高中教案教案

Great scientists Period 4 Reading and Writing教案。

古人云，工欲善其事，必先利其器。教師要準(zhǔn)備好教案，這是教師工作中的一部分。教案可以讓學(xué)生能夠在課堂積極的參與互動(dòng)，使教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。您知道教案應(yīng)該要怎么下筆嗎？下面是小編幫大家編輯的《Great scientists Period 4 Reading and Writing教案》，僅供參考，希望能為您提供參考！

Period4ReadingandWriting

TheGeneralIdeaofThisPeriodInthisperiodtheteachingandlearningwillcenteronreadingandwriting.Asusual,theteachercanbegintheteachingwithreviewingtheformerknowledge.Thefollowingpartisthelead-in—talkingaboutsomescientists,becausethisunittalksaboutgreatscientistsandthispassageisaboutNicolausCopernicusandhistheory.?Astoreadingtraining,theteachershouldstilldevelopthestudents’abilityofscanningandskimming.Soatthebeginning,getthestudentstopreparesomeknowledgeforreading.Forthatpurpose,theteacherwillfirstlyaskforinformationaboutCopernicusaccordingtowhatthestudentsalreadyknow.?Thentheteachercanhavethestudentslistentothetapeandfindoutwhetherthestatementsaretrueorfalse.Itisdesignedtotrainthestudents’listeningandtocheckwhetherthestudentshavepreviewedthepassagewell.Later,theteacherwillaskthestudentstoskimitandfindoutthemainideaforeachpart.Thepurposeofdoingtheseistohelpthestudentstoformthegoodhabitofreadingwithsomestrategy.Whenreadingapassage,wehadbetterfirstreaditasawhole,thatis,understandthestructureofthepassageandcatchthemainideawiththehelpofthestructureandtitle.Thefollowingstepistoreadthepassageforthedetails.Theteachercandesignsometeachingactivitiestohelpthestudentstoknowaboutmoreandmoreinformationbytakingpartinthereadingactivities.Asaresult,theteachershouldbecareful,cautiousandcreativewhendesigningthereadingactivities.Thereadingactivitieshadbetterbevarious,whichcancatchmorestudents’attention.?Attheendofreading,someactivitiesshouldbedesignedtocheckthestudents’understanding?bysayingsomethingaboutCopernicusandmakingupadialoguebetweenCopernicusandhisfriend.Thepracticinghelpsthestudentsimprovetheirspeakingandarousetheircreativity.Thecompetitionisheldtomakethestudentstakepartintheclassactivitiesactively.Atthesametime,letthestudentsconsiderthewritingpurpose.Besidesreading,thestudentsarealsoexpectedtolearnandpractisetheirwritingskill.Bystudyingthepassage,thestudentsshouldlearntodopersuasivewritingtochangesomeoneelse’sdecision.Theteachershouldgivethestudentssomeadviceonhowtoplanthewritinganddevelopthewriting—beginning,bodyandconclusion.TeachingImportantPointsHelpthestudentsknowaboutCopernicusandhistheory.?Developthestudents’readingability.?Improvethestudents’writingability.?TeachingDifficulty?Developthestudents’readingability.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?

ThreeDimensionalTeachingAimsKnowledgeAimsGetthestudentstoknowaboutCopernicusandhistheory.?Learnaboutpersuasivewriting.?AbilityAimsMastertheskillofgistreading.?Developthestudents’readingability,suchasskimmingandscanning.?Improvethestudents’writingability.?EmotionalAimsArousethestudents’interestinscienceanddevotiontoscience.?

TeachingProcedureStep1GreetingT:Hello,everyone.?Ss:Hello,MissWang.?Step2ReviewingT:LastclasswetalkedaboutQianXuesenandCarlLinnaeus.Canyousaysomethingabout?them?S:QianXuesenisafamousChinesephysicist.?S:QianXuesenoncestudiedinthe!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--USAandthenreturnedtoChina.?S:QianXuesenmadegreatcontributionstospaceresearch.?S:CarlLinnaeusdevelopedasystemtoclassifyplantspeciesaccordingtothemaleandfemaleorgansinthefollowers.?S:CarlLinnaeusearnedthetitle“Fatherofclassification”.?Ss:...?Step3Pre-readingT:Youhavedoneagoodjob.Sowehavelearnedaboutalotaboutgreatscientists,suchasJohnSnowandQianXuesen.Whoelsewouldyouliketolearnabout?Why??S1:I’dliketoknowsomethingaboutMadameCurie,becauseshewasoneofthegreatwomenscientists.?S2:I’dliketoknowaboutAlbertEinstein,becauseheplaysanimportantpartinthedevelopmentofPhysics.?S3:StephenHawkingbecausehehasmadegreatachievementsalthoughheisdisabled.?Ss:...?T:Ifindyouareinterestedinscienceandscientists.Buttodaywearegoingtoreadabout?Copernicus.Doyouknowsomethingabouthim??S1:HewasborninPoland.?S2:Hebelievedtheearthmovesaroundthesun.?S3:Itwassaidthathewasburnedtodeathbecauseofhistheory.?Ss:...?T:Doyouwanttoknowmoreabouthim??Ss:Ofcourse.?T:Solet’scometothepassageCopernicus’revolutionarytheory.?Step4ListeningT:FirstI’dlikeyoutolistentothetapeandfindoutwhetherthestatementsareTorF.?(Givethestudentsoneminutetoreadthestatementsandthenplaythetape.)??()1.WhenCopernicusfoundthattheearthwasnotthecenterofthesolarsystem,hewasveryexcited.?()2.Someastronomersfounditstrangethatsomeplanetsappearedbrighteratsometimes.?()3.Copernicusworkedoutthetheorybyobservationandcalculation.?()4.Copernicusdidn’tpublishhisideasuntilhediedin1543.?()5.AccordingtotheChristianideaofgravity,thingsfelltothegroundbecause?theearthisthecenteroftheuniverse.?(Afewminuteslater.)?T:Areyouready?Who’dliketohaveatry.Ifthesentenceistrue,pleasereadit.Ifitisfalse,correctit.S1:Thefirstsentenceisfalse.WhenCopernicusfoundthattheearthwasnotthecenterofthesolarsystem,hewasfrightened.?S2:Thesecondstatementistrue.?S3:Thethirdstatementisalsotrue.?S4:Thefourthstatementisfalse.Copernicusdidn’tpublishhisideasuntilhelaydyingin1543.S5:Thefifthstatementistrue.?Suggestedanswers:1.F;2.T;3.T;4.F;5.T?Step5GistReadingT:Youhavedoneagoodjob.Inthinkyoupreviewedthepassagewell.Tounderstandthepassagebetter,Idividethepassageintofourparts.Readthepassagequicklyandfindoutthemainideaofeachpart.(Afterthreeminutes.)?T:Haveyougotit?Generallyspeaking,ifwewanttointroducesomething,first,weusuallygiveabriefintroduction.Whataboutthemainideasofotherparts?(Askthestudentstogivetheiropinionsandintheendtheteachergivesthemtheanswer.)Suggestedanswers:Para1Briefintroduction?Para2ThecauseofCopernicus’theory?Paras3-4TheprocessofCopernicus’theory?Para5ThesignificanceofCopernicus’theory?Step6DetailedreadingT:ThispassagemainlytalksaboutCopernicus’theory.Solet’scomparehistheoryandthetheorybeforehim.Workinpairs.Readthepassageagainandfillinthefollowingform.?BeforeCopernicus’theoryCopernicus’theory1.Godmadetheearth.2.Theearthwasthecenterofthesolarsystem.1.Thesunisthecenterofthesolarsystemandtheplanetsgoarounditexceptthemoon.2.Theearthisspinningasitgoesroundthesun.(Twominuteslater.)T:Haveyoufoundoutthedifferenttheories?Who’dliketohaveatry??S:BeforeCopernicus’theory,theybelievedGodhadmadetheearth,soitwasthecenterofthesolarsystem.?T:Verygood.WhataboutCopernicus’theory??S:Copernicusfoundthatthesunisthecenterofthesolarsystemandtheplanetsgorounditexceptthemoon.?T:That’sright!Anythingelse??S:Healsofoundtheearthisspinningasitgoesroundthesun.?T:Great!(Showthecompleteformtothestudentsandletthemreadit.)Justnow,weknewCopernicusdidn’tpublishhistheoryimmediatelyhefoundit.Canyoutellmewhy??S:Becausehedidn’twanttobeattackedbytheChristianChurch.Hepublisheditmanyyearslater.T:Yes.Atthattime,anyonewhowantedtochallengethetheoryoftheChristianChurchwouldbepunished,evensometimesbesentencedtodeath.IfyouwereCopernicus,wouldyouhavehiddenyourtheorysoformanyyears?Pleasegiveareason.(Twominuteslater.)?T:I’dliketoknowaboutyourideas.Areyouready?Anyvolunteers??S:IfIwereCopernicus,Iwouldhavedonethesame,becauseatthattime,peopledidn’tenjoythefreedomofspeech.WhoeverchallengedtheChristianChurchwouldbepunished.Whilethereislife,thereishope.Therewouldbemorechanceformetomakemytheoryknowntothepublic.?T:Itsoundsreasonable.Thankyou.Anyoneelse??S:IfIwereCopernicus,IwouldhavepublishedmyideasassoonasIfoundthem.SinceIfoundmyideaswereright,Iwouldmakethemknowntomorepeople,regardlessofdanger.Asascientist,Ishouldbebravetochallengeanddevotemyselftoscience.?Ss:...?T:Youhavedoneaverygoodjob.Iappreciateyourgoodideasandopinions.?Step7PractisingT:Sincewehavelearnedthewholepassage,I’dlikeyoutodosomepractice.?(Showthefollowingonthescreen.)?1.SaysomethingaboutCopernicus.?Copernicus____________________.?2.MakeupadialoguebetweenCopernicusandoneofhisfriends.Copernicusshowedhisideasprivatelytohisfriendandhisfriendencouragedhimtopublishhisideas.?T:FirstpleasesaysomethingaboutCopernicus.Giveasmuchinformationaspossibleabout?himbymakingsentencesbeginningwithCopernicus.?S1:CopernicusisaPolandastronomer.?S2:Copernicusfoundtheearthisnotthecenterofthesolarsystem.?S3:Copernicusdidn’tpublishhistheoryuntil1543.?S4:Copernicusmadeagreatcontributiontoastronomy.?Ss:...?T:I’mdeeplyimpressedbyyoursentences.Youareexcellent.FromthepassageweknowCopernicusshowedhistheorytohisfriendsandhisfriendsencouragedhimtopublishhistheory.Pleasemakeupadialogueinpairsbasedonthissituation.Wewillholdacompetitiontoseewhichgroupactsthebest.?(Afterafewminutes,theteachergetsseveralpairstoactitoutanddecideswhichgroupisthebestone.)?Step8WritingT:JustnowwelearnedthatCopernicusdidn’tpublishhisideasassoonashefoundhistheory.WealsotalkedaboutwhatyouwouldhavedoneifyouwereCopernicus.NowwriteashortletteraskingCopernicustopublishhisideassoeveryonecanreadthem.Firstyouneedtocollectyourideas.TherearesomesuggestedinformationonPage7.Thenyouneedtoarrangetheseideas.Thereisaplanforit.?Beginning:TellCopernicuswhoyouareandwhyyouwanthimtopublishhisideas.?Paragraph2:Reason1andevidence.?Paragraph3:Reason2andevidence.?Summingup:Askhimtothinkagainaboutpublishinghisideas.?(GiveSssometimetodoit.Askthemtodrawanoutlinefirst,anditwillhelpthemtodeveloptheirwritingskill.Thepassagewillbeclear.Iftheyhavefinishedwriting,getthemtoexchangewiththeirdeskmates.Finallyasksometoreadtheirwritingstothewholeclass.Whiledoingthis,theteachercandesignacompetitiontoarousetheirexcitement.)?Step9HomeworkT:Youdidverywellinclass.There’sthehomeworkforyou.?1.Previewthereadingpassageandunderlinethephrasesyouthinkimportantanduseful.2.Finishthewritingifyouhaven’tfinishedandimproveitifyouhave.?

TheDesignoftheWritingontheBlackboard

Unit1Greatscientists

Period4ReadingandWritingCopernicus’revolutionaryworkMainideaofeachpart:?Para1Briefintroduction?Para2Thecauseof?Copernicus’theory?Paras3-4Theprocessof?Copernicus’theory?Para5Thesignificanceof?Copernicus’theory??BeforeCopernicus’theoryCopernicus’theory1.Godmadetheearth.??2.Theearthwasthecenterofthesolarsystem.1.Thesunisthecenterofthesolarsystemandtheplanetsgoarounditexceptthemoon.2.Theearthisspinningasitgoesroundthesun.

ResearchandActivitiesThethemeoftheactivityis“agreatscientistinoureyes”.Getthestudentstoworkingroupsandintroduceagreatscientistintheirminds.First,theyneedtodecidewhichscientisttheythinkisthegreatest.Then,collectasmuchinformationaspossibleaboutthescientist,suchashis/herlife,achievements,andsoon.Intheend,eachgrouppresentsittothewholeclass.Theactivityisdesignedtoarousethestudents’interestinscience,cultivatetheirteamspiritandlearnsomethingfromthesegreatscientists.Italsohelpsthemlearntosearchforinformationandorganizeitwell.

ReferenceforTeaching

NicolausCopernicus【dJZ525.com 勵(lì)志的句子】

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--BornonFeb.19,1473,inThorn(Torun),Poland,NicolausCopernicuswasdestinedtobecome,throughthepublicationofhisheliocentrictheory70yearslater,oneoftheseminalfiguresinthehistoryofscientificthought.Thesonofaprosperousmerchant,hewasraisedafterhisfather’sdeathbyamaternaluncle,whoenabledhimtoentertheUniversityofKrakow,thenfamousforitsmathematics,philosophy,andastronomycurriculum.ThisexperiencestimulatedtheyoungCopernicustostudyfurtherliberalartsatBologna(1496-1501),medicineatPadua,andlawattheUniversityofFerrara,fromwhichheemergedin1503withthedoctorateincanonlaw.ShortlyafterwardhereturnedtoPolandandeventuallysettledpermanentlyatthecathedralinFrauenberg(Frombork),lessthan100milesfromhisbirthplace.Throughhisuncle’sinfluencehehadbeenelectedacanonofthechurchevenbeforehisjourneytoItaly.Copernicusnotonlyfaithfullyperformedhisecclesiasticalduties,butalsopracticedmedicine,wroteatreatiseonmonetaryreform,andturnedhisattentiontoasubjectinwhichhehadlongbeeninterested-astronomy.?ByMay1514CopernicushadwrittenDerevolutionibusorbiumcoelestium(OntheRevolutionsoftheHeavenlySpheres,1543).ThisclassicworkchallengedthegeocentriccosmologythathadbeenacceptedsincethetimeofAristotle.Copernicusproposedthattheearthgoesroundthesunwiththeotherplanets.?ThenewtheorythatCopernicusespousedinDerevolutionibusexhibitsapeculiarmixtureofbothradicalandconservativeelements.Inthemidstofhisradicalreorderingofthestructureoftheuniverse,CopernicusstilladheredtotheancientAristoteliandoctrinesofsolidcelestialspheresandperfectcircularmotionofheavenlybodies,andheheldessentiallyintacttheentireAristotelianphysicsofmotion.Moreover,withsignificantinnovations,heclungtothePtolemaicrepresentationofplanetarymotionbymeansofcomplicatedcombinationsofcirclescalledepicycles.AlthoughCopernicusrealizedthathistheoryimpliedanenormousincreaseinthesizeoftheuniverse,hedeclinedtopronounceitinfinite.TheseaspectsoftheCopernicantreatisedonotmitigatethenoveltyortheimpactofthefinaltheory,ortheauthor’sfirmconvictionthathissystemwasanaccuraterepresentationofphysicalreality.Rather,theyindicatethescopeoftheworkthatlayaheadandthatwaseffectivelyaddressedinthenextcenturywhenKeplerdeterminedtheellipticityofplanetaryorbits,Galileoformulatedhisnewconceptofmotion,andNewtonespousedhistheoryofuniversalgravitation.TheenunciationoftheheliocentrictheorybyCopernicusmarkedthebeginningofthescientificrevolution,andofanewviewofagreatlyenlargeduniverse.Itwasashiftawayfromthecomfortableanthropocentrismoftheancientandmedievalworld.Ascientifictheorythatreflectedsoprofoundlyonhumanitywasnotwelcomedbythechurch,anditwasonlyafterthepublication(1540)ofNarratioprima(AFirstAccount),byanenthusiasticsupporternamedRheticus,thattheagedCopernicusagreedtocommittoprintthetheoryalreadyoutlinedin1514.Anundocumented,butoftenrepeated,storyholdsthatCopernicusreceivedaprintedcopyofhistreatiseonhisdeathbed.HediedonMay24,1543.

ShenzhouⅥtouchesdown

BEIJING,Oct.17(Xinhua/chinadaily.com.cn)—ThereturnmoduleofChina’ssecondmannedspacecraftShenzhouⅥhasreturnedtotheEarth,andtheastronautsaresafe.?ThemoduleandastronautstoucheddowninthemainlandingfieldinCentralInnerMongoliaAutonomousRegionat4:33A.M.Mondayafterafive-dayflight.?FeiJunlonggotoutofthereturnmodulebyhimselffirst,followedbyNieHaisheng.?Thetwosaidtheywereingoodconditionwhenansweringquestionsfromjournalists.?ThetwoPeople’sLiberationArmycolonelsreceivedahero’swelcome.JubilantresidentsinNie’shometownincentralHubeiprovincesetofffirecrackersandperformedtraditionalliondances.Fei’smotherweptonlearningofhissafereturn,andhisfatherdeclared,“Themotherlandissogreat!”StatetelevisionshowedtheastronautsemergingfromShenzhouⅥunaided,pausingatopthecharredreentrycrafttowavetotherecoveryteam.?ChenBingde,chiefofChina’smannedspaceproject,declaresthemissionacompletesuccess.Thereturnmoduellandedonekilometerawayfromthetarget,andsixkilometersfromtheShenzhouV’slandingsite.?

ThetwomenareexpectedtobetakenbyahelicoptertoalocalairporttoboardaflighttoBeijing.Bothwillbeinisolationforobservationfor14daysafterthemission,butfamilymemberswillbeallowedtovisit,theBeijingYouthDailynewspapersaidSunday.?FeiandNieblastedoffWednesdayonChina’ssecondmannedspacemission.ItcamealmostexactlytwoyearsafterChina’sfirstmannedspaceflight.?Chinaisonlythethirdcountrytosendhumansintoorbitonitsown,afterRussiaandtheUnitedStates.StatetelevisionshowedscoresoftechniciansmonitoringthelandingatcomputerscreensataBeijingcontrolcenter.Theyshowednoreactionwhenanannouncersaidthecapsulehadlandedbutbrokeintocheersafterwordcamethattheastronautsweresafe,theAssociatedPressreported.ChineseleadersincludingthetoplegislatorWuBangguowereshownontelevisionwatching?thelandingfromthecontrolcenter.?Themissionhad“accomplishedtheplannedexperimentsandaccumulatedvaluabletechnicaldata,”XinhuasaidSunday.?“Wefeelgood,ourworkisgoingsmoothlyandourlifeishappy,”FeiwasquotedassayingSundayeveningbeforethecraftbeganitsre-entrymaneuvers.“Wewilldoourutmosttofulfillthemission.”?“We’regratefulforthedeeploveandconcernbyallChinesepeople,theHongKong,MacaoandTaiwancompatriots,”Niesaid.?Shenzhou6orbitedtheEarth76timesandtraveledmorethan1.9millionmiles.Themissionwassubstantiallylongerandmorecomplexthanthe2003flight,whenastronautYangLiweiorbitedfor211/2hoursbeforehiscapsulelandedbyparachute.?

相關(guān)知識(shí)

Great scientists Period 5 Grammar 教案

俗話說(shuō)，居安思危，思則有備，有備無(wú)患。高中教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，幫助高中教師提前熟悉所教學(xué)的內(nèi)容。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢？下面是小編精心為您整理的“Great scientists Period 5 Grammar 教案”，歡迎閱讀，希望您能閱讀并收藏。

Period5Grammar

TheGeneralIdeaofThisPeriodThisisthefifthperiod,whichwillcenteronthegrammar:usingthepastparticipleastheattributeandthepredicative.Atthebeginningofthisperiod,theteachershouldgivethestudentssometimetogooverwhattheylearnedinthelastperiod.?Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheattributeandthepredicativeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Afterthattheteachershouldgivethestudentsclearexplanationsabouttheusageofthegrammar.?Aftermasteringtherulesofthepastparticiple,thestudentsshouldbegivenmoreexercisestoconsolidatewhattheylearn.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheattributeandthepredicative.Thenaskthemtomakesomesentencesusingthepastparticiple.?Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.?Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencesbetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.?TeachingImportantPoint?Tolearnaboutthepastparticipleusedastheattributeandthepredicative.?TeachingDifficulty?Toknowthedifferencesbetweenthepastparticipleandthepresentparticiple.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?

ThreeDimensionalTeachingAimsKnowledgeAim?Tolearnaboutthepastparticipleusedastheattributeandthepredicative.?AbilityAim?Tousethepastparticipleusedastheattributeandthepredictivefreelyandproperlyinspeakingandwriting.?EmotionalAimsEncouragethestudentslearnmoreaboutthegrammar.?Helpthestudentstoformthegoodhabitinlearning.?Encouragethestudentstodomoreexercisestoconsolidatetheirknowledge.?

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,Miss...?Step2RevisionT:Doyoustillrememberwhatyoulearnedinthisunit?Wouldyoupleasesaysomething?aboutthegreatscientistswelearnedinthisunit.FirstpleasesomethingaboutJohnSnow.?S:Johnsnow,awell-knowndoctorin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--London,defeatedcholera.?S:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S:JohnSnowgatheredtheinformationandmarkeditonamapwhereallthedeadpeople?hadlived.?S:Hediscoveredthatmanyofthedeathswerenearthewater.Itseemedthewaterwastoblame.?Ss:...?T:Youreallydidaverygoodjob.Now,let’ssaysomethingaboutNicolausCopernicus.?S1:NicolausCopernicusbelievedthattheearthisnotthecentreofthesolarsystem.ButatthattimepeopleallbelievedGodhadmadetheworldandforthatreasontheearthwasspecialandmustbethecentreofthesolarsystem.?S2:In1514heshowedhistheoryprivatelytohisfriendsandexplainedhistheory.?S3:HewasverycautiousbecausehedidnotwanttobeattackedbytheChristianchurch.?S4:Hepublishedhistheoryashelaydyingin1543.?S5:HistheorywasrejectedbytheChristianChurch.?Step3PresentationT:Todaywewilllearnthegrammar—pastparticipleusedastheattributeandthepredicative.FirstlookatyourtextonPage4,partI.Lookatthefollowingsentenceswherethepastparticiplesareused.?T:Inthissentencethepastparticipleisusedasanattributephrase.Terrifiedpeoplemeanspeoplewhowereterrified.Nowpleasefindtwomoreexamplesfromthereadingpassageswithpastparticiplesusedastheattribute.Youareallowedtofindasmanysentencesaspossibleintwominutes.(Twominuteslater,askthestudentstoreportwhattheyhavefound.)?S1:Fromthestomachthediseaseattackedthebodyquicklyandsoontheaffectedpersonwasdead.?S2:ImmediatelyJohnSnowtoldtheastonishedpeopleinBroadStreettoremovethehandlefromthewaterpumpsoitcouldnotbeused.?S3:JohnSnowsuggestedthatthesourceofallwatersuppliesbeexaminedandnewmethodsofdealingwithpollutedwaterbefound.?S4:Heplacedafixedsunatthecentreofthesolarsystem.?T:Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheattributes?.Besidesusingastheattribute,thepastparticiplescanalsobeusedasthepredicative.Canyoufindthesentenceswithpastparticiplesusedasthepredicative?Finishitintwominutes.?(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesasthepredicative.)?S1:Neitheritscause,noritscurewasunderstood.?S2:Heknewitwouldneverbecontrolleduntilitscausewasfound.S3:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S4:TheyweregivenfreebeerandsohadnotdrunkthewaterfromtheBroadStreetpump.?S5:Hefoundthatitcamefromtheriver,whichhadbeenpollutedbythedirtywaterfromLondon.?S6:ImmediatelyJohnSnowtoldtheastonishedpeopleinBroadStreettoremovethehandle?fromthewaterpumpsoitcouldnotbeused.?...Step4PractisingT:Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesastheattributeandthepredicative??S:Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether.?T:Yes,verygood.Nowlet’slookatthescreenandfinishtheexercisesquickly.PastParticipleastheAttributePastParticipleasthePredicative1.terrifiedpeople?2.reservedseats?3.pollutedwater?4.acrowdedroom?5.apleasedwinner?6.?7.?8.?9.?10.1.?2.?3.?4.?5.?6.childrenwholookastonished?7.avasethatisbroken?8.adoorthatisclosed?9.theaudiencewhofeeltired?10.ananimalthatistrappedSuggestedanswers:1.peoplewhoareterrified2.seatswhicharereserved3.waterwhichispolluted4.aroomwhichiscrowded5.awinnerwhoispleased6.astonishedchildren7.abrokenvase8.acloseddoor9.thetiredaudience10.atrappedanimal過(guò)去分詞作定語(yǔ),在語(yǔ)態(tài)上,表被動(dòng);在時(shí)間上,表示動(dòng)作已經(jīng)發(fā)生或完成,與它所修飾的名詞有邏輯上的動(dòng)賓關(guān)系。過(guò)去分詞作定語(yǔ)時(shí),所修飾的名詞在邏輯上相當(dāng)于被動(dòng)句中的主語(yǔ),過(guò)去分詞相當(dāng)于謂語(yǔ)。如:?Thedestroyedhousewillberebuiltnextyear.?這種情況下的過(guò)去分詞為及物動(dòng)詞的過(guò)去分詞。不及物動(dòng)詞的過(guò)去分詞很少能單獨(dú)作前置定語(yǔ),少數(shù)表示狀態(tài)改變或位置轉(zhuǎn)移的動(dòng)詞的過(guò)去分詞可前置,僅表示時(shí)間的完成,無(wú)被動(dòng)意義。而現(xiàn)在分詞表示動(dòng)作正在進(jìn)行。如:?fallingleaves正在下落的樹葉adevelopingcountry發(fā)展中國(guó)家theboilingwater沸水?fallenleaves落葉adevelopedcountry發(fā)達(dá)國(guó)家theboiledwater(涼）開水?T:Besidesthis,thepastparticiplecanbeputafterthenountomodifythenounform,forexample,Thefamouswriter’splay,mentionedinoneofmybooks,waspublishedin1963.Doyouunderstandthesentence?S:Thefamouswriter’splay,whichwasmentionedinoneofmybooks,waspublishedin1963.T:Yes,verygood.Inthissentencewecangettwopiecesofinformation.A:Thefamouswriter’splaywaspublishedin1963.B:Theplaywasmentionedinoneofmybooks.Now,let’sdosomeexercisestocombinetwosentencestogetherusingpastparticipleastheattribute.?1.Thisisoneofthequestions.Itwasdiscussedatthemeetingyesterday.?S:Itisoneofthequestionsdiscussedatthemeetingyesterday.T:Hisletterwasaddressedtothewrongnumber.Itreachedmelate.?S:Hisletter,addressedtothewrongnumber,reachedmelate.?T:Thestudentsdidn’tknowhowtoanswerit.Theyweresurprisedatthewaythequestion?wasput.?S:Thestudents,surprisedatthewaythequestionwasput,didn’tknowhowtoanswerit.?T:Theaudienceallvoicedsupportforthesuggestion.Theyweremovedbyhisspeech.?S:Theaudience,movedbyhisspeech,allvoicedsupportforhissuggestion.?T:Basketballisnowaninterestingsport.ItwasfirstplayedintheUSA.?S:Basketball,firstplayedintheUSA,isnowaninterestingsport.?T:Welldone.?注意下面過(guò)去分詞作定語(yǔ)的幾種情況:?1.單個(gè)的過(guò)去分詞作定語(yǔ)一般放在被修飾的名詞之前。如:theterrifiedpeople,thepolluted?water,theastonishedpeople。?單個(gè)分詞也可以作后置定語(yǔ),用以強(qiáng)調(diào)動(dòng)作。如:?Theydecidedtochangethematerialused.他們決定更換使用的材料。?2.過(guò)去分詞短語(yǔ)作定語(yǔ)要放在被修飾的名詞后面,作后置定語(yǔ),其作用相當(dāng)于一個(gè)定語(yǔ)從句。如:ThemanchosenmayorofthecityreceivedaDoctor’sDegreeofEngineering?.?3.如被修飾的詞是something,anything,everything,nothing等,分詞放在被修飾詞的后面。如:Doyouhaveanythingunfinished??4.單個(gè)過(guò)去分詞前加一名詞或副詞,常用連字符將它們連接起來(lái)構(gòu)成一個(gè)復(fù)合形容詞,放在其修飾的名詞前,作前置定語(yǔ)。分詞前加的名詞表示分詞的動(dòng)作或行為主體,所加的副詞表示方式、時(shí)間、程度、性質(zhì)等意義。如:anewly-bornbaby,awell-knowndoctor。?T:Nowlet’scometothepastparticipleusedasthepredicative.Generallyspeakingthepastparticipleusedasthepredicativeshowsthestatethesubjectremains.(過(guò)去分詞作表語(yǔ)表示主語(yǔ)所處的狀態(tài)。)eg:Iwassurprisedtofindthatsuchgreatchangeshadtakenplaceinthecollege.?Nowlookatthescreen.Finishtheexercisesquickly.?1.Hegot__________aboutlosingthemoney.?2.Whydoyoualwayslookso__________?Doyousleepwellthesedays??3.Iwas__________withthefilmIsawlastnight.Ihadexpectedittobebetter.?4.Everybodywas__________tohearthedeathofthefamousfilmstar.?5.Thechildrenarereally__________aboutgoingtothezoo.?6.Hiswoundbecame__________withanewvirus.?Suggestedanswers:1.worried2.tired3.disappointed4.astonished5.excited6.infected?T:Welldone.Step5FurtherPractising?T:Nowlet’sdosomeexercises.?1.TheOlympicGames,__________(play)in776B.C.,didnotincludewomenplayersuntil?1912.?2.Cleaningwomeninbigcitiesget__________(pay)bythehour.?3.Mostofthepeople__________(invite)tothepartydidn’tturnupbecauseoftheheavyrain.4.Whoistheman__________(talk)toourheadmaster??5.Theprofessor__________(pay)avisittoourschoolisfromBeijingUniversity.?6.The__________(die)manwasimmediatelytakentohospital.?7.Thesoldiersgotoffthetruckandmovedthe__________(fall)treeawayfromthehighway.8.We__________(surprise)tofindthatfewofthestudentsdidtheexperimentwell.?Suggestedanswers:1～8:played,paid,invited,talking,paying,dying,fallen,surprised?Step6ConsolidationT:Inthisperiod,wemainlyfocusonthepastparticipleusedastheattributeandthepredicative.Afterclass,wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly?Besides,youwillalsohavetofinishtheexercisesonPage44Ex1-2using?thepastparticiple.?

TheDesignoftheWritingontheBlackboard

Unit1Greatscientists

Period5GrammarPastparticiplesusedastheattributePastparticiplesusedasthepredicative1.Itisoneofthequestionsdiscussedatthemeetingyesterday.2.Hisletter,addressedtothewrongnumber,reachedmelate.3.Theaudience,movedbyhisspeech,allvoicedsupportforhissuggestion.?4.Basketball,firstplayedintheUSA,isnowaninterestingsport.1.Hegotworriedaboutlosingthemoney.?2.Whydoyoualwayslooksotired??3.IwasdisappointedwiththefilmIsawlastnight.Ihadexpectedittobebetter.?4.Everybodywasastonishedtohearthedeathofthefamousfilmstar.?5.Thechildrenarereallyexcitedaboutgoingtothezoo.

ResearchandActivitiesSupposeyouaremayorofWuxi.Findoutmeasurestostoppollution.Pleaseusethepastparticipleastheattributeandthepredicative.NowadayseveryoneinWuxiisworriedabouttheenvironment.Theairispolluted.Thewaterispolluted.Wecannotbreathethepollutedairanymore.Let’stakeaction—Studentsshouldusetheirimaginationandcreativitytocontinuethewriting.?

ReferenceforTeaching

現(xiàn)在分詞和過(guò)去分詞的區(qū)別現(xiàn)在分詞和過(guò)去分詞主要差別在于:現(xiàn)在分詞表示“主動(dòng)和進(jìn)行”,過(guò)去分詞表示“被動(dòng)和完成”(不及物動(dòng)詞的過(guò)去分詞不表示被動(dòng),只表示完成)。分詞可以有自己的狀語(yǔ)、賓語(yǔ)或邏輯主語(yǔ)等。?1.單個(gè)分詞作定語(yǔ)一般放在被修飾之前（有些單個(gè)過(guò)去分詞作賓語(yǔ)時(shí),也可放在被修飾詞之后）,如:分詞短語(yǔ)作定語(yǔ)一般放在被修飾詞之后,有時(shí)可用定語(yǔ)從句代替。單個(gè)分詞作前置定語(yǔ)表示被修飾詞所發(fā)出的動(dòng)作,即分詞動(dòng)作的邏輯主語(yǔ)是它修飾的詞。如:?TheexcitingnewsthatChineseathleteswonover20goldmedalsinSydney2000OlympicGamesinspiredallofus.（單個(gè)現(xiàn)在分詞作前置定語(yǔ),表示被修飾詞所發(fā)出的動(dòng)作,即Thenewswasexciting.）?Thebuildinglyingonthewestoftheseacostsome20000000dollars.（現(xiàn)在分詞短語(yǔ)作后置定語(yǔ),相當(dāng)于一個(gè)定語(yǔ)從句thatlies）?現(xiàn)在分詞表示主動(dòng)的動(dòng)作或正在進(jìn)行的主動(dòng)動(dòng)作,如:boilingwater,therisingsun,developingcountry;過(guò)去分詞表示被動(dòng)動(dòng)作或已完成的動(dòng)作,如:boiledwater,therisensun,developedcountry。?2.分詞作后置定語(yǔ)應(yīng)注意:?(1)現(xiàn)在分詞表示的動(dòng)作:?①一個(gè)正在進(jìn)行的動(dòng)作,如:?Canyouseetheshipdisappearing(thatisdisappearing)inthedistance??②表示將來(lái)的動(dòng)作,如:?Canyoutellmethenumberofpeoplecomingtotheparty(whowillcometotheparty)??③表示某個(gè)經(jīng)常性的動(dòng)作或狀態(tài),如;?Thegirllookingafter(wholooksafter)Harry’schildrengets200dollarsaweek.?(2)過(guò)去分詞表示的動(dòng)作:?①發(fā)生在謂語(yǔ)動(dòng)詞的動(dòng)作之前,如:?Isthisthebookwritten(thatwaswritten)byHenryJames??②與句中謂語(yǔ)動(dòng)詞是相應(yīng)的經(jīng)常性的動(dòng)作,如:?Hewasthenaprofessorrespected(thatwasrespected)byalltheteachersandstudentsofthecollege.?③being+過(guò)去分詞結(jié)構(gòu)表示動(dòng)作正在進(jìn)行,如:?The65-storeyedbuildingbeingbuilt(thatisbeingbuilt)willberunbyaUScompany.?正在建設(shè)的那座65層大樓將由一家美國(guó)公司經(jīng)營(yíng)。?④tobe+過(guò)去分詞結(jié)構(gòu)表示一個(gè)將來(lái)動(dòng)作,如:?Hewasinvitedtotheconferencetobeheld(thatwillbeheld)inShanghaiinMay2001.?分詞前置?Wecanseetherisingsun.我們可以看到東升的旭日。?Heisaretiredworker.他是位退休的工人。?分詞后置(i.分詞詞組;ii.個(gè)別分詞如given,left;iii.修飾不定代詞something等)?Therewasagirlsittingthere.有個(gè)女孩坐在那里。?Thisisthequestiongiven.這是所給的問(wèn)題。?Thereisnothinginteresting.沒(méi)有有趣的東西。?過(guò)去分詞作定語(yǔ)?與其修飾的詞是被動(dòng)關(guān)系,相當(dāng)于一個(gè)被動(dòng)語(yǔ)態(tài)的定語(yǔ)從句。?Mostofthepeopleinvitedtothepartywerefamousscientists.?MostoftheartistsinvitedtothepartywerefromSouthAfrica.?

典型例題1)Thefirsttextbook__________forteachingEnglishasaforeignlanguagecameoutinthe16thcentury.A.havewrittenB.tobewrittenC.beingwrittenD.written解析：書與寫作是被動(dòng)關(guān)系,應(yīng)用過(guò)去分詞作定語(yǔ)表被動(dòng),相當(dāng)于定語(yǔ)從句whichiswritten。?答案：D?2）What’sthelanguage__________inGermany??A.speakingB.spokenC.bespokenD.tospeak解析：主語(yǔ)language與謂語(yǔ)動(dòng)詞之間有被動(dòng)的含義。spoken是動(dòng)詞speak的過(guò)去分詞形式,在句中作定語(yǔ),修飾主語(yǔ)language,spoken與language有被動(dòng)關(guān)系。該句可以理解為:What’sthelanguage(whichis)spokeninGerman??答案：B?3.作表語(yǔ)的分詞通?？醋餍稳菰~來(lái)用。現(xiàn)在分詞表示主語(yǔ)的性質(zhì),而且主語(yǔ)多為物;過(guò)去分詞表示主語(yǔ)的感受或狀態(tài),主語(yǔ)多為人。如:?(1)Thestoryisinteresting.故事有趣。?Weareinterestedincomputers.我們對(duì)計(jì)算機(jī)感興趣。?(2)Theglassisbroken.玻璃杯破了。?(3)Thewaterisboiled.水是開的。?

兩種形式的過(guò)去分詞在英語(yǔ)中,有些動(dòng)詞有兩種過(guò)去分詞形式,并且它們?cè)谟梅ê鸵饬x上不同?1)learned/learnt?兩者都可用在完成式中構(gòu)成謂語(yǔ),但learned還可作定語(yǔ)“博學(xué)的”之意解。而learnt不能。[舉例]Wehavelearned/learnt200newwordssincelastterm.?從上學(xué)期開始,我們已經(jīng)學(xué)了200個(gè)新詞了。?ProfessorWangisalearnedman.王教授是個(gè)有學(xué)問(wèn)的人。?2)lighted/lit?lighted可用作定語(yǔ),lit用作表語(yǔ)。?[舉例]Thelightedcandlelitthewholeroom.?點(diǎn)燃了的蠟燭照亮了房間。?Thecigaretteisnotlit.煙沒(méi)點(diǎn)著。?3)hung/hanged?hung意為“懸掛”,hanged意為“絞死,吊死”。?[舉例]Afamouspaintingishungonthewall.墻上掛著一幅名畫。?Hewashangedbyhisenemy.他是被敵人絞死的。?4)hid/hidden?hid用于完成時(shí),hidden可作表語(yǔ)和定語(yǔ)。?[舉例]Thesunishidden.?太陽(yáng)被云遮住了。?Theremustbesomeonehiddeninthecupboard.?一定有人藏在柜子里。?Wherehaveyouhidmybook??你把我的書藏在哪兒了？?5)struck/stricken?struck用于完成時(shí)構(gòu)成謂語(yǔ),stricken用作定語(yǔ),還可表示“受到打擊”。?[舉例]Theclockhasstruckthree.?時(shí)鐘已敲響了三點(diǎn)。?Therescueteamsracedtothestrickenship.?救援隊(duì)立刻前往搶救遇難船只。?6)born/borne?born既可用作表語(yǔ),又可用作定語(yǔ),borne用于完成時(shí)構(gòu)成謂語(yǔ)。?[舉例]HewasborninJapanin1973.?他于1973年出生于日本。?Sheisabornsinger.?她是個(gè)天生的歌唱家。?Shehasbornetwoboys.?她已經(jīng)生了兩個(gè)男孩。?7)burned/burnt?burned強(qiáng)調(diào)燃燒的動(dòng)作,burnt強(qiáng)調(diào)狀態(tài)或結(jié)果,還可用作定語(yǔ)。?[舉例]Alotofpeoplewereburnedinthebigfire.?很多人在那場(chǎng)大火中被燒死了。?Oilisburntincars.汽車用汽油作燃料。?Theburntpeoplearebeingtreatedinhospital.?燒傷的人們正在住院接受治療。?8)sunk/sunken?sunk用作表語(yǔ),sunken用作定語(yǔ)。?[舉例]TheshipofTitanicwassunkforever.?泰坦尼克永久地沉沒(méi)了。?Thesunkenboatcouldneverbefound.?那艘沉船再也沒(méi)有找到。?9)melted/molten?melted用作表語(yǔ),molten用作定語(yǔ)。?[舉例]Theiceintheriverismelted.?河里的冰融化了。?Themoltensteellookslikewater.?熔化了的鋼看上去像水一樣。?

Great scientists Period 7 Asessment教案

Period6reading&writing

俗話說(shuō)，磨刀不誤砍柴工。作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂(lè)趣，讓高中教師能夠快速的解決各種教學(xué)問(wèn)題。那么如何寫好我們的高中教案呢？經(jīng)過(guò)搜索和整理，小編為大家呈現(xiàn)“Period6reading&writing”，歡迎大家閱讀，希望對(duì)大家有所幫助。

Period6readingwriting
Step1Appreciation
Readthefollowingpoemcarefullyandwritedownthepairsofwordsthatrhymeandaddmoresimilarrhymingwords.
Step2.Pre-writing
Howtomakefriendswithothers?
1.ReadaletterfromastudentcalledXiaodong.What’shisproblem?
2.Supposeyouwereeditor,pleasewriteyouradvicetoXiaodong.
Discussingroupsoffour.CollectyouradvicetoXiaodongandyourattitude.
Usefulexpressions:
Inmyopinion,youshould…
Myadviceis…
Ithink/believe…
I’mafraidthat…
Iadviseyouto…
Idon’tthink…
Don’tworry…
Iagree/Idon’tagree.
Ithinkso./Idon’tthinkso.
Step3While-writing
Thisactivityenablesstudentstoexpresstheirfeelingsandtohelpothers．Inotherwords,itgivesstudentsabetterunderstandingofhowtodealwiththiscommonsituation．Thisisasmucharoleplayasawritingactivity,soitisimportantforstudentstodiscusstheirideasfirst．Inthiswaytheycancollecttheirideas,sortthemoutandpreparetowrite．
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Writingtips
Contents(Thelettershouldcontainthefollowingpoints)
1.Makeanefforttochangethesituation.
2.Starttalkingtopeopleaboutwhatyoubothlike.
3.Joininpeople’sdiscussion.
4.Showyourinterestintheirtalk.
5.Trytomakefriendswithoneortwoclassmates.
Structure
Topicsentence(yourpointofview)
Body(youradvice)
Conclusion(yourwishes)
Tense:Asitisaletter,SimplePresentTensewillbeappliedtothewriting.
Connectors:
Illustration(闡述)Ithink,Ibelieve,Isuggest,inmyopinion…
Addition（遞進(jìn)）secondly,andthen,besides,inaddition…
Contrast（轉(zhuǎn)折）but,however,ontheotherhand…
Summary(總結(jié))inshort,inaword,therefore,so…
Step4.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Samplewriting:
DearXiaodong,
Somepeopleliketalkingwithothers,butsomepeopleareshy．Ifyoufallintothesecondgroup,itcanbehardtomakefriends．Butyoucanchangethesituation．
Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball．Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon．
Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing．Butifyoudont,youshouldntfeelafraidtosay,forexample,”Thatsoundsinteresting,whatisitabout??Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers．
Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo．
Goodluck!
Editor

Homework:writethecomposition

Unit 3 Life in the future Period 4 Reading and Writing

俗話說(shuō)，居安思危，思則有備，有備無(wú)患。作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助教師能夠井然有序的進(jìn)行教學(xué)。您知道教案應(yīng)該要怎么下筆嗎？急您所急，小編為朋友們了收集和編輯了“Unit 3 Life in the future Period 4 Reading and Writing”，歡迎閱讀，希望您能夠喜歡并分享！

Period4ReadingandWriting

TheGeneralIdeaofThisPeriodThisperiodteachingandstudyingwillcenteronreadingandwriting.Asusual,theteachercanbegintheteachingwithrevisiontheformerknowledge,thatistosay,thecontentofFirstImpressions.Thispartcanbealsoregardedasthelead-in,becausethepassagetobelearnedisthecontinuedpartofFirstImpression.ItwilldescribeamazingthingsthatLiQianghasseeninthefutureAD3005.?Astoreadingtraining,thepurposeofdoingitistohelpthestudentstoformthegoodhabitofreadingwithsomestrategy.Theteachershoulddevelopthestudents’abilityofscanningandskimming,includingtheimpliedmeaningbeyondlines.Soatthebeginning,getthestudentstoprepareknowledgeforreading.Inordertoreachthatpurpose,theteacherfirstlywillasksomequestionsaboutwhattheyhavelearnedinthesecondperiod,andthenletthemtalkaboutwhattheycanseeinthepicture.Thenletthestudentsscanthepassageandfindwhatamazingthingsarementioned.Later,theteacherwillaskthestudentstoskimitandfindoutthemainideaforeachparagraph.Thepurposeofdoingtheseistohelpthestudentstoformthegoodhabitofreading.Whenreadingapassage,wehadbetterfirstreaditaswhole,thatis,understandthestructureofthepassageandcatchthemainideawiththehelpofstructureandtitle.?Thefollowingstepistoreadthepassageforthedetails.Theteachercandesignsometeachingactivitiestohelpthestudentstoknowaboutmoreandmoreinformationbytakingpartinthereadingactivities.Asaresult,theteachershouldbecareful,cautiousandcreativewhendesigningthereadingactivities.Thereadingactivitieshadbetterbevarious,whichcancausemorestudents’attention.Attheendofreading,someactivitiesshouldbedesignedtoleadthestudentstounderstandtheimpliedmeaningbeyondthepassage.Atthesametime,letthestudentsconsiderthewritingpurpose,whichservesthepurposeoftheauthorwritingit.?Besidesreading,theclassisalsoexpectedtolearnandpractisewritingskill.Bystudyingthepassage,thestudentsshouldlearntheabilityofdescribingthethingsandwhattheyimagineimitatingthepassage.Theteachershouldgivethestudentssomeadviceonhowtosucceedindescribingthethingsandwhattheyimagine.TeachingImportantPointsMastertheskillofgistreading.?Developthestudents’abilityofunderstandingtheimpliedmeaning.?Improvethestudents’writingability.?TeachingDifficultiesDevelopthestudents’abilityofunderstandingtheimpliedmeaning.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools?

ThreeDimensionalTeachingAimsKnowledgeAimsGetthestudentstoknowaboutwhatLiQiangfoundinthefutureinAD3005.?Learntheknowledgeabouthowtowriteapassageaboutdescriptionofthethings.?AbilityAimsMastertheskillofgistreading.?Developthestudents’abilityofunderstandingtheimpliedmeaning.?Improvethestudents’writingability.?EmotionalAimsReadingthepassageistoattempttocultivatestudents’spiritofexploringscienceandfuture.

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissWang.?Step2RevisionT:Doyoustillrememberwhatwelearnedinthesecondperiod??S:FirstImpressions.?T:HowdidLiQiangtraveltotheearthinAD3005??S:Withthehelpofhisfriend,hetraveledbytimecapsuletotheearthbutonethousandyearsinthefuture.?T:Howdidhefeelwhenhefoundhiminacompletelystrangeworld??S:Hewasconfusedbythenewsurroundings.?T:Good.Nowlet’smakesomesentenceswith“LiQiang”todescribewhathesawandexperienced.?S:LiQiangsufferedfromthelackoffreshaironhisarrivalatthenewworldinthefuture?.S:LiQiangfeltmuchbetterafterputtingonaspecialmask,thoughtheairseemedthinthere.S:LiQianggotseparatedfromhisfriendwhentheyreachedwhatlookedlikealargemarket.Ss:...?Step3Pre-reading?T:Youdidagoodjob.Mostofyoureviewedwhatwelearned.NowletusguesswhatLiQiangwouldgoonvisiting.?S:Hewastovisitotherplanetsbytimecapsule.?S:Iguesshewouldgotovisitsomeinterestingplaces.?S:Ithinkhewouldpayavisittoafamilyandaschool.?Ss:...T:Ifyouweretheauthorofthepassage,whatwouldyouliketointroducetoreaders??S:Imightintroducethealienswhohemetinthefuture.?S:IthinkIwoulddescribethewayoffuturelife.?S:IfIweretheauthor,Iwouldprefertowritesomethingaboutfutureschool.?T:Somestudentsseemtohavethesameopinionastheauthor,whilesomemightbeabletowriteanewpassageforustoenjoy.Iamgladtoknowyouallhaveusedyourheadstohavevariousanswers.NowstudythepictureonPage21totellmewhatyoucanseeinthepicture.?S:Icanseeastrangethingisworkinginaspecialplace.?S:Thestrangethinghassixhandsandoneleg,butitsheadissimilartoours.?S:Thereisanothercreature,whichisverysmallwithmanyhands,comparedwiththebigone.?Ss:...?Step4FastReading?T:Nowletusreadthetitletogether.?T:Canyoupredictwhatthepassagemaybeabout??S:Itmaybeaboutwhathehadseen,especiallyabouttheamazingthingsinthefuture.?T:Youareright.Asweallknow,thebesttitleistheonewhichcanshowthemainideaofthereadingpassage.Asaconsequence,weshouldreadthetitlewhenwebegintoreadone,whichwillhelpustounderstandapassage.Now,readthepassagequicklytofindwhatamazingthingsarementionedinit.?(Afteroneminute.)?S:apacestation,somealiencreatures,mu-mu,dimpods?T:Yes.Pleaselookthroughitagainandfindoutmainideaforeachparagraph.You’dbetterfinishitintwominutes.?(Twominuteslater,askthestudentstoshowtheiropiniontothewholeclass.Thendiscuss?itanddecidethebestanswer.Theteachershouldtellthemtheanswerintheend.)?Suggestedanswers:Para!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--.1aspacestationconsideredthemostmoderninthispartofspace?Pare.2thefriendliestcreatures,mu-mu?Para.3themostinterestingcreatures,dimpods?Para.4thedifferencesandsimilaritiesbetweenthem?Step5CarefulReading?T:PleasereadPara.oneandanswerthequestions:Wheredidhefirstvisit?Describetheplace.(Afteroneminute.)?S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,anditspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Insideofit,itisdividedintozoneswithextraordinarilydifferatmospheresandgravities.?T:Right.Whatotherstrangethingscanbefound??S:Therelivethealiencreatureswhiletheyworkwithhumanspacescientistssearchingfornewworlds.?T:Nowpleasereadthenexttwoparagraphstotellthefollowingsentencestrueorfalse.?1.Thefriendliestcreaturesarethetinydimpods,whilethemostinterestingcreaturesarethemu-mu.2.Themu-mumustwearrednightlightsonthehelmetssothattheycanseeinthedark.?3.TheWorldSpaceAgencywillsendaspaceshiptoexaminethefourthstarinthePleiadessystemnextyear.?4.Themu-mucanskiparoundthepipesandbetweenthewoodenwallsofthespacestation.5.Thetinydimpodsaregreatengineers,whichrequirethesamethesameatmospheresashumans.?6.Thetinydimpodsvanproducealiquidfromtheirbodies,whichmeltsmetalandveryusefulfortheoutsideforspaceships.?(Givestudentsfourminutestoreadandconsiderthestatements.)?T:Let’schecktheanswers.Ifitiswrong,pleasecorrectit.?S:1.Ithinkthefirstsentenceiswrong.Thetwoobjectsshouldbeexchanged.Thatistosay,thefriendliestcreaturesarethemu-mu,whilethemostinterestingcreaturesarethetinydimpods.T:Right.Whataboutthenext??S:2.Itisfalse.Humanbeingsmustwearrednightlightsonthehelmetssothattheycanseeinthedark.Butthemu-musdon’tneeditbecausetheycanseeinthedark.?T:Good.Isthethirdonewrong??S:3.Ithinkitisright.?T:Right.Whataboutthenextone??S:4.Itiswrong.Thetinydimpodscanskiproundthepipesandbetweenthewoodenwallsofthespacestation.?T:Iagreewithyou.?S:5.Thefifthandthesixthareright.?T:Excellent.Now,let’sreadthelastparagraphandcombinewhatwejustreadtofinishthefollowingchart.NameofcreatureMu-muDimpodsSizeBigTinyAppearanceTheyaretallandthinwithshell-covered“l(fā)eg”.Theyaresmall,justthesizeofalittlecat.ColorTheyhaveblackandwhitefaces.Theyarepurpleorblueandthecolorchangesdependingontheirmood.Personality1.Theyseeinthedarksotheyliveinanareawithoutlightofanykind.?2.Theyarecleversothattheyhaveassistedinthescientificdiscovery?.?3.Theyarenoteasytotalktosothatyouhavetousealanguage-changertohelp.Themu-musonlyspeakinwhispers.4.Theyeatfoodthatcontainscarbonanddrinkastrangemixtureofcarrotjuiceandcocoa.1.Theyrequirethesameatmosphereashumans.2.Theyaregreatengineersandveryclever.3.Theyareabletotravelmanylightyearsawayfromtheearth,whichcanproduceastrangeliquidfromtheirbodies.?4.Theyaredifficulttotalktosothatyouhavetousealanguage-changertohelp.Thedimpodsshoutloudlyinyourear.?5.Theyeatfoodthatcontainscarbon,whichdrinklemonademixedwithherbs.NumberofarmsSixarmsManyarmsNumberoflegsAshell-coveredlegManylegsHowitmovesTheymoveforwardbyslowlyshakingfromsidetosideonashell-coveredleg.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Step6Post-reading?T:What’sthemainidea??S:Thepassagemainlytellsusthestrangethingsthathesawinthefuture.?T:Right.Whatisthepurposeofwritingthepassage??S:Writingthepassageistoletusknowwhatwillhappeninadvance.?S:Ithinktheauthorattemptedtoencourageustobebraveenoughtosearchforthefuture?tospeedupthedevelopmentofscience.?T:Whatacleverhead!Weshouldhaveacreativespirittoexplorethedevelopmentofthefuturetobuildupoursociety.Weshouldworkhardtomakecontributionstoourcountry,tryingtomakeourhomelandhighlydeveloped.?T:Nowlet’simaginetoaddtwoextracharacteristicsofthecreatures.Discusswhatanaliencreatureofyourownmightbelikewithyourpartners.?(Aboutthreeminutes,asksomestudentstodescribewhatanaliencreaturemightbelikeintheirminds.)Step7WritingT:Justnowyoudiscusswhatanaliencreatureofyourownmightbelike.Nowpleasedrawapictureofyouralien.Thenwriteadescriptionbasedonyourdrawingandthenotesinthechart.Showyourdrawingtoyourclassmatesandreadyourdescriptiontothem.(Givethemtenminutestodoit.First,letthemdoitbythemselves.Latergetthemtoexchangewiththeirdeskmates.Finallyasksomestudentstoshowtheirworktothewholeclass.Duringdoingit,theteachercandesignacompetitiontoarousetheirinterest.Ifpossible,getsomeexcellentworksshowntothewholeschooltoencouragestudentstohaveacreativespirit.)?Step8Consolidation?T:Inthisperiod,wemainlyfocusonreadingthepassage:IHaveSeenAmazingThings.Wouldyoupleasemakeasentencewith“WhatIhaveseen...”?(Inordertogetmorestudentstotakepartinthisactivity,theteachercanletthemhaveacompetitionbetweengroups.)?Step9HomeworkT:AfterclasswriteapassagetitledAnAlieninMyMind,imitatingthepassage.Inyourdescriptiontherewillbenameofcreature,size,appearance,color,howtomove,personality?andsoon.?

TheDesignoftheWritingontheBlackboard

Unit3Lifeinthefuture

Period4ReadingandWritingStructureComparison

Para1aspacestationconsideredthemostmoderninthispartofspace?

Pare2thefriendliestcreatures,mu-mu?

Para3themostinterestingcreatures,dimpods?

Para4thedifferencesandsimilaritiesbetweenthem

Size

Appearance

Color

Personality

Numberofarms

Numberoflegs

Howitmoves

ResearchandActivitiesGetthestudentstoparticipateinacompetitionaboutdesigningthefuture.Thethemeofthecompetitionisrobotsinthefuturehome.Thestudentsareaskedtoworkingroupsoffourtodesigntherobotsintheirminds.Theywilldrawthepicturesoftherobotsandalsodescribethesize,appearance,personalityandhowtowork.Inordertoattractmoreattention,thedesignersshouldgiveavividdescriptionaboutitsoutstandingadvantagesandfunction.Inadditiontobeautifulappearanceandextraordinaryfunction,thedesigningshouldalsobefullofimagination.Thegroupwhosedescriptioniswonderful,togetherwithimaginative,beautifulandfunctionaldesign,willbethewinner.

ReferenceforTeaching

Spaceprograminthefuture

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Therisktakersandvisionariesofthisagencyhaveexpandedhumanknowledge,haverevolutionizedourunderstandingoftheuniverse,andproducedtechnologicaladvancesthathavebenefitedallofhumanity.Inspiredbyallthathascomebefore,andguidedbyclearobjectives,todaytheysetanewcourseforAmerica’sspaceprogram.TheywillgiveNASAanewfocusandvisionforfutureexploration.Theywillbuildnewshipstocarrymanforwardintotheuniverse,togainanewfootholdonthemoon,andtopreparefornewjourneystoworldsbeyondtheirown.Theircurrentprogramsandvehiclesforexploringspacehavebroughtthemfar.TheSpaceShuttlehasflownmorethanahundredmissions.Ithasbeenusedtoconductimportantresearchandtoincreasethesumofhumanknowledge.Shuttlecrews,andthescientistsandengineerswhosupportthem,havehelpedtobuildtheInternationalSpaceStation.?Telescopes—includingthoseinspace—haverevealedmorethan100planetsinthelastdecadealone.ProbeshaveshownthemstunningimagesoftheringsofSaturnandtheouterplanetsofoursolarsystem.Roboticexplorershavefoundevidenceofwater—akeyingredientforlife—onMarsandonthemoonsofJupiter.Atthisveryhour,theMarsExplorationRoverSpiritissearchingforevidenceoflifebeyondtheEarth.?ItistimeforAmericatotakethenextsteps.TheirfirstgoalistocompletetheInternationalSpaceStationby2010.Theywillfocustheirfutureresearchaboardthestationonthelong-termeffectsofspacetravelonhumanbiology.Theenvironmentofspaceishostiletohumanbeings.Radiationandweightlessnessposedangerstohumanhealth,andwehavemuchtolearnabouttheirlong-termeffectsbeforehumancrewscanventurethroughthevastvoidsofspaceformonthsatatime.ResearchonboardthestationandhereonEarthwillhelpusbetterunderstandandovercometheobstaclesthatlimitexploration.Throughtheseeffortswewilldeveloptheskillsandtechniquesnecessarytosustainfurtherspaceexploration.Thesecondgoalistodevelopandtestanewspacecraft,theCrewExplorationVehicle,by2008,andtoconductthefirstmannedmissionnolaterthan2014.TheCrewExplorationVehiclewillbecapableofferryingastronautsandscientiststotheSpaceStationaftertheshuttleisretired.Butthemainpurposeofthisspacecraftwillbetocarryastronautsbeyondourorbittootherworlds.ThiswillbethefirstspacecraftofitskindsincetheApolloCommandModule.Thethirdgoalistoreturntothemoonby2020,asthelaunchingpointformissionsbeyond.Beginningnolaterthan2008,theywillsendaseriesofroboticmissionstothelunarsurfacetoresearchandprepareforfuturehumanexploration.UsingtheCrewExplorationVehicle,theywillundertakeextendedhumanmissionstothemoonasearlyas2015,withthegoaloflivingandworkingthereforincreasinglyextendedperiods.Withtheexperienceandknowledgegainedonthemoon,manwillthenbereadytotakethenextstepsofspaceexploration:humanmissionstoMarsandtoworldsbeyond.Yetthehumanthirstforknowledgeultimatelycannotbesatisfiedbyeventhemostvividpictures,orthemostdetailedmeasurements.Andonlyhumanbeingsarecapableofadaptingtotheinevitableuncertaintiesposedbyspacetravel.

GalaxyAnyofthesystemsofstarsandinterstellarmattermakesuptheCosmos.Manysuchassemblagesaresoenormousthattheycontainhundredsofbillionsofstars.Naturehasprovidedanimmenselyvariedarrayofgalaxies,rangingfromfaint,diffusedwarfobjectstobrilliant,spiral-shapedgiants.Virtuallyallgalaxiesappeartohavebeenformedsoonaftertheuniversebegan,andtheypervadespace,evenintothedepthsofthefarthestreachespenetratedbypowerfulmoderntelescopes.Galaxiesusuallyexistinclusters,someofwhichinturnaregroupedintolargerclustersmeasuringhundredsofmillionsoflight-yearsacross.(Alight-yearisthedistancetraversedbylightinoneyear,travelingatavelocityof300000kilometerspersecond,or650000000milesperhour.)Theseso-calledsuperclustersareseparatedbynearlyemptyvoids,causingthegrossstructureoftheuniversetolooksomewhatlikeanetworkofsheetsandchainsofgalaxies.

Galaxiesdifferfromoneanotherinshape,withvariationsresultingfromthewayinwhichthesystemswereformed.Dependingontheinitialconditionsinthepregalacticgassome15000000000yearsago,galaxiesformedeitherasslowlyturning,smoothlystructured,roundsystemsofstarsandgasorasrapidlyrotatingpinwheelsofsuchentities.Otherdifferencesbetweengalaxieshavebeenobservedandarethoughttoreflectevolutionarychanges.Somegalaxiesarerifewithactivity:theyarethesitesofstarformationwithitsattendantglowinggasandcloudsofdustandmolecularcomplexes.Others,bycontrast,arequiescent,havinglongagoceasedtoformnewstars.Perhapsthemostconspicuousevolutionarychangesingalaxiesoccurintheirnuclei,whereevidencesuggeststhatinmanycasessupermassiveobjects—probablyblackholes—formedwhenthegalaxieswereyoung.Suchphenomenaoccurredseveralbillionyearsagoandarenowobservedasbrilliantobjectscalledquasars.Theexistenceofgalaxieswasnotrecognizeduntiltheearly20thcentury.Sincethen,however,galaxieshavebecomeoneofthefocalpointsofastronomicalinvestigation.Thenotabledevelopmentsandachievementsinthestudyofgalaxiesaresurveyedhere.Includedinthediscussionaretheexternalgalaxies(i.e.,thoselyingoutsidetheMilkyWayGalaxy,thelocalgalaxytowhichtheSunandEarthbelong),theirdistributioninclustersandsuperclusters,andtheevolutionofgalaxiesandquasars.ForfurtherdetailsontheMilkyWayGalaxy,seeMilkyWayGalaxy.Forspecificsaboutthecomponentsofgalaxies,seestar,nebula,andCosmos.?

AfuturevehicleWhilemanytechnologicaladvancesoccurinanevolutionarymanner,occasionallyarevolutionarytechnologicalappearsonthehorizonthatcreatesstartlingnewconditionsandprofoundchanges.SuchisthecasewiththeprivatelydevelopedMollerSkycar,whichisnamedafteritsinventor.?TheLAMVisaverticaltake-offandlandingaircraftthatcanflyinaquick,quiet,andagilemanner.Itisanewtypeofvehiclethatcombinesthespeedofanairplaneandtheverticaltake-offcapabilityofahelicopterwithsomecharacteristicsofagroundvehicle,butwithoutthelimitationsofanyofthoseexistingmodesoftransportation.?TheLAMVisnotoperatedliketraditionalfixed—orrotary-wingaircraft.Ithasonlytwohand-operatorusestodirecttheredundantcomputercontroltwiststoselectthedesiredoperatingaltitudeandmovesforeandafttoselecttherateofclimb.Theright-handcontroltwiststoselectthevehicle’sdirectionandmovesside-to-sidetoprovidetransverse(crosswise)movementduringthehoverandearly-transition-to-flightphasesofoperation;italsomovesforeandafttocontrolspeedandbraking.Simplyput,theLAMVisuserfriendly.?TheLAMVofthefuturewillbe18feetlong,10feetwide,and6feethighandweight2200pounds.Itwillholdfourpassengersandapayloadof875pounds(includingfuel).Thevehiclewillhaveamaximumrateofclimbof6400feetperminuteandanoperationalceilingof30000feet.Itwillattainatopspeedof390milesperhouratanaltitudeof6000feetandacruisingspeedof350milesperhourat25000feet,anditwillhaveamaximumrangeof900milesat80passengermilespergallon.TheLAMValsowillbequietenoughtofunctionasanacoustic“stealth”planeat500feet.Itwillhaveaverticaltake-offandlandingcapabilityandemergencyairframeparachutes,anditwillbecapableofusingvariousfuels.?ThepotentialeconomicadvantagesoftheLAMVareworthmentioning.Itsfuel-efficientenginesandabilitytooperateonvariousfuelswilllowfuelcosts.TheLAMVusesone-fourthofthefuelperpassengermileusedbythetilt-rotorV-22Ospreyorhighperformancehelicopters.TheLAMV’spotentialmilitaryuseswillbenumerous.?However,oncetheLAMVtechnologymatures,itsmilitarypossibilitiesarestartling.WeintheArmycombatservicesupport“futures”arenaareencouragedbythedevelopmentssofarandhopethattheLAMVwillbereadyforArmyfieldingaround2010.TheLAMVcanbecomearealityinourArmyandpossibilityintheotherarmedservicesaswell.Withoutanydoubt,thistechnologicalinnovationwillsucceedinternationallyinntheprivate,commercial,andmilitarysectors.IhopethattheUSArmywillbethefirstarmyintheworldtoembraceandexploitthistechnology.Butsoonerratherthanlater,thisaerialvehicletechnologywillaffectallofourlives.Itisjustoverthehorizon.