人教英语必修5 Unit1 Great scientists--period1 教案

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

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 explanations[来源:]After maste ring the rules of the past participle, the students should be given more exercisesto 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 theBesides that, the teacher should help the students to review the other usages of the past participle.Apart 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 have the students master it, the teacher should choose some exercises to supply the students with some problems to deal with.To know the differences between the past paTeaching AidsMulti-Three Dimensional Teaching AimsTo use the past particip le used as the attribute and the predictive free ly and properly in [来源:]Emotional AimsEncouHelp the students to form the good habitEncourageTeaching ProcedureStep 1 GreetingStep 2 RevisionT: Do you still remember what you learned in this unit?about the great scientists we learned in this unit.S: John snow, a well-[来源:]S: He got interested in two theories explaininhaS: He discove red that many of the deaths were near the water. It seemed the water w as toT: You really did a very good job.S1: 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 andS2S3S4: He published his theory asS5Step 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 attribut e phrase. Terrified people means people who were terrified. Now please find two more examples from the reading passages withpast participles used as the attribute. You are allowed to find as many sentences as possible in two minutes.S1: 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 handleS3: 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 attributes. Besides using as the attribute, the past participles can also be used as the predicative. Can you find the sentences with past participles used as the predicative?(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 interestedS4: They were givenS5: He found that it came from the river, which had b een polluted by the dirty water fromS6: Immediately John Snow told the astonished people in Broad Street to remove thee used...Step 4 PractisingT: From the sentences mentioned just now, what do you know about the usage of past T: Yes, very good. Now let’s look at thescreen and finish the exercises quickly.Past Participle as the Attribute Past Participle as the Predicative6.10.6.children10.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.a closed 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。

Unit 1 Great ScientistsThe First PeriodReading一、教学目标（Teaching Aims）Warming up in student’s book and listening in workbook1、能力目标（Ability aim）To activate the students’ knowledge about great scientists in the world and their achievements.To get the students understand the spirit of science.To enable students to communicate with each other and improve students’ language expression ability.2、语言目标（Language aim）Words: engine, characteristic, radium, enthusiastic, cautious,spin, In addition, link to, instruct, attend, expose to cure,absorb into severe, to blame, handle from, lead to, make sense,reject.Important sentence:To prevent this from happening again, John Snow supposed that the source of all water supplies be examined and new methods of dealing with polluted water be found.Expressions on making comments二、教学方法（Teaching Method）Communicative approach， Audio－Visual approach三、教具准备（Teaching Aids）Multi-media四、教学步骤（Teaching Procedure）Step I PresentationTalk about famous scientists and the kind of roles they play in history.Present a word match exercise to arouse the students’ interest on the topic.Step II TalkingTry a quiz and see who knows the most about scientists. Discuss in pairs about the significance of some achievements.Step III Group WorkDiscuss in groups about the basic factors that make a scientist successful.Homework1.Oral homework: Prepare a story about a famous scientist and share thestory with the whole class.2.Written homework: Write down the story and make comments on the keyto success.The Second PeriodExtensive Reading一、教学目标（Teaching Aims）Reading part in students’ book1、能力目标（Ability Aims）To train the students’ ability in skimming & scanning.To adapt the scientific spirit in their pursuit of knowledge.2、知识目标（Knowledge Aims）To lead the students to get some information on the steps of a scientific research through reading.二、教学重难点（Teaching important points）a. Understand the spirit of science and scientists.b. Understand the details of each stage in examining a new scientific idea.c. Discuss what attitude the scientists should take towards a complete new finding that is against the present theory.三、教学方法（Teaching method）Communicative Approach, Task-based Approach四、教具准备（Teaching Aids） Multi-media五、教学步骤（Teaching Procedures）Step I Pre-readingAsk the students to get ready for reading by discussing about some infectious diseases and the ways of making a scientific research.Step II ReadingLet the students read through the whole passage and finish the required task.Help them to have a better understanding of the article by providing some background information and analysis.Step III Post-readingHold a discussion after reading in order to widen students’ views and further consolidate their knowledge on the topic.Homework: Finish the reading passage in the workbook.The Third PeriodLanguage Points一、教学目标（Teaching Aims）1. 能力目标（Ability aim）Students are required to learn how to guess the meaning of a newword according to the context and use the words and expressionsin the first passage on Page 2.2. 语言目标（Language aim）Students are asked to learn about the words and expressions inthe first passage on Page 2, including their meanings and the usagein our daily life.Key words expressions:a. attend, expose, cure, control, absorb, severe, valuable, pump, pub, blame, handle, link, in addition, announce, instruct (in Student’s Book)b. expose…to, test, defeat, reject, examine, apart from, contribute to, make a conclusion, make sense, enthusiastic, lead to, be strict with (in Workbook)二、教学重难点（Teaching important points）attend, expose, absorb, handle, in addition三、教学方法（Teaching Method）: Explaining and practicing四、教具准备（Teaching Aids）： Multi-media五、教学步骤（Teaching Procedure）Step I: Leading inAsk questions about the story of John Snow with the words and expressions presented.Step II Word StudyExplain the meanings of the words and phrases and learn how to use them. Step III Word ExercisesHomework:1. Go over the words and phrases students have learned and retell the story about Jo hn Snow’s defeating “King Cholera”.2. Choose the suitable words or expressions to complete the passage in the project:valuable, instruct, cure, expose, look into, examine, put forward, immediately, announceThe Fourth PeriodListening一、教学目标（Teaching goals）1.Target language目标语言重点词汇和短语astronomer, astronaut, institute, lily, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyse, pure, sin, cosin, geometry, calculus, mechanics, practical, topology.2.Ability goals 能力目标Get the students to know more about scientists and science bylistening.3.Learning ability goals 学能目标Guide the students to get detailed ideas of listening materialsHelp the students to form good and correct listening habits.二、教学重难点 ( Important and difficult teaching points)a. Listen to materials and grasp the information neededb. The details of the listening materialsc. The new words of the listening materials.d. The unfamiliar subjects of the materials三、教学方法 (Teaching methods)Audio-lingual methodAudio-visual methodTask- based learning approach四、教具准备 (Teaching aide) Multi-media五、教学过程与方式 (Teaching procedures & ways)StepⅠlead-inTask 1: To develop the students predicative skill in listening. Ask students to describe the picture at page 5 and guess what details may be talked and mentioned in the listening.Listening (page 41)Task 1 Describe the picture and stimulate the student’s thinking. Task 2. Help the Ss to master the new words in the listening.species(种类)，parrot(鹦鹉)，blackbird(乌鸦)，Task 3. Enable the students to get a general picture of the listening and then extract specific information.Listening Task (Page 44)Task1. Introduce the students to the life and work of Leonhard Euler. Help students to gain some knowledge of topology.HomeworkAccording to the listening materials above, access the internet: to get further information.The Fifth PeriodGrammar and Writing一、目标语言(Target language)Using “make + n” and past participlesmake an appointment, make a gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets, struck speeches二、能力目标 (Ability goals Ability goals)Get the students to know how Past Participle used as attributive and predictive is used三、学能目标 (Learning ability goals)Guide the students to get detailed information for the writing 四、教学重点 (Teaching important points)Past participle used as attributive and predicative.五、教学难点(Teaching difficult points)To teach students the right steps of writing a composition六、教学方法(Teaching methods)Discussing; task- based learning approach七、教具准备(Teaching aid) Multi-media八、教学过程与方式 (Teaching procedures & ways)Step I: assign the taskGregor Mendel's AchievementsStep II: thinkingNecessary steps in writing a compositionStep III: give an exampleHow to make a plan for your composition?How to draw an outline?HomeworkWrite a report about your scientist, his/her life, achievements and the key to his/her success.。