Unit 1 Great scientists.docx

1、Unit 1 Great scientistsUnit 1 Great scientistsThe First Period ReadingTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose tob. 重点句式To prevent this fro

2、m happening again, John Snow suggested that . P32. Ability goals 能力目标Enable the students to talk about science and scientists.3. Learning ability goals学能目标 Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research. Teaching important

3、& difficult points教学重难点 Talk about science and scientists.Teaching methods 教学方法Task-based activities.Teaching aids 教具准备A computer and a projector. Teaching procedures & ways 教学过程与方式Step Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school, ever

4、yone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?S1: Edison invented the

5、 lights and the gramophone.S2: The first computer was invented by a group of American scientists.Step Warming upFirst, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most. T: You know our life is closely related to science and scien

6、tists. We benefit a lot from them. Can you name out as many scientists as possible?S1: Newton.S2: Watt.S3: Franklin.Sample answers: 1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British

7、 (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng

8、, ancient China, an inventor.10. Stepper Hawking, British, a physicist.Step Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions. Step ReadingLet the students skim th

9、e whole passage and try to work out the meanings of the new words and structures using context.T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Lets read th

10、e whole passage and find answers to the questions.Show the questions on the screen.1. What conditions allowed cholera develop?2. Why do you think people believed that cholera multiplied in the air without reason?3. What evidence did John Snow gather to convince people that idea 2 was right?Sample an

11、swers:S1: The dirty water made the cholera develop quickly.S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.S3: He found that many of the deaths were near the water pump while some areas far away fro

12、m the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.StepV Homework1. Get more information about some infectious diseases and modern scientists.

13、2. Finish the Exercises 1, 2, 3 on pages 3 and 4.The Second Period Extensive ReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语movement, complete, backward, spin, enthusiastic, cautious, reject, topology, lead to, make senseb. 重点句式Although he had tried to ignore them . P7The problem arose be

14、cause . P7He also suggested that . P72. Ability goals 能力目标Enable the students to talk about the stages in scientific research. 3. Learning ability goals 学能目标Enable the students to know about the general approach for doing a research.Teaching important & difficult points 教学重难点Learn about the common s

15、tages in doing a research.Teaching methods 教学方法Task-based learning approach.Teaching aids 教具准备A tape recorderTeaching procedures & ways 教学过程与方式Step I RevisionDictation and revisionStep Pre-readingAsk the students to look at the pictures on pages 7 and 45. And remind them of the common knowledge of “

16、Sun-Centered Theory” and “the Euler path”.T: Today we are going to learn more about science and scientists. There are two pictures of the great scientists and the illustrations of their theory. You can discuss with your partners about them. Then tell me sth. about them.S1: We know the first picture

17、is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The illustration shows his theory.S2: We guess the second picture is Lenohard Euler. Euler inve

18、nted a new branch of mathematics topology by luck. The chart is about the “Seven Bridges of Konigsberg” and the famous “Euler path”.Step ReadingEncourage the students to get the general ideas of the passages. T: In the last period, we have learned about how Doctor John Snow used seven stages to prov

19、e his conclusion and fulfilled his research. This period we will also deal with two scientific reports. Please read the two passages quickly and try to answer the questions on the screen.Show the questions on the screen.1. Whats Copernicus fear?2. Whats Eulers puzzle?3. How did Copernicus prove his

20、theory?4. How did Euler prepare for his research?5. What are their theories?Sample answers:S1: I have the answer. Copernicus found his theory was against the Christian churchs saying. If he spoke out his finding, he would be punished severely.S2: I know Eulers puzzle. He found that he could cross si

21、x of the bridges without going over any of them twice or going back on himself, but he couldnt cross all seven.S3: Let me answer the third question. Copernicus had thought long and hard about these problems which astronomers had noticed and tried to find an answer. He used all his mathematical calcu

22、lations to work on these problems. He had collected observations of the stars for over ten years. All his calculations and observations proved that his theory was right.S4: I would like to say something about Eulers research. The first stage in his research is to find the problem that he could cross

23、 six of the bridges without going over any of them twice or going back on himself, but he couldnt cross all seven. The second stage is to think of a method: He drew a map and used dots and lines to simplify his analysis. Trying and observing over and over again, he found a general rule.Step Further-

24、readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7 and 46.T: Now class. Please read the two passages again. And discuss the questions on the screen in groups.Show the questions on the screen.1. As a scientist, one should

25、be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?2. Euler was called “the father of modern mathematics”. In what area is topology used today?Sample answers:S1: I think Copernicus was very coward. H

26、e should speak out his discovery and let the world know the truth earlier.S2: I dont agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Churchs.Step PracticeFor E

27、xercises 1 and 2 on page 7 and the problems on page 46, encourage the students to fulfill them quickly and correctly. And check the answers together. And then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their funct

28、ions in the sentences.Show the following on the screen. 1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system .3. He joined these points together using curved lines .T: Please read the three sentences and tell me what parts of speec

29、h the past participles are acting as.A sample answer:In the first sentence, “frightened” and “confused” are acting as predicative. In the second and the third sentence, “fixed” and “curved” are used as attributes.Step Homework1. Search on the Internet for more information about Copernicus and Euler.

30、2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyTeaching goals 教学目标1. Target language 目标语言重点词汇和短语virus, contribute, conclude, make ones way to, reserved seats 2. Ability goals 能力目标Learn the past participle used as attribute and predi

31、cative.Teaching important & difficult points 教学重难点Learn the past participle used as attribute and predicative.Teaching methods 教学方法Grammar-Translation method.Teaching aids 教具准备A computer and a projector. Teaching procedures & ways 教学过程与方式StepRevision and Lead-in Task 1: Dictate the following importa

32、nt words and expressions. T: Now class. Lets have a dictation. Ready? Reference words: valuable, instruct, cure, announce, look into, examine, put forward, immediately, expose, link to, blame, absorb, severe, defeat, reject, test. Thats over, have you finished?Step PracticeTask 1: Enable the students to do the following exercises. T: Please look at the screen and p