Unit1 Great scientists--period1 教案
教学设计3：Unit 1 Great Scientists
Unit 1 Great Scientists 教学设计安排第一课时听说课将Warming Up，与Workbook 中的Listening(P41 )，及WB 的Talking 放在同一课时，设计成一节听说课，并把Project 设计成开放性作业。
第二课时阅读课将Pre-reading 部分与Reading, Comprehending 放在一起教学，设计成一节阅读课，并把Workbook（WB）的Speaking Task 设计成开放性作业。
第三课时泛读课将Using Language 的Reading和WB 的Reading Task 结合在一起上一节泛读课。
第四课时语言知识课──学习词汇及过去分词将Learning about Language 中的Discovering useful words and expressions，Discovering useful structures 及Using Structure 上一节语言知识学习、归纳课。
第五课时听说课将Using Language 中的Listening and speaking 和WB 中的Listening Task(P44) 设计在一节课完成（以听为主）。
第六课时写作课将Writing(P7)及Writing task(47) 整合成一节写作课。
第七课时复习小结课通过Summing Up，Learning tips 和WB 中的Checking Yourself 指导学生进行自我检测，复习本单元所学的重点词汇、短语、表达及语法等，上一节复习巩固课。
第一课时听说课第一步引入话题向学生展示一些杰出科学的图片比如居里夫人等等来引出话题: “Great Scientists”Let students guess who they are. And then ask students to tell something about them.第二步小组活动（四人一组）1. Ask students to discuss the questions in Warming Up.2. Ask students to compare their answers.3. Ask students to discuss the two questions in Pre–reading.4. Check the answers.第三步听力训练利用Workbook 的Listening (P41) 进行听力训练。
Unit 1 Great Scientists教案
Unit 1 Great Scientists教案一、教学目标1、知识目标（1）学生能够掌握本单元重点词汇，如：conclude, defeat, attend, expose 等。
（2）学生能够理解并运用与伟大科学家相关的句型和表达方式。
2、能力目标（1）通过阅读课文，提高学生的阅读理解能力和信息提取能力。
（2）通过小组讨论和角色扮演，培养学生的口语表达能力和团队合作能力。
3、情感目标（1）激发学生对科学的兴趣和对科学家的崇敬之情。
（2）培养学生的探索精神和创新意识。
二、教学重难点1、重点（1）掌握重点词汇和句型的用法。
（2）理解课文内容，了解伟大科学家的成就和精神。
2、难点（1）运用所学知识进行有效的语言输出。
（2）理解科学研究中的逻辑和方法。
三、教学方法1、任务型教学法通过布置各种任务，让学生在完成任务的过程中学习和运用语言。
2、情景教学法创设与课文相关的情景，帮助学生更好地理解和感受。
3、合作学习法组织学生进行小组合作学习，培养学生的合作能力和交流能力。
四、教学过程1、导入（1）通过展示一些著名科学家的图片，如牛顿、爱因斯坦等，引发学生的兴趣，提问学生对这些科学家的了解。
（2）播放一段关于科学实验的视频，引导学生思考科学的重要性和科学家的工作。
2、词汇学习（1）呈现本单元的重点词汇，通过图片、例句等方式帮助学生理解词汇的含义和用法。
（2）组织学生进行词汇练习，如填空、造句等，巩固所学词汇。
3、课文阅读（1）让学生快速阅读课文，回答一些简单的问题，如：文章主要介绍了哪位科学家？科学家的主要成就是什么？（2）仔细阅读课文，分析课文的结构和内容，引导学生理解课文中的重点句子和段落。
（3）组织学生进行小组讨论，讨论科学家的研究方法和精神，以及对自己的启发。
4、语言点讲解（1）讲解课文中的重点句型和语法点，如：定语从句、被动语态等。
（2）通过例句和练习，让学生掌握句型和语法点的用法。
5、口语表达（1）组织学生进行角色扮演，假设自己是某位科学家，介绍自己的研究成果和经历。
Unit 1《Great scientists》教案1(人教版必修5)
Unit 1 Great scientistsPeriod OneTeaching aims:1. Promote the Ss to know sth. about great scientists.2. Learn some new words and expressions.3. To examine a new scientific idea.4. Comprehension.Main points: Warming up and Reading passageDifficult points: ComprehensionTeaching procedures:Step 1. Warming up1. Show the Ss some pictures of great scientists and ask them to talk about them.2. The Ss discuss in groups and walk along to offer them help if needed.3. Work out their answers by themselves.4. Check their answers.Step 2. Pre-reading1. The Ss discuss the stages in examining a new scientific idea in pairs by asking the questions in the pre-reading.2. Ask the Ss to put them in order and get their answers.Step 3. Reading passage1. Let the Ss go over the passage and try to find the hard words, expressions and sentences they have.2. Explain the difficulties.3. Ask the Ss to read the passage more carefully and then try to complete the chart in the comprehending by discussing in groups.4. Choose some Ss to answer the questions in the comprehending.5. Ask the Ss to choose one of the paragraphs to read aloud fluently.Step 4. HomeworkRead the passage again and go over Learning about language.Period TwoTeaching aims and demands：1. Discover the useful words and expressions.2. Learn and improve the use of useful words and expressions.Main points: Learn to use the words and expressions that the Ss discover.Difficult points: Improve the use of the words and expressions.Teaching procedures:Step 1. Learning about language1. Discover the useful words and expressions in this unit in groups of four.2. Ask the Ss to show their results to the class.3. Ask them to study the words and expressions in Ex.1.4. Ss have a discussion and do the exercises.5. Check their answers.6. Change the verbs into nouns and make sentences by using “make a …”Step 2. Using words and expressions1. Make sure the Ss know the words and expressions.2. Let the Ss work in groups to complete the blank in Ex.1.3. Check their answers.4. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.Step 3. Words learning1. Show the Ss a list of prefixes to talk about them.2. Ask them to work in groups to find some words with the prefixes and study their meanings.3. Let them show their results to the class.4. Walk around the class to give them help if needed.Step 4. Study the use and meanings of suggest1. Study the meaning of suggest by looking the dictionary entry.2. Match the meanings with the sentences on the right in Ex.4.3. Check their answers.Step 5. HomeworkWrite down the translation Ex.2, 4, 6 and 7 in the exercise book.Period ThreeTeaching aims and demands:1. Discover the useful structure.2. Learn to use the grammar of past participle.3. Enable the Ss understand the past participle using as attribute and predicative. Main points: Learn the usage of the past participle using as attribute and predicative. Difficult points: Use the useful structure.Teaching procedures:Step 1. RevisionReview the past participle of some verbs.Step 2.1. Look at the chart and study the phrases.Past participle as the attribute and the predicative(1) terrified people(2) reserved seats(3) polluted water(4) a crowded room(5) a pleased winner(6) children who look astonished(7) a vase that is broken(8) a door that is closed(9) the audience who feel tired(10) an animal that is trapped3. Ask the Ss the following questions:(1) What kind of words before the past participles?(2) What kind of words after the past participles?4. Ask the Ss find the sentences using the past participle in the reading passage.5. Ss have a discussion and complete the chart with the same meaning of the phrases above.6. Ss show their results to the class.7. Complete the sentences in Ex.3.Step 3. Using structure1. Make sure the Ss know the words and the discuss in groups to finish the sentences using past participle.(Ex.1)2. Rewrite the sentences into one sentence using the past participle as the attribute or predicative.3. Check their answers.Step 4. HomeworkWrite down 1, 3, 5, 7 of Ex.2 in the exercise book.Period FourTeaching aims and demands：1. Improve the Ss listening skills.2. Know more about great scientists.Main points: Listening and speakingDifficult points: Get to know the information of listening materials.Teaching procedures:Step 1. Listening and speaking1. Listen to the tape and answer the questions.(1) What did Qian Xuesen study first?(2) What experience did he get in America that was very useful for China?(3) What was Qian Xuesen’s achievement when he returned to China from America?(4) How has he been honoured in China?(5) How did Steve honour him?Step 2. Speaking1. Ss discuss what scientific job they will do in the future in pairs by using the questions and expressions on Page 6.2. Ask some Ss to talk in class.Step 3. Listening and talking1. Play the tape for the Ss to listen and finish the exercises in the workbook, pause from time to time if needed.2. Check their answers.3. Work in pairs. Imagine you are going to meet a specialist about a newly-found flower by using the useful sentences on Page 42.Step 4. Listening task1. Play the tape for the Ss to get the information of the listening task.2. Check their answers.Step 5. HomeworkPrepare the reading task.Period FiveTeaching aims and demands：Improve the Ss reading skills and their talent in getting the information.Main points: Reading and reading taskDifficult points: Finding the Euler path.Teaching procedures:Step 1. RevisionRevise the past participle used as the attribute and predicative.Step 2. Reading1. Ss read the passage as fast as they can and then draw the two theories of the universe in groups.2. Ask the Ss to show their pictures to the class.3. Ss read the passage again and find the problems they have.4. Solve the Ss’ problems.5. Discuss in pairs. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?6. Choose some Ss to share their ideas to the class.Step 3. Reading task1. Ss read the passage and answer the following questions.(1) What is odd point? (2) What is even point? (3) What rule did Euler find?2. Ss discuss in groups and try to find the answers.3. Teacher walks around to offer them help.4. Use the rule to see if you can go over the diagram, not missing any points or going over any line twice.( See figures on Page 46)5. Ss work in groups.Step 4. HomeworkWrite a short passage about Copernicus.Period SixTeaching aims and demands:1. Try to write sth persuasive.2. Learn to write a report about people.Main points：Make a plan in discussion.Difficult points：Write a passage / a report.Teaching procedures：Step 1. Writing1.Ask the Ss to read the passage again and gather some information about Copernicus.2. Plan to write a letter.Step 2. Writing taskWrite a report about your scientist, his/her life, achievements and the key to his/her success.1. Before you begin to write, remember to put your information under three headings: life, achievements and key to success.2. Plan your report like the one on P47.3. Ask them to read their plans.4. Begin to write the report.Step 3. HomeworkComplete the report and write down on the exercise book.。
高中英语 Unit 1 Great Scientists Period 1精品教案
英语：Unit 1《Great Scientists》教案（2）（新人教版必修5）全模块Teaching aimsTo help students learn to describe peopleTo help students learn to read a narration about John SnowTo help students better understand “Great scientists”To help students learn to use some important words and expressionsTo help students identify examples of “The Past Participle (1) as the Predicative & the attribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists. Step IIAsk the students to try the quiz and find out who knows the most.T: 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.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.II. Pre-readingStep IGet 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.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.What do you know about cholera?Cholera is the i llness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria.Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-readingDo you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II SkimmingRead the passage and answer the questions.Who defeats “King Cholera“? (John Snow)What happened in 1854? (Cholera outbreak hit London.)How many people died in 10 days? (500)Why 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.)(Optional)Skim the passage and find the information to complete the form below.Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease. John Snow Defeats “King Cholera”Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those householdsthat had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today? (Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.Step VI Using the stages for scientific research and write a summary.。
新课标unit1Great Scientists整套教案The 1st Period(新课标版高二英
新课标unit1Great Scientists整套教案The 1st Period(新课标版高二英语必修五教案教学设计)Unit1 Module 5 Great Scientists本单元教学内容分析: 本单元主要话题是“科学家如何以探究、钻研、无畏的科研精神验证未知的科学原理。
”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。
本单元所涉及的要点是：（1）了解闻名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。
（2）学习表示意愿、期望和建议的句型。
（3）学习过去分词作定语和表语的结构。
（4）学习写好“persuasive writing”,以训练同学的规律思维及写作力量.Teaching Aims:1. Learn some new words and expressions.2. Know some great scientists and their achievements.3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.Difficult and Important Points:1)Word study2)Discuss in groups the stages in examining a new scientific idea.Teaching Methods:1. Inductive method2. Pair work group work3. Word Study according to the situations given (Do exercises)Teaching Procedures:Step I Warming up1. What do you know about great scientists?Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)2.Check the answers with the whole class.1).Archimedes (an ancient Greek mathematician physicist)2).Charles Darwin (British, author of The Origin of Species )3).Thomas Newcomen (British, improved the first steam pumpand turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )4).Gregor Mendel (Czech)5).Marie Curie (Polish and French, won two Nobel Prizes)6).Thomas Edison (an American inventor)7).Leonardo da Vinci (a famous Italian artist)8).Sir Humphry Davy (British)9).Zhang Heng (Chinese, invented seismograph)10).Stephen Hawking (a British astronomer)Step II. Word Study1.Read the new words after the tape.2.Choose the correct words to complete the following sentences.1) John Snow devoted himself to ________(science, scientific) research.2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.3) The boy needs one more stamp to make his collection__________ (complete, completely)4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)6) People who had drunk the __________ (polluting, polluted) water were dead.7) I will tell him the good news ____________ I see him. (immediate, immediately)8) I suggest _______(to have, having) a rest after working for such a longtime.3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.1.Who _______________ a theory about black holes?2.What ______________ did you draw?3.The car went out of ___________ and crashed.4.SARS is a terrible _____________ disease.5.He _____________ a difficult argument skillfully.6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.7. Everyone was silent as he ___________ the winner of the match.8._____________ visiting the zoo, we went to the museum.Step III. Practice (using inductive method)Use the correct form of the words to fill in the blanks.Infectionexamination=examScience /scientistConcludeAnalysisDefeatValueannouncement /announcerInstructionCalculatecontribution /contributor contributive Instructor/instructionMoveRejectionCreateCompletionPersuader Persuaden. adj. adv.Certain certainlyco-operation XRevolution XPrivacy隐私；隐居 PrivateX backwardEnthusiasm enthusiasticallyLogic logicallyStep IV. Pre-readingDiscussion:1.What five most important qualities do you think a scientist should have? Give the reasons.generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful2. Do you know how to prove a new idea in scientific research? Discuss in 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 question Find a problem Analyse the results Repeat if necessaryAfter reading the following passage, put the correct stages into the reading about research into a disease.Step V. SummaryStep VI. Homework Assignment1.Read the passage John Snow Defeats “King Cholera”.2. Learn the new words by heart and prepare for tomorrow’s dictation.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
Unit1GreatscientistsPeriod1优秀教案(人教版必修5)
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, languageIn 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, andIn 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. Theletters 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.Period 1Period 2Period 3Listening andPeriod 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,Key phrases in this unit: put forward, know about, look into, in addition, prevent sth. from doing, 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:1.2.3.4.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 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, 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 expressions. Lastly, 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 cantalk 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 greatstudents guess who he or she is talking about. In this way, the students should learn to organize their ownAfter that, the students will feel comfortable to do the quiz in the text. The students should be encouraged toMeanwhile, the students’ interest in scientists and science should be cultivated.So two topic discussionThe 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 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,Teaching DifficultiesWhat can we learn from the scientists?Teaching AidsCAI equipment with a Multi-Three Dimensional Teaching AimsKnowledge AimsKnow about the outstanding discoveries, inventions and theories from some well-known scientists.Ability AimsDevelop theEmotional AimsHelp the students to form the good habit in learning and encourage the students to take part in socialHelp the students to realize that it is scientific spirit that makes those scientists successful.Teaching 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 for different kinds of T: That’s a good idea. There are so many patients with cancers in the world, who are suffering a lot. ThankS: 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 maybe more than our friends someT: I’m really gla d 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 conditions worse. I think we should leave aT: Yes, 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 attentiS: I’m so interested in physics.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: Yeah, I can’t agree with you more. S cience 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 s hare 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 to the new words in this unit, which will help you to learnStep 3 Word puzzles(Let the students read the words and expressions together. Help them pronounce the new words and expressions correctly. Later give them some time to practise reading and remember some easy and important ones.T: Here are some definitions of some of the words from this unit.Please work in pairs and match the wordsWords Definitions or explanationsA. examineB. repeatC. theory 3.aD. immediatelyE. completeF. valuableG. announceH. control e or bring to an endI. 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 and expressions and then fill in the1. “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 spacecra ft, 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 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?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.S1: Madame Curie, who got two Nobel Prizes, one for physics and the other for chemistry, is reallyS2: It re“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.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 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 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 famo us discoveries, inventions or theories. Let meFamous scientistsA. Isaac Newton 1.Evolution (进化论B. Charles Darwin 2.Discovery of Radium（镭）C. Madame CurieD.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(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 thenGroup 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 thatS: 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. HeHis 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 would rather be known asGroup 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 abeginning in the Big Bang and an end in black holes. He has three pop ular 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 aSs: ...T:Step 6 QuizT: You have already known some information about some of the great scientists. Now let’s do a quiz, tryingQuiz 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?3.4. Who used peas to show how physical characteristics are passed form parents to their childre5.6.7.8.9. Who10.1.Archimedes2.Charles Darwin3.James Watt7.Leonardo davinciT: Please work in groups and have a discussion to find as much information as possible about these ten great(The teacher had better join in the discussion and give them some guidance whenever necessary. After theStep 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 tapS: 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, praise them, andStep 8 Discussion (Group Competition)T: Your ideas are so wonderful and amazing. I admire them very much. Now let’s come to our topic.Topic 2: Wha(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 toget more information. And I’d like you to make a“Scientists Album”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?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 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 paralleled Darwin’s own unpublished ideas, an event which pushed Darwi n 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 diffe rent 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, England. His parents’ house was in north London, but during the Second World War Oxford was considered asafer 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 prefe rred 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 th e 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 byHis 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 of Time, and his later book, Black Holes and BabyProfessor 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 SocietyStephen 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 attractedIn 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 united with metallic bases. He also used electrolysis to discover new metals such as potassium, sodium, barium, strontium, calcium andDavy was now considered to be Britain’s leading scientist and in 1812 was knighted by George Ⅲ.With hisIn 1815 Humphry Davy invented a safety lamp for use in gassy coalmines, allowing deep coal seams to be mined d espite 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 comeOne 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 improv e 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 mechani5.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 wor king.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 the inheritance of characteristics8.Archimedes: Greek mathematician, engineer, and physicist.Among the most important intellectual figures of ant iquity, 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 bec ome the Bunsen burner, which is used almost universally in scienceMichael 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.。
教学设计6：Unit 1 Great scientists
Unit 1 Great ScientistsPeriod 1 Warming up, Pre-reading & ReadingTeaching goals:1.The students will be able to learn sth about great scientists and their achievements.2.The students will be able to describe John, esp. his work, discoveries and achievements.3.The students will be able to get the main idea and comprehend some long sentences betterunder the guidance of the teacher.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 firstparagraph.2). Skimming:●Get the students to read the passage fast . Ask them to pay attention to the first sentence ineach paragraph and try 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 adisease.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 necessary Keys: E→D→B→C→F→G→A●Answer some detailed questions about the passage and learn some language points: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.).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 sohad not drunk the 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 BroadStreet 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 toSnow’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.。
人教版高中英语必修一《Unit 1 Great scientists》教案
Askthestudentstothinkofsomegreatinventionsandinventorsinhis tory.
精心整理 T:Welcomebacktoschool,everyone.Iguessmostofyouhaveenjoyedyo urholiday.MaybeIshouldsayeveryonehasenjoyedascientificlife. Why?Becauseyouhaveenjoyedtheresultsofthescienceandscientist s.Nowcanyoutellmethescientistswhoinventedthelights,thegramo phoneandthecomputer?
S3:AIDS,SARSareinfectiousdiseases. S4:Infectiousdiseasesaredifficulttocure. Sampleanswer2: S1:CholeraiscausedbyabacteriumcalledVariancholera.
Unit 1 Great scientists教学设计
三、本单元教学建议
语言应用（Using language）部分这部分是对多种语言技 能的综合运用。Listening & speaking要求学生预习听力内 容。听力的部分通过两个学生谈论科学家钱学森的故事， 帮助学生了解科学家的生活经历。通过回答5个问题，训 练学生分析解决问题能力。建议学生在听的过程中记一些 重要的单词即可。从听力中就可引出speaking部分，教师 可通过简单的问答来激发学生说的欲望，可以在几个简单 问答后，补充课文中有用的表达，让学生讨论将来职业的 选择。在培养学生交际能力的同时，教师要不失时机进行 德育渗透，教育学生应树立远大理想，并为实现自己的理 想而奋斗。
三、本单元教学建议
小结（Summing up）部分，这部分用以提高学生的认知 水平，通过对本单元内容和知识点的回顾，查漏补缺，培 养学生概括总结能力。教师应及时发现学生在这几个方面 的不足，并给予适当辅导。
学习建议（Learning up）部分，这部分是指导学生写好 劝说文，以训练学生逻辑guage中writing部分时，引入这个学习内 容。
三、本单元教学建议
Reading & writing部分的阅读材料讲述了哥白尼是如何建 立太阳中心学说的。在进行整体阅读后，如有必要，教师 可以用问题形式启示讲解文中语言知识点和部分难句。通 过Exercise 1，让学生比较哥白尼理论和前人理论的不同， 培养学生的观察和比较能力。Exercise 2运用发散性思维 阐明自己的观点。Writing要求学生根据阅读内容给哥白 尼写一封信，建议他尽快公布他的发现。教师应告诉学生 写这类文章的注意事项，例如：文章结构应为：表达你的 想法——陈述理由——提出建议。可以让学生课后搜集、 整理信息后再写。
一、教学内容分析
人教版高中英语必修一《Unit 1 Great scientists》 教案
人教版高中英语必修一《Unit 1 Great scientists》教案自己整理的人教版高中英语必修一《Unit 1 Great scientists》教案相关文档，希望能对大家有所帮助，谢谢阅读！教案【一】教学准备教学目标1.学生学习一些新的词汇和表达来描述人，尤其是名人；2.鼓励学生提供更多关于他们熟悉的名人的信息：3.学生可以意识到是科学精神让那些科学家成功。
教学重难点1.本单元的单词和短语2.一些著名科学家以前的知识3.理解课文教学过程【导入】单词学习（学生被指定学习本单元的新单词，并找出新单词的英语解释) 定义或解释1 .艺术或科学的一般原理重复2。
再说一遍或做一遍c .理论3 .马上；毫不延迟直接4 .看.仔细地为了了解或者从.完成；完成；完成；完成。
有价值的；有价值的。
整体；完成了的宣布，公布h .控制8 .到来或结束一。
积极9 .命令或指挥的权力十分确定或肯定【讲授】有用的句子学习（句子选自课文。
)1.”条条大路通罗马，”我入学考试失败后，他鼓励我。
2.这句话没有任何意义。
3.我们的英语老师不仅对我们很严格，而且对我们很友好。
4.除了鼻子，他长得很好看。
5.宣布神舟六号飞船成功着陆地球。
6.该受责备的不是汤姆，而是你。
7.1995年，中国政府提出了”科教兴国”的规划。
它帮助中国科学家取得了许多突破。
8.看完这段话，你得出什么结论了吗？9.干得好。
新单词和新表达的学习到此为止。
【讲授】一篇经典文章介绍老师介绍一个著名的人——钱学森，学生们学习用他们在课堂上刚刚学到的单词和短语写一篇关于著名科学家的文章。
【活动】分享成果学生口头分享他们的文章，讨论他们是否使用了一些好的和先进的表达方式。
【练习】整合完成句子(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。
爱因斯坦是世界上最伟大的科学家之一20世纪。
(2)他对实验结果感到满意，他把成绩归功于大家。
他____________________的实验和______句型转换(1)把句改为非限制性定语从句。
高二英语Unit 1 Great scientists教案
高二英语Unit 1 Great scientists教案Period 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Warming up 热身Step I Lead in 导入Talk about scientist.We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat①vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.②n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[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”高二英语Unit 1 Great scientists教案②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert②a.having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料①be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.②attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late –I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in高二英语Unit 1 Great scientists教案①attend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③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.。
高中英语 Unit1 Great scientists教案1高一英语教案
Learn 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 Aims
Develop the students’ ability of speaking.
Encourage the students to give more information about the great scientists.
J.conclude10.quite certain or sure
二、
1.“All roadslead toRome, ”he encouraged me after I failed the entrance examination.
2.This sentence doesn’tmake any sense.
6.It is not Tom but you whoare to blame.
7.In 1995, the Chinese governmentput forwarda plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.
课堂练习
Unit01Greatscientists教学设计1
Unit01Greatscientists教学设计1Unit 1 Great Scientists教学设计【教材分析】本单元的中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。
” Warming up 和pre-reading激活背景知识，为进入阅读课文打好铺垫;阅读文章介绍英国著名医生John Snow 是如何通过考察、分析、探究的科学方法发现并控制“霍乱”的。
运用图式理论激活背景知识。
通过阅读，使学生学习解决问题的一般步骤，并用于指导其他学科的学习。
之后进行相关的语言学习和语法学习，对于课文语言点，采用老师引导式：课前布置学生找出重难点，堂上通过设计各种各样的情景要求学生使用课文出现的重难点回答问题，最后以填空、翻译、复述、使用所学重点造句等形式进行巩固，深入理解文章中的句子。
语法教学根据三维语法教学理论所提倡的：“形式+ 意义+ 运用”相结合；把语法教到实处，教到使处。
整个语法教学由单词、词组、句子、对话、段落到篇逐渐过渡，使学生能做到学以致用。
听力部分主要培养学生的分析能力和组织语言的能力；而说的部分侧重于交际能力和说服能力，同时也为后面的写作打好基础。
写作除了强调说理能力的培养，也强调了对学生收集信息、整理信息及传递信息的能力培养，通过引入(背景)---口头讨论(收集点子)---列提纲---写作---组内交流---全班分享---课后修改---老师批改体现了自做、自助和自悟的教学思想、改进学生的学习策略。
【课程标准要求掌握项目】功能句式●Describing peopleWhat nationality is this scientist?When was he / she born?When did he / she die?What kind of family did he / she come from?What kind of education did he / she receive?What did he / she achieve in his / her scientific work?Why did he / she achieve great success?Was it because of his / her talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm / luck?●词汇1．四会词汇engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view2．认读词汇infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, brightness, persuasive, logical3．词组put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic●结构The past participle as the predicative & attributeFind out the functions of the past participle in sentences.Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute.●重点句子1. John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P22. But he became inspired when he thought about helping ordinary people exposed to cholera. P23. It seemed the water was to blame. P24. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P35. Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P66. Only if you put the sun there did the movements of the other planets in the sky make sense. P77. To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44Period 1 Warming up & VocabularyTeaching Aims:1. Get to know some new words and expressions. Focus on: put forward, theory, black hole, radium, steam engine, characteristics, examine, draw a conclusion, analyse, repeat, attend, contribute, apart from, creative, co-operative, positive, strict, enthusiastic, cautious.2. Know some great scientists and their achievements.3. Analyse the common qualities these scientists share and revise how to describe people’s characteristics.Difficult and Important Points:1) Word study2) Describe main contributions of the great scientists.3) Make up a dialogue between two scientists about theirinventions/discoveries and their plan for the future.Teaching Methods:1. Analysing2. Individual & Pair work3. Teams matchTeaching ProceduresStep 1 Leading inIntroduce some famous scientists and their achievements, and then do the quiz.1. Can you remember them? ( Stephen Hawking & Yuan Longping)Have a revision of the expressions: theory, black holes, super hybrid rice.2. Play a guessing game. Show sentences one by one about scientists’ contributions, and let Ss guess who they are. Ss should compete to answer as soon as possible. Then share some famous sayings by the great scientists, to inspire Ss to learn from them. Each student represents his/her team and gains points for his/her team.Step 2 Warming up1. Try this quiz and find out who knows the most. (Pair work to finish the Quiz Questions on P1.)Give Ss enough time to understand the questions in the quiz, and they are allowed to discuss with their partners. T walks around to give help.2. Check the answers with the whole class. Then ask Ss about these scientists. If they don’t know, show the further introduction to these 10 scie ntists.1).Archimedes (an ancient Greek mathematician & physicist)2).Charles Darwin (British, author of The Origin of Species )3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )4). Gregor Mendel (Czech)5).Marie Curie (Polish and French, won two Nobel Prizes)6).Thomas Edison (an American inventor)7).Leonardo da Vinci (a famous Italian artist)8).Sir Humphry Davy (British)9).Zhang Heng (Chinese, invented seismograph)10).Stephen Hawking (a British astronomer)Step 3 Brainstorming1. Now that we’ve learned so many great scientists, let’s draw a conclusion about them. What common characteristics do they have?Attention: In this part, Ss may list many other adjectives which they have learned before to describe scientists. So the major job of T should be leading in these new expressions and make some connection between the old and the new, for example, bright can be equal to clever or wise, strict can be similar to serious, co-operative means work along well with others, enthusiastic means full of love for their jobs, and so on. So it is better for T to explain the new words in English-English way. But if the Ss are not so good at English, T can use some Chinese if necessary.2. Draw a conclusion about them in sentences: They al l…E.g. made a great contributionmade great achievementssucceeded in their scientific careerovercome many difficultiesStep 4 Pair workMake up dialogues. It’s a pity that these great minds can’t get together. So now we’ll organize a party for them. Bec ause of an advanced machine called Time Machine, all scientists from all different times can come to attend it. Now they’re talking to each other. Make up a dialogue between two scientists. They may talk about their achievements, their life and their plan for the future work.They may talk about these1.I wonder if you’re…2.I know you because I’ve heard that you…3.Thank you for knowing so much about me.4.I’m the one who…5.I’m really interested in your invention.……They may ask about theseWhat’s your nationality? (I’m from…)What are you interested in?What conclusion have you drawn?What are you proud of?What leads to your success? (My cautiousness/ creativeness/ determination…leads to…)Step 5 Homework1. Tell your partner about the great scientists and their achievements.2. Revise the new words and expressions learned in this lesson, and preview those of the reading text.Period 2-3 ReadingTeaching aims:1. Learn some new words and expressions, such as deadly,infectious, infect, severe, absorb, blame, expose to, defeat, etc.2. Train the reading skills and the ability of finding relative information.3. Know how to prove a new idea in scientific research by abiding by the 7 stages.4. Be encouraged to find out results by examining and analyzing.Difficult and Important Points:1) Make out the outline of the text.2）Find out what John Snow did in the 7 stages, and find out the cause of cholera after reading the text.3) Design a poster about cholera, using the information learned from this lesson. Teaching Methods:1. Pair work2. Illustration3. Discussion and team workTeaching Procedures:Step 1 lead inThere 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 2 Pre-readingDo you know Zhongnanshan?Are there more terrifying infectious diseases?What is “King Cholera”? Who helped the people to defeat cholera?Show some pictures about people infected with cholera,Step 3 Skimming & scanningWho is John Snow? What happened between he and Queen Victoria?Give a brief introduction to its symptoms and some figures about deaths. Then ask Ssabout other infectious diseases.What does “king” mean?Do you know what did this map was used for in 1854?Step 4 Fast-reading1. Put the 7 stages in right order according to the passage.2. Match each paragraph with each stage in examining a new idea.draw a conclusion think of a method collect results make up a questionfind a problem analyse the results find supporting evidence repeat if necessaryStep 5 Careful readingPara 11. What is cholera?2. How to control cholera, in John Sn ow’s opinion?Para 2He put forward ________ theories explaining the cause of choleraIdea 1Cholera was spread by ________________________in the air to attack people.Idea 2Cholera was spread by __________ with which people absorbed this disease into their bodies.Which is right?Para 31. What did John Snow do when another outbreak hit London in 1854 and spreadquickly?2. Where did he gather the information?Para 4Many deaths happened here.No death happened here.The water from the pump was to blame.Para 51. The water came from ______________.A. the river that had been dirtied by people from LondonB. the lake that had been polluted by local peopleC. the river that had been dirtied by water from LondonD. the lake that had been polluted by water from London2. What did Dr. Snow advise the people in Broad Street to do? And what was theresult?Para 6Read the 6th Para and try to catch the main idea of this paragraph.Para 7To prevent the cholera from spreading again, what did JohnSnow do?Step 6 post reading1. Find out the relative information about these numbers.16, 37, 38 and 40These numbers in Broad Street near the water pump had many of the deaths20 ,21; 8,920 and 21 Broad Street and 8 and 9Cambridge Street had no deaths….They didn’t drink t he water from the Broad Street pump.7 These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.2. Fill in the blanksJohn Snow was a __________ doctor in London. There was the most deadly disease called King Cholera of his day. Every time there was a (an) _________, many people died of disease. John Snow wanted to use his knowledge to help solve this problem. He knew it would never be __________until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera__________ in the air without reason. The second suggested that people ___________ this disease into their bodies with their meals. John Snow determined to find out why. He believed in the second theory but needed to prove he was correct. So he_________ data to test the two theories. He ________ on a map where all the dead people had lived and the map gave a _________ clue about the cause of the disease. It seemed the water was to__________. Next, John Snow looked into the source of the water for these streets. With enough evidence, he announced with____________ that polluted water carried the disease of cholera.Step 7 discussion1. What disease is similar to cholera?Cholera was a 19th century disease. What disease do you think is similar to cholera today?2. What should we pay attention to in our daily life in order not to get infected with cholera?(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.)3. What spirit can we find in John Snow? As a student, what should we learn from him?clever/talented strict patient creative determinedpositive honest intelligenthard-working ambitious careful co-operative confident braveStep 8 Team workShow a poster about cholera first, then ask Ss to design a poster, following the example.In the poster, the symptoms and the ways of preventing us from getting infected with cholera should be included.Step 9 Homework1. Surf the internet to find out: What should we pay attention to in our daily life to prevent ourselves from getting infected with all these infectious diseases?2. Write down the important words and phrases in your exercise books.3. Underline the difficult sentences that you cannotunderstandPeriod 4 Language pointsTeaching Aims:Learn expressions & phraseslanguage pointsDifficult and Important Points:1）Language points2）The usage of “suggest & in addition”Teaching Methods:Presentation & PracticeTeaching Procedures:Step 1 RevisionHave a dictationStep 2 Check the answersCheck the answers of yesterday’s homework (/doc/f78c80ea172ded630b1cb649.html ing Words and Expressions) Step 3 Expressions & phrases1.discover & inventdiscover v. “ 发现” 被探索或被揭示的事物早已客观存在着.Columbus discovered America in 1492.哥伦布于1492年发现了美洲.Who discovered radium? 谁发现了镭?invent v. “发明”,指的是发明原先不存在的东西.Who invented the steam engine? 谁发明了蒸汽机?2.lift up 举起;抬起;提升3. Who put forward a theory about black holes?谁提出了黑洞的理论?put forward(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)(2)推荐某人或自己任职位;提名May I put your name forward as our monitor?我能否提名你当我们的班长?put away 抛弃;舍弃put down 写下来;记入名单;put on 穿上;戴上;增加put off 耽误;延期put out 熄灭(灯);扑灭(火) put up 建立;建造put up with…忍受……You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.A. put onB. put downC. put backD. put off4. draw a conclusion 得出结论5.But he became inspired when he thought about helping ordinary people exposed to cholera.expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.expose v.(1)to make visible 暴露“expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.(2)to reveal the guilt or wrong doing of …揭露;揭发He exposed their plot.他揭穿了他们的阴谋.I threatened to expose him ( to the police).我威胁要(向警察)揭发他.expose to 使易受,使受expose a fraud 揭穿骗局expose sth. to the light of day 把某事暴露于光天化日之下6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.every time是连词,引导时间状语从句,意为“每次,每当”,如:Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:I will give the letter to him immediately I see him.我一见到他就把这封信给他.I came directly I got your letter.我一接到你的信就来了.7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P77.5,并完成相关的练习)8. terrified people 被吓坏的人们9. absorb sth. into… 把….吸收入….10. gather the information 收集信息11.in addition adv. as well as 另外In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.12. link … to … 将….和….联系起来(be linked to…)13. announce with certainty 肯定地宣布14. prevent sb. from doing sth. 阻止某人干某事Step 4 PracticeFinish the exercises on P4 & P42. Ex.1、2、3.Period 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 the attribute 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 groupwill 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 wasan 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 stomachthe 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 thewater 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 wateranymore.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 what 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。
高中英语 Unit 1 Great scientists Period 1) (1)优秀教案
Period 2 Reading The General Ideaof This PeriodThis is the second period of this unit.This period focuses on the reading passage, which is about John Snow and King Cholera.At the beginning of the period, the teacher can design some activities to draw the students’ attention to read.In order to attract the students’ attention, the teacher had better offer the students the opportunities to have a competition about some information about some scientists mentioned in the Warming up.Then the teacher can make full use of the questions in the Pre-reading.This step is designed to make for preparing for understanding the passage.Reading skills are very important for senior students.For the first reading, we intend to cultivate Ss’ skimming ability and scanning ab ility.First ask the students to scan it and tick out what...are mentioned in the passage.Then let the students read fast to find out the main idea of each paragraph.In order to stimulate Ss to take part in the class activity more actively, the teacher can organize a group competition to see which group can finish the task fastest and best.For the second reading, the students are expected to know some details about the ter on, the teacher will present some questions for the students to answer and at the same time they are asked to finish filling in the chart.The third time is to read for further information.This part is designed to get Ss into the habit of reading a passage as a whole, that is, to get the general idea.Another purpose of this part is to ask Ss to pay attention to the details.To develop Ss’ further understanding ability, the teacher can design some questions, whose answers are beyond lines.So the teacher will help them to read between the lines, thus Ss can gradually get the ability to understand the implied meanings.In this step, the teacher asks Ss to read it again in order to make them think about the organization of the whole passage, and this method can help them not only in their understanding this passage but also in writing a short passage.To consolidate the content of the passage, Ss are required to retell it according to the mainidea.In order to arouse the Ss’ interest; the teacher can hold a competition between groups.After the students understand the whole passage, they are asked to have a topic discussion.Teaching Important PointsHave a good understanding of the text by doing the exercises.Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.Teaching DifficultiesKnow the meanings between lines and beyond lines.Learn different reading skills for different reading purposes.Teaching AidsMulti-media classroom and other normal teaching tools.Three Dimensional Teaching AimsKnowledge AimHave a good understanding of the text through the exercises.Ability AimsGrasp some reading skills.Develop the ability to describe some famous scientists.Emotional AimsEncourage the students to work hard at their lessons in order to devote themselves to science.Teaching ProcedureStep 1 GreetingT: Hello, my friends.Ss: Hello, Miss Yang.Step 2 RevisionT: Yesterday we talked a lot about great scientists.Now I’d like you to answer some questions to see how much you remember about them.Let’s come to a group competition. If you know the answer, you can just stand up.If you get your answer right, I’ll give you ten marks.Areyou ready?Listen carefully.Which scientist discovered that objects in water are lifted up by a force that helps them float?Any volunteer?S: Archimedes.T: Right.Who wrote a book explaining how animals and plants developed as the environment changed?S: Charles Darwin.T: Yes.Do you still remember the title of the book?S: On the Origin of Species.T: Very good.Who invented the first steam engine?S: James Watt.T: You’ve done a good job.Who used peas to show how physical characteristics are passed from parents to their children?S: Gregor Mendel.T: Can you say something about him?S: OK.His research gave birth to the science of genetics.T: Well done.Who discovered radium?S: Madame Curie.T: Yes, we know she is a great woman scientist.We should remember what she said.Life is not easy for any of us.We must work, and above all we must believe in ourselves.We must believe that each one of us is able to do something well, and that, when we discover what this something is, we must work hard at it until we succeed.T: Who invented the way of giving electricity to everybody in large cities?S: Faraday.T: You are right.Who was the painter that studied dead bodies to improve his painting of people?S: Leonardo da Vinci.T: Yes.Who invented a lamp to keep miners safe underground?S: Humphrey Davy.T: Who invented the earliest instrument to tell people where earthquakes happened?S: Zhang Heng.T: Do you know what he invented?S: He invented seismograph.T: Who put forward a theory about black holes?S: Stephen Hawking.T: He wrote a famous book.What’s the title of it?S: A Brief History of Time.T: All of you did a good job.For the time being, the first/second...group won the competition. But there are a lot of chances for you to catch.We will continue our competition later.Step 3 New WordsT: Today we are going to read a new passage about another scientist named John Snow.First let’s come to new words first.Here are some definitions of some of the words from this text.Please work in pairs and match the words with their definitions.A.attendB.controlC.handleD.blameE.absorbF.announceG .immediatelyH.be linked toI.in additionJ.expose1.have control, authority, power over2.part of a tool, bucket, drawer, etc.by which it may be held in the hand3.take or suck in4.at once or without delay5.uncover, leave uncovered or unprotected6.as well, besides7.be joined with, be connected with8.wait on, serve, look after9.fix on sb.the responsibility for sth.done or not done10.make knownSuggested answers:B—1C—2E—3G—4J—5I—6H—7A—8D—9F—10Step 4 Pre-readingT: There are so many scientists that we can’t count t hem.But all the scientists must have their scientific attitude and scientific way to do scientific research.Now open your books on Page1.Look at the questions in Pre-reading quickly and discuss them with your partner in two minutes.(Teacher gives the students two minutes to discuss.After that, the teacher asks them to answer the three questions.)T: First, let’s talk about infectious diseases.Can you name some?Let’s come to a group competition again.If you get your answer right, I’ll give you ten marks.Ss: Bird flu, SARS, cholera...T: What do you know about cholera?S: Cholera was a 19th century disease.S: Cholera was spread by germs.S: It was the most deadly disease of its day.S: People who are infected with it will be easy to die.S: ...T: Excellent.Now, let’s come to Question 2.How can we prove a new idea in scientific research?What order would you put them in?Ss: find a problem—make up a question—think of a method—collect results—analyse the results—repeat if necessary—draw a conclusion.Step 5 ReadingFirst reading: ScanningT: Here is another great scientist.Maybe you are not familiar with him.Look at his picture on Page 2.John Snow was the great scientist who defeated King Cholera.Scan the passage and tick out what are mentioned in the passage?I will give you two minutes.(1) John Snow’s wish(2) John Snow’s attending Queen Victoria(3) two theories explaining the cause of Cholera(4) John Snow’s examination of the source of the water(5) evidence for the cause of Cholera(6) the source of all water supplies(7) the spread of Cholera by germs in polluted waterSuggested answers:(1) (3) (4) (5) (7) are mentioned in the passage.Second reading: Skimming to find out the main idea for each paragraphT: Skim each paragraph and find out the main idea for each one.When you want to find the main idea of each paragraph, you especially pay attention to the first sentence and the last one, which may help you find the main idea quickly.I will give you three minutes to do it.(The teacher offers three minutes for the students to do ter asks some students to answer.)Suggested answers:Third reading: Detailed-reading to answer questionsT: Now, let’s read the passage carefully to learn about more ter I will let you answ er some questions and fill in the chart.Let’s come to a group competition again.If you get your answer right, I’ll give you twenty marks.Scientific Report by John SnowThe problemThe cause Idea 1Idea 2The methodThe resultsIdea 1 or 2?Why?The conclusion1.What problem existed in London at his time?2.How did cholera kill people?3.How did he prove the second theory was correct?4.What was the result after he looked into the cause of cholera?5.Which idea was right?Why?6.What conclusion did he draw?Suggested answers:Scientific Report by John SnowThe problem Thousands of people died of cholera every time there was an outbreak.Neither its cause,nor its cure was understood.The cause Idea 1 Cholera multiplied in the air without reason.Idea 2 People absorbed this disease into their bodies with their meals.The method He began to gather the information.He marked on a map where all the dead people had lived and the map gave a valuable clue about the cause of the disease.He looked into thesource of the water.The results Polluted water carried the disease.People who drank the polluted water died of Cholera. Idea 1 or 2?Why? Idea 2 is correct.He found two other deaths in another part of London that were linked to the polluted water.With this extra evidence, he was able to announce that polluted watercarried the disease.The conclusion “King Cholera” was defeated.Fourth Reading: Further understandingT: From the passage, we know that John Snow believed that Idea 2 was right.How did he finally prove it?If you get your answer right, I’ll give you thirty marks.Ss: John Snow believed in the second theory but needed to prove he was correct.So when another outbreak hit London in 1854 and it spread quickly through the poor neighbourhoods, he began to gather the information.He determined to find out why.He marked on a map where all the dead people had lived and the map gave a valuable clue about the cause of the disease.He looked into the source of the water for Broad Street and Cambridge Street.He had shown that cholera was spread by germs and not in a cloud of gas.In addition, he found two other deaths in another part of London that were linked to the Broad Street outbreak.They died of cholera after drinking the polluted water.With extra evidence, he was able to announce that polluted water carried the disease.Finally King Cholera was defeated.T: You really did a good job.Do you think John Snow would have solved this problem without the map?Why?If you get your answer right, I’ll gi ve you thirty marks.S: I think he would have solved the problem.But he would spend more time in testing the two theories and it would be more difficult for him to look into the cause of cholera.(The teacher should give them about two minutes to discuss, and join in the discussion at the same time.After that, the students will be asked to show their opinions to the whole class.) Step 6 ConsolidationT: In this period, we have learned a lot about John Snow and King Cholera.What have you learned from it?I w ill give you one minute to prepare for it.If your sentence is quite good, I’ll give you thirty marks.(After one minute.)S1: John Snow was a well-known doctor in London.S2: He attended Queen Victoria to ease the birth of her babies.S3: He got interested in two theories explaining how cholera killed people.S4: John Snow had shown that cholera was spread by germs and not in a cloud of gas.S5: John Snow announced that polluted water carried the disease.S6: ...T: Your sentences are so wonderful and amazing.I admire them very much.Who would like to retell the whole passage to us?If you can, I’ll give you fifty marks.Ss: ...Step 7 Topic discussionT: Now let’s come to our topic.We know cholera was a 19th century disease.What disease do you think is similar to cholera today?Why?If you show quite a good opinion, I’ll give you thirty marks.But first I will give you two minutes to discuss it with your partner.(The teacher should give them about two minutes to discuss, and join in the discussion at the same time.After that, the students will be asked to show their opinions to the whole class.) S: Since a lot of people die of bird flu, I think bird flu today is similar to cholera.Now the cause of bird flu is not quite clear, but scientists devote their lives to finding out the cause and the cure.S: In my opinion, SARS is quite similar to cholera.SARS is spread by germs in the air while cholera is spread by germs in the polluted water.A lot of people have been dying of SARS.Ss: ... T: This time, the first/second group won the competition.Congratulations! T: I’d like you to write a short passage about John Snow according to the passage.The Design of the Writing on the BlackboardUnit 1 Great scientistPeriod 2 ReadingMain idea of each part ⎪⎪⎩⎪⎪⎨⎧.Conclusion 6 Para theories. testing of method The 5-3Paras cholera. of cause the explaining theories Two 2 Para cholera. and Snow John on to introducti Brief 1 Para Scientific Report by John SnowThe problemThe cause Idea 1Idea 2The methodThe resultsIdea 1 or 2?Why?The conclusionResearch and ActivitiesUse your imagination to write a short passage about what may happen in the future. Imagine if you were to find out the causes of SARS, how would you do and what methods would you use to test your theory?You can imitate the structure of the reading passage, but you must make full use of your imagination to write what is different from the cause of cholera.Reference for TeachingWHO: Cholera in Chad Could Spread to Sudan’s DarfurThe government of Chad is calling for international assistance to fight a cholera outbreak in the country. The World Health Organization says it is concerned that the disease could spread to the Darfur region of western Sudan, which is already struggling with his own humanitarian crisis due to violence.The government of Chad says more than 2000 cases of cholera have been reported in thecountry, and it expects that number to more than double by the end of the rainy season in September.Although, the majority of cases in Chad are being reported in the region surrounding the capital in the west. But the WHO says it is deeply worried that it could spread to neighboring Sudan and the refugee camps sprawled across its troubled western region of Darfur.An expert with the WHO, Claire-lise Chaignat, says the disease is endemic to mainly poorer areas that do not have access to safe water supplies. “Another factor i s also the refugees living in refugee camps where they are living in close communities with not enough water and no proper sanitation, ”she said. “So, that is also a high risk for the community. So, for example, we are very much scared that, now, in the crisis in Darfur, or in the eastern Chad, there might be a cholera outbreak. In case the germ occurs because the water and sanitation situation is so bad that it’s really, a real risk that we might have a cholera outbreak there. ”Chad has been battling a potential locust scourge in the west, and has received an influx of refugees in the east from the fighting taking place in the Darfur region. The government is asking for nearly $200 000 in aid to try to curb the spread of cholera.Cholera outbreaks are being reported throughout much of central and western Africa this year, including Cameroon, Sierra Leone, Guinea and the Democratic Republic of Congo.The disease spreads quickly in areas where water supplies are contaminated and causes dehydration within days. It can lead to death if victims are untreated within a week.Carrie Giardino, VOA News, Abidjan.The strains of cholera bacteria prevalent in China make change and experts warn for possible outbreak.In China’s database of epidemic status, a painting depicted with the three epidemic waves documented in figures the status of cholera epidemic in the past 40 years throughout the country. Each time of fluctuations in the epidemic graph was related to the changes of cholera bacterial typing. The latest data of monitoring showed that the dominating bacterial type of cholera epidemics had another change emerging with a unique epidemic bacterial type. Specialists of theChinese Center for Disease Control (CDC) warned that the possible aftermath of epidemic situation resulted from the changes of bacterial type of cholera must be dealt with intensive precaution.Academician Gao Shouyi of Chinese CDC pointed out that the Inaba 1d strain emerged predominantly since last year, had the character of wide distribution of the same strain, and its 16S ribosomal gene probe hybridization belonged to the same strain seen in the majority of the provinces. In a certain location of the Southern provinces, the eltor strain, in addition to the occurrence of Inaba 1d strain, also partially emerged with the 1c, 1b, 1f strains;however, its ribosomal typing was identical with the predominant epidemic Inaba 1d strain, all came from the same clone line. In certain places of the southern west area the Ogawa type that mutated into Inaba type emerged;and the Inaba strain occurred in 2001 was not the continuation of the Inaba strain of 2000;additionally in another location of the south western area an Ogawa 6b unique epidemic strain occurred.From 18-19 April, a working conference of national prevention and treatment of gastrointestinal infectious diseases was held in Beijing jointly sponsored by the Chinese CDC and the consultative committee of diarrhea specialists of Ministry of Health. The related specialists and the leading members of the CDC were organized to carry out an outspread discussion upon the subject of prevention and treatment of infectious diseases of the gastrointestinal tract, headed by cholera. On April 17th, the CDC issued notification to the CDC system throughout the country to carry out the weekly report of cholera epidemics and the acts of reports of the scattered cases;measures for augmentation of monitoring and retrieve of epidemic sources were also arranged.。
高中英语 Unit1 Great scientists教案1 新人教版必修5-新人教版高一必修5英语
attend school/class上学/上课
attend a meeting参加会议
attend a lecture /a concert/a wedding/funeral听演讲/听音乐会/婚礼/葬礼
attend〔on/upon〕sb.伺候某人，照顾某人
attend to处理；
(2)attendance〔n〕出席，到场；出席人数
教学策略手段
Different forms of activities, including pair work, group work, petition, and quiz.Group petition will be carried out all through the class.
First teacher can encourage the students talk about their dreams in the future.
6.It is not Tom but you whoare to blame.
7.In 1995, the Chinese governmentput forwarda plan for“rejuvenating the nation by relying on science and education〞.And it has helped Chinese scientists make many breakthroughs.
____________________________ (艰难地战胜了李佳薇)in the 29th Olympics.
(2)The problem ______________ (把我难住了)and I can’t solve it.
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Unit 1 Great scientistPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(JOHN SNOW DEFEATS “KING CHOLERA”) IntroductionIn this period, after the warming up, students will first be guided to share opinions on proving a new idea. Then they will be helped to read a narration about John Snow fighting cholera. They shall learn the text by reading and underlining, reading to finish the table, making a diagram of the text JOHN SNOW DEFEATS “KING CHOLERA” and retelling the text in their own words with the help of the diagram above.Objectives■To help students learn to describe people■To help students learn to read a narration about John Snow■To help students better understand “Great scientists”■To help students learn to use some important words and expressions■To help students identify examples of “The Past Participle (1) as the Predicative & attribute”in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up⑴Warming up by definingGood morning, class. I am glad to see you on this special day, the day when you become a senior two student. I am happy to be your teacher of English.Today we are going to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?⑵Warming up by asking and answering questions about scienceTo begin with, work in groups of four and find out as many scientists as possible and their contributions. They can be both Chinese and foreign scientists, living or dead.⑶Warming up by talking about t op honor for two Chinese scientistsHello, everyone. Nice meeting you here. You are now a senior two student. Some of you will be a scientist in the future. But have you ever heard that Yuan Longping, director-general of the China National Hybrid Rice Research and Development Centre in central China's Hunan Province and Bai Chunli, vice-president of the Chinese Academy of Sciences in Beijing were formally introduced to the academy on April 28, 2007 at a global meeting of US academy members and foreign associates.●Yuan Longping, director-general of the China National Hybrid Rice Research and Development Centre in Central China's Hunan Province and Bai Chunli, vice-president of the Chinese Academy of Sciences in Beijing were formally introduced to the academy last Saturday at a global meeting of US academy members and foreign associates.Yuan, 77, dubbed the "father of hybrid rice" for his extraordinary contributions toward developing high-yield rice, is a household name in China.With more than half of China's paddy fields growing Yuan's rice, his scientific breakthrough has fed millions of people in the world's most populous country.His "super rice" has also been introduced to more than 20 other countries.●Bai, 52, is considered to be a leading expert in China's molecular nanostructure and nanotechnology studies."I think the fast development of Chinese science has drawn increased attention from the US academy," Bai said in an interview with China Daily last year shortly after he was elected.2. Pre-reading by sharing opinions on proving a new ideaAnybody might come out with a new idea. But how do we prove it in scientific research? How many stages are there in examining a new idea in scientific research? What are they?Now look at the blackboard to learn about the seven stages put in an order.Could you give an example to illustrate the seven stages?3. Reading⑴Listening and reading aloudTo know more about scientific research, turn to page 2 and read aloud the article. Try at the same time to locate the information to complete the form below.⑵Reading and underliningNow you are asked to go over the text the second time, looking for the expressions within the passage and underlining them at the same time. After class copy them into your Expression Notebook and write a short passage of your own making use of the expressions.⑶Reading to finish the table belowRead the text again to decide on the type of writing and summary of JOHN SNOW DEFEATS “KING CHOLERA”.⑷Making a diagram of the text JOHN SNOW DEFEATS “KING CHOLERA”⑸Retelling the text in your own words with the help of the diagram aboveRetelling can be useful, for it both strengthen ones’ learning of the vocabulary, the structure, and gives one a wonderful chance to practice speaking English.4. Closing down by taking a quizTo end this first period, we shall take a quiz.。