Unit 1 Great scientists Period 2 优秀教案（人教版必修5）

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英语
Period
2　Reading
The
General
Idea
of
This
Period
This
is
the
second
period
of
this
unit.
This
period
focuses
on
the
reading
passage,
which
is
about
John
Snow
and
King
Cholera.
At
the
beginning
of
the
period,
the
teacher
can
design
some
activities
to
draw
the
students’
attention
to
read.
In
order
to
attract
the
students’
attention,
the
teacher
had
better
offer
the
students
the
opportunities
to
have
a
competition
about
some
information
about
some
scientists
mentioned
in
the
Warming
up.
Then
the
teacher
can
make
full
use
of
the
questions
in
the
Pre-reading.
This
step
is
designed
to
make
for
preparing
for
understanding
the
passage.
Reading
skills
are
very
important
for
senior
students.
For
the
first
reading,
we
intend
to
cultivate
Ss’
skimming
ability
and
scanning
ability.
First
ask
the
students
to
scan
it
and
tick
out
what...are
mentioned
in
the
passage.
Then
let
the
students
read
fast
to
find
out
the
main
idea
of
each
paragraph.
In
order
to
stimulate
Ss
to
take
part
in
the
class
activity
more
actively,
the
teacher
can
organize
a
group
competition
to
see
which
group
can
finish
the
task
fastest
and
best.
For
the
second
reading,
the
students
are
expected
to
know
some
details
about
the
passage.
Later
on,
the
teacher
will
present
some
questions
for
the
students
to
answer
and
at
the
same
time
they
are
asked
to
finish
filling
in
the
chart.
The
third
time
is
to
read
for
further
information.
This
part
is
designed
to
get
Ss
into
the
habit
of
reading
a
passage
as
a
whole,
that
is,
to
get
the
general
idea.
Another
purpose
of
this
part
is
to
ask
Ss
to
pay
attention
to
the
details.
To
develop
Ss’
further
understanding
ability,
the
teacher
can
design
some
questions,
whose
answers
are
beyond
lines.
So
the
teacher
will
help
them
to
read
between
the
lines,
thus
Ss
can
gradually
get
the
ability
to
understand
the
implied
meanings.
In
this
step,
the
teacher
asks
Ss
to
read
it
again
in
order
to
make
them
think
about
the
organization
of
the
whole
passage,
and
this
method
can
help
them
not
only
in
their
understanding
this
passage
but
also
in
writing
a
short
passage.
To
consolidate
the
content
of
the
passage,
Ss
are
required
to
retell
it
according
to
the
main
idea.
In
order
to
arouse
the
Ss’
interest;
the
teacher
can
hold
a
competition
between
groups.
After
the
students
understand
the
whole
passage,
they
are
asked
to
have
a
topic
discussion.
Teaching
Important
Points
Have
a
good
understanding
of
the
text
by
doing
the
exercises.
Get
the
students
to
learn
different
reading
skills,
especially
gist
reading
and
comprehending
beyond
lines.
Teaching
Difficulties
Know
the
meanings
between
lines
and
beyond
lines.
Learn
different
reading
skills
for
different
reading
purposes.
Teaching
Aids
Multi-media
classroom
and
other
normal
teaching
tools.
Three
Dimensional
Teaching
Aims
Knowledge
Aim
Have
a
good
understanding
of
the
text
through
the
exercises.
Ability
Aims
Grasp
some
reading
skills.
Develop
the
ability
to
describe
some
famous
scientists.
Emotional
Aims
Encourage
the
students
to
work
hard
at
their
lessons
in
order
to
devote
themselves
to
science.
Teaching
Procedure
Step
1
Greeting
T:
Hello,
my
friends.
Ss:
Hello,
Miss
Yang.
Step
2
Revision
T:
Yesterday
we
talked
a
lot
about
great
scientists.
Now
I’d
like
you
to
answer
some
questions
to
see
how
much
you
remember
about
them.
Let’s
come
to
a
group
competition.
If
you
know
the
answer,
you
can
just
stand
up.
If
you
get
your
answer
right,
I’ll
give
you
ten
marks.
Are
you
ready?
Listen
carefully.
Which
scientist
discovered
that
objects
in
water
are
lifted
up
by
a
force
that
helps
them
float?
Any
volunteer?
S:
Archimedes.
T:
Right.
Who
wrote
a
book
explaining
how
animals
and
plants
developed
as
the
environment
changed?
S:
Charles
Darwin.
T:
Yes.
Do
you
still
remember
the
title
of
the
book?
S:
On
the
Origin
of
Species.
T:
Very
good.
Who
invented
the
first
steam
engine?
S:
James
Watt.
T:
You’ve
done
a
good
job.
Who
used
peas
to
show
how
physical
characteristics
are
passed
from
parents
to
their
children?
S:
Gregor
Mendel.
T:
Can
you
say
something
about
him?
S:
OK.His
research
gave
birth
to
the
science
of
genetics.
T:
Well
done.Who
discovered
radium?
S:
Madame
Curie.
T:
Yes,
we
know
she
is
a
great
woman
scientist.
We
should
remember
what
she
said.
Life
is
not
easy
for
any
of
us.
We
must
work,
and
above
all
we
must
believe
in
ourselves.
We
must
believe
that
each
one
of
us
is
able
to
do
something
well,
and
that,
when
we
discover
what
this
something
is,
we
must
work
hard
at
it
until
we
succeed.
T:
Who
invented
the
way
of
giving
electricity
to
everybody
in
large
cities?
S:
Faraday.
T:
You
are
right.
Who
was
the
painter
that
studied
dead
bodies
to
improve
his
painting
of
people?
S:
Leonardo
da
Vinci.
T:
Yes.
Who
invented
a
lamp
to
keep
miners
safe
underground?
S:
Humphrey
Davy.
T:
Who
invented
the
earliest
instrument
to
tell
people
where
earthquakes
happened?
S:
Zhang
Heng.
T:
Do
you
know
what
he
invented?
S:
He
invented
seismograph.
T:
Who
put
forward
a
theory
about
black
holes?
S:
Stephen
Hawking.
T:
He
wrote
a
famous
book.
What’s
the
title
of
it?
S:
A
Brief
History
of
Time.
T:
All
of
you
did
a
good
job.
For
the
time
being,
the
first/second...group
won
the
competition.
But
there
are
a
lot
of
chances
for
you
to
catch.
We
will
continue
our
competition
later.
Step
3
New
Words
T:
Today
we
are
going
to
read
a
new
passage
about
another
scientist
named
John
Snow.
First
let’s
come
to
new
words
first.
Here
are
some
definitions
of
some
of
the
words
from
this
text.
Please
work
in
pairs
and
match
the
words
with
their
definitions.
A.
attendB.
controlC
handleD.
blameE.
absorbF.
announceG.
immediatelyH.
be
linked
toI.
in
additionJ.
expose
1.have
control,
authority,
power
over2.part
of
a
tool,
bucket,
drawer,
etc.by
which
it
may
be
held
in
the
hand3.take
or
suck
in4.at
once
or
without
delay5.uncover,
leave
uncovered
or
unprotected6.as
well,
besides7.be
joined
with,
be
connected
with8.wait
on,
serve,
look
after9.fix
on
sb.
the
responsibility
for
sth.
done
or
not
done10.make
known
Suggested
answers:
B—1　C—2　E—3　G—4　J—5　I—6　H—7　A—8　D—9　F—10
Step
4
Pre-reading
T:
There
are
so
many
scientists
that
we
can’t
count
them.
But
all
the
scientists
must
have
their
scientific
attitude
and
scientific
way
to
do
scientific
research.
Now
open
your
books
on
Page
1.Look
at
the
questions
in
Pre-reading
quickly
and
discuss
them
with
your
partner
in
two
minutes.
(Teacher
gives
the
students
two
minutes
to
discuss.
After
that,
the
teacher
asks
them
to
answer
the
three
questions.)
T:
First,
let’s
talk
about
infectious
diseases.
Can
you
name
some?
Let’s
come
to
a
group
competition
again.
If
you
get
your
answer
right,
I’ll
give
you
ten
marks.
Ss:
Bird
flu,
SARS,
cholera...
T:
What
do
you
know
about
cholera?
S:
Cholera
was
a
19th
century
disease.
S:
Cholera
was
spread
by
germs.
S:
It
was
the
most
deadly
disease
of
its
day.
S:
People
who
are
infected
with
it
will
be
easy
to
die.
S:
...
T:
Excellent.
Now,
let’s
come
to
Question
2.How
can
we
prove
a
new
idea
in
scientific
research?
What
order
would
you
put
them
in?
Ss:
find
a
problem—make
up
a
question—think
of
a
method—collect
results—analyse
the
results—repeat
if
necessary—draw
a
conclusion.
Step
5
Reading
First
reading:
Scanning
T:
Here
is
another
great
scientist.
Maybe
you
are
not
familiar
with
him.
Look
at
his
picture
on
Page
2.John
Snow
was
the
great
scientist
who
defeated
King
Cholera.
Scan
the
passage
and
tick
out
what
are
mentioned
in
the
passage?
I
will
give
you
two
minutes.
(1)
John
Snow’s
wish
(2)
John
Snow’s
attending
Queen
Victoria
(3)
two
theories
explaining
the
cause
of
Cholera
(4)
John
Snow’s
examination
of
the
source
of
the
water
(5)
evidence
for
the
cause
of
Cholera
(6)
the
source
of
all
water
supplies
(7)
the
spread
of
Cholera
by
germs
in
polluted
water
Suggested
answers:
(1)
(3)
(4)
(5)
(7)
are
mentioned
in
the
passage.
Second
reading:
Skimming
to
find
out
the
main
idea
for
each
paragraph
T:
Skim
each
paragraph
and
find
out
the
main
idea
for
each
one.
When
you
want
to
find
the
main
idea
of
each
paragraph,
you
especially
pay
attention
to
the
first
sentence
and
the
last
one,
which
may
help
you
find
the
main
idea
quickly.
I
will
give
you
three
minutes
to
do
it.
(The
teacher
offers
three
minutes
for
the
students
to
do
it.
Later
asks
some
students
to
answer.)
Suggested
answers:
Third
reading:
Detailed-reading
to
answer
questions
T:
Now,
let’s
read
the
passage
carefully
to
learn
about
more
details.
Later
I
will
let
you
answer
some
questions
and
fill
in
the
chart.
Let’s
come
to
a
group
competition
again.
If
you
get
your
answer
right,
I’ll
give
you
twenty
marks.
Scientific
Report
by
John
Snow
The
problem
The
cause
Idea
1
Idea
2
The
method
The
results
Idea
1
or
2?
Why?
The
conclusion
1.
What
problem
existed
in
London
at
his
time?
2.
How
did
cholera
kill
people?
3.
How
did
he
prove
the
second
theory
was
correct?
4.
What
was
the
result
after
he
looked
into
the
cause
of
cholera?
5.
Which
idea
was
right?
Why?
6.
What
conclusion
did
he
draw?
Suggested
answers:
Scientific
Report
by
John
Snow
The
problem
Thousands
of
people
died
of
cholera
every
time
there
was
an
outbreak.
Neither
its
cause,
nor
its
cure
was
understood.
The
cause
Idea
1
Cholera
multiplied
in
the
air
without
reason.
Idea
2
People
absorbed
this
disease
into
their
bodies
with
their
meals.
The
method
He
began
to
gather
the
information.
He
marked
on
a
map
where
all
the
dead
people
had
lived
and
the
map
gave
a
valuable
clue
about
the
cause
of
the
disease.
He
looked
into
the
source
of
the
water.
The
results
Polluted
water
carried
the
disease.
People
who
drank
the
polluted
water
died
of
Cholera.
Idea
1
or
2?Why?
Idea
2
is
correct.
He
found
two
other
deaths
in
another
part
of
London
that
were
linked
to
the
polluted
water.
With
this
extra
evidence,
he
was
able
to
announce
that
polluted
water
carried
the
disease.
The
conclusion
“King
Cholera”
was
defeated.
Fourth
Reading:
Further
understanding
T:
From
the
passage,
we
know
that
John
Snow
believed
that
Idea
2
was
right.
How
did
he
finally
prove
it?
If
you
get
your
answer
right,
I’ll
give
you
thirty
marks.
Ss:
John
Snow
believed
in
the
second
theory
but
needed
to
prove
he
was
correct.
So
when
another
outbreak
hit
London
in
1854
and
it
spread
quickly
through
the
poor
neighbourhoods,
he
began
to
gather
the
information.
He
determined
to
find
out
why.
He
marked
on
a
map
where
all
the
dead
people
had
lived
and
the
map
gave
a
valuable
clue
about
the
cause
of
the
disease.
He
looked
into
the
source
of
the
water
for
Broad
Street
and
Cambridge
Street.
He
had
shown
that
cholera
was
spread
by
germs
and
not
in
a
cloud
of
gas.
In
addition,
he
found
two
other
deaths
in
another
part
of
London
that
were
linked
to
the
Broad
Street
outbreak.
They
died
of
cholera
after
drinking
the
polluted
water.
With
extra
evidence,
he
was
able
to
announce
that
polluted
water
carried
the
disease.
Finally
King
Cholera
was
defeated.
T:
You
really
did
a
good
job.
Do
you
think
John
Snow
would
have
solved
this
problem
without
the
map?
Why?
If
you
get
your
answer
right,
I’ll
give
you
thirty
marks.
S:
I
think
he
would
have
solved
the
problem
.But
he
would
spend
more
time
in
testing
the
two
theories
and
it
would
be
more
difficult
for
him
to
look
into
the
cause
of
cholera.
(The
teacher
should
give
them
about
two
minutes
to
discuss,
and
join
in
the
discussion
at
the
same
time.
After
that,
the
students
will
be
asked
to
show
their
opinions
to
the
whole
class.)
Step
6
Consolidation
T:
In
this
period,
we
have
learned
a
lot
about
John
Snow
and
King
Cholera.
What
have
you
learned
from
it?
I
will
give
you
one
minute
to
prepare
for
it.
If
your
sentence
is
quite
good,
I’ll
give
you
thirty
marks.
(After
one
minute.)
S1:
John
Snow
was
a
well-known
doctor
in
London.
S2:
He
attended
Queen
Victoria
to
ease
the
birth
of
her
babies.
S3:
He
got
interested
in
two
theories
explaining
how
cholera
killed
people.
S4:
John
Snow
had
shown
that
cholera
was
spread
by
germs
and
not
in
a
cloud
of
gas.
S5:
John
Snow
announced
that
polluted
water
carried
the
disease.
S6:
...
T:
Your
sentences
are
so
wonderful
and
amazing.
I
admire
them
very
much.
Who
would
like
to
retell
the
whole
passage
to
us?
If
you
can,
I’ll
give
you
fifty
marks.
Ss:
...
Step
7
Topic
discussion
T:
Now
let’s
come
to
our
topic.
We
know
cholera
was
a
19th
century
disease.
What
disease
do
you
think
is
similar
to
cholera
today?
Why?
If
you
show
quite
a
good
opinion,
I’ll
give
you
thirty
marks.
But
first
I
will
give
you
two
minutes
to
discuss
it
with
your
partner.
(The
teacher
should
give
them
about
two
minutes
to
discuss,
and
join
in
the
discussion
at
the
same
time.
After
that,
the
students
will
be
asked
to
show
their
opinions
to
the
whole
class.)
S:
Since
a
lot
of
people
die
of
bird
flu,
I
think
bird
flu
today
is
similar
to
cholera.
Now
the
cause
of
bird
flu
is
not
quite
clear,
but
scientists
devote
their
lives
to
finding
out
the
cause
and
the
cure.
S:
In
my
opinion,
SARS
is
quite
similar
to
cholera.
SARS
is
spread
by
germs
in
the
air
while
cholera
is
spread
by
germs
in
the
polluted
water.
A
lot
of
people
have
been
dying
of
SARS.
Ss:
...
T:
This
time,
the
first/second
group
won
the
competition.Congratulations!
T:
I’d
like
you
to
write
a
short
passage
about
John
Snow
according
to
the
passage.
The
Design
of
the
Writing
on
the
Blackboard
Unit
1　Great
scientist
Period
2　Reading
Main
idea
of
each
part
Scientific
Report
by
John
Snow
The
problem
The
cause
Idea
1
Idea
2
The
method
The
results
Idea
1
or
2?Why?
The
conclusion
Research
and
Activities
Use
your
imagination
to
write
a
short
passage
about
what
may
happen
in
the
future.
Imagine
if
you
were
to
find
out
the
causes
of
SARS,
how
would
you
do
and
what
methods
would
you
use
to
test
your
theory?You
can
imitate
the
structure
of
the
reading
passage,
but
you
must
make
full
use
of
your
imagination
to
write
what
is
different
from
the
cause
of
cholera.
Reference
for
Teaching
WHO:
Cholera
in
Chad
Could
Spread
to
Sudan’s
Darfur
The
government
of
Chad
is
calling
for
international
assistance
to
fight
a
cholera
outbreak
in
the
country.
The
World
Health
Organization
says
it
is
concerned
that
the
disease
could
spread
to
the
Darfur
region
of
western
Sudan,
which
is
already
struggling
with
his
own
humanitarian
crisis
due
to
violence.
The
government
of
Chad
says
more
than
2000
cases
of
cholera
have
been
reported
in
the
country,
and
it
expects
that
number
to
more
than
double
by
the
end
of
the
rainy
season
in
September.
Although,
the
majority
of
cases
in
Chad
are
being
reported
in
the
region
surrounding
the
capital
in
the
west.
But
the
WHO
says
it
is
deeply
worried
that
it
could
spread
to
neighboring?
Sudan
and
the
refugee
camps
sprawled
across
its
troubled
western
region
of
Darfur.
?
An
expert
with
the
WHO,
Claire-lise
Chaignat,
says
the
disease
is
endemic
to
mainly
poorer
areas
that
do
not
have
access
to
safe
water
supplies.
“Another
factor
is
also
the
refugees?
living
in
refugee
camps
where
they
are
living
in
close
communities
with
not
enough
water
and
no
proper
sanitation,
”she
said.
“So,
that
is
also
a
high
risk
for
the
community.
So,
for
example,
we
are
very
much
scared
that,
now,
in
the
crisis
in
Darfur,
or
in
the
eastern
Chad,
there
might
be
a
cholera
outbreak.
In
case
the
germ
occurs
because
the
water
and
sanitation
situation
is
so
bad
that
it’s
really,
a
real
risk
that
we
might
have
a
cholera
outbreak
there.
”
Chad
has
been
battling
a
potential
locust
scourge
in
the
west,
and
has
received
an
influx
of
refugees
in
the
east
from
the
fighting
taking
place
in
the
Darfur
region.
The
government
is
asking
for
nearly
$200
000
in
aid
to
try
to
curb
the
spread
of
cholera.
?
Cholera
outbreaks
are
being
reported
throughout
much
of
central
and
western
Africa
this
year,
including
Cameroon,
Sierra
Leone,
Guinea
and
the
Democratic
Republic
of
Congo.
?
The
disease
spreads
quickly
in
areas
where
water
supplies
are
contaminated
and
causes
dehydration
within
days.
It
can
lead
to
death
if
victims
are
untreated
within
a
week.
?
Carrie
Giardino,
VOA
News,
Abidjan.
?
The
strains
of
cholera
bacteria
prevalent
in
China
make
change
and
experts
warn
for
possible
outbreak.
?
In
China’s
database
of
epidemic
status,
a
painting
depicted
with
the
three
epidemic
waves
documented
in
figures
the
status
of
cholera
epidemic
in
the
past
40
years
throughout
the
country.
Each
time
of
fluctuations
in
the
epidemic
graph
was
related
to
the
changes
of
cholera
bacterial
typing.
The
latest
data
of
monitoring
showed
that
the
dominating
bacterial
type
of
cholera
epidemics
had
another
change
emerging
with
a
unique
epidemic
bacterial
type.
Specialists
of
the
Chinese
Center
for
Disease
Control
(CDC)
warned
that
the
possible
aftermath
of
epidemic
situation
resulted
from
the
changes
of
bacterial
type
of
cholera
must
be
dealt
with
intensive
precaution.
?
Academician
Gao
Shouyi
of
Chinese
CDC
pointed
out
that
the
Inaba
1d
strain
emerged
predominantly
since
last
year,
had
the
character
of
wide
distribution
of
the
same
strain,
and
its
16S
ribosomal
gene
probe
hybridization
belonged
to
the
same
strain
seen
in
the
majority
of
the
provinces.
In
a
certain
location
of
the
Southern
provinces,
the
eltor
strain,
in
addition
to
the
occurrence
of
Inaba
1d
strain,
also
partially
emerged
with
the
1c,
1b,
1f
strains;
however,
its
ribosomal
typing
was
identical
with
the
predominant
epidemic
Inaba
1d
strain,
all
came
from
the
same
clone
line.
In
certain
places
of
the
southern
west
area
the
Ogawa
type
that
mutated
into
Inaba
type
emerged;
and
the
Inaba
strain
occurred
in
2001
was
not
the
continuation
of
the
Inaba
strain
of
2000;additionally
in
another
location
of
the
south
western
area
an
Ogawa
6b
unique
epidemic
strain
occurred.
?
From
18-19
April,
a
working
conference
of
national
prevention
and
treatment
of
gastrointestinal
infectious
diseases
was
held
in
Beijing
jointly
sponsored
by
the
Chinese
CDC
and
the
consultative
committee
of
diarrhea
specialists
of
Ministry
of
Health.
The
related
specialists
and
the
leading
members
of
the
CDC
were
organized
to
carry
out
an
outspread
discussion
upon
the
subject
of
prevention
and
treatment
of
infectious
diseases
of
the
gastrointestinal
tract,
headed
by
cholera.
On
April
17th,
the
CDC
issued
notification
to
the
CDC
system
throughout
the
country
to
carry
out
the
weekly
report
of
cholera
epidemics
and
the
acts
of
reports
of
the
scattered
cases;
measures
for
augmentation
of
monitoring
and
retrieve
of
epidemic
sources
were
also
arranged.
PAGE
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NUMPAGES