一名合格的教师要充分考虑学习的趣味性,作为高中教师就要根据教学内容制定合适的教案。教案可以让学生们能够更好的找到学习的乐趣,帮助高中教师能够井然有序的进行教学。高中教案的内容要写些什么更好呢?为满足您的需求,小编特地编辑了“必修5Unit 1 Great Scientists 听说课02”,希望对您的工作和生活有所帮助。
第一步作业检查
第二步引入话题
1.ShowstudentsapictureofQianXuesenandaskthemwhoheis.TellstudentssomethingaboutQianXuesen.
QianXuesenisarocketscientistandcalledthefatheroftheChinesespaceprogramme.Andwiththedevelopmentofspaceprogramme,ShenzhouVIhasbeensentintospacebyrocket.
2.TellstudentstheywilllistentoapassageaboutQianXuesenandletthemglanceatthequestionsinEx1.
第三步听力训练(一)(双人活动)
Page5Listening
1.Firstlisteningforthemainidea.
2.Secondlisteningforthefollowingquestions.
①WhatdidQianXuesenstudyfirst?
Hefirststudiedtobeanengineer.
②Wheredidhestudyforhisdoctorsdegree?
HestudiedinAmerica.
③WhatdidQianXuesendoforspaceprogrammewhenhecamebacktoChina?
HesetupaSpaceInstitutetodesignandbuildrocketstogointospace.
④HasChinasentsatellitesintospace?
Yes.
⑤HowhasQianXuesenbeenhonoredinChina?
Hehasbeenhonoredas“thefatherofthespaceprogramme”.
第四步口语活动:讨论将来工作(双人活动)
Thepurposeofthisactivityistoencouragestudentstothinkabouttheirfuturesrealisticallyaccordingtothequalificationstheywillhave.
1.Askstudentstoworkinpairstomakeadialogueaccordingtotherequirementsonpage6.
2.Getsomepairstoactouttheirdialogueinfrontoftheclass.
第五步听力训练(二)(四人小组活动)
Page44Listeningtask
1.Askstudentsiftheyknowsomefamousmathematicians.Andthentellthemtheywilllearnanothermathematician:LeonhardEuler.
Euler(1707—1783)wasamathematicianwhoworkedinRussiaandGermany.HewrotemoreaboutMathematicsthananyonebeforeorsince.Heinventedthenewbranchofmathematics:topology.Hecouldbecalled“thefatherofmodernmathematics”.
2.StudentslookatthenewwordsinExercise1andtrytounderstandthem.
Introduceanothertwonewwords:calculusandmechanics.
3.Studentslookatalltheexercisesandgetsomeideasaboutthecontentofthetext.
4.Listentothetapeandtrytounderstandit.
5.ListenagainandfillinthechartinExercise2.
6.ExchangetheirinformationanddiscussExercise4.
7.Checktheanswers.
第六步作业布置
AskstudentstosurftheInternettofindoutmorescientistsandtakenotesoftheirlifeandwork.
第一步检查作业
1.提问学生上节课所学的知识点。
2.Letstudentsretellthetextinthefirstperson.
3.Lettwostudentsgivetheirtalksontheirchosenscientisttotheclass.
第二步导入语法
翻译下列句子并注意过去分词的用法:
1.MostofthescientistsinvitedtothepartywerefromSouthAmerica.
2.Harvard,foundedin1636,isoneofthemostfamousuniversitiesintheUnitedStates.
3.Yourmotherisverydisappointedwithyou.
4.Thetopofthemountainiscoveredwithsnow.
让学生知道前两个句子中过去分词是作定语,后两个句子中过去分词是作表语,从而引出过去分词作定语和表语的教学。
第三步讲解过去分词作定语和表语的用法
过去分词兼有动词、副词和形容词的特征,可以带宾语或受状语修饰。过去分词和宾语或状语一起构成过去分词短语。它在句中可以作定语、表语、宾语补足语或状语。这节课讲解作定语、表语的用法。
1.作定语
作定语的过去分词如果是单词,一般放在被修饰词的前面;过去分词短语作定语,一般放在被修饰词的后面。例如:
Therearemanyfallenleavesontheground.
Thisisabookwrittenbyaworker.
2.作表语
过去分词作表语,多表示主语所处的状态。
Iwaspleasedatthenews.
Thedoorremainedlocked.
过去分词作表语,相当于形容词,常见的有:
delighted,disappointed,astonished,interested,satisfied,surprised,tired,worried,excited,married等。
过去分词作表语时,应注意与被动结构的区别。系表结构说明主语的状态或具有的性质、特点;被动结构强调谓语动作。
Thesmallvillageissurroundedbytrees.(状态)
Thesmallvillagewassoonsurroundedbyenemysoldiers.(动作)
Iminterestedinchess.(状态)
第四步语法练习
FinishDiscoveringusefulstructuresExcercises1,2excitingB.excited;excited
C.excited;excitingD.exciting;excited
2.Thedoorremained________.
A.lockedB.tolockC.lockingD.lock
3.With________leaves________intheeartheveryyear,thesoilbecomesricherandricher.
A.falling;buryingB.fallen;buriedC.fallen;buryingD.falling;buried
4.Thecomputercenter,_____lastyear,isverypopularamongthestudentsinthisschool.
A.openB.openingC.havingopenedD.opened
5.Ihavereadplentyofbooks________byLuXun.
A.writtenB.wroteC.writeD.writing
6.—Howdoyoudealwiththedisagreementbetweenthecompanyandthecustomers?
—Thekey_____theproblemistomeetthedemand_____bythecustomers.(北京2002)
A.tosolving;makingB.tosolving;made
C.tosolve;makingD.tosolve;made
Keys:1-6DABDAB
第七步词汇学习
FinishLearningaboutlanguageonpage4.
第八步作业布置
1.FinishUsingwordsandexpressionsonpage42.
2.FinishUsingstructuresonpage44.
3.RecitethesentenceswiththepastparticiplesintheReading.
一名爱岗敬业的教师要充分考虑学生的理解性,作为教师就要根据教学内容制定合适的教案。教案可以让学生更好的消化课堂内容,帮助教师掌握上课时的教学节奏。写好一份优质的教案要怎么做呢?急您所急,小编为朋友们了收集和编辑了“必修5Unit 1 Great Scientists 泛读课”,相信能对大家有所帮助。
第一步作业检查
1.核对42页Usingwordsandexpressions和Usingstructures的答案。
2.检查学生的背诵。
第二步导入课文向学生提出下列问题:
1.Doyouknowwhoputforwardthetheorythatthesunisthecentreofthesolarsystem?
学生可能回答出是:哥白尼,告诉他们英语名字NicolausCopernicus。
2.BeforeNicolausCopernicus,whatkindoftheoryitwas?
ChristianChurchbelievedGodhadmadetheworldandforthatreasontheearthmustbethecenterofthesolarsystem.
第三步听“CopernicusRevolutionaryTheory”的录音,判断下列句子的正误。
1.NicolausCopernicuswasexcitedandhappywhenhefoundhistheory.
2.ChristianChurchbelievedtheearthmustbethecentreofthesolarsystem.
3.NicolausCopernicusworkedhardonhistheory.
4.In1510NicolausCopernicusshowedhistheoryprivatelytohisfriends.
5.Hisfriendswereveryangryandstoppedhimpublishinghisideas.
6.TheChristianChurchacceptedCopernicustheoryatlast.
Keys:1.F2.T3.T4.F5.F6.F
第四步小组讨论
DiscussExercises1hereturnedB.thewarwasover;hereturned
C.thewarwasover;didhereturnD.wasthewarover;didhereturn
Key:C
3.makesense:有意义,有道理,是合情合理的
Yourexplanationdoesntmakesense/makenosense.你的解释是没道理的。
Yourattitudemakessense.
makesenseofsth:tounderstandsth理解……,懂得……
Canyoumake(any)senseofwhatthiswriterissaying?你能理解这位作者在说什么吗?
4.reject:拒绝(接受)
Sherejectedmysuggestion.她拒绝了我的建议。
Hewasrejectedforthearmybecauseofhisbadeyesight.他由于视力差而被拒绝入伍。
第六步FinishReadingTaskonpage45
1.介绍LeonhardEuler的有关情况
Euler(1707—1783)wasamathematicianwhoworkedinRussiaandGermany.HewrotemoreaboutMathematicsthananyonebeforeorsince.Heinventedthenewbranchofmathematics:topology.Hecouldbecalled“thefatherofmodernmathematics”.
2.让学生快速阅读课文,并标出疑点难点。
3.让学生讨论46页的4个问题。
Answerkeytothesefourquestions:
·Figure1hasanEulerpath.
·Figure2hasanEulerpath.
·Figure3doesnthaveanEulerpathasithasmorethantwooddpoints.
·Figure4hasanEulerpath.
第七步释疑
1.Tohissurprise,hefoundthathecouldcrosssixofthebridgeswithoutgoingoveranyofthemtwiceorgoingbackonhimself,buthecouldntcrossallseven.
令他惊奇的是,他发现在不走两次或回头路的情况下,只能同时穿过六座桥却不能穿过所有的七座桥。
cross:vt.穿过,横过
Thesoldierstookthreedaystocrossthedesert.士兵们用了三天时间穿过沙漠。
Makesuretheresnotrafficbeforeyoucrosstheroad.在你穿行马路前确认没有车辆经过。
Across:prep.①横过,穿过
Theybuiltabridgeacrosstheriver.他们在河上建了一座桥。
②在……对面
Theylivejustacrosstheschool.他们就住在学校的对面。
crossing:n.十字路口;交叉点;交叉口
2.Hejoinedthesepointstogetherusingcurvedlinestogooverthebridges.他用穿过这些桥的曲线把这些点连接起来。
句中usingcurvedlines是作方式状语。
Theycrossedtheriverusingasmallboat.他们划着小船穿过了河。
第八步作业布置
1.准备课本第七页的Writing。
2.复习本单元的知识点和语法。
第一步引入话题
Letstudentsnamesomegreatscientists.AndthenaskthemtotrythequizonPage1andfindoutwhoknowsthemost.
Answers:
1.浮力定理—阿基米德
Archimedes
2.生物进化论—达尔文
CharlesDarwin
3.蒸汽机—纽科文ThomasNewcomer
JamesWattimproveditinthe1770sandturneditintothefirstmodernsteamengineusedontherailway.
thefirststeamengine
4.遗传学—孟德尔
GregorMendel
5.镭的发现者—居里夫人
MarieCurie
6.电—爱迪生
ThomasEdison
7.达芬奇
LeonardodaVinciMonaLisaLastSupper
8.矿工安全灯—汉弗来.戴维爵士
SirHumphryDavyMinersSafetyLamp
9.地动仪seismograph—张衡
ZhangHengSeismograph
10.黑洞理论—斯蒂芬·霍金
StephenHawking
第二步学生活动(小组竞赛)
1.Dividestudentsintogroupsoffourandletthemfindwhatqualityascientistshouldhave.Eachstudentcangiveoneadjective,andthennameascientistwhohassuchaquality.Thenseewhichgroupcanfindthemost.
Forexample:
Student1:CarefulCopernicus
Student2:StrongdeterminationStephenHawking
Student3:CreativeAlbertEinstein
...
2.Asktwoorthreegroupstoshowtheiropinions.
3.Tellstudentstheywilllearnanotherscientist:CarlLinnaeus,andthenintroducethebackgroundinformationabouthim.
CarlLinnaeus(1707–1778)livedandworkedinSweden.Hesucceededinclassifyingkindsofplantsandanimals.Hisclassificationhasprovedverysuccessfulandisstillusedtoday.
CarlLinnaeus
第三步听力训练(双人活动)
ThepurposeofthelisteningistointroducetheworkofCarlLinnaeustous.Theyshouldunderstandwhyhisworkwasimportanttothedevelopmentofbiology,yetheisnotwell-known.
1.(Page41Listening)Askstudentstoreadthequestionsandtalkaboutthepicture.
2.Studentslistentothetapeforthefirsttimeandchoosewhatitisabout.
KeytoExercise1:ThecorrectanswerisC.
3.AskstudentstohavealookatExercise2beforetheylistentothetapeagain.
4.Playthetapeandletstudentsfillintheblanks.
5.Askstudentstoexchangetheirinformation.
6.Playthetapeagainforthestudentstocorrecttheiranswers.
第四步角色扮演:电话预约(双人活动)
1.(Page41and42Talking)Askstudentstoreadthissituation.
2.Letstudentsreadtheexpressionsof“Describingpeople”.
3.Askstudentstomakeupadialogueinpairs.
4.Asksomepairstopresenttheirdialoguestotheclass.
Sampledialogue:
S1:Hello.ThisisDrEvansoffice.CanIhelpyou?
S2:Yes,please.IdliketochangemyarrangementtomeetDrEvans.IwanttoshowhimthisneworchidthatIvefound.WeoriginallyarrangedtomeetintheUniversitylaboratorybutnowImunabletodothat.
S1:Ohyes.Ivegotitdownhereinhisdiary.Wherewouldyouliketomeetnowthen?
S2:OutsidetheBotanicalgardensonTrumpingtonRoad.Butitsalwaysverycrowdedthere,soIwonderifyoucouldgivemeanideaofhowIcouldrecognizeDrEvans?
S1:Yes,ofcourse.Hestallandthinwithlong,greyhairandglasses.
S2:Thatsoundsveryclear.Whatotherspecialfeaturesdoeshehave?
S1:Yes.Hewalkswithalimpbecausehebrokehislegskiingmanyyearsago.Whatdoyoulooklike?
S2:DrEvanscaneasilyrecognizeme.Imshortandthinwithbrown,curlyhair.Ialwayswearadufflecoatandabobblehat.HellknowmebecauseIllbecarryingmyflower.
S1:Illtellhim.Thankyouforyourcleardescription.ImsureDrEvansislookingforwardtomeetingyou.Goodbye.
S2:Goodbye.
第五步作业布置
1.Page46SpeakingTask+Page47Project
Askstudentstoprepareatalkontheirchosenscientists.
2.Thinkaboutthequestionsin“Pre-reading”.
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