人教新课标高中英语必修五同步教案：Unit 1 Great Scientists The Second Period Extensive Reading [ 高考

高中高三英语必修五unit1教案：Great scientists 教学目标:1. 了解并掌握本单元的词汇和短语。

2. 了解并掌握本单元的语法项目。

3. 能够描述和介绍科学家的生平和贡献。

4. 能够能听会说，并能够流利地进行有关科学家的讨论和交流。

教学重点:1. 本单元的重点词汇和短语。

2. 本单元的语法项目：定语从句。

教学难点:1. 如何提高学生的听说能力，能够流利地进行有关科学家的讨论和交流。

教学准备:1. 多媒体设备。

2. 相关的教学课件、PPT等。

3. 有关科学家的相关材料和实例。

教学过程:Step 1: 导入新课1. 导入新课之前，通过出示一些著名科学家的图片，激发学生对科学家的兴趣和好奇心，引导学生们谈论一谈他们所了解的科学家，并能表达自己的观点和认识。

2. 教师可以使用一些提问来启发学生，并提高他们的参与度：Who is your favorite scientist? Why? Have you ever read any books about scientists? What do you think makes a scientist great?Step 2: 新课内容呈现1. 教师通过投影片或黑板等方式呈现本单元的新词汇和短语，帮助学生掌握并记忆这些词汇和短语。

2. 教师通过多媒体设备，播放一部分科学家的介绍视频，以激发学生的兴趣，并让学生能够对科学家的生平和贡献有一个初步了解。

Step 3: 语法项目讲解1. 教师通过PPT或其他方式，向学生介绍和讲解本单元的语法项目：定语从句。

教师可以使用一些例句和练习来帮助学生理解和掌握这一语法项目。

2. 教师可以使用一些案例分析来帮助学生更好地理解和运用定语从句。

例如，让学生根据所给信息写一篇关于自己喜欢的科学家的简介，要求使用定语从句。

Step 4: 听说训练1. 教师可以通过一些听力材料，让学生听一些关于科学家的讲述，并要求学生根据听到的内容，回答一些问题。

【导语】增加内驱⼒，从思想上重视⾼⼆，从⼼理上强化⾼⼆，使战胜⾼考的这个关键环节过硬起来，是“志存⾼远”这四个字在⾼⼆年级的全部解释。

⽆忧考⾼⼆频道为正在拼搏的你整理了《⾼⼆英语必修五《Unit 1 Great scientists》教案》希望你喜欢！教案【⼀】 教学准备 教学⽬标 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. 教学重难点 1. Words and expressions in this unit 2. Previous knowledge of some of the famous scientists 3. Comprehending the text 教学过程 【导⼊】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... plete 5.of great value, worth or use F.valuable 6.having all its parts; whole; finished G.announce 7.make known H.control e or bring to an end I.positive 9.power to order or direct J.conclude 10.quite certain or sure 【讲授】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 andeducation”.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. 【讲授】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. 【活动】Share　the　outcome Students share their article orally and discuss whether they have used some good and advanced expressions. 【练习】Consolidation 完成句⼦ (1)爱因斯坦被认为是⼆⼗世纪最伟⼤的科学家之⼀。

Unit 1 Great scientistPart Two: Teaching Resources第二部分：教学资源Section 1: A text structure analysis of JOHN SNOW DEFEATS “KING CHOLERA”I. Type of writing and summary of JOHN SNOW DEFEATS “KING CHOLERA”II. A diagram of the text JOHN SNOW DEFEATS “KING CHOLERA”III. A retold version of the text JOHN SNOW DEFEATS “KING CHOLERA”Being a doctor, John Snow attended the sick to ease the pains of his patients. He then became inspired to help people exposed to cholera, the most deadly disease. He wanted to use his knowledge to help solve the problem. He tried to find the cause. He got interested in looking for the source of the disease. Some people then thought that the germs of this cholera must be multiplying in the air, without reason. They guessed that a cloud of gas full of the germs might float around finding its victims. There were other people who thought that the germs were absorbed into the body with the meals. They attacked the body.John Snow was one of those who believed in the second theory. He set out to test his idea. He found in the end that cholera germs were spreading through drinking water. He gathered information, found out the polluted water. He marked his findings on the map. He told the public that the germs in the water were to blame. By removing germs from the meals, John Snow helped to slow down the spread of cholera. And people were finally prevented from this deadly disease.2 / 2。

Unit 1 Great scientistsPeriod OneTeaching aims:1.Promote the Ss to know sth. about great scientists.2. Learn some new words and expressions.3. To examine a new scientific idea.4. Comprehension.Main points:Warming up and Reading passageDifficult points: ComprehensionTeaching procedures:Step 1. Warming up1. Show the Ss some pictures of great scientists and ask them to talk about them.2. The Ss discuss in groups and walk along to offer them help if needed.3. Work out their answers by themselves.4. Check their answers.Step 2. Pre-reading1. The Ss discuss the stages in examining a new scientific idea in pairs by asking the questions in the pre-reading.2. Ask the Ss to put them in order and get their answers.Step 3. Reading passage1. Let the Ss go over the passage and try to find the hard words, expressions and sentences they have.2. Explain the difficulties.3. Ask the Ss to read the passage more carefully and then try to complete the chart in the comprehending by discussing in groups.4. Choose some Ss to answer the questions in the comprehending.5. Ask the Ss to choose one of the paragraphs to read aloud fluently.Step 4. HomeworkRead the passage again and go over Learning about language.Period TwoTeaching aims and demands：1. Discover the useful words and expressions.2. Learn and improve the use of useful words and expressions.Main points:Learn to use the words and expressions that the Ss discover. Difficult points: Improve the use of the words and expressions. Teaching procedures:Step 1. Learning about language1. Discover the useful words and expressions in this unit in groups of four.2. Ask the Ss to show their results to the class.3. Ask them to study the words and expressions in Ex.1.4. Ss have a discussion and do the exercises.5. Check their answers.6. Change the verbs into nouns and make sentences by using “make a …” Step 2. Using words and expressions1. Make sure the Ss know the words and expressions.2. Let the Ss work in groups to complete the blank in Ex.1.3. Check their answers.4. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.Step 3. Words learning1. Show the Ss a list of prefixes to talk about them.2. Ask them to work in groups to find some words with the prefixes and study their meanings.3. Let them show their results to the class.4. Walk around the class to give them help if needed.Step 4. Study the use and meanings of suggest1. Study the meaning of suggest by looking the dictionary entry.2. Match the meanings with the sentences on the right in Ex.4.3. Check their answers.Step 5. HomeworkWrite down the translation Ex.2, 4, 6 and 7 in the exercise book.Period ThreeTeaching aims and demands:1. Discover the useful structure.2. Learn to use the grammar of past participle.3. Enable the Ss understand the past participle using as attribute and predicative.Main points:Learn the usage of the past participle using as attribute and predicative.Difficult points:Use the useful structure.Teaching procedures:Step 1. RevisionReview the past participle of some verbs.Step 2.1. Look at the chart and study the phrases.Past participle as the attribute and the predicative(1) terrified people(2) reserved seats(3) polluted water(4) a crowded room(5) a pleased winner(6) children who look astonished(7) a vase that is broken(8) a door that is closed(9) the audience who feel tired(10) an animal that is trapped3. Ask the Ss the following questions:(1) What kind of words before the past participles?(2) What kind of words after the past participles?4. Ask the Ss find the sentences using the past participle in the reading passage.5. Ss have a discussion and complete the chart with the same meaning of the phrases above.6. Ss show their results to the class.7. Complete the sentences in Ex.3.Step 3. Using structure1. Make sure the Ss know the words and the discuss in groups to finish the sentences using past participle.(Ex.1)2. Rewrite the sentences into one sentence using the past participle as the attribute or predicative.3. Check their answers.Step 4. HomeworkWrite down 1, 3, 5, 7 of Ex.2 in the exercise book.Period FourTeaching aims and demands：1. Improve the Ss listening skills.2. Know more about great scientists.Main points:Listening and speakingDifficult points:Get to know the information of listening materials. Teaching procedures:Step 1. Listening and speaking1. Listen to the tape and answer the questions.(1) What did Qian Xuesen study first?(2) What experience did he get in America that was very useful for China?(3) What was Qian Xuesen’s achievement when he returned to China from America?(4) How has he been honoured in China?(5) How did Steve honour him?Step 2. Speaking1. Ss discuss what scientific job they will do in the future in pairs by using the questions and expressions on Page 6.2. Ask some Ss to talk in class.Step 3. Listening and talking1. Play the tape for the Ss to listen and finish the exercises in the workbook, pause from time to time if needed.2. Check their answers.3. Work in pairs. Imagine you are going to meet a specialist about a newly-found flower by using the useful sentences on Page 42.Step 4. Listening task1. Play the tape for the Ss to get the information of the listening task.2. Check their answers.Step 5. HomeworkPrepare the reading task.Period FiveTeaching aims and demands：Improve the Ss reading skills and their talent in getting the information. Main points:Reading and reading taskDifficult points:Finding the Euler path.Teaching procedures:Step 1. RevisionRevise the past participle used as the attribute and predicative.Step 2. Reading1. Ss read the passage as fast as they can and then draw the two theories of the universe in groups.2. Ask the Ss to show their pictures to the class.3. Ss read the passage again and find the problems they have.4. Solve the Ss’ problems.5. Discuss in pairs. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?6. Choose some Ss to share their ideas to the class.Step 3. Reading task1. Ss read the passage and answer the following questions.(1) What is odd point? (2) What is even point? (3) What rule did Euler find?2. Ss discuss in groups and try to find the answers.3. Teacher walks around to offer them help.4. Use the rule to see if you can go over the diagram, not missing any points or going over any line twice.( See figures on Page 46)5. Ss work in groups.Step 4. HomeworkWrite a short passage about Copernicus.Period SixTeaching aims and demands:1. Try to write sth persuasive.2. Learn to write a report about people.Main points：Make a plan in discussion.Difficult points：Write a passage / a report.Teaching procedures：Step 1. Writing1.Ask the Ss to read the passage again and gather some information about Copernicus.2. Plan to write a letter.Step 2. Writing taskWrite a report about your scientist, his/her life, achievements and the key to his/her success.1. Before you begin to write, remember to put your information under three headings: life, achievements and key to success.2. Plan your report like the one on P47.3. Ask them to read their plans.4. Begin to write the report.Step 3. HomeworkComplete the report and write down on the exercise book.。

人教版高中英语必修5《Unit1Greatscientists》教案人教版高中英语必修5《Unit 1 Great scientists》教案【一】教学准备教学目标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.教学重难点1. Words and expressions in this unit2. Previous knowledge of some of the famous scientists3. Comprehending the text教学过程【导入】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 explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once; without delayD.immediate 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 sure【讲授】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.【讲授】Introduction of a classic articleTeacher 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.【活动】Share the outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。

Unit 1 Great scientistsThe first period: Warming up and readingImportant points:Let students learn about some great scientists and their contributions.Get students to read the passage and know about John Snow and how he defeated “King Cholera” by using different reading skills.Difficult points:Develop students` reading ability and learn how to organize scientific research.Enable students to talk about great scientists and tell their stories.Step 1 Lead inHave a free talk with students: we have learned about many great people and some famous scientists and now look at the pictures of these great people: Isaac Newton, Albert Einstein, Stephen Hawking, Qian Xuesen, and tell their contributions.Discuss the following question in small groups: what qualities do you think a scientist should have?(persistent, determined, imaginative, careful, creative, clever, strict, patient,…… )Step 2 Warming up1. Ask students to have a discussion in pairs to try this quiz and find out who knows the most.Step 3 Pre-reading1. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in setting out a newsupporting evidence→Draw a conclusion)2. What do you know about infectious diseases? What do you know about cholera?(Infectious diseases can spread easily. They may do great harm to people. AIDS and SARS are infectious diseases. They are difficult to cure.)(Cholera(霍乱) infects people`s intestines(肠), causing diarrhea(腹泻), vomiting(呕吐) and leg cramps(腿部痉挛). The most common cause of cholera is that people eat or drink water polluted by the bacteria(细菌). A severe case can lead to death without immediate treatment.)Step 4 Reading1. Skimming: ask students to skim the text and try to find the main idea of the passage as they can.(The main idea: How John Snow collected, analyzed the data and found the cause of the disease and solved it.)2. Scanning: ask them to try to get detailed information and then choose the correct answers after reading the passage.1). John Snow became inspired when _______.A. he became a well-known doctor in LondonB. he attended Queen Victorian to ease the birth of her babiesC. he thought about helping ordinary people exposed to choleraD. he found the cause of cholera and defeated “King Cholera”2). The reason why John Snow used the map in his research was that with its help ______. A. he would not lose his wayC. he could find out what caused the outbreak of choleraD. he could find out how many people died3). Why did such houses as 20 and 21 Broad Street and Cambridge Street have no deaths? Because ________.A. people there were given free beer and they had not drunk the water from Broad Street pumpB. people there had known that the water was polluted by the dirty water from LondonC. the disease began to slow down in Broad Street and Cambridge StreetD. people in these families were much stronger than those near the Broad Street pump4). The following measures should be taken to prevent cholera except _______.A. always drinking beerB. instructing the water companies not to expose people to polluted water any moreC. examine all water suppliesD. finding new methods of dealing with polluted water.5). What made John Snow find the cause of cholera?A. Queen Victoria`s orderB. his wife`s deathC. Kindness, carefulness and good observationD. Strong determination, patience and selfishness(The answers: CCAAC)4. Answer the questions:1). John Snow believed Idea 2 was right. How did he finally prove it?(He finally proved his idea because he found an outbreak that was clearly related to the Broad Street outbreak, collected information and was able to tie cases outside the area to polluted water.)2). Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3). Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?(Three diseases, which are similar today, are SARS, AIDS and bird flu, because they are serious, have unknown causes and need public health care to solve them.)5. Fill in the blanks:How did John Snow finally defeat cholera?As the disease spread quickly, John Snow began to gather information. He marked on a map where all the dead people had lived, analyzed all the evidence and found out the polluted water was the cause. Then he suggested that the source of all drinking water should be examined.根据课文内容填空：1. Encourage students to fill in the stages of a scientific experiment at the top of each paragraph. Ask students to look at each paragraph and its heading in turn. Get them to write down the evidence or approach John Snow used in that stage to fill in2. Begin a class discussion with students by asking them the following questions:What branch of science are you using to illustrate the stage of an experiment?Did these stages fit your branch of science?Is this an approach used in your science class when you do experiments?What differences are there (if any)?Do you think these differences (if there are any) are important?Do you think this approach would work for all scientific subjects?Step 6 Consolidation1. Ask students to complete the following without referring to the textbook, using the words and phrases from the reading passage.John Snow was a famous doctor in London. There was the most deadly disease called “King Cholera” of its day. Every time there was a(n) outbreak, many people died. John Snow wanted to face the challenge and solve this problem. He knew that it would never be controlled until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera multiplied in the air. The second suggested that people absorbed this disease into their bodies with their meals. John Snow suspected the second theory was correct but he needed evidence. So he collected data to test the two theories. He marked on a map where all the dead people had lived and the map gave a valuable clue about the cause of the disease. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these streets. He found two other deaths in another part of London that were linked to the Broad Street outbreak. With enough evidence, he announced with certainty that polluted water carried the virus of cholera.2. let students retell the reading passage in their own words.Step 7 HomeworkLearn the useful words and expressions by heart.Read the reading passage again and try to say or write something about how John Snow defeated “King Cholera”.The second period: Learning about language: Important language pointsImportant points:1. Enable students to grasp the usage of such important new words and expressions as conclude, defeat, attend, cure, challenge, suspect, blame, pollute, handle, announce, put forward, draw a conclusion, expose… to, link….to….2. Get students to master the following sentence patterns:So many thousands of terrified people died every time there was an outbreak.It seemed that the water was to blame.To prevent this from happening again, John Snow suggested the source of all the water supplies be examined.Difficult points:Let students learn the usage of the words: attend and blame.Get students to learn and understand some long and difficult sentences.Knowledge aims:Some new words and expressions: characteristic, radium, painter, scientific, conclude, conclusion, analyze, defeat, expert, attend, physician, expose, cure, challenge, victim, absorb, suspect, enquiry, neighbour, severe, pump, foresee, blame, pollute, handle, link, announce, instruct, construct, construction, contribute, put forward, draw a conclusion, expose.. to, link…to, apart fromLet students learn the following important sentence patterns:But he became inspired when he thought about helping ordinary people exposed to cholera. (The past participle as predicative and attribute)Neither its cause nor its cure was understood. (neither ….nor……; subject-verb agreement)So many thousands of terrified people died every time there was an outbreak. (the past participle as the attribute; the adverbial clause introduced by every time)It seemed that the water was to blame. (It seem / seemed that…..; be to blame)….John Snow suggested that the source of all the water supplies be examined. (….suggest that somebody (should) do ……; ….. suggest that something (should) be done….)Check the workbook exercises.Ask some students to talk something about how John Snow defeated “King Cholera”.Step 2 Reading and finding1. Get students to read through Warming up, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: know about, find out, lift sth. up by a force, steam engine, physical chararcteristics, be passed from….to…, keep…safe, put forward a theory, black holes, in scientific research, set out, a new scientific idea, draw a conclusion, infectious diseases, a famous doctor, ordinary people, expose…to sth, the deadly disease, neither…nor…, terrified people, every time, solve the problem, become interested in, float around, absorb sth. into, gather information, be determined to do sth., a valuable clue, the water pump, be to blame, look into, the source of water, the astonished people, slow down, link….to…, be liked to, have it delivered, have sth. done, die of, with certainty, polluted water, prevent…from.., be instructed to do sth., be defeated, be similar to, write a short summary ofRead them aloud and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discussing useful words and expressions1. Turn to page 4. Go through the exercises with students and make sure they know what to do.2. Give them several minutes to finish the exercises and then check the answers with them.Step 4 Studying important language points1. discover: to find or learn about (a place, fact, etc.); find sth. unexpected; come to know or realize sth.I have discovered a supper restaurant near here.Did you ever discover who had been sending you the flowers these days?We have discovered that the young man is a discreet(谨慎的) and economical(节约) fellow.Despite her great age, she was very graceful indeed, but so far, the archaeologists(考古学家) have been unable to discover her identity.Who discovered radium?Who invented the steam engine?In spite of this, many people are confident that the revealer(探测器) may reveal something of value fairly soon.She disclosed that she had been married for a month.2. put forward: to advance; pro; pose or suggest sth. for discussion; to move forward to give the correct timeHe put forward a good plan for this project.Can I put you forward(提名, 推荐) for the golf club secretary?The match has been put forward to 1:30.Put asidePut downPut onPut on weightPut upPut up withPut awayPut offPut on speedPut on a new playPut up a posterPut out3. draw a conclusion:conclusion: the end of something; a belief or an opinion that is the result of reasoningconclude: come to an end; to arrange and settle formally and finallyto conclude a speech: 结束演讲To conclude, I wish you all good health and a long life.The doctor concluded that the patient`s disease was cancer.The judge concluded that the accused was guilty.4. Expert: a person with special knowledge, skill or something in a particular field5. attend: to be present at an event or activity; to look after, care for, serveHe decided to attend the meeting himself.Which doctor is attending you?The work was attended with much difficulty.6. expose: to uncover or make sth. visible; to display; to make known; to revealWhen she smiled, she exposed a set of perfect white teeth.Don`t expose your skin to the sun for too long.They had to be exposed to the enemy`s gunfire.He exposed their plot.The crime of the corrupt officials(贪官污吏) must be exposed without any reserve(保留).Deadly poison / weapons / pale /8: neither…nor…9: control: to have power over; to rule; to directlose control of / be (go) out of controlin control of 控制, 负责under the control ofAll schools are controlled by the Ministry of Education.The driver lost control of his car and it knocked into a tree.The car was out of control and ran into a wall.He was in control of the car.This money is under the control of Mr. Brown.10. absorb: to take in; suck up; hold the attention or interest of sth. fullyA sponge(海绵) absorbs water.Clever children absorb knowledge easily.be absorbed in: 专心于, 全神贯注于The little girl was absorbed in reading a tale.The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar.11. severe: so serious; very harmful or painful; serious or uncomfortablebe severe with: 对…要求严格I think you are too severe on the boy.His severe looks frightened me.He has a severe pain in his leg.He is severe with himself.12. It seems / seemed that …..It seemed that she is lying.It seems that Mary is able to solve the problem.13. be to blame: to be responsible for sth. bad;be + to do sthWho is to blame for the mistake?She was in no way to blame.决不应该责备他.No one is to leave this building without the permission of the police.You are not to drop little in this park. 公园里决不许乱丢垃圾.14. immediately: at once; without delay; the moment that…..; as soon asShe came immediately.I came immediately I heard the news.Immediately I saw her I recognized her.15. link…to…: to connect….with…Fingerprints linked the suspect to the crime.The newspapers have linked his name to / with hers.16. announce: to make sth. known publiclyHe announced his decision.It is/ was announced that……It has been announced that he will resign.17. with certainty:I can`t say with any certainty where I shall be next week.18. suggest:I suggested that he should give up smoking.Mary suggested leaving early for the airport.She suggested a picnic at the weekend.19. instruct: to give orders or directionsAfter having been instructed to wait here until the lecturer arrives.She instructed me in the use of the telephone.The boss gave me so many instructions at one time that I got muddled up(使…糊涂).20. apart from: 除….之外(还有); 除…..之外(没有)besides: 除….之外(还有); in addition to: 包括; 除…之外(还有); except for: 除….之外(主语就完美无缺了), 是对主语的修正.What do you study apart from English?Apart from being large, the trousers don not suit me.Besides milk and cheese, we need vegetables.He had considered everything except the weather.I know nothing about it except what I have read in the papers.Your composition is excellent except for some spelling mistakes.Step 5 ConsolidationDo Exercises 1,2,3 and 4 in Discovering Useful words and expressions.Step 6 Closing down by a quizShow the following exercises to students and let them finish in a very short time.1. _____ writing the article, Mrs. Curie even forgot her dinner.A. Absorbed inB. Absorbing atC. Having absorbed byD. to absorb in2. No one has _____ anything better than the plan now under consideration.A. put upB. come upC. put forwardD. come up to3. The mother didn`t know who _____ for the broken glass as it happened while she was out.A. to be blamedB. to blameC. blamedD. was to blame4. Please give me a call ____ you arrive in New York.A. immediatelyB. immediately whenC. the moment whenD. at the moment5. I care for nothing _____ the one you bought for me yesterday.A. in additionB. as well asC. besidesD. apart from6. He ____ the list of names to see that no one had been left out.A. checkedB. examinedC. testedD. observed7. Kevin looked ____ after a day’s hard work. What he wanted most was a good rest.A. exhaustedB. exhaustingC. exhaustD. being exhausted8. All her fans are ____by Jolin’s performance in the live concert.A. inspireB. inspiringC. inspiredD. being spired9. All the students are instructed to remain ___ until all the test papers are collected.A. seatB. seatingC. to be seatingD. seated10. One of the measures ____ is to organize the students to visit other museums.A. takenB. tookC. takingD. has taken11. ____ the new bridge, almost all workers contributed their spare time to it.A. ConstructB. ConstructedC. To constructD. Having constructed.12. There is nothing ____ to do but wait for the teacher to come here.A. leaveB. leavingC. to leaveD. left13. Only when he approached the man ____ it was the same person he quarreled with the other day.A. he realizedB. he did realizeC. realized heD. did he realize14. Nowadays, the prices of many things _____ through the Internet can be lower than store prices.A. are boughtB. boughtC. been boughtD. buying15. The _____ boy is gradually recovering under the care of the kind nurses.A. injuredB. injuringC. injuresD. to be injures16. Who were the guests ____ to your birthday party last night?A. being invitedB. to be invitedC. to inviteD. invited(Suggested answers: ACDAD AACDA CDDBA D)Step 7 HomeworkLearn the new words and expressions by heart.Finish off the homework exercises. Do exercise 3 on page 42 in the exercises book.The third period: Learning about language: GrammarImportant points:Get students to learn and master the new grammar item: The past participle (1) as the attribute and Predicative. Difficult points:Enable students to learn the use of the past participle as the attributive and predicative correctly to the context. Step 1 revisionCheck the homework exercises.Dictate some new words and expressions.Step 2 Lead-in1. Show students the following sentences to read aloud and understand.She is a beautiful young lady.I was angry with him for keeping me waiting so long.Many terrified people rushed out of the hall.He got worried about losing the money.Sally was so excited at the good news.2. Have students do the following.1). Observe each sentence and pick out the attributive or predicative.2). Classify the words that you identify into groups and explain why you divide them into theses groups. Beautiful young angryWorried excited terrified3). Now use a different past participle or an adjective in each sentence to change the mood of the sentence.Step 3 Discovering useful structures1. Ask students to turn to page 2 and read though the passage John Snow defeats “King Cholera”, pick out the sentences where past participles are used as the attributive or predicative, and underline the past participles in each sentence.2. Let students work in pairs to translate these sentences into Chinese and try to understand the usage of the past participles.1). But he became inspired when he thought about helping ordinary people exposed to cholera.2). Neither its cause nor its cure was understood.3). So many thousands of terrified people died every time there was an outbreak.4). He became interested in two theories.5). ….and soon the affected person died.6). He was determined to find out why.7). He found that it came from the river polluted by the dirty water from London.8). He immediately told the astonished people in Broad Street to remove the handle from the pump.9). He found supporting evidence from two other deaths that were linked to the Broad Street outbreak.10). ….that polluted water carried the virus.11). The water companies were instructed not to expose people to polluted water any more.3. Rewrite the following sentences1). Let`s try the bookstore that was opened last month.2). Nine out of ten women who were interviewed about the product said they liked it.3). Yesterday, the president went to visit the workers who had retired .4). The United States is a country which has developed.5). He told us the great wrong which had been done to him.6). We must keep a secret of the thing which is being discussed at the next meeting.7). Please tell me the subjects which will be discussed here.Step 4 Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how the past participles are used.(1). He got ____ about losing the money.(2). The painter looked so ____ after working for a whole day.(3). I was ____ with the film I saw last night. I had expected it to be better.(4). Everybody was ____ to hear of the death of the famous film star.(5). Everybody is really _____ about the new Olympic stadiums.(6). His wound became _____ with a new virus.(Suggested answers: blamed / upset; tired; disappointed; shocked / depressed; excited; infected)2. Give necessary explanations and some more examples about the usage of the past participle.过去分词做定语和表语的用法过去分词是非谓语动词的一种形式，表示完成和被动的意义。

高中英语人教版必修5《Unit 1 Great scientists》教案高中英语人教版必修5《Unit 1 Great scientists》教案在教学过程中应以学生为主体。

整个课堂是学生在开口说而不是老师在干巴巴的讲授。

尤其是教材的最后一部分，阅读部分。

要使同学们在默读的前提下做课本上要求的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考的能力，运用所学语言的能力。

下面和本文库一起看看有关高中英语人教版必修5《Unit 1 Great scientists》教案。

人教版高中英语必修5《Unit 1 Great scientists》教案1教学准备教学目标1. Target language 目标语言a. 重点词汇和短语attend， control， severe， pub， immediately， handle， instructor，pump， contribute， conclude， steam engine， virus， put forward， makea conclusion， expose tob. 重点句式To prevent this from happening again， John Snow suggested that ... P32. Ability goals 能力目标Enable the students to talk about science and scientists.3. Learning ability goals学能目标Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.教学重难点Talk about science and scientists.教学工具A computer and a projector.教学过程StepⅠ Lead-inAsk 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 computerS1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst， 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-readingGet 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 r eport their work. Show the following on the screen.What do you know about infectious diseasesWhat do you know about choleraDo you know how to prove a new idea in scientific researchWhat 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 intesti nes， 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 ReadingLet 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 develop2. Why do you think people believed that cholera multiplied in the air without reason3. What evidence did John Snow gather to convince people that idea2 was rightSample 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 analyzingAsk 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.ParagraphsStagesGeneral ideasSample answers:S1: My group’s opinion is this: stage one ＂Find a problem＂ is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.S2: Our answer is like this: paragraph two expresses the second stage ＂Make up a question＂. The general idea is like this: John Snow wanted to prove which theory was correct.S3: ＂Think of a method＂ is the third stage. And it is contained inparagraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.S4: The fourth stage ＂Collect results＂ lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to ＂Analyse the results＂.S6: The sixth stage is ＂Repeat if necessary＂. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.S7: The last paragraph is about the seventh stage ＂Make a conclusion＂. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera. Ask some students to put their answers in the chart.ParagraphStagesGeneral ideas1Find a problemThe causes of cholera2Make up a questionThe correct or possible theory3Think of a methodCollect data on where people were ill and died and where they got their water4Collect resultsPlot information on a map to find out where people died or did not die5Analyse the resultsAnalyse the water to see if that is the cause of the illness6Repeat if necessaryFind other evidences to confirm his conclusion7Make a conclusionThe polluted dirty source of drinking water was to blame for the cause of the London choleraT: Now class. Can you tell me what style of the passage belongs to S1: I think it is a report.T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Show the chart and three pieces of writing on the screen.ReportDescriptionCreative writingFormal language with few adjectivesVivid use of words with similes and metaphorsVivid use of language and more informal styleNo speech exceptquotationsNo speech except to help the descriptionSpeech to show feelings， reactions etc.Not emotionalEmotional to describe atmosphereEmotional to describe feelingsOnly one main characterNo charactersMay have several charactersFactualNot factual but imaginativeImaginative but can be based on factStructural according to experimental methodNot structuredBeginning， middle， endPast tense and passive voicePast tensePast tenseMaking WayOnce Goethe（歌德）， the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very， very narrow road. Just at that time， a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，＂I never make way for a fool.＂ But Goethe smiled and said，＂I always do.＂ Then he turned back quickly and walked towards the end of the road.Weather ReportHere’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.HeartbeatingPut your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age， heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example， the heart beats faster during exercise. It is also faster when a person is angry，scared， or excited. During sleep， the heartbeat slows down.Sample answers:S1: I think the first piece ＂Making A Way＂ is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.T: Very good. Now let’s return to our text. Who can tell me the main idea of this passageS2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.StepⅥ Homework1. Get more information about some infectious diseases and modern scientists.2. Finish the Exercises 1， 2， 3 on pages 3 and 4.人教版高中英语必修5《Unit 1 Great scientists》教案2教学准备教学目标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.教学重难点1. Words and expressions in this unit2. Previous knowledge of some of the famous scientists3. Comprehending the text教学过程【导入】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 explanationsA.examine 1.general principles of an art or scienceB.repeat 2.say or do againC.theory 3.at once； without delayD.immediate 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 sure【讲授】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 passage9.Well done.So much for the learning of the new words and expressions.【讲授】Introduction of a classic articleTeacher 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.【活动】Share the outcomeStudents share their article orally and discuss whether they have used some good and advanced expressions.【练习】Consolidation完成句子（1）爱因斯坦被认为是二十世纪最伟大的科学家之一。

Unit 1《Great Scientists》教案Period 5 Using language (Grammar)全模块Teaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand “Great scientists”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & theattribute”Step I Pre-reading1.Talk about the center of the solar system.“Do you know what is the center of the solar system?”Ask the students to look at the pictures on pages 7. And remind them of the common knowledge of “Sun-Centered Theory”.2.Talk about Copernicus .We 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.Step II Reading1. Read through the passage, and tell whether the following statements are true or false.(1) At Copernicus’ tim e, Christian Churchwas in charge of many western countries. (T)(2) Copernicus noticed that observed from the earth, some planets appear in front of or behind the earth. (F)(3) Copernicus didn’t show his new theory to his friends until he completed it.(T)(4) His friends were not interested in his ideas. (F)(5) Since he was not afraid of being attacked by the Church, Copernicus published his book assoon as he finished working on it. (F)(6) Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe. (T)2. Read carefully and try to draw the two theories of the universe. This time the students are encouraged to read the passage carefully and then do the exercises and problems on pages 7. Encourage the students to fulfill them quickly and correctly. And check the answers together.Before Copernicus’ theory Showing Copernicus’ theoryA diagram showing the solar system with the Earth at its centre A diagram showing the solar system with the Sun at its centreStep IV language pointsUsing language1. lead toSuch a mistake would perhaps lead to disaster.All roads lead to Rome.Too much work and too little rest often lead to illness.His work leads to success in the end.2. Only放句首的倒装Only then did I realize that I was wrong.Only with hard work can you expect to get a pay riseOnly when the war was over was he able to get back to work.3. make sense讲得通，有意义; make sense of理解Does that seem to make sense?No matter how I tried to read it, the sentence does not make any sense to me.Tom, don’t listen to her. What she is saying doesn’t make sense.Does it make sense to let children play with the matches?Can you make sense of what I said / what the writer is saying?It would make sense to leave early.4. be enthusiastic for (about)…对…热心David is very enthusiastic about the plan.They are enthusiastic admirers of that movie star.My parents are enthusiastic skiers.滑雪迷Your father likes to play gold; he’s really enthusiastic about it.5. be cautious of / about 对…谨慎，慎重(带有提防、迟疑的心理)She is cautious of hurting his feelings.He was cautious about committing himself.The bank was very cautious about lending money.6. point of view观点、态度If one has an open mind, it is easy to appreciate another’s point of view.From that point of view, the best choice is to support them.From my point of view, teachers are not well paid.7. 名词、副词当连词Every time I meet him, I always think of the things happened between us.I will give the letter to him immediately/the moment /directly/instantly I see him.8．be to doYou are not to speak loudly in the office.The driver was to blame for the accident.9.have sth done结构中的宾补成分He had to have his car repaired, for it broke down this morning.Mark had his hair cut yesterday.10. debateWe had a debate yesterday. The lively debate really pumped us up.His heart was pumping fast.During the drought last year, the villagers had pumped the well dry, but got no more water.11. complete a. 彻底的，完整的，已完成的v.完成，使…完成I will complete this task soon.When will the work be complete?He is a complete scholar.When will the railway be completed?12. reject 拒绝，驳回，丢弃The supermarket rejected all spotted apples.He rejected their offer of a job.The child was rejected by its parents.17. in additionA number of people came to the zoo in addition to Peter and Paul.The teacher in addition to two students is at the meeting.In addition to giving a general introduction to computer, the course also provides practical experience.In addition to an album, I gave him a pen and a pencil.In addition to apples you asked for, I bought you some oranges.☆ apart fromWhat do you learn apart from English?Apart from being fun and good exercise, swimming is a very useful skill.☆ also；as well as；besides18. valueWhat 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.☆ value n.: the amount of money that sth. is worthThe Longman Dictionary of Contemporary English is of great value to you.His research has been of no / little practical value.☆ value v t.: to decide that how much sth. is worthI value your friendship very highly.☆ valuable adj.: worth a lot of money。

Unit 1 Great scientists Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元主要话题是How to organize scientific research。

旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。

1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。

1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。

1.3 Reading 介绍英国著名医生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。

通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。

1.4 Comprehending 共设计了四个题型。

1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。

第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。

1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。

2．教材重组2.1 将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”。

2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合为一节“泛读课”。

Unit 1 Great ScientistsWarming Up, Pre-reading and Reading 1．Teaching Aims①Get Ss to improve their reading abilities.②Let Ss know the topic “Great scientists”③Know some important phrases occurring in this reading2．Teaching ProceduresStep 1 Lead inCh eck Ss’ knowledge about some scientists and their discoveries.①Who discovered that objects in water are lifted up by a force that helps them float?Archimedes②Who wrote a book explaining how animals and plants developed as the environment changed?Charles Darwin③Who invented the first steam engine?Thomas Newcomen④Who used peas to show how physical characteristics are passed form parents to their children?Gregor Mendel⑤Who discovered radium?Maries Curie⑥Who invented the way of giving electricity to everybody in large cities?Thomas Edison⑦Who was the painter that studied dead bodies to improve his painting of people?Leonardo da Vinci⑧Who invented a lamp to keep miner safe underground?Sir Humphrey Davy⑨Who invented the earliest instrument to tell people where earthquakes happened?Zhang Heng⑩Who put forward a theory about black holes?Stephen HawkingAfter all the questions, then lead in the passage with a picture. Ask ss if they know the map and what it is used for. Give them the answer l ater “It is a map to find out the cause of Cholera. ”Step 2 Skim and ScanMore questions are given to get the general ideas of this passage and some obvious facts.Who defeats “King Cholera“? John SnowWhat happened in 1854? Cholera outbreak hit London.How many people died in 10 days? 500Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?These families had not drunk the water from the Broad Street pump.Step 3 Reading for details1 Why couldn’t the choler a be under control at first?Neither its cause, not its cure was understood.2 Which theory did John Snow believe in?People absorbed cholera into their bodies with their meals.3 John Snow finally proved the theory he believed by ________.gathering information with the help of a maplooking into the source of the water for Broad Street and Cambridge StreetSeparating those who suffered cholera from those who didn’tBoth A and B (right choice)4 To prevent the cholera from spreading again, what did John Snow do?Suggested that the source of all water supplies be examine. Suggested that new methods of dealing with polluted water be found. Instructed the water companies not to expose people to the polluted water anymore.Step 4 Mind map of the passageParagraph 1: Introduction of John Snow and CholeraParagraph 2: Two theoryParagraph 3-5: Study of the breakout in 1854Paragraph 3: Think of a method: Test two theoryCollect the result: Mark the deathAnalyze the result: Reason for death and no deathParagraph 4: Analyze the result: Find the resource of the waterParagraph 5: Repeat if necessary: Find more evidence.Draw a conclusion: Cholera was spread by germPolluted water carried choleraParagraph 6: Prevention of CholeraStep 5 Retell the passageProvide ss with a summary with some blanks. Let them retell the passage as well as pay attention to some important words.Read the passage again and fill in the blanks:John Snow was a well-known ____ in London in the ___ century. He wanted to find the ______ of cholera in order to ______ it. In 1854 when a cholera ____ out, he began to gather information. He _____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the ______ died. So he decided that the polluted water carried cholera. He suggested that the _____ of all water supply be _______ and new methods of ________ with polluted water be found. Finally, “King Cholera” was defeated.Step 6 HomeworkRead the whole passage and retell.Go to the net to get more information about UK.。