高中教案教案

Great scientists Period 2 Reading教案。

一名優(yōu)秀的教師在教學(xué)時都會提前最好準(zhǔn)備，作為教師就要精心準(zhǔn)備好合適的教案。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，減輕教師們在教學(xué)時的教學(xué)壓力。優(yōu)秀有創(chuàng)意的教案要怎樣寫呢？下面是小編精心為您整理的“Great scientists Period 2 Reading教案”，希望能對您有所幫助，請收藏。

Period2Reading

TheGeneralIdeaofThisPeriodThisisthesecondperiodofthisunit.Thisperiodfocusesonthereadingpassage,whichisaboutJohnSnowandKingCholera.Atthebeginningoftheperiod,theteachercandesignsomeactivitiestodrawthestudents’attentiontoread.Inordertoattractthestudents’attention,theteacherhadbetterofferthestudentstheopportunitiestohaveacompetitionaboutsomeinformationaboutsomescientistsmentionedintheWarmingup.ThentheteachercanmakefulluseofthequestionsinthePre-reading.Thisstepisdesignedtomakeforpreparingforunderstandingthepassage.?Readingskillsareveryimportantforseniorstudents.Forthefirstreading,weintendtocultivateSs’skimmingabilityandscanningability.Firstaskthestudentstoscanitandtickoutwhat...arementionedinthepassage.Thenletthestudentsreadfasttofindoutthemainideaofeachparagraph.InordertostimulateSstotakepartintheclassactivitymoreactively,theteachercanorganizeagroupcompetitiontoseewhichgroupcanfinishthetaskfastestandbest.Forthesecondreading,thestudentsareexpectedtoknowsomedetailsaboutthepassage.Lateron,theteacherwillpresentsomequestionsforthestudentstoanswerandatthesametimetheyareaskedtofinishfillinginthechart.Thethirdtimeistoreadforfurtherinformation.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole,thatis,togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.?TodevelopSs’furtherunderstandingability,theteachercandesignsomequestions,whoseanswersarebeyondlines.Sotheteacherwillhelpthemtoreadbetweenthelines,thusSscangraduallygettheabilitytounderstandtheimpliedmeanings.Inthisstep,theteacherasksSstoreaditagaininordertomakethemthinkabouttheorganizationofthewholepassage,andthismethodcanhelpthemnotonlyintheirunderstandingthispassagebutalsoinwritingashortpassage.?Toconsolidatethecontentofthepassage,Ssarerequiredtoretellitaccordingtothemainidea.InordertoarousetheSs’interest;theteachercanholdacompetitionbetweengroups.Afterthestudentsunderstandthewholepassage,theyareaskedtohaveatopicdiscussion.?TeachingImportantPointsHaveagoodunderstandingofthetextbydoingtheexercises.?Getthestudentstolearndifferentreadingskills,especiallygistreadingandcomprehendingbeyondlines.TeachingDifficultiesKnowthemeaningsbetweenlinesandbeyondlines.?Learndifferentreadingskillsfordifferentreadingpurposes.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?

ThreeDimensionalTeachingAimsKnowledgeAimHaveagoodunderstandingofthetextthroughtheexercises.?AbilityAimsGraspsomereadingskills.?Developtheabilitytodescribesomefamousscientists.?EmotionalAimsEncouragethestudentstoworkhardattheirlessonsinordertodevotethemselvestoscience.

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissYang.?Step2RevisionT:Yesterdaywetalkedalotaboutgreatscientists.NowI’dlikeyoutoanswersomequestions?toseehowmuchyourememberaboutthem.Let’scometoagroupcompetition.Ifyouknowtheanswer,youcanjuststandup.Ifyougetyouranswerright,I’llgiveyoutenmarks.Areyouready?Listencarefully.Whichscientistdiscoveredthatobjectsinwaterareliftedupbyaforcethathelpsthemfloat?Anyvolunteer??S:Archimedes.T:Right.Whowroteabookexplaininghowanimalsandplantsdevelopedastheenvironmentchanged??S:CharlesDarwin.?T:Yes.Doyoustillrememberthetitleofthebook??S:OntheOriginofSpecies.??T:Verygood.Whoinventedthefirststeamengine??S:JamesWatt.?T:You’vedoneagoodjob.Whousedpeastoshowhowphysicalcharacteristicsarepassed?fromparentstotheirchildren??S:GregorMendel.?T:Canyousaysomethingabouthim??S:OK.Hisresearchgavebirthtothescienceofgenetics.?T:Welldone.Whodiscoveredradium??S:MadameCurie.?T:Yes,weknowsheisagreatwomanscientist.Weshouldrememberwhatshesaid.Lifeisnoteasyforanyofus.Wemustwork,andaboveallwemustbelieveinourselves.Wemustbelievethateachoneofusisabletodosomethingwell,andthat,whenwediscoverwhatthissomethingis,wemustworkhardatituntilwesucceed.?T:Whoinventedthewayofgivingelectricitytoeverybodyinlargecities??S:Faraday.?T:Youareright.Whowasthepainterthatstudieddeadbodiestoimprovehispaintingofpeople??S:LeonardodaVinci.?T:Yes.Whoinventedalamptokeepminerssafeunderground??S:HumphreyDavy.?T:Whoinventedtheearliestinstrumenttotellpeoplewhereearthquakeshappened??S:ZhangHeng.?T:Doyouknowwhatheinvented??S:Heinventedseismograph.?T:Whoputforwardatheoryaboutblackholes??S:StephenHawking.?T:Hewroteafamousbook.What’sthetitleofit??S:ABriefHistoryofTime.??T:Allofyoudidagoodjob.Forthetimebeing,thefirst/second...groupwonthecompetition.Buttherearealotofchancesforyoutocatch.Wewillcontinueourcompetitionlater.?Step3NewWordsT:TodaywearegoingtoreadanewpassageaboutanotherscientistnamedJohnSnow.Firstlet’scometonewwordsfirst.Herearesomedefinitionsofsomeofthewordsfromthistext.Pleaseworkinpairsandmatchthewordswiththeirdefinitions.?A.attend?B.control?C.handle?D.blame?E.absorb?F.announce?G.immediately?H.belinkedto?I.inaddition?J.expose1.havecontrol,authority,powerover?2.partofatool,bucket,drawer,etc.bywhichitmaybeheldinthehand3.takeorsuckin?4.atonceorwithoutdelay?5.uncover,leaveuncoveredorunprotected?6.aswell,besides?7.bejoinedwith,beconnectedwith?8.waiton,serve,lookafter?9.fixonsb.theresponsibilityforsth.doneornotdone?10.makeknownSuggestedanswers:B—!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1C—2E—3G—4J—5I—6H—7A—8D—9F—10?Step4Pre-readingT:Therearesomanyscientiststhatwecan’tcountthem.Butallthescientistsmusthavetheirscientificattitudeandscientificwaytodoscientificresearch.NowopenyourbooksonPage1.LookatthequestionsinPre-readingquicklyanddiscussthemwithyourpartnerintwominutes.?(Teachergivesthestudentstwominutestodiscuss.Afterthat,theteacherasksthemtoanswer?thethreequestions.)?T:First,let’stalkaboutinfectiousdiseases.Canyounamesome?Let’scometoagroupcompetitionagain.Ifyougetyouranswerright,I’llgiveyoutenmarks.?Ss:Birdflu,SARS,cholera...?T:Whatdoyouknowaboutcholera??S:Cholerawasa19thcenturydisease.?S:Cholerawasspreadbygerms.?S:Itwasthemostdeadlydiseaseofitsday.?S:Peoplewhoareinfectedwithitwillbeeasytodie.?S:...?T:Excellent.Now,let’scometoQuestion2.Howcanweproveanewideainscientificresearch?Whatorderwouldyouputthemin??Ss:findaproblem—makeupaquestion—thinkofamethod—collectresults—analysetheresults—repeatifnecessary—drawaconclusion.?Step5ReadingFirstreading:ScanningT:Hereisanothergreatscientist.Maybeyouarenotfamiliarwithhim.Lookathispicture?onPage2.JohnSnowwasthegreatscientistwhodefeatedKingCholera.Scanthepassageandtickoutwhatarementionedinthepassage?Iwillgiveyoutwominutes?.?(1)JohnSnow’swish?(2)JohnSnow’sattendingQueenVictoria?(3)twotheoriesexplainingthecauseofCholera?(4)JohnSnow’sexaminationofthesourceofthewater?(5)evidenceforthecauseofCholera?(6)thesourceofallwatersupplies?(7)thespreadofCholerabygermsinpollutedwaterSuggestedanswers:(1)(3)(4)(5)(7)arementionedinthepassage.?Secondreading:Skimmingtofindoutthemainideaforeachparagraph?T:Skimeachparagraphandfindoutthemainideaforeachone.Whenyouwanttofindthemainideaofeachparagraph,youespeciallypayattentiontothefirstsentenceandthelastone,whichmayhelpyoufindthemainideaquickly.Iwillgiveyouthreeminutestodoit.?(Theteacheroffersthreeminutesforthestudentstodoit.Lateraskssomestudentstoanswer.)Suggestedanswers:!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Thirdreading:Detailed-readingtoanswerquestionsT:Now,let’sreadthepassagecarefullytolearnaboutmoredetails.LaterIwillletyouanswersomequestionsandfillinthechart.Let’scometoagroupcompetitionagain.Ifyougetyouranswerright,I’llgiveyoutwentymarks.ScientificReportbyJohnSnowTheproblemThecauseIdea1Idea2ThemethodTheresultsIdea1or2?Why?Theconclusion1.WhatproblemexistedinLondonathistime??2.Howdidcholerakillpeople??3.Howdidheprovethesecondtheorywascorrect??4.Whatwastheresultafterhelookedintothecauseofcholera??5.Whichideawasright?Why??6.Whatconclusiondidhedraw??Suggestedanswers:ScientificReportbyJohnSnowTheproblemThousandsofpeoplediedofcholeraeverytimetherewasanoutbreak.Neitheritscause,noritscurewasunderstood.ThecauseIdea1Choleramultipliedintheairwithoutreason.Idea2Peopleabsorbedthisdiseaseintotheirbodieswiththeirmeals.ThemethodHebegantogathertheinformation.Hemarkedonamapwhereallthedeadpeoplehadlivedandthemapgaveavaluableclueaboutthecauseofthedisease.Helookedintothesourceofthewater.TheresultsPollutedwatercarriedthedisease.PeoplewhodrankthepollutedwaterdiedofCholera.Idea1or2?Why?Idea2iscorrect.HefoundtwootherdeathsinanotherpartofLondonthatwerelinkedtothepollutedwater.Withthisextraevidence,hewasabletoannouncethatpollutedwatercarriedthedisease.Theconclusion“KingCholera”wasdefeated.FourthReading:FurtherunderstandingT:Fromthepassage,weknowthatJohnSnowbelievedthatIdea2wasright.Howdidhefinallyproveit?Ifyougetyouranswerright,I’llgiveyouthirtymarks.?Ss:JohnSnowbelievedinthesecondtheorybutneededtoprovehewascorrect.SowhenanotheroutbreakhitLondonin1854anditspreadquicklythroughthepoorneighbourhoods,hebegantogathertheinformation.Hedeterminedtofindoutwhy.Hemarkedonamapwhereallthedeadpeoplehadlivedandthemapgaveavaluableclueaboutthecauseofthedisease.HelookedintothesourceofthewaterforBroadStreetandCambridgeStreet.Hehadshownthatcholerawasspreadbygermsandnotinacloudofgas.Inaddition,hefoundtwootherdeathsinanotherpartofLondonthatwerelinkedtotheBroadStreetoutbreak.Theydiedofcholeraafterdrinkingthepollutedwater.Withextraevidence,hewasabletoannouncethatpollutedwatercarriedthedisease.FinallyKingCholerawasdefeated.?T:Youreallydidagoodjob.DoyouthinkJohnSnowwouldhavesolvedthisproblem?withoutthemap?Why?Ifyougetyouranswerright,I’llgiveyouthirtymarks.?S:Ithinkhewouldhavesolvedtheproblem.Buthewouldspendmoretimeintestingthetwotheoriesanditwouldbemoredifficultforhimtolookintothecauseofcholera.(Theteachershouldgivethemabouttwominutestodiscuss,andjoininthediscussionatthesametime.Afterthat,thestudentswillbeaskedtoshowtheiropinionstothewholeclass.)Step6ConsolidationT:Inthisperiod,wehavelearnedalotaboutJohnSnowandKingCholera.Whathaveyoulearnedfromit?Iwillgiveyouoneminutetoprepareforit.Ifyoursentenceisquitegood,I’llgiveyouthirtymarks.(Afteroneminute.)?S1:JohnSnowwasawell-knowndoctorinLondon.?S2:HeattendedQueenVictoriatoeasethebirthofherbabies.?S3:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S4:JohnSnowhadshownthatcholerawasspreadbygermsandnotinacloudofgas.?S5:JohnSnowannouncedthatpollutedwatercarriedthedisease.?S6:...?T:Yoursentencesaresowonderfulandamazing.Iadmirethemverymuch.Whowouldliketoretellthewholepassagetous?Ifyoucan,I’llgiveyoufiftymarks.?Ss:...?Step7TopicdiscussionT:Nowlet’scometoourtopic.Weknowcholerawasa19thcenturydisease.Whatdiseasedoyouthinkissimilartocholeratoday?Why?Ifyoushowquiteagoodopinion,I’llgiveyouthirtymarks.ButfirstIwillgiveyoutwominutestodiscussitwithyourpartner.?(Theteachershouldgivethemabouttwominutestodiscuss,andjoininthediscussionatthesametime.Afterthat,thestudentswillbeaskedtoshowtheiropinionstothewholeclass.)?S:Sincealotofpeopledieofbirdflu,Ithinkbirdflutodayissimilartocholera.Nowthecauseofbirdfluisnotquiteclear,butscientistsdevotetheirlivestofindingoutthecauseandthecure.S:Inmyopinion,SARSisquitesimilartocholera.SARSisspreadbygermsintheairwhilecholeraisspreadbygermsinthepollutedwater.Alotofpeoplehavebeendying?ofSARS.?Ss:...?T:Thistime,thefirst/secondgroupwonthecompetition.Congratulations!?T:I’dlikeyoutowriteashortpassageaboutJohnSnowaccordingtothepassage.?

TheDesignoftheWritingontheBlackboard

Unit1Greatscientist

Period2ReadingMainideaofeachpartScientificReportbyJohnSnowTheproblemThecauseIdea1Idea2ThemethodTheresultsIdea1or2?Why?Theconclusion

ResearchandActivitiesUseyourimaginationtowriteashortpassageaboutwhatmayhappeninthefuture.ImagineifyouweretofindoutthecausesofSARS,howwouldyoudoandwhatmethodswouldyouusetotestyourtheory?Youcanimitatethestructureofthereadingpassage,butyoumustmakefulluseofyourimaginationtowritewhatisdifferentfromthecauseofcholera.

ReferenceforTeaching

WHO:CholerainChadCouldSpreadtoSudan’sDarfurThegovernmentofChadiscallingforinternationalassistancetofightacholeraoutbreakinthecountry.TheWorldHealthOrganizationsaysitisconcernedthatthediseasecouldspreadtotheDarfurregionofwesternSudan,whichisalreadystrugglingwithhisownhumanitariancrisisduetoviolence.ThegovernmentofChadsaysmorethan2000casesofcholerahavebeenreportedinthecountry,anditexpectsthatnumbertomorethandoublebytheendoftherainyseasoninSeptember.Although,themajorityofcasesinChadarebeingreportedintheregionsurroundingthecapitalinthewest.ButtheWHOsaysitisdeeplyworriedthatitcouldspreadtoneighboring?SudanandtherefugeecampssprawledacrossitstroubledwesternregionofDarfur.?AnexpertwiththeWHO,Claire-liseChaignat,saysthediseaseisendemictomainlypoorerareasthatdonothaveaccesstosafewatersupplies.“Anotherfactorisalsotherefugees?livinginrefugeecampswheretheyarelivinginclosecommunitieswithnotenoughwaterandnopropersanitation,”shesaid.“So,thatisalsoahighriskforthecommunity.So,forexample,weareverymuchscaredthat,now,inthecrisisinDarfur,orintheeasternChad,theremightbeacholeraoutbreak.Incasethegermoccursbecausethewaterandsanitationsituationissobadthatit’sreally,arealriskthatwemighthaveacholeraoutbreakthere.”?Chadhasbeenbattlingapotentiallocustscourgeinthewest,andhasreceivedaninfluxofrefugeesintheeastfromthefightingtakingplaceintheDarfurregion.Thegovernmentisaskingfornearly0000inaidtotrytocurbthespreadofcholera.?CholeraoutbreaksarebeingreportedthroughoutmuchofcentralandwesternAfricathisyear,includingCameroon,SierraLeone,GuineaandtheDemocraticRepublicofCongo.?Thediseasespreadsquicklyinareaswherewatersuppliesarecontaminatedandcausesdehydrationwithindays.Itcanleadtodeathifvictimsareuntreatedwithinaweek.?CarrieGiardino,VOANews,Abidjan.?ThestrainsofcholerabacteriaprevalentinChinamakechangeandexpertswarnforpossibleoutbreak.?InChina’sdatabaseofepidemicstatus,apaintingdepictedwiththethreeepidemicwavesdocumentedinfiguresthestatusofcholeraepidemicinthepast40yearsthroughoutthecountry.Eachtimeoffluctuationsintheepidemicgraphwasrelatedtothechangesofcholerabacterialtyping.Thelatestdataofmonitoringshowedthatthedominatingbacterialtypeofcholeraepidemicshadanotherchangeemergingwithauniqueepidemicbacterialtype.SpecialistsoftheChineseCenterforDiseaseControl(CDC)warnedthatthepossibleaftermathofepidemicsituationresultedfromthechangesofbacterialtypeofcholeramustbedealtwithintensiveprecaution.?AcademicianGaoShouyiofChineseCDCpointedoutthattheInaba1dstrainemergedpredominantlysincelastyear,hadthecharacterofwidedistributionofthesamestrain,andits16Sribosomalgeneprobehybridizationbelongedtothesamestrainseeninthemajorityoftheprovinces.InacertainlocationoftheSouthernprovinces,theeltorstrain,inadditiontotheoccurrenceofInaba1dstrain,alsopartiallyemergedwiththe1c,1b,1fstrains;however,itsribosomaltypingwasidenticalwiththepredominantepidemicInaba1dstrain,allcamefromthesamecloneline.IncertainplacesofthesouthernwestareatheOgawatypethatmutatedintoInabatypeemerged;andtheInabastrainoccurredin2001wasnotthecontinuationoftheInabastrainof2000;additionallyinanotherlocationofthesouthwesternareaanOgawa6buniqueepidemicstrainoccurred.?From18-19April,aworkingconferenceofnationalpreventionandtreatmentofgastrointestinalinfectiousdiseaseswasheldinBeijingjointlysponsoredbytheChineseCDCandtheconsultativecommitteeofdiarrheaspecialistsofMinistryofHealth.TherelatedspecialistsandtheleadingmembersoftheCDCwereorganizedtocarryoutanoutspreaddiscussionuponthesubjectofpreventionandtreatmentofinfectiousdiseasesofthegastrointestinaltract,headedbycholera.OnApril17th,theCDCissuednotificationtotheCDCsystemthroughoutthecountrytocarryouttheweeklyreportofcholeraepidemicsandtheactsofreportsofthescatteredcases;measuresforaugmentationofmonitoringandretrieveofepidemicsourceswerealsoarranged.

精選閱讀

Great scientists Period 5 Grammar 教案

俗話說，居安思危，思則有備，有備無患。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過去分詞作定語,在語態(tài)上,表被動;在時間上,表示動作已經(jīng)發(fā)生或完成,與它所修飾的名詞有邏輯上的動賓關(guān)系。過去分詞作定語時,所修飾的名詞在邏輯上相當(dāng)于被動句中的主語,過去分詞相當(dāng)于謂語。如:?Thedestroyedhousewillberebuiltnextyear.?這種情況下的過去分詞為及物動詞的過去分詞。不及物動詞的過去分詞很少能單獨作前置定語,少數(shù)表示狀態(tài)改變或位置轉(zhuǎn)移的動詞的過去分詞可前置,僅表示時間的完成,無被動意義。而現(xiàn)在分詞表示動作正在進行。如:?fallingleaves正在下落的樹葉adevelopingcountry發(fā)展中國家theboilingwater沸水?fallenleaves落葉adevelopedcountry發(fā)達國家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.?注意下面過去分詞作定語的幾種情況:?1.單個的過去分詞作定語一般放在被修飾的名詞之前。如:theterrifiedpeople,thepolluted?water,theastonishedpeople。?單個分詞也可以作后置定語,用以強調(diào)動作。如:?Theydecidedtochangethematerialused.他們決定更換使用的材料。?2.過去分詞短語作定語要放在被修飾的名詞后面,作后置定語,其作用相當(dāng)于一個定語從句。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.單個過去分詞前加一名詞或副詞,常用連字符將它們連接起來構(gòu)成一個復(fù)合形容詞,放在其修飾的名詞前,作前置定語。分詞前加的名詞表示分詞的動作或行為主體,所加的副詞表示方式、時間、程度、性質(zhì)等意義。如:anewly-bornbaby,awell-knowndoctor。?T:Nowlet’scometothepastparticipleusedasthepredicative.Generallyspeakingthepastparticipleusedasthepredicativeshowsthestatethesubjectremains.(過去分詞作表語表示主語所處的狀態(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)在分詞和過去分詞的區(qū)別現(xiàn)在分詞和過去分詞主要差別在于:現(xiàn)在分詞表示“主動和進行”,過去分詞表示“被動和完成”(不及物動詞的過去分詞不表示被動,只表示完成)。分詞可以有自己的狀語、賓語或邏輯主語等。?1.單個分詞作定語一般放在被修飾之前（有些單個過去分詞作賓語時,也可放在被修飾詞之后）,如:分詞短語作定語一般放在被修飾詞之后,有時可用定語從句代替。單個分詞作前置定語表示被修飾詞所發(fā)出的動作,即分詞動作的邏輯主語是它修飾的詞。如:?TheexcitingnewsthatChineseathleteswonover20goldmedalsinSydney2000OlympicGamesinspiredallofus.（單個現(xiàn)在分詞作前置定語,表示被修飾詞所發(fā)出的動作,即Thenewswasexciting.）?Thebuildinglyingonthewestoftheseacostsome20000000dollars.（現(xiàn)在分詞短語作后置定語,相當(dāng)于一個定語從句thatlies）?現(xiàn)在分詞表示主動的動作或正在進行的主動動作,如:boilingwater,therisingsun,developingcountry;過去分詞表示被動動作或已完成的動作,如:boiledwater,therisensun,developedcountry。?2.分詞作后置定語應(yīng)注意:?(1)現(xiàn)在分詞表示的動作:?①一個正在進行的動作,如:?Canyouseetheshipdisappearing(thatisdisappearing)inthedistance??②表示將來的動作,如:?Canyoutellmethenumberofpeoplecomingtotheparty(whowillcometotheparty)??③表示某個經(jīng)常性的動作或狀態(tài),如;?Thegirllookingafter(wholooksafter)Harry’schildrengets200dollarsaweek.?(2)過去分詞表示的動作:?①發(fā)生在謂語動詞的動作之前,如:?Isthisthebookwritten(thatwaswritten)byHenryJames??②與句中謂語動詞是相應(yīng)的經(jīng)常性的動作,如:?Hewasthenaprofessorrespected(thatwasrespected)byalltheteachersandstudentsofthecollege.?③being+過去分詞結(jié)構(gòu)表示動作正在進行,如:?The65-storeyedbuildingbeingbuilt(thatisbeingbuilt)willberunbyaUScompany.?正在建設(shè)的那座65層大樓將由一家美國公司經(jīng)營。?④tobe+過去分詞結(jié)構(gòu)表示一個將來動作,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.個別分詞如given,left;iii.修飾不定代詞something等)?Therewasagirlsittingthere.有個女孩坐在那里。?Thisisthequestiongiven.這是所給的問題。?Thereisnothinginteresting.沒有有趣的東西。?過去分詞作定語?與其修飾的詞是被動關(guān)系,相當(dāng)于一個被動語態(tài)的定語從句。?Mostofthepeopleinvitedtothepartywerefamousscientists.?MostoftheartistsinvitedtothepartywerefromSouthAfrica.?

典型例題1)Thefirsttextbook__________forteachingEnglishasaforeignlanguagecameoutinthe16thcentury.A.havewrittenB.tobewrittenC.beingwrittenD.written解析：書與寫作是被動關(guān)系,應(yīng)用過去分詞作定語表被動,相當(dāng)于定語從句whichiswritten。?答案：D?2）What’sthelanguage__________inGermany??A.speakingB.spokenC.bespokenD.tospeak解析：主語language與謂語動詞之間有被動的含義。spoken是動詞speak的過去分詞形式,在句中作定語,修飾主語language,spoken與language有被動關(guān)系。該句可以理解為:What’sthelanguage(whichis)spokeninGerman??答案：B?3.作表語的分詞通常看作形容詞來用?，F(xiàn)在分詞表示主語的性質(zhì),而且主語多為物;過去分詞表示主語的感受或狀態(tài),主語多為人。如:?(1)Thestoryisinteresting.故事有趣。?Weareinterestedincomputers.我們對計算機感興趣。?(2)Theglassisbroken.玻璃杯破了。?(3)Thewaterisboiled.水是開的。?

兩種形式的過去分詞在英語中,有些動詞有兩種過去分詞形式,并且它們在用法和意義上不同?1)learned/learnt?兩者都可用在完成式中構(gòu)成謂語,但learned還可作定語“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個新詞了。?ProfessorWangisalearnedman.王教授是個有學(xué)問的人。?2)lighted/lit?lighted可用作定語,lit用作表語。?[舉例]Thelightedcandlelitthewholeroom.?點燃了的蠟燭照亮了房間。?Thecigaretteisnotlit.煙沒點著。?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,hidden可作表語和定語。?[舉例]Thesunishidden.?太陽被云遮住了。?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用于完成時構(gòu)成謂語,stricken用作定語,還可表示“受到打擊”。?[舉例]Theclockhasstruckthree.?時鐘已敲響了三點。?Therescueteamsracedtothestrickenship.?救援隊立刻前往搶救遇難船只。?6)born/borne?born既可用作表語,又可用作定語,borne用于完成時構(gòu)成謂語。?[舉例]HewasborninJapanin1973.?他于1973年出生于日本。?Sheisabornsinger.?她是個天生的歌唱家。?Shehasbornetwoboys.?她已經(jīng)生了兩個男孩。?7)burned/burnt?burned強調(diào)燃燒的動作,burnt強調(diào)狀態(tài)或結(jié)果,還可用作定語。?[舉例]Alotofpeoplewereburnedinthebigfire.?很多人在那場大火中被燒死了。?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,sunken用作定語。?[舉例]TheshipofTitanicwassunkforever.?泰坦尼克永久地沉沒了。?Thesunkenboatcouldneverbefound.?那艘沉船再也沒有找到。?9)melted/molten?melted用作表語,molten用作定語。?[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

Great scientists Period 3?Listening and Speaking教案

Period3ListeningandSpeaking

TheGeneralIdeaofThisPeriodThisisthethirdperiodofthisunit.Atthebeginningofthisperiod,theteachershould(can)designsomeexercisestoreviewwhatthestudentslearnedinthelastperiod,thatistosay,gooverwhatthestudentslearnedaboutthatJohnSnowdefeats“KingCholera”.Theteachercanbeginwithaskingsomequestionsorhavingacompetitiontomakesomesentenceswith“JohnSnow”accordingtothepassage.Duringthisperiod,listeningandspeakingwillbemainlydealtwith.Atthebeginning,teachersfocusontrainingtheSs’listening.ThislisteningcontentisabouttheimportanceofQianXuesenforspacetravelin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--China,thecontributionsmadebyabotanistnamedCarlLinnaeusandtheresearchintothelifeandworkofamathematiciancalledLeonhardEuler.?WhentrainingtheSs’listeningability,teachersshouldstartwithpre-listening,thatis,lead-in.Ifitisnecessary,teachershadbetterintroducesomebackgroundknowledgeaboutthelisteningmaterial.Later,lettheSslistentoit.Atthesametime,teachersshoulddesignsomesimplequestions.Afterthat,theSshaveknownaboutthelisteningmaterial,andthenteacherscanaskthemtolistentoitagaintobereadyformoredifficultquestions.Ifnecessary,theSscanbegivenanothertimetolisten.Whilepracticing,teachershadbetterofferstudentssomeadviceonhowtodoitwell.Especially,trainthestudentstopredictwhattobetalkedaboutaccordingtothehintsandlimitedinformationandletthemformthegoodlisteninghabitoflisteningwiththepurposeoffindingusefulinformationandtosummarize.Certainly,supposetherearemanynewwordsandexpressions,teachersshouldhelpthemtodealwiththematthefirstplace.Allthelisteningpracticeshouldfocusondevelopingthestudents’listeningskill.Afterpracticinglistening,theSsareexpectedtolearnsomeexpressionsabouttalkingaboutscientificjobaswellasscientists’achievementsandrecountstories.Besidesthose,thestudentsareexpectedtolearntheskillofdescribingaperson.Duringthecourse,teachersshouldrankclassactivitiesfromtheeasytothedifficult.First,askthemtolearntheexpressions.Then,askthemtoimitateittohaveadialogue.Finally,thestudentsareexpectedtocreateadialogueordiscussthegiventopic.Inordertodrawstudents’attention,theteacherhadbetterprepareforsomeinterestingsituations.Thisperiodcentersonemphasisonspeakingandlistening.Theteachershouldtryhisorherbesttoencouragethestudentstosaysomething.Don’talwayscorrectthemistakesthatthestudentswouldmakewhilespeaking.Otherwise,thestudentswouldfeelreluctanttospeakouttheiropinions.TeachingImportantPointsTrainthestudents’speakingabilitybydescribing,talkinganddiscussing.?Helpthestudentsimprovetheirlisteningability.?TeachingDifficultiesTrainthestudents’listeningability.Especiallylistenandunderstandwhatthespeakers?meanbeyondwords.?TeachingAids?ataperecorder,aprojectorandtheblackboard?

ThreeDimensionalTeachingAimsKnowledgeaims:LettheSsknowaboutsomescientistsandtheirlifeandcontributions.?GettheSstolearnhowtotalkaboutscientificworkandhowtodescribeaperson.?AbilityAims:?Trainthestudents’speakingabilitybydescribing,talkinganddiscussing.?Trainthestudents’listeningability.?EmotionalAims:?Trainthestudents’abilitytocooperatewithothers.?Encouragethestudentstolearnfromscientiststoshowinterestinscientificexplorationandresearch.?

TeachingProcedureStep1GreetingT:Hello,boysandgirls.?Ss:Hello,MissWang.?Step2Revision?T:Todaywewillbeginourlessonwithacompetitionbetweengroups.Inthelastperiod,welearntaboutJohnSnowwhodefeats“KingCholera”.Now,pleasesaysomethingthatyouknowaboutit.Ifyouofferacompletesentence,youwillbegiventenmarks.Yourgroupwillbegiventwentymarkswhenyourexpressionisespeciallybeautiful.?S:JohnSnowwasawell-knowndoctorinLondon,whoattendedQueenVictoriatoeasethebirthofherbabies.?S:Hebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera,whichwasthedeadlydiseaseofhisday.?S:JohnSnowgotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S:Hebelievedinthesecondtheorythatispeopleabsorbedthisdiseaseintotheirbodieswiththeirmeals.Fromthestomachthediseaseattackedthebodyquicklyandsoontheaffectedpersonwasdead.Ss:...?(Theteachershouldencouragemorestudentstojoininthecompetition.Attheendofthecompetition,theteachershouldannouncetheresultofthiscompetition.Praisethewinnerandencouragethelosers.)?T:WhatcanwelearnfromJohnShow??S:Weshouldbaseourtheoriesonpractice.?S:Weareinspiredtohaveaspiritofscientificexploration.?S:Wedosomeresearchwiththepurposeofservingthepeopleandsociety.?Ss:...?T:Yes,wecanlearnalotfromthescientist.Infact,thereareagreatnumberofpeopleworkingonscienceworthyofbeinglearnedbothathomeandabroad.Canyounamesomescientistsandintroducetheirmaincontributions??S:Archimedes,whodiscoveredthatobjectsinwaterareliftedupbyaforcethathelpsthemfloat.S:Darwinwroteabookexplaininghowanimalsandplantsdevelopedastheenvironmentchanged.?S:MadamCuriediscoveredradium.?S:StephenHawkingputforwardatheoryaboutblackholes.?S:Zhanghenginventedtheearliestinstrumenttotellpeoplewhereearthquakeshappened.Ss:...T:Youdidagoodjobandlistedmanyscientistsaswellastheircontributions.Today,wearegoingtolearnaboutmorescientists.?Step3Listening(onPages5-6)

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Task1Pre-listening?T:Firstlet’senjoythepicture.Whatcanyousee??S:PresidentJiangZeminandanoldman.?T:PresidentJiangZeminvisitedQianXuesen.?T:WhathaveyoualreadyknownaboutQianXuesen???S:HeisaChinesescientist,whoseresearchmainlycentersonPhysics.?S:Heishonoredas“ChineseRocketFather”.?S:HehasmadegreatcontributionstospacetravelinChina.?T:Good.Youseemtohaveagoodknowledgeofhim.QianXuesenisafamousscientist?whohascontributedmuchtothecountry’scauseofscienceandtechnology?.?Task2FirstListening?T:Wearetolistentothematerial,whichisaboutQianXuesen.YuPingistellingherfriendSteveSmithaboutQianXuesen’slife.IfyouwereYuPing,whattopicswouldyouliketocoverwhenintroducinghim??S:Thedatewhenhewasbornandhedied;theplacewherehewasborn,lived,studiedanddied;hisfamily;hisexperience;hisachievements;hiscontributions?T:Excellent.Whenwetalkaboutandintroduceascientist,weusuallydescribetheseaspects.Now,listencarefullyandtickoutwhichtopicsarementionedinthetape.?(Afterlistening,letthemchecktheanswers.)?Task3SecondListeningT:Thistime.You’llwritedowntheanswerstothefivequestions.Boysandgirls,howcanwewritetheanswersfastandcorrectly??S:Weshouldgothroughthequestionsfirstandkeeptheminmind.Whenwearelistening,wejustneedtopaymuchattentiontothesentencesrelatedtotheanswers.?S:Weneedn’twritedowneachwordoftheanswers.Wejustwritedownsomekeywords.Laterwecanwritedownthecompleteanswerswiththehelpofthesekeywords.?T:Youareclever.Nowpleasegetready.First,lookthroughtheintroductiontothelistening?material.Then,scanthequestions.(Twominuteslater,theteacherplaysthetape.ThengiveSstimetoorganizetheirsentences.)T:Let’schecktheanswersonebyone.?(Ifthestudentsmakesomecommonmistakesortheyseemtohavedifficultyinfindingoutanswers,teacherscangivethemsomehintsandletthemlistentoitagain.Afterthat,checktheanswers.Ifthestudentsfeelitdifficulttomakesenseaboutthekeywordsandunderstandthespeakers’intentionandattitude,theteachershouldgivethemsomehelp.)?Task4Post-listening?T:Afterlistening,wouldyoupleaseanswersomequestions??1Whatdidyouhearonthetape??2WhatcanyoulearnfromQianXuesen??(Atthisparttheteachermayhavethestudentspresentwhattheyhaveheardonthetapeandshowtheirownopinionaboutwhattheyhavelearnedfromhim.Ifpossible,theteachermayhavesomeofthestudentsdothepresentationworkinclass.Bydoingthis,thestudentscangetfullunderstandingofwhatthetapeistalkingabout.)?Step4Listening(Page41)?Task1Pre-listening?T:JustnowwelearnedaboutaChinesescientist,QianXuesen,whohasmadegreatcontributionsonspacetravelinChina.Wewillgettoknowanotherscientist,whosecontributionisonbotany.Canyouguesswhoheis??S:CarlLinnaeus,maybeDarwin.?T:Youareright.Bothscientistsdidstudybotanyanddevotedtheirtimetotheresearch.Asweknow,CarlLinnaeusdevelopedhissystemabouthowtoclassifyspecies.WhileDarwinwroteabookontheOriginalofSpecies,inwhichheexplainedhowanimalsandplantsdevelopedastheenvironmentchanged.ThefollowingisaboutCarlLinnaeus.T:Now,readtheinstructionsaboutthelisteningandchoosewhichofthefollowingstatementsmistcloselydescribeswhatthislisteningpassageisabout.Explainwhytheothersarewrong.?S:Ithinkthethirdoneisright.Thisisaboutamanwhofindsaflowerandwantstoknowifitisanewspeciesofflower.Becauseheisinterestedinbiologyandespeciallyinthestudyofplants.Whathewantstodoistostudywhetheritisanewspecies.Theothertwostatementscannotconveythestudy.Task2Listening?T:Whatyousaidisreasonable.Let’slistentogethertofindwhetheryouranswerisright.?(Afterlistening,letthemchecktheanswers.)?T:Listentothetapeagainandtrytocompletethefollowingpassage.?Tofindthenameofanunknownflower,firstyouhavetogotoseeaflower__________he/shewilllookinaspecial__________writtenbyCarlLinnaeus.Helivedin__________from__________to__________.Hewasveryimportantbecausehesolvedaseriousproblemfor__________.Hesawallplantsandanimalsproduce__________.Someanimalsproduce__________butotherslay__________whileplants__________.Heusedthesedifferentwaysofproducingyoungtoputplantsandanimalsinto__________.Forexample,thegroupcalledbirdslay__________toproduceyoungandtheyallhave__________.Linnaeusputtheplantsandanimalsintosmallergroupsorspecies.Hegaveeachonetwonames.Oneisforthelargegroup,forexample__________andoneisforthespecies,forexample__________.Soaparrotwouldbe__________.Hewasthefirstpersontosuccessfullyclassifyallplantsandanimals.Task3Post-listening?Letthestudentsfillintheblanketsandthencheck.Ifthestudentsfeelitdifficulttodoit,letthemlistenitathirdtime.Aftercheckingtheanswers,askthestudentstoreadittogether.?Step5Listening(Page44)T:Lookatthescreenandlet’sreadthefollowingnewwordsfirstly.(Thesewordsarepresentedonthescreen:analyse,pure,foundation,symbol,sin,cosin,geometry,calculus,mechanics,practical,topology)?T:Canyouguesswhichfieldthenextscientistisinaccordingtothenewwords??S:Thenextmustbeamathematician.?T:Right.ThismathematicianisLeonhardEuler.JohnSmithisdiscussingwithZhaoYanghisresearchintothelifeandworkofamathematiciancalledLeonhardEuler.ListentothetapeandfillinthechartontheimportanceofEuler’swork.?Euler’sachievementsExamplesNewsymbolsandtermsOldareasofmathematicsNewareaofmathematicsImportance(Afterlistening,asksomestudentstofillinit.Ifmanystudentsfeelitdifficult,letthemlistentoitagain.Whiledoingit,theteachercanalsoasktwostudentstocometowritetheanswersontheblackboard.Theteacherhadbettergivethempraiseiftheydoitwell.)?Step6SpeakingTask1Lead-inT:Boysandgirls,fromthelisteningmaterial,weknowaboutsomescientists.Doyouhaveadreamtobeascientistinthefuture??Ss:Yes./No.?T:Supposeyouwouldliketoworkasascientist,andyouarediscussingwithyourpartneraboutyourfuturejob.Whatquestionswouldyouliketoconcern??S1:Whatjobdoyouwanttodo??S2:Howwillyougetthejob??S3:Whatpreparationswillyoumakeforthefuturejob??T:Right.Apartfromthose,wecanalsotalkaboutthefollowingquestions:?1Whateducationwillyouneed??2Whatpersonalitywillbeneeded??3Whatworkexperiencewouldbeuseful??4Howlongwillthetrainingtake??5Howwillyouprepareforthiscareer??T:Theseexpressionsmayhelpyou:?Ialwayswantedto...because...TheexperienceIwillneedis...?Imightfinditdifficultto...Ineedtopractise...?Mygreatestproblemwillbeto...?Iwillneedtobe/become...?patient,creative,hard-working,co-operative,confident,brave,positive,pleasant,polite,determined,energetic,strictwith...Task2Dialogue(pairwork)T:Nowitistimetodiscusswhatscientificjobeachofyouwouldliketochooseinthefuturewiththehelpofthementionedquestionsandexpressionsinpairs.Iwillgiveyoufiveminutestoprepareforit.AfterthatIwillletsomeofpairstocometoactitout.?Sample:A:Whatjobdoyouwanttodointhefuture??B:Ialwayswanttobeabotanist.?A:Ifyouwanttobeascientist,whateducationwillyouneed??B:Iwilltrymybesttogotoakeyuniversitytolearnandstudybotany.?A:Whatworkexperiencewouldbeuseful??B:TheexperienceIwillneedistostudywildplantsinthewildwhenIamatschool.Now,Ijointhesocialnaturalcluborganizedbyourschool.EverytimeImakeeveryefforttoovercomedifficultytostudyplantsinthewild.?A:Doyouknowwhatpersonalitywillbeneededifyouwanttobeascientistinthefuture?B:Iwillneedtobepatient,creative,hard-working,brave,energeticandco-operative.?A:Yes,Iagreewithyou.Besidesthosepersonalities,wealsoshouldbedetermined,confident?andpositive.?B:Iwillmakeeffortstoownsuchgoodquality.?A:Howwillyouprepareforthiscareer??B:IintendtogotocollegenextyearandthenIwillhaveachancetobeascientist.ButmygreatestproblemwillbewhetherIwillbeabletogotouniversityinthefuture.?A:Don’tworryaboutitandjustgetdowntopreparingforit.Goodchancesalwaysbelong?tothepersonswhohavealreadypreparedforthem.Iamsureyouwillsucceedifyoukeepworkinghard.Iamwaitingforyourgoodnews.?B:Thankyouforyourencouragement.Iwillmakefulluseoftimetostruggleforsuccess.Task3Free-talk?T:Letustalkfreely.Youareallowedtomoveabouttofindastudentyou’dliketotalkwith.Imagineyouaregoingtomeetaspecialistaboutanewly-foundflower.Yourpartnerwillbetheassistantfortheflowerspecialist.Youbothneedadescriptionoftheothersoyoucanrecognizeeachotherwhenyoumeet.Nowringtheassistanttosortoutthenecessaryinformation.?(Ofcourse,followingtheabove,thestudentsmaygatheraroundormovearoundtofindtheirownfavoritepartnerstotalkwith.Thisisahalf-controlledactivity.Teachersletthemexpresswhatevertheywanttoonconditionthattherearesomeexpressionsonthetheme.Givethemaboutfiveminutestoprepareforit.Later,asksomepairstoactitout.Asusual,theteacherwon’tforgettogivecommentsonwhatthestudentsdo,includingtheteacher’swordspraisingwhattheyaredoinginthefirstfewstages.Onlyinthiswayarethestudentsencouragedtotalkfreelyaboutwhattheywanttosayandwhytheythinkso.)?Step7SummaryandHomework?T:Inthisperiod,wemainlyfocusonthespeakingandlisteningabilities.Ifyoufeellistening?orspeakingpoor,youhadbetterpracticemoreafterclass.Practicemakesperfect.Today’shomeworkistodescribeascientisttoyourpartnerandletyourpartnerguesswhoshe/heis.Thenexchange.

TheDesignoftheWritingontheBlackboard

Unit1Greatscientists

Period3ListeningandSpeakingThequestionsmaybeusefultodiscussthescientificjob,Theexpressionsmayhelpyoutodiscussyourfuturescientificjob.Whatjobdoyouwanttodo??Whateducationwillyouneed??Whatpersonalitywillbeneeded??Whatworkexperiencewouldbeuseful??Howlongwillthetrainingtake??Howwillyouprepareforthiscareer?Ialwayswantedto...because...?TheexperienceIwillneedis...?Imightfinditdifficultto...?Ineedtopractise...?Mygreatestproblemwillbeto...?Iwillneedtobe/becomepatient,creative,hard-working,co-operative,confident,brave...

ResearchandActivitiesAfterclass,usethelibraryortheInternettofindoutfactsaboutimportantwomenscientistsinmedicine,physics,chemistry,biology,astronomyormathematics.Thereareveryusefulwebsites(includingthe“Biographiesofwomenmathematicianswebsite”).Prepareatalkonyourchosenscientists.Remembertoincludesomeinformationabouttheirlife,theirachievementsandwhytheyareconsideredimportantinsciencehistory.Thengiveyourtalktotheclass.

ResearchforTeaching

Euler,Leonhard(bornApril15,1707,Basel,Switz.diedSept.18,1783,St.Petersburg,Russia)?Swissmathematicianandphysicist,oneofthefoundersofpuremathematics.Henotonlymadedecisiveandformativecontributionstothesubjectsofgeometry,calculus,mechanics,andnumbertheorybutalsodevelopedmethodsforsolvingproblemsinobservationalastronomyanddemonstratedusefulapplicationsofmathematicsintechnologyandpublicaffairs.Euler’smathematicalabilityearnedhimtheesteemofJohannBernoulli,oneofthefirstmathematiciansinEuropeatthattime,andofhissonsDanielandNicolas.In1727hemovedtoSt.Petersburg,wherehebecameanassociateoftheSt.PetersburgAcademyofSciencesandin1733succeededDanielBernoullitothechairofmathematics.?Eulerdevotedconsiderableattentiontodevelopingamoreperfecttheoryoflunarmotion,whichwasparticularlytroublesome,sinceitinvolvedtheso-calledthree-bodyproblem—theinteractionsoftheSun,Moon,andEarth.(Theproblemisstillunsolved.)Hispartialsolution,publishedin1753,assistedtheBritishAdmiraltyincalculatinglunartables,ofimportancetheninattemptingtodeterminelongitudeatsea.Oneofthefeatsofhisblindyearswastoperformalltheelaboratecalculationsinhisheadforhissecondtheoryoflunarmotionin1772.ThroughouthislifeEulerwasmuchabsorbedbyproblemsdealingwiththetheoryofnumbers,whichtreatsofthepropertiesandrelationshipsofintegers,orwholenumbers(0,±1,±2,etc.);inthis,hisgreatestdiscovery,in1783,wasthelawofquadraticreciprocity,whichhasbecomeanessentialpartofmodernnumbertheory.?Inhisefforttoreplacesyntheticmethodsbyanalyticones,EulerwassucceededbyJ.-L?.Lagrange.But,whereEulerhaddelightedinspecialconcretecases,Lagrangesoughtforabstractgenerality;and,whileEulerincautiouslymanipulateddivergentseries,Lagrangeattemptedtoestablishinfiniteprocessesuponasoundbasis.ThusitisthatEulerandLagrangetogetherareregardedasthegreatestmathematiciansofthe18thcentury;butEulerhasneverbeenexcelledeitherinproductivityorintheskillfulandimaginativeuseofalgorithmicdevices(i.e.,computationalprocedures)forsolvingproblems.

CarlLinnaeus(bornMay23,1707,Rshult,Smland,Swed.diedJan.10,1778,Uppsala)CarlLinnaeusisaSwedishbotanistandexplorerwhowasthefirsttoframeprinciplesfordefininggeneraandspeciesoforganismsandtocreateauniformsystemfornamingthem.Linnaeuswasthesonofacurate.Hisloveofflowersdevelopedatanearlyage;whenonlyeightyearsoldhewasnicknamed“thelittlebotanist.”HestudiedattheuniversitiesofLundandUppsalaandreceivedhisdegreeinmedicinefromthelatter.

TheSystemaNaturae,whichLinnaeushadshowntothebotanistJanFredrikGronoviusinmanuscript,soimpressedGronoviusthathepublisheditathisownexpense.Linnaeus’systemwasbasedmainlyonflowerparts,whichtendtoremainunchangedduringthecourseofevolution.Althoughartificial,asLinnaeushimselfrecognized,suchasystemhadthesuprememeritofenablingstudentsrapidlytoplaceaplantinanamedcategory.Itcameintouseataperiodwhentherichnessoftheworld’svegetationwasbeingdiscoveredataratethatoutstrippedmoreleisurelymethodsofinvestigation.Sosuccessfulwashismethodinpracticethatitsveryeaseofapplicationprovedtobethegreatestobstacletoitsreplacementbythemorenaturalsystemsthatsupersededit.

Hislateryearsweretakenupbyteachingandthepreparationofotherworks:FloraSuecica(1745)andFaunaSuecica(1746);twovolumesofobservationsmadeduringthejourneysinweden,Vstgtaresa(1747)andSknskaresa(1751);HortusUpsaliensis(1748);hisPhilosophiaBotanica(1751);andtheimportantSpeciesPlantarum(1753),inwhichthespecificnamesarefullysetforth.In1755hedeclinedaninvitationfromtheKingofSpaintosettleinthatcountrywithaliberalsalaryandfulllibertyofconscience.In1761hewasgrantedaSwedishpatentofnobility,antedatedto1757,fromwhichtimehewasstyledCarlvonLinné.Anapoplecticattackin1774lefthimgreatlyweakened,andhediedfouryearslater.?TheLinnaeanmanuscripts,andhisherbariumandcollectionsofinsectsandshells,purchasedbySirJ.E.Smithin1783,arecarefullypreservedbytheLinneanSocietyatBurlingtonHouse,London.

MarieCurie

(bornNov.7,1867,Warsaw,Pol.,RussianEmpire.diedJuly4,1934,nearSallanches,France)MariaSklodowskaPolish—bornFrenchphysicistfamousforherworkonradioactivityandtwiceawinneroftheNobelPrize.WithHenriBecquerelandherhusband,PierreCurie,shewasawardedthe1903NobelPrizeforPhysics.Shewasthenthesolewinnerofthe1911NobelPrizeforChemistry.Fromchildhoodshewasremarkableforherprodigiousmemory,andattheageof16shewonagoldmedaloncompletionofhersecondaryeducationattheRussianlycée.Becauseherfather,ateacherofmathematicsandphysics,losthissavingsthroughbadinvestment,shehadtotakeworkasateacherand,atthesametime,tookpartclandestinelyinthenationalist“freeuniversity,”readinginPolishtowomenworkers.Attheageof18shetookapostasgoverness,whereshesufferedanunhappyloveaffair.FromherearningsshewasabletofinancehersisterBronia’smedicalstudiesinParis,ontheunderstandingthatBroniawouldinturnlaterhelphertogetaneducation.Shecamefirstinthelicenceofphysicalsciencesin1893.ShebegantoworkinLippmann’sresearchlaboratoryandin1894wasplacedsecondinthelicenceofmathematicalsciences.ItwasinthespringofthisyearthatshemetPierreCurie.?Theirmarriage(July25,1895)markedthestartofapartnershipthatwassoontoachieveresultsofworldsignificance,inparticularthediscoveryofpolonium(socalledbyMarieinhonourofhernativeland)inthesummerof1898,andthatofradiumafewmonthslater.FollowingHenriBecquerel’sdiscovery(1896)ofanewphenomenon(whichshelatercalled“radioactivity”),MarieCurie,lookingforasubjectforathesis,decidedtofindoutifthepropertydiscoveredinuraniumwastobefoundinothermatter.ShediscoveredthatthiswastrueforthoriumatthesametimeasG.C.Schmidtdid.?InDecember1904shewasappointedchiefassistantinthelaboratorydirectedbyPierreCurie.ThesuddendeathofPierreCurie(April19,1906)wasabitterblowtoMarieCurie,butitwasalsoadecisiveturningpointinhercareer:henceforthshewastodevoteallherenergytocompletingalonethescientificworkthattheyhadundertaken.OnMay13,1906,shewasappointedtotheprofessorshipthathadbeenleftvacantonherhusband’sdeath;shewasthefirstwomantoteachintheSorbonne.In1908shebecametitularprofessor,andin1910herfundamentaltreatiseonradioactivitywaspublished.In1911shewasawardedtheNobelPrizeforChemistry,fortheisolationofpureradium.In1914shesawthecompletionofthebuildingofthelaboratoriesoftheRadiumInstitute(InstitutduRadium)attheUniversityofParis.OneofMarieCurie’soutstandingachievementswastohaveunderstoodtheneedtoaccumulateintenseradioactivesources,notonlyforthetreatmentofillnessbutalsotomaintainanabundantsupplyforresearchinnuclearphysics;theresultantstockpilewasanunrivaledinstrumentuntiltheappearanceafter1930ofparticleaccelerators.TheexistenceinParisattheRadiumInstituteofastockof1.5gramsofradiuminwhich,overaperiodofseveralyears,radiumDandpoloniumhadaccumulated,madeadecisivecontributiontothesuccessoftheexperimentsundertakenintheyearsaround1930andinparticularofthoseperformedbyIrèneCurieinconjunctionwithFrédéricJoliot,whomshehadmarriedin1926(seeJoliot-Curie,FrédéricandIrène).ThisworkpreparedthewayforthediscoveryoftheneutronbySirJamesChadwickandaboveallthediscoveryin1934byIrèneandFrédéricJoliot-Curieofartificialradioactivity.AfewmonthsafterthisdiscoveryMarieCuriediedasaresultofleukemiacausedbytheactionofradiation.Hercontributiontophysicshadbeenimmense,notonlyinherownwork,theimportanceofwhichhadbeendemonstratedbytheawardtoheroftwoNobelPrizes,butbecauseofherinfluenceonsubsequentgenerationsofnuclearphysicistsandchemists.?In1995MarieCurie’sasheswereenshrinedinthePanthoninParis;shewasthefirstwomantoreceivethishonourforherownachievements.?

Great scientists Period 6 Language Focusing教案

Period6LanguageFocusing

TheGeneralIdeaofThisPeriodThisisthesixthperiodofthisunit.Inthisunit,wewillmainlydealwiththelanguagepointsinthematerialthatwehavelearnt,includingsomewords,phrasesandsentencepatterns.Becausewehavetalkedabout,readandtothematerial,andthestudentsarealreadyfamiliarwiththem.Theaimsofthisclassaretoletthestudentsknowtheusageofthesewords,phrasesandsentencepatterns;helpthestudentstousethemcorrectlyandfinishsomeexercisesaboutthewords,phrasesandsentencepatterns.Firstchecktheirhomework.Secondly,presenttheusageofthewords,phrasesandsentencepatterns.Inordertohaveadeepimpressiononthem,youcanaskthestudentstofindtheminthecontextandunderlinethem,becauseononehand,theyhavelearntthem;ontheotherhand,thatwillhelptodevelopthestudents’abilityoflearningbythemselves.Tomakethemmorefamiliarwiththewords,phrasesandsentencepatterns,theteachercangivethemmorepractice,bothoralandwritten.Meanwhile,theteacherwillhelpthemtomakeupsentences,toimprovetheirabilityofusingthelanguageandimagination.Astoconsolidation,thestudentsaresupposedtomakesentencesbythemselves,usingthenewwordsandphrasesinthisunit.Atlast,theyareaskedtofinishsomeoftheexercisesonPage4andPage42andPage43astheirhomework.?TeachingImportantPointsTolearnthefollowingwordsandphrases:?putforward,knowabout,attend,expose,control,absorb,instruct,lookinto,inaddition,preventsth.fromdoing,leadto,makesense,punishsb.for,suggest,complete,reject,valuable,betoblame,linkto,announce,deadly,cure,havesth.done,defeat,apartfrom,acloudof?Tostudythefollowingsentencestructures:?1）Buthebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera.2）Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?3）Somanythousandsofterrifiedpeoplediedeverytimetherewasanoutbreak.?4）Onlyifyouputthesuntheredidthemovementsoftheotherplanetsintheskymakesense.TeachingDifficulty?HowtoletthestudentslearntousethesephrasesandsentencestructuresinwrittenandoralEnglish.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?

ThreeDimensionalTeachingAimsKnowledgeAimTolearntheusefulexpressionsandsentencestructuresintheunit.?AbilityAim?Toenablethestudentstousetheselanguagepointsbothorallyandinthewrittenform.?EmotionalAim?Developthestudents’senseoflovingEnglish.?

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissMa.?Step2ReviewingGrammar:thePastParticiple?T:Inthisunit,wehavelearnedalotaboutpastparticiple.Now,let’sdosomeexercisesaboutthisgrammar.Lookatthemultiplechoicesontheblackboard.Pleasefinishitasquicklyaspossible,thenwewillchecktheanswers.?1.__________bythebeautyofnature,thegirlfrom!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Londondecidedtospendanothertwodaysonthefarm.?A.AttractingB.AttractedC.TobeattractedD.Havingattracted?2.Don’tusewords,expressions,orphrases__________onlytopeoplewithspecificknowledge.A.beingknownB.havingbeenknown?C.tobeknownD.known?3.LindaworkedfortheMinnesotaManufacturingandMiningCompany,__________as3M.A.knowingB.knownC.beingknownD.tobeknown?4.Amanisbeingquestionedinrelationtothe__________murder.?A.advisedB.attendedC.attemptedD.admitted5.Thepilotaskedallthepassengersonboardtoremain__________astheplanewasmakingalanding.A.seatB.seatingC.seatedD.tobeseating?1.答案：B解析：by是解題的關(guān)鍵,應(yīng)選表示被動的B項或C項。根據(jù)題意選擇B項。?2.答案：D?解析：know與words,expressions和phrases是被動關(guān)系,而該被動結(jié)構(gòu)不表示進行,故排除A項;B項常用來作狀語,強調(diào)該動作發(fā)生在主句動作之前;C項不合題意。?3.答案：B?解析：beknownas“作為……而出名”,此處為非謂語動詞,故只用knownas。?4.答案：C?解析：此題考查過去分詞作定語的用法。advised“建議”,attended“出席,照料”,attempted“試圖,嘗試”,admitted“承認,接收”。本句意為“一個男人正被詢問有關(guān)昨晚試圖進行的謀殺案”。?5.答案：C?解析：此題考查動詞seat的用法。seat作動詞時常與反身代詞連用或以過去分詞形式出現(xiàn)。?Step3LearningaboutWordsandExpressions?T:Asweallknow,alotofscientistsmadealotofdiscoveriesandinventions.Whoputforwardatheoryaboutblackholes??Ss:StephenHawking.?T:Whatdoes“putforward”mean??Ss:Itmeansproposeorsuggestsomethingfordiscussion.?T:Let’stranslatesomesentences.?1.他對養(yǎng)狗提出了一個新的觀點。?2.我們提議周末去郊游.?Suggestedanswers:Heputforwardanewideaaboutraisingdogs.?Weputforwardasuggestionthatwegooutingattheweekend.?T:Letmehelpyoutogooversome“put”phrases:?1)putsth.aside把某物放到一邊;儲存（錢）以便他日之需?Sheputthenewspaperasideandpickedupabook.?她把報紙放下,拿起了一本書。?Shehasputasidealargesumofmoneyforherretirement.?她存了一筆相當(dāng)可觀的錢以便退休之用。?2）putsth.back把某物放回原處?Pleaseputthedictionarybackontheshelfwhenyou’vefinishedwithit.?詞典用完后請放回書架上。?3）putoff推遲,取消?Thisafternoon’smeetingwillhavetobeputoff.?今天下午的會議得延期。?4)puton穿上?WhatdressshallIputonfortheparty??我穿什么衣服去參加聚會呢？?5)putupwith容忍,忍受?Idon’tknowhowsheputsupwithhim.?我不明白她怎么能容忍他。?T:Now,let’scometothephrase“knowabout”,whichmeans“haveknowledgeaboutsomething”or“beawareofsomething”.Canyoumakesomesentencesaboutit??Ss:Notmuchisknownabouthisbackground.?他的背景不太為人了解。?Heaskedmeaboutthenewbook.Ihappenedtoknowaboutit?他向我問起那本新書,正巧我了解它的一些情況。?T:Quitegood.Andhowtosay“證明”？?Ss:Prove.?T:Good.InEnglishitmeans“showthatsomethingistrueorcertainbymeansofargument?orevidence”.Forexample:?1)Canyouproveittome??你能向我證實嗎？?2)IshallprovetoyouthatwhatIsaidisthetruth.?我將向你證明我所說的是真話。?Italsomeans“beseenorfoundtobesomething”;“turnouttobesomething”.?Itisalwaysfollowedby“(tobe)+adj.”or“thatclause”.?Forexample:?1)Thetaskproved(tobe)moredifficultthanwehadthought.?這項任務(wù)原來比我們預(yù)想的難得多。?2)Heprovedhimself(tobe)averygooddriver.?他的表現(xiàn)說明他是一個很好的司機。?T:Areyouclear??Ss:Yes.?T:Youdidwell.Somuchforthelanguagepointsinwarmingupandpre-reading.Then,pleaselookattheblackboard,therearesomesentencesforyou.Somearechosenfromthereadingpassage.Accordingtowhatyouhavelearned,pleasefillintheblanks.?(Teachershowsthefollowingontheblackboard.)?1.JohnSnowoncea__________QueenVictoriatoe__________thebirthofherbabies.?2.Hebecameinspiredwhenhethoughtabouthelpingordinarypeoplee__________tocholera.3.Drysandscana__________water.?4.Whichdriverwastob__________fortheaccident??5.__________,（除此以外）,hefoundtwootherdeathsinanotherpartofLondonthatwere__________（有聯(lián)系）theBroadStreetoutbreak.?6.To（防止它再次發(fā)生）,JohnSnows__________thatthesourceofallwatersuppliesbeexaminedandthenewmethodsofdealingwithpollutedwaterbefound.?7.Onlyifyouputthesuntheredidthemovementsoftheotherplanetsinthesky__________（講得通,有意義）.?8.TheChristianChurchr__________Copernicus’theory,sayingitwasagainstGod’sidea?andpeoplewhosupporteditwouldbeattacked.?Suggestedanswers:1.attended,ease2.exposed3.absorb4.blame5.Inaddition,linkedto6.preventitfromhappeningagain,suggested7.makesense8.rejectedT:Youshouldknowverywellaboutthesewordsandphrases.Let’sdealwiththemonebyone.Whatdoes“attend”heremean??S:Itmeans“照顧”.?T:Yes.Itmeans“takecareof”.Forexample:?Thenursewhoattendstheoldmanisverypatient.?看護那位老人的護士非常有耐心。?T:Whatothermeaningsdoyouknowaboutit??S:Itcanalsomean“bepresent”.?Onlyafewfriendsattendedtheirwedding.?只有幾個朋友參加了他們的婚禮。?T:Thankyou.Youareveryclever.Thephrase“attendto”means“givepracticalconsiderationto”.Forexample:?Thereare50studentsformetoattendto.?我要關(guān)照50名學(xué)生。?T:Who’dliketosaysomethingabout“ease”??S:Itmeans“relievefrompain,anxiety,discomfort”.?T:Canyougiveussomeexamplestohelpusrememberthisword??S:OK.?1)Talkingeasedhisanxiety.?那一番談話打消了他的顧慮。?2)Themedicineeasedmyheadache.?這藥使我頭痛減輕。?T:Excellent.Thephrase“atease”meanscomfortableandunworried;completelyrelaxed.Ineverfeelateaseinhiscompany.?我跟他在一起總是感到很不自在。?TheywereallsokindandfriendlythatIfeltcompletelyatease.?他們每一個都和藹可親,使我一點也不拘束。?T:Andhowaboutthisone“Tomissostrongthathecanliftthestonewithease.”?Ss:湯姆身體很強壯,能輕易地舉起那塊石頭。?T:Sohere“withease”means“withoutanydifficulty”.Right?Thenlet’stalkabouttheword“expose”.Itmeans“uncover,leaveuncoveredorunprotected”.Itisoftenusedwith“to”.Sohowcanwesay使皮膚暴露于陽光下??Ss:Exposeone’sskintothesun.?T:What’stheChinesemeaningofSentence4??Ss:哪個司機該負責(zé)？?T:Payattention,thephrase“betoblame”means“beresponsibleforsth.bad”,“deservetobeblamed”.Weshouldusetheactivevoice.Anotherexample:?誰該為這次火災(zāi)負責(zé)？Whocantranslatethissentence??S:Whoistoblameforthefire??T:Besides,wehave“blamesb.forsth.”,“blamesth.onsb.”?1)Theyblamedhimfortheaccident.?他們?yōu)檫@起事故而責(zé)怪他.?2)Theyblamedtheaccidentonhim.?他們把這起事故歸咎于他。?T:“inaddition(to)”meansasanextraperson,thingorcircumstance.PutthefollowingsentencesintoChinese.?Inaddition(tothenamesonthelist)therearesixotherapplicants.?Inaddition,wealsoboughtmanybooksforthechildreninthepoorarea.?Suggestedanswers:除此（名單上的名字）之外還有六個申請人。?此外我們還給貧困地區(qū)的孩子們買了很多書。?T:Whatdoes“l(fā)inkto”mean??Ss:把……與……連接起來,聯(lián)系?T:Who’dliketogiveustheChinesemeaningof“Fingerprintslinkedthesuspecttothecrime.”?S:指紋證實了嫌疑犯的犯罪行為。?T:“suggest”means1)putsb./sth.forwardforconsideration?2)proposesth.tosb.?3)putanideaintosb.’smind?Forexample:?Iwrotesuggestingthatheshouldcomefortheweekend.?我寫信請他來度周末。?Isuggestedtohimthatweshouldstartearlier.?我向他建議我們早點動身。?Hiswordssuggestedthathewasangry.?他的話表明他生氣了。?(When“suggest”means建議,weshouldusesubjunctivemoodin“thatclause”)?T:“makesense”means“haveanunderstandablemeaning”.Pleasetranslatemysentences:1)你的話沒有道理。?2)這些詞藻堆砌在一起講不通。?Answers:1)Whatyousaymakesnosense.?2)Thesewordsarejumbledupanddon’tmakesense.?T:Andwehavethephrase“makesenseofsth.”whichmeans理解或弄懂困難的事物.?T:...?Step4Learningsomesentencestructures?T:Nowlet’slearnsomesentencestructures.Canyoufindthesentenceinthepassage?CanyoutranslateitintoChinese?Buthebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera.?S:一想到要幫助那些受到霍亂威脅的普通百姓,他就感到很振奮。?T:Canyouhelpmetoanalyzethissentence??S:Letmehaveatry.Inthissentence,thesubjectis“he”,thepredicateis“becameinspired?”.“whenclause”isanadverbialclausefortime.Inthisadverbialclause,“exposed?tocholera”isusedastheattribute.?T:Welldone.Youshouldpayspecialattentiontotheword“exposed”inthissentence.Itisusedasanattribute.Areyouclear??Ss:Yes.?T:Inthesentence“Somanythousandsofterrifiedpeoplediedeverytimetherewasanoutbreak.”,Canyouexplain“everytime”tous??S:everytime在這起一個從屬連詞的作用,后面接從句。類似的短語還有eachtime,themoment,theminute等等。如:?1)IwillwritetoyouthemomentIgettoBeijing.?2)Theoldwomancouldn’thelpcryingeachtimeshethoughtofhersonwhodiedinthebattle.T:Thenlookatthissentence“Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.”Whyshouldweuse“explaining”here??S:Itisalsousedasanattribute.Wecanchangethissentenceintoanotherform:Hegotinterestedintwotheorieswhichexplainedhowcholerakilledpeople.?T:Howaboutthissentence“Onlyifyouputthesuntheredidthemovementsoftheother?planetsintheskymakesense.”?S:這句話的意思是:只有當(dāng)你把太陽放在中心位置上,天空中其他行星的運動才能說得清楚。這是一句倒裝句。因為only從句放在句首,句子要用部分倒裝結(jié)構(gòu)。?T:Canyougiveusmoreexamples??S:OnlybystudyinghardcanwelearnEnglishwell.?Step5ConsolidationT:Wehavejustlearnedsomewords,phrasesandsomesentencestructures.Doyouhaveanyotherdifficulties?Nowlookthroughthepassagestounderstandmoreandfindoutyourownpuzzles.(Thestudentsshouldbeallowedtoreadthepassages,whiletheteacherhadbettergivethemindividualhelpifnecessary.Iftherearesomecommonproblems,theteachershouldexplaintheminthewholeclass.)?T:Ifyouhaven’tanyproblems,let’shaveacompetition.Youcanchooseanyofthewordsorphraseswelearnedtomakeupsomesentences.Foreachsentence,Iwillgiveyoutenmarks.Themore,thebetter.Now,let’sbegin.?Ss:...?(Finallytheteachershouldsinghighlyofthewinner,andencouragetheotherstoworkhardtosucceednexttime.)?Step6Homework?T:Afterclass,pleasegooverwhatwehavelearnedtodayandmakeupastoryinwhichyouhadbettertrytouseasmanynewwordsandphrasesinthisunitaspossible.ThenfinishtheexercisesonPage4,Page42andPage43.?

TheDesignoftheWritingontheBlackboard

Unit1GreatScientist

Period6LanguageFocusingDifficultsentencesWordsandphrases1.Buthebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera.2.Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?3.Onlyifyouputthesuntheredidthemovementsoftheotherplanetsintheskymakesense.4.Somanythousandsofterrifiedpeoplediedeverytimetherewasanoutbreak.1.putforward?2.knowabout?3.prove?4.attend?5.ease?6.inaddition?7....

ResearchandActivitiesSurftheInternetformoreinformationaboutgreatscientiststhatyouaremostinterested?in.Thensummarizetheirsimilaritiesandwriteacompositionaboutwhatyoucanlearnfromthem.

ReferenceforTeaching1.attendattend/join/joinin/takepartin?這幾個詞的區(qū)別在于它們后面所跟的賓語不同。attend的賓語主要是meeting?,conference,lecture,school,ceremony;join的賓語主要是表示團體,組織（如軍隊,黨派）,一群人等;joinin的賓語可以指游戲,運動等;takepartin指的是參加大型的體育活動?。?1)Shesaidshehadanimportantmeeting__________.?A.toattendB.attendC.toattendingD.toattendit?答案：A?2)Whendidyou__________theYouthLeague??A.joinB.joininC.attendD.take?答案：A?3)Everyyear,alotofathletesfromallovertheworldwill__________theOlympicGames.?A.joinB.takepartinC.attendD.attendin答案：B?4)Willyou__________?（加入我們打籃球）?答案：joinusinourbasketballgame2.exposetoUncoverorleavesb./sth./oneselfuncoveredorunprotected.?1)Helikestoexposehisskintothesun.他喜歡使皮膚暴露于陽光下。?2)Thebabywasleftexposedtothewindandrain.嬰兒被離棄于風(fēng)雨之中。3.control?Havepowerorauthorityoversb./sth..??1)Can’tyoucontrolthatchild?你管不了那個孩子嗎？?2)IwassofuriousthatIcouldn’tcontrolmyself,andIhithim.?我氣得不得了,就打了他。?Thephrases“be/getoutofcontrol”means“be/becomenolongermanageable”;“bring/getsth./beundercontrol”means“mastersth.”.?3)Thechildrenareoutofcontrol.管不住這些孩子了。?4)Thefirehasbeenbroughtundercontrol.火勢已受到控制。4.absorb?Takesth.in;suckupandincludesb./sth.aspartof;incorporate.?1)Cleverchildrenabsorbknowledgeeasily.聰明孩子容易吸取知識。?2)Thelargefirmabsorbedthesmallerone.?那家大公司吞并了那家小公司。?“beabsorbedin”means“withone’sattentionfullyheldin”?Sheisabsorbedinherbook.她埋頭讀她的書。5.haveitdelivered?Causesth.tobedown.?1)Iwillhavemyhaircuttomorrow.我明天去理發(fā)。?2)We’rehavingourcarrepaired.我們的車正在修理。?Suffertheconsequencesofanotherperson’saction.?3)Hehadhispocketpicked.他的口袋被掏了。?4)Theyhavehadtheirrequestrefused.他們的請求遭到拒絕。?Otherphrasesgowith“have”:“havesth./sb.doing”means“allowortolerate”;“havesb.dosth.”?means“orderorarrange”;“havesth.todo”means“sth.mustbedone”?5)Thetwocheatshadtheirlightsburningallnightlong.?那兩個騙子讓他們的燈整夜亮著。?6)I’llhavethegardenerplanttrees.我要讓園丁種些樹。?7)Ihavemanyexercisestodotoday.我今天有很多練習(xí)要做。6.apartfrom??1)Apartfromthecost,thehatdoesn’tsuitme.?除了價格,這頂帽子也不適合我戴。?2)Ican’tthinkofanythingIneed,apartfromacar.?除了一輛小汽車外,我想不出我需要什么。?3)Apartfromtheinjuriestohisfaceandhands,hebrokebothlegs.?他除了臉部和雙手受傷之外,兩條腿也斷了。?4)Apartfromthecost,itwilltakealotoftime.?它除了價錢貴之外,還要占用很多的時間。??apartfrom雖然都可以譯作“除了”,但它們的含義卻是不同的。例１,２表示“排除或例外”,相當(dāng)于except,exceptfor,例４,５則表示“包括”,相當(dāng)于besides,inaddition。7.reject??1.Whenadoctorwantedtoexaminehislegs,herefused.?醫(yī)生要檢查他的腿,他拒絕了。?2.Thehighcourtrejectedhisappeal.高等法院拒絕了他的上訴。?refuse表示肯定地“拒絕”某種要求,是普通用語;reject表示直截了當(dāng)?shù)亍熬芙^”某種事物,預(yù)期更強,暗示所拒絕的事物是無用和沒有價值的。refuse可接invitation,而reject不能;reject后可接plan,suggestion,而refuse不能。??1）refuse后面只接動詞不定式,不接動名詞,不定式的復(fù)合結(jié)構(gòu)和從句。如:?Theyrefusedtogo.他們拒絕去。?2）對于對方的邀請、請求、提議等,在表示“不接受”時,不用refuse,也不用reject,應(yīng)用cannotaccept。refuse后可接雙賓語。?Iofferedtolendhimasumofmoneybutherefused__________.?A.acceptingmyofferB.toreceivemyoffer?C.acceptmyofferD.myoffer?答案：D8.complete?complete/finish?complete與finish均可表示“完成”,complete強調(diào)的是“補足缺少的部分使之圓滿”,finish側(cè)重于事情的結(jié)束,完結(jié)。?complete/perfect?complete表示“完全的,完整的”,perfect表示“完美的”,指沒有缺陷的,常用于修飾人。??1.Allthepreparationsforthetask__________,andwearereadytostart.?A.completedB.complete?C.hadbeencompletedD.havebeencompleted?2.The__________villagewasdestroyed.?A.completeB.entireC.perfectD.total?答案：DB9.deadly?dead/deadly?dead是形容詞,意為“死的”,adeadsnake是指“一條死蛇”。deadly作形容詞時,作“致命的”解,adeadlysnake是指“一條致命的蛇”。??1.如果要說明死亡了多少時間或用作定語,就用dead。如:?Hehasbeendeadforthreeyeas.?2.看一看,怎樣表達“他死了10年了”。?誤:Hehaddiedfortenyears.?正:Hediedtenyearsago.?正:Hehasbeendeadfortenyears.?正:Itistenyearssincehedied.?