Unit 01 Great scientists 教学设计参考

《unit1 Great Scientists》说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《unit1 Great Scientists》。

我主要从教材分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一．说教材1. 教材内容本节课是人教课标版必修5第一单元的第一课时的Reading部分，是该单元的主要内容，它介绍了英国著名医生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。

通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学方发现的全过程具有其科学的严密性。

2. 教学目标结合单元教学要求和本课特点，充分考虑学生的年龄特点、认知水平，遂将本课的教学目标确定为：知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”.能力目标1) Develop students’ reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop student’s sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解King Cholera难题”，所以确定本课的教学重点是：1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn different reading skills.4．教学难点考虑到学生拓展阅读能力，语言输出能力等方面还需进一步努力，所以将本课的教学难点确定为：1) Develop students’ reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二．说教法和学法1. 教学方法引导学生独立思考，合作学习，进行师生、生生互动的“任务型”教学，设计了许多易于操作的任务型活动。

Unit 1 Great Scientists教案Unit 1 Great Scientists Period 1 Warming up & Pre-reading Teaching aim: To learn something about some famous scientists Teaching procedures: Step 1 Lead-in 1. Can you name some famous scientists? 2. In your opinion, what qualities should a scientist have? (Common characteristics: bright/ brightness; creative; cautious; persuasive; strict; positive;co-operative; enthusiastic; etc.) 3. What kind of scientists do you know? (geologist; geographer; mathematician; physicist; chemist; agriculturist; astronomer; botanist; biologist; inventor …) Step 2 Warmin g up 1. Page 1, SB. Ask Ss to finish the quiz and find out who knows most. 2. Show some pictures of these great scientists and have a brief introduction to them. Step 3 Pre-reading (Discussion) 1. What do you know about infectious diseases? What kind of infectious diseases do you know? (Infectious diseases can be spread easily, they have unknown cause and may do great harm to people. SARS; Bird flu; AIDS; etc.) 2. What do you know about cholera? (T can introduce this disease by using slides) 3. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in examining a new scientific idea. What order would you put them in? (Find a problem→Make up a question→Think of a method→Collect results→Analyse the results→Repeat if nece ssary→Draw a conclusion) Step 4 Language points 1. discover vt. to be the first to find, learn of, or observe 发现，发觉 discover 通常指被探索或被揭示物早就客观存在着；invent指的是发明原先不存在的东西。

Unit 1Great scientists 人教版·必修⑤ The topic(教学课题):How to organize scientific research & Contributions of scientistsThe background(教案背景):The analysis of the teaching material(教材分析):Science affects us all. Our material comfort and lifestyle depend on advances. The first aim of this unit is to help us understand how science has become so important in our lives by examining some key scientific findings and famous scientists. It does this through several different scientific subjects, astronomy, the classification of plants and animals and mathematics. It is hoped at the end of this unit that the students will understand that here is more to science than chemistry, physics and biology.A second aim is to introduce students scientific experiment. Advances in science are made following certain rules: experiment must follow a particular procedure so that other scientists can check the findings by doing the experiment the same way and getting the same results. This is the safeguard for the accuracy of scientific results. These stages are introduced in the pre-reading while the reading passage is written as if it were stages in such an experiment. In this way the stage can be identified practically as well as theoretically.Teaching methods(教学方法)：talking; group work; self-learning;The teaching progress(教学过程)Step Ⅰ leading-inShow the question in Warming-up to introduce some great scientists in the world.1. A rchimedes,阿基米德（公元前287年—公元前212年），古希腊哲学家、数学家、物理学家。

Section Ⅴ Writing—劝说信劝说信是指以信件的形式表达自己的观点或立场，并期待对方认同或接受。

一、基本结构第一部分：引入。

写信人首先需要简要说明写信的主要目的。

如果需要的话，也可以大致作一下自我介绍。

第二部分：阐述。

这是说服性信函的主体和核心部分。

写信人需要在这个部分有条理地列出自己的理由。

理由要客观、真实、有说服力，要重点突出、层次分明。

同时，要注意适当提高语言的力度，发挥语言的功力，以便更好地展现自己的立场。

第三部分：总结。

可以用生动的语言重申自己的核心观点，或以情动人、引起共鸣，或升华延伸、画龙点睛。

这部分应该注意语言的简练和冲击力，切忌冗杂拖拉的表达。

二、增分佳句(一)劝说信开头常用句式——引入观点1．Now it is commonly held that ... They think ... But I doubt whether ...2．These days we are often told that ... But is this really the case ...3．Faced with ..., quite a few people argue that ..., but I conceive it differently.4．Currently there is a widespread concern that ...5．Now people in growing numbers are coming to realise that ...(二)劝说信主体常用句式——阐述理由1．The reason for ... is that ...2．The reasons for ... are as follows. First, ... Second, ... Last but not least, ...3．On the one hand, ...; on the other hand, ...4．We may take a common example to show ...5．A recent study suggests/shows that ...6．According to the statistics provided by ..., it can be seen that ...7．There is good evidence to show that ...8．No one can ignore the fact that ...(三)劝说信结尾常用句式——总结1．In short, ...2．In conclusion, ...3．As far as I’m concerned, ...4．From what has been discussed above/Taking all these factors into consideration,we may safely arrive at/come to/reach the conclusion that ...[题目要求]假设你叫李华，请给Nicolaus Copernicus(尼古拉·哥白尼)写一封信劝说他出版自己的理论著作，这样可以让每个人都了解他的理论，从而推动科学的发展。

Module 5 Unit 1 Great scientists遂昌中学刘仁海分课时教案Period 1 Warming up, Pre-reading & ReadingTeaching goals:1.To talk about some great scientists and their achievements.2.To develop some basic reading skills.3.To get the general idea of the passage and to relate the passage to stages in a scientific experiment. Teaching procedures:Step one Warming upIntroduce some famous scientists and their achievements, and then do the quiz.There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.Alexander Bell electricityThomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in UniverseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton the Theory of RelativityStep two Reading1.Pre-reading:1). Pair work : What do you know about infectious diseases?2). Group work: Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in examining a new scientific idea. What order would you put them in?draw a conclusion think of a method collect results make up a questionfind a problem analyse the results find supporting evidence repeat if necessary2. While-reading:1).Predicting:Introduce the title of the passage—John Snow Defeats King Cholera.●What does the title imply?●Predict what the text is about after reading the title and the first paragraph.●Guess what kind of person John Snow was by analyzing the key words in the first paragraph.2). Skimming:●Get the students to read the passage fast . Ask them to pay attention to the first sentence in each paragraph andtry to find several key words to sum up the main idea of the whole passage.●Compare what the students have predicted with the content given by the author.●Read the passage again to get the general idea of each paragraph.Para.1: The causes of cholera.Para.2: The correct or possible theory.Para.3: Collect data on those where people were ill and died and where they got their water. Para.4: Plot information on a map to find out where people died or did not die.Para.5: Analyse the water to see if that is the cause of the illness.Para.6: Find other evidences to confirm his conclusion.Para.7: The polluted dirty source of drinking water was to blame for the cause of the London cholera.3). Scanning:●Read the passage and try to put the correct stages into the reading about research into a disease.A. draw a conclusionB. think of a methodC. collect resultsD. make up a questionE. find a problemF. analyse the resultsG. find supporting evidenceH. repeat if necessaryKeys: E→D→B→C→F→G→A●Answer some detailed questions about the passage and learn some language points:1. Wha t do you know about Dr. John Snow’s being well-known in London?(He attended Queen Victoria to ease the birth of her babies.).e.g. I may be late – I have got one or two things to attend to.Mother had to attend to her sick son .2. From what disease did Londoners suffer in his age?(They exposed themselves to cholera.).e.g. The wolf opened its mouth to expose a row of sharp teeth.Don’t expose your skin to the sun; your skin will be hurt.People in many provinces of China exposed themselves to the SARS in 2003.3. Did people know how to cure the disease?e.g Aspirin is said to be a wonderful cure for the pain.Although the boy was beyond cure, his parents tried to cure him of bad habits.4.When did Dr. Snow think the disease would be controlled?(He knew he would never be controlled until its cause was found.)e.g. The Ministry of Health has set up a program to control the spread of AIDSThe buttons control the temperature in the building5. What was the second theory explaining how the disease killed people?(People absorbed this disease into their bodies with their meals.)be absorbed in = concentrate oneg. He is absorbed in the research of Chinese history recently.absorb one’s attentioneg. Chinese history absorbs his attention recently.5.How serious was the disease outbreak in London?(The cholera outbreak was so severe that more than 500 people had died in 10 days.)e.g. He has such a severe illness that he has been in hospital.I was caught in a severe storm last night and couldn’t go back home in time.7. Did the map which Dr. Snow draw help find the cause of the disease?(The map gave a valuable clue about the cause of the disease.)e.g. -- What is the value of this 18k white gold diamond necklace?-- It cost me $2,000 (=It was worth $2,000.),but I valued the necklace at $1,000.It was a valuable diamond necklace.We never know the value of water till the well is dry.8. Where were many of the deaths in Broad Street?(Many of the deaths were near the water pump in Broad Street.)e.g. If you have a flat tyre, you will pump air into the tyre.We had a debate yesterday. The lively debate really pumped us up.9. Why did some houses have no deaths?(These families worked in the pub at 7 Cambridge Street. They were given free beer and so had not drunkthe water from the Broad street pump.)10. What did Dr. Snow think was responsible for the disease?(It seemed the water was to blame.)e.g. They blamed the secretary for the delay of the plan.The driver was not to blame for the traffic accident.He is ready to take the blame for what had happened.11. What did Dr. Snow advised the people in Broad Street do?(He told the people to remove the handle from the water pump so it could not be used.)12. What else did Dr. Snow find in another part of London that were linked to the Broad Street outbreak?(In addition, he found 2 other deaths.)e.g. The new bridge will link the island to the mainland.Compare: in addition, also, as well as, besidesIn addition to apples you asked for, I bought you some oranges.13. What conclusion did Dr. Snow tell the public?(He announced that polluted water carried the disease.)e.g. The captain announced that the plane was going to land.The army announced a cease-fire.14. What did Dr. Snow tell the water companies?(They were instructed not to expose people to polluted water anymore.)e.g. She instructed me in the use of this telephone.I've been instructed to wait here until the lecturer arrives.3. Post-reading:Work in groups of four and discuss the following questions:1).What should you do if you're traveling to a country that has a cholera outbreak according to Snow’s theory? (Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice. Eat only food that's been thoroughly cooked and is still hot, or fruit that you've peeled yourself. Avoid undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.)2.) What spirit can we find in John Snow? As a student, what should we learn from him? Step three ConsolidationListen to the tape and get a better comprehension of the passage. While listening , pay special attention to the new words and expressions as well as the sentence structures they have learned. Step four Homework1.Read the passage aloud after class.2.Prepare for comprehending and learning about language.3.Writing: What I think of John Snow.Period 2 Comprehending & learning about language.Teaching goals:1.To find the scientific report by John Snow and to further understand the passage.2.To get a better understanding of the passage.3.To discover useful words and expressions, structures.Teaching procedures:Step one Revision1.Ask some students to read the text aloud fluently.2.Check the homework exercises.Step two Comprehending1.Fill in the chart after reading the passage.2.Read the passage again and answer these questions.1). Cholera was a 19th century disease. What disease do you think is similar to cholera today?2). John Snow believed Idea 2 was right. How did he finally prove it?3). Do you think John Snow would have solved this problem without the map? Give a reason.Step three Learning about the language1.Discovering useful words and expressions.1)Choose the suitable words or expressions to complete this passage: valuable, instruct, cure, expose, look into, examine, put forward, immediately, announceLi Heping was a famous football player, but his career came to an end when he became very ill. The doctor _________ him but could not find the cause of this illness. He___________ the theory that Li Heping had been _______ to a new virus. He knew he would not be able to ____ him___________, but promised he would ________the possibility of finding one in the future. Sadly, Li Heping __________ that he would take up a new career to _______ footballers in planning for the future. At his last match he thanked his fans for their _______ support by singing the popular song: “Thanks for the memory”.2). Sometimes in English we put the verb make with a noun instead of using a simple verb; for example, make a mistake instead of to mistake. Look at these simple verbs and make another construction using make + a + noun.3). In English verbs like make are very active and useful. Try to remember them and make sentences with the following words.make a face make friends make money make up one’s way to make suremake a decision make up one’s mind make the bed make room for4). This is a report on living conditions in England in the nineteenth century. Choose the correct verb or conjunction to put into the text. Each word may be used only once.link ... to blame expose ... to testdefeat reject absorb examine severe connect…toIn the twenty-first century, educated people find it difficult to believe that living conditions in the nineteenth century ______ people ___ serious illnesses. The reports of many doctors ____illness ___ drinking polluted water. However, one hundred years ago people did not _____a disease ___ the environment. So they did not _____ the companies that supplied dirty water. The doctors found that the dirtier the water, the more ______ the illness. It was only later when people began to ________ the water and ____ its quality that they _______ the idea that cholera was_________ from the air. It was only when everybody began to attack the dirty conditions that cholera was________ and was not a problem any more.2.Discovering useful structures.1). Look at the following sentences where the past participle is used, and find two more examples in thereading passage.Examples: So many thousands of terrified people died. (Attribute)Doctor John Snow was a well-known doctor in London.John Snow told the astonished people in Broad Street.But he became inspired when he thought about helping ordinary people.(Predicative)He got interested in the two theories.Neither its cause, nor its cure was understood.2). Complete the table with phrases that have the same meaning.3). Complete the sentences using the past participle as the predicative.1.He got ______ about losing the money.2.Why do you always look so ____? Do you sleep well these days?3.I was ___________ with the film I saw last night. I had expected it to be better.4.Everybody was ________________ to hear the death of the famous film star.5.The children are really _______ about going to the zoo.6.His wound became _______with a new virus.4). Rewrite the following sentences with the past participle as attributive.1.Let’s try the bookstore that was opened last month.(Let’s try the bookstore opened last mo nth.)2. Nine out of ten women who were interviewed about the product said they liked it.(Nine out of ten women interviewed about the product said they liked it.)3. Yesterday, the President went to visit the workers who had retired.(Yesterday, the President went to visit the retired workers.)Step four Homework1.Go through the grammar items on p89 and finish Using Structures on p44.2.Finish the exercises about using words and expressions on p42.Period 3 Listening and speakingTeaching goals:1.To learn how to get required information by listening.2.Be familiar with some expressions about describing a person’s qualities.3.Practise communicating with their classmates about their futures realistically.Teaching procedures:Step one Listening:1.Lead in: A brief introduction to Fei Junrong and Nie haisheng, and then lead to the famous scientist QianXueshen.2.Explain some new words which will appear in the listening material--astronomer (天文学家), astronaut (宇航员)institute (研究所)then read the questions and ask the students to guess what this passage may be about.3.Listen to the passage twice, then let the students answer these questions.4.Play the tape once again, and check the answers together.Step two Speaking:In pairs discuss what scientific job each of you would like to choose in the future.1.These questions may help you:What job do you want to do?What education will you need? What personality will be needed?How long will the training take?What work experience would be useful?How will you prepare for this career?2.Theses expressions may help you:I always wanted to.. because…I might find it difficult to …My greatest problem will be to …Theexperience I will need is…I need to practise…I will need to be /become: patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with…3. Let the students practise it in pairs, then ask some of them to give the report.4. Show the slides of the sample conversation.Sample conversation:A : What do you want to do when you grow up?B: I want to build robots. I will have to do a physics and mathematics degree in China. After that I hope to go abroad to Reading University in England where you can study all about robots. There is a special cybernetics(控制论) department there.A: Why personality will be needed for that job?B: They have a lot of uses: for example, in making cars on a production line or doing other repetitive jobs.A: What personality will be needed for that job?B: I think I need to be patient for my ideas will take a long time to develop. I also need to be creative enough to have good ideas.A: What experience will be most useful to you?B: I think technology and engineering projects. I hope to work in a factory in my holidays.A: What kind of person makes a good inventor?B: I think someone who is happy to persevere at something and learns from his mistakes.A: Thank you. I think designing robots sounds fun.Step three Listening. (p.41)1. Some short introduction to this passage and some new words in it. New words in the listening passage:species (种类)，parrot (鹦鹉) blackbird (乌鸦)2. Read the questions before listening to the tape.3. Listen to it twice.4. Finish the exercises on p41, then check the answers.5. Show the slides of the reading text and listen again if necessary.Step 4 Homework:1. Do the listening task on P44.2.Writing: What I would like to be in the future.Period 4 Reading, writing and learning tipsTeaching goals:1.To learn about Copernicus’ revolutionary theory.2.To learn to write a persuasive essay and improve their integrating skills .Teaching procedures:Step one Pre-readingWe know the first scientist is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The chart on P.7 shows his theory.Let’s enjoy a video of Copernicus’ Revolutionary Theory.Step two While-reading1 Skimming:Read through the passage fast and try to get the main idea of the passage.2. Scanning:Scan the passage and find the experiences of CopernicusBirth: February 19, 1473Death: May 24, 1543Place of Birth: Toruń, PolandCareer:1491-1494 Studied mathematics at Kraków Academy1496 Went to Italy to study astronomy and law at the University of Bologna1497 Began observations of the Sun, Moon, and planets1514Wrote Commentariolus, an outline of his astronomical ideas, but did not circulate it widely1543Published De Revolutionibus Orbium Coelestium (On the Revolutions of the Celestial)●Read through the passage again, and tell whether the following statements are true or false.1. At Copernicus’ time, Christian Church was in charge of many western countries.2. Copernicus noticed that observed from the earth, some planets appears in front of or behind the earth.3. Copernicus didn’t show his new theory to his friends until he completed it.4. His friends were not interested in his ideas.5. Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as hefinished working on it.6. Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe.Step three Explain some language points1. Fill in the blankets with proper words.1) Mao Zedong is the great leader of the Chinese R_________.2) The Invention of the computer caused a r________ in our way of living.3) Sun Zhongsan is a great r___________ leader.4) Yuan Longping created a r___________ new way of growing rice.2. lead to: to result in 导致Your carelessness will lead to the trouble in the future.3. make sense1) to have a clear meaningNo matter how I tried to read it, the sentence didn't make sense.2) to be wise course of actionIt makes sense to take care of your health.4. spin--- spun(span)--- spinninge.g. We span the coin to see who would have first turn.I spun around to see who had spoken.5. If you don’t like Tom, you may r_____ his gift.If you don’t think the suggestion is suitable for you, you may r____ it.6. enthusiastic: be interested inShe’s very ______________________ singing.We explain our plan, and he is very___________.enthusiastic enthusiasm enthusiasticallyShe shows boundless __________ for the work.She greeted him _____________ with a kiss.She is very __________ about Eastern music.7. cautious-- cautiously :careful to avoid riskbe cautious about/of sb./sth.e.g. The bank is very cautious about lending money.My father is a very cautious driver.The guard warned me to be cautious about strangers.Step four DiscussionIf you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason. (Suggested answer:As a scientist, Copernicus was more cautious than coward. If he had published his ideas at his time, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth..)Step five Writing1. Now write a short letter asking Copernicus to publish his ideas so everyone can read them.2. Learning tips.This article is a persuasive writing, which is about changing somebody else’s point of view. When you are doing this kind of writing, you must always have some evidence to support your idea. To make this easier, you can hold discussions with your family and friends. Give your ideas and reasons to them whenever you are making choices. You may argue with them and try to persuade them. Then you will find it easier to do your persuade writing.However, when you are writing, do not forget to plan your work and put your ideas in a logical order.Now please discuss in a group of four and decide how to write this letter. Try to collect your ideas and make a plan. You can read the tips given to you in Ex.3 on page 7.Here is a plan:Beginning: Tell Copernicus who you are and why you want him to publish his ideas.Paragraph 1: Reason 1 and evidence.Paragraph 2: Reason 2 and evidence.Summing up: Ask him to think again about publishing his ideas.3. Sample writingDear Nicolaus Copernicus,I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory.No matter how people oppose it, time will show if your ideas are right or wrong.So I hope you will feel you can publish your new theory.Yours sincerely,(your name)Step six Homework1. Write down your persuasive essay on your exercise books.2. Review the whole unit and prepare for the dictation.Period 5 Summing up & AssessmentTeaching goals:1.To know about what they have learned in this unit.2.To check their work and give a self-assessment.Teaching procedures:Step one Revision1. Have a dictation of the words and expression learned in this unit.scientific conclude repeat defeat attend expose control blame immediately announce complete cautious put forward draw a conclusionin addition link…to apart from lead to make sense point of view2. Translate the following sentences(p42)1) 除了公园以外，这个夏天我就没有出过公寓。

Unit One Great ScientistsI．Teaching Goals:1. Enable the Ss to familiar with some famous scientists and theircontributions.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 eachpara./ part & each passage .II．Difficult points1. How to grasp the main idea of each paragraph / part & eachpassage.2. How to help the Ss use what they‟ve learnt to do first aid treatmentfor burns correctly.III．Teaching methods1. Skimming & scanning methods to make the Ss get a goodunderstanding of the text.2. Discussion methods to make the Ss understand what they‟velearned in class.3. Pair work of group to get every student to take part in theteaching-and-learning activities.4. Competition and role-play method to arouse the Ss‟ interestIV. Teaching AidsBlackboard, recorderV. Teaching process:Step 1. Organize the classStep 2 .Lead inStep 3. Pre-class task:1) Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2) Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.3) Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 4. Language Points:1. attenda. be present at 出席He decided to attend the meeting himself.b. look after 照料The nurses attended me carefully when I was in hospital.c. deal with 处理The lawyer said that he would attend to the matter.2. expose v.(1)to make visible 暴露“expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.(2) to reveal the guilt or wrong doing of …揭露;揭发He exposed their plot.他揭穿了他们的阴谋.expose sth. to the light of day把某事暴露于光天化日之下3. every time是连词,引导时间状语从句,意为“每次,每当”,如:Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:I will give the letter to him immediately I see him.我一见到他就把这封信给他.4. Phrases of …control‟He was in control of the car.be under the control of…get / be out of control; lose control5.suggest1）建议,提议，提出suggest doing sth.o ne‟s doing sth.that 从句（虚拟语气，should）2)表明，暗示(that从句不用虚拟语气)Eg. 我建议坐火车旅行。

【教学设计】根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤：Learning Aims教师用课件展示教学目标，教师解读目标，从而使学生明确本节课的三维目标。

设计意图：使学生了解本节课的三维目标，为随后的阅读做好铺垫，让学生的学习具有目的性。

Step1. Lead in通过图片形式，让学生猜测熟悉的科学家名字及他们的贡献。

设计意图：通过这个活动，激发学生学习动机，调动其主观能动性，完成此任务将使学生学到知识、尝到乐趣、受到鼓舞。

Step 2.Fast reading打乱John Snow 做科学调查的步骤，让学生快速浏览课文，还原正确的步骤。

设计意图：学生快速阅读，把握每段的大致意思和主旨大意，目的是使学生掌握快速阅读的技巧。

Step 3.Careful Reading1.学生分段阅读课文，找出一些详细信息，更深入地理解课文，回答针对每个段落所提出的问题，为之后的归纳总结与复述打下基础。

2.让学生针对本环节的任务（在学案上）逐一阅读段落，搜寻答案。

3.对John Snow 分析的地图详细理解，并在课件中呈现地图图片，并让学生了解并解释当时的霍乱分布情况及产生的原因。

设计意图：通过再次阅读，充分理解课文，并把握文中的细节，能够有效地培养学生自主学习的能力，并进一步加深对科学研究的步骤和措施。

Step 4. Presentation通过课本中提供的地图，让学生在理解课文后自己组织语言，描述通过地图John Snow 是如何研究霍乱，以及是如何得出结论的。

设计意图：通过学生上台阐述地图的内容等，让学生真正理解并完成课文中实验步骤的梳理，同时提高学生口语表达能力。

Step 5 .Group work and Discussion“W h y d i d t h e a u th o r u se‘d e f ea t’i n th e t i tl e,a n d w h at sh ou l d you do when you meet with difficulties?”小组合作，讨论交流，并由组长调动组内成员积极发言，并汇集整理观点。

课外作业可以帮助学生拓展并巩固课堂知识，又是对已知信息进行补充和延伸。

让学生查找并欣赏知识点，既能避免枯燥的语法学习，调动学生学习的自主性，又能确保学生语言输出的正确性和有效性。

1. Please find the new (or difficult) sentence structures and phrases in the text.2. Search the Internet (or ask for help from your parents, friends) for more information about how to prevent diseases in our daily life and write them down..6.教学评价设计评价内容：1、自我评价表Name: ________________ Date: ___________________How long did you spend finishing it?Can you understand the passage easily?How many times did you read?Did you consult dictionaries or turn to reference books?Did you study with classmates?How did you feel about the passage you read? Were you exciting or dull?What in this text is difficult to you?2：小组活动评价表Criteria to be assessed A B C D EParticipate in group discussionVolunteer for group activitiesContribute materials, ideas and suggestionsListen to other’s ideasGive others a chance to talkCompletes assigned tasks on timeTake chance to speak to the whole class评价方法：在本节课中，主要采取自我评价及小组评价相结合的方法对学生的自主阅读进行评价。

Unit 1 Great Scientists教学设计I went to see a doctor and he gave me some medicine。

Do you know who discovered penicillin。

the first tic。

(Teacher asks for students' answers and gives some background n on Alexander Fleming)学生活动XXX.XXX教师活动T: Now。

let's read the passage about great XXX the students to read it carefully)学生活动XXX.Practice教师活动T: Please work in groups of three or four and discuss XXX the passage)学生活动XXX.n教师活动T: Now。

let's summarize what we have learned today。

Please write down three things you have learned from this passage。

(Teacher gives some time for students to write down their summaries)学生活动XXX.Assessment教师活动T: Please hand in your summaries。

I will check them andgive you XXX' understanding of the passage)学生活动XXX.Scientific Report: Examining a New IdeaStep 1: Quick ReadingPara 1: Identifying the ProblemThe first XXX the problem。

Unit 1Great scientistsBrief Statements Based on This UnitThis unit centers on Great scientists, including some scientists both at home and abroad like John Snow and Copernicus.The students should be encouraged to practise talking about these scientists.The whole unit can be divided into seven parts: warming up, reading, listening and speaking, language focusing, reading and writing, grammar, and assessment.In warming up, there is a quiz for the students to do, which will arouse the students’ interest in knowing about the famous scientists and help the students to know science is very important in our daily life.Group discussion and brainstorming will be used in this period to help the students to communicate with each other using their previous knowledge.In the reading passage, the students will learn about John Snow, who defeats“King Cholera”, and get a general idea about how to examine a new scientific idea.This will help the students to form their own attitude towards science.In learning about language, the students are encouraged to learn the following words and expressions: engine, characteristic, radium, theory, scientific, examine, conclude, analyze repeat, defeat, attend, expose, cure, control, absorb, severe, valuable, blame, immediately, handle, announce, instruct, virus, construction, contribute, positive, movement, backward, complete, enthusiastic, spin, reject, view, steam engine, put forward, draw a conclusion, in addition, link...to..., be strict with, lead to, make sense, point of view.While practising using the language, the students will learn about Copernicus’ Revolutionary Theory, and their skills of reading, speaking and writing will be improved.In listening and speaking, more chances will be given to the students to learn about other scientists and their spirit.The students are encouraged to make up their mind to make contributions to science.The students will be asked to write a letter to Copernicus on the basis of the understanding of the text.The letters are sure to be full of imagination and creativity.Assessment will help the students to look back what they have learned and focus on the difficult and important points.So, this unit will be divided into seven periods as follows:Period 1Welcome to the UnitPeriod 2ReadingPeriod 3Listening and SpeakingPeriod 4Reading and WritingPeriod 5 GrammarPeriod 6Language FocusingPeriod 7AssessmentKnowledge aims:Key words in this unit: engine, characteristic, radium, theory, scientific, examine, conclude, analyze, repeat, defeat, attend, expose, cure, control, absorb, severe, valuable, blame, immediately, handle, announce, instruct, virus, construction, contribute, positive, movement, backward, complete, enthusiastic, spin, reject, view.Key phrases in this unit: put forward, know about, look into, in addition, prevent sth.fromdoing, lead to, make sense, punish sb.for, suggest doing sth.steam engine, draw a conclusion, link...to..., be strict with, lead to, point of view.Key sentence patterns:1 But he became inspired when he thought about helping ordinary people exposed to cholera.2 He got interested in two theories explaining how cholera killed people.3 Only if you put the sun there did the movements of the other planets in the sky make sense.Grammar in this unit:Past participle used as attribute and predicativeAbility aims:1.To talk about great scientists and their great achievements.2.To guess what will be talked about in the listening materials.3.To improve their reading skills.4.To learn to use past participle as attribute and predicative.Emotion aims:To encourage the students to learn about some great scientists and their great achievements and how science helps to improve our society and change our life.Meanwhile, inspire the students to learn from the scientists and form their positive attitude towards science.Period 1Welcome to the UnitThe General Idea of This PeriodThe uni t centers on“great scientists”.This is the first period of this unit.During this period, the students should be encouraged to give their previous knowledge of some of the famous scientists, participate in the activities in class and try to get more information from the discussion.They will take part in different forms of activities, including pair work, group work, competition, and quiz.Group competition will be carried out all through the class.Words and expressions in this unit will help the students to talk about the topic“great scientists”.So at the beginning of this period, the teacher should spend some time training the students to read them and help the students pronounce them correctly.The students are encouraged to learn the new words in groups by themselves, using dictionaries and other reference books.Then more time should be given to the students to get familiar with the words and stly, several sentences will be given to the students to help them to know how to use some of the phrases.This unit is about“great scientists”, so from the very beginning, the teacher can encourage the students talk about their dreams in the future.Then the teacher can let the students brainstorm something about great scientists.The students are free to say anything that they know.The students will be quite interested in this topic.This activity gives the students a chance to express their feelings about their favorite scientist.At the same time, this activity can stir the students’ enthusiasm in science.Then the teacher can have the students match the famous scientists with their discoveries, inventions or theories, making sure that they have some common sense about some world-famous scientists.Later the students will be divided into several groups, describe one of the great scientists and let other students guess who he or she is talking about.In this way, the students should learn to organize their own sentences and express their ideas clearly.After that, the students will feel comfortable to do the quiz in the text.The students should beencouraged to give more information about these ten scientists.Meanwhile, the students’ interest in scientists and science should be cultivated.So two topic discussion questions, as well as the practice exercises are designed.The post-class activities are designed to arouse the students’ interest in science and encourage them to“DIY—do it yourself” in their daily life if they have some doubt in some areas.T eaching Important PointsHave the students discuss great scientists.Encourage the students to hold their views about their future career.Understand and learn the following words and expressions: engine, characteristic, radium, theory, scientific, examine, conclude, analyse, repeat, defeat, attend, expose, cure, control, absorb, severe, valuable, blame, immediately, handle, announce, instruct, virus, construction, contribute, positive, movement, backward, complete, enthusiastic, spin, reject, view, steam engine, put forward, draw a conclusion, in addition, link...to..., be strict with, lead to, make sense, point of view.T eaching DifficultiesWhat can we learn from the scientists?What should we do in our daily life to develop our interest and love for science?T eaching AidsCAI equipment with a Multi-media classroom and other normal teaching tools.Three Dimensional T eaching AimsKnowledge AimsLearn something about some famous scientists in the world.Know about the outstanding discoveries, inventions and theories from some well-known scientists.Try to understand and learn the important words and expressions.Ability AimsDevelop the students’ ability of speaking.Encourage the students to give more information about the great scientists.Emotional AimsEncourage the students to learn more about the great scientists and learn from them.Help the students to form the good habit in learning and encourage the students to take part in social practice.Help the students to realize that it is scientific spirit that makes those scientists successful.Encourage the students to develop their love for science.T eaching ProcedureStep 1 GreetingTeacher: Hello, everyone.Teacher: Hello, Mr.../Ms...Step 2 Lead inT: I’m very glad to see you all here.After a long holiday, all of you look energetic and happy.I hope that we will work hard together happily all through the year.I do believe that a bright future is waiting for you.We are sure to realize our dreams in the near future.By the way, I’d like to know what you would like to be in the future.Let me share your dreams.Anyone who gives your idea will get a star for your group.Ready?Go!S: I admire Y ang Liwei very much, who is a great honour to our motherland.I’d like to be an astronaut like him.T: Y eah, the spacecraft, Shenzhou V, orbited the earth 14 times in 21 hours, making China the third country to have successfully sent an astronaut into space.I hope you will realize your dream.S: I want to be a doctor.I hope I’ll be an outstanding one and be expert in finding cures for different kinds of cancers.T: That’s a good idea.There are so many patients with cancers in the world, who are suff ering a lot.Thank you!S: I want to be an English teacher like you.For one thing, I like English very much; for another, you are not only strict with us but also patient with us.Y ou are just our friends and maybe more than our friends sometimes.T: I’m really glad to hear that.It’s my great honor to be your friends and I like my job very much.S: I’d like to be an expert in environment.Y ou see, with the development of industry, our globe is seriously polluted.Dirty water, polluted air, and loud noise make our living conditions worse.I think we should leave a beautiful world to the next generation.T: Y es, someone predicted that the last drop of water in the world would be the tear of human being’s.I think all of us should pay attention to our environment, and make our contributions to improving the environment.S: I’m so interested in physics.And I have read Stephen Hawking’s A Brief History of Time twice.I hope I will be a scientist like him.As we all know, the development of our society will go hand in hand with the development of science.T: Y eah, I can’t agree with you more.Science plays an i mportant part in the development of our society.There are so many examples in the history of human beings.Ss: ...T: I’m so glad to share your dreams.Y our ambition and careful thoughts really leave a good and amazing impression on me.I like them.In this unit, you will learn something about“Great scientists”.Maybe you will know what you need in your efforts to realize your dreams after we talk about some world-famous scientists.Before we come to“Warming up”, I’d like you to come to the new words in this unit, which will help you to learn this unit.Step 3 Word puzzlesT: Open your books and turn to Page 92.Let’s read the words and expressions together.(Let the students read the words and expressions together.Help them pronounce the new words and expressions ter give them some time to practise reading and remember some easy and important ones.Give more help to those who are poor in pronunciation.) T: Here are some definitions of some of the words from this unit.Please work in pairs and match the words with their definitions.(group competition)Words Definitions or explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once; without delayD.immediately 4.look at...carefully in order to learn about or from...plete 5.of great value, worth or useF.valuable 6.having all its parts; whole; finishedG.announce 7.make knownH.control e or bring to an endI.positive 9.power to order or directJ.conclude 10.quite certain or sureT: Now, let’s check the answers.A—4, B—2, C—1, D—3, E—6, F—5, G—7, H—9, I—10, J—8. Y ou have done a good job.I will give you some more minutes to go over all the words and expressions and then fill in the blanks with proper forms of some of them from this unit.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 m any breakthroughs.8.Have you drawn any conclusion after you read this passage?T: Well done.So much for the learning of the new words and expressions.Step 4 BrainstormingT: Now let’s come to the title of this unit Great scientists.When we talk about g reat scientists, what will come into your mind(s)?We will go on our competition.S1: Madame Curie, who got two Nobel Prizes, one for physics and the other for chemistry, is really outstanding among all the women scientists.S2: It reminds me of the great inventor named Thomas Alva Edison and one of his famous sayings“Genius is one percent inspiration and ninety-nine percent perspiration.”S3: Y es, we lead a better life now with the help of science.Without Edison, maybe now we are still living in a dark world.They really make our life easier and more comfortable.S4: I also think of one of the quotes from Albert Einstein, “Imagination is more important than knowledge.”S5: All the scientists are devoted to the career that they choose, and they set good examples to us in our work.S6: Take all the scientists for example, if we want to be successful in the future, we should not only learn something from our textbooks, but also take part in social practice and get close to nature to learn more about it.S7: I like plants very much.I just think of the two key scientists in the field of botany, Carl Linnaeus and Joseph Banks.The former one laid the foundation for the classification of plants, while the latter one also made great contributions to the development and direction of botany.Ss: ...T: I’m glad to see that you have a great deal of previous knowledge of famous scientists in the world.Step 5 Previous knowledgeT: Now let’s match some of the great scientists with their famous discoveries, inventions or theories.Let me see who is the quickest in mind and action and can get all the answers correct.Famous scientists Discoveries/Inventions/TheoriesA.Isaac Newton 1.Evolution (进化论)B.Charles Darwin 2.Discovery of Radium（镭）C.Madame Curie 3.Newton’s LawD.Albert Einstein 4.Electric bulbE.Thomas Alva Edison 5.Theory of RelativityF.Nicolaus Copernicus 6.SeismographG.Stephen Hawking7.A Brief History of TimeH.Zhang Heng8.The earth moves around the sun.(Check the answers with all the students: A—3, B—1, C—2, D—5, E—4, F—8, G—7, H—6.)T: Since you have a better understanding of some of the great scientists, let’s play a game. Please work in groups and describe one of the great scientists, and then let other students guess who you are talking about.Group 1: In the eighteenth century, there lived a great scientist who conducted a number of experiments in which he showed what electricity is.Once he did a famous kite experiment on a stormy day, and proved that lightening and electricity are the same thing.S: Benjamin Franklin.Group 2: It is said that this English gentleman was sitting in his garden one day when suddenly he was hit by a falling apple.The story is probably not true, but this man did mention that he got one of his best-known ideas while watching apples fall from a tree.His name makes you think that he was not too interested in old things.He discovered the force of gravity, and he drew up a system of how objects move.His laws for motion are still used in physics today, at least in schools and universities.S: Sir Issac Newton.Group 3:Food is what sets this great mind on fire.Rice, to be exact.This great mind has spent most of his life looking for ways to help farmers grow more rice so that all of us will have enough food to eat.He is known as the father of modern rice, but because of his long friendship with all the farmers in China, he w ould rather be known as“the farmer”.S: Y uan Longping.Group 4:He was born on 8 January 1942 in Oxford, England.He has worked on the basic laws which govern the universe.He showed that Einstein’s General Theory of Relativity implied space and time would have a beginning in the Big Bang and an end in black holes.He has three popular books published: his best seller A Brief History of Time, Black Holes and Baby Universes and Other Essays and most recently in 2001, The Universe in a Nutshell.S: Stephen Hawking.Ss: ...T: Well done.Step 6 QuizT: Y ou have already known some information about some of the great scientists.Now let’s do a quiz, trying to find out who these scientists are.Quiz Questions1.Which scientist discovered that objects in water are lifted up by a force that helps them float?2.Who wrote a book explaining how animals and plants developed as the environment changed?3.Who invented the first steam engine?4.Who used peas to show how physical characteristics are passed form parents to their children?5.Who discovered radium?6.Who invented the way of giving electricity to everybody in large cities?7.Who was the painter that studied dead bodies to improve his painting of people?8.Who invented a lamp to keep miners safe underground?9.Who invented the earliest instrument to tell people where earthquakes happened?10.Who put forward a theory about black holes?Check the answers with the students.1.Archimedes2.Charles Darwin3.James Watt4.Gregor Mendel5.Madame Curie6.Faraday7.Leonardo davinci8.Humphrey Davy9.Zhang Heng 10.Stephen HawkingT: Please work in groups and have a discussion to find as much information as possible about these ten great scientists.(The teacher had better join in the discussion and give them some guidance whenever necessary.After the discussion, ask some students to give a short report about what the group have discussed.)(Refer to the information about these scientists below, and various answers are possible.) Step 7 PracticeT: Today we have learned a lot about great scientists in the world.We can learn from them to live our dreams.And we teachers are too willing to help you.In your opinion, what should our school /teachers/students do to tap the students’ potential?S: Our school should give the students more chances to take part in social practice.S: Our teachers should help the students use their imaginations.S: We students should solve the problems on our own.(Ask more students to give their opinions.The teacher should encourage them, join them, praise them, and make comments on their ideas.)Step 8 Discussion (Group Competition)T: Y our ideas are so wonderful and amazing.I admire them very much.Now let’s come to our topic.Topic 1: What can you learn from these scientists?Topic 2: What qualities should we have to be a successful man?(Give the students several minutes to have a discussion.Then let them have a group competition.)Step 9 Summing upT: In this period, we have talked a lot about great scientists.Y ou have a lot of previous knowledge and you are full of imagination and creativity.Those scientists set good examples to us.And I think all of us are happy about learning more of them.After class, it’s better to read some books about them and you can surf the Internet to get more information.And I’d like you to ma ke a“Scientists Album”in the following week.The Design of the Writing on the BlackboardUnit 1Great scientistsPeriod 1Welcome to the UnitBrainstormingResearch and ActivitiesDIY1.Cover a glass of water with a piece of thick paper.Put one hand on the paper and turn the glass upside down.Slowly take your hand away.What happens?Why?2.Fill one glass with fresh water and another glass with salt water. Put an ice cube in each glass.What happens?Why?3.Find out as many famous sayings from those scientists as possible.Reference for T eaching1.Charles Darwin was born in Shrewsbury(shropshire) to a moderately wealthy family with a strong intellectual heritage.His grandfather, Erasmus Darwin, was a physician, poet and biologist who laid some of the gr oundwork for the grandson’s revolutionary ideas.Charles attended Christ’s College at Cambridge with initial thoughts of entering the clergy, but soon took up studies in biology, zoology and geology.From 1831 to 1836, he served as a naturalist aboard the HMS Beagle on its scientific mission to South America and the Pacific.Back in England, he published a series of scientific treatises which established his reputation as one of the prominent thinkers of his day.From 1842 onwards, he lived on a country estate in Kent and pursued his studies among its gardens and livestock.By 1844, he had written the initial draft of his groundbreaking treatise on evolution and natural selection.However, he left this work unpublished for several years, preferring to refine and elaborate its core ideas.In 1858, he read a forthcoming paper by a fellow scientist Alfred Russell Wallace whose thesis closely paralleled Darwin’s own unpublished ideas, an event which pushed Darwin to go public with his own research.Both Wallace’s and Darwin’s papers were presented to the Linnean Society in a famous July, 1858 meeting. Darwin published The Origin of Species by Means of Natural Selection in 1859, sparking decades of contentious debate which ultimately led to the universal scientific recog nition of Darwin’s thesis.In later years, he developed his ideas further in monographs on different types of plant and animal life.Notes:Shrewsbury: 什鲁斯伯里[英国英格兰西部城市]physician: 内科医生(注意区分physicist, 物理学家)revolutionary: 创新的HMS: （英国）皇家海军舰船(Her/His M ajesty’s Ship)treatises: 论文2.Stephen William Hawking was born on 8 January 1942 (300 years after the death of Galileo) in Oxford, England.His parents’ house was in north London, but during the Second World WarOxford was considered a safer place to have babies.When he was eight, his family moved to St Albans, a town about 20 miles north of London.At eleven Stephen went to St Albans School, and then on to University College, Oxford, his father’s old college. Stephen wanted to do Mathematics, although his father would have preferred medicine.Mathematics was not available at University College, so he did Physics instead.After three years and not very much work he was awarded a first class honours degree in Natural Science.Stephen then went on to Cambridge to do research in Cosmology, there being no-one working in that area in Oxford at the time.His supervisor was Denis Sciama, although he had hoped to get Fred Hoyle who was working in Cambridge.After gaining his Ph.D.he became first a Research Fellow, and later on a Professorial Fellow at Gonville and Caius College.After leaving the Institute of Astronomy in 1973 Stephen came to the Department of Applied Mathematics and Theoretical Physics, and since 1979 has held the post of Lucasian Professor of Mathematic s.The chair was founded in 1663 with money left in the will of the Reverend Henry Lucas, who had been the Member of Parliament for the University.It was first held by Isaac Barrow, and then in 1663 by Isaac Newton.Stephen Hawking has worked on the basic laws which govern the universe.With Roger Penrose he showed that Einstein’s General Theory of Relativity implied space and time would have a beginning in the Big Bang and an end in black holes.These results indicated it was necessary to unify General Relativity with Quantum Theory, the other great Scientific development of the first half of the 20th Century.One consequence of such a unification that he discovered was that black holes should not be completely black, but should emit radiation and eventually evaporate and disappear.Another conjecture is that the universe has no edge or boundary in imaginary time.This would imply that the way the universe began was completely determined by the laws of science.His many publications include The Large Scale Structure of Spacetime with G F R Ellis, General Relativity: An Einstein Centenary Survey, with W Israel, and 300 Y ears of Gravity, with W Israel.Stephen Hawking has two popular books published: his best seller A Brief History of Time, and his later book, Black Holes and Baby Universes and Other Essays.Professor Hawking has twelve honorary degrees, was awarded the CBE in 1982, and was made a Companion of Honour in 1989.He is the recipient of many awards, medals and prizes and is a Fellow of The Royal Society and a Member of the US National Academy of Sciences.Stephen Hawking continues to combine family life (he has three children and one grandchild), and his research into theoretical physics together with an extensive programme of travel and public lectures.3.Humphry Davy, a woodcarver’s son, was born in Penzance in 1778. After being educated in Truro, Davy was apprenticed to a Penzance surgeon.In 1797 he took up chemistry and was taken on by Thomas Beddoes, as an assistant at his Medical Pneumatic Institution in Bristol.Here he experimented with various new gases and discovered the anesthetic effect of laughing gas (nitrous oxide).Davy published details of his research in his book Researches, Chemical and Philosophical (1799).This led to Davy being appointed as a lecturer at the Royal Institution.He was a talented teacher and his lectures attracted large audiences.In 1806 Davy published On Some Chemical Agencies of Electricity. The following year he discovered that the alkalis and alkaline earths are compound substances formed by oxygen unitedwith metallic bases.He also used electrolysis to discover new metals such as potassium, sodium, barium, strontium, calcium and magnesium.Davy was now considered to be Britain’s leading scientist and in 1812 was knight ed by George Ⅲ.With his assistant, Michael Faraday, Davy travelled abroad investigating his theory of volcanic action.In 1815 Humphry Davy invented a safety lamp for use in gassy coalmines, allowing deep coal seams to be mined despite the presence of firedamp (methane).This led to some controversy as George Stephenson, working in a colliery near Newcastle, also produced a safety lamp that year.Both men claimed that they were first to come up with this invention.One of Davy’s most important contributions to history was that he encourage manufacturers to take a scientific approach to production.His discoveries in chemistry helped to improve several industries including agriculture, mining and tanning.Sir Humphry Davy died in 1829.4.Leonardo da Vinci(b.1452, Vinci, Republic of Florence [now in Italy]—d.May 2, 1519, Cloux, Fr.), Italian painter, draftsman, sculptor, architect, and engineer whose genius, perhaps more than that of any other figure, epitomized the Renaissance humanist ideal.His Last Suppe (1495-1497) and Mona Lisa (1503-1506) are among the most widely popular and influential paintings of the Renaissance.His notebooks reveal a spirit of scientific inquiry and a mechanical inventiveness that were centuries ahead of his time.5.Madam Curie is a French professor of physics.She was born in Poland in 1867.In 1891 she went to study in Paris University because at that time women were not admitted to universities in Poland.When she was studying in Paris, she lived a poor life, but she worked very hard.In 1895 she married Pierre Curie, and then they worked together on the research into radioactive matter.They discovered two kinds of radioactive matter—polonium and radium.In 1904 she and her husband were given the Nobel Prize for physics.In 1906 Pierre died, but Marie went on working.She received a second Nobel Prize for Chemistry in 1911.So she became the first scientist in the world to win two Nobel Prizes.6.James Watt: British engineer and inventor who made fundamental improvements in the steam engine, resulting in the modern, high-pressure steam engine (patented 1769).7.Gregor Mendel was an Austrian botanist and founder of the science of genetics.Through years of experiments with plants, chiefly garden peas, he discovered the principle of the inheritance of characteristics through the combination of genes from parent cells.8.Archimedes: Greek mathematician, engineer, and physicist.Among the most important intellectual figures of antiquity, he discovered formulas for the area and volume of various geometric figures, applied geometry to hydrostatics and mechanics, devised numerous ingenious mechanisms, such as the Archimedean screw, and discovered the principle of buoyancy.9.Michael Faraday (September 22, 1791—August 25, 1867) was a British scientist(a physicist and chemist) who contributed significantly to the fields of electromagnetism and electrochemistry. He also invented the earliest form of the device that was to become the Bunsen burner, which is used almost universally in science laboratories as a convenient source of heat.Michael Faraday was one of the great scientists in history.Some historians of science refer to him as the greatest experimentalist in the history of science.It was largely due to his efforts that electricity became a viable technology.The SI unit of capacitance, the farad(symbol F) is named after him.。