Unit 1 Great Scientists 教案（5份打包）

Unit 1 Great Scientists
教学设计
【教材分析】
本单元的中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。” Warming up 和pre-reading激活背景知识，为进入阅读课文打好铺垫;阅读文章介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法发现并控制“霍乱”的。运用图式理论激活背景知识。
通过阅读，使学生学习解决问题的一般步骤，并用于指导其他学科的学习。之后进行相关的语言学习和语法学习，对于课文语言点，采用老师引导式：课前布置学生找出重难点，堂上通过设计各种各样的情景要求学生使用课文出现的重难点回答问题，最后以填空、翻译、复述、使用所学重点造句等形式进行巩固，深入理解文章中的句子。语法教学根据三维语法教学理论所提倡的：“形式+ 意义+ 运用”相结合；把语法教到实处，教到使处。整个语法教学由单词、词组、句子、对话、段落到篇逐渐过渡，使学生能做到学以致用。听力部分主要培养学生的分析能力和组织语言的能力；而说的部分侧重于交际能力和说服能力，同时也为后面的写作打好基础。写作除了强调说理能力的培养，也强调了对学生收集信息、整理信息及传递信息的能力培养，通过引入(背景)---口头讨论(收集点子)---列提纲---写作---组内交流---全班分享---课后修改---老师批改体现了自做、自助和自悟的教学思想、改进学生的学习策略。
【课程标准要求掌握项目】
功 能 句 式
? Describing people
What nationality is this scientist?
When was he / she born?
When did he / she die?
What kind of family did he / she come from?
What kind of education did he / she receive?
What did he / she achieve in his / her scientific work?
Why did he / she achieve great success?
? Was it because of his / her talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm / luck?
? 词 汇
1． 四会词汇
engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view
2． 认读词汇
infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, brightness, persuasive, logical
3． 词组
put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic
? 结构
The past participle as the predicative & attribute
Find out the functions of the past participle in sentences.
Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute.
? 重点句子
1. John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P2
2. But he became inspired when he thought about helping ordinary people exposed to cholera. P2
3. It seemed the water was to blame. P2
4. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3
5. Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P6
6. Only if you put the sun there did the movements of the other planets in the sky make sense. P7
7. To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44

Period 1 Warming up & Vocabulary
Teaching Aims:
1. Get to know some new words and expressions. Focus on: put forward, theory, black hole, radium, steam engine, characteristics, examine, draw a conclusion, analyse, repeat, attend, contribute, apart from, creative, co-operative, positive, strict, enthusiastic, cautious.
2. Know some great scientists and their achievements.
3. Analyse the common qualities these scientists share and revise how to describe people’s characteristics.
Difficult and Important Points:
1) Word study
2) Describe main contributions of the great scientists.
3) Make up a dialogue between two scientists about their inventions/discoveries and their plan for the future.
Teaching Methods:
1. Analysing
2. Individual & Pair work
3. Teams match
Teaching Procedures
Step 1 Leading in
Introduce some famous scientists and their achievements, and then do the quiz.
1. Can you remember them? ( Stephen Hawking & Yuan Longping)
Have a revision of the expressions: theory, black holes, super hybrid rice.
2. Play a guessing game. Show sentences one by one about scientists’ contributions, and let Ss guess who they are. Ss should compete to answer as soon as possible. Then share some famous sayings by the great scientists, to inspire Ss to learn from them. Each student represents his/her team and gains points for his/her team.
Step 2 Warming up
1. Try this quiz and find out who knows the most. (Pair work to finish the Quiz Questions on P1.)
Give Ss enough time to understand the questions in the quiz, and they are allowed to discuss with their partners. T walks around to give help.
2. Check the answers with the whole class. Then ask Ss about these scientists. If they don’t know, show the further introduction to these 10 scientists.
1).Archimedes (an ancient Greek mathematician & physicist)
2).Charles Darwin (British, author of The Origin of Species )
3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )
4). Gregor Mendel (Czech)
5).Marie Curie (Polish and French, won two Nobel Prizes)
6).Thomas Edison (an American inventor)
7).Leonardo da Vinci (a famous Italian artist)
8).Sir Humphry Davy (British)
9).Zhang Heng (Chinese, invented seismograph)
10).Stephen Hawking (a British astronomer)
Step 3 Brainstorming
1. Now that we’ve learned so many great scientists, let’s draw a conclusion about them. What common characteristics do they have?
Attention: In this part, Ss may list many other adjectives which they have learned before to describe scientists. So the major job of T should be leading in these new expressions and make some connection between the old and the new, for example, bright can be equal to clever or wise, strict can be similar to serious, co-operative means work along well with others, enthusiastic means full of love for their jobs, and so on. So it is better for T to explain the new words in English-English way. But if the Ss are not so good at English, T can use some Chinese if necessary.
2. Draw a conclusion about them in sentences: They all…
E.g. made a great contribution
made great achievements
succeeded in their scientific career
overcome many difficulties
Step 4 Pair work
Make up dialogues. It’s a pity that these great minds can’t get together. So now we’ll organize a party for them. Because of an advanced machine called Time Machine, all scientists from all different times can come to attend it. Now they’re talking to each other. Make up a dialogue between two scientists. They may talk about their achievements, their life and their plan for the future work.
They may talk about these
1.I wonder if you’re…
2.I know you because I’ve heard that you…
3.Thank you for knowing so much about me.
4.I’m the one who…
5.I’m really interested in your invention.
……
They may ask about these
What’s your nationality? (I’m from…)
What are you interested in?
What conclusion have you drawn?
What are you proud of?
What leads to your success? (My cautiousness/ creativeness/ determination…leads to…)
Step 5 Homework 1. Tell your partner about the great scientists and their achievements. 2. Revise the new words and expressions learned in this lesson, and preview those of the reading text.
Period 2-3 Reading
Teaching aims:
1. Learn some new words and expressions, such as deadly, infectious, infect, severe, absorb, blame, expose to, defeat, etc.
2. Train the reading skills and the ability of finding relative information.
3. Know how to prove a new idea in scientific research by abiding by the 7 stages.
4. Be encouraged to find out results by examining and analyzing.
Difficult and Important Points:
1) Make out the outline of the text.
2）Find out what John Snow did in the 7 stages, and find out the cause of cholera after reading the text.
3) Design a poster about cholera, using the information learned from this lesson.
Teaching Methods:
1. Pair work
2. Illustration
3. Discussion and team work
Teaching Procedures:
Step 1 lead in
There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.
Alexander Bell electricity
Thomas Edison the First telephone
Laite Brothers the electric Lamp
Madame Curie black holes in Universe
Franklin Theory of Gravity
Steven Hawking the First Plane
Elbert Einstein Radium
Isaac Newton the Theory of Relativity
Step 2 Pre-reading
Do you know Zhongnanshan?
Are there more terrifying infectious diseases?
What is “King Cholera”? Who helped the people to defeat cholera?
Show some pictures about people infected with cholera,
Step 3 Skimming & scanning
Who is John Snow? What happened between he and Queen Victoria?
Give a brief introduction to its symptoms and some figures about deaths. Then ask Ss about other infectious diseases.
What does “king” mean?
Do you know what did this map was used for in 1854?
Step 4 Fast-reading
1. Put the 7 stages in right order according to the passage.
2. Match each paragraph with each stage in examining a new idea.
draw a conclusion think of a method collect results make up a question
find a problem analyse the results find supporting evidence
repeat if necessary
Step 5 Careful reading
Para 1
1. What is cholera?
2. How to control cholera, in John Snow’s opinion?
Para 2
He put forward ________ theories explaining the cause of cholera
Idea 1
Cholera was spread by ________________________in the air to attack people.
Idea 2
Cholera was spread by __________ with which people absorbed this disease into their bodies.
Which is right?
Para 3
1. What did John Snow do when another outbreak hit London in 1854 and spread quickly?
2. Where did he gather the information?
Para 4
Many deaths happened here.
No death happened here.
The water from the pump was to blame.
Para 5
1. The water came from ______________.
A. the river that had been dirtied by people from London
B. the lake that had been polluted by local people
C. the river that had been dirtied by water from London
D. the lake that had been polluted by water from London
2. What did Dr. Snow advise the people in Broad Street to do? And what was the result?
Para 6
Read the 6th Para and try to catch the main idea of this paragraph.
Para 7
To prevent the cholera from spreading again, what did John Snow do?
Step 6 post reading
1. Find out the relative information about these numbers.
16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths
20 ,21; 8,9
20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.

7 These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.
2. Fill in the blanks
John Snow was a __________ doctor in London. There was the most deadly disease called King Cholera of his day. Every time there was a (an) _________, many people died of disease. John Snow wanted to use his knowledge to help solve this problem. He knew it would never be __________until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera__________ in the air without reason. The second suggested that people ___________ this disease into their bodies with their meals. John Snow determined to find out why. He believed in the second theory but needed to prove he was correct. So he_________ data to test the two theories. He ________ on a map where all the dead people had lived and the map gave a _________ clue about the cause of the disease. It seemed the water was to __________. Next, John Snow looked into the source of the water for these streets. With enough evidence, he announced with____________ that polluted water carried the disease of cholera.
Step 7 discussion
1. What disease is similar to cholera?
Cholera was a 19th century disease. What disease do you think is similar to cholera today?
2. What should we pay attention to in our daily life in order not to get infected with cholera?
(Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice. Eat only food that's been thoroughly cooked and is still hot, or fruit that you've peeled yourself. Avoid undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.)
3. What spirit can we find in John Snow? As a student, what should we learn from him?
clever/talented strict patient creative determined
positive honest intelligent
hard-working ambitious careful co-operative confident brave
Step 8 Team work
Show a poster about cholera first, then ask Ss to design a poster, following the example.
In the poster, the symptoms and the ways of preventing us from getting infected with cholera should be included.
Step 9 Homework
1. Surf the internet to find out: What should we pay attention to in our daily life to prevent ourselves from getting infected with all these infectious diseases?
2. Write down the important words and phrases in your exercise books.
3. Underline the difficult sentences that you cannot understand


Period 4 Language points
Teaching Aims:
Learn expressions & phrases
language points
Difficult and Important Points:
1）Language points
2）The usage of “suggest & in addition”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step 1 Revision
Have a dictation
Step 2 Check the answers
Check the answers of yesterday’s homework (P42.Using Words and Expressions)
Step 3 Expressions & phrases
1.discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
Who invented the steam engine? 谁发明了蒸汽机?
2.lift up 举起;抬起;提升
3. Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
May I put your name forward as our monitor?
我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造
put up with…忍受……
?You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4. draw a conclusion 得出结论
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….”
He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发
He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:
I will give the letter to him immediately I see him.我一见到他就把这封信给他.
I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P77.5,并完成相关的练习)
8. terrified people 被吓坏的人们
9. absorb sth. into… 把….吸收入….
10. gather the information 收集信息
11.in addition adv. as well as 另外
In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.
12. link … to … 将….和….联系起来 (be linked to…)
13. announce with certainty 肯定地宣布
14. prevent sb. from doing sth. 阻止某人干某事
Step 4 Practice
Finish the exercises on P4 & P42. Ex.1、2、3.

Period 5 Grammar
Teaching Aims:
1. Get the hang of past participle used as attributive and predicative.
2. Know the difference between V-ing form and the past participle used as the attribute and predicative.
Teaching Important Points:
1. Enable the students to use the Past Participle as the Attribute & Predicative in real situations.
Teaching difficult points
1. Have the Ss sum up the function of the past participle
2. Know the difference between V-ing form and the past participle used as the attribute and predicative.
Teaching Methods:
1. Inductive , comparison, explanation and exercise method
2. cooperative work
Teaching Procedures
Step 1 Revision
Check the homework.
Step 2 Grammar Learning
Part 1 Competition.
Divide the class into four teams. Each team chooses one student as their leader. The leader will choose the amount of money which stands for each question and can choose any one in the team to answer the question. If the answer is correct, the group will get the amount money. If not, they will lose the money.
1. What do you know about Dr. John Snow’s being well-known in London?
He attended Queen Victoria to ease the birth of her babies.
2. From what disease did Londoners suffer in his age and why did he get inspired?
They exposed themselves to cholera. He got inspired when he thought about helping ordinary people exposed to cholera.
Ordinary people who were exposed to cholera
3.Why did so many terrified people die every time there was an outbreak?
Neither its cause, nor its cure was understood
4. When did Dr. Snow think the disease would be controlled?
He knew it would never be controlled until its cause was found.
5. What was the second theory explaining how the disease killed people?
People absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.
6. Where did the water of pump from and how did it get polluted?
It came from the river, which had been polluted by the dirty water from London
7. What did Dr. Snow advised the people in Broad Street do?
He told the astonished people in Broad Street to remove the handle from the water pump so it could not be used
8.What else did Dr. Snow find in another part of London that were linked to the Broad Street outbreak?
In addition, he found 2 other deaths.
9. What conclusion did Dr. Snow tell the public?
He announced that polluted water carried the disease.
10.To prevent the cholera from spreading again, what did John Snow do?
He suggested that the source of all water supplies be examined and that new methods of dealing with polluted water be found. The water companies were
also instructed not to expose people to the polluted water anymore.
11. Why were these families working in the pub at 7 Cambridge Street not affected ?
Because they were given free beer and so had not drunk the water from the Broad Street pump.
Now please look at these phrases esp. the words in red. What’s the same characteristic of these words? That’s what we will talk about today---the past participle
Part 2 The past participle used as the attribute and predicative
过去分词的句法功能：
1．过去分词作定语 (Attribute)
1) 在句中的位置
单个的过去分词作定语时，位于它所修饰的名词或代词前面；
过去分词短语作定语时，位于它所修饰的名词或代词后面。
E.g. The ground is covered by fallen (fall) leaves.
These wanted (want) people are from Hong Kong
This will be the best novel of its kind ever written (write).
This will be the best novel of its kind that has ever been written.
2) 作定语的过去分词与定语从句之间的转换．
Who were the so-called guests invited (invite) to Jacky Chuang’s concert last month?
Who were the so-called guests that had been invited to Jacky Chuang’s concert last month?
She is drinking boiled (boil) water.
She is drinking the water which has been boiled.
a broken heart 一颗破碎的心 a heart which is broken
a lost dog 丧家之犬 a dog which is lost
an organized trip 有组织的旅行 a trip which is organized
3). Complete the table with phrases that have the same meaning with the partners.

terrified people people who are terrified
reserved seats seats which are reserved
polluted water water that is polluted
a crowded room a room that is crowded
a pleased winner a winner who is pleased
T: What are the words in the right column of the above form used as?
2. 过去分词作表语 (Predicative)
1) 过去分词作表语时，多表示主语所处的状态或构成被动语态。
The shop is closed (close).
Cleaning women in big cities usually get _paid___(pay) by the hour.
2) 作表语的过去分词与定语从句之间的转换．
There are two glasses which are broken (break) There are two broken glasses
The person who feels excited (excite) is Ronaldo The excited person is Ronaldo.
He looked up with an expression which was pleased (please)
He looked up with a pleased expression
3). Complete the table with phrases that have the same meaning.
astonished children children who look astonished
a broken vase a vase that is broken
a closed door a door that is closed
a trapped animal an animal that is trapped
the tired audience the audience who feel tired
Part 3 过去分词作定语和表语的区别:
1). 定语　放在名词和代词的前面或后面　　表示动作已经完成或被动的
表语　放在be 动词或系动词的后面　　说明主语的状态或构成被动语态
2).Fill in the blanks with the past participle
A: The audience feel tired at this tiring performance, but why do you always look so tired? Do you sleep well these days?
B: No, I’m busy designing a new game program.
A: Do you know why Joy looks so sad?
B: He got blamed about losing the money.
A: Did you go to see the film last night, which you have been looking forward to.
B: Yes, I did. But I was so disappointed with it. I had expected it to be better.
A: Why do you always keep your children at home. It’s summer vocation now. Why not take them to the zoo.
B: Good idea. They are really excited about going to the zoo.
A: Doctor, How long will he have to be kept in hospital.
B: At least one month. His wound became infected with a new virus.
A: Did you hear the news that Zhang Guorong killed himself by jumping from a high building.
B: Yes, I did. Everybody was shocked/depressed to hear the death of the famous film star.
T: Immediately Zhang Guorong died, most of the newspapers came to report the news of his death. What kind of newspaper would like to report this news?
Most of the newspapers which were concerned with this disease reported the news of his death. predicative
3). Choose appropriate verbs, using the past participle. Explain the use of the past participle in each sentence
worry interest arrive frighten 　 prepare continue concern

1. They were prepared to accept my idea. (predicative)
2. He was frightened of going alone into the empty house. (predicative)
3. The mayor said that he was worried about the continued rise of the water level in the river bed. (predicative) (attribute)
4. Recently arrived soldiers are helping to take the victims to safe areas from the flood. (attribute)
5. Most of the newspaper seems to be concerned with pop stars. (predicative)
6. I’ll be interested to hear what he has to say. (predicative)
Part 4 过去分词和V-ing形式的区别:
1). 语态上
I heard someone opening the door . I heard the door opened .
现在分词: 表示主动的动作

过去分词: 表示已经被动的动作
2). 时间上
the falling leaves the fallen leaves boiling water
boiled water the rising sun the risen sun

现在分词: 表示正在进行的动作

过去分词: 表示完成的意思
现在分词表示它所修饰的名词或句子主语的特征、特性。
过去分词表示它所修饰的名词或句子主语的心理感受或状态。
V-ing形式 表主动的，进行的，
特征的---含有“令人……”之意

过去分词　 表被动的，完成的，
表状态---含有“感到……”之意
Exercise 填入适当的分词。
1. A. Nobody was interested in the story he told.
B. The story he told was very interesting . (interested, interesting )
2. A. Everybody was excited to hear the news.
B. The news is very exciting indeed. ( excited, exciting )
3. A. The result of the test was rather disappointing .
B. He was very disappointed at the result of the test. ( disappointed, disappointing )
4. A. What he said was very amusing .
B. I was very amused at the sight. ( amused, amusing )
Step 3 Sum up
1．过去分词作定语 (Attribute)
单个的过去分词作定语时，位于它所修饰的名词或代词前面；
过去分词短语作定语时，位于它所修饰的名词或代词后面。
2.过去分词作表语时，多表示主语所处的状态或构成被动语态。
? 过去分词　 表被动的，完成的，
表状态---含有“感到……”之意
Step 4 Consolidation
练习一． 句型转换
1. A thief stole the goat that was tired to the tree.
=A thief stole the goat _tired___ to the tree.
2. The girl who is dressed in red is Kelly’s long-lost friend.
= The girl _dressed in red____ is Kelly’s long-lost friend.
3. The castle, which was burnt down in the sixteenth century, was never rebuilt.
= The castle, _burnt down in the sixteenth century__, was never rebuilt.
4. Father beat the son who was lost in the online games.
=Father beat the son __lost _ in the online games.
5. The project, which was designed by the Chinese engineers, was constructed in only 2 year.
= The project, designed by the Chinese engineers, was constructed in only 2 year.
练习二． 单句改错
1. They were all amusing at what he said.
2. He was very exciting to hear the news that their team had won.
3. The situation was a bit discouraged.
4. Two pages in this dictionary are missed.
5. Your mother is quite worrying about your stare of health.
6. We know his parents won’t allow him to swim from his disappointing expression
练习三． 单选
1. As is known to us all, traveling is _A_____, but we often feel ______ when we are back from travels.
A. interesting; tired B. interested; tiring
C. interesting; tiring D. interested; tired
2. Hearing the __D__ news, we all felt ___.
A. encouraging, encouraging, B. encouraged, encouraged
C. encouraged, encouraging D. encouraging, encouraged
3. From the dates __B____ on the gold coin, it is confirmed that was made five hundred years ago.
A. marking B. marked C. to be marked D. having been marked
4. The __B____ look in her face suggested that she _______ it before.
A. surprising, wouldn’t know B. surprised, hadn’t known
C. surprising, hadn’t known D. surprised, shouldn’t know
5. The picture writing _D______ long long ago is hard for us to understand today.
A. having been drawn B. being drawn C. was drawn D. drawn
6. The man _D_____ there is my uncle.
A. seat B. seating C. to seat D. seated
7. The first textbooks ___C___ for teaching English as a foreign language came out in the 16th century.
A. having written B. to be written C. written D. being written
Homework
1. Finish using structures in workbook unit 1.

Period 6 Listening
Teaching goals:
1. To learn how to get required information by listening.
2. Be familiar with some expressions about describing a person’s qualities.
3. Practise communicating with their classmates about their futures realistically.
Teaching important points:
Improve their listening ability of getting specific information and speaking ability of talking about personality and appearance.
Teaching difficult points:
How to improve their speaking ability of talking about personality and appearance by finishing the speaking tasks.
Teaching procedures
Step1 Lead in
A brief introduction of ShenZhou 7.
Onboard pilots Zhai Zhigang, Liu Boming and Jing Haipeng are expected to orbit the earth for 4 days, when one of them will float out of the cabin about 343 kilometers above the earth. When they make it, China will become the third country in the world who is able to conduct extra-vehicular activity in space following the former Soviet Union and the United States.
Do you know the Father of the Chinese space programme?
then lead to the famous scientist Qian Xueshen.
What do you know about Qian Xuesen?
Show a clip of video of Qian Xueshen.
Step2 pre-listening
Explain some new words which will appear in the listening material--astronomer (天文学家), astronaut (宇航员)institute (研究所)then read the questions and ask the students to guess what this passage may be about.
Step 3 listening
Listen to the passage twice, then let the students answer these questions.
Play the tape once again, and check the answers together.
Step4 post listening
Introduce something about Qian Xueshen.
Step 5 exercise
Check the homework.


Period 7 Using language
Teaching goals:
1. To learn about Copernicus’ revolutionary theory.
2. To learn to write a persuasive essay and improve their integrating skills .
Teaching Important Points
Ss are able to write a persuasive composition.
Teaching Difficult Points
Inspire Ss to argue for their own ideas.
Enable Ss to write a persuasive composition.
Teaching procedures:
Step 1 Pre-reading
1. Do you know what is the center of the solar system?
2. Can you name the eight planets in the solar system?
We know the first scientist is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The chart on P.7 shows his theory.
Let’s enjoy a video of Copernicus’ Revolutionary Theory.
Step 2 While-reading
1 Skimming:
Read through the passage fast and try to get the main idea of the passage.
1. What did Copernicus think was the center of the solar system?
2.When did Copernicus publish his theory?
2. Scanning:
Scan the passage and find the experiences of Copernicus
Birth: February 19, 1473
Death: May 24, 1543
Place of Birth: Toruń, Poland
Career:
1491-1494 Studied mathematics at Kraków Academy
1496 Went to Italy to study astronomy and law at the University of Bologna
1497 Began observations of the Sun, Moon, and planets
1514 Wrote Commentariolus, an outline of his astronomical ideas, but did not circulate it widely
1543 Published De Revolutionibus Orbium Coelestium (On the Revolutions of the Celestial)
Step 3 post reading
Read through the passage again, and tell whether the following statements are true or false.
1. At Copernicus’ time, Christian Church was in charge of many western countries.
2. Copernicus noticed that observed from the earth, some planets appear in front of or behind the earth.
3. Copernicus didn’t show his new theory to his friends until he completed it.
4. His friends were not interested in his ideas.
5. Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as he finished working on it.
6. Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe.
? Use the reading and try to draw the two theories of the universe.
Before Copernicus’ theory Showing Copernicus’ theory


The Earth was stationary at the center of the solar system, and the Sun and planets revolved around it. The Sun is stationary at the center of the solar system, and the Earth and the other planets orbit around it
Step 4 language points
1. lead to: to result in 导致
Your carelessness will lead to the trouble in the future.
2. make sense
1) to have a clear meaning
No matter how I tried to read it, the sentence didn't make sense.
2) to be wise course of action
It makes sense to take care of your health.
3. spin--- spun(span)--- spinning
e.g. We span the coin to see who would have first turn.
I spun around to see who had spoken.
4. If you don’t like Tom, you may r_____ his gift.
If you don’t think the suggestion is suitable for you, you may r____ it.
5. enthusiastic: be interested in
She’s very ______________________ singing.
We explain our plan, and he is very___________.
enthusiastic enthusiasm enthusiastically
She shows boundless __________ for the work.
She greeted him _____________ with a kiss.
She is very __________ about Eastern music.
6. cautious-- cautiously :careful to avoid risk
be cautious about/of sb./sth.
e.g. The bank is very cautious about lending money.
My father is a very cautious driver.
The guard warned me to be cautious about strangers.
Step 5 Discussion
If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason.
(Suggested answer: As a scientist, Copernicus was more cautious than coward. If he had published his ideas at his time, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth.)
Step 6 Writing
1. Now write a short letter asking Copernicus to publish his ideas so everyone can read them.
2. Learning tips.
This article is a persuasive writing, which is about changing somebody else’s point of view. When you are doing this kind of writing, you must always have some evidence to support your idea. To make this easier, you can hold discussions with your family and friends. Give your ideas and reasons to them whenever you are making choices. You may argue with them and try to persuade them. Then you will find it easier to do your persuade writing.
However, when you are writing, do not forget to plan your work and put your ideas in a logical order.
Now please discuss in a group of four and decide how to write this letter. Try to collect your ideas and make a plan. You can read the tips given to you in Ex.3 on page 8.
Here is a plan:
Beginning: Tell Copernicus who you are and why you want him to publish his ideas.
Paragraph 1: Reason 1 and evidence.
Paragraph 2: Reason 2 and evidence.
Summing up: Ask him to think again about publishing his ideas.
3. Sample writing
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory.
No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you will feel you can publish your new theory.
Yours sincerely,
(your name)
Homework
1. Write down your persuasive essay on your exercise books.
2. Review the whole unit and prepare for the dictation.

Period 8 Summing up
Teaching goals:
1. To know about what they have learned in this unit.
2. To check their work and give a self-assessment.
Teaching procedures:
Revision
1. Have a dictation of the words and expression learned in this unit.
scientific conclude repeat defeat attend expose control blame immediately announce complete cautious put forward draw a conclusion in addition link…to apart from lead to make sense point of view
2. Translate the following sentences(p42)
3.. Choose the correct words to complete the following sentences.
1) John Snow devoted himself to ________. (science, scientific) research.
2) He worked hard until he drew a ________ (conclude, conclusion) in 1854.
3) The teacher drew a picture to make herself ______ (ease, easy, easily) understood.
4) The boy needs some more stamp to make his collection ______ (complete, completely).
5) ________ (Apart from, Except) that 10 dollars, I have another ten given by my mother.
4. Complete the sentence with the correct form of the given words.
1).But he became _______ (inspire) when he thought about helping ordinary people _____(expose) to cholera.
2).The disease attacked the body quickly and soon the _______ (affect) person was dead.
3).Immediately he told the ______ (astonish) people to remove the handle from the water pump.
4).In addition, he found two other deaths that were ______ (link) to the broad Street outbreak.
5).The water companies were also ____(instruct) not to expose people to polluted water anymore.
5. Choose a scientist that you are familiar with or admire very much or you have learned about and fill in the chart with the information you know. Then compare your ideas with your partner. The more information you write, the more marks you will get.
Items Personal information
Name
Address
Nationality
Year of birth
Occupation
Education
Dream
Achievement
Hobbies
The reason I like him
6. Retell the story about John Snow to your friend, trying to use as many words and expressions learned in this unit as possible.

Unit 1 Great Scientists
本单元教学内容分析:

本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学原理。”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。

本单元所涉及的要点是：
（1）了解著名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。
（2）学习表示意愿、希望和建议的句型。
（3）学习过去分词作定语和表语的结构。
（4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力.


The 1st Period
Teaching Aims:
1. Learn some new words and expressions.
2. Know some great scientists and their achievements.
3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.
Difficult and Important Points:
1) Word study
2) Discuss in groups the stages in examining a new scientific idea.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Word Study according to the situations given (Do exercises)
Teaching Procedures:
Step I Warming up
1. What do you know about great scientists?
Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)
2. Check the answers with the whole class.
1).Archimedes (an ancient Greek mathematician & physicist)
2).Charles Darwin (British, author of The Origin of Species )
3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )
4). Gregor Mendel (Czech)
5). Marie Curie (Polish and French, won two Nobel Prizes)
6). Thomas Edison (an American inventor)
7). Leonardo da Vinci (a famous Italian artist)
8). Sir Humphry Davy (British)
9). Zhang Heng (Chinese, invented seismograph)
10).Stephen Hawking (a British astronomer)
Step II. Word Study
1. Read the new words after the tape.
2. Choose the correct words to complete the following sentences.
1) John Snow devoted himself to ________(science, scientific) research.
2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.
3) The boy needs one more stamp to make his collection __________ (complete, completely)
4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.
5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)
6) People who had drunk the __________ (polluting, polluted) water were dead.
7) I will tell him the good news ____________ I see him. (immediate, immediately)
8) I suggest _______(to have, having) a rest after working for such a long
time.
3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.

1.Who _______________ a theory about black holes?
2.What ______________ did you draw?
3.The car went out of ___________ and crashed.
4.SARS is a terrible _____________ disease.
5.He _____________ a difficult argument skillfully.
6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.
7. Everyone was silent as he ___________ the winner of the match.
8._____________ visiting the zoo, we went to the museum.
Step III. Practice (using inductive method)
Use the correct form of the words to fill in the blanks.

n. v. adj.
Infection
examination=exam X
Science /scientist
Conclude X
Analysis X
Defeat X
Value
announcement /announcer X
Instruction X
Calculate X
contribution /contributor contributive
Instructor/instruction X
Move Movable
Rejection X
X Create
Completion
Persuader Persuade

n. adj. adv.
Certain certainly
co-operation X
Revolution X
Privacy隐私；隐居 Private
X backward
Enthusiasm enthusiastically
Logic logically
Step IV. Pre-reading
Discussion:
1. What five most important qualities do you think a scientist should have? Give the reasons.
generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful
2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyze the results Repeat if necessary
? After reading the following passage, put the correct stages into the reading about research into a disease.
Step V. Summary
Step VI. Homework Assignment
1. Read the passage John Snow Defeats “King Cholera”.
2. Learn the new words by heart and prepare for tomorrow’s dictation.



The 2nd Period
Teaching aims:
1. Learn some new words and expressions.
2. Improve the students’ reading skills.
3. Know how to prove a new idea in scientific research.
Difficult and Important Points:
1）Reading comprehension
2）What did John Snow do to prove a new idea in scientific research?
Teaching Methods:
1. Group work
2. Competition
3. Illustration
4. Deductive Method
Teaching Procedures:
Step I Warming up
Do you know these famous scientists?
(Show the Ss some pictures of great scientists and have them say what achievements they have made.)
Step II. Pre-reading
1. Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.
Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.
2. Make up a question
Name of illness cholera (霍乱)
Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)
Aftereffect Die quickly from a loss of liquid
What was the cause of this illness? How did John Snow find it out? (Deductive thinking)
Step III. New words study
Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.
Step IV. Reading
Fast—reading:
Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)
Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.
In 1854 Another outbreak hit London.
500 , 10 More than 500people had died in 10 days.
16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths
20 ,21; 8,9 20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.
7 These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.
Careful reading
Read each paragraph and find out what evidence or approach is John
Snow used in the stage of experiment, then fill in the chart below.
Paragraph Stages in an experiment Example in this investigation
1 Find a problem What causes cholera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where they got their water.
4 Collect results Plot information on a map to find out where people died or did not die.
5 Analyze results Analyze the water to see if that is the cause of the illness.
6 Repeat if necessary Find other evidence to confirm your conclusion.
7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.
Step V. Discussion
1. What’s the significance of Snow’s famous cholera map ?
2. If you were John Snow, how would you investigate the cholera?
Step VI. Summary
Step VII. Step VII. Homework assignment
1. Finish Ex.1 on P42.
2. Retell the story.
3. Prepare for tomorrow’s dictation.

The 3rd Period
Teaching Aims:
1. Learn expressions & phrases
2. Learn language points
Difficult and Important Points:
1）Language points
2）The usage of “suggest & in addition”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
Check the answers of yesterday’s homework (P42.Using Words and Expressions)
Step III. Expressions & phrases
Expressions & phrases (1)
1. know about… 了解……的情况
2. lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5.put forward a theory about black holes提出一个有关黑洞的理论
6. infectious disease 传染性的疾病
7. in scientific research 在科学研究上
8. examine a new scientific idea 验证一个新的科学思想

9. draw a conclusion 得出结论
10. analyze the results 分析结果
11. a well-known doctor 一个著名的医生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被吓坏的人们
16. get interested in sth./doing sth. 对…产生兴趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 决心干某事

20. a valuable clue 一条珍贵的线索
21. the water pump 水泵
22. in addition (to…) 除..…之外还有…
23. link … to … 将….和….联系起来 (be linked to…)
24. have it delivered (have sth. done) 叫某人送东西
25. die of… 死于…

26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth. 阻止某人干某事
29. deal with… 处理……

30. solve the problem 解决难题
Expressions & Phrases (2)
1.come to an end 到了尽头
2.find the cause of this illness 找出疾病的起因
3.look into… 调查……

4.apart from… 除…..之外;此外 (=except for…)
5.prepare for… 预备好….
6.be strict with sb. 对某人严格要求
7.a revolutionary theory 一个革命性的理论
8.lead to… 通向…. ;导致… (注意:to为介词)
9.make sense 有意义
10. at times =sometimes 有时候
11. contribute to sth. 有助于;促进
12. encourage sb. to do sth. 鼓励某人做某事
13. point of view 观点
14. living conditions 居住条件
15. break… in/into pieces 把…摔成碎块
16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…

17. devote one’s life to doing sth. 献身于…..
18. curved line 曲线
19. achieve great success 取得巨大的成功
Step IV. Language Points
1. discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
Who invented the steam engine? 谁发明了蒸汽机?
2.Who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … “做…..的方法”
She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
I don’t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:
by the way 顺便说 、
by way of … 通过……的方法，经，由
lose one’s way 迷路
no way (俚语) 没门,别想
feel one’s way 摸黑走,谨慎从事
on one’s way to…在去…的路上
in this way=by this means=with this method用这种方法
3. Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
May I put your name forward as our monitor?
我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造
put up with… 忍受……
?You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.)
deadly
adj. (1).dangerous; likely to cause death 危险的;致命的
a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的
a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的:
a deadly enemy不共戴天的敌人
adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….”
He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发
He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:
I will give the letter to him immediately I see him.我一见到他就把这封信给他.
I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8. absorb v. 吸收(液体);承受;承担 (费用等)
Use the cloth to absorb the spilled ink. 吸干撒的墨水
We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
I was absorbed in a book and didn’t hear you call.专心看书
absorb…into…吸收…
The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9. valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石 valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
Mary kept her valuables in a safe.
玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.
Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment

The 4th Period
Teaching Aims:
1. Teach grammar (The Past Participle as the Predicative & Attribute)
2. Improve the students’ listening skills.
Difficult and Important Points:
1)Learn the grammar(The Past Participle as the Predicative & Attribute)
2)Have the Ss sum up the function of the past participle using inductive method.
Teaching Methods:
1. Inductive Method
2. Group work
Teaching Procedures:
Step I Dictation
Step II. Grammar
1. Please look at the sentences carefully. Pick out the attribute& predicative of the sentences.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2. Please classify the words that you identify into groups and explain why you divide them into these groups.
angry beautiful young
worried excited terrified
3. Now use a different past participle/adjective in each sentence to change the mood of the sentence.

4. Discovering Useful Structures P4
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.
1) Doctor John Snow was a well-known doctor in London. (Attribute)
2) John Snow told the astonished people in Broad Street. (Attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (Predicative)

(2). Complete the table with phrases that have the same meaning







Step III. Listening P5 Using language
Step IV. Discussion
In pairs discuss what scientific job each of you would like to choose in the future.
(Refer to the questions &expressions on P6 that may help you)
Step V. Exercises
?Finish Ex. 2 on P42. (Translation)
?Finish Ex.1&2 on P44.(Using structures)
Step VI. Summary
Step VII. Homework assignment

The 5th Period
Teaching Aims:
1. Improve the students reading skills.
2. Learn something about Copernicus and his Revolutionary Theory
3. Learn how to accomplish a persuasive writing.
Difficult and Important Points:
1) Reading Comprehension
2) Persuasive writing.
Teaching Methods:
Comparative method
Teaching Procedures:
Step I Warming up
1.Do you know what is the center of the solar system?
2.Can you name the nine planets in the solar system?
Mnemonics (记忆术)
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?

My Very Easy Method: Just Set Up Nine Planets.
Step II. Reading
Title of the passage: Copernicus’ Revolutionary Theory
Fast reading
Listen to the tape, and find out the answers to the questions.
1. What did Copernicus think was the center of the solar system?
2.When did Copernicus publish his theory?
Careful reading
Why didn’t Copernicus publish his theory before he died?
Step III. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its centre
Step IV. Persuasive writing (Please refer to P8 Learning Tip)
Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them.
First you need to collect your ideas. For example:
?He believes his new theory is true.
?There are problems with the present theory.
?He has done many years of observations to prove his new theory is true.
?Science can’t develop unless people publish their ideas.
?Time will show if his theory is true or not.
Here is a plan:
Beginning: Tell Copernicus who you are and why you want him to publish his ideas.
Paragraph 1: Reason 1 and evidence.
Paragraph 2: Reason 2 and evidence.
Summing up: Ask him to think again about publishing his ideas.
One possible version:
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you will feel you can publish your new theory.
Yours sincerely,
Zhang Hua
Step V. Summary
Step VI. Homework assignment
1. Surf the Internet and get more information about Copernicus.
http://www.blupete.com/Literature/Biographies/Scienc (?http:?/??/?www.blupete.com?/?Literature?/?Biographies?/?Science?/?Copernicus.htm" \t "_parent?)e/Copernicus.htm (?http:?/??/?www.blupete.com?/?Literature?/?Biographies?/?Science?/?Copernicus.htm" \t "_parent?)
2. RevisionSupplement: Background
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.
Adapted from http://www.library.rdg.ac.uk/colls/special/featureditem/copernicus (?http:?/??/?www.library.rdg.ac.uk?/?colls?/?special?/?featureditem?/?copernicus?)

The 6th Period
Teaching Aims:
1. Improve the students’ listening skills.
2. Improve the students’ speaking skills.
Difficult and Important Points:
1)Listening
2)Help Ss overcome the difficulties in listening material.
Teaching Methods:
Class activities to help motivate the Ss’ interest of learning English.
Teaching Procedures:
Step I Warming up
1.Which plant and animal do you like best? Can you classify them into a system ?
2.Background: Carl Linnaeus (1707-1778) Swedish
Carl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime.
Step II. Listening P41
1.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong.
A. This is about a man who wants to name a flower.
B. This is about a man who finds a flower and wants to own it.
C. This is about a man who finds a flower and wants to know if it is a new species of flower.
2. Listen to the tape again and try to complete the following passage.
To find the name of the 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(分类)all plants and animals.
Step III. Talking P41
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.
Pair work (Making a telephone call)
How will I recognize you?
What special features do you have?
What will you wear?
How will I know you?
What do you look like?
You can recognize me because…
I’m tall/short, fat/thin, young/old with…
My…looks a bit like…
I have large /small ,brown/green eyes with…
Step IV. Play a game: Can you guess who he/she is?
One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.
Step V. Summary
Step VI. Homework assignment


The 7th Period
Teaching Aims:
1. Improve the students listening and reading skills.
2. Learn something about topology.
Difficult and Important Points:
Reading
What is Euler path?
Teaching Methods:
Use Puzzle & Diagram to make the passage clear and easily understood.
Teaching Procedures:
Step I Listening
Listening task P44
Step II. Play a Puzzle game
Can you go over it without missing any points or going over a line twice?
A A A

D D E
B C B C B C
Euler said, “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.”
Step III. Reading ( P45 ) Finding The Solution
1. Background
Leonhard Euler (1707-1783)
Born: 15 April 1707 in Basel, Switzerland
Died: 18 Sept 1783 in St Petersburg, Russia
Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.
2.Reading
What is Euler path?

Step IV. Work out the following Puzzles on P45&46.


Step V. Summary
Step VI. Homework assignment


The 8th Period
Teaching Aims:
Improve the students’ writing & speaking skills.
Difficult and Important Points:

1)Writing & “Peer response”
2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.)
Teaching Methods:
Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other.
Teaching Procedures:
Step I Warming up (5mins)
Talk about “Great”.

What thing or person do you think is great? Give an example.
Step II. Writing Task (P47) (20mins)
Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47.
Step III. Peer Response
Group work: Peer Response (3 pluses and 1 wish) (15mins)
Peer Response
Class ________ Name:________ Date:________
Peer 1. Name:_________ Title:_______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
? _____________________________________________
Peer 2. Name:_________ Title:______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
? ______________________________________________
Step IV. Homework assignment
(1) Revise the composition and hand it in tomorrow.
(2) Review for tomorrow’s test.


Past Participle as the Attribute

Past Participle as the Predicative

1.terrified people

1.people who are terrified

2.reserved seats

2.seats that are reserved

3.polluted water

3.water that is polluted

4.a crowded room

4.a room that is crowded

5. a pleased winner

5.a winner that is pleased

6. astonished children

6.children who look astonished

7.a broken vase

7.a vase that is broken

8.a closed door

8.a door that is closed

9.the tired audience

9.the audience who feel tired

10.a trapped animal



10.an animal that is trapped

put forward infectious announce conclusion handle control severe in addition to








Unit 1 Great Scientists
教学设计
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2. Discussion methods to make the Ss understand what they’ve learned in class.
3. Pair work of group to get every student to take part in the teaching-and-learning activities.
4.Competition and role-play method to arouse the Ss’ interest

Teaching process:
Period 1 Word study, Warming up, Pre-reading
Pre-class task:
1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word
2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1
Step 2 Word Study
1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair
2. Practice Use the correct form of the words to fill in the blanks.
n. v. adj.
infection Infect Infectious
examination=exam examine X
science /scientist X scientific
conclusion conclude X
analysis analyse X
defeat defeat X
value Value(估价，评价) valuable
instructor/instruction instruct Instructive(有益的，教育性的)
contribution /contributor contribute contributive
creation create creative
calculation calculate X
movement move movable
completion complete completive(完成的，完全的)
enthusiasm X enthusiastic
Step 3. Warming up (Group competition and introduce the great scientists)
1. Check the answers to the quiz to find out which group know the most .
2. Introduce the great scientists.
1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.
“Give me a place to stand on, and I can move the earth.” ----Archimedes
2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.
3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.
4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.
6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.
7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.
8) Zhang Heng, Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.
9) Stephen Hawking, British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.
Step 4 Pre-reading
1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.
clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave
2. (Group work) Ex1, p1
Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
8) Draw a conclusion 3) Think of a method 4) Collect results
5) Make up a question 1) Find a problem 5) Analyse the results
6) find supporting evidence 7) Repeat if necessary
Step 5. Summary
Seeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.
learning without thought is a labour lost; thought without learning is perilous(危险的)
3. To know the disease is half the cure. 找出病根等于医治了一半。
Step 6 Homework
1. Preview the reading passage John Snow Defeats “King Cholera”(p2)
2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class
3. Read notes ①--⑨ to Unit 1, p76-77
4. Listening exercise P41, Ex 1&2
Period 2 Fast Reading
(JOHN SNOW DEFEATS “KING CHOLERA”)
Step 1 Homework checking p41 Listening
Step 2 Lead in
1. Invite 2-3 Ss to introduce the scientists they admire most to the class
2. Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children. Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, the most terrible outbreak of cholera which ever occurred in the kingdom began. It was so violent and sudden that 127people died in the first three days.
3. Give information of the deadly disease cholera
1) What infectious diseases do you know? (AIDS, SARS, Bird Flu, grippe，pig-borne disease 猪链球菌)
2) What kind of disease is it ?
Name cholera
Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)
Aftereffect(后果) die quickly from a loss of liquid
Step 3 Fast Reading：
Read the text quickly and find out the answers to these two questions and the main idea of each paragraph.
1）What was the cause of this disease ?
2)How did John Snow find it out?
Para 1: the problem Para 2: the cause----two theories Para 3: the method
Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion
Show pictures of water pump and teach handle
Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)
Step 4 Discussion
1. (Group work) Discuss how John Snow investigated cholera. Put the stages in examining the disease in the right order.
Para. Stages in an experiment Examples in this investigation
1 Find a problem What cause cholera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where to get water
4 Collect results Plot information on a map to find out where people die or didn’t die
5 Analyse results Analyse the water to see if that was the cause of the illness
6 Repeat if necessary Find out evidence to confirm you conclusion
7 Draw a conclusion The water is to blame

2. P3, Ex2, Q2: Do you think John Snow would have solved this problem without the map? Give your reasons.
Step VI. Homework
1) Finish P4, Ex 1,2(on SB) Ex4 make sentences on exercise book (make one’s way to, make up one’s mind, make sure, make room for)
2) Find out the phrases according to the Chinese (part 1 on the paper for language points)
3) Retell the story John Snow Defeats “King Cholera” by following the 7 steps on p1
4. Read notes to Unit 1, p78-79, find out some difficult points while reading the text

Period 3
1. Learn expressions & phrases
2. Learn.language points ：Difficult and Important Points:
1）Language points 2）The usage of “suggest & in addition”
Teaching Methods: Presentation & Practice
Teaching Procedures:
Step I Homework checking.
Step II. Expressions & phrases



1. know about… 了解……的情况
2.lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5. put forward a theory about black holes
提出一个有关黑洞的理论
6. infectious disease
传染性的疾病
7. in scientific research
在科学研究上
8. examine a new scientific idea
验证一个新的科学思想
9. draw a conclusion
得出结论
10. analyze the results
分析结果
11. a well-known doctor
一个著名的医生


















12. ordinary people
百姓;普通人
13. expose (…)to sth.
暴露(…..)在……中
14. the most deadly disease
最致命的疾病
15. terrified people
被吓坏的人们
16. get interested in sth./doing sth.
对…产生兴趣
17. absorb sth. into…
把….吸收入….
18. gather the information
收集信息
19. determine to do sth.
决心干某事
20. a valuable clue
一条珍贵的线索
21. the water pump
水泵
22. in addition (to…)
除..…之外还有…
23. link … to …
将…和…联系起来
(be linked to…)
24. have it delivered (have sth. done)
叫某人送东西
25. die of…
死于…
26. announce with certainty
肯定地宣布
27. polluted water
被污染的水
28. prevent sb. from doing sth.
阻止某人干某事
29. deal with…
处理……
30. solve the problem
解决难题

Expressions & Phrases (2)
1.come to an end
到了尽头
2.find the cause of this illness
找出疾病的起因
3.look into…
调查……
4.apart from…
除…之外;此外 (=except for…)
5.prepare for…
预备好….
6.be strict with sb.
对某人严格要求
7.a revolutionary theory
一个革命性的理论
8.lead to…
通向…. ;导致… (注意:to为介词)
9.make sense
有意义
10. at times =sometimes
有时候
11. contribute to sth.
有助于;促进
12. encourage sb. to do sth.
鼓励某人做某事
13. point of view
观点
14. living conditions
居住条件
15. break… in/into pieces
把…摔成碎块
16. be devoted to sth./sb.
专致于.; 关心;挚爱…
17. devote one’s life to doing sth.
献身于…..
18. curved line
曲线
19. achieve great success
取得巨大的成功



Step IV. Language Points
1.discover & invent
discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.
E.g. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
2)Who discovered radium? 谁发现了镭?
invent v. “发明”,指的是发明原先不存在的东西.
E.g. Who invented the steam engine? 谁发明了蒸汽机?
2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … “做…..的方法”
She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
E.g. I don’t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:
by the way 顺便说 by way of … 通过……的方法，经，由
lose one’s way 迷路 no way (俚语) 没门,别想
feel one’s way 摸黑走,谨慎从事 on one’s way to…在去…的路上
in this way=by this means=with this method用这种方法
3.Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
E.g. May I put your name forward as our monitor? 我能否提名你当我们的班长?
put away 抛弃;舍弃 put down 写下来;记入名单;
put on 穿上;戴上;增加 put off 耽误;延期
put out 熄灭(灯);扑灭 (火) put up 建立;建造 put up with… 忍受……
?You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.) deadly (adj.)
adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人
adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.
如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….”
e.g. He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)to reveal the guilt or wrong doing of …揭露;揭发 e.g. He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受 expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为“每次,每当”,如:
Every time I meet him, I always think of the things happened between us.
每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,
e.g. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他.
2)I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8.absorb v. 吸收(液体);承受;承担 (费用等)
E.g. 1)Use the cloth to absorb the spilled ink. 吸干撒的墨水
2)We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
e.g. I was absorbed in a book and didn’t hear you call.专心看书
absorb…into…吸收…
e.g. The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石 valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
E.g. Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
E.g. 1) In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.
2) A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.
Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
2. Ss raise Qs on some difficult points they found while reading the text
Deal with the Language points exercises with the help of the notes on the paper
Step 3 Homework
1. Finish P42, Ex 1, P43, Ex 3, 4, P44,Ex 1
2. Finish P4, “Discovering useful structures” Ex1 (explain)
3. Preview the notes of Grammar on the paper for language points
4. Review the words for tomorrow’s dictation.

Period 4
Step1 Dictation
Step 2 Homework checking
P42, Ex 1, P43, Ex 3,4, P44 Ex1
Step 3 Grammar
1. Look at the sentences carefully. Pick out the attributes& predicative of the sentences. Give reasons for why you divide them into these groups.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2. Discovering Useful Structures ( P4 )
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.
1) Doctor John Snow was a well-known doctor in London. (attribute)
2) John Snow told the astonished people in Broad Street. (attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (predicative)
(2).Teach how past participle used 过去分词(The past participle)用法总结
1.作表语: 1）The cup is broken. 2)The door remains locked.门仍然锁着。
3)She looked disappointed. 她显得很失望。 4)He was terrified at seeing this.
5)People from all countries are respected and different views and opinions are tolerated.
2.作定语：1）Polluted air and water are harmful to people’s health.
2）A broken cup is lying on the ground.
3）This is one of the houses built last year. =which was built last year.
4）I want to write about people addicted to drugs.
5）TV programmes and printed articles help people in other countries learn about China and the Chinese people.
3.作宾语补足语：可以带过去分词作宾语补足语的动词有：
1）see, hear, find ,feel, think, 等表示感觉和心理状态的动词
1） He found his hometown greatly changed when he came back from abroad.
2）He once heard the song sung in German.
3）Every thought the match lost.
4）Frnk Lloyd Wright found himself inspired by Japanese seashells.
2) make, get, have, keep 等表示“致使”意义的动词：
1. He’s going to have his hair cut.
2. She had her foot injured in the fall.
3. When you talk, you have to at least make yourself understood.
4. Please keep us informed of the latest developments. ( 请让我们了解最新的发展情况。)
5. Every great culture in the past had its own ideas of beauty expressed in art and architecture.
3）表示“希望” “要求”等意义的动词：
1） He won’t like such questions (to be ) discussed at the meeting .
2） I want this letter (to be ) typed now.
3）They ordered the film banned.（禁演）
4） They want their buildings constructed in a way to look unnatural.
4.作状语：
The trainer appeared, followed by six little dogs.
Once seen, it can never be forgotten. =Once it is seen,
Seen from the hill, the park looks very beautiful = When it is seen from the hill,
Given more time, we could do it much better. = If we were given more time,
Once published,(=Once it was published,) his work became famous for the absence of rhyme at the end of each line.
Fold in this pocket, (=As it was fold in this pocket,)the letter wasn’t found until twenty years later.
(3) Finish Ex 2 on P 5 “Complete the table with phrases that have the same meaning” (in halves, Ss should finish half of the exercises and listen to the others for the answers to the rest exercises)
(4) Exercises

Period 5
Step 1. Warming up
1.Get 1-2 Ss to report to the class information of Copernicus
( Who is he? What achievement did he make? When? …)
2. Background Supplementary: Background
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.

3 Get Ss to give the names of the nine planets of the solar system .
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?
My Very Easy Method: Just Set Up Nine Planets

Step 2 Reading ----Copernicus’ Revolutionary Theory (P7)
1. Fast reading: Listen to the tape, and find out the answers to the questions.
1). What did Copernicus think was the center of the solar system?
2). When did Copernicus publish his theory?
3) Why didn’t Copernicus publish his theory before he died?
2. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its center

Step 3. Homework
1 Revise the composition and hand it in tomorrow.
2 Revise the language points for tomorrow’s quiz.
Period 6 Exercises & Summary




PAGE



12



Unit 1 Great Scientists(教案)
Teaching aims and demands:
Topic
how to organize scientific research : contributions of scientists.
useful words and expressions
engine characteristic radium theory scientific examine conclude conclusion analyse repeat defeat attend expose cure control absorb severe valuable pump pub blame immediately handle addition link announce instruct virus construction contribute positive strict movement god God backward complete spin enthusiastic cautious reject view
steam engine , put forward , draw a conclusion , in addition , link…to , apart from , (be) strict with , lead to , make sense , point of view
Functions:
Describing people: characteristics and qualities
How will I recognize you?
You can recognize me because…
What will you wear?
I will wear a…
What do you look like?
What special features do you have?
I’m tall/short, fat/ thin, young/old…
How will I know you?
I have large/ small, brown/ green / black eyes with…
Grammar
The Past Participle as the Attribute and the Predicative
So many thousands of terrified people died.{Attribute}
But he became inspired when he…{Predicative}

Teaching procedure:
Period 1
Step 1 lead in
Ask the Ss to answer the following question:
Do you know any scientists?
(Ss say some scientists. Such as : Albert Einstein\, Isaac Newton, Benjamin Franklin(1706-1790, Qian Xuesen , Liu Zhenxing , Hawking, Mendeleev……)

Step 2 action
1.Ask the Ss some to introduce some scientists by his / her own word by the next question
Can you remember their names and their scientific achievements?
2.Help the Ss to finish the introduction.

Step 3. Group work
Four Ss in a group and finish the chart in warming up in page 1.

Step 4. pre-reading
Ask the Ss the following Qs”
what do you know about infectious diseases such as cholera ?
do you know how to prove a new idea in scientific research? (Ask the Ss to guess the correct orders of the steps on page 1..)

step 5.read the new words of this unit

Step 6.assignment and home work
prepare the text , and check the orders on step 4.


Period 2
Step 1. Revision
1. Check the Ss’ homework (7 Draw a conclusion 3 Think of a method 4Collect results Make up a question 1Find a problem 5Analyse the results 6.Repeat if necessary)
2. Check the pronunciation of some new words.

Step2. Scanning
Read the passage quickly and put the correct stages into the reading about research into a disease.
Find a problem:: John Snow was a well-known doctor in London…until its cause was found.

Make up a question: He got interested in the two theories…and soon the affected person was dead.

Think of a method: He believed in the second theory but…so severe that more than 500 people had died in 10 days.

Collect results: He determined to find out why… It seemed the water was to blame.

Analyse the results: Next, John Snow looked into the source of the water for these two streets…that cholera was spread by germs and not in a cloud of gas.

Repeat if necessary: In addition, he found…that polluted water carried the disease.
Draw a conclusion: To prevent this from happening again,…not to expose people to polluted water anymore.

Step 3. Careful reading
1.Ask the Ss to read the text carefully and then finish the chart in Ex. 1 on page 3.

Scientific Report by John Snow
The problem Nobody knew the cause of the serious disease
of cholera.
The cause Idea 1: strange cloud in the air that attacked victims.
Idea 2: people absorbed the disease with their meals.
The method Collect data from the next cholera attack to test theories. Try to prove which method was correct.
The results He found the cause of cholera was the polluted water.

Idea 1 or 2? Why? Idea 2. Because the data showed a connection with the water.
The conclusion John Snow was able to defeat cholera once its cause was known.


Step 4. Further Discussion
1.Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?
2.Two diseases, which are similar today, are SARS and AIDS because they are both very serious, have an unknown cause and need public health care to solve them.

Step 5. assignment and home work
Finish Ex 2 on page 3 after class.

Period 3
Step 1. Revision
Check the Ss’ homework

Step 2. Discussion
What qualities do you think a scientist should have according to the text ?
Such as : Good observation , Patient, Clever and strict, Creative, Careful, Strong Perseverance, determination

Step 3. Language Points
1. Doctor John Snow was so famous that he attended Queen Victoria to ease the birth of her babies. 约翰斯诺太富盛名了，以致于维多利亚女王生孩子时都是他去照料，帮助她顺利分娩。
attend vt. vi.
to be present at; go to (meeting, conference, lecture…) 出席，参加
He decided to attend the meeting himself. 他决定亲自赴会。
2) to look after, care for, serve 照顾；看护
Which doctor is attending (to) you? 哪位医生护理你？
attendance n.
1) the act of attending 照顾
There is a doctor in attendance. 有一位医生照顾。
2) the number of people present 出席人数
There was a large attendance at the concert. 音乐会听众很多。

2. But he became inspired when he thought about helping ordinary people exposed to cholera. 但当他一想到要帮助（那些）受到霍乱威胁的普通百姓，他就感到很振奋。
expose to 暴露；受到风险
Don’t expose yourself to the sun for too long. You’ll get sunburned. 别在太阳下晒得太久，你会被晒伤。
It’s very dangerous to be exposed to these viruses without any protection.
不加任何保护，直接暴露在这些病毒下是十分危险的。

3. He knew it would never be controlled until its cause was found. 他知道，在找到病源前，疫情是无法控制的。
control v. to have power over, rule, direct 统治，控制
You are trying to control me as though I were your slave. 你是想把我当作你的奴隶控制。
The government tries its best to control prices. 政府努力控制物价。
He cannot control his anger. 他无法抑制自己的愤怒情绪。
n. 统治，控制，掌握
1) lose control of / be (go) out of control 失去控制
The driver lost control of his car and it knocked into a tree. 司机失去控制，车撞到树上。
The car was out of control and ran into a wall. 车失去控制，撞到了墙上。
2) in control of 在……控制下
Mr Brown is in control of the money. 布朗先生管理钱财。
3) under the control of 被……控制着
This money is under the control of Mr Brown. 钱财由一位布朗先生掌管。

4. The second suggested that people absorbed this disease into their bodies with their meals. 第二种看法是在吃饭的时候人们把这种病毒引入体内的。
suggest经常有“建议”的意思，但在这个句子里的意思是“暗示，间接表明”。
The disorganized meeting suggestedbad preparation. 混乱的会场表明准备工作很差。
absorb vt. & vi.
1) to take or suck in (liquids) 吸收
A sponge absorbs water. 海绵吸水。
absorb…into… 吸收
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
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。

5. In addition, he found two other deaths in another part of London that were
linked to the Broad Street outbreak. 此外，他还发现伦敦另一个地区有两个死亡病例都与宽街暴发的霍乱有关联。
in addition (to) 此外（还）
In addition, the course also provides practical experience.此外，这门课程还提供了实践的经验。
We saw a Micky Mouse cartoon in addition to the cowboy movie.我们除了西部牛仔片之外还看了一个米老鼠动画片。
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。

6. With this extra evidence John Snow was able to announce with certainty
that polluted water carried the disease. 有了这个证据，约翰斯诺就能够肯定地宣布，这种被污染了的水携带着病毒。
announce v.
1) to make known publicly 发表、告知、宣布……
The government announced its new economic policies.政府发布了新的经济政策。
The news was announced to the public on TV. 这则消息经由电视向大众宣布。
2) to state in a loud voice (the name
of a person or thing on arrival, as of people at a party or aircraft at an airport) 宣布（客人的名字、到达等）
His servant announced Mr and Mrs White. 他的仆人通报怀特夫妇驾临。
3) to make clearly known （事情）显示……；预告
Warm sunshine announces the coming
of spring. 温暖的阳光预示春天即将来到。

7. To prevent this form happening again, John Snow suggested that the source
of all water supplies be examined and new methods of dealing with polluted water be found. 为防止这种情况再度发生，约翰斯诺建议，所有水源都要经过检测，而且要寻找处理污水的新方法。
suggest在此句中是“建议”的意思，它的句型是suggest (that) sb. (should) do sth. I suggested that he should give up smoking.我建议他戒烟。
The chairman suggested the meeting be put off until next week.主席建议会议延迟到下周举行。
suggest后面还可以接-ing形式或名词。
Kane suggested leaving early for the airport. 凯恩提议早些出发去机场。

8. Apart from the construction mentioned above, you have also learned the following phrases. 除了上面提到的结构，你们还学过以下的一些短语。
apart from 除……之外，相当于besides, in addition to。
What do you study apart from English? 除英语外，你还学些什么？
Apart from being fun and good exercise, swimming is a very useful skill. 除了作为一种有趣而且有益的运动外，游泳还是一项很有用的技能。

Step 4. assignment and home work
Ask the Ss to do the Exs on page 36

Period 4
Step 1. Revision
1. Review some language points in the text.
2. Review the new words of unit 1

Step 2 check Ex 1 of discovering useful words and expressions
Ask some Ss read the passage sentence by sentence.
Ex.1: examined put forward exposed cure immediately look into announced instruct valuable

Step 3 check Ex 1 of discovering useful words and expressions

Ex. 2: make a telephone call make a decision
make a plan make a contribution
make a speech make a noise
make a change make a description

Step 3.exercise
Ask some Ss to tell the meaning of the phrases in Ex 3.
Ask the Ss to make sentences with each of phrases.

Step 4. assignment and home work
Prepare Discovering useful structures on page 4.

Period 5
Step 1 . lead-in
look at the sentences where the past participle is used in Discovering useful structures, Ex 1 on page 4.
ask the Ss to find more examples in the reading passage.

Step 2.Grammar study
一.过去分词做表语和定语
过去分词作表语
1．过去分词可以置于系动词后做表语。常用的系动词有be, get, become, grow，seem，turn，remain，appear，feel， look，sound等。
e.g. The whole world were shocked at the news of Israel’s killing Yassin， the founder and spiritual leader of Hamas.听到以色列杀害哈马斯创始人和精神领袖亚辛的消息，全世界都为之震惊。
The case seems（to be) connected with some big shot.这个案子好像与某个大人物有关。
2.常用作表语的过去分词有：
interested, moved, discouraged, amused, astonished，surprised，frightened， excited，moved，inspired，tired，worried，hurt， crowded， gone，
broken，dressed，wounded，pleased等。
3.及物动词的过去分词作表语，与句子主语是被动关系，表示主语的状态，既表示被动，又表示完成。
e.g. The cup is broken. 茶杯破了。
4. 不及物动词的过去分词作表语，与句子主语是主动关系，表示主语的状态，只表示动作的完成。
e.g. He is retired. 他已退休。
5. 有些过去分词作表语时，构成的谓语很接近被动结构。
e.g. The city is surrounded on three sides by mountains. 这座城市三面环山。
【注意】过去分词作表语与被动语态的区别：过去分词作表语，主要是表示主语的状态，而被动语态则表示动作。

系表结构与被动语态的区别。“be＋过去分词”可能是系表结构，也可能是被动语态，区别如下：

系表结构 强调状态 at，with，in等介词 ()ur car got trapped in the mud．
被动语态 强调动作 by短语表动作执行者 More than 200 people were trapped in the
building by the fire．
(1) The cup was broken by my little sister yesterday. 茶杯是昨天我小妹打碎的。（是被动语态，表示动作）
(2) The library is now closed. 图书馆关门了。（过去分词作表语）
【注意】过去分词表示被动或完成, -ing 形式表示主动或进行。有些动词如 interest, bore, worry, surprise, frighten 等通常用其过去分词形式来修饰人，用 -ing 形式来修饰物。
(3) The book is interesting and I'm interested in it. 这本书很有趣，我对它很感兴趣。

过去分词作定语
作定语用的过去分词相当于形容词，其逻辑主语就是它所修饰的名词。及物动词的过去分词作定语，既表被动又表完成；不及物动词的过去分词作定语，只表完成。
1. 过去分词用作定语，如果是单个的，常置于其所修饰的名词之前。
We must adapt our thinking to the changed conditions. 我们必须使我们的思想适应改变了的情况。
2. 过去分词短语用作定语时，一般置于其所修饰的名词之后，其意义相当于一个定语从句，但较从句简洁，多用于书面语中。
The concert given by their friends was a success.他们朋友举行的音乐会大为成功。
3.过去分词短语有时也可用作非限制性定语，前后常有逗号。
e.g. The meeting, attended by over five thousand people, welcomed the great hero. 他们举行了欢迎英雄的大会，到会的有五千多人。
4. 用来修饰人的过去分词有时可以转移到修饰非人的事物，这种过去分词在形式上虽不直接修饰人，但它所修饰的事物仍与人直接有关。
e.g. The boy looked up with a pleased expression. 男孩带着满意的表情举目而视。

二.现在分词和过去分词用法之异同（1）
现在分词和过去分词的用法异同历来是学习中的难点和高考测试的重点。众所周知，两种分词的区别很多，但它们之间的根本区别是：
过去分词在时态上强调动作已经完成，在语态上侧重于被动；
而现在分词在时态上强调动作正在进行，在语态上侧重于主动。
这种根本的区别具体体现在两种分词分别充当的各种句子成份中。细述如下：
一、分词作定语
共同点：分词作定语时，如果分词只是一个单词，那么，该分词就位于其所修饰的名词之前；如果是分词短语，那么，该短语就位于其所修饰的名词之后，它的作用相当于一个定语从句。
　　不同点：分词作定语时，被分词所修饰的名词就是该分词的逻辑主语。但现在分词与逻辑主语之间是主动关系，所表示的动作一般与句中谓语动词所表示的动作同时发生；而过去分词则表示被动关系，所表示的动作一般发生在谓语动词之前或同时发生。

过去分词和现在分词都可以做定语，区别如下：

所修饰的 中心词 及物动词的分词 不及物动词的分词
过去分词 多为人 表被动意义，意为“……的”
spoken English，
the excited students 表示分词的动作已经完成
fallen leaves(落叶)
boiled water(开水)
现在分词 多为事物 表主动意义，意为“令人……的"
English—speaking countries，
exciting news 表示分词的动作正在进行
falling leaves(正在飘落的树叶)
boiling water(正在沸腾的水)

二、分词作表语
共同点：分词作表语时，它起着形容词的作用。
不同点：分词作表语时，句子的主语就是该分词的逻辑主语。但现在分词作表语时，与其逻辑主语之间是主动关系，所表示的动作的一般与句中谓语动词所表示的动作同时发生；而过去分词则表示被动关系，所表示的动作一般发生在谓语动词之前或同时发生。　

过去分词和现在分词都可以做表语，区别如下：

主语 意义 备注
过去分词 人 人所处的状态或对某事的感觉 被动意义
现在分词 事物 事物的特征，意思是“令人……的” 主动意义

Step 3.Exercises
ask the Ss to complete the table with phrases tha have the same meaning in Ex 2 on page 5 and check the answer for them.
ask the Ss to complete the table with phrases tha have the same meaning in Ex 3 on page 5 and check the answer for them.

Step 4. assignment and homework
Do more exercise about the past participle used as the Attribute and the Predicative

Period 6
Step 1. Warming up
Ask the Ss the following Qs
Do you know what is the center of the solar system?
Can you name the nine planets in the solar system?
Nine Planets In the Solar System: Mercury 水星. Venus金星 Earth地球
Mars 火星 .Jupiter木星 Saturn土星 Uranus天王星 Neptune海王星
Pluto冥王星

Step 2. Fast reading
Ask the Ss to read the passage and find the answer of the following Qs:
What did Copernicus think was the center of the solar system? the sun.
2.When did Copernicus publish his theory? in 1543.

Step 3. Careful Reading
Use the reading to help you draw the two theories of the universe
1.Before Copernicus’ theory-----A diagram showing the solar system with the earth at its centre.
2. Showing Copernicus’ theory------ diagram showing the solar system with the sun at its centre.

Step 4. Further reading
Why didn’t Copernicus publish his theory before he died?

Step 5 Discussion (pair work)
If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason.

Step6. language point
Only if you put the sun there did the movements of the other planets in the sky make sense.
1.You can learn English well only in this way.
Only in this way can you learn English well.
2. I was a student only then.
Only then was I a student
Only when one is away from home does one realize how nice home is.
But only his new theory could do that

Step 7 Discussion
In pairs discuss what scientific job each of you would like to choose in the future .