Unit 1 Great scientists Period 4 优秀教案（人教版必修5）

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英语
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英语
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英语
Period
4　Reading
and
Writing
The
General
Idea
of
This
Period
In
this
period
the
teaching
and
learning
will
center
on
reading
and
writing.
As
usual,
the
teacher
can
begin
the
teaching
with
reviewing
the
former
knowledge.
The
following
part
is
the
lead-in—talking
about
some
scientists,
because
this
unit
talks
about
great
scientists
and
this
passage
is
about
Nicolaus
Copernicus
and
his
theory.
As
to
reading
training,
the
teacher
should
still
develop
the
students’
ability
of
scanning
and
skimming.
So
at
the
beginning,
get
the
students
to
prepare
some
knowledge
for
reading.
For
that
purpose,
the
teacher
will
firstly
ask
for
information
about
Copernicus
according
to
what
the
students
already
know.
Then
the
teacher
can
have
the
students
listen
to
the
tape
and
find
out
whether
the
statements
are
true
or
false.
It
is
designed
to
train
the
students’
listening
and
to
check
whether
the
students
have
previewed
the
passage
well.
Later,
the
teacher
will
ask
the
students
to
skim
it
and
find
out
the
main
idea
for
each
part.
The
purpose
of
doing
these
is
to
help
the
students
to
form
the
good
habit
of
reading
with
some
strategy.
When
reading
a
passage,
we
had
better
first
read
it
as
a
whole,
that
is,
understand
the
structure
of
the
passage
and
catch
the
main
idea
with
the
help
of
the
structure
and
title.
The
following
step
is
to
read
the
passage
for
the
details.
The
teacher
can
design
some
teaching
activities
to
help
the
students
to
know
about
more
and
more
information
by
taking
part
in
the
reading
activities.
As
a
result,
the
teacher
should
be
careful,
cautious
and
creative
when
designing
the
reading
activities.
The
reading
activities
had
better
be
various,
which
can
catch
more
students’
attention.
At
the
end
of
reading,
some
activities
should
be
designed
to
check
the
students’
understanding
by
saying
something
about
Copernicus
and
making
up
a
dialogue
between
Copernicus
and
his
friend.
The
practicing
helps
the
students
improve
their
speaking
and
arouse
their
creativity.
The
competition
is
held
to
make
the
students
take
part
in
the
class
activities
actively.
At
the
same
time,
let
the
students
consider
the
writing
purpose.
Besides
reading,
the
students
are
also
expected
to
learn
and
practise
their
writing
skill.
By
studying
the
passage,
the
students
should
learn
to
do
persuasive
writing
to
change
someone
else’s
decision.
The
teacher
should
give
the
students
some
advice
on
how
to
plan
the
writing
and
develop
the
writing—beginning,
body
and
conclusion.
Teaching
Important
Points
Help
the
students
know
about
Copernicus
and
his
theory.
Develop
the
students’
reading
ability.
Improve
the
students’
writing
ability.
Teaching
Difficulty
Develop
the
students’
reading
ability.
Teaching
Aids
Multi-media
classroom
and
other
normal
teaching
tools.
Three
Dimensional
Teaching
Aims
Knowledge
Aims
Get
the
students
to
know
about
Copernicus
and
his
theory.
Learn
about
persuasive
writing.
Ability
Aims
Master
the
skill
of
gist
reading.
Develop
the
students’
reading
ability,
such
as
skimming
and
scanning.
Improve
the
students’
writing
ability.
Emotional
Aims
Arouse
the
students’
interest
in
science
and
devotion
to
science.
Teaching
Procedure
Step
1
Greeting
T:
Hello,
everyone.
Ss:
Hello,
Miss
Wang.
Step
2
Reviewing
T:
Last
class
we
talked
about
Qian
Xuesen
and
Carl
Linnaeus.Can
you
say
something
about
them?
S:
Qian
Xuesen
is
a
famous
Chinese
physicist.
S:
Qian
Xuesen
once
studied
in
the
USA
and
then
returned
to
China.
S:
Qian
Xuesen
made
great
contributions
to
space
research.
S:
Carl
Linnaeus
developed
a
system
to
classify
plant
species
according
to
the
male
and
female
organs
in
the
followers.
S:
Carl
Linnaeus
earned
the
title
“Father
of
classification”.
Ss:
...
Step
3
Pre-reading
T:
You
have
done
a
good
job.
So
we
have
learned
about
a
lot
about
great
scientists,
such
as
John
Snow
and
Qian
Xuesen.
Who
else
would
you
like
to
learn
about?
Why?
S1:
I’d
like
to
know
something
about
Madame
Curie,
because
she
was
one
of
the
great
women
scientists.
S2:
I’d
like
to
know
about
Albert
Einstein,
because
he
plays
an
important
part
in
the
development
of
Physics.
S3:
Stephen
Hawking
because
he
has
made
great
achievements
although
he
is
disabled.
Ss:
...　
T:
I
find
you
are
interested
in
science
and
scientists.
But
today
we
are
going
to
read
about
Copernicus.
Do
you
know
something
about
him?
S1:
He
was
born
in
Poland.
S2:
He
believed
the
earth
moves
around
the
sun.
S3:
It
was
said
that
he
was
burned
to
death
because
of
his
theory.
Ss:
...
T:
Do
you
want
to
know
more
about
him?
Ss:
Of
course.
T:
So
let’s
come
to
the
passage
Copernicus’
revolutionary
theory.
Step
4
Listening
T:
First
I’d
like
you
to
listen
to
the
tape
and
find
out
whether
the
statements
are
T
or
F.(Give
the
students
one
minute
to
read
the
statements
and
then
play
the
tape.)
(　　　　　)
1.When
Copernicus
found
that
the
earth
was
not
the
center
of
the
solar
system,
he
was
very
excited.
(　　　　　)
2.Some
astronomers
found
it
strange
that
some
planets
appeared
brighter
at
sometimes.
(　　　　　)
3.Copernicus
worked
out
the
theory
by
observation
and
calculation.
(　　　　　)
4.Copernicus
didn’t
publish
his
ideas
until
he
died
in
1543.
(　　　　　)
5.According
to
the
Christian
idea
of
gravity,
things
fell
to
the
ground
because
the
earth
is
the
center
of
the
universe.
(A
few
minutes
later.)
T:
Are
you
ready?
Who’d
like
to
have
a
try.
If
the
sentence
is
true,
please
read
it.
If
it
is
false,
correct
it.
S1:
The
first
sentence
is
false.
When
Copernicus
found
that
the
earth
was
not
the
center
of
the
solar
system,
he
was
frightened.
S2:
The
second
statement
is
true.
S3:
The
third
statement
is
also
true.
S4:
The
fourth
statement
is
false.
Copernicus
didn’t
publish
his
ideas
until
he
lay
dying
in
1543.
S5:
The
fifth
statement
is
true.
Suggested
answers:
1.F;
2.T;
3.T;
4.F;
5.T
Step
5
Gist
Reading
T:
You
have
done
a
good
job.
In
think
you
previewed
the
passage
well.
To
understand
the
passage
better,
I
divide
the
passage
into
four
parts.
Read
the
passage
quickly
and
find
out
the
main
idea
of
each
part.
(After
three
minutes.)
T:
Have
you
got
it?
Generally
speaking,
if
we
want
to
introduce
something,
first,
we
usually
give
a
brief
introduction.
What
about
the
main
ideas
of
other
parts?
(Ask
the
students
to
give
their
opinions
and
in
the
end
the
teacher
gives
them
the
answer.)
Suggested
answers:
Para
1
Brief
introduction
Para
2
The
cause
of
Copernicus’
theory
Paras
3-4
The
process
of
Copernicus’
theory
Para
5
The
significance
of
Copernicus’
theory
Step
6
Detailed
reading
T:
This
passage
mainly
talks
about
Copernicus’
theory.
So
let’s
compare
his
theory
and
the
theory
before
him.
Work
in
pairs.
Read
the
passage
again
and
fill
in
the
following
form.
Before
Copernicus’
theory
Copernicus’
theory
1.God
made
the
earth.2.The
earth
was
the
center
of
the
solar
system.
1.The
sun
is
the
center
of
the
solar
system
and
the
planets
go
around
it
except
the
moon.2.The
earth
is
spinning
as
it
goes
round
the
sun.
(Two
minutes
later.)
T:
Have
you
found
out
the
different
theories?
Who’d
like
to
have
a
try?
S:
Before
Copernicus’
theory,
they
believed
God
had
made
the
earth,
so
it
was
the
center
of
the
solar
system.
T:
Very
good.
What
about
Copernicus’
theory?
S:
Copernicus
found
that
the
sun
is
the
center
of
the
solar
system
and
the
planets
go
round
it
except
the
moon.
T:
That’s
right!
Anything
else?
S:
He
also
found
the
earth
is
spinning
as
it
goes
round
the
sun.
T:
Great!(Show
the
complete
form
to
the
students
and
let
them
read
it.)
Just
now,
we
knew
Copernicus
didn’t
publish
his
theory
immediately
he
found
it.
Can
you
tell
me
why?
S:
Because
he
didn’t
want
to
be
attacked
by
the
Christian
Church.
He
published
it
many
years
later.
T:
Yes.
At
that
time,
anyone
who
wanted
to
challenge
the
theory
of
the
Christian
Church
would
be
punished,
even
sometimes
be
sentenced
to
death.
If
you
were
Copernicus,
would
you
have
hidden
your
theory
so
for
many
years?
Please
give
a
reason.
(Two
minutes
later.)
T:
I’d
like
to
know
about
your
ideas.
Are
you
ready?
Any
volunteers?
S:
If
I
were
Copernicus,
I
would
have
done
the
same,
because
at
that
time,
people
didn’t
enjoy
the
freedom
of
speech.
Whoever
challenged
the
Christian
Church
would
be
punished.
While
there
is
life,
there
is
hope.
There
would
be
more
chance
for
me
to
make
my
theory
known
to
the
public.
T:
It
sounds
reasonable.
Thank
you.
Anyone
else?
S:
If
I
were
Copernicus,
I
would
have
published
my
ideas
as
soon
as
I
found
them.
Since
I
found
my
ideas
were
right,
I
would
make
them
known
to
more
people,
regardless
of
danger.
As
a
scientist,
I
should
be
brave
to
challenge
and
devote
myself
to
science.
Ss:
...
T:
You
have
done
a
very
good
job.
I
appreciate
your
good
ideas
and
opinions.
Step
7
Practising
T:
Since
we
have
learned
the
whole
passage,
I’d
like
you
to
do
some
practice.
(Show
the
following
on
the
screen.)
1.Say
something
about
Copernicus.
Copernicus____________________.
2.Make
up
a
dialogue
between
Copernicus
and
one
of
his
friends.
Copernicus
showed
his
ideas
privately
to
his
friend
and
his
friend
encouraged
him
to
publish
his
ideas.
T:
First
please
say
something
about
Copernicus.
Give
as
much
information
as
possible
about
him
by
making
sentences
beginning
with
Copernicus.
S1:
Copernicus
is
a
Poland
astronomer.
S2:
Copernicus
found
the
earth
is
not
the
center
of
the
solar
system.
S3:
Copernicus
didn’t
publish
his
theory
until
1543.
S4:
Copernicus
made
a
great
contribution
to
astronomy.
Ss:
...
T:
I’m
deeply
impressed
by
your
sentences.
You
are
excellent.
From
the
passage
we
know
Copernicus
showed
his
theory
to
his
friends
and
his
friends
encouraged
him
to
publish
his
theory.
Please
make
up
a
dialogue
in
pairs
based
on
this
situation.
We
will
hold
a
competition
to
see
which
group
acts
the
best.
(After
a
few
minutes,
the
teacher
gets
several
pairs
to
act
it
out
and
decides
which
group
is
the
best
one.)
Step
8
Writing
T:
Just
now
we
learned
that
Copernicus
didn’t
publish
his
ideas
as
soon
as
he
found
his
theory.
We
also
talked
about
what
you
would
have
done
if
you
were
Copernicus.
Now
write
a
short
letter
asking
Copernicus
to
publish
his
ideas
so
everyone
can
read
them.
First
you
need
to
collect
your
ideas.
There
are
some
suggested
information
on
Page
7.Then
you
need
to
arrange
these
ideas.
There
is
a
plan
for
it.
Beginning:
Tell
Copernicus
who
you
are
and
why
you
want
him
to
publish
his
ideas.
Paragraph
2:
Reason
1
and
evidence.
Paragraph
3:
Reason
2
and
evidence.
Summing
up:
Ask
him
to
think
again
about
publishing
his
ideas.
(Give
Ss
some
time
to
do
it.
Ask
them
to
draw
an
outline
first,
and
it
will
help
them
to
develop
their
writing
skill.
The
passage
will
be
clear.
If
they
have
finished
writing,
get
them
to
exchange
with
their
desk
mates.
Finally
ask
some
to
read
their
writings
to
the
whole
class.
While
doing
this,
the
teacher
can
design
a
competition
to
arouse
their
excitement.)
Step
9
Homework
T:
You
did
very
well
in
class.
There’s
the
homework
for
you.
1.
Preview
the
reading
passage
and
underline
the
phrases
you
think
important
and
useful.
2.
Finish
the
writing
if
you
haven’t
finished
and
improve
it
if
you
have.
The
Design
of
the
Writing
on
the
Blackboard
Unit
1　Great
scientists
Period
4　Reading
and
Writing
Copernicus’
revolutionary
work
Main
idea
of
each
part:
Para
1
Brief
introduction
Para
2
The
cause
of
Copernicus’
theory
Paras
3-4
The
process
of
Copernicus’theory
Para
5
The
significance
of
Copernicus’
theory
Before
Copernicus’
theory
Copernicus’
theory
1.God
made
the
earth.2.The
earth
was
the
center
of
the
solar
system.
1.The
sun
is
the
center
of
the
solar
system
and
the
planets
go
around
it
except
the
moon.2.The
earth
is
spinning
as
it
goes
round
the
sun.
Research
and
Activities
The
theme
of
the
activity
is
“a
great
scientist
in
our
eyes”.
Get
the
students
to
work
in
groups
and
introduce
a
great
scientist
in
their
minds.
First,
they
need
to
decide
which
scientist
they
think
is
the
greatest.
Then,
collect
as
much
information
as
possible
about
the
scientist,
such
as
his/her
life,
achievements,
and
so
on.
In
the
end,
each
group
presents
it
to
the
whole
class.
The
activity
is
designed
to
arouse
the
students’
interest
in
science,
cultivate
their
team
spirit
and
learn
something
from
these
great
scientists.
It
also
helps
them
learn
to
search
for
information
and
organize
it
well.
Reference
for
Teaching
Nicolaus
Copernicus
Born
on
Feb.19,
1473,
in
Thorn
(Torun),
Poland,
Nicolaus
Copernicus
was
destined
to
become,
through
the
publication
of
his
heliocentric
theory
70
years
later,
one
of
the
seminal
figures
in
the
history
of
scientific
thought.
The
son
of
a
prosperous
merchant,
he
was
raised
after
his
father’s
death
by
a
maternal
uncle,
who
enabled
him
to
enter
the
University
of
Krakow,
then
famous
for
its
mathematics,
philosophy,
and
astronomy
curriculum.This
experience
stimulated
the
young
Copernicus
to
study
further
liberal
arts
at
Bologna
(1496-1501),
medicine
at
Padua,
and
law
at
the
University
of
Ferrara,
from
which
he
emerged
in
1503
with
the
doctorate
in
canon
law.
Shortly
afterward
he
returned
to
Poland
and
eventually
settled
permanently
at
the
cathedral
in
Frauenberg
(Frombork),
less
than
100
miles
from
his
birthplace.
Through
his
uncle’s
influence
he
had
been
elected
a
canon
of
the
church
even
before
his
journey
to
Italy.
Copernicus
not
only
faithfully
performed
his
ecclesiastical
duties,
but
also
practiced
medicine,
wrote
a
treatise
on
monetary
reform,
and
turned
his
attention
to
a
subject
in
which
he
had
long
been
interested-astronomy.
By
May
1514
Copernicus
had
written
De
revolutionibus
orbium
coelestium
(On
the
Revolutions
of
the
Heavenly
Spheres,
1543).This
classic
work
challenged
the
geocentric
cosmology
that
had
been
accepted
since
the
time
of
Aristotle.Copernicus
proposed
that
the
earth
goes
round
the
sun
with
the
other
planets.
The
new
theory
that
Copernicus
espoused
in
De
revolutionibus
exhibits
a
peculiar
mixture
of
both
radical
and
conservative
elements.
In
the
midst
of
his
radical
reordering
of
the
structure
of
the
universe,
Copernicus
still
adhered
to
the
ancient
Aristotelian
doctrines
of
solid
celestial
spheres
and
perfect
circular
motion
of
heavenly
bodies,
and
he
held
essentially
intact
the
entire
Aristotelian
physics
of
motion.
Moreover,
with
significant
innovations,
he
clung
to
the
Ptolemaic
representation
of
planetary
motion
by
means
of
complicated
combinations
of
circles
called
epicycles.
Although
Copernicus
realized
that
his
theory
implied
an
enormous
increase
in
the
size
of
the
universe,
he
declined
to
pronounce
it
infinite.
These
aspects
of
the
Copernican
treatise
do
not
mitigate
the
novelty
or
the
impact
of
the
final
theory,
or
the
author’s
firm
conviction
that
his
system
was
an
accurate
representation
of
physical
reality.
Rather,
they
indicate
the
scope
of
the
work
that
lay
ahead
and
that
was
effectively
addressed
in
the
next
century
when
Kepler
determined
the
ellipticity
of
planetary
orbits,
Galileo
formulated
his
new
concept
of
motion,
and
Newton
espoused
his
theory
of
universal
gravitation.
The
enunciation
of
the
heliocentric
theory
by
Copernicus
marked
the
beginning
of
the
scientific
revolution,
and
of
a
new
view
of
a
greatly
enlarged
universe.
It
was
a
shift
away
from
the
comfortable
anthropocentrism
of
the
ancient
and
medieval
world.
A
scientific
theory
that
reflected
so
profoundly
on
humanity
was
not
welcomed
by
the
church,
and
it
was
only
after
the
publication
(1540)
of
Narratio
prima
(A
First
Account),
by
an
enthusiastic
supporter
named
Rheticus,
that
the
aged
Copernicus
agreed
to
commit
to
print
the
theory
already
outlined
in
1514.An
undocumented,
but
often
repeated,
story
holds
that
Copernicus
received
a
printed
copy
of
his
treatise
on
his
deathbed.
He
died
on
May
24,
1543.
Shenzhou
Ⅵ
touches
down
BEIJING,
Oct.17
(Xinhua/chinadaily.)—The
return
module
of
China’s
second
manned
spacecraft
Shenzhou
Ⅵ
has
returned
to
the
Earth,
and
the
astronauts
are
safe.
The
module
and
astronauts
touched
down
in
the
main
landing
field
in
Central
Inner
Mongolia
Autonomous
Region
at
4:
33
A.M.
Monday
after
a
five-day
flight.
Fei
Junlong
got
out
of
the
return
module
by
himself
first,
followed
by
Nie
Haisheng.
The
two
said
they
were
in
good
condition
when
answering
questions
from
journalists.
The
two
People’s
Liberation
Army
colonels
received
a
hero’s
welcome.Jubilant
residents
in
Nie’s
home
town
in
central
Hubei
province
set
off
firecrackers
and
performed
traditional
lion
dances.
Fei’s
mother
wept
on
learning
of
his
safe
return,
and
his
father
declared,
“The
motherland
is
so
great!”
State
television
showed
the
astronauts
emerging
from
Shenzhou
Ⅵ
unaided,
pausing
atop
the
charred
reentry
craft
to
wave
to
the
recovery
team.
Chen
Bingde,
chief
of
China’s
manned
space
project,
declares
the
mission
a
complete
success.
The
return
moduel
landed
one
kilometer
away
from
the
target,
and
six
kilometers
from
the
Shenzhou
V’s
landing
site.
The
two
men
are
expected
to
be
taken
by
a
helicopter
to
a
local
airport
to
board
a
flight
to
Beijing.Both
will
be
in
isolation
for
observation
for
14
days
after
the
mission,
but
family
members
will
be
allowed
to
visit,
the
Beijing
Youth
Daily
newspaper
said
Sunday.
Fei
and
Nie
blasted
off
Wednesday
on
China’s
second
manned
space
mission.
It
came
almost
exactly
two
years
after
China’s
first
manned
space
flight.
China
is
only
the
third
country
to
send
humans
into
orbit
on
its
own,
after
Russia
and
the
United
States.
State
television
showed
scores
of
technicians
monitoring
the
landing
at
computer
screens
at
a
Beijing
control
center.
They
showed
no
reaction
when
an
announcer
said
the
capsule
had
landed
but
broke
into
cheers
after
word
came
that
the
astronauts
were
safe,
the
Associated
Press
reported.
Chinese
leaders
including
the
top
legislator
Wu
Bangguo
were
shown
on
television
watching
the
landing
from
the
control
center.
The
mission
had“accomplished
the
planned
experiments
and
accumulated
valuable
technical
data,
”Xinhua
said
Sunday.
“We
feel
good,
our
work
is
going
smoothly
and
our
life
is
happy,
”Fei
was
quoted
as
saying
Sunday
evening
before
the
craft
began
its
re-entry
maneuvers.“We
will
do
our
utmost
to
fulfill
the
mission.”?
“We’re
grateful
for
the
deep
love
and
concern
by
all
Chinese
people,
the
Hong
Kong,
Macao
and
Taiwan
compatriots,
”Nie
said.
Shenzhou
6
orbited
the
Earth
76
times
and
traveled
more
than
1.9
million
miles.The
mission
was
substantially
longer
and
more
complex
than
the
2003
flight,
when
astronaut
Yang
Liwei
orbited
for
21
1/2
hours
before
his
capsule
landed
by
parachute.
PAGE
/
NUMPAGES