必修五
Unit
1
Great
scientists
Using
language
Three
Dimensional
Teaching
Aims
Knowledge
aims:
Let
the
Ss
know
about
some
scientists
and
their
life
and
contributions.
?
Get
the
Ss
to
learn
how
to
talk
about
scientific
work
and
how
to
describe
a
person.
Ability
Aims:
?
Train
the
students’
speaking
ability
by
describing,
talking
and
discussing.
?
Train
the
students’
listening
ability.
Emotional
Aims:
?
Train
the
students’
ability
to
cooperate
with
others.
?
Encourage
the
students
to
learn
from
scientists
to
show
interest
in
scientific
exploration
and
research.
Teaching
Important
Points
Train
the
students’
speaking
ability
by
describing,
talking
and
discussing.
?
Help
the
students
improve
their
listening
ability.
Teaching
Difficulties
Train
the
students’
listening
ability.
Especially
listen
and
understand
what
the
speakers
mean
beyond
words.
Teaching
Aids
a
tape
recorder,
a
projector
and
the
blackboard
Teaching
Procedure
Step
1
Greeting
Step
2
Revision
T:
Today
we
will
begin
our
lesson
with
a
competition
between
groups.
In
the
last
period,
we
learnt
about
John
Snow
who
defeats
“King
Cholera”.
Now,
please
say
something
that
you
know
about
it.
If
you
offer
a
complete
sentence,
you
will
be
given
ten
marks.
Your
group
will
be
given
twenty
marks
when
your
expression
is
especially
beautiful.
S:
John
Snow
was
a
well-known
doctor
in
London,
who
attended
Queen
Victoria
to
ease
the
birth
of
her
babies.
S:
He
became
inspired
when
he
thought
about
helping
ordinary
people
exposed
to
cholera,
which
was
the
deadly
disease
of
his
day.
S:
John
Snow
got
interested
in
two
theories
explaining
how
cholera
killed
people.
S:
He
believed
in
the
second
theory
that
is
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.
Ss:
.
.
.
(The
teacher
should
encourage
more
students
to
join
in
the
competition.
At
the
end
of
the
competition,
the
teacher
should
announce
the
result
of
this
competition.
Praise
the
winner
and
encourage
the
losers.
)
T:
What
can
we
learn
from
John
Show
S:
We
should
base
our
theories
on
practice.
S:
We
are
inspired
to
have
a
spirit
of
scientific
exploration.
S:
We
do
some
research
with
the
purpose
of
serving
the
people
and
society.
Ss:
.
.
.
T:
Yes,
we
can
learn
a
lot
from
the
scientist.
In
fact,
there
are
a
great
number
of
people
working
on
science
worthy
of
being
learned
both
at
home
and
abroad.
Can
you
name
some
scientists
and
introduce
their
main
contributions
S:
Archimedes,
who
discovered
that
objects
in
water
are
lifted
up
by
a
force
that
helps
them
float.
S:
Darwin
wrote
a
book
explaining
how
animals
and
plants
developed
as
the
environment
changed.
S:
Madam
Curie
discovered
radium.
S:
Stephen
Hawking
put
forward
a
theory
about
black
holes.
S:
Zhang
Heng
invented
the
earliest
instrument
to
tell
people
where
earthquakes
happened.
Ss:
.
.
.
T:
You
did
a
good
job
and
listed
many
scientists
as
well
as
their
contributions.
Today,
we
are
going
to
learn
about
more
scientists.
Step
3
Listening
(on
Pages
5-6)
Task
1
Pre-listening
T:
First
let’s
enjoy
the
picture.
What
can
you
see
S:
President
Jiang
Zemin
and
an
old
man.
T:
President
Jiang
Zemin
visited
Qian
Xuesen.
T:
What
have
you
already
known
about
Qian
Xuesen
S:
He
is
a
Chinese
scientist,
whose
research
mainly
centers
on
Physics.
S:
He
is
honored
as
“Chinese
Rocket
Father”.
S:
He
has
made
great
contributions
to
space
travel
in
China.
T:
Good.
You
seem
to
have
a
good
knowledge
of
him.
Qian
Xuesen
is
a
famous
scientist
who
has
contributed
much
to
the
country’s
cause
of
science
and
technology.
Task
2
First
Listening
T:
We
are
to
listen
to
the
material,
which
is
about
Qian
Xuesen.
Yu
Ping
is
telling
her
friend
Steve
Smith
about
Qian
Xuesen’s
life.
If
you
were
Yu
Ping,
what
topics
would
you
like
to
cover
when
introducing
him
S:
The
date
when
he
was
born
and
he
died;
the
place
where
he
was
born,
lived,
studied
and
died;
his
family;
his
experience;
his
achievements;
his
contributions
T:
Excellent.
When
we
talk
about
and
introduce
a
scientist,
we
usually
describe
these
aspects.
Now,
listen
carefully
and
tick
out
which
topics
are
mentioned
in
the
tape.
(After
listening,
let
them
check
the
answers.
)
Task
3
Second
Listening
T:
This
time.
You’ll
write
down
the
answers
to
the
five
questions.
Boys
and
girls,
how
can
we
write
the
answers
fast
and
correctly
S:
We
should
go
through
the
questions
first
and
keep
them
in
mind.
When
we
are
listening,
we
just
need
to
pay
much
attention
to
the
sentences
related
to
the
answers.
S:
We
needn’t
write
down
each
word
of
the
answers.
We
just
write
down
some
key
words.
Later
we
can
write
down
the
complete
answers
with
the
help
of
these
key
words.
T:
You
are
clever.
Now
please
get
ready.
First,
look
through
the
introduction
to
the
listening
material.
Then,
scan
the
questions.
(Two
minutes
later,
the
teacher
plays
the
tape.
Then
give
Ss
time
to
organize
their
sentences.
)
T:
Let’s
check
the
answers
one
by
one.
(If
the
students
make
some
common
mistakes
or
they
seem
to
have
difficulty
in
finding
out
answers,
teachers
can
give
them
some
hints
and
let
them
listen
to
it
again.
After
that,
check
the
answers.
If
the
students
feel
it
difficult
to
make
sense
about
the
key
words
and
understand
the
speakers’
intention
and
attitude,
the
teacher
should
give
them
some
help.
)
Task
4
Post-listening
T:
After
listening,
would
you
please
answer
some
questions
1
What
did
you
hear
on
the
tape
2
What
can
you
learn
from
Qian
Xuesen
(At
this
part
the
teacher
may
have
the
students
present
what
they
have
heard
on
the
tape
and
show
their
own
opinion
about
what
they
have
learned
from
him.
If
possible,
the
teacher
may
have
some
of
the
students
do
the
presentation
work
in
class.
By
doing
this,
the
students
can
get
full
understanding
of
what
the
tape
is
talking
about.
)
Step
4
Listening
(Page
41)
Task
1
Pre-listening
T:
Just
now
we
learned
about
a
Chinese
scientist,
Qian
Xuesen,
who
has
made
great
contributions
on
space
travel
in
China.
We
will
get
to
know
another
scientist,
whose
contribution
is
on
botany.
Can
you
guess
who
he
is
S:
Carl
Linnaeus,
maybe
Darwin.
T:
You
are
right.
Both
scientists
did
study
botany
and
devoted
their
time
to
the
research.
As
we
know,
Carl
Linnaeus
developed
his
system
about
how
to
classify
species.
While
Darwin
wrote
a
book
on
the
Original
of
Species,
in
which
he
explained
how
animals
and
plants
developed
as
the
environment
changed.
The
following
is
about
Carl
Linnaeus.
T:
Now,
read
the
instructions
about
the
listening
and
choose
which
of
the
following
statements
mist
closely
describes
what
this
listening
passage
is
about.
Explain
why
the
others
are
wrong.
S:
I
think
the
third
one
is
right.
This
is
about
a
man
who
finds
a
flower
and
wants
to
know
if
it
is
a
new
species
of
flower.
Because
he
is
interested
in
biology
and
especially
in
the
study
of
plants.
What
he
wants
to
do
is
to
study
whether
it
is
a
new
species.
The
other
two
statements
can
not
convey
the
study.
Task
2
Listening
T:
What
you
said
is
reasonable.
Let’s
listen
together
to
find
whether
your
answer
is
right.
(After
listening,
let
them
check
the
answers.
)
T:
Listen
to
the
tape
again
and
try
to
complete
the
following
passage.
To
find
the
name
of
an
unknown
flower,
first
you
have
to
go
to
see
a
flower
__________he/she
will
look
in
a
special
__________written
by
Carl
Linnaeus.
He
lived
in__________
from__________
to
__________.
He
was
very
important
because
he
solved
a
serious
problem
for
__________.
He
saw
all
plants
and
animals
produce
__________.
Some
animals
produce
__________but
others
lay
__________while
plants__________.
He
used
these
different
ways
of
producing
young
to
put
plants
and
animals
into__________.
For
example,
the
group
called
birds
lay
__________to
produce
young
and
they
all
have
__________.
Linnaeus
put
the
plants
and
animals
into
smaller
groups
or
species.
He
gave
each
one
two
names.
One
is
for
the
large
group,
for
example
__________and
one
is
for
the
species,
for
example
__________.
So
a
parrot
would
be
__________.
He
was
the
first
person
to
successfully
classify
all
plants
and
animals.
Task
3
Post-listening
Let
the
students
fill
in
the
blankets
and
then
check.
If
the
students
feel
it
difficult
to
do
it,
let
them
listen
it
a
third
time.
After
checking
the
answers,
ask
the
students
to
read
it
together.
Step
5
Listening
(Page
44)
T:
Look
at
the
screen
and
let’s
read
the
following
new
words
firstly.
(These
words
are
presented
on
the
screen:
analyse,
pure,
foundation,
symbol,
sin,
cousin,
geometry,
calculus,
mechanics,
practical,
topology)
T:
Can
you
guess
which
field
the
next
scientist
is
in
according
to
the
new
words
S:
The
next
must
be
a
mathematician.
T:
Right.
This
mathematician
is
Leonhard
Euler.
John
Smith
is
discussing
with
Zhao
Yang
his
research
into
the
life
and
work
of
a
mathematician
called
Leonhard
Euler.
Listen
to
the
tape
and
fill
in
the
chart
on
the
importance
of
Euler’s
work.
Euler’s
achievements
Examples
New
symbols
and
terms
Old
areas
of
mathematics
New
area
of
mathematics
Importance
(After
listening,
ask
some
students
to
fill
in
it.
If
many
students
feel
it
difficult,
let
them
listen
to
it
again.
While
doing
it,
the
teacher
can
also
ask
two
students
to
come
to
write
the
answers
on
the
blackboard.
The
teacher
had
better
give
them
praise
if
they
do
it
well.
)
Step
6
Speaking
Task
1
Lead-in
T:
Boys
and
girls,
from
the
listening
material,
we
know
about
some
scientists.
Do
you
have
a
dream
to
be
a
scientist
in
the
future
Ss:
Yes.
/No.
T:
Suppose
you
would
like
to
work
as
a
scientist,
and
you
are
discussing
with
your
partner
about
your
future
job.
What
questions
would
you
like
to
concern
S1:
What
job
do
you
want
to
do
S2:
How
will
you
get
the
job
S3:
What
preparations
will
you
make
for
the
future
job
T:
Right.
Apart
from
those,
we
can
also
talk
about
the
following
questions:
1
What
education
will
you
need
2
What
personality
will
be
needed
3
What
work
experience
would
be
useful
4
How
long
will
the
training
take
5
How
will
you
prepare
for
this
career
T:
These
expressions
may
help
you:
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
be/become.
.
.
patient,
creative,
hard-working,
co-operative,
confident,
brave,
positive,
pleasant,
polite,
determined,
energetic,
strict
with.
.
.
Task
2
Dialogue
(pair
work)
T:
Now
it
is
time
to
discuss
what
scientific
job
each
of
you
would
like
to
choose
in
the
future
with
the
help
of
the
mentioned
questions
and
expressions
in
pairs.
I
will
give
you
five
minutes
to
prepare
for
it.
After
that
I
will
let
some
of
pairs
to
come
to
act
it
out.
Sample:
A:
What
job
do
you
want
to
do
in
the
future
B:
I
always
want
to
be
a
botanist.
A:
If
you
want
to
be
a
scientist,
what
education
will
you
need
B:
I
will
try
my
best
to
go
to
a
key
university
to
learn
and
study
botany.
A:
What
work
experience
would
be
useful
B:
The
experience
I
will
need
is
to
study
wild
plants
in
the
wild
when
I
am
at
school.
Now,
I
join
the
social
natural
club
organized
by
our
school.
Every
time
I
make
every
effort
to
overcome
difficulty
to
study
plants
in
the
wild.
A:
Do
you
know
what
personality
will
be
needed
if
you
want
to
be
a
scientist
in
the
future
B:
I
will
need
to
be
patient,
creative,
hard-working,
brave,
energetic
and
co-operative.
A:
Yes,
I
agree
with
you.
Besides
those
personalities,
we
also
should
be
determined,
confident
and
positive.
B:
I
will
make
efforts
to
own
such
good
quality.
A:
How
will
you
prepare
for
this
career
B:
I
intend
to
go
to
college
next
year
and
then
I
will
have
a
chance
to
be
a
scientist.
But
my
greatest
problem
will
be
whether
I
will
be
able
to
go
to
university
in
the
future.
A:
Don’t
worry
about
it
and
just
get
down
to
preparing
for
it.
Good
chances
always
belong
to
the
persons
who
have
already
prepared
for
them.
I
am
sure
you
will
succeed
if
you
keep
working
hard.
I
am
waiting
for
your
good
news.
B:
Thank
you
for
your
encouragement.
I
will
make
full
use
of
time
to
struggle
for
success.
Task
3
Free-talk
T:
Let
us
talk
freely.
You
are
allowed
to
move
about
to
find
a
student
you’d
like
to
talk
with.
Imagine
you
are
going
to
meet
a
specialist
about
a
newly-found
flower.
Your
partner
will
be
the
assistant
for
the
flower
specialist.
You
both
need
a
description
of
the
other
so
you
can
recognize
each
other
when
you
meet.
Now
ring
the
assistant
to
sort
out
the
necessary
information.
(Of
course,
following
the
above,
the
students
may
gather
around
or
move
around
to
find
their
own
favorite
partners
to
talk
with.
This
is
a
half-controlled
activity.
Teachers
let
them
express
whatever
they
want
to
on
condition
that
there
are
some
expressions
on
the
theme.
Give
them
about
five
minutes
to
prepare
for
it.
Later,
ask
some
pairs
to
act
it
out.
As
usual,
the
teacher
won’t
forget
to
give
comments
on
what
the
students
do,
including
the
teacher’s
words
praising
what
they
are
doing
in
the
first
few
stages.
Only
in
this
way
are
the
students
encouraged
to
talk
freely
about
what
they
want
to
say
and
why
they
think
so.
)
Step
7
Summary
and
Homework
T:
In
this
period,
we
mainly
focus
on
the
speaking
and
listening
abilities.
If
you
feel
listening
or
speaking
poor,
you
had
better
practice
more
after
class.
Practice
makes
perfect.
Today’s
homework
is
to
describe
a
scientist
to
your
partner
and
let
your
partner
guess
who
she/he
is.
Then
exchange.
The
Design
of
the
Writing
on
the
Blackboard
Unit
1 Great
scientists
Period
3 Listening
and
Speaking
The
questions
may
be
useful
to
discuss
the
scientific
job,
The
expressions
may
help
you
to
discuss
your
future
scientific
job.
What
job
do
you
want
to
do What
education
will
you
need What
personality
will
be
needed What
work
experience
would
be
useful How
long
will
the
training
take How
will
you
prepare
for
this
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
be/become
patient,
creative,
hard-working,
co-operative,
confident,
brave...
Research
and
Activities
After
class,
use
the
library
or
the
Internet
to
find
out
facts
about
important
women
scientists
in
medicine,
physics,
chemistry,
biology,
astronomy
or
mathematics.
There
are
very
useful
websites
(including
the
“Biographies
of
women
mathematicians
website”).Prepare
a
talk
on
your
chosen
scientists.
Remember
to
include
some
information
about
their
life,
their
achievements
and
why
they
are
considered
important
in
science
history.
Then
give
your
talk
to
the
class.
Research
for
Teaching
Euler,
Leonhard
(born
April
15,
1707,
Basel,
Switz.died
Sept.18,
1783,
St.Petersburg,
Russia)?
Swiss
mathematician
and
physicist,
one
of
the
founders
of
pure
mathematics.
He
not
only
made
decisive
and
formative
contributions
to
the
subjects
of
geometry,
calculus,
mechanics,
and
number
theory
but
also
developed
methods
for
solving
problems
in
observational
astronomy
and
demonstrated
useful
applications
of
mathematics
in
technology
and
public
affairs.
Euler’s
mathematical
ability
earned
him
the
esteem
of
Johann
Bernoulli,
one
of
the
first
mathematicians
in
Europe
at
that
time,
and
of
his
sons
Daniel
and
Nicolas.
In
1727
he
moved
to
St.
Petersburg,
where
he
became
an
associate
of
the
St.Petersburg
Academy
of
Sciences
and
in
1733
succeeded
Daniel
Bernoulli
to
the
chair
of
mathematics.?
Euler
devoted
considerable
attention
to
developing
a
more
perfect
theory
of
lunar
motion,
which
was
particularly
troublesome,
since
it
involved
the
so-called
three-body
problem—the
interactions
of
the
Sun,
Moon,
and
Earth.(The
problem
is
still
unsolved.)
His
partial
solution,
published
in
1753,
assisted
the
British
Admiralty
in
calculating
lunar
tables,
of
importance
then
in
attempting
to
determine
longitude
at
sea.
One
of
the
feats
of
his
blind
years
was
to
perform
all
the
elaborate
calculations
in
his
head
for
his
second
theory
of
lunar
motion
in
1772.Throughout
his
life
Euler
was
much
absorbed
by
problems
dealing
with
the
theory
of
numbers,
which
treats
of
the
properties
and
relationships
of
integers,
or
whole
numbers
(0,
±1,
±2,
etc.);
in
this,
his
greatest
discovery,
in
1783,
was
the
law
of
quadratic
reciprocity,
which
has
become
an
essential
part
of
modern
number
theory.?
In
his
effort
to
replace
synthetic
methods
by
analytic
ones,
Euler
was
succeeded
by
J.-L.
Lagrange.
But,
where
Euler
had
delighted
in
special
concrete
cases,
Lagrange
sought
for
abstract
generality;
and,
while
Euler
incautiously
manipulated
divergent
series,
Lagrange
attempted
to
establish
infinite
processes
upon
a
sound
basis.
Thus
it
is
that
Euler
and
Lagrange
together
are
regarded
as
the
greatest
mathematicians
of
the
18th
century;
but
Euler
has
never
been
excelled
either
in
productivity
or
in
the
skillful
and
imaginative
use
of
algorithmic
devices
(i.e.,
computational
procedures)
for
solving
problems.
Carl
Linnaeus
(born
May
23,
1707,
Rshult,
Sm
land,
Swed.
died
Jan.10,
1778,
Uppsala
)
Carl
Linnaeus
is
a
Swedish
botanist
and
explorer
who
was
the
first
to
frame
principles
for
defining
genera
and
species
of
organisms
and
to
create
a
uniform
system
for
naming
them.
Linnaeus
was
the
son
of
a
curate.
His
love
of
flowers
developed
at
an
early
age;
when
only
eight
years
old
he
was
nicknamed
“the
little
botanist.”
He
studied
at
the
universities
of
Lund
and
Uppsala
and
received
his
degree
in
medicine
from
the
latter.
The
Systema
Naturae,
which
Linnaeus
had
shown
to
the
botanist
Jan
Fredrik
Gronovius
in
manuscript,
so
impressed
Gronovius
that
he
published
it
at
his
own
expense.Linnaeus’
system
was
based
mainly
on
flower
parts,
which
tend
to
remain
unchanged
during
the
course
of
evolution.
Although
artificial,
as
Linnaeus
himself
recognized,
such
a
system
had
the
supreme
merit
of
enabling
students
rapidly
to
place
a
plant
in
a
named
category.
It
came
into
use
at
a
period
when
the
richness
of
the
world’s
vegetation
was
being
discovered
at
a
rate
that
outstripped
more
leisurely
methods
of
investigation.
So
successful
was
his
method
in
practice
that
its
very
ease
of
application
proved
to
be
the
greatest
obstacle
to
its
replacement
by
the
more
natural
systems
that
superseded
it.
His
later
years
were
taken
up
by
teaching
and
the
preparation
of
other
works:
Flora
Suecica
(1745)
and
Fauna
Suecica
(1746);
two
volumes
of
observations
made
during
the
journeys
in
weden,
V
stg
ta
resa
(1747)
and
Sknska
resa
(1751);
Hortus
Upsaliensis
(1748);
his
Philosophia
Botanica
(1751);
and
the
important
Species
Plantarum
(1753),
in
which
the
specific
names
are
fully
set
forth.
In
1755
he
declined
an
invitation
from
the
King
of
Spain
to
settle
in
that
country
with
a
liberal
salary
and
full
liberty
of
conscience.
In
1761
he
was
granted
a
Swedish
patent
of
nobility,
antedated
to
1757,
from
which
time
he
was
styled
Carl
von
Linné.
An
apoplectic
attack
in
1774
left
him
greatly
weakened,
and
he
died
four
years
later.?
The
Linnaean
manuscripts,
and
his
herbarium
and
collections
of
insects
and
shells,
purchased
by
Sir
J.E.Smith
in
1783,
are
carefully
preserved
by
the
Linnean
Society
at
Burlington
House,
London.
Marie
Curie
(born
Nov.7,
1867,
Warsaw,
Pol.,
Russian
Empire.died
July
4,
1934,
near
Sallanches,
France
)
Maria
Sklodowska
Polish—born
French
physicist
famous
for
her
work
on
radioactivity
and
twice
a
winner
of
the
Nobel
Prize.
With
Henri
Becquerel
and
her
husband,
Pierre
Curie,
she
was
awarded
the
1903
Nobel
Prize
for
Physics.
She
was
then
the
sole
winner
of
the
1911
Nobel
Prize
for
Chemistry.
From
childhood
she
was
remarkable
for
her
prodigious
memory,
and
at
the
age
of
16
she
won
a
gold
medal
on
completion
of
her
secondary
education
at
the
Russian
lycée.
Because
her
father,
a
teacher
of
mathematics
and
physics,
lost
his
savings
through
bad
investment,
she
had
to
take
work
as
a
teacher
and,
at
the
same
time,
took
part
clandestinely
in
the
nationalist
“free
university,
”reading
in
Polish
to
women
workers.
At
the
age
of
18
she
took
a
post
as
governess,
where
she
suffered
an
unhappy
love
affair.
From
her
earnings
she
was
able
to
finance
her
sister
Bronia’s
medical
studies
in
Paris,
on
the
understanding
that
Bronia
would
in
turn
later
help
her
to
get
an
education.
She
came
first
in
the
licence
of
physical
sciences
in
1893.She
began
to
work
in
Lippmann’s
research
laboratory
and
in
1894
was
placed
second
in
the
licence
of
mathematical
sciences.
It
was
in
the
spring
of
this
year
that
she
met
Pierre
Curie.?
Their
marriage
(July
25,
1895)
marked
the
start
of
a
partnership
that
was
soon
to
achieve
results
of
world
significance,
in
particular
the
discovery
of
polonium
(so
called
by
Marie
in
honour
of
her
native
land)
in
the
summer
of
1898,
and
that
of
radium
a
few
months
later.
Following
Henri
Becquerel’s
discovery
(1896)
of
a
new
phenomenon
(which
she
later
called“radioactivity”),
Marie
Curie,
looking
for
a
subject
for
a
thesis,
decided
to
find
out
if
the
property
discovered
in
uranium
was
to
be
found
in
other
matter.
She
discovered
that
this
was
true
for
thorium
at
the
same
time
as
G.C.Schmidt
did.?
In
December
1904
she
was
appointed
chief
assistant
in
the
laboratory
directed
by
Pierre
Curie.
The
sudden
death
of
Pierre
Curie
(April
19,
1906)
was
a
bitter
blow
to
Marie
Curie,
but
it
was
also
a
decisive
turning
point
in
her
career:
henceforth
she
was
to
devote
all
her
energy
to
completing
alone
the
scientific
work
that
they
had
undertaken.
On
May
13,
1906,
she
was
appointed
to
the
professorship
that
had
been
left
vacant
on
her
husband’s
death;
she
was
the
first
woman
to
teach
in
the
Sorbonne.
In
1908
she
became
titular
professor,
and
in
1910
her
fundamental
treatise
on
radioactivity
was
published.
In
1911
she
was
awarded
the
Nobel
Prize
for
Chemistry,
for
the
isolation
of
pure
radium.
In
1914
she
saw
the
completion
of
the
building
of
the
laboratories
of
the
Radium
Institute
(Institut
du
Radium)
at
the
University
of
Paris.
One
of
Marie
Curie’s
outstanding
achievements
was
to
have
understood
the
need
to
accumulate
intense
radioactive
sources,
not
only
for
the
treatment
of
illness
but
also
to
maintain
an
abundant
supply
for
research
in
nuclear
physics;
the
resultant
stockpile
was
an
unrivaled
instrument
until
the
appearance
after
1930
of
particle
accelerators.
The
existence
in
Paris
at
the
Radium
Institute
of
a
stock
of
1.5
grams
of
radium
in
which,
over
a
period
of
several
years,
radium
D
and
polonium
had
accumulated,
made
a
decisive
contribution
to
the
success
of
the
experiments
undertaken
in
the
years
around
1930
and
in
particular
of
those
performed
by
Irène
Curie
in
conjunction
with
Frédéric
Joliot,
whom
she
had
married
in
1926
(see
Joliot-Curie,
Frédéric
and
Irène).This
work
prepared
the
way
for
the
discovery
of
the
neutron
by
Sir
James
Chadwick
and
above
all
the
discovery
in
1934
by
Irène
and
Frédéric
Joliot-Curie
of
artificial
radioactivity.
A
few
months
after
this
discovery
Marie
Curie
died
as
a
result
of
leukemia
caused
by
the
action
of
radiation.
Her
contribution
to
physics
had
been
immense,
not
only
in
her
own
work,
the
importance
of
which
had
been
demonstrated
by
the
award
to
her
of
two
Nobel
Prizes,
but
because
of
her
influence
on
subsequent
generations
of
nuclear
physicists
and
chemists.?
In
1995
Marie
Curie’s
ashes
were
enshrined
in
the
Panth
on
in
Paris;
she
was
the
first
woman
to
receive
this
honour
for
her
own
achievements. 必修五
Unit
1
Great
scientists
Using
language
Teaching
Important
Points
Train
the
students’
speaking
ability
by
describing,
talking
and
discussing.
?
Help
the
students
improve
their
listening
ability.
Teaching
Difficulties
Train
the
students’
listening
ability.
Especially
listen
and
understand
what
the
speakers
mean
beyond
words.
Teaching
Aids
a
tape
recorder,
a
projector
and
the
blackboard
Three
Dimensional
Teaching
Aims
Knowledge
aims:
Let
the
Ss
know
about
some
scientists
and
their
life
and
contributions.
?
Get
the
Ss
to
learn
how
to
talk
about
scientific
work
and
how
to
describe
a
person.
Ability
Aims:
?
Train
the
students’
speaking
ability
by
describing,
talking
and
discussing.
?
Train
the
students’
listening
ability.
Emotional
Aims:
?
Train
the
students’
ability
to
cooperate
with
others.
?
Encourage
the
students
to
learn
from
scientists
to
show
interest
in
scientific
exploration
and
research.
Teaching
Procedure
Step
1
Greeting
T:
Hello,
boys
and
girls.
Ss:
Hello,
Miss
Wang.
Step
2
Revision
T:
Today
we
will
begin
our
lesson
with
a
competition
between
groups.
In
the
last
period,
we
learnt
about
John
Snow
who
defeats
“King
Cholera”.
Now,
please
say
something
that
you
know
about
it.
If
you
offer
a
complete
sentence,
you
will
be
given
ten
marks.
Your
group
will
be
given
twenty
marks
when
your
expression
is
especially
beautiful.
S:
John
Snow
was
a
well-known
doctor
in
London,
who
attended
Queen
Victoria
to
ease
the
birth
of
her
babies.
S:
He
became
inspired
when
he
thought
about
helping
ordinary
people
exposed
to
cholera,
which
was
the
deadly
disease
of
his
day.
S:
John
Snow
got
interested
in
two
theories
explaining
how
cholera
killed
people.
S:
He
believed
in
the
second
theory
that
is
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.
Ss:
.
.
.
(The
teacher
should
encourage
more
students
to
join
in
the
competition.
At
the
end
of
the
competition,
the
teacher
should
announce
the
result
of
this
competition.
Praise
the
winner
and
encourage
the
losers.
)
T:
What
can
we
learn
from
John
Show
S:
We
should
base
our
theories
on
practice.
S:
We
are
inspired
to
have
a
spirit
of
scientific
exploration.
S:
We
do
some
research
with
the
purpose
of
serving
the
people
and
society.
Ss:
.
.
.
T:
Yes,
we
can
learn
a
lot
from
the
scientist.
In
fact,
there
are
a
great
number
of
people
working
on
science
worthy
of
being
learned
both
at
home
and
abroad.
Can
you
name
some
scientists
and
introduce
their
main
contributions
S:
Archimedes,
who
discovered
that
objects
in
water
are
lifted
up
by
a
force
that
helps
them
float.
S:
Darwin
wrote
a
book
explaining
how
animals
and
plants
developed
as
the
environment
changed.
S:
Madam
Curie
discovered
radium.
S:
Stephen
Hawking
put
forward
a
theory
about
black
holes.
S:
Zhang
Heng
invented
the
earliest
instrument
to
tell
people
where
earthquakes
happened.
Ss:
.
.
.
T:
You
did
a
good
job
and
listed
many
scientists
as
well
as
their
contributions.
Today,
we
are
going
to
learn
about
more
scientists.
Step
3
Listening
(on
Pages
5-6)
Task
1
Pre-listening
T:
First
let’s
enjoy
the
picture.
What
can
you
see
S:
President
Jiang
Zemin
and
an
old
man.
T:
President
Jiang
Zemin
visited
Qian
Xuesen.
T:
What
have
you
already
known
about
Qian
Xuesen?
S:
He
is
a
Chinese
scientist,
whose
research
mainly
centers
on
Physics.
S:
He
is
honored
as
“Chinese
Rocket
Father”.
S:
He
has
made
great
contributions
to
space
travel
in
China.
T:
Good.
You
seem
to
have
a
good
knowledge
of
him.
Qian
Xuesen
is
a
famous
scientist
who
has
contributed
much
to
the
country’s
cause
of
science
and
technology.
Task
2
First
Listening
T:
We
are
to
listen
to
the
material,
which
is
about
Qian
Xuesen.
Yu
Ping
is
telling
her
friend
Steve
Smith
about
Qian
Xuesen’s
life.
If
you
were
Yu
Ping,
what
topics
would
you
like
to
cover
when
introducing
him
S:
The
date
when
he
was
born
and
he
died;the
place
where
he
was
born,
lived,
studied
and
died;his
family;his
experience;his
achievements;his
contributions
T:
Excellent.
When
we
talk
about
and
introduce
a
scientist,
we
usually
describe
these
aspects.
Now,
listen
carefully
and
tick
out
which
topics
are
mentioned
in
the
tape.
(After
listening,
let
them
check
the
answers.
)
Task
3
Second
Listening
T:
This
time.
You’ll
write
down
the
answers
to
the
five
questions.
Boys
and
girls,
how
can
we
write
the
answers
fast
and
correctly
S:
We
should
go
through
the
questions
first
and
keep
them
in
mind.
When
we
are
listening,
we
just
need
to
pay
much
attention
to
the
sentences
related
to
the
answers.
S:
We
needn’t
write
down
each
word
of
the
answers.
We
just
write
down
some
key
words.
Later
we
can
write
down
the
complete
answers
with
the
help
of
these
key
words.
T:
You
are
clever.
Now
please
get
ready.
First,
look
through
the
introduction
to
the
listening
material.
Then,
scan
the
questions.
(Two
minutes
later,
the
teacher
plays
the
tape.
Then
give
Ss
time
to
organize
their
sentences.)
T:
Let’s
check
the
answers
one
by
one.
(If
the
students
make
some
common
mistakes
or
they
seem
to
have
difficulty
in
finding
out
answers,
teachers
can
give
them
some
hints
and
let
them
listen
to
it
again.
After
that,
check
the
answers.
If
the
students
feel
it
difficult
to
make
sense
about
the
key
words
and
understand
the
speakers’
intention
and
attitude,
the
teacher
should
give
them
some
help.
)
Task
4
Post-listening
T:
After
listening,
would
you
please
answer
some
questions
1
What
did
you
hear
on
the
tape
2
What
can
you
learn
from
Qian
Xuesen
(At
this
part
the
teacher
may
have
the
students
present
what
they
have
heard
on
the
tape
and
show
their
own
opinion
about
what
they
have
learned
from
him.
If
possible,
the
teacher
may
have
some
of
the
students
do
the
presentation
work
in
class.
By
doing
this,
the
students
can
get
full
understanding
of
what
the
tape
is
talking
about.
)
Step
4
Listening
(Page
41)
Task
1
Pre-listening
T:
Just
now
we
learned
about
a
Chinese
scientist,
Qian
Xuesen,
who
has
made
great
contributions
on
space
travel
in
China.
We
will
get
to
know
another
scientist,
whose
contribution
is
on
botany.
Can
you
guess
who
he
is
S:
Carl
Linnaeus,
maybe
Darwin.
T:
You
are
right.
Both
scientists
did
study
botany
and
devoted
their
time
to
the
research.
As
we
know,
Carl
Linnaeus
developed
his
system
about
how
to
classify
species.
While
Darwin
wrote
a
book
on
the
Original
of
Species,
in
which
he
explained
how
animals
and
plants
developed
as
the
environment
changed.
The
following
is
about
Carl
Linnaeus.
T:
Now,
read
the
instructions
about
the
listening
and
choose
which
of
the
following
statements
mist
closely
describes
what
this
listening
passage
is
about.
Explain
why
the
others
are
wrong.
S:
I
think
the
third
one
is
right.
This
is
about
a
man
who
finds
a
flower
and
wants
to
know
if
it
is
a
new
species
of
flower.
Because
he
is
interested
in
biology
and
especially
in
the
study
of
plants.
What
he
wants
to
do
is
to
study
whether
it
is
a
new
species.
The
other
two
statements
can
not
convey
the
study.
Task
2
Listening
T:
What
you
said
is
reasonable.
Let’s
listen
together
to
find
whether
your
answer
is
right.
(After
listening,
let
them
check
the
answers.
)
T:
Listen
to
the
tape
again
and
try
to
complete
the
following
passage.
To
find
the
name
of
an
unknown
flower,
first
you
have
to
go
to
see
a
flower
__________he/she
will
look
in
a
special
__________written
by
Carl
Linnaeus.
He
lived
in__________
from__________
to
__________.
He
was
very
important
because
he
solved
a
serious
problem
for
__________.
He
saw
all
plants
and
animals
produce
__________.
Some
animals
produce
__________but
others
lay
__________while
plants__________.
He
used
these
different
ways
of
producing
young
to
put
plants
and
animals
into__________.
For
example,
the
group
called
birds
lay
__________to
produce
young
and
they
all
have
__________.
Linnaeus
put
the
plants
and
animals
into
smaller
groups
or
species.
He
gave
each
one
two
names.
One
is
for
the
large
group,
for
example
__________and
one
is
for
the
species,
for
example
__________.
So
a
parrot
would
be
__________.
He
was
the
first
person
to
successfully
classify
all
plants
and
animals.
Task
3
Post-listening
Let
the
students
fill
in
the
blankets
and
then
check.
If
the
students
feel
it
difficult
to
do
it,
let
them
listen
it
a
third
time.
After
checking
the
answers,
ask
the
students
to
read
it
together.
Step
5
Listening
(Page
44)
T:
Look
at
the
screen
and
let’s
read
the
following
new
words
firstly.
(These
words
are
presented
on
the
screen:
analyse,
pure,
foundation,
symbol,
sin,
cosin,
geometry,
calculus,
mechanics,
practical,
topology)
T:
Can
you
guess
which
field
the
next
scientist
is
in
according
to
the
new
words
S:
The
next
must
be
a
mathematician.
T:
Right.
This
mathematician
is
Leonhard
Euler.
John
Smith
is
discussing
with
Zhao
Yang
his
research
into
the
life
and
work
of
a
mathematician
called
Leonhard
Euler.
Listen
to
the
tape
and
fill
in
the
chart
on
the
importance
of
Euler’s
work.
Euler’s
achievements
Examples
New
symbols
and
terms
Old
areas
of
mathematics
New
area
of
mathematics
Importance
(After
listening,
ask
some
students
to
fill
in
it.
If
many
students
feel
it
difficult,
let
them
listen
to
it
again.
While
doing
it,
the
teacher
can
also
ask
two
students
to
come
to
write
the
answers
on
the
blackboard.
The
teacher
had
better
give
them
praise
if
they
do
it
well.
)
Step
6
Speaking
Task
1
Lead-in
T:
Boys
and
girls,
from
the
listening
material,
we
know
about
some
scientists.
Do
you
have
a
dream
to
be
a
scientist
in
the
future
Ss:
Yes.
/No.
T:
Suppose
you
would
like
to
work
as
a
scientist,
and
you
are
discussing
with
your
partner
about
your
future
job.
What
questions
would
you
like
to
concern
S1:
What
job
do
you
want
to
do
S2:
How
will
you
get
the
job
S3:
What
preparations
will
you
make
for
the
future
job
T:
Right.
Apart
from
those,
we
can
also
talk
about
the
following
questions:
1
What
education
will
you
need
2
What
personality
will
be
needed
3
What
work
experience
would
be
useful
4
How
long
will
the
training
take
5
How
will
you
prepare
for
this
career
T:
These
expressions
may
help
you:
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
be/become.
.
.
patient,
creative,
hard-working,
co-operative,
confident,
brave,
positive,
pleasant,
polite,
determined,
energetic,
strict
with.
.
.
Task
2
Dialogue
(pair
work)
T:
Now
it
is
time
to
discuss
what
scientific
job
each
of
you
would
like
to
choose
in
the
future
with
the
help
of
the
mentioned
questions
and
expressions
in
pairs.
I
will
give
you
five
minutes
to
prepare
for
it.
After
that
I
will
let
some
of
pairs
to
come
to
act
it
out.
Sample:
A:
What
job
do
you
want
to
do
in
the
future
B:
I
always
want
to
be
a
botanist.
A:
If
you
want
to
be
a
scientist,
what
education
will
you
need
B:
I
will
try
my
best
to
go
to
a
key
university
to
learn
and
study
botany.
A:
What
work
experience
would
be
useful
B:
The
experience
I
will
need
is
to
study
wild
plants
in
the
wild
when
I
am
at
school.
Now,
I
join
the
social
natural
club
organized
by
our
school.
Every
time
I
make
every
effort
to
overcome
difficulty
to
study
plants
in
the
wild.
A:
Do
you
know
what
personality
will
be
needed
if
you
want
to
be
a
scientist
in
the
future
B:
I
will
need
to
be
patient,
creative,
hard-working,
brave,
energetic
and
co-operative.
A:
Yes,
I
agree
with
you.
Besides
those
personalities,
we
also
should
be
determined,
confident
and
positive.
B:
I
will
make
efforts
to
own
such
good
quality.
A:
How
will
you
prepare
for
this
career
B:
I
intend
to
go
to
college
next
year
and
then
I
will
have
a
chance
to
be
a
scientist.
But
my
greatest
problem
will
be
whether
I
will
be
able
to
go
to
university
in
the
future.
A:
Don’t
worry
about
it
and
just
get
down
to
preparing
for
it.
Good
chances
always
belong
to
the
persons
who
have
already
prepared
for
them.
I
am
sure
you
will
succeed
if
you
keep
working
hard.
I
am
waiting
for
your
good
news.
B:
Thank
you
for
your
encouragement.
I
will
make
full
use
of
time
to
struggle
for
success.
Task
3
Free-talk
T:
Let
us
talk
freely.
You
are
allowed
to
move
about
to
find
a
student
you’d
like
to
talk
with.
Imagine
you
are
going
to
meet
a
specialist
about
a
newly-found
flower.
Your
partner
will
be
the
assistant
for
the
flower
specialist.
You
both
need
a
description
of
the
other
so
you
can
recognize
each
other
when
you
meet.
Now
ring
the
assistant
to
sort
out
the
necessary
information.
(Of
course,
following
the
above,
the
students
may
gather
around
or
move
around
to
find
their
own
favorite
partners
to
talk
with.
This
is
a
half-controlled
activity.
Teachers
let
them
express
whatever
they
want
to
on
condition
that
there
are
some
expressions
on
the
theme.
Give
them
about
five
minutes
to
prepare
for
it.
Later,
ask
some
pairs
to
act
it
out.
As
usual,
the
teacher
won’t
forget
to
give
comments
on
what
the
students
do,
including
the
teacher’s
words
praising
what
they
are
doing
in
the
first
few
stages.
Only
in
this
way
are
the
students
encouraged
to
talk
freely
about
what
they
want
to
say
and
why
they
think
so.
)
Step
7
Summary
and
Homework
T:
In
this
period,
we
mainly
focus
on
the
speaking
and
listening
abilities.
If
you
feel
listening
or
speaking
poor,
you
had
better
practice
more
after
class.
Practice
makes
perfect.
Today’s
homework
is
to
describe
a
scientist
to
your
partner
and
let
your
partner
guess
who
she/he
is.
Then
exchange.必修五
Unit
1
Great
scientists
Using
language
Teaching
goals
教学目标
1.
Target
language
目标语言
重点词汇与短语
suggest,
persuade,
observation,
contributions,
achieve,
devote
...
to
2.
Ability
goals
能力目标
Enable
the
students
to
learn
the
way
of
persuasive
writing
and
descriptive
writing.
3.
Learning
ability
goals
学能目标
Learn
how
to
write
a
persuasive
writing
and
a
descriptive
writing.
Teaching
important
points教学重点
Help
the
students
to
learn
to
write
a
persuasive
writing
and
a
report.
Teaching
difficult
points教学难点
How
to
write
a
report
about
a
scientist
and
his
/
her
job.
Teaching
methods
教学方法
Task-based
activities.
Teaching
aids
教具准备
A
computer
and
a
projector.
Teaching
procedures
&
ways
教学过程与方式
Step
Ⅰ
Presentation
Task
1:
Summarize
the
way
of
writing
a
report.
T:
Now
class,
if
we
want
to
write
a
report
about
a
scientist,
what
contents
should
we
include
S1:
The
life
of
the
scientist,
such
as
his
birth
and
death
dates,
his
family,
his
education,
his
personality,
his
achievements
and
contributions,
his
key
factors
to
his
success.
T:
Yes.
You
are
right.
And
how
do
we
make
an
outline
about
it
S2:
We
should
put
the
collected
information
under
three
headlines:
life,
achievements
and
key
to
success.
Task
2:
Remind
the
students
of
the
writing
techniques
and
writing
features
of
a
report.
Show
the
following
to
the
students.
ReportFormal
language
with
few
adjectivesNo
speech
except
quotationsNot
emotional
Only
one
main
characterFactual
structured
according
to
experimental
methodPast
tense
and
passive
voice
Task
3:
Summarize
the
way
of
persuasive
writing.
T:
You
know
if
we
want
to
persuade
sb,
we
always
want
to
reason
with
him
or
her.
We
must
develop
our
own
ideas
and
provide
some
evidence
to
support
our
ideas
so
there
are
always
three
steps
to
persuade
somebody
else
to
change
his
or
her
point
of
view.
Can
you
point
out
what
the
three
steps
are
S1:
I
think
the
first
is
to
give
your
opinion
and
idea.
S2:
The
second
is
to
give
the
reasons
and
evidence
to
support
your
idea.
S3:
The
third
is
to
make
a
conclusion.
Show
the
following
to
the
students.
A
persuasive
writingFormal
or
informal,
vivid
use
of
languageSpeech
to
show
feelings,
reactions,
etcEmotional
or
not
emotional
to
describe
feelings
and
factsOnly
two
main
charactersFactual
or
imaginative
based
on
factReason
and
persuade
step
by
step
Present
tense
Then
ask
the
students
to
write
a
short
letter
as
required
in
Exercise
3.
A
sample
version:
Dear
Nicolaus
Copernicus,
I
am
a
student
studying
history
and
I
would
very
much
like
to
read
your
new
theory
about
the
solar
system.
I
hope
you
will
publish
it
for
several
reasons.
I
understand
the
problems
with
the
present
theory.
The
way
the
planets
move
is
not
what
you
would
expect
if
the
earth
was
the
centre
of
the
universe.
It
is
also
odd
that
the
brightness
of
some
stars
seems
to
change.
So
I
agree
with
you
that
we
need
new
theory.
I
know
your
observations
have
been
very
carefully
carried
out
over
many
years.
Now
you
must
have
the
courage
to
publish
them.
Science
can
never
advance
unless
people
have
the
courage
of
their
beliefs.
I
know
you
worry
about
what
will
happen
if
you
publish
your
new
theory.
No
matter
how
people
oppose
it,
time
will
show
if
your
ideas
are
right
or
wrong.
So
I
hope
you
can
publish
your
new
theory.
Step
Ⅱ
Writing
Ask
the
students
to
write
a
report
about
a
scientist.
Sample
versions
(见附件3,
4,
5)
Step
Ⅲ
Homework
Ask
the
students
to
do
the
Project
on
page
47.必修五
Unit
1
Great
scientists
Using
language
Step
I
Pre-reading
Talk
about
the
center
of
the
solar
system.
“Do
you
know
what
is
the
center
of
the
solar
system ”
Ask
the
students
to
look
at
the
pictures
on
pages
7.
And
remind
them
of
the
common
knowledge
of
“Sun-Centered
Theory”.
Talk
about
Copernicus
.
We
know
the
first
scientist
is
Copernicus.
He
was
one
of
the
first
scientists
to
use
mathematical
observations
to
collect
information.
He
believed
the
sun
is
the
center
of
the
universe
and
the
earth
and
other
planets
went
around
it.
Step
II
Reading
1.
Read
through
the
passage,
and
tell
whether
the
following
statements
are
true
or
false.
(1)
At
Copernicus’
time,
Christian
Church
was
in
charge
of
many
western
countries.
(T)
(2)
Copernicus
noticed
that
observed
from
the
earth,
some
planets
appear
in
front
of
or
behind
the
earth.
(F)
(3)
Copernicus
didn’t
show
his
new
theory
to
his
friends
until
he
completed
it.
(T)
(4)
His
friends
were
not
interested
in
his
ideas.
(F)
(5)
Since
he
was
not
afraid
of
being
attacked
by
the
Church,
Copernicus
published
his
book
as
soon
as
he
finished
working
on
it.
(F)
(6)
Newton,
Einstein,
and
Hawking
are
all
scientists
who
made
contribution
to
the
study
of
the
universe.
(T)
2.
Read
carefully
and
try
to
draw
the
two
theories
of
the
universe.
This
time
the
students
are
encouraged
to
read
the
passage
carefully
and
then
do
the
exercises
and
problems
on
pages
7.
Encourage
the
students
to
fulfill
them
quickly
and
correctly.
And
check
the
answers
together.
Before
Copernicus’
theory
Showing
Copernicus’
theory
A
diagram
showing
the
solar
system
with
the
Earth
at
its
centre
A
diagram
showing
the
solar
system
with
the
Sun
at
its
centre
Step
III
language
points
Using
language
1.
lead
to
Such
a
mistake
would
perhaps
lead
to
disaster.
All
roads
lead
to
Rome.
Too
much
work
and
too
little
rest
often
lead
to
illness.
His
work
leads
to
success
in
the
end.
2.
Only放句首的倒装
Only
then
did
I
realize
that
I
was
wrong.
Only
with
hard
work
can
you
expect
to
get
a
pay
rise
Only
when
the
war
was
over
was
he
able
to
get
back
to
work.
3.
make
sense讲得通，有意义;
make
sense
of理解
Does
that
seem
to
make
sense
No
matter
how
I
tried
to
read
it,
the
sentence
does
not
make
any
sense
to
me.
Tom,
don’t
listen
to
her.
What
she
is
saying
doesn’t
make
sense.
Does
it
make
sense
to
let
children
play
with
the
matches
Can
you
make
sense
of
what
I
said
/
what
the
writer
is
saying
It
would
make
sense
to
leave
early.
4.
be
enthusiastic
for
(about)…对…热心
David
is
very
enthusiastic
about
the
plan.
They
are
enthusiastic
admirers
of
that
movie
star.
My
parents
are
enthusiastic
skiers.滑雪迷
Your
father
likes
to
play
gold;
he’s
really
enthusiastic
about
it.
5.
be
cautious
of
/
about
对…谨慎，慎重(带有提防、迟疑的心理)
She
is
cautious
of
hurting
his
feelings.
He
was
cautious
about
committing
himself.
The
bank
was
very
cautious
about
lending
money.
6.
point
of
view观点、态度
If
one
has
an
open
mind,
it
is
easy
to
appreciate
another’s
point
of
view.
From
that
point
of
view,
the
best
choice
is
to
support
them.
From
my
point
of
view,
teachers
are
not
well
paid.
7.
名词、副词当连词
Every
time
I
meet
him,
I
always
think
of
the
things
happened
between
us.
I
will
give
the
letter
to
him
immediately/the
moment
/directly/instantly
I
see
him.
8．be
to
do
You
are
not
to
speak
loudly
in
the
office.
The
driver
was
to
blame
for
the
accident.
have
sth
done结构中的宾补成分
He
had
to
have
his
car
repaired,
for
it
broke
down
this
morning.
Mark
had
his
hair
cut
yesterday.
10.
debate
We
had
a
debate
yesterday.
The
lively
debate
really
pumped
us
up.
His
heart
was
pumping
fast.
During
the
drought
last
year,
the
villagers
had
pumped
the
well
dry,
but
got
no
more
water.
11.
complete
a.
彻底的，完整的，已完成的
v.完成，使…完成
I
will
complete
this
task
soon.
When
will
the
work
be
complete
He
is
a
complete
scholar.
When
will
the
railway
be
completed
12.
reject
拒绝，驳回，丢弃
The
supermarket
rejected
all
spotted
apples.
He
rejected
their
offer
of
a
job.
The
child
was
rejected
by
its
parents.
17.
in
addition
A
number
of
people
came
to
the
zoo
in
addition
to
Peter
and
Paul.
The
teacher
in
addition
to
two
students
is
at
the
meeting.
In
addition
to
giving
a
general
introduction
to
computer,
the
course
also
provides
practical
experience.
In
addition
to
an
album,
I
gave
him
a
pen
and
a
pencil.
In
addition
to
apples
you
asked
for,
I
bought
you
some
oranges.
☆
apart
from
What
do
you
learn
apart
from
English
Apart
from
being
fun
and
good
exercise,
swimming
is
a
very
useful
skill.
☆
also；as
well
as；besides
18.
value
What
is
the
value
of
this
18k
white
gold
diamond
necklace
--
It
cost
me
$2,000
(=It
was
worth
$2,000.),
but
I
valued
the
necklace
at
$1,000.
--
It
was
a
valuable
diamond
necklace.
☆
value
n.:
the
amount
of
money
that
sth.
is
worth
The
Longman
Dictionary
of
Contemporary
English
is
of
great
value
to
you.
His
research
has
been
of
no
/
little
practical
value.
☆
value
vt.:
to
decide
that
how
much
sth.
is
worth
I
value
your
friendship
very
highly.
☆
valuable
adj.:
worth
a
lot
of
money必修五
Unit
1
Great
scientists
Using
language
Teaching
procedures
&
ways:
Step
1
Revision
Check
the
homework.
Step
2
Teaching
the
new
words
(from
“Nicolaus
Copernicus”
to
“logical”)
Step
3
Reading
1.
Fast
reading
Read
the
passage
and
do
Ex
1
on
Page
7.
Before
Copernicus’
theory
Showing
Copernicus’
theory
A
diagram
showing
the
solar
system
with
the
earth
at
its
centre
A
diagram
showing
the
solar
system
with
the
sun
at
its
centre
2.
Careful
reading
Read
the
passage
carefully
and
answer
the
following
questions.
(1)
Why
was
Copernicus
frightened
and
cautious
(Para
4)
(2)
Why
could
he
not
tell
about
his
theory
(Para
1)
(3)
What
was
his
theory
about
(Para
1)
(4)
What
had
the
astronomers
noticed
in
the
sky
(Para
2)
(5)
When
did
Copernicus
complete
his
theory
(Para
3)
(6)
How
did
he
explain
changes
in
the
movement
of
the
planets
and
in
the
brightness
of
the
stars
(Para
4)
(7)
When
did
he
publish
his
idea
(Para
4)
(8)
Why
do
people
think
there
is
a
link
between
his
theory
and
the
work
3.
Post
reading
If
you
were
Nicolaus
Copernicus,
would
you
have
hidden
your
theory
for
so
many
years
Give
a
reason.
Step
4
Language
points
1.
lead
to
导致
Too
much
work
and
little
rest
often
lead
to
illness.
Only
working
hard
leads
to
your
success.
2.
only
if
只有，只要
（only放句首时，主句要倒装。）
Only
if
a
teacher
gives
permission
is
a
student
allowed
to
enter
the
room.
Only
in
this
way
can
you
learn
English
well.
Only
when
one
is
away
from
home
does
one
realize
how
nice
home
is.
If
only
：
(expressing
a
wish)
如果……就好了
(多用虚拟语气)
If
only
she
would
come!
要是她来了,就好了。
3.
make
sense
/
make
sense
of
懂；理解
make
no
sense
毫无意义
This
sentence
doesn’t
make
sense.
I
can’t
make
sense
of
this
sentence.
Can
you
make
sense
of
what
the
speakers
says
What
he
says
makes
no
sense.
4.
would
have
done
(1)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……”
ought
to
have
+
过去分词，表示动作按理该发生了，但实际上未发生，译为“该……”与should的完成式含义类似。
5.
work
on
从事
She
is
working
on
a
new
novel.
(=
She
is
writing
a
new
novel.)
The
students
worked
on
his
composition
for
hours.
6.
complete
vt.
&
adj.
完成；完整的；完成的
The
workers
haven’t
completed
the
house
yet.
When
will
the
work
be
complete
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
8.
reject
v.
to
refuse
to
accept
拒绝；不接受
reject
a
gift
/
a
possibility
/
a
suggestion
/
an
opinion
She
rejected
his
offer
of
help.
We
rejected
his
idea
for
a
music
club,
and
decided
to
have
an
art
club
instead.
(2)
to
discard
as
defective
or
useless;
throw
away
丢弃。如：
To
choose
the
good
apples
and
reject
the
bad
ones.
Step
5
Writing
1.
Let
Ss
know
what
is
persuasive
writing
and
the
aims
of
the
letter
you
write
to
Copernicus.
2.
Get
the
Ss
to
collect
their
ideas.
3.
Get
the
Ss
to
make
an
outline.
4.
Write
the
letter
by
themselves,
paying
attention
to
the
writing
of
a
letter.
5.
Check
Ss’
articles
and
ask
several
Ss
to
read
their
letter
out.
Step
6
Assignments
1.
Do
Exx
1—2
on
Page
42.
2.
Preview
“Reading
task”.
