课件20张PPT。Unit 1 Great Scientists
Definition:
Scientists are people who… (Where do they
work, what do they do, their importance to the
society…)
For example, teachers are people who work in
schools, colleges and universities. They help
students gain knowledge and become useful
people in society. They are involved in many
tasks, such as explaining lessons, giving
homework and correcting papers. The following questions may help you with your discussion:
1). Who is the scientist you admire most?
2). What nationality is this scientist you admire?
3). When was he or she born? / (When did he or she die?)
4). What kind of family did he or she come from?
5). What kind of education did he or she receive?
6). What did he or she achieve in his or her scientific work?
7). Why did he or she achieve great success?Brainstorming:What qualities are needed to be a great
scientist?
I think he or she needs to have the qualities
of….
(patience, creation, hard-work, co-operation,
confidence, bravery, politeness, determination,
energy, optimism, strictness, curiosity,
strong will, perseverance, etc.)
ArchimedesHe once said, “give me a place to stand on, and I can move the earth.”Charles Darwin
the Origin of Species
the Bible Thomas Newcomen
James watt Gregor Mendel
Marie CurieStephen HawkingZhang zhengQian Xuesen, who has made great contributions to the development of China’s space industry, is one of the best-known scientists in China. His work has been very important for the development of China.astronaut (宇航员)Warming upthe date when he was born and he died
his study
his education background
his family
his hobbies
his experience
his achievement
his contributions
astronomer (天文学家)
astronaut (宇航员)
institute (研究所)He first studied to be an engineer.
He began to work on space rockets so that he was able to develop a space program when he came back to China.
He set up a Space Institute to begin training people in how to design and build rockets.
4. He was honoured in China as the father of the space program.
Steve Smith suggested putting his picture on Mars when the first astronaut lands there. know about…
lift up
put forward a new theory
put on 穿上;戴上;增加
put out 熄灭(灯);扑灭 (火)
put up with… 忍受……
put down 写下来;放下；（使）着陆
put off 耽误; 延期
put up 建立; 建造
be strict with sbHe was born and worked
as a doctor.
He was the first person to
gather information
scientifically about a disease
in order to find its cause.
He was the first epidemiologist or
community health doctor.John Snow
( 1813~ 1858)
Englishman Cholera
defeatCholera is the illness caused by a bacterium called Varian cholera. The most common cause of cholera is
eating food or drinking water that has been
polluted by germ.SARS, bird fluThey usually do some scientific research into the diseases to find the causes. draw a conclusionfind a problemmake up a questionthink of a methodcollect resultsanalyse the resultsFinding supporting evidenceHow to prove a new idea in scientific research?Repeat if necessaryPut the stages into the reading
Para2
Para3
Para4
Para5
Para6
Para7 Find the problemPara1Make up a questionThink of a methodCollect the resultAnalyze the resultFind supporting evidenceDraw a conclusion
Discussion:
After knowing the cause of cholera,
what will you do if you travel to
a country where there is cholera
outbreak ? For example: Yuan Longping is a great
scientist who was born into a poor family and
now is honored as the father of hybrid rice.
His rice is helping Chinese get rid of hunger
throughout the whole country….
Unit1 great scientists
Arrangements of the teaching periods:
Period one: Warming up, using language (listening and speaking) and speaking task (WB)
Period two and three: Pre-reading, reading and comprehending
Period four: Learning about language
Period five: Using language (reading and writing)
Period six: Listening task and reading task (WB)
Period seven: revision and summing up
Period 1 warming up, speaking task (WB) and listening and speaking
Teaching aims:
To talk about some great scientists at home and broad, esp. their qualities and keys to success.
To know about the outstanding discoveries, inventions and theories from some well-known scientists.
To listen to a text about the Chinese scientist effectively in order to improve students’ listening ability.
To talk about scientific job and encourage students to hold their views about their future career.
Teaching important points:
To help students discuss and talk about great scientists.
To help students improve their listening ability by listening to a text about a Chinese scientist effectively.
Teaching difficulties:
How to help students learn from great scientists and hold their views about their future career
Teaching aids:
A tape recorder, a projector
Teaching procedures:
Step 1: Lead-in
T: What is the topic of the unit that we are going to learn?
S: The topic is great scientists.
T: Now try to define what scientists are.
(Teacher can give students an example to reduce the difficulty if necessary. For example, teachers are people who work in schools, colleges and universities. They help students gain knowledge and become useful people in society. They are involved in many tasks, such as explaining lessons, giving homework and correcting papers.)
A small discussion about what scientists are:
Scientists are people who… (Where do they work, what do they do, their importance to the society…)
Step2: speaking task:
1. Discussion in groups of four:
Name as many scientists as you know, and introduce this scientist by giving at least three sentences.
The following questions may help you with your discussion:
1). Who is the scientist you admire most?
2). What nationality is this scientist you admire?
3). When was he or she born? / (When did he or she die?)
4). What kind of family did he or she come from?
5). What kind of education did he or she receive?
6). What did he or she achieve in his or her scientific work?
7). Why did he or she achieve great success?
For example: Yuan Longping is a great scientist who was born into a poor family and now is honored as the father of hybrid rice. His rice is helping Chinese get rid of hunger throughout the whole country….
Students’ answers:…
2. Brainstorming:
What qualities are needed to be a great scientist?
I think he or she needs to have the qualities of….
(patience, creation, hard-work, co-operation, confidence, bravery, politeness, determination, energy, optimism, strictness, curiosity, strong will, perseverance, etc.)
Step3 warming up
1. Do the quiz in warming up with the help of teacher if necessary.
2. Ask students to give more information about the scientists that they are familiar with and add some information to the ones that they are not familiar with.
Step4 listening
Pre-listening
A brief introduction to Fei Junrong and Nie haisheng, and then lead to the famous scientist Qian Xueshen.
2. Ask students what they have already known about Qian Xuesen, one of the best-known scientists in China.
(He is honored as “Chinese rocket father”, he made great contribution to space travel in China…)
3. In the listening text, Yu Ping is telling her friend about Q’s life. Now suppose you were Yu Ping, what aspect will you talk to introduce Q?
(the date when he was born and he died, his study, his education background, his family, his hobbies, his experience, his achievement as well as his contributions)
4. Explain some new words which will appear in the listening material--astronomer (天文学家), astronaut (宇航员)institute (研究所)
While- listening
The first time: listen for the main idea and tick out the aspects that are mentioned in the tape.
The second time: listen to find out the answers to the five questions. (go through the questions first and keep them in mind. While listening, just write down some key words. Then write down complete sentences with the help the key words after listening.)
The third time: listen to check answers with the students.
Step5 speaking
Till now we have known many scientists home and broad. Would you like to choose a scientific job in the future to create or invent something?
1. Discuss in pairs what scientific job each of you would like to choose in the future.
(The questions and expressions in page5 may help you to make a dialogue with your partner.)
2. Let the students practice it in pairs, then ask some of them to give the report.
3. Show the slides of the sample conversation if necessary.
Step6 words and phrases:
know about…
lift up
put forward a new theory
(put on 穿上;戴上;增加
put out 熄灭(灯);扑灭 (火)
put up with… 忍受……
put down 写下来;放下；（使）着陆
put off 耽误; 延期
put up 建立; 建造)
be strict with sb
Step7 homework:
A small writing about the scientist we talked in the classroom. At least three aspects should be included in the small passages: life, achievement and key to success. (Refer to the writing task in workbook).
Preview the reading text:
1). Learn and read the new words and phrases in the pre-reading and reading parts
2) Find some information about John Snow and cholera, including the information in the text.
3). Discuss with partners about the 8 stages in proving a new scientific idea (see pre-reading), and then fast read the text to put the correct stages into the reading.
Period 2and 3 Reading
Teaching aims:
1. To get the general idea of the passage and to relate the passage to stages in a scientific experiment.
2. To develop some basic reading skills, such as skimming, scanning
3. To learn and master some important words, phrases and sentence patterns.
Teaching important points:
To skim, scan and generate the text in order to have a good understanding of it.
To learn and use some important words, phrases and sentence patterns.
Teaching difficulties:
1. Know the meaning between lines and beyond lines
2. Learn different reading skills for different reading purpose.
Teaching aids:
Multi-media projector, tape recorder
Teaching procedures:
Step1: lead in
Present some pictures about SARS, bird flu and AIDS.
T: What kind of diseases are they? Why were people so afraid of them when they took place?
(They are infectious diseases. They are so severe that they are often deadly.)
T: (Present pictures about cholera.) In 19th century, people suffered from another severe infectious disease. What is it? What do you know about it?
(The most common cause of cholera is by someone eating food or drinking water that has been contaminated with a bacterium.
It is cholera that killed many people who exposed themselves to it.
It was the most deadly disease of its day
…)
T: When infectious diseases occur such as SARS, cholera, what do scientists do in order to control them and save people’s lives?
(They usually do some scientific research into the diseases to find the causes.)
T: Do you know the stages to prove a new idea in scientific research?
Now let’s turn to page 1 and look at Question 2 in Pre-reading.(Check homework)
T: Today some people are suffering from AIDS, bird flu. Do people still die of cholera? Why?
(Cholera is a 19th century disease. People have already known the cause of it, so they can control it.)
T: Who pays an important role in finding the cause of cholera?
(John Snow)
T: John Snow defeated cholera in 19th century with his bravery and determination.
Now try to say anything you know about him. (Homework checking)
(He was born and worked as a doctor.
He was the first person to gather information scientifically about a disease in order to find its cause.
He was the first epidemiologist or community health doctor.
…)
Step 2: reading
1. Skimming
1).What’s the main idea of the passage?
A. Introduction about John Snow -- a well-known doctor in London.
B. Stories between John Snow and cholera.
C. How John Snow found the cause of cholera and then defeated it.
What is the style of the text? (description, story or scientific report?)
(It is a scientific report)
T: John Snow did a scientific research into the cause of cholera which was written down as a scientific report. Put the eight stages into the reading.
Para1: find the problem
Para2: make up a question
Para3: think of a method
Para4: collect the result
Para5: analyze the result
Para6 find supporting evidence
Para7: draw a conclusion
2. Scanning and further understanding
Title and para1:
Why did the writer say “King cholera”?(▲)
What was the problem that John met?
What does para1 mainly introduce?
(John Snow --------------cholera)
defeat
para2and3
What are the two theories that he found out?
Which one did he believe? Why did he believe in the second theory? (▲)
What was the method he thought of to prove his idea?
(During the next cholera outbreak, collect information about people who fell ill or died and where they lived.)
How did he deal with the information he collected?( draw a map)
Was the map necessary to help John find the cause of cholera? (▲)
Para4: Analysis of diagrams and charts
1) How many names of the streets can you find?
2) Can you find where the water pump was located?
3) How many Pubs are shown on the map? How about the deaths in these Pubs?
4) Where can you see a lot of deaths?
5) What conclusion can you draw from the map?
Para5:
Why did John look into the source of water?
(He wanted to see whether the water was responsible for the spread of cholera.)
At the beginning of the paragraph, we find a “next”. What is “first” in your opinion?
Para6:
What is the supporting evidence?
(Two other women in another part of London also died of cholera as they drank the water in Broadstreet.)
Para7:
(Discussion) After knowing the cause of cholera, what will you do in order to keep away from cholera? (▲)
4. Listen to the tape and ask students to read after the tape in order to imitate the pronunciation and intonation. Then deal with some language points.
Pre-reading and Paragraph 1
draw a conclusion
make up a question
1). ---so famous …that he attended…to ease …
2)…its day
3). Neither…nor…
4).But he become inspired when he thought about helping ordinary people exposed to cholera.
5). So many thousands of terrified people died every time there was an outbreak.
Paragraph2
1).He got interested in two theories explaining how cholera killed people.
The first suggested that…
Absorb… into…” (be absorbed in)
The affected people (have an effect on)
Paragraph3
In two particular streets, the cholera outbreak was so severe that more than 500 people…
He marked on a map where all the dead people had lived.
Paragragh4
A valuable clue
It seemed the water was to blame.
Paragraph5
Look into
Slow down
The astonished people (why people are astonished?)
Paragraph6-7
In addition
Be linked to (link… to…)
With this extra evidence, John Snow was able to announce with certainty that…
To prevent… from happening …, John Snow suggested that the source of water supplies be examined…
Instruct not to expose people to polluted water
Step3 post-reading
1. Read the text aloud (or listen to the tape) for a better understanding, and then fill in the chart in comprehending with key words.
Scientific report by John Snow
The problem
Nobody knew the cause of cholera.
The cause
Idea 1: Strange cloud that attacked victims
Idea 2: People absorbed the disease with their meals
The method
Collect data from the next cholera attack to test theories. Try to prove which method was correct.
The results
He found the cause of cholera was the polluted water.
Idea 1 or 2? Why?
Idea 2.Because the data showed a connection with the water.
The conclusion
2. Pair –work: try to retell the story using the information in the chart.
Step4 homework:
A small writing: scientific report by John Snow
Finish exercise in learning about language
Preview past participles used as the attribute and the predicative
Period four Grammar
Teaching aims:
1. To review some useful phrases and structures.
2. To learn about and use properly the past participle used as the attribute and the predictive.
Teaching important point:
To learn about the past participle used as the attribute and the predictive, including how to use them freely and properly
Teaching procedures:
Step1 Revision:
Brainstorming(book closed)
T: What do you know about the great scientist –John Snow? Try to describe John Snow by using the words or phrases we learned in the last period. Everyone says at least one complete sentence about him.
(John Snow was a well-known doctor who did scientific research into cholera.
…)
Review the important phrases and structures by doing some translations.
check exercises in page4: discovering useful words and expressions
Step2 Grammar
Lead-in
Present pictures to students to show:
a broken ancient vase
the tired audience
astonished people
polluted water
a crowded room
Conclusion: past participle used as attribute
Use a whole sentence to describe the people again:
The ancient vase is broken for some unknown reason.
The audience looked tired because of the long boring speech.
People were so astonished to hear the news that…
The water got polluted…
The room became crowded as so many audience flooded into it.
Conclusion: past participle used as predictive
summarizing:
1).过去分词做前置定语一般兼有被动或完成的意义
eg：a lost animal 一只迷路的动物
an injured finger 一个受伤的手指
a lighted candle 一支点燃的蜡烛
spoken English 英语口语
written exercises 书面练习
an escaped prisoner 一名逃跑的囚犯
by-gone days 过去的岁月
the risen sun 升起来的太阳
the advanced countries 发达国家
2). 过去分词做作后置定语，表示被动和／或完成意义, 相当与一个定语从句。
The books written by Lu Xun are popular．（which was written）
How I regretted the hours wasted in watching boring TV programs! (which was wasted)
The famous writers’ play, mentioned in one of my books, was published in 1963. (which was mentioned)
Have you noticed the bridge being built there? (which was being built)
Practice: Combine two sentences into one using past participle as the attribute.
This is one of the questions. It was discussed in the meeting yesterday.
This is one of the questions discussed in the meeting yesterday.
The students didn’t know how to answer it. They were surprised at the way the question was put.
The students, surprised at the way the question was put, didn’t know how to answer it.
His letter was addressed to the wrong number. It reached me late.
His letter, addressed to the wrong number, reached me late.
3). 过去分词作表语，表示主语的特点或所处的状态，其前的系动词有包括be在内的多种形式.
Everyone present is very inspired at his speech.
He looked worried after hearing the news.
He became quite delighted at the proposal.
Practicing: do the exercises in textbook P4-5 and workbook (using structures).
Attention:
1).过去分词作表语，构成的系表结构与被动语态的区别：
This shop is now closed． 这家商店现在已经关门了。(状态)
This shop is closed at 6 pm everyday． 这家商店每天6点关门。(动作）
2). 过去分词与现在分词做定语的区别：
Tell Mary that there is someone waiting for (that is waiting for) her at the door.
The house standing (that stands) at the corner of the street was built in 1982.
Most of the people invited (that were invited) to the party didn’t turn up because of the heavy rain.
Step3 Homework:
1. Do some exercises to review the past participle used as attribute and predictive.
2. Preview reading: Copernicus’ revolutionary theory.
1). Fast read the text, and then finish exercise1 in page 7.
2). Read the text again to learn and read the new words and phrases as well as underline the difficult points in the text.
3). Find some information about Coprenicus: life, achievements…
Period 5 Using language--reading and writing
------COPERNICUS’ REVOLUTIONARY THEORY
Teaching Aims:
1. Learn about another outstanding scientist and his great achievement.
2. Enable students to get a deeper understanding of the eight stages in scientific research.
Teaching Important Point:
1. Get students to understand Copernicus’ theory and the stages of scientific research.
Teaching Difficult Point:
1. How to help students understand the text and learn sth. from the scientist and his achievement.
Teaching Methods:
1. Skimming and scanning
2. Diagram and charts
3. Pair and group work.
Teaching procedures:
Step1. Revision
Check the exercises to consolidate the past participle used as attribute and predictive.
Step2. Pre-reading
(Showing two diagrams)
T: Which one do you think is scientific?
Ss: Picture 1. The sun is the center of the solar system.
T: But in the 16th Century and before, people were confused about what was the center of the solar system. The Christian Church believed that the earth was the center of the solar system. Then a famous scientist first put forward the scientific theory. Who was that scientist?
Ss: Copernicus.
T: Right. Can you say sth. about him?
Ss: …
T: Copernicus worked hard to improve and complete his theory. Today we will learn sth.about his great theory.
Step2. Reading Comprehension
1. Skimming to get a general idea about Copernicus’ research
T: Go through the text quickly to find the information related to the following period of time.
Before 1510:
1510—1514:
1514:
1543:
2. Scanning for the detailed information about his steps of research.
T: To complete the theory is not easy, it took a long time for Copernicus to improve and complete his theory. Now let’s look into his research steps. Read the text carefully and fill in the table.
Step3. Further Understanding
T: Copernicus completed his theory in 1514. But when did he publish it?
Ss: In 1543.
T: Why didn’t he publish it as soon as he completed it?
Ss: He was frightened and confused.
…
T: Why?
Now discuss in groups of four and we will share the different ideas later.
Frightened Confused
T: Copernicus was confused. 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. His theory was totally different from the old one. So how did he use his theory to explain the solar system? Now look at the diagram in the text and try to explain it. You can use the information in Paragraph 3 to help you.
(Choose 3-4 students to explain the diagram, and then the teacher explains it to the whole class.)
T: Thanks to Copernicus, his theory is now the base on which all our ideas of the universe are built. So his theory is… “Revolutionary” (Ss)
Step4. Post-reading
Now suppose you were one of Copernicus’ friends, what would you say to him? Would you persuade him to publish or would you advise him to be cautious? Give your reasons and then you may have a debate.
Step5. Homework
Read the text again and underline the difficult expressions and structures.
Write a short letter persuading Copernicus to publish his ideas or advising him to be cautious.
Period 6 Reading Task: Finding the Solution
Teaching aims:
To learn and use some useful expressions in reading2: Copernicus’ revolutionary theory.
To learn anther scientist –Euler, especially his spirit in solving a scientific problem.
To skim and scan some detailed information for a better understanding about the text.
Teaching important points:
1. To learn and master some useful words and expressions in reading2: Copernicus’ revolutionary theory.
2. to skim and scan the text effectively to improve the reading skills.
Teaching difficulty:
How to help students understand the text effectively
Teaching procedures:
Step1 revision and language points in using reading2
Step2 reading task:
pre-reading
Give students some puzzles to do to arouse their interests in solving problem, and then give them the bridge, asking them to go over the whole figure without lifting their pencils from the paper or going over any line twice.
Explain some items in the text to students, such as dots or points (A, B, C, and D), odd points, even points, odd lines, even lines to reduce the difficulty in understanding the text.
skimming
What is the problem that puzzled Euler at first?
How did Euler prepare for his research?
What is the key point in solving the problem?
scanning
Analyze the stages in examining a new scientific idea.
post- reading
Solve the problems at the end of the reading, and then explain why some work and why others don’t work.
Step3 homework:
Review the whole unit.
