Unit 1 Great Scientists
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。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，课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，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。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。
1. Target language
a. Key words and expressions：
characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, absorb, severe, valuable, blame, immediately, handle, addition, announce, instruct, virus, construction, contribute, positive, strict, movement, complete, enthusiastic, cautious, reject, view, put forward, in addition, link ... to ..., be strict with, lead to, make sense, expose to, absorb into, be to blame.
b. Key sentences重点句子：
1) John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P2
2) But he became inspired when he thought about helping ordinary people exposed to cholera. P2
3) It seemed the water was to blame. P2
4) To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3
6) Only if you put the sun there did the movements of the other planets in the sky make sense. P7
2. Ability goals
a. Students will be familiar with some famous scientists and their contributions.
b. Students are expected to get the main idea of the text.
c. Students will understand the text and answer the following questions:
d. Students are able to master the details about the passage, choosing the correct answer according the text and fill in the form about the passage and the diary.
e. Students can learn the reading skill of getting the main idea of each paragraph/ part & each passage.
3. Learning ability goals
a. Help students to discuss:
How to describe people: characteristics and qualities
What kind of qualities does a scientist have?
b. Let the Ss know how to get the main idea of the text.
d. Get the Ss to learn how to find the relative key words from the passage to choose the correct answers.
d. Enable the Ss to retell the passage using the first person.
a. Students to learn different reading skills, especially gist reading and comprehending beyond lines.
b. Students have a general idea of what the scientific research is and set a positive attitude towards it.
c. To learn about the past participle used as the attribute and the predicative.?
d. To make good use of the persuasive writing.
a. Skimming and scanning
b.Elicitating
c. Individual, pair or group work to finish each task.
d. Discussion.
A tape-recorder, the multimedia, a projector
Step I Lead-in
Ask the students to think of some great inventions and inventors in history.
StepⅡ Warming up
First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.
StepⅢ Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
StepⅣ Reading
Fast Reading
Let the students read the text quickly and complete the main idea of it.
The text is mainly about ____John Snow_______ and how he ______defeated Cholera____.
Careful Reading
To prove a new scientific idea, seven stages are needed. Read the text carefully and fill in the blanks.
Stage 1
Find a problem
A large number of people died of cholera, but neither its 1. _______ nor its 2. _____ was understood.
Stage 2
Make a question
◆ Theory one: Cholera 3. ___________ in the air and floated around until it found its victims.
◆ Theory two: When people 4. ___________ cholera into their bodies with meals, their bodies were attacked.
Stage 3
Think of a method
Began to gather information to 5. _______ that the second theory was correct.
Stage 4
Collect results
Marked where the dead people had lived on a(n) 6. ______.
Stage 5
Analyse the results
Looked into the 7. ________ of the water to see if the problem was the water.
Stage 6
Find supporting evidence
Found supporting evidence from two other deaths: Both of them died of cholera after 8. _____________________.
Stage 7
Draw a conclusion
◆ 9. _______________ carried the virus.
◆ All the water supplies should be 10. _________.
StepⅤ Post-reading
Ask the students to answer several questions to consolidate their understanding.
StepVI Group Discussion
What should you do if you’re travelling to a country that has a cholera outbreak?
StepVII Language points
1. put forward
eg. put forward(come up with) a very good suggestion
You ought to put your watch forward ten minutes.
I put myself forward (recommend myself) as the monitor.
2. draw a conclusion
eg. We drew a conclusion that we should give him another chance.
3. attend v.
(1) to be present at; go to 出席，参加
He decided to attend the meeting himself.
(2) to give one’s attention; listen 注意，倾听(常跟to连用)
Are you attending to what is being said?
(3) to look after; serve 照顾，护理
The doctor attended the patients.
(4) pay attention to
She didn’t attend to what I was saying.
4. expose v.
to make visible 暴露
New fashions are exposing more and more of the body.
与to连用
He exposes his skin to the sun.
to reveal the guilt or wrong doing of 揭露
He exposed their plot. 他揭露了他们的阴谋。
The crime of the corrupt officials must be exposed without any reserve.
对贪官污吏的罪行一定要毫无保留地予以揭发。
5. cure v.&n.
eg. The doctor cured him of the cold.
There is no cure for AIDS.
6. every time 连词，引导时间状语从句，后省略when；类似的还有 immediately, the moment, directly, instantly.
eg. Every time I meet him, I always think of the things happened between us.
Every time I meet him, I always think of the things happening between us.
I will give the report to him immediately I see him.
I came directly I got your message.
7. suggest vt.
to offer for consideration or action; propose （常与that连用）提议；提出；建议。如：
I suggested that we should travel by train.
(2) to make evident indirectly; intimate or imply 暗示；显出。如：
It suggested that you did not catch the 8 o’clock train, but you caught the 8:25 train.
(3) suggest后跟从句时，如果表示建议的语气，其后要用虚拟语气。若表示暗示或表明时，不用虚拟语气。
8. absorb vt. & vi.
(1) to take or suck in (liquids) 吸收 absorb…into…
eg. A sponge absorbs water.海绵吸水。
eg. The big company has gradually absorbed these small companies into its own organization.
这家大公司渐渐把这些小公司吞并了。
(2) to take in (knowledge, ideas) 专心于
eg. The little girl was absorbed in reading a tale. 这个小姑娘正在全神贯注地阅读一篇故事。
9. severe adj.
(1) so serious; so bad （人；纪律）严厉的；严格的
eg. I think you are too severe on the boy. 我认为你对那个孩子太严厉。
His severe looks frightened me. 他的严厉表情使我恐慌。
(2) very harmful or painful; serious or uncomfortable （疼痛）剧烈的
SARS—severe acute respiratory syndrome （严重的、急性的呼吸道综合病）
eg. He has a severe pain in his leg. 他的腿痛得厉害。
be severe with—be strict with 对…要求严格
He is severe with himself. 他严格要求自己。
10. It seemed the water was to blame. 看来水是罪魁祸首。
be+动词不定式，可表示该做或不该做的事情，相当于must, should, ought to等。
You are not to drop litter in this park.
11. link…to… 把…与…连接；联系
Fingerprints linked the suspect to the crime. 指纹证实了嫌疑犯的犯罪行为。
12. handle v.& n.
(1) 意为“处理”。如：
I don’t know how to handle the problem.
At the beginning of this term, we will have many difficulties to handle.
the handle of the door
13. announce v.
(1) to make known publicly 发表、告知、宣布…
The government announced its new economic policies.
(2) to state in a loud voice 宣布（客人的名字、到达等）
His servant announced Mr. and Mrs. White.
(3) to make clearly known事情显示…
Warm sunshine announces the coming of spring.
announcement (n.)
announcer (n.)
StepVIII Grammar
Explain the usage of the past participles as predicative and attribute.
1. 过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go, come, assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：
The man looked quite disappointed.
He is greatly discouraged by her refusal.
His hair is nearly all gone.
已经形容词化了的过去分词大多可作表语，常见的有accomplished, amazed, amused, astonished, broken, closed, completed, complicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。
2. 过去分词作定语
a）用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：
We like skating in the frozen lake in the winter.
= We like skating in the lake which has been frozen in the winter.
How many finished products have you got up to now?
= How many products that have been finished have you got up to now?
来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：
a retired worker = a worker who has retired
an escaped prisoner = a prisoner who has escaped
a faded / withered flower = a flower that has faded / withered
fallen leaves = leaves that have fallen
the risen sun = the sun that has just risen
a returned student = a student who has returned
vanished treasure = treasure that has vanished
b) 用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：
Things seen are better than things heard.
= Things which are seen are better than things which are heard.
The lobster broiled over charcoal was delicious.
= The lobster which was broiled over charcoal was delicious.
StepIX Persuasive Writing
说服性信函指以信件的形式表达自己的观点或立场，并期待对方认同或接受。在写作过程中，要以合理的语气和口吻为基调，用有说服力的素材来支撑自己的观点，以说明阐述为主，以理动人，以理服人。
【写作指导】
我们可以通过以下三个部分来进行写作：
第一部分：引入。写信人首先需要简要说明写信的主要目的。如果需要的话，也可以大致作个自我介绍。
第二部分： 阐述。这是说服性信函的主体和核心部分。写信人需要在这个部分有条理地列出自己的理由。理由要力求客观、真实、有说服力，要重点突出、层次分明。同时，要注意适当提高语言的力度，发挥语言的功力，以更好地展现自己的立场。阐述部分决定了说服性信函的成败，需要写信人精心策划、布局，以达到最佳效果。
第三部分： 总结。可以用生动的语言重申自己的核心观点，或以情动人、引起共鸣，或升华延伸、画龙点睛。这部分应该注意语言的简练和冲击力，切忌冗杂拖拉的表达。
Task 1: Summarize the way of writing a report.
Task 2: Remind the students of the writing techniques and writing features of a report.
Show the following to the students.
Report
Formal language with few adjectives
No speech except quotations
Not emotional
Only one main character
Factual structured according to experimental method
Past tense and passive voice
【Practice】
假如你是Frank。你的同学Tom因家庭经济困难准备辍学。请你根据以下要点提示，给他写封信，说服他继续上学。
要点提示：
1. 听到这个消息很遗憾，希望他能振作起来、积极面对生活。
2. 学生最重要的是学习，这对未来的影响是深远的；每个人都会在生活中遇到挫折，现实的困难是可以克服的；可以申请贫困补助、助学贷款或勤工俭学。
3. 愿意尽全力提供帮助，并期望他能继续学业。
注意：
1. 词数不少于100；
2. 可适当增加细节，以使内容充实、行文连贯；
3. 参考词汇：
贫困补助 poverty bursary；
助学贷款 student loan；
勤工俭学 take part-time jobs
【常用表达】
引入：
I am writing to ...
I hope that ...
That is to say ...
As far as I am concerned ...
In my opinion ...
Personally ...
阐述：
Here are my reasons. First of all, I think it would be better if ...
Second, ... Third, ...
Moreover ... What’s more ...
However ... Instead ...
Here I’d like to give my advice on ...
I would like to suggest that ...
If I were you, I would ...
总结：
In short ...
All things considered ...
To sum up ...
In brief ...
Please take my advice into consideration and make a final decision.
【Sample】
Dear Tom,
I am sorry to hear your story, and it surprises me that you have decided to drop out of school. I am writing to tell you that you needn’t do that and hope that you will cheer up and face life with confidence.
Here are my reasons. First of all, as a student, to have a good education is the most important, which will have a long-lasting influence on our life. Second, every one of us will meet with some difficulties in our lives and we must face them bravely and optimistically. Third, there are lots of ways to help you get through your present difficult situation. You can apply for poverty bursaries, student loans or take part-time jobs.
I really hope that you will go on with your study, and I will try my best to help you.
Sincerely yours,
Frank
Task 3: Summarize the way of persuasive writing.
Show the following to the students.
A persuasive writing
Formal or informal, vivid use of language
Speech to show feelings, reactions, etc
Emotional or not emotional to describe feelings and facts
Only two main characters
Factual or imaginative based on fact
Reason and persuade step by step
Present tense
Then ask the students to write a short letter as required in Exercise 3.
StepX Homework
1. Get more information about some infectious diseases and modern scientists.
2. Finish the Exercises 1, 2, 3 on pages 3 and 4.
3. Review the Grammar and prepare for the next period.
4. Ask the students to write a report about a scientist.
略。
Unit 1 Great scientists
教材分析
1. 教材分析
本单元主要话题是How to organize scientific research。旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。
1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3 Reading 介绍英国著名医生John Snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4 Comprehending 共设计了四个题型。
1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2．教材重组
2.1 将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”。
2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合为一节“泛读课”。
2.3 将Learning about Language中的Discovering useful structures和Discovering useful words and expressions以及Workbook中的USING STRUCTURES和USING WORDS AND EXPRES-SIONS整合为一节“语言学习课”。
2.4 将Using Language中的Listening与Workbook中LISTENING和LISTENING TASK三个部分整合为一节“听力课”。
2.5 将Using Language中的Speaking与Workbook中的TALKING和SPEAKING TASK三个部分整合为一节“口语课”。
2.6 将 Using Language中的Reading and Writing以及Workbook中的WRITING TASK整合为一节“写作课”。
3. 课型设计与课时分配
1st Period Reading
2nd Period Extensive Reading
3rd Period Language Study
4th Period Listening
5th Period Speaking
6th Period Writing
教学目标
【知识目标】
1. 功能句式
Describing people
What nationality is this scientist?
When was he / she born?
When did he / she die?
What kind of family did he / she come from?
What kind of education did he / she receive?
What did he / she achieve in his / her scientific work?
Why did he / she achieve great success?
Was it because of his / her talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm / luck?
2．词汇
a．四会词汇
engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view
b.认读词汇
infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical
c.词组
put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic
3．语法
The past participle as the predicative & attribute
Find out the functions of the past participle in sentences.
Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute.
4．重点句子
1.)John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P2
2.) But he became inspired when he thought about helping ordinary people exposed to cholera. P2
3.) It seemed the water was to blame. P2
4.)To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3
5.) Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P6
6.) Only if you put the sun there did the movements of the other planets in the sky make sense. P7
7.) To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44
【能力目标】
Practice expressing will, hope and suggestions.
Practice expressing the stages in examining a new scientific idea.
Practice describing people’s characteristics and qualities.
Develop the skills of persuasive and descriptive writing.
Learn to use the past participle as the predicative & attribute.
Learn to organize a scientific research.
【情感目标】
Talk about science and contributions of scientists.
Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.
教学重难点
【教学重点】
1. Talk about science and scientists.
2. Learn about the common stages in doing a research.
3. Learn the past participle used as attribute and predicative.
4. Learn about how to organize a scientific study.
5. How to describe a person’s appearance and personalities.
6. Help the students to learn to write a persuasive writing and a report.
【教学难点】
1. How to talk about a scientist and his / her job.
2. How to write a report about a scientist and his / her job.
3. How to organize a scientific research.
课前准备
Tape recorder, Multimedia, a projector.
教学过程
The First Period Reading
StepⅠ Lead-in
Ask the students to think of some great inventions and inventors in history.
T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?
S1: Edison invented the lights and the gramophone.
S2: The first computer was invented by a group of American scientists.
【设计意图】
从学生日常生活中普通的事例联系到科学发明和科学家。同一个简单的问题引入本课话题，激发学生学习本节课的兴趣。
StepⅡ Warming up
There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.
Alexander Bell electricity
Thomas Edison the First telephone
Laite Brothers the electric Lamp
Madame Curie black holes in Universe
Franklin Theory of Gravity
Steven Hawking the First Plane
Elbert Einstein Radium
Isaac Newton the Theory of Relativity
T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?
Sample answers:
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
【设计意图】
通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
Step Ⅲ Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.
Show the following on the screen.
1. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in setting out a new scientific idea. What order would you put them in?
2. What do you know about infectious diseases? What do you know about cholera?
Sample answer 1:
S1: I know sth. about it. First we should find the problem. Then, think of a solution.
S2: We should collect as much information as possible.
S3: Analyzing results is the most important stage.
S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.
Sample answer 2:
S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.
S2: People could be exposed to infectious diseases, so may animals, such as bird flu.
S3: AIDS, SARS are infectious diseases.
S4: Infectious diseases are difficult to cure.
T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.
【设计意图】
通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
Step Ⅳ Reading
Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.
T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.
Show the questions on the screen.
1. What conditions allowed cholera develop?
2. Why do you think people believed that cholera multiplied in the air without reason?
3. What evidence did John Snow gather to convince people that idea 2 was right?
Sample answers:
S1: The dirty water made the cholera develop quickly.
S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.
S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.
Read the text (P2-3) quickly and complete the main idea of it.
The text is mainly about ________ and how he ____________.
Answers: John Snow; defeated cholera
I. To prove a new scientific idea, seven stages are needed. Read the text (P2-3) carefully and fill in the blanks.
Paragraphs
Stages
General ideas
Stage 1
Find a problem
A large number of people died of cholera, but neither its 1. _______ nor its 2. _____ was understood.
Stage 2
Make a question
◆ Theory one: Cholera 3. ___________ in the air and floated around until it found its victims.
◆ Theory two: When people 4. ___________ cholera into their bodies with meals, their bodies were attacked.
Stage 3
Think of a method
Began to gather information to 5. _______ that the second theory was correct.
Stage 4
Collect results
Marked where the dead people had lived on a(n) 6. ______.
Stage 5
Analyse the results
Looked into the 7. ________ of the water to see if the problem was the water.
Stage 6
Find supporting evidence
Found supporting evidence from two other deaths: Both of them died of cholera after 8.___________________.
Stage 7
Draw a conclusion
◆ 9. ______________ carried the virus.
◆ All the water supplies should be 10. _________.
Answers:1.cause 2.cure 3. multiplied 4. absorbed 5. prove 6. map 7. source 8. drinking the water
9.Polluted water 10.examined
Ⅱ. Choose the best answer.
1. We know from the text that John Snow ______.
A. had collected information before cholera broke out
B. felt not quite sure after he finished the map
C. helped the woman from Broad Street
D. became famous after defeating cholera
2. Why did John Snow use a map in his research?
A. It could help him find exactly how many people died of cholera.
B. It could help him find the source of drinking water for people.
C. It could help him organize his ideas and find evidence.
D. It could help him find his way in Broad Street.
3. Why was cholera called “King Cholera” in the text?
A. Because it caused many deaths.
B. Because it got its name from Queen Victoria.
C. Because it was defeated with the help of the King.
D. Because it was the most deadly disease of its day.
Answers:1.B 2.C 3.D
【设计意图】
介绍英国著名医生John Snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
Step Ⅴ Post reading
Number these events in the order that they happened.
__ John Snow began to test two theories.
___ An outbreak of cholera hit London in 1854.
___ John Snow marked the deaths on a map.
___ He announced that the water carried the disease.
___ John Snow investigated two streets where the outbreak was very severe.
___ King Cholera was defeated.
___ He found that most of the deaths were near a water pump.
___ He had the handle removed from the water pump.
Answers: 2 1 4 7 3 8 5 6
Answer these questions.
1. John Snow believed Idea 2 was right. How did he finally prove it?
(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)
2. Do you think John Snow would have solved this problem without the map? Give a reason.
(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause. )
3. Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?
(Three diseases, which are similar today, are SARS, AIDS and bird flu, because they are serious, have an unknown cause and need public health care to solve them.)
【设计意图】
通过这两种练习题加深了对课文进一步的理解。
StepⅥ. Group Disscussion
What should you do if you’re travelling to a country that has a cholera outbreak?
( Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice.
Eat only food that’s been thoroughly cooked and is still hot, or fruit that you’ve peeled yourself.
Avoid undercooked or raw fish and shellfish.
Avoid raw salads and vegetables.
Avoid food and drinks from street vendors. )
【设计意图】
通过讨论本题使学生将所学理论知识运用到生活实践中去，提高了学生解决实际问题的能力。
StepⅥ Homework
1. Get more information about some infectious diseases and modern scientists.
2. Finish the Exercises 1, 2, 3 on pages 3 and 4.
【设计意图】
通过本题让学习拓宽传染疾病相关的知识，以及了解更多的相关的现代科学家。有效完成课后练习，巩固课堂上所学内容。
The Second Period Extensive Reading
Step I Revision
Ask the students to retell the text.
Sample versions:
S1: I’ll have a try. John Snow was a very famous doctor in London in 19th century. At the time he lived, cholera was the most frightening disease, which killed many thousands of people in the industrial cities of England. Nobody knew the cause of the disease. John Snow believed that cholera was caused by drinking polluted water. He believed that when dirty water from the toilet and drinking water were mixed, it was possible for the illness to be passed from one person to the next. In 1854, he was able to prove that his theory was correct. To do this he approached the problem in a systematic way. He found an outbreak of cholera and studied its effects on a small neighborhood. He gathered information about the drinking habits of the people and used them to justify his theory. He is important because he was the first person to gather information scientifically about a disease in order to find its cause.
S2: OK. I’d like to retell Snow’s work in the order of the stages. We know there were seven stages in his research. First Snow, as well as other doctors could not find the cause of the cholera, nor the cure for it. He got interested in two theories. The first suggested that cholera multiplied in the air without reason. The second suggested that people absorbed this disease into their bodies with their meals. He believed in the second theory. So he collected much information to prove it. He did a lot of research and experiments to analyze the results. All the results were the same: It is certain that the dirty water resulted in the disease. At last he could make a conclusion: It was the polluted water that caused the illness.
【设计意图】学生通过复述课文加深对课文的理解，并适当的训练了学生的听说能力。
StepⅡ Pre-reading
Ask the students to look at the pictures on pages 7. And remind them of the common knowledge of “Sun-Centered Theory”.
T: Today we are going to learn more about science and scientists. There are two pictures of the great scientist and the illustrations of his theory. You can discuss with your partners about him. Then tell me sth. about him.
Nicolaus Copernicus
Birth: February 19, 1473
Death: May 24, 1543
Place of Birth: Toruń, Poland
Career:
1491-1494 Studied mathematics at Kraków Academy
1496 Went to Italy to study astronomy and law at the University of Bologna
1497 Began observations of the Sun, Moon, and planets
1514 Wrote Commentariolus, an outline of his astronomical ideas, but did not circulate it widely
1543 Published De Revolutionibus Orbium Coelestium (On the Revolutions of the Celestial)
S: We know the picture is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The illustration shows his theory.
【设计意图】了解Copernicus的生平和事迹。
Step Ⅲ Reading
Read the passage quickly, and tell whether the following statements are true or false.
1.At Copernicus’ time, Christian Church was in charge of many western countries.
2.Copernicus noticed that observed from the earth, some planets appears in front of or behind the earth.
3.Copernicus didn’t show his new theory to his friends until he completed it.
4.His friends were not interested in his ideas.
5.Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as he finished working on it.
6.Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe.
(1.T 2.F 3.T 4.F 5.F 6 T)
Read the passage carefully and try to draw the two theories of the universe.
Show the questions on the screen.
【设计意图】指导学生进行泛读。
Step Ⅳ Further-reading
Encourage the students to get the general ideas of the passages .
T: Please read the two passages on pages 7 and 45 quickly and try to answer the questions on the screen.
Show the questions on the screen.
1. What’s Copernicus’ fear?
2. What’s Euler’s puzzle?
3. How did Copernicus prove his theory?
4. How did Euler prepare for his research?
5. What are their theories?
Sample answers:
S1: I have the answer. Copernicus found his theory was against the Christian church’s saying. If he spoke out his finding, he would be punished severely.
S2: I know Euler’s puzzle. He found that he could cross six of the bridges without going over any of them twice or going back on himself, but he couldn’t cross all seven.
S3: Let me answer the third question. Copernicus had thought long and hard about these problems which astronomers had noticed and tried to find an answer. He used all his mathematical calculations to work on these problems. He had collected observations of the stars for over ten years. All his calculations and observations proved that his theory was right.
S4: I would like to say something about Euler’s research. The first stage in his research is to find the problem that he could cross six of the bridges without going over any of them twice or going back on himself, but he couldn’t cross all seven. The second stage is to think of a method: He drew a map and used dots and lines to simplify his analysis. Trying and observing over and over again, he found a general rule.
S5: Copernicus’ theory can be expressed in this way: The sun is the center of the universe. All planets went around the sun in solar system.
S6: I know the answer. I am interested in topology. Euler’s theory is called “The Euler path”. It is expressed like this: If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.
【设计意图】带着问题将两篇短文进行比较阅读，加深学生对文章的理解以及对科学家进行科学研究经过有更深的体会。
Ⅴ.Group Disscussion
T: Now class. Please read the two passages again. And discuss the questions on the screen in groups.
Show the questions on the screen.
1. As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?
2. Euler was called “the father of modern mathematics”. In what area is topology used today?
Sample answers:
S1: I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.
S2: I don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.
S3: I support you. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth.
S4: I don’t think so. Science can never advance unless people have the courage of their beliefs.
S5: I agree. As a scientist, you must have the courage to publish your findings. No matter how people oppose it, time will show if your ideas are right or wrong.
S6: But I suppose that Copernicus’ attitude towards his new theory was proper at that time. It made no sense for him to publish his theory in a hurry. He was just cautious not coward. He should protect himself first.
S7: The subway or underground railway.
S8: When we study computer lessons, we often hear of the computer topology maps.
S9: Maybe telephone nets and electricity nets can adopt topology.
T: I quite agree with you. And I am glad you have known so much about the science.
【设计意图】通过讨论本题，使学生自觉参与、自由表达了自己对这些问题的看法，增强了学生的参与意识和学习英语的兴趣。
StepⅥ. Homework
1. For Exercises on page 46, encourage the students to fulfill them quickly and correctly. And check the answers together.
2. Prepare for the language study, reviewing the words and expressions in this unit.
【设计意图】有效完成课后练习，巩固课堂上所学内容。
The Third Period Language Study
StepⅠRevision and Lead-in
Dictate the following important words and expressions.
T: Now class. Let’s have a dictation. Ready?
Reference words: valuable, instruct, cure, announce, look into, examine, put forward, immediately, expose, link to, blame, absorb, severe, defeat, reject, test. That’s over, have you finished?
【设计意图】强化词汇记忆。
StepⅡVocabulary and sentences.
Task1 :Words and expressions.
attend
阅读下列句子，并在其后的括号中填出attend的含。
a. 出席，参加 b. 照顾，护理 c. 经常去，定期去
1.Mary invited about 30 people to her party, but only 12 attended it. ( a )
2. All the six members of my family attend church every Sunday. ( c )
3.The nurse attended the patients with great care. ( b )
4. If you go out, who will attend to the baby? ( b )
【点拨】attend常作及物动词（句1至句3），也可作不及物动词，构成attend to sb. / sth.结构，意为“处理；对付；照料；关怀”（句4）。
【拓展】attend, join, take part in都可意为“参加”，区别如下：
attend后主要接meeting, conference, school, ceremony等作宾语；join后的宾语主要是表示团体、组织(如军队、党派)、一群人、游戏等的名词，如party, army, club等；take part in后的宾语主要是某项活动，如discussion, movement, revolution, debate等。
expose
e.g. 1. The wolf opened its mouth to __ expose ____ a row of sharp teeth.
2. Don’t __ expose ____ your skin to the sun; your skin will be hurt.
e.g. The police began to look into the case, but the eyewitness was afraid to ___ expose ____ the murderer.
to make known; to tell the truth揭发
cure v.治愈；n.治疗；对策
1.When you have a pain in your shoulders, you will go to see a doctor. The doctor will ___ cure __ you. He will __ cure __ the pain in your shoulders. Aspirin is said to be a wonderful __ cure ___ for the pain.
2.Although the boy was beyond __ cure ___, his parents tried to _ cure ___ him of bad habits.
3.The prices are going up every day, but there is no _ cure __ for rising prices.
absorb 吸收; 吸引; 使专心; 合并; 吞并
e.g. Clever children absorb knowledge easily. 聪明孩子容易吸收知识。
Aspirin is quickly absorbed by /into the body. 阿司匹林很快被身体吸收了。
The strong states often absorbed the small states in the past. 过去大国兼并小国。
be absorbed in = concentrate on表示“专心于某事”
e.g. He is absorbed in the research of Chinese history recently.
absorb one’s attention
e.g. Chinese history absorbs his attention recently.
severe adj. 严重的；严肃的，与serious相近；严厉的；严格的，与strict 相近，常用结构be severe on (upon) / with sb. 表示“对某人严厉或严格”；剧烈的；尖锐的；朴素的
e.g. The drought is becoming increasingly severe.旱灾日趋严重。
He is severe with his children. 他和对子女很严格。
You are too severe on (upon) the boy. 你对那个男孩太严厉了。
I felt a severe pain in the chest. 我感到胸口剧烈疼痛。
pump n.泵 (油泵; 气泵), 抽水机, 打气筒；v.打气；心跳；用唧筒抽(水等); 用唧筒抽吸......中的水等
1.If have a flat tyre, you will pump air into the tyre. (You will pump up your tyre.)
2.When my car was short of gas, I went to the gas station, where the guy pumped gas.
3.We had a debate yesterday. The lively debate really pumped us up.
4.His heart was pumping fast.
5.During the drought last year, the villagers had pumped the well dry, but got no more water.
handle
A. 操作; 运用 B. 经销; 买卖 C. 管理 D. 对待 E. 应付 F. 控制; 管
1. Ms Hawkins, the chief accountant of the company handles the company’s accounts.
2. The children are so naughty that I can’t handle them.
3. She handled a difficult argument skillfully.
4. Handle children kindly, if you want them to trust you.
5. This shop handles paper and stationery.
6. He learnt how to handle the axe.
in addition
e.g. In addition to apples you asked for, I bought you some oranges.
link n.(链状物的)环, 节；v.连接
1. A lot of links fitted together form a chain.
2. The two towns are linked by a railway.
3. The new bridge will link the island to the mainland.
4. Researchers have detected a link between smoking and heart disease.
announce： to make known publicly；to give information using a loudspeaker, esp. at an airport or railway station；to introduce a program on TV or radio
1. The captain announced that the plane was going to land.
2. The government announced that they would build a new highway to the mountain.
3. The army announced a cease-fire.
4. It has been announced that Mr. A and Miss B will be married next week.
5. The announcer announces three programs a week.
announcement
* train approach announcement
* He waited for the announcement of the result of the competition.
* make an announcement
instruct
instruct v.命令；指示；嘱咐；吩咐；教导（教授知识或技术）；训练。n. instructor教员；教练；instruction n.命令；指示；说明
e.g.1. The teacher instructed him to start early.
2.I’ve been instructed to wait here until the lecturer arrives.
3.He instructs a class in history
4.Read the instructions on the pocket.
Task 2:Important sentences
1.) John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P2
2.) But he became inspired when he thought about helping ordinary people exposed to cholera. P2
3.) It seemed the water was to blame. P2
4.) To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3
5.) Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P6
6.) Only if you put the sun there did the movements of the other planets in the sky make sense. P7
7.) To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44
【设计意图】从词汇，词法，句子等基础知识方面提高学生的综合英语知识。
Step Ⅲ Practice
Task 1：Fill in the blacket.
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?
They exposed themselves to cholera.
3. Did people know how to cure the disease?
No, they didn’t.
4. What was the second theory explaining how the disease killed people?
People absorbed this disease into their bodies with their meals.
5. How serious was the disease outbreak in London?
The cholera outbreak was so severe that more than 500 people had died in 10 days.
6.Where were many of the deaths in Broad Street?
Many of the deaths were near the water pump in Broad Street.
7. Why did some houses have no deaths?
These families worked in the pub at 7 Cambridge Street. They were given free beer and so had not drunk the water from the Broad street pump.
8. What did Dr. Snow think was responsible for the disease?
It seemed the water was to blame.
9. What did Dr. Snow advised the people in Broad Street do?
He told the people to remove the handle from the water pump so it could not be used.
10. 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.
11. What conclusion did Dr. Snow tell the public?
He announced that polluted water carried the disease.
12. What did Dr. Snow tell the water companies?
They were instructed not to expose people to polluted water anymore.
Task 2:Traslation
1. 如果有人该承担责任, 那就是我。(blame)
2. 不要把皮肤直接暴露在阳光下。(expose ... to)
3. 黑色墙壁在白天吸收大量的热。(absorb)
4. 此外, 你还可以利用业余时间学一门外语。 (in addition)
5. 这条丝绸之路在古代把中国和西方连接起来。 (link ... to)
6. 这种疾病就是通过咳嗽传播的。 (spread ... through)
7. 他看到他父亲时很吃惊。(过去分词作表语)
8. 我每天早上吃一个煎鸡蛋。(过去分词作定语)
9. 我们决定马上离开。(determine to)
10. 我无意暗示你错了。(suggest)
Answers
1.If anyone’s to blame, it’s me.
2.Don’t expose your skin to sunlight directly.
3. Black walls absorb a lot of heat during the day.
4.In addition, you can learn a foreign language in your spare time.
5.The Silk Road linked China to the west in ancient times.
6.The disease is spread through coughing.
7.He was astonished to see his father.
8.I have a fried egg every morning.
9.We determined to leave at once.
10.I don’t wish to suggest that you’re wrong.
Task 3：Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.
Task 4：Ask the students to read and understand the explanations in Exercise 2 on page 4.
T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase? For example: “making a mistake” instead of “to mistake”.
Sample answers:
S: “make an agreement”, “make an admission”, “make an apology”.
T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.
Task 3：Ask the students to do Exercises 3 on page 43 and then check the answers.
【设计意图】将所学的新词汇、短语和句子进行实际运用，巩固所学内容。
Step Ⅳ Grammar
Pay attention to the following sentences.
1.Such training was common in acting families ...
2. He grew more and more popular as his charming character ...
3. The acting is so convincing that ...
通过观察，我们不难发现第1、2句是动词-ing形式作定语，且放在被修饰的名词前面；第3句是动词-ing形式作表语，放在be动词的后面。今天我们要学习与动词-ing形式相对应的过去分词作定语和表语的用法。
Explain the usage of the past participles as predicative and attribute.
1. 过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go, come, assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：
The man looked quite disappointed.
He is greatly discouraged by her refusal.
His hair is nearly all gone.
已经形容词化了的过去分词大多可作表语，常见的有delighted, disappointed, upset, astonished, excited, frightened, experienced, interested, qualified, puzzled, exhausted, satisfied等。
2. 过去分词作定语
分词可以用作前置定语，此时，分词和名词之间有两种语意关系：一种是分词表示主动（但时间上已经过去）；一种是分词表被动。
eg.He is a retired worker.
This is a newly-developed device.
过去分词作后置定语时，其功能相当于一个定语从句。
eg.1. So many thousands of terrified people died.
2. He found that it came from the river polluted by the dirty water from London.
过去分词短语有时亦可用作非限制性定语，前后常有逗号。
eg.Some of them, born and brought up in rural villages, had never seen a train.
用来修饰人的过去分词有时可以转移到修饰非人的事物，变成所谓的转移形容语。这种过去分词在形式上直接修饰人，但它所修饰的事物仍与人直接有关。
eg.The general stared at him in startled admiration.
Look at the dialogue and find the use of the past participle.
-- I hear you and James are engaged at last.
-- Yes, we are.
-- When are you getting married?
-- In the spring.
-- Oh, lovely. Where’s the wedding going to be?
Past Participle as the Predicative
1.But he became inspired when he thought about helping ordinary people.
2.He got interested in two theories explaining how cholera killed people.
3.Neither its cause, nor its cure was understood.
a)来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：
He is a retired worker.他是一个退休工人。
This is a newly-developed device. 这是一个新开发的工具。
a retired worker = a worker who has retired
a newly-developed device=a device that has newly developed
a faded / withered flower = a flower that has faded / withered
fallen leaves = leaves that have fallen
a returned student = a student who has returned
b) 用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：
Things seen are better than things heard.
= Things which are seen are better than things which are heard.
The lobster broiled over charcoal was delicious.
= The lobster which was broiled over charcoal was delicious.
【设计意图】学习语法过去分词作定语和表语。
StepⅤ. Practice
1.Change the following into English using past participles.
不速之客 unexpected visitors
感到沮丧的学生 discouraged students
受到鼓舞的竞赛者 inspired contestant
拥挤的街道 crowded streets
打动人的演讲 struck speeches
2.Complete the sentences using the past participle as the predicative. (P5)
1.） He got ______________ about losing the money.
2.） The painter looked so _____ after working for a whole day.
3.） I was ___________ with the film I saw last night. I had expected it to be better.
4. ）Everybody was ___________to hear of the death of the famous film star.
5.） Everybody is really _______ about the new Olympic stadiums.
6.） His wound became _______ with a new virus.
(blamed / upset tired disappointed shocked/ depressed excited infected )
3.Rewrite the following sentences with the past participle as attributive.
1.)Let’s try the bookstore that was opened last month.
Let’s try the bookstore opened last month.
2.)Nine out of ten women who were interviewed about the product said they liked it.
Nine out of ten women interviewed about the product said they liked it.
3.) Yesterday, the President went to visit the workers who had retired.
Yesterday, the President went to visit the retired workers.
4.Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence. (P43)
worry interest arrive frighten prepare continue concern
1. They were ________ to accept my idea.
2. I’ll be _________ to know how they
3. The mayor said that he was _______ about the ______ rise of the water level in the river bed.
4. Recently ________ soldiers are helping to take the victims to safe areas from the flood.
5. Most of the newspaper seems to be _________ with pop stars.
6. He was _________ of going alone into the empty house.
(prepared interested worried Continued arrived concerned frightened)
5.Rewrite these sentences as one sentence using the past participle as the attribute or predicative.(P43)
1.) I found this plate on the floor. The plate was broken in pieces.
I found this broken plate on the floor.
2.) I saw a tall, dark and handsome man. His name is Xiao Ming.
I saw a tall, dark and handsome man named Xiao Ming.
3.) I looked at that modem abstract (抽象) painting. It was colored in yellows and greens.
I looked at that modem abstract painting colored in yellows and greens.
4.) Yesterday I got the answer to my question on the Internet. It was the one I expected.
Yesterday I got the expected answer to my question on the Internet.
5.) She is one of my friends. She is devoted to my interests.
She is my friend devoted to my interests.
6.) On the doorstep I found a lot of bottles. They were marked in green ink.
On the doorstep I found a lot of bottles were marked in green ink.
7. )We saw many windows in that room. They were all cracked.
We saw many cracked windows in that room.
【设计意图】练习巩固过去分词作定语和表语的用法。
The Fourth Period Listening
StepⅠLead-in
Ask the students to describe the picture on the screen.
1.What do you know about Qian Xuesen?
Qian Xuesen, father of Missile in China, was born in Hangzhou.
As an academician, he has contributed greatly to the astronautical industry of the country.
2. Look at the picture on page 6 and predict the content of the listening.
T: Now we’ll listen to a piece about a great Chinese scientist named Qian Xuesen. He was closely related to China’s space industry. Any volunteers to describe the picture on page 6?
S1: There is a satellite set on a guided missile launcher.
S2: This is the Xichang launching site.
S3: There are three or more rockets around the satellite on the guided missile launcher.
S4: The sky is very high, clear, clean and blue.
S5: The surrounding is very open and wide. It is a vast expanse of land.
【设计意图】让学生认识钱学森。
StepⅡ Listening and Speaking (Page 6)
Ask the students to listen to the recording and answer the questions.
T: Yu Ping and her friend Steve Smith are talking about Qian Xuesen, who has made great contributions to the development of China’s space industry. Let’s look at the screen and read the new words in the material after me: astronomer(天文学家)，astronaut(宇航员)，institute(研究所).
Play the recording and then check the answers.
Listen to Parts 1 and 2 of the tape for the first time and write down the main idea.
It is about the role of Qian Xuesen in the development of space technology in China.
1. What did Qian Xuesen study first?
Qian Xuesen first studied to be an engineer.
2. What experience did he get in America that was very useful for China?
In America he began to work on space rockets so that he was able to develop a space programme when he came back to China.
3. What was Qian Xuesen’s main achievement when he returned to China?
When Qian Xuesen returned to China he set up a space institute to begin training people in how to design andbuild rockets.
Listen to Part 2 and fill in the chart .
【设计意图】让学生更深的了解钱学森。
StepⅢ Listening
1. Ask the students to listen to the recording and answer the questions on Page 41.
Task 1: Describe the picture
T: First, let’s look at the beautiful flowers in the picture. Who knows the name of it?
S1: It’s rose, white rose.
S2: It’s chrysanthemum, I think.
S3: Maybe it’s lily. My mother raises lily at home.
Task 2: Help the students learn the possible new words in the listening.
T: Now class, in order to understand the listening easily, I’ll tell you some new words in it. Now read after me: species(种类)，parrot(鹦鹉)，blackbird(乌鸦).
Play the tape. And then check the answers.
2. Ask the students to listen to the recording and answer the questions on Page 44.
Task 1: Introduce to the students the life and work of Leonhard Euler. Help the students to gain some know-ledge about topology.
T: Please turn to page 44 and read the questions and the new words. Can you tell me sth. about topology and “Euler Path”?
S4: Euler was a mathematician. He could be called “the father of modern mathematics.”
S5: His rule “the Euler path” is like this: If a figure has more than two odd points, you can not go over it without lifting your pencil from the page or going over a line twice.
S6: Topology is one of the newest branches of mathematics. It is not about distance or size but about the connections between things.
Then ask the students to listen to the recording and then check the answers.
【设计意图】完成课后练习，提高听力能力。
The Fifth Period Speaking
StepⅠSpeaking
Ask the students to discuss what scientific job they would like to choose in the future.（P6）
What kind of scientific 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 this career?
Why are you so interested in this job?
Sample conversation:
MIKE: What do you want to do when you grow up?
LI RU: I want to build robots. I will have to do a physics and mathematics degree in China.
After that I hope to go abroad to Reading University in England where you can study all about robots. There is a special cybernetics(控制论) department there.
MIKE: What personality will be needed for that job?
LI RU: I think I need to be patient for my ideas which will take along time to develop. I also need to be creative enough to have good ideas.
MIKE: What experience will be most useful to you?
LI RU: I think technology and engineering projects. I hope to work in a factory in holidays.
MIKE: What kind of person makes a good inventor?
LI RU: I think someone who is happy to persevere at something and learns from his mistakes.
MIKE: Thank you. I think designing robots sounds fun.
【设计意图】探讨自己未来有可能涉及到的工作，训练学生听说能力。
StepⅡTalking (Page 41)
T: Well done. Now work in pairs. Imagine you are going to meet a specialist about a newly found flower. Your partner will be the assistant to the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information.
A sample dialogue:
S1: Hello. This is Dr Evans’ office. Can I help you?
S2: Yes, please. I’d like to change my arrangement to meet Dr Evans. I want to show him this new orchid that I’ve found. We originally arranged to meet in the University laboratory but now I’m unable to do that.
S1: Oh yes. I’ve got it down here in his diary. Where would you like to meet now then?
S2: Outside the Botanical gardens on Trumpington Road. But it’s always very crowded there, so I wonder if you could give me an idea of how I could recognize Dr Evans?
S1: Yes, of course. He’s tall and thin with long, grey hair and glasses.
S2: That sounds very clear. What other special features does he have?
S1: Yes. He walks with a limp because he broke his leg when he went skiing many years ago. What do you look like?
S2: Dr Evans can easily recognize me. I’m short and thin with brown, curly hair. I always wear a duffle coat and a bobble hat. I’ll be carrying my flower.
S1: I’ll tell him. Thank you for your clear descrip-tion. I’m sure Dr Evans is looking forward to meeting you. Goodbye.
S2: Goodbye.
【设计意图】指导学生完成练习，提高听说能力。
StepⅢ Speaking task (Page 46)
Encourage the students to discuss a certain scientist.
T: Now class. In pairs discuss the life and work of any scientists that you know. Using the questions in the workbook.
A sample dialogue:
S1: Who shall we choose?
S2: I’ve done some research on Edison and his child life.
S1: What did you find out about him?
S2: Well, little “Al” Edison, who was the last of seven children in his family, did not learn to talk until he was almost four years old.
S1: Really? I only know about some of his inventions.
S2: At age 11, Tom’s parents tried to teach him how to use the resources of the local library. This led him to prefer learning through independent self-instruction. By age 12, Tom had already become an “adult”. He not only talked his parents into letting him go to work selling newspapers, snacks, and candy on the railroad, he had started an entirely separate business selling fruits and vegetables.
S1: What else do you know?
S2: One of the most significant events in Tom’s life now occurred when — as a reward for his heroism — the boy’s grateful father taught him how to master the use of Morse code and the telegraph. Over the next years, Edison’s progress in creating successful inventions for industry really took off.
S1: He is really a good example for us to learn from.
【设计意图】根据所给资料，鼓励学生描述某一位科学家，自由交流，提高实际运用语言能力。
The Sixth Period Writing
Step ⅠWriting
说服性信函指以信件的形式表达自己的观点或立场，并期待对方认同或接受。在写作过程中，要以合理的语气和口吻为基调，用有说服力的素材来支撑自己的观点，以说明阐述为主，以理动人，以理服人。
写作指导
我们可以通过以下三个部分来进行写作：
第一部分：引入。写信人首先需要简要说明写信的主要目的。如果需要的话，也可以大致作个自我介绍。
第二部分： 阐述。这是说服性信函的主体和核心部分。写信人需要在这个部分有条理地列出自己的理由。理由要力求客观、真实、有说服力，要重点突出、层次分明。
同时，要注意适当提高语言的力度，发挥语言的功力，以更好地展现自己的立场。阐述部分决定了说服性信函的成败，需要写信人精心策划、布局，以达到最佳效果。
第三部分： 总结。可以用生动的语言重申自己的核心观点，或以情动人、引起共鸣，或升华延伸、画龙点睛。这部分应该注意语言的简练和冲击力，切忌冗杂拖拉的表达。
常用表达
引入：
I am writing to ...
I hope that ...
That is to say ...
As far as I am concerned ...
In my opinion ...
Personally ...
阐述：
Here are my reasons. First of all, I think it would be better if ...
Second, ... Third, ...
Moreover ... What’s more ...
However ... Instead ...
Here I’d like to give my advice on ...
I would like to suggest that ...
If I were you, I would ...
总结：
In short ...
All things considered ...
To sum up ...
In brief ...
Please take my advice into consideration and make a final decision.
假如你是Frank。你的同学Tom因家庭经济困难准备辍学。请你根据以下要点提示，给他写封信，说服他继续上学。
要点提示：
1.听到这个消息很遗憾，希望他能振作起来、积极面对生活；
2.学生最重要的是学习，这对未来的影响是深远的；每个人都会在生活中遇到挫折，现实的困难是可以克服的；可以申请贫困补助、助学贷款或勤工俭学；
3.愿意尽全力提供帮助，并期望他能继续学业。
注意：
1. 词数不少于100；
2. 可适当增加细节，以使内容充实、行文连贯；
3. 参考词汇：贫困补助 poverty bursary； 助学贷款 student loan； 勤工俭学 take part-time jobs
参考范文
Dear Tom,
I am sorry to hear your story, and it surprises me that you have decided to drop out of school. I am writing to tell you that you needn’t do that and hope that you will cheer up and face life with confidence.
Here are my reasons. First of all, as a student, to have a good education is the most important, which will have a long-lasting influence on our life. Second, every one of us will meet with some difficulties in our lives and we must face them bravely and optimistically. Third, there are lots of ways to help you getthrough your present difficult situation. You can apply for poverty bursaries, student loans or take part-time jobs.
I really hope that you will go on with your study, and I will try my best to help you. Sincerely yours,
Frank
【设计意图】说服性信函是我们日常生活中经常用到的一种文体，通过学习这篇写作指导，掌握它的写作方法。
Step Ⅱ Practice
Write a short letter asking Copernicus to publish his ideas so everyone can read them.
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show whether your ideas are right or wrong.
So I hope you will feel you can publish your new theory.
Yours sincerely,
(your name)
【设计意图】巩固熟悉说服性信函的写作。
Step Ⅲ Homework
Ask the students to do the Project on page 47.
【设计意图】完成课后练习，提高写作能力。
教学反思
略。
