Module 5 Unit 1 Great scientists(浙江省台州市路桥区)

By XINQIAO MIDDLE SCHOOL
Contents 目录
一、单元教学目标和要求(Teaching aims and demands)
二、教材内容分析（Analysis of the teaching materials）
三、学生分析 （Analysis of the students）
四、教学设计及安排(Teaching design and arrangement)
五、教学步骤 (Teaching procedures)
六、评价与反思(Assessment and reflection)
七、背景参考资料(Background knowledge)
PARTICIPANTS：
王丽鸯 张小哲 吴仙芬 郑玉华 蔡菊兰
一、教学目标和要求(Teaching aims and demands)
根据课程标准实验教材（英语 必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为knowledge objectives, ability objectives, strategy objectives, moral objectives and Cultural awareness objectives.
knowledge objectives
词汇（Vocabulary）：
能理解、内化、运用以下生词---- Verbs: infect examine conclude analyse repeat defeat attend expose cure control absorb pump blame handle link announce instruct contribute complete spin reject
Nouns: engine steam engine characteristic radium theory cholera conclusion repeat defeat cure outbreak control clue pump pub blame handle germ addition certainty virus construction calculation movement god loop brightness view
Adj: infectious scientific deadly severe valuable creative co-operative positive strict revolutionary logical backward complete enthusiastic cautious persuasive
Adv: immediately backward privately
Phrases: put forward draw a conclusion in addition link…to… apart from (be) strict with… lead to make sense point of view
Grammar structures
past participle used as attribute and predicative
Functional sentences
What job do you want to do?
What personality will be needed?
What work experience would be useful?
What education will you need?
How long will the training take?
How will you prepare for this career?
I always wanted to…because…
I might find it difficult to…
My greatest problem will be to…
The experience I will need is…
I need to practise…
ability objectives
Listening: 通过两个学生谈论科学家钱学森的故事，使学生了解科学家的生活经历，并通过回答问题训练学生的分析、解决问题的能力。
Speaking: 通过学生分组讨论将来选择什么科学工作,需要什么样的教育、品格及经历来完成提问和应答的交际功能任务训练，同时也实施了对学生的德育.
Reading: 精读文章是关于英国著名医生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。泛读文章介绍了哥白尼是如何发现日心说 的。 通过阅读文章，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学发现的全过程具有其科学的严密性。通过阅读帮助学生:获取语篇知识，丰富形式图式；获取语言知识，丰富知识图式；获得写作技巧，丰富策略图式
Writing: 针对泛读文章给哥白尼写一封信，表达自己对于他是否应该公布这项发现的观点并阐述理由。培养学生收集信息、并对信息进行思考取舍的能力。同时训练学生“persuasive writing”的写作方法。
strategy objectives
Persuasive communication, Searching for information, Discovering by themselves, Harmonious co-operation.
moral objectives
1. Be aware of the advantages and convenience the scientific inventions have brought to us.
2. Be inspired by the great spirit and qualities of these great scientists.
3. Be encouraged to learn from these scientists and make contributions to our society.
4. Learn the scientific ways and procedures of solving a problem
Cultural awareness objectives
Broaden students’ horizon
Develop students’ love for science.
二、学生分析 (Analysis of the students）
? 高二学生处于高中英语学习兴趣加强和学习习惯巩固阶段。他们希望在学习过程中享受到乐趣，不希望老师死板地讲解字词及语法。能够激发他们好奇心和创造力，并与他们日常生活紧密相连的学习语境是他们希望教师在课堂上能呈现的东西。一旦教师走进他们的生活，他们就愿意跟着教师走，掌握文化知识，了解学习策略，形成良好的人生观和价值观。
三、教材内容分析（Analysis of the teaching materials）
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的过程，
Doctor Zhong Nanshan

SARS & Bird Flu
infectious diseases
Cholera John Snow
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。
四、教学设计及安排
1. 设计背景：大班教学，水平参差；充分阅读教参, 充分合作，善用资源
2. 单元内容：课本 + 练习册
3. 教学原则：以学生为主体, 任务贯穿其中,小组合作为形式,
严抓预习, 控制难度，适当删减，加强课外写作
4．教学安排：
Period 1 Warming up & Vocabulary ……..P3-6
Period 2 Reading ………………………….P7-8
Period 3 Learning about language ……….P9-12
Period 4 Grammar ………………………...P13-19
Period 5 Listening & Speaking…………....P20-22
Period 6 Extensive reading & Writing …...P23-25
Introduction:
☆ easy ☆☆ not so easy ☆☆☆ a little difficult ☆☆☆☆ difficult ☆☆☆☆☆ very difficult
五、教学步骤
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, analyze, repeat, attend, contribute, apart from, creative, co-operative, positive, strict, enthusiastic, cautious.
2. Know some great scientists and their achievements and learn their scientific spirit.
3. Analyze 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:
Analyzing
Individual & Pair work
Teams match
Teaching Procedures
Step I Leading in
Free talk
How did you spend your summer holiday?
After talking, these words will be mentioned: computer, TV, air-conditioner, plane, car and train. Then T can lead Ss to realize that all these inventions bring convenience to us. We should thank the inventors. Because of all these inventors, our world has become more and more interesting. So in this unit we’re going to learn about these scientists.

2. Can you remember them? ( Stephen Hawking & Yuan Longping)
Have a revision of the expressions: theory, black holes, super hybrid rice.
3. 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 Ⅱ 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)
When introducing, T should make Ss understand the new expressions.

StepⅢ. 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.
enthusiastic co-operative
bright positive
common characteristics
strict
persuasive cautious creative

2. Draw a conclusion about them in sentences: They all…
Eg. made a great contribution
made great achievements
succeeded in their scientific career
overcome many difficulties

Step IV 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.

Step V. Homework Assignment
1. Talk in groups about how to start and carry on a scientific research. .
2. Revise the new words and expressions learned in this lesson, and preview those of the reading text.
3. Finish the words practice.
Appendices
I Vocabulary ( for homework )
Choose the correct words to complete the following sentences.
1) John Snow devoted himself to ________(science, scientific) research.
2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.
3) The boy needs one more stamp to make his collection __________ (complete, completely)
4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.
5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)
6) People who had drunk the __________ (polluting, polluted) water were dead.
7) I suggest _______(to have, having) a rest after working for such a long time.
3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.
1. Who _______________ a theory about black holes
2. What ______________ did you draw?
3. The car went out of ___________ and crashed.
4. SARS is a terrible _____________ disease.
5. He _____________ a difficult argument skillfully.
6. The cholera outbreak was so ________ that more than 500 people had died in 10 days.
7 Everyone was silent as he ___________ the winner of the match.
8_____________ visiting the zoo, we went to the museum
Board design


III words and phrases of different forms
Verbs: infect examine conclude analyse repeat defeat attend expose cure control absorb pump blame handle link announce instruct
contribute complete spin reject
Nouns: engine steam engine characteristic radium theory cholera conclusion repeat defeat cure outbreak control clue pump pub blame handle germ addition certainty virus construction calculation movement god loop brightness view
Adj: infectious scientific deadly severe valuable creative co-operative positive strict revolutionary backward complete enthusiastic cautious persuasive logical
Adv: immediately backward privately
Phrases: put forward draw a conclusion in addition link…to… apart from (be) strict with… lead to make sense point of view
Period 2 Reading
Teaching aims:
1. Learn some new words and expressions, such as deadly, infectious, infect, severe, absorb, blame, expose to, defeat, etc.
2. Improve the ability of getting the outline of the reading material and 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 in their real life.
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:
Pair work
Illustration
Discussion and team work
Teaching Procedures:
Step I warming-up
Each group reports about how to start and carry on scientific researches.
Step II. Pre-reading
What is “King Cholera”? Show some pictures about people infected with cholera, give a brief introduction to its symptoms and some figures about deaths. Then ask Ss about other infectious diseases.

Step III. Skimming & scanning
Who is John Snow? What happened between he and Queen Victoria?

Step IV. 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.
Step V. Details reading
Deal with the 7 stages: what did John Snow do in each stage?
Stage 1What is the problem?
Stage 2 Make up a question: Which theory to believe in?
Stage 3 &4Think of a method and collect results
What method did he use? A valuable map
Ask Ss to study the map
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.
Then ask Ss to think about these results and figure out the cause of cholera.
Stage 5 Analyse the results: What happened to the pump water?
Stage 6 Repeat if necessary: What extra evidence did he find?
Stage 7 Make a conclusion with certainty: the water carried the disease.
Attention: When dealing with the 7 stages, T should try to make the process interesting and mysterious to arouse Ss’ interest. In every step, T’s leading is very important.

StepVI. Comprehending
Read the text again, then fill in the chart below. ( Ex 1, on Page 3 )

Step VII Discussion
Good hygiene will prevent you or your family from getting cholera.
What should we pay attention to in our daily life in order not to get infected with cholera?
Ask Ss to think discuss first, then show a series of pictures and let Ss draw a conclusion about each picture.

Step VIII. 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 IX. Homework assignment
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
Board Design
Infectious diseases (spread, severe, deadly, no cure)
SARS AIDS Bird-flu TB Cholera
Outline: para 1 find a problem What caused cholera?
Para 2 make up a question Which theory to believe in?
Para 3 think of a method using a map
collect results read the map
Para 4 analyse results the water was to blame
Para 5 reapeat if necessary two other deaths
Para 6 draw a conclusion the water carried the disease
Drink boiled water
Wash hands often
Keep away from flies
Good hygiene habits in our daily life Choose fresh sea food
Keep the kitchen clea
Cook raw food thoroughly
Dispose rubbish properly
Heal the food left overnight
Period 3 Learning about language
Teaching goals:
1. To learn expressions & phrases and put them into practice.
2. To learn language points and so some relative exercises.
3. To grasp difficult and important points.
Difficult and Important Points:
1. Word study
2. Grasp the usage of the words and word phrases.
3. Learn the structure of the words.
Teaching Methods:
Analyzing
Illustration
Teaching Procedures:
StepⅠRevision
Let students talk about John Snow
Ask some questions
What was his job?
What did he discover?
What helped him draw the conclusion?
What did he do after the discovery?

Step Ⅱ Learning about the language
Learn about the words
1. attend
1) Take part in
Why John snow attend Queen Victoria?
2) Look after
Which doctor is attending to you?
3) to go with
The work was attended with much difficulty.
the form of noun：
4) attendance
There is a doctor in attendance
5) the number of attendance
There was a large attendance at the concert.
2. be linked to (be connected with)
His success was linked to his deep love for people.
3.valuable (very useful)
The map gave a valuable clue about the cause of the disease. = The map gave a clue about the cause of the disease. The clue was of value
4. expose vt. (…to) to show, make visible or apparent
1) Being exposed to sunlight for too much time will do harm to one’s skin.
2) Her innocence and youth will expose her to many dangers.
5. control v. / n. exercise authoritative control or power over
The government tries its best to control the prices.
1) lose control of / be(go) out of control
The driver lost control of his car and it knocked into a tree.
=The car was out of control and knocked into a tree.
2) in control of / under the control of
Mr Brown is in control of the money.
The money is under the control of Mr. Brown.
6. absorb vt. / vi.
1)to take or suck in(liquids)
A sponge absorbs water.
2)to take in (knowledge, ideas)
The little girl was absorbed in reading a tale.
7.severe adj.
1)so serious; so bad
His severe looks frightened me.
2) very harmful or painful; serious or uncomfortable
SARS -- severe acute respiratory syndrome
8. blame vt. n.
(an accusation that you are responsible for some lapse or misdeed)
It seemed the water was to blame.
Attention: be to blame
blame sb. for sth.
blame sth. on /upon sb.
eg. They blamed him for the accident.
I feel it is your husband who _A__for the spoilt
child.
A. is to blame B. is going to blame
C. is to be blamed D. should blame
Truth may be blamed but shall not be shamed.
be + v=must, should, ought to
e.g You are not to drop litter in this
10 . in addition = as well
in addition to=as well as besides
eg. 1) In addition ,there are six applicants.
2) In addition to lending me his camera,
He taught me how to use it.
11. announce v.
1) to make known publicly
The government announced its new economic policies.
2)to state in a loud voice(the name of a person or thing on arrival,as of people at a party or aircraft at an airport)
His servant announced Mr and Mrs White.
3)to make clearly known
Warm sunshine announces the coming of spring.
12. suggest
suggest (that) sb. (should) do sth / suggest + v.-ing / n.
To prevent this from happening again, John Snow suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found.
eg. 1) The teacher suggested that he (should) write (write) English diary every day.
2) Grandfather suggests taking (take) the children to the zoo this weekend.
3) All evidence suggested that he was (be) the murderer.
13 deadly (dangerous)
This was the most __D___disease of its day.
A dead B death C die D deadly
14 immediately (the moment, directly, instantly)
I will give the letter to him _B___ I see him.
A immediate B immediately
StepⅢ Consolidation
Exercise 1 Choose the correct words or expressions to complete this passage
(valuable instruct cure announce look into examine put forward immediately expose).
Li Heping was a famous football player, but his career came to an end when he became very ill. The doctor _________ him but could not find the cause of this illness. He ___________the theory that Li Heping had been ________to a new virus .He knew he would not be able to ______him ___________but promised he would __________the possibility of finding one in the future. Sadly Li Heping __________that he would take up a new career to ________footballers in planning for their future. At his last match he thanked his fans for their __________support and concluded by singing the popular song:” Thanks for the memory”.
Keys:( examined Put forward exposed cure immediately look into announced instruct valuable)
Exercise 2 sometimes in English we put the verb make with a noun instead of using a simple verb for example ,make a mistake instead of to make a mistake .Look at these simple verbs and make another construction using make +a +noun.
to telephone
to decide
to plan
to contribute
to speak
to be noisy
to change
to describe
Exercise 3 In English verbs like “make” are very active and useful; you have also learned many phrases. Can you list some and make sentences with them?
make money make the bed
make friends make room for
make a face make one’s way to
make the bed make up one’s mind
Exercise Four In English the usage of some verbs like make，can you list some
take a test have a go
take a taxi /bus /train have a talk
take a bath have a rest
take a seat have a walk
take a nap have a picnic
take an exam have a rest
take a journey have a discussion

Step Ⅳ Homework assignment
1.Use the learned words & phrases of “make ” to make some sentences.
2.Do exercises about “language study”.
Board Design
Words: attend valuable expose control absorb severe announce deadly immediately
Word phrases: be to blame be to do be linked to expose …to in addition(to)
suggest (that) sb (should) do sth / suggest + v-ing / n.
make +a +noun=to+v
make a telephone=to telephone
make a plan= to plan
make a speech= to speak
make a change =to change
make a decision=to decide
make a contribution=to contribute…..
the other word phrases of make:
(make money make the bed make friends make room for…..)
The similar usage of structure
take a test have a go
take a taxi /bus /train have a talk
take a bath have a rest
take a seat have a walk
take a nap have a picnic
take an exam have a rest
take a journey….. have a discussion…..
Period 4 Grammar Learning
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
Have the Ss sum up the fun_ction of the past participle
Know the difference between V-ing form and the past participle used as the attribute and predicative.
Teaching Methods:
Inductive , comparison, explanation and exercise method
cooperative work
Teaching Procedures:
Step 1. Revision
Check the homework.
Step 2. Grammar Learning
Ⅰ. 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.(点击钱的数目超链接到问题)
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
Ⅱ. The past participle used as the attribute and predicative
构成: 过去分词只有一种形式. 规则动词由动词原形加词尾-ed构成,不规则
动词没有统一规则,要一一记住.
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。
Eg. 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
Ⅲ. 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
Choose appropriate verbs from the box, using the past participle. Explain the use of the past participle in the sentence.
worry interest arrive frighten prepare continue concern
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
They were prepared to accept my idea. (predicative)
He was frightened of going alone into the empty house. (predicative)
The mayor said that he was worried about the continued rise of the water level in the river bed. (predicative) (attribute)
Recently arrived soldiers are helping to take the victims to safe areas from the flood. (attribute)
Most of the newspaper seems to be concerned with pop stars. (predicative)
I’ll be interested to hear what he has to say. (predicative)
T: I think what she will say must be very interesting, so I will be interested to hear his interesting story. Do you know the difference between interested and interesting?

Ⅳ. 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
3). move
At the sight of the moving scene, all the people present were moved to tears.
看到这么动人的情景，所有在场的人都感动得流下了眼泪。
excite
We get excited when we see this exciting picture.
英语中这样的分词还有很多，如：
amusing, amused;
encouraging, encouraged;
disappointing, disappointed;
puzzling, puzzled;
satisfying, satisfied;
tiring, tired;
pleasing, pleased;
astonishing, astonished等。
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。
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 Look and say
Do you like reading newspaper? Do you like reading English newspaper? In English newspaper we often find the titles written with the past participle as attributive. Now please look at the following newspaper pictures, write a proper title for each picture. Do you know how to write a news title? Look at these titles which are chosen from newspapers. Let’s study them first. Then ask the students to write the titles with their partner.

Step 4 Write a news report.
Suppose the students are journalists. Ask them to choose one newspaper picture, and write a news report.

Step 5: 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 6. Homework
Page 3 edition 2 in English weekly
2. 常规训练 part C
Step 7: Consolidation
练习一． 句型转换
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
They were all amusing at what he said.
He was very exciting to hear the news that their team had won.
The situation was a bit discouraged.
Two pages in this dictionary are missed.
Your mother is quite worrying about your stare of health.
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.
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

Board Design：
Grammar Learning
---The past participle used as attributive and predicative
attribute　　　　　　fallen leaves.
This will be the best novel of its kind ever written.
that has ever been written.
The Past Participle predicative The shop is closed .
The person who feels excited is Ronaldo.
The excited person is Ronaldo.

过去分词和V-ing形式的区别:
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
Period 5 Listening & Speaking
Teaching aims:
1. Revise past participle used as attribute and predicative.
2. Improve their listening ability of getting specific information from a listening material.
3. Improve their speaking ability of talking about personality and appearance.
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 aids:
Multi-media, blackboard
Teaching methods:
Listening, speaking, cooperative work
Teaching procedures
Step1 Revision
1. The students are shown some pictures to revise the following past participles used as the attribute and predicative: a broken heart ( A heart is broken), polluted water (The water is polluted), crowded peoplebus (The peoplebuses are crowded), an injured person ( A person is injured)

2. The students are shown some pictures to revise the following past participles used as the attribute and predicative: pleased delighted, terrified frightened, excited, puzzled, surprised, astonished, satisfied, worried, etc.
(In this part, there is a competition in which the students are divided into four groups and use the past participles to describe the pictures. And then the students are asked to use the past participles to make sentences in the following situation:
Imagine there is a feeling club, in which everyone can let out their feelings by shouting and acting. Four students will be asked to act out the feelings according to what the others say. e.g., I’m a disappointed person, because I am so disappointed about my job. And the four should act out the disappointed feeling. The winner is the one who can act out all the feelings correctly. ) 
Step 2 Pre-listening
(Some pictures of the development of Chinese space program are presented to the students.)
T: How did you feel when you saw Shenzhou Ⅵ was launched into space?
Ss: Excitedpleased…(The pictures of Yang Liwei and Nie Haisheng is presented to the students.)
T: Who are they? What job do they do?
Ss: They are astronauts.
T: What personality is needed?
Ss: patient, creative, co-operative, hard-working, confident, brave, positive, strict with …
(In this part, the students are asked to be familiar with the words, esp. positive and strict with.)
T: As we know, the astronauts have made great achievements. Can they make such great achievements just on their own?
Ss: No.
(In this part, the teacher can guide the students to give the following: there are many great scientists behind them. One of the best-known is Qian Xuesen. And then the picture of Qina Xuesen will be present with the following: Father of the Chinese space programme; It was Qian Xuesen who sent the first Chinese rocket.

Step 3 Listening
Ⅰ. The students are asked to read quickly through the following questions:
1. What did Qian Xuesen study first?
2. What experience did he get in America that was very useful for China?
3. What was Qian Xuesen’s achievement when he returned to China from America?
4. How has he been honoured in China?
5. How would Steve honour him?
Ⅱ. The students are asked to listen to the tape for the first time and then try to answer the questions above.
Ⅲ. The students are asked to listen to the tape for second time and then discuss and check the answers with the teacher.
Ⅳ. The students are asked to listen to the tape for the third time and meanwhile fill in the blanks.

Step 4 Speaking
(In this part, the speaking activity is designed to be an interview.)
(Imagine Qian Xuesen is preparing for a very important scientific program and an assistant is needed to help complete the program. So there are a lot of people will attend an interview to get the job.)
Ⅰ. Pre-interview
1. Share ideas with your partner to get ready for the interview, using the following useful expressions:
What job do you want to do?
What education will you need?
What personality will be needed?
How long will the training take?
What work experience would be useful?
How will you prepare for the career?
I always wanted to ---because ---
The experience I will need is ---
I might find it difficult to---
I need to practise---
My greatest problem will be to ---
I will need to bebecome positivestrict with---)
2. Act out your dialogue.
One pair of students is asked to act out their dialogue.
Ⅱ. Interview
(Two students are asked to act as interviewees to answer the questions asked by the others who act as interviewers. (The useful expressions above are also present here.) The winner will be accepted as Qina Xuesen’s assistant.)
Ⅲ. Post-interview
(The activity is from the workbook, P41.)
(Imagine you are Qian Xuesen’s new assistant and your partner will be his secretary. You both need a description of the other so you can recognize each other when you meet. Now ring the secretary to sort out the necessary information. The useful expressions should be used.)
How will I recognize you? You can recognize me because…
How will I know you? My …looks a bit like…
What will you wear? I’m tall short, fat thin, young old …with
What do you look like? I have large small, brown green eyes with …
What special features do you have?

Step 5. Homework
1. Do exercises of this part on the workbook.
2. Write down the dialogue of Post-interview.
Board design
pre-interview
↓
interview
↙ ↘
interviewer ↓ interviewee
post-interview

Period 6 Reading and Writing
I.Teaching Aims
1. Know about the scientist Nicolaus Copernicus and his theory.
2. Improve the reading ability of getting the general idea of the text.
3.Write a persuasive letter.
II .Teaching Important Points
Enable Ss to write a persuasive composition.
III.Teaching Difficult Points
1.Inspire Ss to argue for their own ideas.
2.Enable Ss to write a persuasive composition.
IV. Teaching Methods:
Inductive Group work Pairs work Debating
Teaching Highlights
As “using language” is the third period of this unit, following “reading” and “learning about language”. It is not necessary to focus on how to improve Ss’ reading skills too much. Instead, it can be a process for Ss to gain information for writing. In a word, reading is for writing, that is to say, reading is the process and the input while writing is the result and the output.
Teaching Procedures
Step I. Warming Up
Present the famous scientist (Nicolaus Copernicus) by asking questions and using pictures.( the pictures of Nicolaus Copernicus )Such as
Who is the man? Do you know him? Where/When was he born? How did he die?
Was he famous? How do you know him? What was he famous for?
What was the center of the universe， do you know? Did people know it at that time?
What was their idea?

Step II. Reading
1) Skimming
Ask Ss to read the passage fast and find out what people thought
how the planets move before Copernicus’ theory.
(Ask Ss to finish the form after reading the passage.)
Before Copernicus’ theory
Showing Copernicus’ theory



2). Scanning
Read the passage more carefully and answer the following questions.
(Careful reading for Ss to get more information about Copernicus and his theory)
(1) Why could he not tell about his theory? (Para 1)
(2) What was his theory about? (Para 1)
(3) What had the astronomers noticed in the sky? (Para 2)
(4) When did Copernicus complete his theory? (Para 3)
(5) How did he explain changes in the movement of the planets and in the brightness of the stars? When did he publish his idea? (Para 4)
(6) Why do people think there is a link between his theory and the work?
（when answering  questions ,deal with the language points in detail）(点击“ ”超连接到相应的语言要点,然后点击
 返回）

Language Points
1. lead to 导致，通向
1.) All roads lead to Rome （asking Ss to translate it to chinese）
条条大道通罗马
2.) The discovery of new evidence led to ___D___
A. the thief having caught
B. catches the thief
C. the thief being caught
D. the thief to be caught
2. Only if you put the sun there did the movements
of the other planets in the sky .
=The movements of the other planets in the sky make sense
only if you put the sun there.
e.g. 1）Only if your identity has been checked, ___D ___
A. you are allowed in B. you will be allowed in
C. will you allow in D. will you be allowed in
2）Only then did I realize the importance
of knowledge.
3）Only in this way can we work out the
math problem
“Only + 副词 /介词短语/状语从句” 位于句首,
句子要倒装
3. make sense 有意义，有道理，说得通
1）What you say makes no sense.(Chinese)
2) It would make sense to leave early.(Chinese)
3) Can you make sense of this poem?(Chinese)
4. Yet he could not tell anyone about his theory as the powerful Christian Church would have punished him for even suggesting such an idea.
表示对过去的某种情况进行猜测, 或本来要做某事却因某种
原因未做成,通常用来说明某一情况，但不象should或ought
to 那样含有责备之意。如：
I guess the poet would have been about 20 when she wrote
her first poem.
Another worker wouldn’t have acted like that.
2) 相关知识总结：
needn’t have + 过去分词，表示做了不必做的事，相当于，
译为“其实没必要… …”
should have + 过去分词，表示应该做某事但实际上未做，
译为“本应该… …”
should not have + 过去分词，表示本不应该做某事但实际
上做了，译为“本不应该……”
5.work on 从事
She is working on a new novel. (= She is writing a new novel.)
6. complete vt. & adj. 完成;完整的,完成的
The workers haven’t completed (Vt.) the house yet.

When will the work be complete (adj.)?
7.enthusiastic: having or demonstrating enthusiasm (adj)
热心的，满腔热情的
enthusiastic support 热情的支持
be enthusiastic about 对某事充满热情

Step III Post Reading.
If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give reasons.
Step IV.Writing
Writing strategy I: It is a bit more difficult for the Ss to write a persuasive letter according to such a topic .So it is necessary for the Ss to have a discussion before writing.
Get the Ss to have a debating according to the question.(If you
were Nicolaus Copernicus, would you have hidden your theory for so many years?) Then teacher collects different opinions from Ss.
Have a debating
agree:
Disagree
be cautious
be very coward
would be killed
should be brave enough to speak
out his theory
should be patient
protect himself first
never advance without courage
…
…
Writing strategy II: Sample showing
Give the Ss a letter sample, and ask the Ss to read the letter written by Lin Qi carefully. Then help the Ss to make an outline.—how to write a persuasive letter.
Writing outline
Beginning: Tell Copernicus who you are 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.
Then do practice.
Give the Ss ten minutes to write a short letter asking Copernicus (not) to publish his ideas so everyone can read them.
After finishing it, exchange their compositions. The teacher chooses some good ones to share with the whole class.
Step V. Assignment
1. Ask them to correct some mistakes in the compositions each other, then hand in their composition
2. Revise the words and language points in this unit.
3. Finish “Summing up”.
Board Design
Have a debating
Agree:
Disagree
be cautious
be very coward
would be killed
should be brave enough to speak
out his theory
should be patient
protect himself first
never advance without courage
…
…
outline
Beginning: Tell Copernicus who you are 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 publish his ideas.
评价与反思
评价。
学生对课堂教学的反馈性评价：
Assessment questionnaire
Date_______ Course________
1. Did you enjoy the lesson? Yes so-so no
2. Did you learn a satisfactory amount of English? Yes so-so no
3. Did you have enough communicative practice of English? Yes so-so no
4. What did you particularly like about the course?___________________.
5. What didn’t you like about the course?______________________
评价目标
均分（0-5）
语音
I know where to pause while reading long sentences
3．13
词汇
I have mastered words and phrases for describing scientists’ achievements.
I can remember and recognize all the words in the textbook.
I can use active words in speaking and writing.
3．4
功能
*I know structures for describing scientists’ achievements
*I know how to describe personalities and appearance
3．05
语法
*I know the functions of the past participle and can use them correctly in real situations.
2．83
Evaluation on language skill
The things I can do
Evaluation
1.I can quickly skim the text and find out the organization of the text
5 4 3 2 1
2.I can compare differences using forms
5 4 3 2 1
3.I can recognize and understand the past participle as the predicative and attributive in the text.
5 4 3 2 1
4.I can talk about great scientists in English
5 4 3 2 1
5.I can ask questions on my own initiative(主动地)
5 4 3 2 1
6.I can tell the seven stages of solving problems and use them in real life
5 4 3 2 1
7.I can remember and use the new words and expressions of the text in new situations
5 4 3 2 1
单元自我反思评价
My favorite lesson(s) in this unit is/are_______________
In this unit ,I have learned to __________
The person I admire most is_________________because__
I learn that many people are heroes in the ways that
I’m most moved by the deeds of ____________.
I hope I’ll be a star or a hero one day,because______
My favorite activity in this unit is _____________.
The new words I’ve learned and remember in this unit are
________________________________________________.
The new words I still have difficulty remembering are
________________________________________。
I find the following ways of learning useful:
______________________________________________________.
My plan for the next unit:
I need to _____________________________
附:
根据学分考核制度，平时做好对学生学习态度、课堂表现、作业质量、思维训练、能力测评五个方面的考核。考核以单元学习为一个单位周期，即每个单元的学习过程中都对学生进行以上五项内容的考核，模块学习结束时每个学生的过程表现考核得分就是该模块各单元得分之平均值与附加项目得分之和。
各构成部分的分值及基本要求

考核细则之学习态度
学生对学科学习的投入程度，如课堂是否专心、课后是否主动提问、对软性作业（即做在书册上不用统一上交的练习）是否重视等。这一项主要由教师对学生的总体感知以及对软性作业的抽查情况进行终合评定，满分20分，上课不专心或未及时完成作业者每人次扣1分。
考核细则之课堂表现
按班上座位编排，前后四人组成一个学习评议单位，每个单元的学习伊始由教师发下每组一张“英语学习过程小组评议表”，由四人小组的组长（轮流担任）负责登记并保存，单元学习结束时算好组员分数再交给科代表。评议表中对每位同学的课堂表现的评定项目有“课堂发言”和“参与小组讨论”，课堂上自愿回答问题的每人次记3分，教师叫答的记1分；在小组活动中按参与的积极程度记ABCD 四个档次，分值为3、2、1、0（不参与者不得分），此项由自评与互评结合评定，满分20分。
考核细则之作业质量
由教师对学生的笔头作业进行评定，分ABCD四档，分值为10、8、6、0 分（不交作业不得分）。每单元一般布置词汇训练与短文写作两项，各占10分。
考核细则之思维训练
指课文背诵，每单元由教师指定重点背诵的段落，组员到组长处背诵，组长至科代处背诵，由组长或科代根据同学的背诵质量评分，也按ABCD四档，分值20、15、12、0（不背诵不得分）。老师在此基础上抽检
考核细则之能力测评
由两项内容构成，各占10分。一项是每单元的词汇小测，另一项是限时能力测试，实计分为各100分满，按得分的十位数登分。
附加项目
每日一讲（Daily Talk）， 规定每位学生在每个模块的学段里进行至少一次的课前1分钟演讲，由教师按其口头表达的质量记分（5分为满分）。
档案袋整理（File），学期初要求每位学生自设英语学习档案袋，自行收集学习过程的重要卷纸，教师于每个模块学习结束后对其进行检查，并及时给予建议。未按时上交的扣2分。
主题报告（Project），结合课文话题进行扩展的研究性学习报告。每个模块由教师指定进行两到三次，由小组合作完成、以书面打印形式呈现的作业。教师按报告质量评ABCD四档，分值为5、4、3、0（不完成的小组不得分），报告得分由组员共享。
改错记录（Correction-Book），要求每位学生对每周的能力测试及模块考试中的典型错误进行收集并改正，教师不定期抽查，并表扬做得好的同学。未完成者扣5分。
总结与计划（Report&Plan），要求学生在每个学段结束后撰写自评报告和拟写下个学段的学习计划。教师进行审阅并写评语。未完成者每人每份扣2分。
如何进行教学评价
各种形成性评价的表格

英语学习过程小组评议表
Unit ______ Team ______ Group ______

说明：
1. A: 积极/优秀 B: 较积极/较良好 C:一般/合格 D:不参与/不合格
2．小组长在每单元学习结束后记好每人得分再上交给科代表。
教师评分表
Unit __________ Class _________

英语学习过程表现总表Module Class____
学号
　姓名
U1 U2 U3 U4 U5
　总得分
背景参考资料
John Snow and 1854 London cholera epidemic
Dr. John Snow (1813-1858) was a British physician and a leader in the adoption of medical hygiene*. He is often considered one of the fathers of epidemiology* for his work in tracing the source of a cholera outbreak in a neighborhood in London, England in 1854.
John Snow was educated at a private school until, at the age of 14, he was apprenticed* to a surgeon.
During the London cholera epidemic* of 1831-1832, he became a student at the School of Medicine in Great Windmill Street, London. After two years of schooling, he was accepted as a member of the Royal College of Surgeons of England. Snow was a believer in the germ theory of cholera. In 1849 Snow published a small pamphlet* “On the Mode of Communication of Cholera,” in which he proposed that the “cholera poison” reproduced in the human body and was spread through the pollution of food or water. This theory was against the more commonly accepted idea that cholera, like all diseases, was transmitted* through inhalation* of polluted vapors. It wasn’t until 1854, when cholera struck England once again, that Snow’s argument that cholera was spread through contaminated food or water was recognized.
Snow, in investigating* the epidemic, began marking the location of deaths related to cholera. At the time, London water was supplied by two companies. One of these companies pulled its water out of the Thames River upstream of the main city while the second pulled its water from the river downstream from the city. A higher concentration* of cholera was found in the region of town supplied by the water company that drew its water from downstream. Water from this source could have been contaminated by the city’s sewage*. Furthermore, Snow found that in one particular location near the intersection* of Cambridge and Broad Street, up to 500 deaths from cholera occurred within 10 days.
After the panic-stricken* officials followed Snow’s advice to remove the handle of the Broad Street pump that supplied the water to this neighborhood, the epidemic was contained.
London was one of first cities of modern times to seriously tackle the problem of poor sanitation after a British doctor, John Snow, discovered in 1854 that cholera was water-borne and not air-borne as had previously being thought.
霍乱及预防
夏秋之交，是霍乱、细菌性痢疾、伤寒和副伤寒等急性肠道传染病的多发季节。霍乱是由霍乱弧菌引起的急性肠道传染病，是沿海地区可防可治的一种常见病。临床上主要表现为腹泻和呕吐，严重者脱水、休克，若延误治疗可能危及生命。
霍乱传播途径主要有经水传播、经食物传播、经接触传播和经苍蝇传播。这些传播途径都是由霍乱病人的粪便和呕吐物等污染外环境的食物和水源等，再经口食入。
霍乱主要诱因有：食用未煮熟煮透的海、水产品；生吃、半生吃、吃腌制的海、水产品；喝生水；食用不洁或被苍蝇爬过的熟食品；隔餐饭菜未彻底加热；饭前便后不洗手等。这些不良的饮食卫生习惯都容易得霍乱。
预防霍乱的具体预防措施如下：
1、选购海、水产品要新鲜。腐败变质、感官异常等不新鲜的海、水产品不要购买、食用。
2、海、水产品与畜禽肉、蔬菜要分池清洗，专用溶器盛装，严防食物交叉污染。
3、食物要煮熟煮透，其中心温度必须达70℃以上。
4、烹调后未立即食用的食品，要采取有效防蝇措施，防止苍蝇叮爬污染。
5、隔餐、隔夜食品食用前，要重新加热煮透，其中心温度必须达70℃以上，未经充分加热的食品不得食用。
6、不吃生的、半生的和腌制的海、水产品，不要到卫生不洁的小饮食店、快餐店和大排档用餐。
7、不喝生水，不使用不洁的水漱口、刷牙和清洗食具、水果、蔬菜等其他食品。单位自设的二次供水水塔要定期清洗、消毒和严密加盖。
8、饭前便后要用肥皂洗净双手，不用手直接抓取熟食品，防止病菌经手入口。
9、公共餐(饮)具要使用专池(盆)清洗，经物理或化学方法消毒后方可使用，消毒后的餐(饮)具应采取保洁措施。
10、开展爱国卫生运动，做好环境卫生，消灭苍蝇，铲除苍蝇的孳生地。
一旦发生腹泻和呕吐，要及时到医院就诊。必要时，向当地疾病预防控制机构报告。
Period 4 Grammar Learning
Teaching Aims:
1. Get the hang of past participle used as attributive and predicative.
2. Enable the students to 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
Teaching difficult points
Have the Ss sum up the fun_ction of the past participle
Know the difference between V-ing form and the past participle used as the attribute and predicative.
Teaching Methods:
Inductive , comparison, explanation and exercise method
cooperative work
Teaching Procedures:
Step 1. Revision
Check the homework.
Step 2. Grammar Learning
Ⅰ. 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.(点击钱的数目超链接到问题)
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
Ⅱ. The past participle used as the attribute and predicative
构成: 过去分词只有一种形式. 规则动词由动词原形加词尾-ed构成,不规则
动词没有统一规则,要一一记住.
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。

Eg. 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.
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
Ⅲ. 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
Choose appropriate verbs from the box, using the past participle. Explain the use of the past participle in the sentence.
worry interest arrive frighten prepare continue concern
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
They were prepared to accept my idea. (predicative)
He was frightened of going alone into the empty house. (predicative)
The mayor said that he was worried about the continued rise of the water level in the river bed. (predicative) (attribute)
Recently arrived soldiers are helping to take the victims to safe areas from the flood. (attribute)
Most of the newspaper seems to be concerned with pop stars. (predicative)
I’ll be interested to hear what he has to say. (predicative)
T: I think what she will say must be very interesting, so I will be interested to hear his interesting story. Do you know the difference between interested and interesting?
Ⅳ. 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
3).
move
At the sight of the moving scene, all the people present were moved to tears.
看到这么动人的情景，所有在场的人都感动得流下了眼泪。
excite
We get excited when we see this exciting picture.
英语中这样的分词还有很多，如：
amusing, amused;
encouraging, encouraged;
disappointing, disappointed;
puzzling, puzzled;
satisfying, satisfied;
tiring, tired;
pleasing, pleased;
astonishing, astonished等。
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。
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 Look and say
Do you like reading newspaper? Do you like reading English newspaper? In English newspaper we often find the titles written with the past participle as attributive. Now please look at the following newspaper pictures, write a proper title for each picture. Do you know how to write a news title? Look at these titles which are chosen from newspapers. Let’s study them first. Then ask the students to write the titles with their partner.
Step 4 Make up a story
Suppose the students are journalists. Ask them to choose one newspaper picture, and write a news report.

Step 5: 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 6. Homework
Page 3 edition 2 in English weekly
2. 常规训练 part C
Step 7: Consolidation
练习一． 句型转换
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
They were all amusing at what he said.
He was very exciting to hear the news that their team had won.
The situation was a bit discouraged.
Two pages in this dictionary are missed.
Your mother is quite worrying about your stare of health.
We know his parents won’t allow him to swim from his disappointing expression
练习三． 单选
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.
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
板书设计：
Grammar Learning
---The past participle used as attributive and predicative
attribute　　　　　　fallen leaves.
This will be the best novel of its kind ever written.
that has ever been written.
The Past Participle predicative The shop is closed .
The person who feels excited is Ronaldo.
The excited person is Ronaldo.

过去分词和V-ing形式的区别:
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
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:
Analysing
Individual & Pair work
Teams match
Teaching Procedures
Step I Leading in
Free talk
How did you spend your summer holiday?
After talking, these words will be mentioned: computer,TV, air-conditioner, plane, car and train. Then T can lead Ss to realize that all these inventions bring convenience to us. We should thank the inventors. Because of all these inventors, our world has become more and more interesting. So in this unit we’re going to learn about these scientists.
2. Can you remember them? ( Stephen Hawking & Yuan Longping)
Have a revision of the expressions: theory, black holes, super hybrid rice.
3. 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 Ⅱ 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)
When introducing, T should make Ss understand the new expressions.
StepⅢ. 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.
enthusiastic co-operative
bright positive
common characteristics
strict
persuasive cautious creative
2. Draw a conclusion about them in sentences: They all…
Eg. made a great contribution
made great achievements
succeeded in their scientific career
overcome many difficulties
Step IV 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.
Step V. Homework Assignment
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.
3. Finish the words practice.
Appendices
I Vocabulary ( for homework )
Choose the correct words to complete the following sentences.
1) John Snow devoted himself to ________(science, scientific) research.
2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.
3) The boy needs one more stamp to make his collection __________ (complete, completely)
4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.
5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)
6) People who had drunk the __________ (polluting, polluted) water were dead.
7) I suggest _______(to have, having) a rest after working for such a long time.
3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.
1. Who _______________ a theory about black holes
2. What ______________ did you draw?
3. The car went out of ___________ and crashed.
4. SARS is a terrible _____________ disease.
5. He _____________ a difficult argument skillfully.
6. The cholera outbreak was so ________ that more than 500 people had died in 10 days.
7 Everyone was silent as he ___________ the winner of the match.
8_____________ visiting the zoo, we went to the museum
II Board design


III words and phrases of different forms
Verbs: infect examine conclude analyse repeat defeat attend expose cure control absorb pump blame handle link announce instruct
contribute complete spin reject
Nouns: engine steam engine characteristic radium theory cholera conclusion repeat defeat cure outbreak control clue pump pub blame handle germ addition certainty virus construction calculation movement god loop brightness view
Adj: infectious scientific deadly severe valuable creative co-operative positive strict revolutionary backward complete enthusiastic cautious persuasive logical
Adv: immediately backward privately
Phrases: put forward draw a conclusion in addition link…to… apart from (be) strict with… lead to make sense point of view
Period 2 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:
Pair work
Illustration
Discussion and team work
Teaching Procedures:
Step I Pre-reading
What is “King Cholera”? Show some pictures about people infected with cholera, give a brief introduction to its symptoms and some figures about deaths. Then ask Ss about other infectious diseases.
Step II. Skimming & scanning
Who is John Snow? What happened between he and Queen Victoria?
Step III. 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.
Step IV. Details reading
Deal with the 7 stages: what did John Snow do in each stage?
Stage 1What is the problem?
Stage 2 Make up a question: Which theory to believe in?
Stage 3 &4Think of a method and collect results
What method did he use? A valuable map
Ask Ss to study the map
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.
Then ask Ss to think about these results and figure out the cause of cholera.
Stage 5 Analyse the results: What happened to the pump water?
Stage 6 Repeat if necessary: What extra evidence did he find?
Stage 7 Make a conclusion with certainty: the water carried the disease.
Attention: When dealing with the 7 stages, T should try to make the process interesting and mysterious to arouse Ss’ interest. In every step, T’s leading is very important.
Step V Comprehending
Read the text again, then fill in the chart below. ( Ex 1, on Page 3 )
Step VI. Discussion
Good hygiene will prevent you or your family from getting cholera.
What should we pay attention to in our daily life in order not to get infected with cholera?
Ask Ss to think discuss first, then show a series of pictures and let Ss draw a conclusion about each picture.
Step VII 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 VIII. Homework assignment
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
Appendices
Board design
Infectious diseases (spread, severe, deadly, no cure)
SARS AIDS Bird-flu TB Cholera
Outline: para 1 find a problem What caused cholera?
Para 2 make up a question Which theory to believe in?
Para 3 think of a method using a map
collect results read the map
Para 4 analyse results the water was to blame
Para 5 reapeat if necessary two other deaths
Para 6 draw a conclusion the water carried the disease
Drink boiled water
Wash hands often
Keep away from flies
Good hygiene habits in our daily life Choose fresh sea food
Keep the kitchen clea
Cook raw food thoroughly
Dispose rubbish properly
Heal the food left overnight
Period 3 Learning about language
Teaching goals:
1. To Learn expressions & phrases.
2. To Learn language points.
3. To grasp difficult and important points.
Difficult and Important Points:
1. Word study
2. Grasp the usage of the words and word phrases.
3. Learn the structure of the words.
Teaching Methods:
Analyzing
Illustration
Teaching Procedures:
StepⅠRevision
Let students talk about John Snow
Ask some questions
What was his job?
What did he discover?
What helped him draw the conclusion?
What did he do after the discovery?
Step Ⅱ Learning about the language
Learn about the words
1. attend
1) Take part in
Why John snow attend Queen Victoria?
2) Look after
Which doctor is attending to you?
3) to go with
The work was attended with much difficulty.
the form of noun：
4) attendance
There is a doctor in attendance
5) the number of attendance
There was a large attendance at the concert.
2. be linked to (be connected with)
His success was linked to his deep love for people.
3.valuable (very useful)
The map gave a valuable clue about the cause of the disease. = The map gave a clue about the cause of the disease. The clue was of value
4. expose vt. (…to) to show, make visible or apparent
1) Being exposed to sunlight for too much time will do harm to one’s skin.
2) Her innocence and youth will expose her to many dangers.
5. control v. / n. exercise authoritative control or power over
The government tries its best to control the prices.
1) lose control of / be(go) out of control
The driver lost control of his car and it knocked into a tree.
=The car was out of control and knocked into a tree.
2) in control of / under the control of
Mr Brown is in control of the money.
The money is under the control of Mr. Brown.
6. absorb vt. / vi.
1)to take or suck in(liquids)
A sponge absorbs water.
2)to take in (knowledge, ideas)
The little girl was absorbed in reading a tale.
7.severe adj.
1)so serious; so bad
His severe looks frightened me.
2) very harmful or painful; serious or uncomfortable
SARS -- severe acute respiratory syndrome
8. blame vt. n.
(an accusation that you are responsible for some lapse or misdeed)
It seemed the water was to blame.
Attention: be to blame
blame sb. for sth.
blame sth. on /upon sb.
eg. They blamed him for the accident.
I feel it is your husband who _A__for the spoilt
child.
A. is to blame B. is going to blame
C. is to be blamed D. should blame
Truth may be blamed but shall not be shamed.
be + v=must, should, ought to
e.g You are not to drop litter in this
10 . in addition = as well
in addition to=as well as besides
eg. 1) In addition ,there are six applicants.
2) In addition to lending me his camera,
He taught me how to use it.
11. announce v.
1) to make known publicly
The government announced its new economic policies.
2)to state in a loud voice(the name of a person or thing on arrival,as of people at a party or aircraft at an airport)
His servant announced Mr and Mrs White.
3)to make clearly known
Warm sunshine announces the coming of spring.
12. suggest
suggest (that) sb. (should) do sth / suggest + v.-ing / n.
To prevent this from happening again, John Snow suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found.
eg. 1) The teacher suggested that he (should) write (write) English diary every day.
2) Grandfather suggests taking (take) the children to the zoo this weekend.
3) All evidence suggested that he was (be) the murderer.
13 deadly (dangerous)
This was the most __D___disease of its day.
A dead B death C die D deadly
14 immediately (the moment, directly, instantly)
I will give the letter to him _B___ I see him.
A immediate B immediately
StepⅢ Consolidation
Exercise 1 Choose the correct words or expressions to complete this passage
(valuable instruct cure announce look into examine put forward immediately expose).
Li Heping was a famous football player, but his career came to an end when he became very ill. The doctor _________ him but could not find the cause of this illness. He ___________the theory that Li Heping had been ________to a new virus .He knew he would not be able to ______him ___________but promised he would __________the possibility of finding one in the future. Sadly Li Heping __________that he would take up a new career to ________footballers in planning for their future. At his last match he thanked his fans for their __________support and concluded by singing the popular song:” Thanks for the memory”.
Keys:( examined Put forward exposed cure immediately look into announced instruct valuable)
Exercise 2 sometimes in English we put the verb make with a noun instead of using a simple verb for example ,make a mistake instead of to make a mistake .Look at these simple verbs and make another construction using make +a +noun.
to telephone
to decide
to plan
to contribute
to speak
to be noisy
to change
to describe
Exercise 3 In English verbs like “make” are very active and useful; you have also learned many phrases. Can you list some and make sentences with them?
make money make the bed
make friends make room for
make a face make one’s way to
make the bed make up one’s mind
Exercise Four In English the usage of some verbs like make，can you list some
take a test have a go
take a taxi /bus /train have a talk
take a bath have a rest
take a seat have a walk
take a nap have a picnic
take an exam have a rest
take a journey have a discussion
Step Ⅳ Homework assignment
1.Use the learned words & phrases of “make ” to make some sentences.
2.Do exercises about “language study”.
Appendices
Board design
Words: attend valuable expose control absorb severe announce deadly immediately
Word phrases: be to blame be to do be linked to expose …to in addition(to)
suggest (that) sb (should) do sth / suggest + v-ing / n.
make +a +noun=to+v
make a telephone=to telephone
make a plan= to plan
make a speech= to speak
make a change =to change
make a decision=to decide
make a contribution=to contribute…..
the other word phrases of make:
(make money make the bed make friends make room for…..)
The similar usage of structure
take a test have a go
take a taxi /bus /train have a talk
take a bath have a rest
take a seat have a walk
take a nap have a picnic
take an exam have a rest
take a journey….. have a discussion…..
Period 5 Listening & Speaking
Teaching aims:
1. The students will revise past participle used as attribute and predicative.
2. The students will improve their listening ability of getting specific information from a listening material.
3. The students will improve their speaking ability of talking about personality and appearance.
Teaching important points:
The students will improve their listening ability of getting specific information and speaking ability of talking about personality and appearance.
Teaching difficult points:
How the students can improve their speaking ability of talking about personality and appearance by finishing the speaking tasks.
Teaching aids:
blackboard, some pictures and a broken glass with dirty water
Board design
Pre-interview
↓
Interview
↙ ↘
Interviewer ↓ interviewee
Post-interview
Teaching methods:
Listening, speaking, cooperative work
Teaching procedures
Step1 Revision
1. Present a broken glass with dirty water to the students.
T: What can you see in my hand?
Ss: A broken glass.
T: That is, the glass is broken.
T: What can you see in the broken glass?
Ss: A little dirty water.
T: The water is dirty. That means the water is polluted. So we can call it …?
Ss: Polluted water.
T: What do you think of our class?
Ss: It is bright and clean.
T: If there are more than one hundred people in our classroom, what will happen to our classroom?
Ss: It will become very crowded.
T: So a bright classroom will become a crowded classroom.
2. Present a picture of Yao Ming whose facial expression is excited.
T: I believe every one here knows him, Yao Ming. What does he feel in the picture?
Ss: He is very excited.
T: Maybe he wins a match, so he is so excited. Now, look here, there are many facial expressions.
(The students are shown some pictures to revise the following past participles used
as the attribute and predicative: pleased delighted, terrified frightened, excited, puzzled, surprised, astonished, satisfied, worried, etc.)
(In this part, there is a competition in which the students are divided into four groups and use the past participles to describe the pictures. And then the students are asked to use the past participles to make sentences in the following situation:
Imagine there is a feeling club, in which everyone can let out their feelings by shouting and acting. Four students will be asked to act out the feelings according to what the others say. e.g., I’m a disappointed person, because I am so disappointed about my job. And the four should act out the disappointed feeling. The winner is the one who can act out all the feelings correctly. )
Step 2 Pre-listening
(Some pictures of the development of Chinese space program are presented to the students.)
T: What did you feel when you saw Shenzhou Ⅵ was launched into space?
Ss: Excitedpleased…
Present the pictures of Yang Liwei and Nie Haisheng.
T: Who are they? What job do they do?
Ss: They are astronauts.
T: What personality is needed?
Ss: patient, creative, co-operative, hard-working, confident, brave, positive, strict with …
(In this part, the students are asked to be familiar with the words, esp. positive and strict with.)
T: As we know, the astronauts have made great achievements. Can they make such great achievements just on their own?
Ss: No.
(In this part, the teacher can guide the students to give the following: there are many great scientists behind them. One of the best-known is Qian Xuesen. And then the picture of Qina Xuesen will be present with the following: Father of the Chinese space programme; It was Qian Xuesen who sent the first Chinese rocket up into space.)
Step 3 Listening
Ⅰ. The students are asked to read quickly through the following questions:
1. What did Qian Xuesen study first?
2. What experience did he get in America that was very useful for China?
3. What was Qian Xuesen’s achievement when he returned to China from America?
4. How has he been honoured in China?
5. How would Steve honour him?
Ⅱ. The students are asked to listen to the tape for the first time and then try to answer the questions above.
Ⅲ. The students are asked to listen to the tape for second time and then discuss and check the answers with the teacher.
Ⅳ. The students are asked to listen to the tape for the third time and meanwhile fill in the blanks.
Step 4 Speaking
Purpose: The students can improve their speaking ability of talking about personality
and appearance by finishing the following task.
In this part, the speaking activity is designed to be an interview.
Imagine Qian Xuesen is preparing for a very important scientific program and an assistant is needed to help complete the program. So there are a lot of people will attend an interview to get the job.
Ⅰ. Pre-interview
1. Share ideas with your partner to get ready for the interview, using the following useful expressions:
What job do you want to do?
What education will you need?
What personality will be needed?
How long will the training take?
What work experience would be useful?
How will you prepare for the career?
I always wanted to ---because ---
The experience I will need is ---
I might find it difficult to---
I need to practise---
My greatest problem will be to ---
I will need to bebecome positivestrict with---)
2. Act out your dialogue.
One pair of students is asked to act out their dialogue.
Ⅱ. Interview (individual work)
(Two students are asked to act as interviewees to answer the questions asked by the others who act as interviewers. (The useful expressions above are also present here.) The winner will be accepted as Qina Xuesen’s assistant.)
Ⅲ. Post-interview (pair work)
(The activity is from the workbook, P41.)
(Imagine you are Qian Xuesen’s new assistant and your partner will be his secretary. You both need a description of the other so you can recognize each other when you meet. Now ring the secretary to sort out the necessary information. The useful expressions should be used.)
How will I recognize you? You can recognize me because…
How will I know you? My …looks a bit like…
What will you wear? I’m tall short, fat thin, young old …with
What do you look like? I have large small, brown green eyes with …
What special features do you have?
Homework
1. Do exercises of this part on the workbook.
2. Write down the dialogue of Post-interview.
Period 6 Reading and Writing
I.Teaching Aims
Get Ss to know about the scientist Nicolaus Copernicus and his theory.
Improve Ss’ reading ability.
Enable the students to write a persuasive composition.
II .Teaching Important Points
Enable Ss to write a persuasive composition.
III.Teaching Difficult Points
1.Inspire Ss to argue for their own ideas.
2.Enable Ss to write a persuasive composition.
IV. Teaching Methods:
Inductive Group work Pairswork Debating
Teaching Highlights
As “using language” is the third period of this unit, following “reading” and “learning about language”. It is not necessary to focus on how to improve Ss’ reading skills too much. Instead, it
can be a process for Ss to gain information for writing. In a word, reading is for writing, that is to say, reading is the process and the input while writing is the result and the output.
Teaching Procedures
Step I. Warming Up
Present the famous scientist (Nicolaus Copernicus) by asking questions and using pictures.( the pictures of Nicolaus Copernicus )Such as
Who is the man?Do you know him?Where/When was he born?How did he die?
2. Was he famous? How do you know him? What was he famous for?
3．What was the center of the universe do you know?Did people know it at that time?What was their idea?
Step II. Reading
1) Skimming
Ask Ss to read the passage fast and find out what people thought
how the planets move before Copernicus’ theory.
(Ask Ss to finish the form after reading the passage.)
Before Copernicus’ theory
Showing Copernicus’ theory



2). Scanning
Read the passage more carefully and answer the following questions.
(Careful reading for Ss to get more information about Copernicus and his theory)
(1) Why could he not tell about his theory? (Para 1)
Because the powerful Chistian Church would have punished
him for even suggesting such an idea。
(2) What was his theory about? (Para 1)
All his mathematicalcal culations led to the same
conclusion:that the earth was not the centre of the solar
system. Only if you put the sun there did the movements
of the other planets in the sky make sense。
(3) What had the astronomers noticed in the sky? (Para 2)
They had noticed that some planets in the sky seemed to stop,move backward and then go forward in a loop. Others appeared brighter at times and less bright at others.
(4) When did Copernicus complete his theory? (Para 3)
Between 1510 and 1514 he worked on it,gradually
improving his theory until he felt it was complete.
(5) How did he explain changes in the movement of the planets
and in the brightness of the stars? When did he publish his idea? (Para 4)
He placed a fixed sun at the centre of the solar system
with the planets going round it and only the moon still
going round the earth.He also suggested that the earth
was spinning as it went round it and this explain
changes in the movement of the planets and in the
brghtness of the stars
(6) Why do people think there is a link between his theory and
the work?
Because his theory is now the base on which all our ideas of
the universe are built.His theory replaced the Christian idea
of gravity which said things fell to earth because God created the earth as the centre of the universe,He showed this
was obviously wrong.
（when answering questions ,deal with the language points in
details）
Language Points
1. lead to 导致，通向
1.) All roads lead to Rome （asking Ss to translate it to chinese）
条条大道通罗马
2.) The discovery of new evidence led to ___D___
A. the thief having caught
B. catches the thief
C. the thief being caught
D. the thief to be caught
2. Only if you put the sun there did the movements
of the other planets in the sky .
=The movements of the other planets in the sky make sense
only if you put the sun there.
e.g. 1）Only if your identity has been checked, ___D ___
A. you are allowed in B. you will be allowed in
C. will you allow in D. will you be allowed in
2）Only then did I realize the importance
of knowledge.
3）Only in this way can we work out the
math problem
“Only + 副词 /介词短语/状语从句” 位于句首,
句子要倒装
3. make sense 有意义，有道理，说得通
1）What you say makes no sense.(Chinese)
2) It would make sense to leave early.(Chinese)
3) Can you make sense of this poem?(Chinese)
4. Yet he could not tell anyone about his theory as the powerful Christian Church would have punished him for even suggesting such an idea.
表示对过去的某种情况进行猜测, 或本来要做某事却因某种
原因未做成,通常用来说明某一情况，但不象should或ought
to 那样含有责备之意。如：
I guess the poet would have been about 20 when she wrote
her first poem.
Another worker wouldn’t have acted like that.
2) 相关知识总结：
needn’t have + 过去分词，表示做了不必做的事，相当于，
译为“其实没必要… …”
should have + 过去分词，表示应该做某事但实际上未做，
译为“本应该… …”
should not have + 过去分词，表示本不应该做某事但实际
上做了，译为“本不应该……”
5.work on 从事
She is working on a new novel. (= She is writing a new novel.)
6. complete vt. & adj. 完成;完整的,完成的
The workers haven’t completed (Vt.) the house yet.

When will the work be complete (adj.)?
7.enthusiastic: having or demonstrating enthusiasm (adj)
热心的，满腔热情的
enthusiastic support 热情的支持
be enthusiastic about 对某事充满热情
Step III Post Reading.
If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give reasons.(Get Ss to argue for their own ideas)
Have a Debate
Agree:
Disagree
be cautious
be very coward
would be killed
should be brave enough to speak
out his theory
should be patient
protect himself first
never advance without courage
…
…
Agree:
1.He was cautious. if he had published his ideas, he
would have been killed just as Bruno who was
burned to death because his theory was against
the Christian Church.
2.Every time when a new idea appears, there are
always rejections. It’s normal. Scientists should
have patience to spread their truth.
3.It made no sense for him to publish his theory in a
hurry.He was just cautious not coward. He should
protect himself first.
Disagree:
1.Copernicus was very coward. He should speak
out his discovery and let the world know the
truth earlier.
2.Science can never advance unless people
have the courage of their beliefs.
3.As a scientist, you must have the courage to
publish your findings. No matter how people
oppose them, time will show if your ideas are
right or wrong.
Step IV.Writing
Writing strategy I: It is a bit more difficult for the Ss to write a persuasive letter according to such a topic .So it is necessary for the Ss to have a discussion before writing.
Get the Ss to have a debating according to the question.(If you
were Nicolaus Copernicus, would you have hidden your theory for so many years?) Then teacher collects different opinions from Ss.
Writing strategy II: Sample showing
Give the Ss a letter sample, and ask the Ss to read the letter written by Lin Qi carefully. Then help the Ss to make an outline.—how to write a persuasive letter.
(Hand out the example composition to the Ss ,and help them to make an outline)
Then do practice.
Ask the Ss to write a short letter asking Copernicus (not) to publish his ideas so everyone can read them.
Step V. Assignment
1. Finish your letter after class.
2. Revise the words and language points in this unit.
3. Finish “Summing up”.
Design on the Bb
Have a debate
Agree:
Disagree
be cautious
be very coward
would be killed
should be brave enough to speak
out his theory
should be patient
protect himself first
never advance without courage
…
…
Writing outline
Beginning: Tell Copernicus who you are 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 publish his ideas.
（附An example written by a student）
One possible version:
Dear Nicolaus Copernicus
I am a student studying astronomy and I would very much like to
read your new theory about the solar system. I hope you will
publish it for several reasons
I understand the problems with the present theory. The way the
planets move is not what you would expect if the earth was the
center 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,
Lin Qi