Unit 1 Great scientists

Ⅰ. 單元教學(xué)目標(biāo)

技能目標(biāo)Skill Goals

▲ Talk about science and contributions of scientists

▲Practice expressing will, hope and suggestions

▲Practice expressing the stages in examining a new scientific idea

▲Learn to organize a scientific research

▲Learn to use the past participle as the predicative & attribute

▲Practice describing people’s characteristics and qualities

▲Develop the skills of persuasive and descriptive writing

Ⅱ. 目標(biāo)語(yǔ)言

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?

詞 匯

1． 四會(huì)詞匯

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． 認(rèn)讀詞匯

infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical

3． 詞組

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

結(jié)

構(gòu) 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.

重點(diǎn)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

Ⅲ. 教材分析和教材重組

1. 教材分析

本單元主要話題是How to organize scientific research。旨在通過(guò)本單元的教學(xué)培養(yǎng)學(xué)生探究科學(xué)、崇尚科學(xué)的精神和正確的科學(xué)觀；幫助學(xué)生了解科學(xué)的本質(zhì)和科學(xué)家的特質(zhì)，使學(xué)生懂得科學(xué)探究的基本步驟和要素；指導(dǎo)學(xué)生如何對(duì)科學(xué)家及其所從事的科研工作進(jìn)行描述、發(fā)表看法，并針對(duì)自己的個(gè)性特征和興趣專長(zhǎng)，暢談個(gè)人的職業(yè)志向和人生規(guī)劃。

1.1 Warming Up 通過(guò)問(wèn)答形式使學(xué)生回顧不同領(lǐng)域不同時(shí)代的10位科學(xué)家，了解他們對(duì)人類的貢獻(xiàn)及其成果。

1.2 Pre-reading 通過(guò)對(duì)幾個(gè)問(wèn)題的討論，使學(xué)生了解傳染病和“霍亂”的基本常識(shí)，并了解科研過(guò)程中驗(yàn)證某些觀點(diǎn)的基本程序和方法。

1.3 Reading 介紹英國(guó)著名醫(yī)生John Snow是如何通過(guò)考察分析、探究的科學(xué)方法，發(fā)現(xiàn)并控制“霍亂”這種傳染病的。通過(guò)課文學(xué)習(xí)，使學(xué)生了解科學(xué)發(fā)現(xiàn)的全過(guò)程及其嚴(yán)密性；學(xué)習(xí)描述性文體的基本寫作框架。

1.4 Comprehending 共設(shè)計(jì)了四個(gè)題型。

1.5 Learning about Language 共設(shè)計(jì)了兩大部分，8個(gè)練習(xí)，對(duì)本單元的重點(diǎn)詞匯和主要語(yǔ)法項(xiàng)目進(jìn)行訓(xùn)練。第一部分的1-4題旨在訓(xùn)練學(xué)生對(duì)重點(diǎn)詞匯、短語(yǔ)的運(yùn)用；第二部分旨在練習(xí)過(guò)去分詞作定語(yǔ)和表語(yǔ)的用法。

1.6 Using Language 由兩部分組成：Listening and speaking 是一段關(guān)于中國(guó)著名科學(xué)家錢學(xué)森先生的生平介紹的聽力材料；Reading and writing是一段關(guān)于偉大天文學(xué)家哥白尼發(fā)表“日心說(shuō)”過(guò)程的短文。

2． 教材重組

2.1 將Warming Up，Pre-reading, Reading和Comprehending三部分整合為一節(jié)“精讀課”。

2.2 將Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合為一節(jié)“泛讀課”。

2.3 將Learning about Language中的Discovering useful structures和Discovering useful words and expressions以及Workbook中的USING STRUCTURES和USING WORDS AND EXPRES-SIONS整合為一節(jié)“語(yǔ)言學(xué)習(xí)課”。

2.4 將Using Language中的Listening與Workbook中LISTENING和LISTENING TASK三個(gè)部分整合為一節(jié)“聽力課”。

2.5 將Using Language中的Speaking與Workbook中的TALKING和SPEAKING TASK三個(gè)部分整合為一節(jié)“口語(yǔ)課”。

2.6 將 Using Language中的Reading and Writing以及Workbook中的WRITING TASK整合為一節(jié)“寫作課”。

3. 課型設(shè)計(jì)與課時(shí)分配

1st Period Reading

2nd Period Extensive Reading

3rd Period Language Study

4th Period Listening

5th Period Speaking

6th Period Writing

Ⅳ. 分課時(shí)教案

The First Period Reading

Teaching goals教學(xué)目標(biāo)

1. Target language 目標(biāo)語(yǔ)言

a. 重點(diǎn)詞匯和短語(yǔ)

attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to

b. 重點(diǎn)句式

To prevent this from happening again, John Snow suggested that ... P3

2. Ability goals 能力目標(biāo)

Enable the students to talk about science and scientists.

3. Learning ability goals學(xué)能目標(biāo)

Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.

Teaching important & difficult points教學(xué)重難點(diǎn)

Talk about science and scientists.

Teaching methods 教學(xué)方法

Task-based activities.

Teaching aids 教具準(zhǔn)備

A computer and a projector.

Teaching procedures & ways 教學(xué)過(guò)程與方式

StepⅠ Lead-in

Ask the students to think of some great inventions and inventors in history.

T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?

S1: Edison invented the lights and the gramophone.

S2: The first computer was invented by a group of American scientists.

StepⅡ Warming up

First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.

T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?

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 (1663-1729), an inventor of steam engine.

4. Gregor Mendel, Czech, a botanist and geneticist.

5. Marie Curie, Polish and French, a chemist and physicist.

6. Thomas Edison, American, an inventor.

7. Leonardo da Vinci, Italian, an artist.

8. Sir Humphry Davy, British, an inventor and chemist.

9. Zhang Heng, ancient China, an inventor.

10. Stepper Hawking, British, a physicist.

Step Ⅲ Pre-reading

Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.

Show the following on the screen.

What do you know about infectious diseases?

What do you know about cholera?

Do you know how to prove a new idea in scientific research?

What order would you put the seven in? Just guess.

Sample answer 1:

S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.

S2: People could be exposed to infectious diseases, so may animals, such as bird flu.

S3: AIDS, SARS are infectious diseases.

S4: Infectious diseases are difficult to cure.

Sample answer 2:

S1: Cholera is caused by a bacterium called Varian cholera.

S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.

S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.

S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.

Sample answer 3:

S1: I know sth. about it. First we should find the problem. Then, think of a solution.

S2: We should collect as much information as possible.

S3: Analyzing results is the most important stage.

S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.

Sample answer 4:

S1: I think “Find a problem” should be the first stage.

S2: “Make up a question” should follow the first stage.

S3: “Think of a method”, “Collect results” and “Analyze results” are after that.

S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.

T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.

Step Ⅳ Reading

Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.

T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.

Show the questions on the screen.

1. What conditions allowed cholera develop?

2. Why do you think people believed that cholera multiplied in the air without reason?

3. What evidence did John Snow gather to convince people that idea 2 was right?

Sample answers:

S1: The dirty water made the cholera develop quickly.

S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.

S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.

Step Ⅴ Text analyzing

Ask the students to analyze the text in groups.

T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

Paragraphs Stages General ideas

1

2

3

4

5

6

7

Sample answers:

S1: My group’s opinion is this: stage one “Find a problem” is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.

S2: Our answer is like this: paragraph two expresses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct.

S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.

S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.

S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.

S6: The sixth stage is “Repeat if necessary”. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.

S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera.

Ask some students to put their answers in the chart.

Paragraph Stages General ideas

1 Find a problem The causes of cholera

2 Make up a question The correct or possible theory

3 Think of a method Collect data on where people were ill and 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 Analyse the results Analyse the water to see if that is the cause of the illness

6 Repeat if necessary Find other evidences to confirm his conclusion

7 Make a conclusion The polluted dirty source of drinking water was to blame for the cause of the London cholera

T: Now class. Can you tell me what style of the passage belongs to?

S1: I think it is a report.

T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.

Show the chart and three pieces of writing on the screen.

Report

Description Creative writing

Formal language with few adjectives Vivid use of words with similes and metaphors Vivid use of language and more informal styl