英语优秀教案(人教版)：必修五(Unit1GreatscientistsPeriod1)

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,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’ RevolutionaryIn 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 ofAssessment 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 intoPeriod 1Period 2Period 3Period 4Period 6Period 7Knowledge 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,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.3 Only if you put the sun there did the movements of the other planets in the sky make sense.Grammar in this unit:Ability aims:2.To guess what will be talked about iEmotion aims: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 unit 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, andWords and expressions in this unit will help the students to talk about the topic“great sci entists”.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 canstudents 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.and let other students guess who he or she is talking about.In this way, the students should learn toAfter that, the students will feel comfortable to do the quiz in the text.The students should beMeanwhile, the students’ interest in scientists and science should be cultivated.So two topicThe 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.Teaching Important PointsHave the students discuss great scientists.Encourage the stUnderstand 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 ofTeaching DifficultiesTeaching AidsCAI equipment with a Multi-media classroom and other normal teThree Dimensional Teaching AimsKnowledge AimsKnow about the outstanding discoveries, inventions and theories from some well-known scientists.Try to understand and learn the imporAbility AimsEmotional AimsEncourage the students to learn more about the great scientists and learn fromHelp the students to form the good habit in learning and encourage the students to take part inHelp the students to realize that it is scientific spirit that makes those scientists successful.Encourage the students to develop thTeaching ProcedureStep 1 GreetingStep 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 Yang Liwei very much, who is a great honour to our motherland.I’d like to be an astronaut like him.T: Yeah, 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 forT: That’s a good idea.There are s o many patients with cancers in the world, who are sufferingS: 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.You are just our friends and maybeT: 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.You see, with the development of industry, our globe is seriously polluted.Dirty water, polluted air, and loud noise make our living conditionsT: Yes, someone predicted that the last drop of water in the world would be the tear of human being’s.I t hink all of us should pay attention to our environment, and make our contributions toS: I’m so interested in physics.And I have read Stephen Hawking’s A Brief History ofll know, the development of our society will go hand in hand with the development of science.T: Yeah, I can’t agree with you more.Science plays an important 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.Your 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 toStep 3 Word puzzlesT: Open your books and turn to Page 92.Let(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.GiveT: Here are some definitions of some of the words from this unit.Please work in pairs andWords Definitions or explanationsA.examine 1.geneB.repeatC.theoryD.immediatelypleteF.valuable 6.having all its parts;G.announceH.controlI.positiveJ.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. You have done a good job.I will give you some more minutes to go over all the words and1.“All roads lead to2.This sentence doesn’t make any sense3.Our English teacher is not only strict with4.He is good-looking, apart from5.It is announced that the spacecraft, Shenzhou Ⅵ6.It is not Tom but you who are to blame7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying8.Have you drawn any conclusion after you read this passage?T: Well done.So much for the learning of the new words and expressionsStep 4 BrainstormingT: Now let’s come to the title of this unit Great scientists.When we talk about greatS1: Madame Curie, who got two Nobel Prizes, one for physics and the other for chemistry, isS2: It reminds me of the great inventor named Thomas Alva Edison and one of hissayings“Genius is one percent inspiration and ninety-nine percent perspiration.”S3: Yes, 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 comS4: 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 toS6: 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 toS7: 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 t o 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 mindFamous scientistsA.Isaac Newton 1.Evolution (进化论B.Charles Darwin 2.Discovery of Radium（镭）C.Madame CurieD.Albert EinsteinE.Thomas Alva EdisonF.Nicolaus CopernicusG.Stephen HawkingH.Zhang Heng(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 guessGroup 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 aS: 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 youdrew up a system of how objects move.His laws for motion are still used in physics today, at leastS: SirGroup 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 friendshipGroup 4: He was born on 8 January 1942 in Oxford, England.He has worked on the basic laws which govern the universe.He sh owed 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 OtheSs: ...Step 6 QuizT: You have already known some information about some of the great scientists.Now let’s do a quiz, trying to find out who these scientiQuiz 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?4.Who used peas to show how physical characteristics are passed form parents to their7.Who was the painter that studied dead bodies to improve1.Archimedes2.Charles Darwin3.James Watt7.Leonardo davinciHawkingT: Please work in groups and have a discussion to find as much information as possible about these ten great s(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(Refer to the information about these scientistsStep 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 /teS: Our school should give the students more chances to take part in social practiceS: Our teachers should help the students use their imaginationsS: We students should solve the problems on our own.(Ask more students to give their opinions.The teacher should encourage them, join them,Step 8 Discussion (Group Competition)T: Your ideas are so wonderful and amazing.I admire them very much.Now let’s com e to our topic.(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.You 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 makeThe 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 the2.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 Teaching1.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 groundwork 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 itsBy 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 parallele d 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 recognition 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treatises: 论文2.Stephen William Hawking was born on 8 January 1942 (300 years after the death of Galileo) in Oxford, Engl and.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 Mathematics.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 completelyHis 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 Years of Gravity, with W Israel.Stephen Hawking has two popular books published: his best seller A Brief History ofProfessor 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 andStephen 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 talentedIn 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,Davy was now considered to be Britain’s leading scientist and in 1812 was knighted by George Ⅲ.With his assistant, Michael Faraday, Davy travelled abroad investigating his theory ofIn 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 thatOne 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 mechanical5.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-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 the8.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 BunsenMichael 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.。

人教版高中英语必修5教案Unit 1Great scientistsUnit1Greatscientists Teachingaims1.Tohelpstudentslearntodescribepeople2.TohelpstudentslearntoreadanarrationaboutjohnSnow3.Tohelpstudentsbetterunderstand“Greatscientists”4.Tohelpstudentslearntousesomeimportantwordsandexpres sions5.Tohelpstudentsidentifyexamplesof “ThePastParticipleasthePredicative&theattribut e”Period1warmingupandreadingTeachingProceduresI.warmi ngupStepILeadinTalkaboutscientist.T:Hi,morning,clas s.Nicetoseeyouonthisspecialday,thedaywhenyoubecomea seniortwograder.Iamhappytobewithyouhelpingyouwithyo urEnglish.Todaywearetoreadaboutacertainscientist.Bu tfirstlet’sdefinetheword“scientist”.whatisascientist?Ascientistisapersonw howorksinscience,tryingtounderstandhowtheuniverseor otherthingswork.Scientistscanworkindifferentareasof science.Herearesomeexamples:Thosethatstudyphysicsar ephysicists.Thosethatstudychemistryarechemists.Thos ethatstudybiologyarebiologists.StepIIAskthestudentstotrythequizandfindoutwhoknowsthemost .T:Therearesomegreatscientificachievementsthathavec hangedtheworld.canyounamesomeofthem?whatkindofroled otheyplayinthefieldofscience?Dotheseachievementshav eanythingincommon?matchtheinventionswiththeirinventorsbelowbeforeyoua nswerallthesequestions.1.Archimedes,AncientGreek,am athematician.2.charlesDarwin,Britain.Thenameofthebo okisoriginofSpecies.3.ThomasNewcomen,British,aninve ntorofsteamengine.4.Gregormendel,czech,abotanistand geneticist.5.mariecurie,PolishandFrench,achemistand physicist.6.ThomasEdison,American,aninventor.7.Leon ardodaVinci,Italian,anartist.8.SirHumphryDavy,Briti sh,aninventorandchemist.9.ZhangHeng,ancientchina,aninventor.10.StepperHawking,British,aphysicist.II.Pr e-readingStepIGetthestudentstodiscussthequestionsonpage1with theirpartners.Thenaskthestudentstoreporttheirwork.E ncouragethestudentstoexpresstheirdifferentopinions.1.whatdoyouknowaboutinfectiousdiseases?Infectiousdise asescanbespreadtootherpeople.Theyhaveanunknowncause andneedpublichealthcaretosolvethem.Peoplemaybeexpos edtoinfectiousdisease,somayanimals,suchasbirdflu，AIDS,SARSareinfectiousdiseases.Infectiousdiseasesar edifficulttocure.2.whatdoyouknowaboutcholera?choleraistheillnesscaused byabacteriumcalledVibriocholerae.Itinfectspeople’sintestines,causingdiarrheaandlegcramps.Themostcomm oncauseofcholeraisbysomeoneeatingfoodordrinkingwate rthathasbeencontaminatedwiththebacteria.choleracanb emildorevenwithoutimmediatesymptoms,butaseverecasec anleadtodeathwithoutimmediatelytreatment.3.Doyouknowhowtoproveanewideainscientificresearch?Anybodymigh tcomeoutwithanewidea.Buthowdoweproveitinscientificr esearch?Therearesevenstagesinexamininganewideainsci entificresearch.Andtheycanbeputinthefollowingorder. whatorderwouldyouputthesevenin?justguess.Findaprobl em→makeupaquestion→Thinkofamethod→collectresults →Analysetheresults→Drawaconclusion→RepeatifnecessaryIII.ReadingStepIPre-readingDoyouknowjohnSnow?johnSnowisawell-knownd octorinthe19thcenturyinLondonandhedefeated “kingcholera”.Doyouknowwhatkindofdiseaseischolera ?Itisakindofterriblediseasecausedbydrinkingdirtywat eranditcausedalotofdeathsintheoldtimesanditwasveryd ifficulttodefeat.Let’sgettoknowhowDr.johnSnowdefeated“kingcholera”in1854inLondoninthisreadingpassage:StepIISkimming找教案Readthepassageandanswerthequestions.1.whodefeats“kingcholera“?2.whathappenedin1854?3.Howmanypeoplediedin10days?4.whyistherenodeathatNo.20and21BroadStreetaswellasatN o.8and9cambridgeStreet?Skimthepassageandfindtheinfo rmationtocompletetheformbelow.whowhenwhatHowResultj ohnSnow1854helpingordinarypeopleexposedtocholeraExa miningthesourceofallwatersuppliesandfindingnewmetho dsofdealingwithpollutedwaster“kingcholera”defeatedStepIIIScanningReadthepassageandnumbertheseeventsintheorde rthattheyhappened.2johnSnowbegantotesttwotheories.AnoutbreakofcholerahitLondonin1854.4johnSnowmarkedthedeathsonamap.7Heannouncedthatthewatercarriedthedisease.3 johnSnowinvestigatedtwostreetswheretheoutbreakwasverysevere.8kingcholerawasdefeated.5Hefoundthatmostofthedeathswerenearawaterpump.6Hehadthehandleremovedfromthewaterpump.StepIVmainideaandcorrectstage找教案Readthepassageandputthecor rectstagesintothereadingaboutresearchintoadisease.j ohnSnowDefeats“kingcholera”ParagraphStagesGeneralideas1Findaproblem:whatcauset hecholera?Thecausesofcholera2makeupaquestion:whichi sright?Thecorrectorpossibletheory3Thinkofamethod:Te sttwotheorycollectdataonwherepeoplewereillanddiedan dwheretheygottheirwater4collectresults:markthedeath Plotinformationonamaptofindoutwherepeoplediedordidn otdie5Analyzetheresults:FindtheresourceofthewaterLo okintothewatertoseeifthatisthecauseoftheillness6Fin dsupportingevidenceFindotherevidencestoconfirmhisco nclusion7DrawaconclusionThepolluteddirtysourceofdri nkingwaterwastoblameforthecauseoftheLondoncholeraStepVGroupdiscussionAnswerthequestions1.johnSnowbelieved Idea2wasright.Howdidhefinallyproveit?2.Doyouthinkjo hnSnowwouldhavesolvedthisproblemwithoutthemap?3.choleraisa19thcenturydisease.whatdiseasedoyouthin kissimilartocholeratoday?StepVIUsingthestagesforscientificresearchandwriteasummary .Period2&3LanguagefocusStepIwarmingup1.characteristic①n.aqualityorfeatureofsth.orsomeonethatistypicalofth emandeasytorecongnize.特征；特性whatcharacteristicsdistinguishtheAmericansfromtheca nadians.②a.verytypicalofaparticularthingorofsomeone’scharacer典型性的，Suchbluntnessischaracteristicofhim.windydaysarechar acteristicofmarch.[辨析]characteristic与character找教案characteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”whatyouknowabouthimisn’thisrealcharacter.2.putforward:tostateanideaoropini on,ortosuggestaplanorperson,forotherpeopletoconside r提出Heputforwardanewtheory.Theforeignershaveputforwarda proposalforajointventure.Aninterestingsuggestionfor measuringtheatmospherearoundmarshasbeenputforward.☆puton穿上;戴上;增加putout熄灭;扑灭putupwith…忍受putdown写下来;放下；putoff耽误;延期putup建立;建造,putup举起，搭建，粘贴3.analyze:toexamineorthinkaboutsomethingcarefullyin ordertounderstanditvt.分析结果、检讨、细察Acomputeranalysesthephotographssentbythesatellite.T heearthquakeexperttriedtoanalyzethecauseoftheearthq uakeoccurredonmay12,XX.Let’sanalyzetheproblemandseewhatwentwrong.Heanalyzedthefoodandfoundthatitcontainedpoison.wemusttrytoanalyzethecausesofthestrike.☆analysisn.分析，解析，分解4.conclude:decidethatsth.istrueafterconsideringaltheinformatio nyouhave得出结论；推论出toendsth.suchasameetingorspeechbydoingorsayingonefi nalthingvt.&vi结束，终止；weconcludedthemeetingat8o’clockwithaprayer. Fromhisappearancewemaysafelyconcludethatheisaheavysmoker.whatdoyouconcludefromthesefacts?weconcludetogoout/thatwewouldgoout.conclusionn.结论arriveataconclusion;cometoaconclusion;drawaconclusi on;reachaconclusionwhatconclusiondidyoucometo/reach/draw/arriveat?Fromthesefactswecandrawsomeconclusionsabouthowthepy ramidswerebuilt.Step2Reading1.defeat①vt.towinavictoryoversomeoneinawar,competition,gamee tc.打败，战胜，使受挫I’vetriedtosolvetheproblem,butitdefeatsme!ourteamdefe atedtheirsinthegame.②n.失败，输failuretowinorsucceedThismeansadmittingdefeat.Theyh avegotsixvictoriesandtwodefeats.[辨析]win,beat与defeat①win“赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat“战胜”“击败”比赛中的对手，可与defeat互换webeat/defeatedtheirteamby10scores.Theywonthebattle butlostmanymen.Thelocalballteamwonthestatechampions hipbybeating/defeatingalltheotherteams.Icaneasilybe at/defeathimatgolf.Heistraininghardtowintheraceandr ealizehisdreamofbecomingachampionattheXXolympicGame s.2.expert①n.someonewhohasaspecialskillorspecialknowledgeofasubj ect专家，能手anexpertinpsychologyanagriculturalexpert②a.havingspecialskillorspecialknowledgeofasubject 熟练的，有专门技术的anexpertrideranexpertjob需专门知识的工作Heisexpertin/atcooking.找教案3.attendvt.&vi参加，注意，照料①bepresentat参加attendaceremony/lecture/amovie/school/class/ameetingIshallbeattendingthemeeting.Pleaseletmeknowifyouar eunabletoattendtheconference.②attendto:tolookafter,carefor,serve伺候,照顾，看护Thequeenhadagooddoctorattendingonher.DrSmithattendedherinhospital.治疗Areyoubeingattendedto?接待motherhadtoattendtohersickson.③attendto处理，注意倾听attendtothematterAnurseattendstohisneeds.canyouattendtothematterimmediately?Imaybelate–Ihavegotoneortwothingstoattendto.Excuseme,butIhavea nurgentmattertoattendto.[辨析]attend,join,joinin与takepartin①attend指参加会议、上课、上学、听报告等②join指加入某组织、团体，成为其中一员③joinin指加入某种活动；表示与某人一起做某事joinsb.insth.④takepartin指参加正式的、有组织的活动，切在活动中起积极作用only2peopleattendedthemeeting.Hejoinedthecommunisty outhLeagueinXX.willyoujoinusinthegame?weoftentalepartintheafter-classactivities.4.expose:toshowsth.tha tisusuallycovered暴露exposesth.tothelightofday把某事暴露于光天化日之下Ithreatenedtoexposehim.我威胁要揭发他.Heexposedhisskintothesun.他把皮肤暴露在阳光下.Theoldmanwasleftexposedtowindandrain.whenhesmile dheexposedasetofperfectwhiteteeth.5.curevt.&n.tomakesomeonewhoisillwellagian治疗,痊愈whenIleftthehospitalIwascompletelycured.①curesbofadiseasewhenyouhaveapaininyourshoulders,you willgotoseeadoctor.Thedoctorwillcureyou.Theonlywaytocurebackacheistorest.Hewillcurethepaini nyourshoulderswhenIleftthehospitalIwascompletelycured.Theillnesscannotbecuredeasily.Althoughtheboywasbeyo ndcure,hisparentstriedtocurehimofbadhabits.②acureforadiseaseAspirinissaidtobeawonderfulcurefort hepain.Thereisstillnocureforthecommoncold.Isthereacertaincureforcanceryet?③acureforsth.:toremoveaproblem,orimproveabadsituatio n解决问题，改善困境Thepricesaregoingupeveryday,butthereisnocureforrisi ngprices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。

Period 3Listening and SpeakingTeaching Important PointsTrain the students’ speaking ability by describing, talking and discussing.Help the students improve their listening ability.Teaching DifficultiesTrain the students’ listening ability. Especi ally listen and understand what the speakers mean beyond words.Teaching Aidsa tape recorder, a projector and the blackboardThree Dimensional Teaching AimsKnowledge aims:Let the Ss know about some scientists and their life and contributions.Get the Ss to learn how to talk about scientific work and how to describe a person.Ability Aims:Train the students’ speaking ability by describing, talking and discussing.Train the students’ listening ability.Emotional Aims:Encourage the students to learn from scientists to show interest in scientific exploration and research.Teaching ProcedureStep 1 GreetingT: Hello, boys and girls.Ss: Hello, Miss Wang.Step 2 RevisionT: Today we will begin our lesson with a competition between groups. In the last period, we learnt about John Snow who defeats “King Cholera”. Now, please say something that you know about it. If you offer a complete sentence, you will be given ten marks. Your group will be given twenty marks when your expression is especially beautiful.S: John Snow was a well-known doctor in London, who attended Queen Victoria to ease the birth of her babies.S: He became inspired when he thought about helping ordinary people exposed to cholera, which was the deadly disease of his day.S: John Snow got interested in two theories explaining how cholera killed people.S: He believed in the second theory that is people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.Ss: . . .Step 3 Listening (on Pages 5-6)Task 1 Pre-listeningT: First let’s enjoy the picture. What can you see?S: President Jiang Zemin and an old man.T: President Jiang Zemin visited Qian Xuesen.T: What have you already known about Qian Xuesen ?S: He is a Chinese scientist, whose research mainly centers on Physics.S: He is honored as “Chinese Rocket Father”.S: He has made great contributions to space travel in China.T: Good. You seem to have a good knowledge of him. Qian Xuesen is a famous scientist who has contributed much to the country’s cause of science and technology .Task 2 First ListeningT: We are to listen to the material, which is about Qian Xuesen. Yu Ping is telling her friend Steve Smith about Qian Xuesen’s life. If you were Yu Ping, what topics would you like to cover when introducing him?S: The date when he was born and he died; the place where he was born, lived, studied and died; his family; his experience; his achievements; his contributionsT: Excellent. When we talk about and introduce a scientist, we usually describe these aspects. Now, listen carefully and tick out which topics are mentioned in the tape.(After listening, let them check the answers. )Task 3 Second ListeningT: Th is time. You’ll write down the answers to the five questions. Boys and girls, how can we write the answers fast and correctly?S: We should go through the questions first and keep them in mind. When we are listening, we just need to pay much attention to the sentences related to the answers.S: We needn’t write down each word of the answers. We just write down some key words. Later we can write down the complete answers with the help of these key words.T: You are clever. Now please get ready. First, look through the introduction to the listening material. Then, scan the questions.(Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences. ) T: Let’s check the answers one by one.(If the students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again. After that, check the answers. If the students feel it difficult to make sense about the key words and understand thespeake rs’ intention and attitude, the teacher should give them some help. )Task 4 Post-listeningT: After listening, would you please answer some questions?1 What did you hear on the tape?2 What can you learn from Qian Xuesen?(At this part the teacher may have the students present what they have heard on the tape and show their own opinion about what they have learned from him. If possible, the teacher may have some of the students do the presentation work in class. By doing this, the students can get full understanding of what the tape is talking about. )Step 5 SpeakingTask 1 Lead-inT: Boys and girls, from the listening material, we know about some scientists. Do you have a dream to be a scientist in the future?Ss: Yes. /No.T: Suppose you would like to work as a scientist, and you are discussing with your partner about your future job. What questions would you like to concern?S1: What job do you want to do?S2: How will you get the job?S3: What preparations will you make for the future job?T: Right. Apart from those, we can also talk about the following questions:1 What education will you need?2 What personality will be needed?3 What work experience would be useful?4 How long will the training take?5 How will you prepare for this career?Task 3 Free-talkT: Let us talk freely. You are allowed to move about to find a student you’d like to talk with. Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information.Step 4 Homework1.Finish Reading comprhension A,B on P8 on EB.(必做)2.Preview Reading & writing.(选做)Step 5 Layout of the BlackboardThe Design of the Writing on the BlackboardUnit 1Great scientistsPeriod 3 Listening and SpeakingStep 6 Reflection after Teaching。

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。

必修五 Unit 1 Great ScientistsPeriod 5 GrammarTeaching Aims:1. Get the hang of past participle used as attributive and predicative.2. Know the difference between V-ing form and the past participle used as the attribute and predicative.Teaching Important Points:1. Enable the students to use the Past Participle as the Attribute & Predicative in real situations.Teaching difficult points1.Have the Ss sum up the function of the past participle2.Know the difference between V-ing form and the past participle used as theattribute and predicative.Teaching Methods:1.Inductive , comparison, explanation and exercise method2.cooperative workTeaching ProceduresStep 1 RevisionCheck the homework.Step 2 Grammar LearningPart 1 Competition.Divide the class into four teams. Each team chooses one student as their leader. The leader will choose the amount of money which stands for each question and can choose any one in the team to answer the question. If the answer is correct, the group will get the amount money. If not, they will lose the money.1. What do you know about Dr. John Snow’s being well-known in London?He attended Queen Victoria to ease the birth of her babies.2. From what disease did Londoners suffer in his age and why did he get inspired? They exposed themselves to cholera. He got inspired when he thought about helping ordinary people exposed to cholera.Ordinary people who were exposed to cholera3.Why did so many terrified people die every time there was an outbreak?Neither its cause, nor its cure was understood4. When did Dr. Snow think the disease would be controlled?He knew it would never be controlled until its cause was found.5. What was the second theory explaining how the disease killed people?People absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.6. Where did the water of pump from and how did it get polluted?It came from the river, which had been polluted by the dirty water from London7. What did Dr. Snow advised the people in Broad Street do?He told the astonished people in Broad Street to remove the handle from the water pump so it could not be used8.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.9. What conclusion did Dr. Snow tell the public?He announced that polluted water carried the disease.10.To prevent the cholera from spreading again, what did John Snow do?He suggested that the source of all water supplies be examined and that new methods of dealing with polluted water be found. The water companies werealso instructed not to expose people to the polluted water anymore.11. Why were these families working in the pub at 7 Cambridge Street not affected ? Because they were given free beer and so had not drunk the water from the Broad Street pump.Now please look at these phrases esp. the words in red. What’s the same characteristic of these words? That’s wha t we will talk about today---the past participlePart 2 The past participle used as the attribute and predicative过去分词的句法功能：1．过去分词作定语(Attribute)1) 在句中的位置单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。

Period 5 GrammarThe General Idea of This PeriodThis is the fifth period, which will center on the grammar: using the past participle as the attribute and the predicative.At the beginning of this period, the teacher should give the studentsLater the teacher had better present some sentences containing the past participle used as the attribute and the predicative on purpose by asking the students to do some exercises.Get the students to find all the sentences containing the past participle in the two passages.After finding them, the teacher can ask the students to analyze them and understand the function of the past participle in those sentences.After that the teacher should give the students clear explanationsAfter mastering the rules of the past participle, the students should be given more exercises to consolidate what they learn.The teacher should arrange some activities carefully and creatively. First let them do some simple exercises.For example, combine the two sentences using the past participle as the attribute and the predicative.Then ask them to make some sentences using the past participleBesides that, the teacher should help the students to review the other usages of the pastApart from the usage of the past participle, the teacher had better make the students understand the differences between the past participle and the present participle.In order to havethe students master it, the teacher should choose some exercises to supply the students with some problems to deal with.By doing and practicing more,Teaching AidsMulti-Three Dimensional Teaching AimsTo use the past participle used as the attribute and the predictive freely and properly in Emotional AimsEncourage the students to do more exercises to consolidate theirTeaching ProcedureStep 1 GreetingStep 2 Revisionabout the great scientists we learned in this unit.First pleaseS: John snow, a well-S: He discovered that many of the deaths were near the water.It seemed the water was toS1: Nicolaus Copernicus believed that the earth is not the centre of the solar system.But atthat time people all believed God had made the world and for that reason the earth was special andS2: In 1514 he showed his theory privately to his friends and explained hiS3S4S5Step 3 PresentationT: Today we will learn the grammar—past participle used as the attribute and the predicative. First look at your text on Page 4, part I.Look at the following sentences where the past participlesT: In this sentence the past participle is used as an attribute phrase.Terrified people means people who were terrified.Now please find two more examples from the reading passages with past participles used as the attribute.You are allowed to find as many sentences as possible in two minutes.(Two minutes later, ask the students toS1: From the stomach the disease attacked the body quickly and soon the affected person wasS2: Immediately John Snow told the astonished people in Broad Street to remove the handle from the water pump so it could notS3: John Snow suggested that the source of all water supplies be examined and new methods of dealing with pollutedS4: He placed a fixedT: Good.You just found all the sentences containing the past participles used as the predicative.Can you find the sentences with past participles used as the predicative?Finish it in (Two minutes later, let the students read these sentences with past participles as theS1: Neither its cause, nor its cure was understoodS2: He knew it would never be controlled until its cause was found.S3: He got interested in two theories explaining how cS4: They were givenS5: He found that it came from the river, which had been polluted by the dirty water fromS6: Immediately John Snow told the astonished people in Broad Street to remove theused...Step 4 PractisingT: From the sentences mentioned just now, what do you know about the usage of past participles as tT: Yes, very good.Now let’s look at the screen and finish the exercises quickly.Past Participle as the Attribute Past Participle as the Predicative10. 9.the audience who feel10.an animal that is trappedSuggested answers:1.people who are terrified2.seats which are reserved3.water which is polluted4.a roomwhich is crowded 5.a winner who is pleased 6.astonished children7.a broken vase8.aclosed door9.the tired audience10.a trapped animal过去分词作定语, 在语态上, 表被动; 在时间上, 表示动作已经发生或完成, 与它所修饰的名词有逻辑上的动宾关系。

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知识与技能Help the students kn ow about Copernicus and his the students’ reading ability.ability.过程与方法Different forms of activities, including pair work, gr comp etition, and quiz.Ma ster the skill of gist reading.ability, such as skimming and scanning.Encourage the students talk about their dreams in the fuHave th e students match the famous scientists widiscoveries, inventions or t heoriesStephen Hawking 最杰出的科学家之一出生：1942年1月8日，英国品格: 严于律己；严谨治学经历： 1.小时候热衷于设计玩具2.二十岁时，患上怪病；但积极面对，迎接挑战，专注于宇宙研究成就： 1.1988年，提出“黑洞”理论2.由于他贡献突出，被认为这一领域的权威2006年，到中国做演讲，给听众留下深刻的印象Step21.最学家之一2.严3.严4.热5.在时6.患7.积8.迎9.专注于10.提出11.做贡献12.被认为13.作演讲14.留下深刻印象1.one o f the most famous scientists2.be strict with oneself3.be cautious of板Unit 1 Great Scientists1.one of the most famous scientists2.b e strict with oneself3.be cautious of4.be crazy/enthus iastic a bout5.in one’s twenties6.suffer from7.be positive about8.face the challenge9.教学反思附件1：律师事务所反盗版维权声明附件2：独家资源交换签约学校名录（放大查看）学校名录参见：h ttp://w ww.zx /wxt/list.aspx?ClassID=3060。

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.。

Unit 1 Great ScientistsReading1．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 inCheck 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 Newen④Who 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 later “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 cholera 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 Street Separating 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 panies 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 hefound 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.。

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.。

Period 3Listening and SpeakingThe General Idea of This PeriodThis is the third period of this unit. At the beginning of this period, the teacher should (can)design some exercises to review what the students learned in the last period, that is to say, go overwhat the students learned about that John Snow defeats “King Cholera”. The teacher can beginwith asking some questions or having a competition to make some sentences with“JohnSnow”according to the passage.During this period, listening and speaking will be mainly dealt with. At the beginning,teachers focus on training the Ss’ listening. This listening content is about the importance of Qian Xuesen for space travel in China, the contributions made by a botanist named Carl Linnaeus andWhen training the Ss’ listening ability, teachers should start with pre-listening, that is, lead-in.If it is necessary, teachers had better introduce some back ground knowledge about the listeningmaterial. Later, let the Ss listen to it. At the same time, teachers should design some simplequestions. After that, the Ss have known about the listening material, and then teacher s can askthem to listen to it again to be ready for more difficult questions. If necessary, the Ss c an be givenanother time to listen. While practicing, teachers had better offer students some advice on how todo it well. Especially, train the students to predict what to be talked about according to the hintsand limited information and let them form the good listening habit of listening with the purpose offinding useful information and to summarize. Certainly, suppose there are many new words and expressions, teachers should help them to deal with them at the first place. All the listeningpractice should focus on developing the students’ listening skill.After practicing listening, the Ss are expected to learn some expressions about talking aboutscientific job as well as scientists’ achievements and recount stories. Besides those, the students are expected to learn the skill of describing a person.During the course, teachers should rank class activities from the easy to the difficult. First,ask them to learn the expressions. Then, ask them to imitate it to have a dialogue. Finally, thestudents are expected to create a dialogue or discuss the given topic. In order to draw studentsattention, the teacher had better prepare for some interesting situations.This period centers on emphasis on speaking and listening. The teacher should try his or herbest to encourage the students to say something. Don’t always correct the mistakes that thestudents would make while speaking. Otherwise, the students would feel reluctant to speak outtheir opinions.Teaching Important PointsTeaching DifficultiesTrain the students’　[来源:]Three Dimensional Teaching AimsKnowledge aims:Let the Ss know abou t some scTrain the students’ listening ability.Train the students’Encourage the students to learn from scientists to show interest in scientific exploration andTeaching ProcedureStep 1 GreetingT: Today we will begin our lesson with a competition between groups. In the last period, welearnt about John Snow who defeats “King Cholera”. Now, please say something that you know about it. If you offer a complete sentence, you will be given ten mar ks. Your group will be givenS: John Snow was a well-known doctor in London, who attended Queen Victoria to ease thebirth of herS: He became inspired when he thought about helping ordinary people exposed to cholera,which was the deadly disease of his day.S: He believed in the second theory that is people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead. [来源:](The teacher should enco urage more students to join in the competition. At the end of the competition, the teacher should announce the result of this competition. Praise the winner andS: We should base our theories on pracS: We are inspired to have a spirit of scientific exploration.Ss: . . .T: Yes, we can learn a lot from the scientist. In fact, there are a great number of people working on sc ience worthy of being learned both at home and abroad. Can you name some scientists and intS: Archimedes, who discovered that obje cts in water are lifted up by a force that helps them float.S: Darwin wrote a book explaining how animals and plants developed as the environment S: Zhang heng invented the earliest instrument to tell people where earthquakes happened.Ss: . . .T: You did a good job and listed many scientists as well as their contributions. Today, we areStep 3 Listening (on Pages 5-6)Task 1 Pre-T: First let’s enjoy the picture. What can yS: He is honored as “Chinese RTask 2 FirstT: We are to listen to the material, which is about Qian Xuesen. Yu Ping is telling her friendPing, what topics would you like to coverSteve Smith about Qian Xuesen’s life. If you were YuS: The date when he was born and he died;the place where he was born, lived, studied andT: Excellent. When we talk about and introduce a scientist, we us ually describe these aspects. Now, listen carefully and tick out which topics are mentioned in the tape.Task 3 Second ListeningT: This time. You’ll write down the answers to the five questions. Boys and girls, how can weS: We should go through the questions first and keep them in mind. When we are listening,we just need to pay much attentS: We needn’t write down each word of the answers. We just write down some key words.Later weT: You are clever. Now please get ready. First, look through the introduction to the (Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences. )(If the students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again. After that, check theanswers. If the students feel it difficult to make sense about the key words and understand theTask 4 Post-T: After listening, would you please a[来源:](At this part the teacher may have the students present what they have heard on the tape and show their own opinion about what they have learned from him. If possible, the teacher may have some of the students do the presentation work in class. By doing this, the students can get fullTask 1 P re-T: Just now we learned about a Chinese scientist, Qian Xuesen, who has made great contributions on space travel in China. We will get to know another scientist, whose contributionis on botany. Can you guess who he is?S: Carl Linnaeus, maybe DT: You are right. Both scientists did study botany and devoted their time to the research. Aswe know, Carl Linnaeus developed his system about how to classify species. While Darwin wrotea book on the Original of Species, in which he explained how animals and plants developed as the environment changed. The following is about Carl Linnaeus.T: Now, read the instructions about the listening and choose which of the following statements mist closely describes what this listening passage is about. Explain why the others areS: I think the third one is right. This is about a man who finds a flower and wants to kno w if it is a new species of flower. Because he is interested in biology and especially in the study of plants. What he wants to do is to study whether it is a new species. The other two statements can not convey the study.T:To find the name of an unknown flower, first you have to go to see a flower __________he/she will look in a special __________written by Carl Linnaeus. He lived in__________ from__________ to __________. He was very important because he solved a serious problem for __________. He saw all plants and animals produce __________. Some animals produce __________but others lay __________while plants__________. He used these different ways of producing young to put plants and animals into__________. For example, the group called birds lay __________to produce young and they all have __________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example __________and one is for the species, for example __________. So a parrot would be __________. He was the first person to successfully classify all plants and animals.Task 3 Post-Let the students fill in the blankets and then check. If the students feel it difficult to do it, letStep 5 Listening (Page 44)firstly.T: Look at the screen and let’s read the following new words(These words are presented on the screen: analyse, pure, foundation, symbol, sin, cosin,S: The next must be aT: Right. This mathematician is Leonhard Euler. John Smith is discussing with Zhao Yang his research into the life and work of a mathematician called Leonhard Euler. Listen to the tape andfill in the chart on the importance of Euler’sEuler’s achievements ExamplesNew symbols and termsOld areas of mathematicsNew area of mathematicsImportance(After listening, ask some students to fill in it. If many students feel it difficult, let them listento it again. While doing it, the teacher can also ask two students to come to write the answers onStep 6 SpeakingTask 1 Lead-inT: Boys and girls, from the listening material, we know about some scientists. Do you have a T: Suppose you would like to work as a scientist, and you are discussing with your partnerS1: What job do yS2S33 Wha[来源:]I always wanted to. . . because. . .I might find it difficult to. . .patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with. . .Task 2 Dialogue (pair work)T: Now it is time to discuss what scientific job each of you would like to choose in the future with the help of the mentioned questions and expressions in pairs. I will give you five minutes toprepare for it. After that I will let some of pSample:A: What job do you want to do in the future?B: I always want to be a botanist.B: I will try my best to go to a key university tB: The experience I will need is to study wild plants in the wild when I am at school. Now, Ijoin the social natural club organized by our school. Every time I make every effort to overcomeA: Do you know what personality will be needed if you want to be a scientist in the future?B: I will need to be patient, creative, hard-working, brave, energetic and co-A: Yes, I agree with you. Besides those personalities, we also should be determined,B: I intend to go to college next year and then I will have a chance to be a scientist. But myto the persons who have already prepared for them. I am sure you will succeed if you keepB: Thank you for your encouragement. I will make full use of time to struggle for success.Task 3 Free-[来源:]T: Let us talk freely. You are allowed to move about to find a student you’d like to talk with. Imagine you are going to meet a specialist about a newly-found flower. Your partner will be theassistant for the flower specialist. You both need a description of the other so you can recognizeeach oth(Of course, following the above, the students may gather around or move around to find theirown favorite partners to talk with. This is a half-controlled activity. Teachers let them express whatever they want to on condition that there are some expressions on the theme. Give them aboutfive minutes to prepare for it. Later, ask some pairs to act it out. As usual, the teacher wonto give comments on what the students do, including the teacher’s words praising what they are doing in the first few stages. Only in this way are the students encouraged to talk freely aboutT: In this period, we mainly focus on the speaking and listening abilities. If you feelToday’s homework is to describe a scientist to your partner and let your partner guess who she/heis. Then exchange.The Design of the Writing on the BlackboardUnit 1Great scientistsPeriod 3Listening and SpeakingThe questions may be useful to discuss the scientific job, The expressions may help you to discuss your future scientific job.WhatHow will you prepare for this career?The experience I will nI will need to be/become patient, creative,hard-working, co-operative, confident, brave... Research and ActivitiesAfter class, use the library or the Internet to find out facts about important women scientistsin medicine, physics, chemistry, biology, astronomy or mathematics. There are very usefulwebsites (including the “Biographies of women mathematicians website”).Prepare a talk on your chosen scientists. Remember to include some information about their life, their achievements andwhy they are considered important in science history. Then give your talk to the class.Research for TeachingEuler, Leonhard(born April 15, 1707, Basel, Switz.diedSwiss mathematician and physicist, one of the founders of pure mathematics. He not onlymade decisive and formative contributions to the subjects of geometry, calculus, mechanics, andnumber theory but also developed methods for solving problems in observational astronomy and demonstrated useful appli cations of mathematics in technology and public affairs.Euler’smathematical ability earned him the esteem of Johann Bernoulli, one of the first mathematicians in Europe at that time, and of his sons Daniel and Nicolas.In 1727 he moved toSt.Petersburg, where he became an associate of the St.Petersburg Academy of Sciences and inEuler devoted considerable attention to developing a more perfect theory of lunar motion,which was particularly troublesome, since it involved the so-called three-body problem—the interactions of the Sun, Moon, and Earth.(The problem is still unsolved.) His partial solution,published in 1753, assisted the British Admiralty in calculating lunar tables, of importance then inattempting to determine longitude at sea. One of the feats of his blind years was to perform all theelaborate calculations in his head for his second theory of lunar motion in 1772.Throughout hislife Euler was much absorbed by problems dealing with the theory of numbers, which treats of theproperties and relationships of integer s, or whole numbers (0, ±1, ±2, etc.); in this, his greatest discovery, in 1783, was the law of quadratic reciprocity, which has become an essential part of In his effort to replace synthetic methods by analytic ones, Euler was succeeded by J.-Lagrange. But, where Euler had delighted in special concrete cases, Lagrange sought for abstractgenerality; and, while Euler incautiously manipulated divergent series, Lagrange attempted toestablish infinite processes upon a sound basis. Thus it is that Euler and Lagrange together areregarded as the greatest mathematicians of the 18th century; but Euler has never been excelledeither in productivity or in the skillful and imaginative use of algorithmic devices (i.e., computational procedures) for solving problems.Carl Linnaeus(born May 23, 1707, R.a shult, Sm^a land, Swed. died Jan.10, 1778, Uppsala )Carl Linnaeus is a Swedish botanist and explorer who was the first to frame principles fordefining genera and species of organisms and to create a uniform system for naming them.Linnaeus was the son of a curate. His love of flowers developed at an early age; when onlyeight years old he was nicknamed “the little botanist.”He studied at the universities of Lund andUppsala and received his degree in medicine from the latter.The Systema Naturae, which Linnaeus had shown to the botanist Jan Fredrik Gronovius inmanuscript, so impressed Gronovius that he published it at his own expense.Linnaeus’ syste based mainly on flower parts, which tend to remain unchanged during the course of evolution.Although artificial, as Linnaeus himself recognized, such a system had the supreme merit ofenabling students rapidly to place a plant in a named category.It came into use at a period whenthe richness of the world’s vegetation was being di scovered at a rate that outstripped moreleisurely methods of investigation.So successful was his method in practice that its very ease ofapplication proved to be the greatest obstacle to its replacement by the more natural systems thatsuperseded it.His later years were take n up by teaching and the preparation of other works: Flora Suecica(1745) and Fauna Suecica (1746); two volumes of observations made during the journeys inweden, V ..a stg..o ta resa (1747) and Sk.a nska resa (1751); Hortus Upsaliensis (1748); hisPhilosophia Botanica (1751); and the important Species Plantarum (1753), in which the specificnames are fully set forth.In 1755 he declined an invitation from the King of Spain to settle in thatcountry with a liberal salary and full liberty of conscience.In 1761 he was granted a Swedishpatent of nobility, antedated to 1757, from which time he was styled Carl von Linné.An apoplecticattack in 1774 left him greatly weakened, and heThe Linnaean manuscripts, and his herbarium and collections of insects and shells, purchasedby Sir J.E.Smith in 1783, are carefully preserved by the Linnean Society at Burlington House,London.Marie Curie(born Nov.7, 1867, Warsaw, Pol., Russian Empire.die d July 4, 1934, near Sallanches,France )Maria Sklodowska Polish—born French physicist famous for her work on radioactivity andtwice a winner of the Nobel Prize. With Henri Becquerel and her husband, Pierre Curie, she wasawarded the 1903 Nobel Prize for Physics. She was then the sole winner of the 1911 Nobel Prizefor Chemistry.From childhood she was remarkable for her prodigious memory, and at the age of 16 she wone. Because her father, aa gold medal on completion of her secondary education at the Russian lycéteacher of mathematics and physics, lost his savings through bad investment, she had to take workas a teacher and, at the same time, took part clandestinely in the nationalist “freeo women workers. At the age of 18 she took a post as governess,university, ”reading in Polish twhere she suffered an unhappy love affair. From her earnings she was able to finance her sisterBronia’s medical studies in Paris, on the understanding that Bronia would in turn later help her toget an education.S he came first in the licence of physical sciences in 1893.She began to work in Lippmannresearch laboratory and in 1894 was placed second in the licence of mathematical sciences. It wasin the spring of this year that she met PierTheir marriage (July 25, 1895) marked the start of a partnership that was soon to achieveresults of world significance, in particular the discovery of polonium (so called by Marie inhonour of her native land) in the summer of 1898, and that of radium a few monthsdiscove ry (1896) of a new phenomenon (which she laterlater.Following Henri Becquerel’scalled“radioactivity”), Marie Curie, looking for a subject for a thesis, decided to find out if theproperty discovered in uranium was to be found in other matter.She discovered that this was true In December 1904 she was appointed chief assistant in the laboratory directed by PierreCurie.The sudden death of Pierre Curie (April 19, 1906) was a bitter blow to Marie Curie, but itwas also a decisive turning point in her career: henceforth she was to devote all her energy tocompleting alone the scientific work that they had undertaken.On May 13, 1906, she wasappointed to the professorship that had been left vacant on her husband’s death; she was the first woman to teach in the Sorbonne.In 1908 she became titular professor, and in 1910 herfundamental treatise on radioactivity was published.In 1911 she was awarded the Nobel Prize forChemistry, for the isolation of pure radium.In 1914 she saw the completion of the building of thelaboratories of the Radium Institute (Institut du Radium) at the University of Paris.One of Marie Curie’s outstanding achievements was to have understood the need toaccumulate intense radioactive sources, not only for the treatment of illness but also to maintain anabundant supply for research in nuclear physics; the resultant stockpile was an unrivaledinstrument until the appearance after 1930 of particle accelerators.The existence in Paris at theRadium Institute of a stock of 1.5 grams of radium in which, over a period of several years,radium D and polonium had accumulated, made a decisive contribution to the success of theexperiments undertaken in the years around 1930 and in particular of those performed by Irèn eCurie in conjunction with Frédéric Joliot, whom she had married in 1926 (see Joliot-Curie,Frédéric and Irèn e).This work prepared the way for the discovery of the neutron by Sir JamesChadwick and above all the discovery in 1934 by Irèn e and Frédéric Joliot-Curie of artificialradioactivity.A few months after this discovery Marie Curie died as a result of leukemia caused bythe action of radiation.Her contribution to physics had been immense, not only in her own work,the importance of which had been demonstrated by the award to her of two Nobel Prizes, buted in the Panth on in Paris; she was the first woman In 1995 Marie Curie’s ashes were enshrin。

必修五 Unit 1 Great ScientistsPeriod 7 Using languageTeaching goals:1.To learn about Copernicus’ revolutionary theory.2.To learn to write a persuasive essay and improve their integrating skills . Teaching Important PointsSs are able to write a persuasive composition.Teaching Difficult PointsInspire Ss to argue for their own ideas.Enable Ss to write a persuasive composition.Teaching procedures:Step 1 Pre-reading1.Do you know what is the center of the solar system?2.Can you name the eight planets in the solar system?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. The chart on P.7 shows his theory.Let’s enjoy a video of Copernicus’ Revolutionary Theory.Step 2 While-reading1 Skimming:Read through the passage fast and try to get the main idea of the passage.1. What did Copernicus think was the center of the solar system?2.When did Copernicus publish his theory?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)Step 3 post readingRead 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 he finished working on it.6. Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe.Use the reading and try to draw the two theories of the universe.Step 4 language points1. lead to: to result in 导致Your carelessness will lead to the trouble in the future.2. 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.3. spin--- spun(span)--- spinninge.g. We span the coin to see who would have first turn.I spun around to see who had spoken.4. 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.5. 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.6. 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 5 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 6 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 7 Homework1. Write down your persuasive essay on your exercise books.2. Review the whole unit and prepare for the dictation.。