Using LanguageⅠ教案及板书设计

Unit 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 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? 

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, view 2．

认读词汇

infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, brightness, 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 

结构

The past participle as the predicative & attribute 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

Period 1

Warming up & Vocabulary Teaching 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 study

2) Describe main contributions of the great scientists.

3) Make up a dialogue between two scientists about their inventions/discoveries and their plan for the future. Teaching Methods: 1.

Analysing

2. Individual & Pair work 3. Teams match

Teaching Procedures Step 1 Leading in Introduce 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 up 1. 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 scientists.

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 Brainstorming 1. 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 all…

E.g. made a great contribution made great achievements succeeded in their scientific career overcome many difficulties Step 4 Pair work Make up dialogues. It’s a pity that these great minds can’t get together. So now we’ll organize a party for them. Because 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 these 1.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 these What’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 Homework

1. 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

Reading Teaching 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 work

2. Illustration 3. Discussion and team work Teaching Procedures: Step 1 lead in 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

electricity

Thomas Edison

the First telephone Laite Brothers

the electric Lamp Madame Curie

black holes in Universe Franklin

Theory of Gravity Steven Hawking

the First Plane Elbert Einstein

Radium Isaac Newton

the Theory of Relativity Step 2 Pre-reading Do 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 & scanning

Who is John Snow? What happened between he and Queen Victoria?

Give a brief introduction to its symptoms and some figures about deaths. Then ask Ss

about other infectious diseases. What does “king” mean?

Do you know what did this map was used for in 1854? Step 4 Fast-reading 1. 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 question

find a problem

analyse the results

find supporting evidence

repeat if necessary Step 5 Careful reading Para 1 1. What is cholera? 2. How to control cholera, in John Snow’s opinion?

Para 2

He put forward ________ theories explaining the cause of cholera Idea 1 Cholera was spread by ________________________in the air to attack people. Idea 2 Cholera was spread by __________ with which people absorbed this disease into their bodies. Which is right? Para 3 1. What did John Snow do when another outbreak hit London in 1854 and spread quickly?

2. Where did he gather the information? Para 4 Many deaths happened here. No death happened here. The water from the pump was to blame. Para 5 1. The water came from ______________. A. the river that had been dirtied by people from London B. the lake that had been polluted by local people C. the river that had been dirtied by water from London D. the lake that had been polluted by water from London 2. What did Dr. Snow advise the people in Broad Street to do? And what was the result? Para 6 Read the 6th Para and try to catch the main idea of this paragraph.

Para 7 To prevent the cholera from spreading again, what did John Snow do? Step 6 post reading 1. Find out the relative information about these numbers. 16, 37, 38 and 40

These numbers in Broad Street near the water pump had many of the deaths 20 ,21; 8,9

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.

7 These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump. 2. Fill in the blanks John 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 discussion 1. 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

determined

positive

honest

intelligent hard-working

ambitious

careful

co-operative

confident

brave Step 8 Team work Show 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 Homework

1. 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 cannot understand

Period 4 Language points Teaching Aims: Learn expressions & phrases language points

Difficult and Important Points: 1）Language points 2）The usage of

“suggest & in addition”

Teaching Methods: Presentation & Practice Teaching Procedures: Step 1 Revision Have a dictation Step 2 Check the answers Check the answers of yesterday’s homework (P42.Using Words and Expressions) Step 3 Expressions & phrases 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.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 on

B. put down

C. put back

D. put off 4. 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 Practice Finish the exercises on P4 & P42. Ex.1、2、3.

Period 5 Grammar Teaching 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 points 1. Have the Ss sum up the function of the past participle 2. 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 method 2. cooperative work Teaching Procedures Step 1 Revision Check the homework. Step 2 Grammar Learning Part 1 Competition. Divide the class into four teams. Each team chooses one student as their leader.

The leader will choose the amount of money which stands for each question and can choose any one in the team to answer the question. If the answer is correct, the group

will get the amount money. If not, they will lose the money. 1. What do you know about Dr. John Snow’s being well-known in London? He attended Queen Victoria to ease the birth of her babies. 2. From what disease did Londoners suffer in his age and why did he get inspired? They exposed themselves to cholera. He got inspired when he thought about helping ordinary people exposed to cholera. Ordinary people who were exposed to cholera 3.Why did so many terrified people die every time there was an outbreak? Neither its cause, nor its cure was understood 4. When did Dr. Snow think the disease would be controlled? He knew it would never be controlled until its cause was found. 5. What was the second theory explaining how the disease killed people? People absorbed this disease into their bodies with their meals. From the stomach

the disease attacked the body quickly and soon the affected person was dead. 6. Where did the water of pump from and how did it get polluted?

It came from the river, which had been polluted by the dirty water from London 7. What did Dr. Snow advised the people in Broad Street do? He told the astonished people in Broad Street to remove the handle from the

water pump so it could not be used 8.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 were

also instructed not to expose people to the polluted water anymore. 11. Why were these families working in the pub at 7 Cambridge Street not affected ? Because they were given free beer and so had not drunk the water from the Broad Street pump. Now please look at these phrases esp. the words in red. What’s the same characteristic of these words? That’s what we will talk about today---the past participle

Part 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。

E.g. The ground is covered by

fallen

(fall) leaves. These wanted

(want) people are from Hong Kong This will be the best novel of its kind ever written

(write). This will be the best novel of its kind that has ever been written. 2) 作定语的过去分词与定语从句之间的转换．

Who were the so-called guests

invited

(invite) to Jacky Chuang’s concert last month? Who were the so-called guests that had been invited to Jacky Chuang’s concert last month? She is drinking

boiled

(boil) water. She is drinking the water which has been boiled. a broken heart

一颗破碎的心

a heart which is broken a lost dog

丧家之犬

a dog which is lost an organized trip

有组织的旅行

a trip which is organized 3). Complete the table with phrases that have the same meaning with the partners.

terrified people people who are terrified reserved seats seats which are reserved polluted water water that is polluted a crowded room a room that is crowded a pleased winner a winner who is pleased T: What are the words in the right column of the above form used as? 2. 过去分词作表语

(Predicative) 1) 过去分词作表语时，多表示主语所处的状态或构成被动语态。

The shop is closed (close). Cleaning women in big cities usually get _paid___(pay) by the hour. 2) 作表语的过去分词与定语从句之间的转换．

There are two glasses which are

broken

(break)

There are two broken glasses The person who feels

excited

(excite) is Ronaldo

The excited person is Ronaldo. He looked up with an expression which was

pleased

(please)

He looked up with a pleased expression 3). Complete the table with phrases that have the same meaning. astonished children children who look astonished a broken vase a vase that is broken a closed door a door that is closed a trapped animal an animal that is trapped the tired audience the audience who feel tired

Part 3 过去分词作定语和表语的区别: 1). 定语

放在名词和代词的前面或后面

表示动作已经完成或被动的

表语

放在be 动词或系动词的后面

说明主语的状态或构成被动语态

2).Fill in the blanks with the past participle A: The audience feel tired at this tiring performance, but why do you always look so

tired? Do you sleep well these days? B: No, I’m busy designing a new game program.

A: Do you know why Joy looks so sad? B: He got blamed about losing the money. A: Did you go to see the film last night, which you have been looking forward to. B: Yes, I did. But I was so disappointed with it. I had expected it to be better. A: Why do you always keep your children at home. It’s summer vocation now. Why not take them to the zoo. B: Good idea. They are really excited about going to the zoo. A: Doctor, How long will he have to be kept in hospital. B: At least one month. His wound became infected with a new virus. A: Did you hear the news that Zhang Guorong killed himself by jumping from a high building. B: Yes, I did. Everybody was

shocked/depressed

to hear the death of the famous film star. T: Immediately Zhang Guorong died, most of the newspapers came to report the news of his death. What kind of newspaper would like to report this news?

Most of the newspapers which were concerned with this disease reported the news of his death.

predicative

3). Choose appropriate verbs, using the past participle. Explain the use of the past participle in each sentence worry

interest

arrive

frighten

prepare

continue

concern

1. They were prepared to accept my idea.

(predicative) 2.

He was frightened of going alone into the empty house.

(predicative) 3. The mayor said that he was worried about the continued rise of the water level in the river bed.

(predicative)

(attribute) 4. Recently arrived soldiers are helping to take the victims to safe areas from the flood.

(attribute) 5. Most of the newspaper seems to be concerned with pop stars. (predicative) 6. I’ll be interested to hear what he has to say.

(predicative) Part 4

过去分词和V-ing形式的区别: 1).

语态上

I heard someone opening the door .

I heard the door opened .

现在分词: 表示主动的动作

过去分词: 表示已经被动的动作

2).

时间上

the falling leaves

the fallen leaves

boiling water boiled water

the rising sun

the risen sun

现在分词: 表示正在进行的动作

过去分词: 表示完成的意思

现在分词表示它所修饰的名词或句子主语的特征、特性。

过去分词表示它所修饰的名词或句子主语的心理感受或状态。

V-ing形式

表主动的，进行的，

特征的---含有“令人……”之意

过去分词

表被动的，完成的，

表状态---含有“感到……”之意

Exercise

填入适当的分词。

1. A. Nobody was interested in the story he told.

B. The story he told was very interesting .

(interested, interesting ) 2.

A. Everybody was excited to hear the news.

B. The news is very exciting indeed.

( excited, exciting ) 3. A. The result of the test was rather disappointing

.

B. He was very disappointed at the result of the test. ( disappointed, disappointing ) 4. A. What he said was very amusing

.

B. I was very amused at the sight.

( amused, amusing ) Step 3 Sum up

1．过去分词作定语

(Attribute) 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。

2.过去分词作表语时，多表示主语所处的状态或构成被动语态。

过去分词

表被动的，完成的，

表状态---含有“感到……”之意

Step 4 Consolidation 练习一．

句型转换

1. A thief stole the goat that was tired to the tree. =A thief stole the goat _tired___ to the tree. 2. The girl who is dressed in red is Kelly’s long-lost friend. = The girl _dressed in red____ is Kelly’s long-lost friend.

3. The castle, which was burnt down in the sixteenth century, was never rebuilt. = The castle, _burnt down in the sixteenth century__, was never rebuilt. 4. Father beat the son who was

lost in the online games.

=Father beat the son __lost

_

in the online games.

5. The project, which was designed by the Chinese engineers, was constructed in only 2 year.

= The project, designed by the Chinese engineers, was constructed in only 2 year.

练习二．

单句改错

1. They were all amusing at what he said. 2. He was very exciting to hear the news that their team had won. 3. The situation was a bit discouraged. 4. Two pages in this dictionary are missed. 5. Your mother is quite worrying about your stare of health. 6. We know his parents won’t allow him to swim from his disappointing expression

练习三．

单选

1. As is known to us all, traveling is _A_____, but we often feel ______ when we are back from travels. A. interesting; tired

B. interested; tiring

C. interesting; tiring

D. interested; tired

2. Hearing the __D__ news, we all felt ___.

A. encouraging, encouraging,

B. encouraged, encouraged

C. encouraged, encouraging

D. encouraging, encouraged 3. From the dates __B____ on the gold coin, it is confirmed that was made five hundred years ago.

A. marking

B. marked

C. to be marked

D. having been marked 4. The __B____ look in her face suggested that she _______ it before. A. surprising, wouldn’t know

B. surprised, hadn’t known

C. surprising, hadn’t known

D.

surprised, shouldn’t know

5. The picture writing _D______ long long ago is hard for us to understand today. A.

having been drawn

B.

being drawn

C.

was drawn

D.

drawn 6. The man _D_____ there is my

uncle.

A. seat

B. seating

C. to seat

D. seated 7. The first textbooks ___C___ for teaching English as a foreign language came out in the 16th century.

A. having written

B. to be written

C. written

D. being written Homework 1.

Finish using structures in workbook unit 1.

Period 6 Listening Teaching goals:

1. To learn how to get required information by listening. 2. Be familiar with some expressions about describing a person’s qualities.

3. Practise communicating with their classmates about their futures realistically. Teaching important points:

Improve their listening ability of getting specific information and speaking ability of talking about personality and appearance. Teaching difficult points:

How to improve their speaking ability of talking about personality and appearance by finishing the speaking tasks. Teaching procedures Step1 Lead in A brief introduction of ShenZhou 7. Onboard pilots Zhai Zhigang, Liu Boming and Jing Haipeng are expected to orbit the earth for 4 days, when one of them will float out of the cabin about 343 kilometers above the earth. When they make it, China will become the third country in the world who is able to conduct extra-vehicular activity in space following the former Soviet Union and the United States.

Do you know the Father of the Chinese space programme? then lead to the famous scientist Qian Xueshen. What do you know about Qian Xuesen?

Show a clip of video of Qian Xueshen. Step2 pre-listening Explain some new words which will appear in the listening material--astronomer (天文学家), astronaut (宇航员)institute (研究所)then read the questions and ask the students to guess what this passage may be about.

Step 3 listening Listen to the passage twice, then let the students answer these questions. Play the tape once again, and check the answers together. Step4 post listening Introduce something about Qian Xueshen. Step 5 exercise Check the homework.

Period 7 Using language Teaching goals: 1. To learn about Copernicus’ revolutionary theory.

2. To learn to write a persuasive essay and improve their integrating skills . Teaching Important Points

Ss are able to write a persuasive composition.

Teaching Difficult Points Inspire Ss to argue for their own ideas. Enable Ss to write a persuasive composition.

Teaching procedures:

Step 1 Pre-reading 1. Do you know what is the center of the solar system? 2. Can you name the eight planets in the solar system? We know the first scientist is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The chart on P.7 shows his theory.

Let’s enjoy a video of Copernicus’ Revolutionary Theory.

Step 2 While-reading 1 Skimming:

Read through the passage fast and try to get the main idea of the passage. 1. What did Copernicus think was the center of the solar system? 2.When did Copernicus publish his theory? 2. Scanning: Scan the passage and find the experiences of Copernicus Birth: February 19, 1473

Death: May 24, 1543

Place of Birth: Toruń, Poland

Career:

1491-1494

Studied mathematics at Kraków Academy

1496

Went to Italy to study astronomy and law at the University of Bologna

1497

Began observations of the Sun, Moon, and planets

1514

Wrote Commentariolus, an outline of his astronomical ideas, but did not circulate it widely

1543

Published De Revolutionibus Orbium Coelestium (On the Revolutions of the Celestial)

Step 3 post reading Read through the passage again, and tell whether the following statements are true or

false. 1. At Copernicus’ time, Christian Church was in charge of many western countries.

2. Copernicus noticed that observed from the earth, some planets appear in front of or behind the earth. 3. Copernicus didn’t show his new theory to his friends until he completed it. 4. His friends were not interested in his ideas. 5. Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as he finished working on it. 6. Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe.

Use the reading and try to draw the two theories of the universe. Before Copernicus’ theory

Showing Copernicus’ theory

The Earth was stationary at the center of the solar system, and the Sun and planets revolved around it. The Sun is stationary at the center of the solar system, and the Earth and the other planets orbit around it Step 4 language points 1. lead to:

to result in

导致

Your carelessness will lead to the trouble in the future. 2. make sense 1) to have a clear meaning No matter how I tried to read it, the sentence didn't make sense. 2) to be wise course of action It makes sense to take care of your health. 3. spin--- spun(span)--- spinning e.g. We span the coin to see who would have first turn. I spun around to see who had spoken. 4. If you don’t like Tom, you may r_____ his gift.

If you don’t think the suggestion is suitable for you, you may r____ it.

5. enthusiastic: be interested in She’s very ______________________ singing.

We explain our plan, and he is very___________. enthusiastic

enthusiasm

enthusiastically

She shows boundless __________ for the work.

She greeted him _____________ with a kiss.

She is very __________ about Eastern music. 6. cautious-- cautiously :careful to avoid risk

be cautious about/of sb./sth.

e.g. The bank is very cautious about lending money. My father is a very cautious driver. The guard warned me to be cautious about strangers. Step 5 Discussion If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason. (Suggested answer: As a scientist, Copernicus was more cautious than coward. If he had published his ideas at his time, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth.) Step 6 Writing 1. Now write a short letter asking Copernicus to publish his ideas so everyone can read them. 2. Learning tips. This article is a persuasive writing, which is about changing somebody else’s point of view. When you are doing this kind of writing, you must always have some evidence to support your idea. To make this easier, you can hold discussions with your family and friends. Give your ideas and reasons to them whenever you are making choices. You may argue with them and try to persuade them. Then you will find it easier to do your persuade writing. However, when you are writing, do not forget to plan your work and put your ideas in a logical order. Now please discuss in a group of four and decide how to write this letter. Try to collect your ideas and make a plan. You can read the tips given to you in Ex.3 on page 8.

Here is a plan: Beginning: Tell Copernicus who you are and why you want him to publish his ideas. Paragraph 1: Reason 1 and evidence. Paragraph 2: Reason 2 and evidence. Summing up: Ask him to think again about publishing his ideas. 3. Sample writing

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,

(your name)

Homework 1. Write down your persuasive essay on your exercise books. 2. Review the whole unit and prepare for the dictation.

Period 8

Summing up Teaching goals: 1. To know about what they have learned in this unit. 2. To check their work and give a self-assessment. Teaching procedures: Revision 1. Have a dictation of the words and expression learned in this unit. scientific

conclude

repeat

defeat

attend

expose

control

blame

immediately

announce

complete

cautious

put forward

draw a conclusion

in addition

link…to

apart from

lead to

make sense

point of view 2. Translate the following sentences(p42) 3.. 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 teacher drew a picture to make herself ______ (ease, easy, easily) understood. 4) The boy needs some more stamp to make his collection ______ (complete, completely). 5) ________ (Apart from, Except) that 10 dollars, I have another ten given by my mother. 4. Complete the sentence with the correct form of the given words. 1).But he became _______ (inspire) when he thought about helping ordinary people _____(expose) to cholera. 2).The disease attacked the body quickly and soon the

_______ (affect) person was dead.

3).Immediately he told the ______ (astonish) people to remove the handle from the water pump. 4).In addition, he found two other deaths that were ______ (link) to the broad Street outbreak. 5).The water companies were also ____(instruct) not to expose people to polluted water anymore. 5. Choose a scientist that you are familiar with or admire very much or you have learned about and fill in the chart with the information you know. Then compare your ideas with your partner. The more information you write, the more marks you will get. Items

Personal information Name

Address

Nationality Year of birth Occupation Education

Dream Achievement

Hobbies

The reason I like him 6. Retell the story about John Snow to your friend, trying to use as many words and expressions learned in this unit as possible.