2019-2020年高二英语必修5 Unit1 Great Scientist(Reading) 新课标 人教版.doc

2019-2020年高二英语必修5 Unit1 Great Scientist(Reading) 新课标 人教版Teaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions. 2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points 1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what theyve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1. Discussion methods to make the Ss understand what theyve learned in class.2. Pair work of group to get every student to take part in the teaching-and-learning activities.3. petition and role-play method to arouse the Ss interest4.Teaching aids The multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up 1. Lead-in 1) Show a picture of AIDS logo to lead in the subjectAIDS ? Are you familiar with this red ribbon? Whats it related to? ? What doesnt it mean? Do you know? (Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.) 2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them? What is their job besides acting? Is it just the problem in China? (Possible answer: Its not just the problem in China. Its a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.) 2. Brain storming Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc. (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so its a deadly disease.) 3. How much do you know about AIDS? 1) Pair workquestions for discussion ? Whats the full name of AIDS? Can AIDS be transmitted? ? In what ways can it be transmitted? What kinds of people are likely to get AIDS? Do people with AIDS look healthy at first? Is it safe or dangerous to stay or to be friends with them? Why? Students dont have to give the exact answers. These questions will help them think about this disease? AIDS.) 2) AIDS QUIZ (individual work) 1) AIDS quiz (p.49)?check students? knowledge about AIDS. 2) Picture quiz ?Can the AIDS virus transmitted via the following routes? Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB) 1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint) 3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class. III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The students family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.) IV. Homework 1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea. 2. Learn the new words of this unit by heart.The Second Period GOALS: To practice supporting and challenging an opinion. To practice listening prehension.TEACHING PROCEDURES I. Revision Do you still remember this logo? What can you learn from it? Q1: Do you remember what it means? Q2: In what ways is AIDS transmitted? II. Speaking 1. Pre-speaking 1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions ? Raise the idea of social problem and e to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students awareness. 2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment) 3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS 1. How many AIDS patients all over the world? Where are they? And are they young or old? 2. What kinds of social problems can AIDS cause? 3. How about the situation in China? ? About drugs 1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke? 2. What kinds of danger can it cause to our body? 3. Can you think of the other dangers of smoking? ? About drinking 1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they? 3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society. 2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging others opinions. (p.50) Language input (Useful expressions) -Repeat it to strengthen students ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ? First, ? Have you thought about ? One reason is that ? What makes you think that ? For example, ? Could you please explain ? If we / they were to ?, we / they could ? If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They cant disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. Thats why we youth are asked to get away from AIDS, drugs, etc. Thats why we youth should develop good habits. Thats why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51). The Third Period GOALS: ? To learn more knowledge about AIDS. ? To help students understand the attitudes and spirits of living with disease ? To learn some useful language point I. Pre-reading Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? - Born dying with AIDS, Xiaohua says, ?My life may have to be short, but theres no reason why it cant be beautiful.? - Diagnosed with cancer, ?I? also have something to say to you. Now lets see what ?I? will say to you. II. While-reading Questions: Q1: How did cancer change the writers life? Q2: pare the writers situation with that of Xiaohua. In what way are their experiences similar or different? Q3: Do their experiences strike you? Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.) III. Writing Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance Steps to follow Step one: think about your past days: what were some events that made you very happy? What made you very sad? Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows). Step three: talk about the happy and sad things to your partner, with reference to the timeline. Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down. Step five: work out an outline of what you are going to write. Step six: read an exampleStep seven: begin to write. IV. Homework 1. Write an essay about an important event in your life.The Fifth Period GOALS: ? To learn about some antonyms ? To practice using some useful words and phrases in the textTEACHING PROCEDURES I. Lead-in Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way Q1. Do you still remember Xiaohua? Q2. What has happened to her? Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.) II. Learn and practice using some antonyms 1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms. 2) Let students have a petition. Try to find the antonyms of the following words. Lets see who can do it correctly and quickly. defenseless - defensive infect with - immune to protected - unprotected incurable - curable discourage - encourage visible - invisible 3) Practice using these antonyms through exercises. (plete the sentences using the antonyms) 1. In February xx some people got _ a strange disease and died within a month. 2. Although she met many difficulties, Helen was not _. She continued struggling with the disease. 3. People think it a serious crime to attack _ children. 4. AIDS can be transmitted by having _ sex. 5. Having found out that the girl has got a disease which is _ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful. III. Practice using some useful words and phrases in the text. (Translate the following sentences with the help of Chinese or italic words.) 1. The doctor _ (诊断)my illness as a rare skin disease. 2. He has _ （恢复）from his bad cold and can go out tomorrow. 3. The disease makes her realize how _ （宝贵）life is. 4. The doctor told him that the wound had been infected, and that the _ （受感染的伤口）bee deadly if it is not properly treated. 5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the _（传播的病毒） 6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _（灰心丧气的病人） 7. First the doctor takes a blood sample and has it tested. Then he will use the _ （经过测试的血样）to find out if it is a serious disease. 8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of _.（延误的治疗）The Sixth Period GOALS: ? To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situationsTEACHING PROCEDURES I. Lead-in 1) Show students the picture of Xiaohua and ask them two questions: Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.) Q2. How was she infected with AIDS? (She was infected by birth.) 2) Xiaohua was born dying and she has no choices. But many people who really have many choices dont realize how precious life is and do a lot of harms to themselves. 1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease. 2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do? 3. Some people do not take Xiaohua or doctors advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)., he would (not) have. Ask students to make more similar sentences, using the Subjunctive Mood. II. More Situations 1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make? 2. It is said that a falling star can let your dream e true. If you saw a falling star, what kind of wishes would you make? 3. Besides a falling star, a magic lamp can also let your dream true. If you had a magic lamp, what would you ask it to do for you ? III. Homework 1. Finish all the grammar exercises on SB and WB 2. Review the whole unit