Q1：What will the future life be like?

　　2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

　　Q2: Which changes are mentioned in the text?

　　time travel – transport – air quality – religion – clothing – eating – houses – towns

　　3.The teacher can ask the students to carry out a discussion about the changes.

　　Q3: Which changes are good and which are bad?

　　【設(shè)計(jì)說(shuō)明】

　　猜測(cè)是培養(yǎng)學(xué)生閱讀能力的方法之一，因此筆者首先提出問(wèn)題引發(fā)學(xué)生思考，對(duì)未來(lái)生活的各個(gè)方面進(jìn)行預(yù)測(cè)。其次通過(guò)快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對(duì)未來(lái)生活變化的描寫，培養(yǎng)學(xué)生快速閱讀的技巧與能力，并對(duì)未來(lái)生活變化的好壞進(jìn)行小組討論，培養(yǎng)集體協(xié)作精神。(由于Comprehending中關(guān)于未來(lái)生活變化好壞的討論難度不大，考慮到整個(gè)設(shè)計(jì)的連貫性，將其提至快速閱讀中，設(shè)置成小討論，將學(xué)生說(shuō)與讀的能力更好地結(jié)合。)

　　Step 3 Reading for details

　　1.Before the journey

　　Q1: How many people are mentioned in the text? Who are they?

　　Q2: When did the writer write this letter? And to which year did he travel?

　　Q3: Why did Li Qiang travel to the year AD 3005?

　　Q4: What did Li Qiang suffer from?

　　Q5: How did Li Qiang feel? What makes him feel better?

　　Q6: Where did they arrive?

　　【設(shè)計(jì)說(shuō)明】

　　通過(guò)幾個(gè)特殊疑問(wèn)詞，提出以下問(wèn)題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時(shí)一般都包括事件發(fā)生的人物、時(shí)間、地點(diǎn)、事件、原因等關(guān)鍵要素，因此讓學(xué)生通過(guò)閱讀尋找上述要素，不僅讓學(xué)生的閱讀具有目的性，而且降低了閱讀的難度。

　　2.During the journey

　　1) In the capsule:

　　Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

　　2) Out of the capsule

　　Confused by the new surrounding, I was hit by the lack of fresh air

　　Q1: How did Li Qiang overcome the lack of fresh air?

　　1. Hovering carriage: .

　　Q2: How did the hovering carriage float?

　　Q3: How can a person move swiftly?

　　2. “A large market”

　　Q4: What were people doing there?

　　Q5: What happened to Li Qiang?

　　3. A large building

　　Q6: What is a “time lag” flashback?

　　【設(shè)計(jì)說(shuō)明】

　　按事件發(fā)生的先后順序及地點(diǎn)轉(zhuǎn)換順序，處理文章細(xì)節(jié)，培養(yǎng)學(xué)生抓住文章線索來(lái)處理課文的能力。然后根據(jù)地點(diǎn)轉(zhuǎn)移，自然地將“太空倉(cāng)內(nèi)”轉(zhuǎn)向“太空倉(cāng)外”，按照作者在太空倉(cāng)外所處的三個(gè)不同地點(diǎn)Hovering carriage, a large market, a large building來(lái)處理文章第三段。

　　3.After the journey

　　(Arriving home, he showed me into a large bright, clean room.

　　XX of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

　　Q1: How did the author feel after visiting the special house?

　　Exhausted, I slid into bed and fell fast asleep.

3.人教版高二英語(yǔ)必修五教案

　一、教學(xué)內(nèi)容分析

　　本單元以“急救”為中心話題。本案例把教材的Warming up 和Reading部分結(jié)合起來(lái)，旨在通過(guò)教學(xué)，使學(xué)生了解相關(guān)的急救知識(shí)，并能用所學(xué)的有關(guān)first aid的知識(shí)，根據(jù)不同情況提出急救措施。同時(shí)通過(guò)教學(xué)激發(fā)學(xué)生進(jìn)一步學(xué)習(xí)急救知識(shí)的興趣和樹(shù)立安全意識(shí)， 意義重大。

　　二、教學(xué)目標(biāo)

　　1、語(yǔ)言目標(biāo)：學(xué)習(xí)掌握教學(xué)內(nèi)容中的重點(diǎn)字、詞、句;

　　2、能力目標(biāo)：閱讀速度和技巧的訓(xùn)練;

　　3、情感目標(biāo)：教育學(xué)生幫助他人于危急時(shí)的良好情操;通過(guò)討論等小組活動(dòng)培養(yǎng)協(xié)作精神;通過(guò)課堂教學(xué)活動(dòng)激發(fā)學(xué)生英語(yǔ)學(xué)習(xí)興趣。

　　三、學(xué)習(xí)者特征分析

　　所執(zhí)教的班級(jí)學(xué)生是我從高一開(kāi)始教的，到了高二已經(jīng)有了一定的英語(yǔ)基礎(chǔ)。該班學(xué)生的主要特點(diǎn)是能講敢講(我在這方面一直鼓勵(lì)學(xué)生)，課堂氣氛活躍。本單元的教學(xué)內(nèi)容與生活實(shí)際相結(jié)合，學(xué)生比較熟悉這個(gè)主題內(nèi)容，也能引起他們的表達(dá)XX和學(xué)習(xí)興趣。

　　四、教學(xué)策略選擇與設(shè)計(jì)

　　教學(xué)策略主要以任務(wù)型教學(xué)(Task-based Teaching)為主，通過(guò)多媒體課件以及安排多個(gè)課堂教學(xué)活動(dòng)貫穿整個(gè)課時(shí)，側(cè)重培養(yǎng)學(xué)生的閱讀能力。

　　五、教學(xué)重點(diǎn)及難點(diǎn)

　　教學(xué)重點(diǎn)：幫助學(xué)生使用不同的閱讀技巧完成閱讀目標(biāo)

　　教學(xué)難點(diǎn)：

　　1.學(xué)生閱讀能力的培養(yǎng)，運(yùn)用文中信息解決問(wèn)題的能力;

　　2.掌握急救知識(shí)和根據(jù)不同情況提出急救措施;

　　3.能學(xué)會(huì)急救知識(shí)和相關(guān)急救措施的英語(yǔ)表達(dá)。

4.人教版高二英語(yǔ)必修五教案

　    教學(xué)目標(biāo)

　　1. Target language 目標(biāo)語(yǔ)言

　　a. 重點(diǎn)詞匯和短語(yǔ)

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

　　b. 重點(diǎn)句式

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

　　2. Ability goals 能力目標(biāo)

　　Enable the students to talk about science and scientists.

　　3. Learning ability goals學(xué)能目標(biāo)

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

　　教學(xué)重難點(diǎn)

　　Talk about science and scientists.

　　教學(xué)工具

　　A computer and a projector.

　　教學(xué)過(guò)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.

5.人教版高二英語(yǔ)必修五教案

　　教學(xué)目標(biāo)

　　1. 語(yǔ)言知識(shí): 使學(xué)生理解文章中表達(dá)情感變化詞匯;熟悉有關(guān)機(jī)器人方面的話題。(把重點(diǎn)詞匯列出來(lái))

　　2.語(yǔ)言技能: 能從一般性文章中獲取和處理主要信息;能通過(guò)上下文克服生詞 困難，理解語(yǔ)篇意義。

　　3.語(yǔ)言運(yùn)用: 能運(yùn)用語(yǔ)言就學(xué)生想要機(jī)器人為自己做點(diǎn)什么。

　　4.文化意識(shí): 幫助學(xué)生更多的了解機(jī)器人及有關(guān)阿西莫夫的信息。

　　5.情感態(tài)度: 培養(yǎng)學(xué)生的想象力和對(duì)未知世界的探索精神。

　　6.學(xué)習(xí)策略: 借助聯(lián)想建立相關(guān)知識(shí)之間的聯(lián)系;

　　教學(xué)重難點(diǎn)

　　教學(xué)目標(biāo)

　　1. 語(yǔ)言知識(shí): 使學(xué)生理解文章中表達(dá)情感變化詞匯;熟悉有關(guān)機(jī)器人方面的話題。(把重點(diǎn)詞匯列出來(lái))

　　2.語(yǔ)言技能: 能從一般性文章中獲取和處理主要信息;能通過(guò)上下文克服生詞 困難，理解語(yǔ)篇意義。

　　3.語(yǔ)言運(yùn)用: 能運(yùn)用語(yǔ)言就學(xué)生想要機(jī)器人為自己做點(diǎn)什么。

　　4.文化意識(shí): 幫助學(xué)生更多的了解機(jī)器人及有關(guān)阿西莫夫的信息。

　　5.情感態(tài)度: 培養(yǎng)學(xué)生的想象力和對(duì)未知世界的探索精神。

　　6.學(xué)習(xí)策略: 借助聯(lián)想建立相關(guān)知識(shí)之間的聯(lián)系;

　　教學(xué)過(guò)程

　　Step 1Warming-up and lead-in 5 mins

　　老師帶著學(xué)生回顧上一節(jié)warmingup中的有關(guān)有機(jī)器人能為人類做點(diǎn)什么并且機(jī)器人存在人們生活的方方面面。接著老師設(shè)計(jì)了一個(gè)問(wèn)題詢問(wèn)學(xué)生�！癢ill it be possible for human beings to fall in love with a robot? ”

　　先讓學(xué)生思考這個(gè)問(wèn)題，再用多媒體播放“絕對(duì)男女”的片段，觀看視頻，并留下懸念讓學(xué)生猜猜她是如何愛(ài)上機(jī)器人的呢?引導(dǎo)學(xué)生看這篇跟本視頻相似的故事是如何發(fā)展的呢?

　　[意圖說(shuō)明]以貼近單元內(nèi)容的視頻啟動(dòng)教學(xué)，激活學(xué)生已有的知識(shí)，又把學(xué)生的注意力集中到本單元內(nèi)容和話題上。

　　Step 2. Skimming 3mins

　　讓學(xué)生快速瀏覽文章找出文章中的人物和之間的關(guān)系。

　　T: Find out the main Characters in the story.

　　Larry Belmont — employed in a company that make robots.

　　Claire Belmont — Larry’s wife, a housewife

　　Tony — the robot

　　Gladys Claffern— a woman that Claire envies

　　[意圖說(shuō)明]因?yàn)檫@篇文章偏長(zhǎng)，找出人物關(guān)系，讓學(xué)生對(duì)文章的脈絡(luò)有個(gè)粗略的認(rèn)識(shí)。

　　Step 3. Careful reading 23 mins

　　1.Havestudents read the passage carefully and finish the table.

　　[意圖說(shuō)明] 本題是對(duì)該單元文章主要內(nèi)容的縮寫，給學(xué)生提供了篇章的語(yǔ)境，鍛煉學(xué)生快速閱讀培養(yǎng)學(xué)生細(xì)節(jié)理解能力為以后活動(dòng)的開(kāi)展和任務(wù)的實(shí)現(xiàn)掃除語(yǔ)言障礙，同時(shí)使學(xué)生梳理一下Claire對(duì)Tony的情感變化過(guò)程。

　　2. Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure?

　　后引導(dǎo)學(xué)生思考一下三個(gè)問(wèn)題Was Claire satisfied with Tony? Why shouldTony be rebuilt? Who is not satisfied with it ?

　　[意圖說(shuō)明] 因?yàn)閞eading的標(biāo)題是satisfactionguaranteed , 所以用反問(wèn)的形式讓學(xué)生真正去思考Tony包君滿意了嗎?以此來(lái)思考標(biāo)題。目的在于讓學(xué)生學(xué)會(huì)用已知的信息用英語(yǔ)思維并去理解語(yǔ)篇的意義。

　　Step4 Discussion 7 mins

　　Have students discuss “If you have a chance to have your own robot,

　　whatdo you want him to do ?”

　　[意圖說(shuō)明]此活動(dòng)主要在于培養(yǎng)學(xué)生的想象力及語(yǔ)言表達(dá)能力，給學(xué)生提供了更廣闊的發(fā)揮空間和想象空間;鼓勵(lì)學(xué)生團(tuán)隊(duì)協(xié)作、發(fā)散性思維，盡量使用新學(xué)詞匯來(lái)謀篇布局，重點(diǎn)在于語(yǔ)言的輸出和應(yīng)用。

　　Step 5 homework 2 mins

　　1. Guess the meanings of difficult words and sentences in the text.

　　1). It would be a bonus.

　　2). ...he seemed more like a human being than a machine.

　　3)....someone like Larry who wanted to improve his social position.

　　4). as a favour

　　5). She looked at his fingers with wonder as they turned each page.

　　6)by the amused and surprised look on her face, Claire knew....

　　2.Preview “ A biography of Isaac Asimov”(P16)

　　3. Surf the internet to learn more about robots and science fiction

　　[意圖說(shuō)明]本reading偏長(zhǎng)，學(xué)生在一些句子上可能也會(huì)出現(xiàn)困難，因此讓學(xué)生回去理解較難的句子掃除語(yǔ)言障礙。此外，由于學(xué)生求知欲強(qiáng)，課堂時(shí)間有限，因此讓學(xué)生課外在查一些關(guān)于機(jī)器人以及科幻小說(shuō)，以增加這方面知識(shí)的了解。