Using LanguageⅡppt配套的教学设计方案

BOOK 5 Unit1 Great Scientists 本单元教学内容分析:

本单元主要话题是“科学家如何以探索、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）了解著名医生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、希望和建议的句型。

（3）学习过去分词作定语和表语的结构。

（4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力.

The 1 Period 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 study 2)Discuss in groups the stages in examining a new scientific idea. Teaching Methods:

st

1.

Inductive method 2.

Pair work & group work 3.

Word Study according to the situations given (Do exercises) Teaching Procedures: Step I Warming up

1. 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 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 II.

Word Study

1.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 long time.

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?put forward

infectious

announce

conclusion

2.What ______________ did you draw? handle

control

severe

in addition to

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.

Infection examination=exam Science /scientist

Analysis Defeat Value announcement /announcer Instruction

contribution

Calculate

contributive

Conclude

/contributor Instructor/instruction

Rejection

Completion Persuader

Move

Create

Persuade adj. Certain

Private backward

adv. certainly X X

enthusiastically logically n.

co-operation

Revolution Privacy隐私；隐居

X Enthusiasm Logic Step IV.

Pre-reading

Discussion: 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

careful

2. 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

Analyze the results

Repeat if necessary 

After reading the following passage, put the correct stages into the reading about research into a disease. Step V. Summary Step VI. Homework Assignment 1.Read the passage John Snow Defeats “King Cholera”.

2. Learn the new words by heart and prepare for tomorrow’s dictation.

The 2nd Period

Teaching aims:

1. Learn some new words and expressions . 2. Improve the students’ reading skills.

3. Know how to prove a new idea in scientific research. Difficult and Important Points:

1）Reading comprehension 2）What did John Snow do to prove a new idea in scientific research?

Teaching Methods:

1.

Group work

2.

Competition

3.

Illustration 4.

Deductive Method Teaching Procedures: Step I Warming up Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)

Step II. Pre-reading 1.Background introduction to John Snow John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.

Four outbreaks of cholera in the 1830s and 1840s killed many people in England.

In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.

2.Make up a question

Name of illness Symptom(症状) Aftereffect cholera (霍乱)

severe vomit (呕吐) and diarrhea (腹泻) Die quickly from a loss of liquid What was the cause of this illness ? How did John Snow find it out? (Deductive thinking) Step III. New words study Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.

Step IV. Reading Fast—reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories In 1854

500 , 10

16, 37, 38 and 40

20 ,21; 8,9

7

The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

Another outbreak hit London.

More than 500people had died in 10 days. These numbers in Broad Street near the water pump had many of the deaths

20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump. These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump. Careful reading

Read each paragraph and find out what evidence or approach is John

Snow used in the stage of experiment, then fill in the chart below. Step V. Discussion

1.What’s the significance of Snow’s famous cholera map ?

2.If you were John Snow, how would you investigate the cholera?

Step VI. Summary Step VII. Homework assignment 1.Finish Ex.1 on P42.

2. Retell the story. 3. Prepare for tomorrow’s dictation.

The 3rd Period Teaching Aims: 1.

Learn expressions & phrases Paragraph Stages in an experiment Example in this investigation 1 2 3 4 5 6 7 Find a problem Make up a question Think of a method Collect results Analyze results Repeat if necessary Make a conclusion What causes cholera? Which theory is correct? Collect data on those who were ill or died and where they got their water. Plot information on a map to find out where people died or did not die. Analyze the water to see if that is the cause of the illness. Find other evidence to confirm your conclusion. The water is to blame. The source of all drinking water should be examined so that it is safe.

2.

Learn language points

Difficult and Important Points: 1）Language points

2）The usage of

“suggest & in addition”

Teaching Methods: Presentation & Practice Teaching Procedures: Step I Revision Have a dictation Step II. Check the answers Check the answers of yesterday’s homework (P42.Using Words and Expressions)

Step III. Expressions & phrases Expressions & phrases (1)

1.know about…

了解……的情况

2.lift up

举起;抬起;提升

3.steam engine

蒸汽机

4.physical characteristic

人体的特征

5.put forward a theory about black holes提出一个有关黑洞的理论

6. infectious disease

传染性的疾病

7. in scientific research

在科学研究上

8. examine a new scientific idea

验证一个新的科学思想9. draw a

conclusion

得出结论

10. analyze the results

分析结果

11. a well-known doctor

一个著名的医生

12. ordinary people

百姓;普通人

13. expose (…)to sth.

暴露(…..)在……中

14. the most deadly disease

最致命的疾病

15. terrified people

被吓坏的人们

16. get interested in sth./doing sth.

对…产生兴趣

17. absorb sth. into…

把….吸收入….

18. gather the information

收集信息

19. determine to do sth.

决心干某事20. a valuable clue

一条珍贵的线索

21. the water pump

水泵

22. in addition (to…)

除..…之外还有…

23. link … to …

将….和….联系起来

(be linked to…)

24. have it delivered (have sth. done) 叫某人送东西

25. die of…

死于…26. announce with certainty

肯定地宣布

27. polluted water

被污染的水

28. prevent sb. from doing sth.

阻止某人干某事

29. deal with…

处理……30. solve the problem

解决难题

Expressions & Phrases (2)

1.come to an end

到了尽头

2.find the cause of this illness

找出疾病的起因

3.look into…

调查……4.apart from…

除…..之外;此外

(=except for…)

5.prepare for…

预备好….

6.be strict with sb.

对某人严格要求

7.a revolutionary theory

一个革命性的理论

8.lead to…

通向…. ;导致… (注意:to为介词) 9.make sense

有意义

10. at times =sometimes

有时候

11. contribute to sth.

有助于;促进

12. encourage sb. to do sth.

鼓励某人做某事

13. point of view

观点

14. living conditions

居住条件

15. break… in/into pieces

把…摔成碎块

16. be devoted to sth./sb.

专致于…….; 关心…;挚爱…17. devote one’s life to doing sth.

献身于…..

18. curved line

曲线

19. achieve great success

取得巨大的成功

Step IV.

Language Points

1.discover & invent

discover

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.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法? the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法. the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略. I don’t like the way (that / in which) you speak to your father. 我不喜欢你跟你父亲讲话的方式.

与way相关的短语:by the way 顺便说

、

by way of

…

通过……的方法，经，由

lose one’s way 迷路

no way

(俚语)

没门,别想

feel one’s way 摸黑走,谨慎从事

on one’s way to…在去…的路上

in this way=by this means=with this method用这种方法

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 on

B. put down

C. put back

D. put off 4.This was the most deadly disease of its day.

die (v.)

dead (adj.)

death (n.) deadly

adj. (1).dangerous; likely to cause death

危险的;致命的

a deadly disease/weapon

(2). highly effective against sth. or sb不强有力的;致命的

a deadly remark

击中要害的评论

(3)aiming to kill or destroy意在杀死的;不共戴天的:

a deadly enemy不共戴天的敌人

adv. (1). Very极度;非常;十分:

deadly serious

十分认真

(2). like death 死一般地:

deadly pale 死一般苍白

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P43.4,并完成相关的练习) 8.absorb v. 吸收(液体);承受;承担

(费用等) Use the cloth to absorb the spilled ink. 吸干撒的墨水

We will not absorb these charges.我们不能承担这些费用. absorb…in/by..吸引.注意

I was absorbed in a book and didn’t hear you call.专心看书

absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization. 这家大公司逐渐将这些小的公司吞并了。

9.valuable

(1) adj.

worth a lot of money值钱的;贵重的;有价值的

a valuable diamond 贵重的宝石

valuable information 重大的消息

(2) n. (常用复数形式) sth. that worth lots of money贵重物品

Mary kept her valuables in a safe.

玛丽把她的贵重的东西藏在保险箱里. 10.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.Step V. Practice Finish the exercises on P4 & P42.P43 Ex.3.4.5. Step VI Homework Assignment

The 4th Period Teaching Aims:

1.

Teach grammar (The Past Participle as the Predicative & Attribute)

2.

Improve the students’ listening skills.

Difficult and Important Points: 1)Learn the grammar(The Past Participle as the Predicative & Attribute)

2)Have the Ss sum up the function of the past participle using inductive method. Teaching Methods:

1.

Inductive Method 2.

Group work Teaching Procedures: Step I Dictation Step II. Grammar 1.Please look at the sentences carefully. Pick out the attribute& predicative of the sentences.

1) I was angry with him for keeping me waiting so long.

2) She is a beautiful young lady.

3) He got worried about losing the money. 4) Sally was so excited at the good news. 5) So many thousands of terrified people died.

2.Please classify the words that you identify into groups and explain why you divide them into these groups. angry

beautiful

young

worried

excited

terrified

3. Now use a different past participle/adjective in each sentence to change the mood of the sentence. 4. Discovering Useful Structures P4

(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.1) Doctor John Snow was a well-known

doctor in London. (Attribute)

2) John Snow told the astonished people in Broad Street. (Attribute) 3) He got interested in the two theories.(predicative) 4) Neither its cause, nor its cure was understood. (Predicative) (2). Complete the table with phrases that have the same meaning Past Participle as the Attribute

Past Participle as the Predicative 1.people who are terrified 2.seats that are reserved 3.water that is polluted 4.a room that is crowded 5.a winner that is pleased 6.children who look astonished 7.a vase that is broken 8.a door that is closed

1.terrified people 2.reserved seats

3.polluted water

4.a crowded room 5. a pleased winner 6. astonished children 7.a broken vase

8.a closed door

Step III. Listening P5

Using language

Step IV. Discussion

In pairs discuss what scientific job each of you would like to choose in the future.

(Refer to the questions &expressions on P6 that may help you) Step V. Exercises •Finish Ex. 2 on P42. (Translation)

•Finish Ex.1&2 on P44.(Using structures)

Step VI. Summary

Step VII. Homework assignment

The 5th Period Teaching Aims:

1.

Improve the students reading skills. 2.

Learn something about Copernicus and his Revolutionary Theory 3.

Learn how to accomplish a persuasive writing.

Difficult and Important Points:

1)Reading Comprehension

2)Persuasive writing.

Teaching Methods: Comparative method Teaching Procedures: Step I Warming up 1.Do you know what is the center of the solar system?

2.Can you name the nine planets in the solar system? Mnemonics (记忆术)

Mercury

Venus

Earth

Mars

Jupiter

Saturn

Uranus

Neptune

Pluto

Can you use a good method to memorize them ?My Very Easy Method: Just Set Up Nine Planets.

Step II.

Reading

Title of the passage: Copernicus’ Revolutionary TheoryFast reading

Listen to the tape, and find out the answers to the questions. 1. What did Copernicus think was the center of the solar system? 2.When did Copernicus publish his theory?Careful reading

Why didn’t Copernicus publish his theory before he died?

Step III. Reading comprehension P7. 1.Use the reading to help you draw the two theories of the universe.

Before Copernicus’ theory

A diagram showing the solar system with the earth at its centre Showing Copernicus’ theory

A diagram showing the solar system with the sun at its centre Step IV. Persuasive writing (Please refer to P8 Learning Tip) Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them. First you need to collect your ideas. For example: •He believes his new theory is true. •There are problems with the present theory. •He has done many years of observations to prove his new theory is true. •Science can’t develop unless people publish their ideas.

•Time will show if his theory is true or not. Here is a plan:

Beginning: Tell Copernicus who you are and why you want him to publish his ideas. Paragraph 1: Reason 1 and evidence. Paragraph 2: Reason 2 and evidence. Summing up: Ask him to think again about publishing his ideas. One possible version:

Dear Nicolaus Copernicus,

I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it

for several reasons.

I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.

I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.

So I hope you will feel you can publish your new theory.

Yours sincerely,

Zhang Hua

Step V. Summary Step VI. Homework assignment 1.

Surf the Internet and get more information about Copernicus.

http://www.blupete.com/Literature/Biographies/Science/Copernicus.htm2. Revision

Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an

interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .

In 1530, Copernicus completed

his great work De Revolutionibus

(《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543.

Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works

of all time. Adapted from http://www.library.rdg.ac.uk/colls/special/featureditem/copernicus

The 6th Period Teaching Aims:

1.

Improve the students’ listening skills. 2.

Improve the students’ speaking skills. Difficult and Important Points: 1)Listening

2)Help Ss overcome the difficulties in listening material. Teaching Methods: Class activities to help motivate the Ss’ interest of learning English.

Teaching Procedures: Step I Warming up 1.Which plant and animal do you like best? Can you classify them into a system ? 2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime.

Step II. Listening P41

1.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong. A. This is about a man who wants to name a flower. B. This is about a man who finds a flower and wants to own it. C. This is about a man who finds a flower and wants to know if it is a new species of flower. 2.

Listen to the tape again and try to complete the following passage.

To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________.

He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used these different ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分类)all plants and animals. Step III. Talking P41

Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. Pair work

(Making a telephone call)

How will I recognize you?

What special features do you have? What will you wear? How will I know you? What do you look like?

You can recognize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with…

Step IV. Play a game: Can you guess who he/she is?

One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.

Step V. Summary Step VI. Homework assignment

The 7th Period Teaching Aims:

1.

Improve the students listening and reading skills. 2.

Learn something about topology. Difficult and Important Points: Reading What is Euler path? Teaching Methods: Use Puzzle & Diagram to make the passage clear and easily understood. Teaching Procedures: Step I Listening

Listening task P44 Step II. Play a Puzzle game Can you go over it without missing any points or going over a line twice?

A

A

A

D

D

E B

C

B

C

B

C Euler said, “If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.”

Step III. Reading

( P45 ) Finding The Solution

1. Background Leonhard Euler

(1707-1783)

Born: 15 April 1707 in Basel, Switzerland Died: 18 Sept 1783 in St Petersburg, Russia Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.

2.Reading

What is Euler path? Step IV. Work out the following Puzzles on P45&46.

Step V. Summary Step VI. Homework assignment

The 8th Period

Teaching Aims:

Improve the students’ writing & speaking skills.

Difficult and Important Points:

1)Writing & “Peer response”

2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.) Teaching Methods: Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other.

Teaching Procedures:

Step I Warming up (5mins) Talk about “Great”. What thing or person do you think is great? Give an example. Step II.

Writing Task (P47)

(20mins) Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47. Step III. Peer Response

Group work: Peer Response (3 pluses and 1 wish)

(15mins) Peer Response

Class ________ Name:________

Date:________ Peer 1.

Name:_________

Title:_______________________

+

_____________________________________________ +

_____________________________________________ +

_____________________________________________ ?

_____________________________________________ Peer 2.

Name:_________

Title:______________________ +

_____________________________________________ +

_____________________________________________ +

_____________________________________________ ?

______________________________________________

Step IV. Homework assignment

(1) Revise the composition and hand it in tomorrow. (2) Review for tomorrow’s test.