Learning about Language评课稿

Unit 1 Great scientists Ⅰ. 单元教学目标

技能目标Skill Goals ▲ Talk about science and contributions of scientists

▲Practice expressing will, hope and suggestions

▲Practice expressing the stages in examining a new scientific idea

▲Learn to organize a scientific research ▲Learn to use the past participle as the predicative & attribute

▲Practice describing people’s characteristics and qualities ▲Develop the skills of persuasive and descriptive writing

Ⅱ. 目标语言

功

能

句

式

Describing people

What 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?

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, 词

instruct, virus, construction, contribute, positive, strict, movement, god, 汇

backward, complete, spin, enthusiastic, cautious, reject, view 2．

认读词汇

infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ,

certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical 3．

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

The past participle as the predicative & attribute

构

Find 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. P2 2. But he became inspired when he thought about helping ordinary people exposed to cholera. P2 3. It seemed the water was to blame. P2 4. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3 5. 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. P6 6. Only if you put the sun there did the movements of the other planets in the sky make sense. P7 7. 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. P44 Ⅲ. 教材分析和教材重组

1. 教材分析

本单元主要话题是How to organize scientific research。旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科

学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。

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

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

1.3 Reading 介绍英国著名医生John Snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。

1.4 Comprehending 共设计了四个题型。

1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。

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

2．

教材重组

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

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

2.3 将Learning about Language中的Discovering useful structures和Discovering useful words and expressions以及Workbook中的USING STRUCTURES和USING WORDS AND EXPRES-SIONS整合为一节“语言学习课”。

2.4 将Using Language中的Listening与Workbook中LISTENING和LISTENING TASK三个部分整合为一节“听力课”。

2.5 将Using Language中的Speaking与Workbook中的TALKING和SPEAKING TASK三个部分整合为一节“口语课”。

2.6 将

Using Language中的Reading and Writing以及Workbook中的WRITING TASK整合为一节“写作课”。

3. 课型设计与课时分配

1st Period

Reading

2nd Period

Extensive Reading

3rd Period

Language Study

4th Period

Listening

5th Period

Speaking

6th Period

Writing Ⅳ. 分课时教案

The First Period

Reading Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to b. 重点句式

To prevent this from happening again, John Snow suggested that ... P3 2. Ability goals 能力目标

Enable the students to talk about science and scientists. 3. Learning ability goals学能目标

Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.

Teaching important & difficult points教学重难点

Talk about science and scientists. Teaching methods 教学方法

Task-based activities. Teaching aids 教具准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer? S1: Edison invented the lights and the gramophone. S2: The first computer was invented by a group of American scientists. StepⅡ Warming up First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.

T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible? S1: Newton. S2: Watt. S3: Franklin. Sample answers:

1. Archimedes, Ancient Greek (287-212 BC), a mathematician. 2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species. 3. Thomas Newcomen, British (1663-1729), an inventor of steam engine. 4. Gregor Mendel, Czech, a botanist and geneticist. 5. Marie Curie, Polish and French, a chemist and physicist. 6. Thomas Edison, American, an inventor. 7. Leonardo da Vinci, Italian, an artist. 8. Sir Humphry Davy, British, an inventor and chemist. 9. Zhang Heng, ancient China, an inventor. 10. Stepper Hawking, British, a physicist. Step Ⅲ Pre-reading Get the students to discuss the questions on page 1 with their partners. Then ask the

students to report their work. Encourage the students to express their different opinions.

T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work. Show the following on the screen. What do you know about infectious diseases? What do you know about cholera? Do you know how to prove a new idea in scientific research? What order would you put the seven in? Just guess. Sample answer 1: S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.

S2: People could be exposed to infectious diseases, so may animals, such as bird flu. S3: AIDS, SARS are infectious diseases. S4: Infectious diseases are difficult to cure. Sample answer 2: S1: Cholera is caused by a bacterium called Varian cholera. S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps. S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria. S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment. Sample answer 3: S1: I know sth. about it. First we should find the problem. Then, think of a solution. S2: We should collect as much information as possible. S3: Analyzing results is the most important stage. S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes. Sample answer 4: S1: I think “Find a problem” should be the first stage.

S2: “Make up a question” should follow the first stage. S3: “Think of a method”, “Collect results” and “Analyze results” are after that.

S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.

T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research. Step Ⅳ Reading Let the students skim the whole passage and try to work out the meanings of the new words and structures using context. T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions. Show the questions on the screen. 1. What conditions allowed cholera develop? 2. Why do you think people believed that cholera multiplied in the air without reason? 3. What evidence did John Snow gather to convince people that idea 2 was right? Sample answers: S1: The dirty water made the cholera develop quickly. S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths. S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas. Step Ⅴ Text analyzing

Ask the students to analyze the text in groups.

T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the

general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

Paragraphs

1 2 3 4 5 6 7

Sample answers: S1: My group’s opinion is this: stage one “Find a problem” is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera. S2: Our answer is like this: paragraph two expresses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct. S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water. S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die. S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.

S6: The sixth stage is “Repeat if necessary”. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.

Stages

General ideas

S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera. Ask some students to put their answers in the chart. Paragraph 1 2 3 Stages Find a problem Make up a question Think of a method General ideas

The causes of cholera The correct or possible theory Collect data on where people were ill and died and where they got their water 4 Collect results Plot information on a map to find out where people died or did not die 5 Analyse the results Analyse the water to see if that is the cause of the illness 6 Repeat if necessary Find other evidences to confirm his conclusion 7 Make a conclusion The polluted dirty source of drinking water was to blame for the cause of the London cholera T: Now class. Can you tell me what style of the passage belongs to? S1: I think it is a report. T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to. Show the chart and three pieces of writing on the screen. Report

Formal language with few Vivid use of words with Vivid use of language and adjectives

No speech

except

quotations similes and metaphors more informal style Description Creative writing No speech except to help Speech to show feelings, the description reactions etc.

Not emotional

Only one main character Emotional atmosphere to describe Emotional feelings May to describe No characters have several characters Factual

Not factual but Imaginative but can be based on fact

imaginative

Structural according to Not structured experimental method

Beginning, middle, end

Past tense Past tense and passive Past tense voice

Making Way

Once Goethe(歌德), the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very, very narrow road. Just at that time, a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，“I never make way for a fool.” But Goethe smiled and said, “I always do.” Then he turned back quickly and walked towards the end of the road. Weather Report

Here’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is 4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19. Heartbeating

Put your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age, heart

beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example, the heart beats faster during exercise. It is also faster when a person is angry, scared, or excited. During sleep, the heartbeat slows down. Sample answers: S1: I think the first piece “Making A Way” is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style. T: Very good. Now let’s return to our text. Who can tell me the main idea of this passage? S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research. StepⅥ Homework 1. Get more information about some infectious diseases and modern scientists. 2. Finish the Exercises 1, 2, 3 on pages 3 and 4. The Second Period

Extensive Reading Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

movement, complete, backward, spin, enthusiastic, cautious, reject, topology, lead to, make sense b. 重点句式

Although he had tried to ignore them ... P7 The problem arose because ... P7 He also suggested that ... P7 2. Ability goals 能力目标

Enable the students to talk about the stages in scientific research.

3. Learning ability goals 学能目标

Enable the students to know about the general approach for doing a research. Teaching important & difficult points 教学重难点

Learn about the common stages in doing a research.

Teaching methods 教学方法

Task-based learning approach. Teaching aids 教具准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

Step I Revision Ask the students to retell the text.

Sample versions: S1: I’ll have a try. John Snow was a very famous doctor in London in 19th century. At the time he lived, cholera was the most frightening disease, which killed many thousands of people in the industrial cities of England. Nobody knew the cause of the disease. John Snow believed that cholera was caused by drinking polluted water. He believed that when dirty water from the toilet and drinking water were mixed, it was possible for the illness to be passed from one person to the next. In 1854, he was able to prove that his theory was correct. To do this he approached the problem in a systematic way. He found an outbreak of cholera and studied its effects on a small neighborhood. He gathered information about the drinking habits of the people and used them to justify his theory. He is important because he was the first person to gather information scientifically about a disease in order to find its cause. S2: OK. I’d like to retell Snow’s work in the order of the stages. We know there were seven stages in his research. First Snow, as well as other doctors could not find the cause of the cholera, nor the cure for it. He got interested in two theories. The first suggested that cholera multiplied in the air without reason. The second suggested that people absorbed this disease into their bodies with their meals. He believed in the second theory. So he collected much information to prove it. He did a lot of research and experiments to analyze the results. All the results were the same: It is certain that the dirty water resulted in the disease. At last he could make a conclusion: It was the polluted water that caused the illness. StepⅡ Pre-reading Ask the students to look at the pictures on pages 7 and 45. And remind them of the

common knowledge of “Sun-Centered Theory” and “the Euler path”.

T: Today we are going to learn more about science and scientists. There are two pictures of the great scientists and the illustrations of their theory. You can discuss with your partners about them. Then tell me sth. about them. S1: We know the first picture is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The illustration shows his theory. S2: We guess the second picture is Lenohard Euler. Euler invented a new branch of mathematics —topology by luck. The chart is about the “Seven Bridges of Konigsberg” and the famous “Euler path”.

Step Ⅲ Reading Encourage the students to get the general ideas of the passages.

T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with two scientific reports. Please read the two passages quickly and try to answer the questions on the screen. Show the questions on the screen. 1. What’s Copernicus’ fear? 2. What’s Euler’s puzzle? 3. How did Copernicus prove his theory? 4. How did Euler prepare for his research? 5. What are their theories? Sample answers: S1: I have the answer. Copernicus found his theory was against the Christian church’s saying. If he spoke out his finding, he would be punished severely. S2: I know Euler’s puzzle. He found that he could cross six of the bridges without going over any of them twice or going back on himself, but he couldn’t cross all seven. S3: Let me answer the third question. Copernicus had thought long and hard about

these problems which astronomers had noticed and tried to find an answer. He used all his mathematical calculations to work on these problems. He had collected observations of the stars for over ten years. All his calculations and observations proved that his theory was right. S4: I would like to say something about Euler’s research. The first stage in his research is to find the problem that he could cross six of the bridges without going over any of them twice or going back on himself, but he couldn’t cross all seven. The second stage is to think of a method: He drew a map and used dots and lines to simplify his analysis. Trying and observing over and over again, he found a general rule. S5: Copernicus’

theory can be expressed in this way: The sun is the center of the universe. All planets went around the sun in solar system. S6: I know the answer. I am interested in topology. Euler’s theory is called “The Euler path”. It is expressed like this: 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 Ⅳ Further-reading This time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7 and 46. T: Now class. Please read the two passages again. And discuss the questions on the screen in groups. Show the questions on the screen. 1. As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this? 2. Euler was called “the father of modern mathematics”. In what area is topology used today? Sample answers: S1: I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier. S2: I don’t agree with you. He was more cautious than coward. If he had published his

ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s. S3: I support you. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth. S4: I don’t think so. Science can never advance unless people have the courage of their beliefs. S5: I agree. As a scientist, you must have the courage to publish your findings. No matter how people oppose it, time will show if your ideas are right or wrong. S6: But I suppose that Copernicus’ attitude towards his new theory was proper at that time. It made no sense for him to publish his theory in a hurry. He was just cautious not coward. He should protect himself first. S7: The subway or underground railway. S8: When we study computer lessons, we often hear of the computer topology maps. S9: Maybe telephone nets and electricity nets can adopt topology. T: I quite agree with you. And I am glad you have known so much about the science. StepⅤ Practice For Exercises 1 and 2 on page 7 and the problems on page 46, encourage the students to fulfill them quickly and correctly. And check the answers together. And then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences. Show the following on the screen.

1. Nicolas Copernicus was frightened and his mind was confused. 2. He placed a fixed sun at the center of the solar system. 3. He joined these points together using curved lines. T: Please read the three sentences and tell me what parts of speech the past participles are acting as. A sample answer: In the first sentence, “frightened” and “confused” are acting as predicative. In the second and the third sentence, “fixed” and “curved” are used as attributes.

Step Ⅵ Homework

1. Search on the Internet for more information about Copernicus and Euler. 2. Prepare for the language study, reviewing the words and expressions in this unit. The Third Period

Language Study Teaching goals 教学目标

1. Target language 目标语言

重点词汇和短语

virus, contribute, conclude, make one’s way to, reserved seats

2. Ability goals 能力目标

Learn the past participle used as attribute and predicative. Teaching important & difficult points 教学重难点

Learn the past participle used as attribute and predicative. Teaching methods 教学方法

Grammar-Translation method. Teaching aids 教具准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

StepⅠRevision and Lead-in

Task 1: Dictate the following important words and expressions.

T: Now class. Let’s have a dictation. Ready?

Reference words:

valuable, instruct, cure, announce, look into, examine, put forward, immediately, expose, link to, blame, absorb, severe, defeat, reject, test. That’s over, have you finished? Task 2:

Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.

Task 3:

Ask the students to read and understand the explanations in Exercise 2 on page 4.

T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase? For example: “making a mistake” instead of “to mistake”.

Sample answers:

S: “make an agreement”, “make an admission”, “make an apology”.

T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work. Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.

Step Ⅱ Practice Task 1: Enable the students to do the following exercises.

T: Please look at the screen and put them into English using “make + n” and past participles. Show the following on the screen: 约会，

闲言碎语，

道歉，

竞争，

选择，

不速之客，感到沮丧的学生，受到鼓舞的竞赛者，

拥挤的街道

Sample answers:

make an appointment, make gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets Step Ⅲ Grammar Explain the usage of the past participles as predicative and attribute.

1. 过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go, come,

assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：

The man looked quite disappointed. He is greatly discouraged by her refusal. His hair is nearly all gone. 已经形容词化了的过去分词大多可作表语，常见的有accomplished, amazed, amused, astonished, broken, closed, completed, complicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested,

lost, satisfied, surprised, worried等。

2. 过去分词作定语

a）用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：

We like skating in the frozen lake in the winter. = We like skating in the lake which has been frozen in the winter. How many finished products have you got up to now? = How many products that have been finished have you got up to now? 来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：

a retired worker = a worker who has retired an escaped prisoner = a prisoner who has escaped a faded / withered flower = a flower that has faded / withered fallen leaves = leaves that have fallen the risen sun = the sun that has just risen a returned student = a student who has returned vanished treasure = treasure that has vanished b) 用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：

Things seen are better than things heard. = Things which are seen are better than things which are heard. The lobster broiled over charcoal was delicious. = The lobster which was broiled over charcoal was delicious. Practice:

将下列句子译成英语。

1. 他看上去又累又沮丧.

2. 我们一得到补充资金,就继续我们的实验。

3. 我们可以看到被阳光照亮的月球的一部分. 4. 经过一个激动和无眠的夜晚之后，第二天我强迫自己在海滨走了很久. 5. 早在1649年,俄亥俄州就决定在每一个城镇建立免费的、由税收支持的学校。

6. 彼得对这一切似乎很惊奇。

Sample answers:

1. He looked tired and depressed.

2. We will go on with our experiment as soon as we get the added fund.

3. We can see the part of the moon lighted by sunlight. 4. After a night spent in excitement and sleepless-ness, I forced myself to take a long walk along the beach the next day.

5. As early as in 1649, Ohio made a decision that free, tax-supported schools must be established in every town.

6. Peter was very amazed at all this.

Step Ⅳ Homework Prepare for the next period.

The Fourth Period Listening Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

astronomer, astronaut, institute, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyze, pure, sin, cousin, geometry, calculus, mechanics, practical, topology 2. Ability goals 能力目标

Get the students to know more about scientists and science. 3. Learning ability goals 学能目标

Enable the students to talk about scientific research. Teaching important & difficult points教学重难点

Learn about how to organize a scientific study.

Teaching methods 教学方法

Task-based learning approach. Teaching aids教具准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

StepⅠLead-in Ask the students to describe the picture on page 6 and guess what details may be

talked about in the listening. T: Now we’ll listen to a piece about a great Chinese scientist named Qian Xuesen. He was closely related to China’s space industry. Any volunteers to describe the picture on page 6? S1: There is a satellite set on a guided missile launcher. S2: This is the Xichang launching site. S3: There are three or more rockets around the satellite on the guided missile launcher. S4: The sky is very high, clear, clean and blue. S5: The surrounding is very open and wide. It is a vast expanse of land. StepⅡ Listening and Speaking (Page 5) Ask the students to listen to the recording and answer the questions. T: Yu Ping and her friend Steve Smith are talking about Qian Xuesen, who has made great contributions to the development of China’s space industry. Let’s look at the screen and read the new words in the material after me: astronomer(天文学家)，astronaut(宇航员)，institute(研究所). Play the recording and then check the answers.

T: Now I have an additional question for you: Who is the first to visit the space in China? Ss: Yang Liwei! T: Great! And what’s the name of the satellite? Ss: Shenzhou V manned spaceship of China! T: What do you think Qian Xuesen would feel if he knew it? Ss: Of course, he would be very happy and proud. Step Ⅲ Listening (Page 41) Task 1: Describe the picture T: First, let’s look at the beautiful flowers in the picture. Who knows the name of it? S1: It’s rose, white rose. S2: It’s chrysanthemum, I think. S3: Maybe it’s lily. My mother raises lily at home.

Task 2: Help the students learn the possible new words in the listening. T: Now class, in order to understand the listening easily, I’ll tell you some new words in it. Now read after me: species(种类)，parrot(鹦鹉)，blackbird(乌鸦). Play the tape. And then check the answers. Step Ⅳ Listening task (Page 44) Task 1: Introduce to the students the life and work of Leonhard Euler. Help the students to gain some know-ledge about topology. T: Please turn to page 44 and read the questions and the new words. Can you tell me sth. about topology and “Euler Path”?

S4: Euler was a mathematician. He could be called “the father of modern mathematics.”

S5: His rule “the Euler path” is like this: If a figure has more than two odd points, you can not go over it without lifting your pencil from the page or going over a line twice. S6: Topology is one of the newest branches of mathematics. It is not about distance or size but about the connections between things. Then ask the students to listen to the recording and then check the answers.

Step Ⅴ Homework Ask the students to write a short passage about Euler and his job based on the listening material. The Fifth Period

Speaking Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

persevere, patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, generous, depend-able, strong-willed, talented, easy-going, ambitious, sympathetic, confident, enthusiastic b. 重点句式

I always wanted to ... because ... P6 The experience I will need is ... P6 I need to practise ... P6

My greatest problem will be to ... P6 2. Ability goals 能力目标

Enable the students to use telephone skills to make an appointment. 3. Learning ability goals 学能目标

Enable the students to talk about the personalities and characters of the scientists and their life, work and contributions. Teaching important points教学重点

How to describe a person’s appearance and personalities. Teaching difficult points 教学难点

How to talk about a scientist and his / her job. Teaching methods 教学方法

Task-based learning approach. Teaching procedures & ways 教学过程与方式

StepⅠRevision and Lead-in

Ask the students to discuss what scientific job they would like to choose. T: Now, class, would you please tell me what personality you have? S1: I am open and active, but less diligent. S2: I am confident and enthusiastic, but less careful. S3: I am the most honest person in the world! I am strong-willed and ambitious. But I hate hard-working? S4: I am persevering, determined, but less co-operative. I like working alone. S5: I am pleasant, easy-going to work with but I am less intelligent. Attention: just less intelligent not foolish! T: Very good. All of you know yourselves well. That’s very important. If we know ourselves well, we may develop ourselves in a certain way. We may fit or suit ourselves to a certain job or environment. Now please tell me what you would like to do in the future according to your personality or character? S6: I would like to be a volunteer. Because I am generous, sympathetic, full of emotion and helpful. I would like to help the poor, especially the poor children in poor areas in China.

S7: I would like to be a researcher. Because I am persevering, quiet, careful and hard-working. If I start a program, I’ll keep on with it to the end. S8: I want to be a manager. Because I am polite, easy- going, energetic and creative. All these personalities can help me to communicate with others. Step Ⅱ Speaking (Page 6) Help the students to think of phrases used in making an appointment. T: Please speak out some phrases used in telephone dialogues. S1: Hello. This is ... speaking. Is ... in? S2: Sorry, He is not in. May I take a message for you? S3: Hold on please. I’ll get him. S4: Would you like him to ring you back? S5: The line is busy. I can’t get it through. T: Wonderful. Would you please tell me what other expressions can be used in making an appointment? S1: Sorry, he’s busy at the moment. Could you please wait for a moment. S2: What time would you like to meet him? Please wait a second. Let me check the schedule. S3: I’m sorry, He is fully engaged today. Can you make an appointment another day? S4: Let’s make it 8 o’clock tomorrow; If you can not come, will you let me know ahead of time? Step Ⅲ Talking (Page 41) Encourage the students to describe the appearance and specialty of themselves and their classmates, or their teachers. Don’t tell who they are describing, let others guess who it is. T: Now, class. Everybody has their unique specialty in appearance and looking. If we want to recognize a person, we should remember his / her specialty in both looking and wearing. Let’s describe a person and guess who it is. S5: OK. Let me have a try. The person is tall and thin with thick glasses. The person is very serious and always wear white T-shirts. Who is it?

Ss: Our physics teacher. S5: Yes, That’s right.

S6: I’ll give a description. I call this person A. A is always smiling. A is always wearing big earrings. A has a round face, bright eyes with long brown curly hair. A is good at singing and dancing. Ss: We got it. She is Miss Liu, our music teacher. S6: Yes, you got it. S7: Now. This person is H. H always wears short hair. H is very tall and a bit hunchback. H always walks with his or her feet outwards. Ss: Oh, we see. He is our monitor, Wang Ling! S7: Yes. T: Well done. Now work in pairs. Imagine you are going to meet a specialist about a newly found flower. Your partner will be the assistant to 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.

A sample dialogue:

S1: Hello. This is Dr Evans’ office. Can I help you? S2: Yes, please. I’d like to change my arrangement to meet Dr Evans. I want to show him this new orchid that I’ve found. We originally arranged to meet in the University laboratory but now I’m unable to do that. S1: Oh yes. I’ve got it down here in his diary. Where would you like to meet now then? S2: Outside the Botanical gardens on Trumpington Road. But it’s always very crowded there, so I wonder if you could give me an idea of how I could recognize Dr Evans? S1: Yes, of course. He’s tall and thin with long, grey hair and glasses. S2: That sounds very clear. What other special features does he have? S1: Yes. He walks with a limp because he broke his leg when he went skiing many years ago. What do you look like? S2: Dr Evans can easily recognize me. I’m short and thin with brown, curly hair. I

always wear a duffle coat and a bobble hat. I’ll be carrying my flower. S1: I’ll tell him. Thank you for your clear descrip-tion. I’m sure Dr Evans is looking forward to meeting you. Goodbye. S2: Goodbye. Step Ⅳ Speaking task (Page 46) Encourage the students to discuss a certain scientist.

T: Now class. In pairs discuss the life and work of any scientists that you know. Using the questions in the workbook.

A sample dialogue: S1: Who shall we choose? S2: I’ve done some research on Edison and his child life. S1: What did you find out about him? S2: Well, little “Al” Edison, who was the last of seven children in his family, did not learn to talk until he was almost four years old.

S1: Really? I only know about some of his inventions. S2: At age 11, Tom’s parents tried to teach him how to use the resources of the local library. This led him to prefer learning through independent self instruction. By age 12, Tom had already become an “adult”. He

not only talked his parents into letting him go to work selling newspapers, snacks, and candy on the railroad, he had started an entirely separate business selling fruits and vegetables. S1: What else do you know? S2: One of the most significant events in Tom’s life now occurred when —

as a reward for his heroism — the boy’s grateful father taught him how to master the use of Morse code and the telegraph. Over the next years, Edison’s progress in creating successful inventions for industry really took off. S1: He is really a good example for us to learn from. Step Ⅴ Homework T: The following is a piece of writing about a great physiologist named Claude Bernard. Read and then change it into a dialogue with your partner.

Show the following on the screen.

Claude Bernard’s1 Ambition2

French physiologist3 Claude Bernard (1813-18 78) dropped out of school4 because it was his ambition to become a great writer. At the age of twenty-one, he wrote a five-act tragedy5 called Arthur of Brittany and brought it to a well-known Parisian critic6. The critic read the play and strongly advised young Claude to return to school at once and forget all about writing. Claude did and became one of the greatest biologists7 in history, virtually8 founding “experimental physiology”. When he died in 1878, he was given a state funeral, the first scientist upon whom France had bestowed9 this honor. Notes: 1. Claude Bernard

克劳德.贝尔纳

2. ambition

雄心; 抱负; 野心

3. physiologist

生理学家

4. drop out of school

中途退学;

drop out

退出; 离队

5. tragedy

悲剧

(comedy

喜剧) 6. critic

批评家; 评论家;

critics of art and literature

文艺批评家

7. biologist

生物学家

8. virtually

实际上; 事实上

9. bestow

把……赠与; 把……给与

A sample dialogue: S1: Do you know Claude Bernard? S2: Sorry. Who was the men? S1: He was a French physiologist.

S2: What do you know about him? S1: He once dropped out of school because he wanted to become a great writer.

S2: What did he write? S1: He wrote a five-act tragedy called Arthur of Brittany and brought it to a well-known Parisian critic.

S2: What did the critic say about it? S1: The critic strong advised him to return to school at once and forget all about writing.

S2: Did Claude follow the advice of the critic? S1: Yes. He worked hard from then on and became one of the greatest biologists in history.

S2: Do you know what his achievement is? S1: He founded "experimental physiology". S2: He was really something.

The Sixth Period Writing Teaching goals 教学目标

1. Target language 目标语言

重点词汇与短语

suggest, persuade, observation, contributions, achieve, devote ... to 2. Ability goals 能力目标

Enable the students to learn the way of persuasive writing and descriptive writing. 3. Learning ability goals 学能目标

Learn how to write a persuasive writing and a descriptive writing. Teaching important points教学重点

Help the students to learn to write a persuasive writing and a report. Teaching difficult points教学难点

How to write a report about a scientist and his / her job. Teaching methods 教学方法

Task-based activities.

Teaching aids 教具准备

A computer and a projector. Teaching procedures & ways 教学过程与方式

Step Ⅰ Presentation

Task 1: Summarize the way of writing a report. T: Now class, if we want to write a report about a scientist, what contents should we

include? S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success. T: Yes. You are right. And how do we make an outline about it? S2: We should put the collected information under three headlines: life, achievements and key to success. Task 2: Remind the students of the writing techniques and writing features of a report. Show the following to the students.

Report Formal language with few adjectives No speech except quotations Not emotional

Only one main character Factual structured according to experimental method Past tense and passive voice Task 3: Summarize the way of persuasive writing. T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are? S1: I think the first is to give your opinion and idea. S2: The second is to give the reasons and evidence to support your idea. S3: The third is to make a conclusion. Show the following to the students.

A persuasive writing Formal or informal, vivid use of language Speech to show feelings, reactions, etc Emotional or not emotional to describe feelings and facts Only two main characters

Factual or imaginative based on fact Reason and persuade step by step

Present tense Then ask the students to write a short letter as required in Exercise 3. A sample version: Dear Nicolaus Copernicus,

I am a student studying history 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 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 can publish your new theory. Step Ⅱ Writing Ask the students to write a report about

a scientist.

Sample versions (见附件3, 4, 5) Step Ⅲ Homework Ask the students to do the Project on page 47.