人教版英语必修5：Unit 1 Great Scientists - Lanugage points
of 的意思是“因……而死”，常表示 由于疾病、饥饿、年老、情感等原因引起 的死亡。例如： He died of old age. 他寿终正寝了。 In a cold winter, many wild animals may die of hunger. 在严寒的冬天，很多野生动物可能饿死。 The old woman died of grief soon after her husband's death. 那位老太太在丈夫去世 后不久因悲伤而死。
Who
did you have＿＿＿＿ (paint) the wall yesterday？ I’m sorry I can’t help you because I have a lot of letters ＿＿ (answer). The villagers are going to have a new bridge ＿＿＿ (build) over the river. Who had the candle____ (burn) throughout the whole night？
Unit 1 Great Scientists
Language Points
1. die from 表示“死于……原因”，常 用于表示“由外因引起的死亡” die of表示“死于……原因”，常用于 表示“由疾病或内因引起的死亡” 这里，由于but引导两个并列句，根据 省略的要求，并列句中相同的部分可 以省略，some后面应接的是die of, 根 据省略要求，它与前面的die of 一样， 因此可以省略。所以，答案是C
3. attend vt., vi.
To
be present at; go to (meeting, conference, lecture…) He decided to attend the meeting himself. To look after, care for, serve Which doctor is attending to (on) you? To go with The work was attended with much difficulty. attendance n. There is a doctor in attendance.
John Snow was so ____ that he ____ Queen Victoria as her personal ____. But he became ____ when he thought about helping ordinary people ____ to cholera. This was the ____ disease of its day. Neither its cause nor its ____ was understood. John Snow wanted to face the _____ and solve this problem. He knew that cholera would never be ____ until its cause was found.
4. control
v.
to have power over, rule, direct 统治， 控制 You are trying to control me as though I were your slave. The government tries its best to control prices. He cannot control his anger.
Thank you!
The
boss often has them work for 14 hours a day. 老板经常要他们一天工作 14 个小时。
I'll
have someone repair the bike for you. 我会让人为你修理自行车的。 He had his windows broken． 他的窗子被打破了。
5. absorb vt. & vi.
1)
To take or suck in (liquids) A sponge absorbs water. 2) To take in (knowledge, ideas) The little girl was absorbed in reading a tale.
6. severe 1) So serious; so bad I think you are too severe on the boy His severe looks frightened me. 2) Very harmful or painful; serious or uncomfortable SARS- severe acute respiratory syndrome He has a severe pain in his leg. be severe with- be strict with He is severe with himself.
To ____ this from happening again, John Snow suggested the source of all the water supplies __ ____. The water companies were ___ not to expose people to polluted water any more.
die
from的意思是“因……而死”，但 一般指因疾病或感情以外的原因而造成 的死亡，例如： He died from a chest wound. 他因胸部受伤而死。 We felt sad at his death because he died from overwork. 我们对他的死感到悲伤，他是因过度工 作累死的。
I
had my watch repaired． 我把我的表拿去修理了。
1. They have the house ______ today. A. cleaning B. cleaned
C. clean D. to clean 2. The teacher have us ______ this task independently(独立). A. finishing B. finished C. finish D. to finish
die
2. suggest表示“建议，提议”时，用虚 拟语气；作“认为，提出，暗示，使人 想起”时，用陈述语气 A. I suggest he (should) bring his friends in. (虚拟语气) B. on the boys pale face there was a half smile that seemed to suggest that he was happy to have given his life for his country. (陈述语气) C. I suggest that you had an ulterior motive in doing this(陈述语气)
control n. lose control of./ be (go) out of control The driver lost control of his car and it knocked into a tree. The car was out of control and ran into a wall. in control of Mr. Brown is in control of the money. under the control of The money is under the control of Mr. Brown.
He ____ that one of the theories was correct but he needed ____. So when another ___ ___ London in 1854, he was ready to begin his ____. After he made further ____, he discovered that the water which came from the river __ by the dirty water from London was __ ___. He ____ with certainty that polluted water carried the virus.
As
a nurse in the war, she was exposed to many dangers. She liked the water so much that she had it delivered to her house every day. The children were not to blame for the fault. 他怀疑那种致命的疾病和被污染的水有 关。 每次见到他, 我就想起发生在我们之间的 事情。 He is absorbed i1) to make known publicly The government announced its new economic policies. The news was announced to the public on TV. 2) to state in a loud voice (the name of a person or thing on arrival, as of people at a party or aircraft at an airport) His servant announced Mr. and Mrs. White.
announce
v.
3)
to make clearly known Warm sunshine announces the coming of spring.
人教版-必修五-Unit-1-Great-Scientists-Reading-公开课-教案
Unit 1 Great scientistsTeach ing aims:1. Lear n some new words and expressi ons:Words: attend, cure, expert, handle ,Phrases: be lin ked to, be exposed to , be absorbed in to, be to blame (for sth)2. To examine a new scientific idea.3. Train the students ' r eading abilityMain poin ts: words and phrasesDifficult points: scientific researchTeach ing procedures:Step 1. Warming up1. Greeti ng the stude nts2. Show the Ss pictures of great scie ntistsStep 2. Pre-read ing1. Read the pictures and title of the book and make a prediction about the content ofthe text.2. Do the exercises on the answer sheet and let Ss analyze the words and finish Part II Step 3 fast reading.1. Ask the Ss to put them in order and get their an swers.2. Choose the right an swer to the content of the text.Step 4. Readi ng passage1. Careful Readi ng1) Para.1 Find a problem.What is the problem?John Snow was an ___________________________ doctor in London who Queen Victoria as her personal __________________ . He thought about helping ordinary people __________________ to cholera. Though the cause and theof it were unknown, he wan ted to face the ____________________ and solve the problem.What caused cholera?2) Para.2 Make a questio n:Two theories(ideas):1. Cholera multiplied in the air.2. People absorbed it into their bodies with their meals3) Para.3 Think of a method1. What happe ned in 1854?2. How many people died in 10 days?3. What did John Snow do at that time?4) Para.4 Collect resultsAsk stude nts find out the reas ons accordi ng to the map.Which house has the largest nu mber of deaths in this map?A. No. 12B. No.2C. No.38D. No. 295) Para.5 Analyse the results1.What happened to the pump water?2. What did the people do？6) Para.6 Find supporting evidenceWhat ' s the extra evidence?7) Para.7 draw a conclusionThe polluted water caused cholera.To prevent cholera from spreading again, what did John Snow do?①Suggested that the source of all water supplies be examined.②Instructed the water companies not to expose people to the polluted water any more.Step 5 Revision and summary1. review “How did John Snow defeat ‘ King Cholera '”Let students revise the procedure of the research.1. Summarize the passage.John Snow－a doctor， ___ Queen Victory as her personal ______ .But he was willing to help ordinary people _____ cholera.Many people died ____ there was an .He wanted to face the and solve the problem.Two theories caught her attention.The first suggested that cholera multiplied in theair.The second suggested that people this disease into their bodies and the disease thebody.John Snow ________ the second was right but he needed evidence.When another outbreak hit London in 1854，he was ready to begin his . ___________ and tried to get information.He found that most of the deaths were near a water and the spread of the disease was ________________________________ water.With the evidence，he was able to ________________________________ that polluted water carried the virus.After tha，the suggested the source of all the water supplies ______________ .Finally “King Cholera ” was ___________ .Step 6 Write a report:1. The question is whether too much homework is good for us.2. Use the steps to get your conclusion.Step 7. Homework1. Make sentences with the following words and phrases: challenge; announce; instruct; attend; be exposed to; absorb..into; be to blame2. Do exercise 1, 2 and 3 on page.Blackboard Design:New wordPut forwardScientific science scientist SerereBe linked to Vocabulary. TitleEnglish meaning come up withbadbe connected withI. words and meaning1. cure (para.1) a medical treatment2. victim (para.2) a person who were injured or killed as the result of a disease, etc:3. suspect (para.3) to have an idea that sth is probably true4. enquiry (para.3) the act of asking questions or collecting information about sb/stha machine that is used to force liq uid, gas or air into or 6. 7. 8. II. Circlethe answer that best matches the meaning of each bold word or phrase..9. expert: Joh n Snow was a famous doctor in London -so expert, in deed, that heattended Queen Victoria as her personal physician. (para.1)A. a person with special knowledge, skill or training in a particular fieldB. done with, having great knowledge or skill10. attend: John Snow was a famous doctor in London -so expert, indeed, that heattended Queen Victoria as her personal physician. (para.1)A. be present atB. take care of (sb); look after11. (be )exposed to: He thought about helping ordinary people exposed to cholera.(para.1)A. to leave sb/sth/oneself uncovered or unprotectedB. to tell the true facts about a person or a situation12. cure : Neither its cause nor its cure was understood.(para.1)A ． to make sb healthy againB ． a medicine or medical treatment13. absorb •…in to/ People absorbed it into their bodies with their meals. (para.2)A. to interest sb very much so that they pay no attention to anything elseB. to take (sth) in; suck up14. be to blame (for sth): It seemed that the water was to blame for cholera.(para.4) A.to be responsible for sth bad B. to think or say that sb/sth is responsible for sth bad15. handle :Remove the handle from the water pump so that it could not be used. (para.5)A. part of a toolB. to deal with, manage or controlIII SummaryJohn Snow － a doctor ， 1. _____________ Queen Victory as her personal2. ___________ .But he was willing to help ordinary people3. ___________ cholera. Many people died4. ___________ there was an5. ____________ .He wanted to face the6. ___________ and solve the problem. Two theories caught her attention. The first suggestedthat cholera multiplied in the air. The second suggestedthat people7. ____________ this diseaseinto their bodies and the disease8. ____________ the body. John Snow9. ____________ the second was right but he needed evidence. When another outbreak hit London in 1854 ， he was ready to begin his 10. and tried to get information. He found that most of the deaths werenear a water 1 1 . __________ and the spread of the disease was 12. ___________ water. With the evidence ，he was able to 1 3. _________ that polluted water carried the virus. After that ， he suggested the source of all the water supplies 14. .Finally5. pump (para.4) outof sth foresee(para.4) announce (para.6) instruct (para.7) to predict; to know about sth before it happens to make (sth) known publicly give orders ordirections to sb“King Cholera ” was 15. _______________________________________ .。
高中英语Unit1 Great scientists文章 哥白尼人教版必修五
哥白尼一、生平简介哥白尼〔1473～1543〕是波兰天文学家，日心说的创始人。
1473年2月19日生于波兰东部的托伦。
他的父亲是一位曾经当过市长的商人，母亲是一位富商的女儿。
哥白尼有一个哥哥和两个姊姊，他是家中最小的孩子。
在他10岁时，父亲染上瘟疫死亡。
全家由舅父务卡施接济。
哥白尼在文化名城沃茨瓦维克读了中学，1491哥白尼进入克拉科夫雅盖隆大学，在天文学家勃鲁泽夫斯基的指导下研读天文学和数学。
1496年，为了进一步深造，哥白尼前往欧洲文艺复兴的中心意大利留学，先后就读于波伦亚大学、帕多瓦大学和法拉腊大学，继续钻研数学、天文学、医学和法学。
他有幸结识了文艺复兴的杰出人物达·芬奇，并且拜敢于向旧观念挑战的学者诺瓦拉〔1454—1504〕为师。
正是在诺瓦拉的影响下，他开始对地心说产生了怀疑。
1506年哥白尼回到波兰，一面在里兹堡从医，一面从事天文学的研究。
1512年舅舅去世，哥白尼移居弗洛恩堡，在大教堂任僧正。
教堂城墙的一角有座箭楼，哥白尼用它建立了一个小天文台。
他自制了各种仪器，孜孜不倦地从事天文观测和研究达30多年。
他在1510年写成的《浅说》初稿中，毫不含糊地指出：太阳是宇宙的中心体，地球和行星都围绕着太阳运动，只有月亮才真正围绕地球旋转。
1530年，终于圆满地完成了日心说的建立工作。
于1543年3月用《天体运动论》书名出版，全书共有六大卷。
由于呕心沥血的辛勤劳动，从1542年起哥白尼健康日益恶化，经常出血、中风。
1543年5月24日，哥白尼与世长辞，终年70岁。
据说他闭目的时候，还用冰冷的双手抚摸着刚刚印好的《天体运动论》样书。
二、科学成就哥白尼在科学上最大的成就是创立了以太阳为中心的地动学说〔日心说〕，否定了在西方统治达一千多年的以地球为中心的地静学说〔地心说〕。
哥白尼创立的日心说，即名著《天体运行论》的发表，不但是天文学上的一次伟大革命，推动了天文学研究的飞速发展，而且引起了人类宇宙观的重大革新，沉重地打击了封建神权的统治，“从此自然科学便开始从神学中解放出来〞三、趣闻轶事1．人小志大哥白尼从小受到良好的学校教育，喜欢观察天象。
高中英语必修五《unit1 Great Scientists》示范说课稿
《unit1 Great Scientists》说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《unit1 Great Scientists》。
我主要从教材分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。
一．说教材1. 教材内容本节课是人教课标版必修5第一单元的第一课时的Reading部分，是该单元的主要内容，它介绍了英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。
通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学方发现的全过程具有其科学的严密性。
2. 教学目标结合单元教学要求和本课特点，充分考虑学生的年龄特点、认知水平，遂将本课的教学目标确定为：知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”.能力目标1) Develop students’ reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop student’s sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解King Cholera难题”，所以确定本课的教学重点是：1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn different reading skills.4．教学难点考虑到学生拓展阅读能力，语言输出能力等方面还需进一步努力，所以将本课的教学难点确定为：1) Develop students’ reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二．说教法和学法1. 教学方法引导学生独立思考，合作学习，进行师生、生生互动的“任务型”教学，设计了许多易于操作的任务型活动。
人教版高二英语必修五 Unit 1 Great scientists 教案
Unit 1 Great scientistsPeriod OneTeaching aims:1.Promote the Ss to know sth. about great scientists.2. Learn some new words and expressions.3. To examine a new scientific idea.4. Comprehension.Main points:Warming up and Reading passageDifficult points: ComprehensionTeaching procedures:Step 1. Warming up1. Show the Ss some pictures of great scientists and ask them to talk about them.2. The Ss discuss in groups and walk along to offer them help if needed.3. Work out their answers by themselves.4. Check their answers.Step 2. Pre-reading1. The Ss discuss the stages in examining a new scientific idea in pairs by asking the questions in the pre-reading.2. Ask the Ss to put them in order and get their answers.Step 3. Reading passage1. Let the Ss go over the passage and try to find the hard words, expressions and sentences they have.2. Explain the difficulties.3. Ask the Ss to read the passage more carefully and then try to complete the chart in the comprehending by discussing in groups.4. Choose some Ss to answer the questions in the comprehending.5. Ask the Ss to choose one of the paragraphs to read aloud fluently.Step 4. HomeworkRead the passage again and go over Learning about language.Period TwoTeaching aims and demands：1. Discover the useful words and expressions.2. Learn and improve the use of useful words and expressions.Main points:Learn to use the words and expressions that the Ss discover. Difficult points: Improve the use of the words and expressions. Teaching procedures:Step 1. Learning about language1. Discover the useful words and expressions in this unit in groups of four.2. Ask the Ss to show their results to the class.3. Ask them to study the words and expressions in Ex.1.4. Ss have a discussion and do the exercises.5. Check their answers.6. Change the verbs into nouns and make sentences by using “make a …” Step 2. Using words and expressions1. Make sure the Ss know the words and expressions.2. Let the Ss work in groups to complete the blank in Ex.1.3. Check their answers.4. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.Step 3. Words learning1. Show the Ss a list of prefixes to talk about them.2. Ask them to work in groups to find some words with the prefixes and study their meanings.3. Let them show their results to the class.4. Walk around the class to give them help if needed.Step 4. Study the use and meanings of suggest1. Study the meaning of suggest by looking the dictionary entry.2. Match the meanings with the sentences on the right in Ex.4.3. Check their answers.Step 5. HomeworkWrite down the translation Ex.2, 4, 6 and 7 in the exercise book.Period ThreeTeaching aims and demands:1. Discover the useful structure.2. Learn to use the grammar of past participle.3. Enable the Ss understand the past participle using as attribute and predicative.Main points:Learn the usage of the past participle using as attribute and predicative.Difficult points:Use the useful structure.Teaching procedures:Step 1. RevisionReview the past participle of some verbs.Step 2.1. Look at the chart and study the phrases.Past participle as the attribute and the predicative(1) terrified people(2) reserved seats(3) polluted water(4) a crowded room(5) a pleased winner(6) children who look astonished(7) a vase that is broken(8) a door that is closed(9) the audience who feel tired(10) an animal that is trapped3. Ask the Ss the following questions:(1) What kind of words before the past participles?(2) What kind of words after the past participles?4. Ask the Ss find the sentences using the past participle in the reading passage.5. Ss have a discussion and complete the chart with the same meaning of the phrases above.6. Ss show their results to the class.7. Complete the sentences in Ex.3.Step 3. Using structure1. Make sure the Ss know the words and the discuss in groups to finish the sentences using past participle.(Ex.1)2. Rewrite the sentences into one sentence using the past participle as the attribute or predicative.3. Check their answers.Step 4. HomeworkWrite down 1, 3, 5, 7 of Ex.2 in the exercise book.Period FourTeaching aims and demands：1. Improve the Ss listening skills.2. Know more about great scientists.Main points:Listening and speakingDifficult points:Get to know the information of listening materials. Teaching procedures:Step 1. Listening and speaking1. Listen to the tape and answer the questions.(1) What did Qian Xuesen study first?(2) What experience did he get in America that was very useful for China?(3) What was Qian Xuesen’s achievement when he returned to China from America?(4) How has he been honoured in China?(5) How did Steve honour him?Step 2. Speaking1. Ss discuss what scientific job they will do in the future in pairs by using the questions and expressions on Page 6.2. Ask some Ss to talk in class.Step 3. Listening and talking1. Play the tape for the Ss to listen and finish the exercises in the workbook, pause from time to time if needed.2. Check their answers.3. Work in pairs. Imagine you are going to meet a specialist about a newly-found flower by using the useful sentences on Page 42.Step 4. Listening task1. Play the tape for the Ss to get the information of the listening task.2. Check their answers.Step 5. HomeworkPrepare the reading task.Period FiveTeaching aims and demands：Improve the Ss reading skills and their talent in getting the information. Main points:Reading and reading taskDifficult points:Finding the Euler path.Teaching procedures:Step 1. RevisionRevise the past participle used as the attribute and predicative.Step 2. Reading1. Ss read the passage as fast as they can and then draw the two theories of the universe in groups.2. Ask the Ss to show their pictures to the class.3. Ss read the passage again and find the problems they have.4. Solve the Ss’ problems.5. Discuss in pairs. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?6. Choose some Ss to share their ideas to the class.Step 3. Reading task1. Ss read the passage and answer the following questions.(1) What is odd point? (2) What is even point? (3) What rule did Euler find?2. Ss discuss in groups and try to find the answers.3. Teacher walks around to offer them help.4. Use the rule to see if you can go over the diagram, not missing any points or going over any line twice.( See figures on Page 46)5. Ss work in groups.Step 4. HomeworkWrite a short passage about Copernicus.Period SixTeaching aims and demands:1. Try to write sth persuasive.2. Learn to write a report about people.Main points：Make a plan in discussion.Difficult points：Write a passage / a report.Teaching procedures：Step 1. Writing1.Ask the Ss to read the passage again and gather some information about Copernicus.2. Plan to write a letter.Step 2. Writing taskWrite a report about your scientist, his/her life, achievements and the key to his/her success.1. Before you begin to write, remember to put your information under three headings: life, achievements and key to success.2. Plan your report like the one on P47.3. Ask them to read their plans.4. Begin to write the report.Step 3. HomeworkComplete the report and write down on the exercise book.。
人教版高中英语必修五 unit1_Great_Scientists grammar
Homework
1. Review the grammar and do exercises 2. Finish exercises on P.43 3. Dictation
3. 这条被污染的河发出臭味。 The polluted river gives off a terrible smell. 4. 他们朋友举行的音乐会大为成功。
The concert given by their friends was a success.
5. 听到她的话他感到很迷惑。
He felt puzzled at what she said.
There are two glasses which are broken _______(break).
There are two broken glasses.
The person who feels __________ excited (excite) is Ronaldo.
The excited person is Ronaldo.
The water is boiling.
She’s drinking boiled water.
The dog is barking.
The dog is injured.
1.语态上
现在分词:表示主动的动作 过去分词:表示已经被动的动作
I heard someone opening the door. I heard the door opened. 2.时间上
Translation
1. 穿白色衣服的学生是我的女儿。 The student dressed in white is my daughter.
2. 飞行员要求飞机上的乘客在飞机着落 时继续坐在座位上。 The pilot asked all the passengers on board to remain seated as the plane was making a landing.
高中英语人教版必修5：Unit 1《Great scientists》
C. buying
D. being bought
3. （2012·清远高二检测）The Olympic Games, __C___in 776
B.C., did not include women players until 1912.
A. first playing
B. to be first played
华大学是成就大量杰出人物的所在地。Tsinghua University
(清华大学)和found(建立)之间是被动关系，故用过去分词作
后置定语，选C。
2. With everything she needed ___A__, the lady went home
happily.
A. bought
B. to be bought
English is difficult to learn.
6. be to blame/seek/let The house is to let. 这房子是要出租的。 The cause is not far to seek. 原因不难找到。 I felt I was to blame, too. 我觉得我也应受责备。
Struck by his sincerity，the director wanted to see him again．
4. Gentlemen always shake hands when they are introduced to each other．
Having put down my newspaper，I walked over to the window and looked out．
3. Since the director was struck by his sincerity ， the director wanted to see him again．
高中英语Unit1 Great scientists文章 哥白尼与日心说人教版必修五
哥白尼与日心说尼古拉．哥白尼（Copernicus Nicholas），波兰一位伟大的天文学家。
他以惊人的天才和勇气揭开了宇宙的秘密，奠定了近代天文学的基础。
哥白尼以毕生的精力去进行天文研究，创立了《天体运行论》这一“自然科学的独立宣言”。
他的这些成就使他成为了人类科学发展历史上最伟大的革命家之一。
一. 哥白尼生平哥白尼于1473年2月19日出生在波兰西部维斯杜拉河畔托伦城的一个商人家庭。
家里兄妹四个，哥白尼是最小的。
在他10岁时，父亲去世了，舅父卢卡斯承担起了抚育他的重任。
1491年至1495年，哥白尼进入克拉科夫大学学习。
克拉科夫是当时波兰的首都，也是东欧最大的贸易和文化中心，有许多国家的留学生在这里学习。
由于它地处东西欧交通要冲，所以比较早地受到意大利文艺复兴的影响。
因此在这座古老的大学里，新兴的资产阶级人文主义思想和腐朽的封建教会的经院哲学之间展开了激烈的斗争。
哥白尼在先进的人文主义思想的熏陶下，在心灵里埋下了向经院哲学挑战的种子。
在这里，他遇到了对他的一生产生深远影响的数学家和天文学家布鲁楚斯基（Brudzewski）教授。
是这位教授的启蒙教育促使哥白尼决定将自己的一生奉献给天文科学。
1496年哥白尼前往意大利求学，先后进入博洛尼亚大学、帕多瓦大学和费拉拉大学学习和研究法律、天文学、数学、神学和医学，他同时还学会了希腊文。
1503年，哥白尼获得了教会法规博士学位。
1497年，哥白尼就任瓦尔半米亚牧师的僧正。
1510年后，他先后从事过管理、外交等工作。
他是一个杰出的经济学家，写过《货币的一般理论》一书。
他是近代第一个提出劣币淘汰良币理论的经济学家。
哥白尼医术高明，他利用业余时间行医，免费为穷苦人治病，是一位颇有名望的医生，被人们誉为“神医”。
哥白尼还是一位出色的数学家，他的巨著《天体运行论》附录里，发表过他的球面三角论文。
哥白尼也是一位伟大的爱国主义者，当条顿骑士团疯狂侵略波兰时，他挺身而出，起来保卫自己的祖国。
新人教版高中英语必修5《Unit 1 Great scientists 》精品
三、本单元教学建议
热身（Warming up）部分在学生课前预习的基础上，教 师可利用图片资料引入，也可以让学生讲述某位科学家的 故事或成就让其他学生来猜测，但讲述内容不宜过长。
读前（Pre-reading）部分建议呈现有关SARS和AIDS宣传 图片或视频资料，引导学生关注疾病与健康，然后再引出 cholera。可以分若干个讨论小组讨论如何进行科学研究， 让学生了解科学观点的形成过程。
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三、本单元教学建议
语言学习（Learning about language）部分Exercise 1是用所 给词的正确形式填空。教师应确定学生了解这些词的意思 和用法。Exercise 2是一个拓展练习，要求学生掌握make+ 名词，在意义上等于这个名词的动词形式，例如：make a speech=speak。Exercise 3进一步训练动词make的用法。教 师 还 可 以 鼓 励 学 生 回 忆 更 多 的 有 关 于 make 的 用 法 。 Discovering useful structures是语法知识教学，教师可引导 学生在Reading中找到更多过去分词作定语和表语的用法。 Exercise 1、2&3帮助学生感知过去分词作定语和表语，并 逐步过渡到巩固和运用这种语言现象。
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学习策略 ：
通过周密观察、认真分析等、自助、自悟能力，以培 养学生调控策略；利用网络等媒体获取相关知 识来提高资源策略；通过交流表达观点来提高 运用交际策略的能力。
文化意识：
了解许多中外科学家的事迹及他们的贡献，扩 大知识面；以知识武装头脑，以文化陶冶情操。
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Warming Up:
There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science ? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.
【单元教案】人教版英语必修五Unit 1 Great scientists
Unit 1 Great scientistsThe first period: Warming up and readingImportant points:Let students learn about some great scientists and their contributions.Get students to read the passage and know about John Snow and how he defeated “King Cholera” by using different reading skills.Difficult points:Develop students` reading ability and learn how to organize scientific research.Enable students to talk about great scientists and tell their stories.Step 1 Lead inHave a free talk with students: we have learned about many great people and some famous scientists and now look at the pictures of these great people: Isaac Newton, Albert Einstein, Stephen Hawking, Qian Xuesen, and tell their contributions.Discuss the following question in small groups: what qualities do you think a scientist should have?(persistent, determined, imaginative, careful, creative, clever, strict, patient,…… )Step 2 Warming up1. Ask students to have a discussion in pairs to try this quiz and find out who knows the most.What do you know about great scientists?Step 3 Pre-reading1. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in setting out a new scientific idea. What order would you put them in?(Suggested answers: find a problem→Make a question→Think of a method→Collectresults→Analyze the result→Find supporting evidence→Draw a conclusion)2. What do you know about infectious diseases? What do you know about cholera?(Infectious diseases can spread easily. They may do great harm to people. AIDS and SARS are infectious diseases. They are difficult to cure.)(Cholera(霍乱) infects people`s intestines(肠), causing diarrhea(腹泻), vomiting(呕吐) and leg cramps(腿部痉挛). The most common cause of cholera is that people eat or drink water polluted by the bacteria(细菌). A severe case can lead to death without immediate treatment.)Step 4 Reading1. Skimming: ask students to skim the text and try to find the main idea of the passage as they can.(The main idea: How John Snow collected, analyzed the data and found the cause of the disease and solved it.)2. Scanning: ask them to try to get detailed information and then choose the correct answers after reading the passage.1). John Snow became inspired when _______.A. he became a well-known doctor in LondonB. he attended Queen Victorian to ease the birth of her babiesC. he thought about helping ordinary people exposed to choleraD. he found the cause of cholera and defeated “King Cholera”2). The reason why John Snow used the map in his research was that with its help ______. A.he would not lose his wayB. he could find the houses in Broad Street and Cambridge Street easilyC. he could find out what caused the outbreak of choleraD. he could find out how many people died3). Why did such houses as 20 and 21 Broad Street and Cambridge Street have no deaths? Because ________.A. people there were given free beer and they had not drunk the water from Broad Street pumpB. people there had known that the water was polluted by the dirty water from LondonC. the disease began to slow down in Broad Street and Cambridge StreetD. people in these families were much stronger than those near the Broad Street pump4). The following measures should be taken to prevent cholera except _______.A. always drinking beerB. instructing the water companies not to expose people to polluted water any moreC. examine all water suppliesD. finding new methods of dealing with polluted water.5). What made John Snow find the cause of cholera?A. Queen Victoria`s orderB. his wife`s deathC. Kindness, carefulness and good observationD. Strong determination, patience and selfishness(The answers: CCAAC)3. Intensive reading: ask students to read the passage carefully to get the detailed information and then fill in the chart.4. Answer the questions:1). John Snow believed Idea 2 was right. How did he finally prove it?(He finally proved his idea because he found an outbreak that was clearly related to the Broad Street outbreak, collected information and was able to tie cases outside the area to polluted water.)2). Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3). Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?(Three diseases, which are similar today, are SARS, AIDS and bird flu, because they areserious, have unknown causes and need public health care to solve them.)5. Fill in the blanks:How did John Snow finally defeat cholera?As the disease spread quickly, John Snow began to gather information. He marked on a map where all the dead people had lived, analyzed all the evidence and found out the polluted water was the cause. Then he suggested that the source of all drinking water should be examined.根据课文内容填空：Step 5 Post-reading1. Encourage students to fill in the stages of a scientific experiment at the top of each paragraph. Ask students to look at each paragraph and its heading in turn. Get them to write down the evidence or approach John Snow used in that stage to fill in the form.2. Begin a class discussion with students by asking them the following questions:What branch of science are you using to illustrate the stage of an experiment?Did these stages fit your branch of science?Is this an approach used in your science class when you do experiments?What differences are there (if any)?Do you think these differences (if there are any) are important?Do you think this approach would work for all scientific subjects?Step 6 Consolidation1. Ask students to complete the following without referring to the textbook, using the words and phrases from the reading passage.John Snow was a famous doctor in London. There was the most deadly disease called “King Cholera” of its day. Every time there was a(n) outbreak, many people died. John Snow wanted to face the challenge and solve this problem. He knew that it would never be controlled until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera multiplied in the air. The second suggested that people absorbed this disease into their bodies with their meals. John Snow suspected the second theory was correct but he needed evidence. So he collected data to test the two theories. He marked on a map where all the dead people had lived and the map gave a valuable clue about the cause of the disease. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these streets. He found two other deaths in another part of London that were linked to the Broad Street outbreak. With enough evidence, he announced with certainty that polluted water carried the virus of cholera.2. let students retell the reading passage in their own words.Step 7 HomeworkLearn the useful words and expressions by heart.Read the reading passage again and try to say or write something about how John Snow defeated “King Cholera”.The second period: Learning about language: Important language points Important points:1. Enable students to grasp the usage of such important new words and expressions as conclude, defeat, attend, cure, challenge, suspect, blame, pollute, handle, announce, put forward, draw a conclusion, expose… to, link….to….2. Get students to master the following sentence patterns:So many thousands of terrified people died every time there was an outbreak.It seemed that the water was to blame.To prevent this from happening again, John Snow suggested the source of all the water supplies be examined.Difficult points:Let students learn the usage of the words: attend and blame.Get students to learn and understand some long and difficult sentences.Knowledge aims:Some new words and expressions: characteristic, radium, painter, scientific, conclude, conclusion, analyze, defeat, expert, attend, physician, expose, cure, challenge, victim, absorb, suspect, enquiry, neighbour, severe, pump, foresee, blame, pollute, handle, link, announce, instruct, construct, construction, contribute, put forward, draw a conclusion, expose.. to, link…to, apart fromLet students learn the following important sentence patterns:But he became inspired when he thought about helping ordinary people exposed to cholera. (The past participle as predicative and attribute)Neither its cause nor its cure was understood. (neither ….nor……; subject-verb agreement)So many thousands of terrified people died every time there was an outbreak. (the past participle as the attribute; the adverbial clause introduced by every time)It seemed that the water was to blame. (It seem / seemed that…..; be to blame)….John Snow suggested that the source of all the water supplies be examined. (….suggest that somebody (should) do ……; ….. suggest that something (should) be done….)Step 1 RevisionCheck the workbook exercises.Ask some students to talk something about how John Snow defeated “King Cholera”.Step 2 Reading and finding1. Get students to read through Warming up, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: know about, find out, lift sth. up by a force, steam engine, physical chararcteristics, be passed from….to…, keep…safe, put forward a theory, black holes, in scientific research, set out, a new scientific idea, draw a conclusion, infectious diseases, a famous doctor, ordinary people, expose…to sth, the deadly disease, neither…nor…, terrified people, every time, solve the problem, become interested in, float around, absorb sth. into, gather information, be determined to do sth., a valuable clue, the water pump, be to blame, look into, the source of water, the astonished people, slow down, link….to…, be liked to, have it delivered, have sth. done, die of, with certainty, polluted water, prevent…from.., be instructed to do sth., be defeated, be similar to, write a short summary ofRead them aloud and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discussing useful words and expressions1. Turn to page 4. Go through the exercises with students and make sure they know what to do.2. Give them several minutes to finish the exercises and then check the answers with them.Step 4 Studying important language points1. discover: to find or learn about (a place, fact, etc.); find sth. unexpected; come to know or realize sth.I have discovered a supper restaurant near here.Did you ever discover who had been sending you the flowers these days?We have discovered that the young man is a discreet(谨慎的) and economical(节约) fellow.Despite her great age, she was very graceful indeed, but so far, the archaeologists(考古学家) have been unable to discover her identity.Who discovered radium?Who invented the steam engine?In spite of this, many people are confident that the revealer(探测器) may reveal something of value fairly soon.She disclosed that she had been married for a month.2. put forward: to advance; pro; pose or suggest sth. for discussion; to move forward to give the correct timeHe put forward a good plan for this project.Can I put you forward(提名, 推荐) for the golf club secretary?The match has been put forward to 1:30.Put asidePut downPut onPut on weightPut upPut up withPut awayPut offPut on speedPut on a new playPut up a posterPut out3. draw a conclusion:conclusion: the end of something; a belief or an opinion that is the result of reasoning conclude: come to an end; to arrange and settle formally and finallyto conclude a speech: 结束演讲To conclude, I wish you all good health and a long life.The doctor concluded that the patient`s disease was cancer.The judge concluded that the accused was guilty.4. Expert: a person with special knowledge, skill or something in a particular field5. attend: to be present at an event or activity; to look after, care for, serveHe decided to attend the meeting himself.Which doctor is attending you?The work was attended with much difficulty.6. expose: to uncover or make sth. visible; to display; to make known; to reveal When she smiled, she exposed a set of perfect white teeth.Don`t expose your skin to the sun for too long.They had to be exposed to the enemy`s gunfire.He exposed their plot.The crime of the corrupt officials(贪官污吏) must be exposed without any reserve(保留).7. deadly: causing or likely to cause death; extremely effective; filled with hateDeadly poison / weapons / pale /8: neither…nor…9: control: to have power over; to rule; to directlose control of / be (go) out of controlin control of 控制, 负责under the control ofAll schools are controlled by the Ministry of Education.The driver lost control of his car and it knocked into a tree.The car was out of control and ran into a wall.He was in control of the car.This money is under the control of Mr. Brown.10. absorb: to take in; suck up; hold the attention or interest of sth. fullyA sponge(海绵) absorbs water.Clever children absorb knowledge easily.be absorbed in: 专心于, 全神贯注于The little girl was absorbed in reading a tale.The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar.11. severe: so serious; very harmful or painful; serious or uncomfortablebe severe with: 对…要求严格I think you are too severe on the boy.His severe looks frightened me.He has a severe pain in his leg.He is severe with himself.12. It seems / seemed that …..It seemed that she is lying.It seems that Mary is able to solve the problem.13. be to blame: to be responsible for sth. bad;be + to do sthWho is to blame for the mistake?She was in no way to blame.决不应该责备他.No one is to leave this building without the permission of the police. You are not to drop little in this park. 公园里决不许乱丢垃圾.14. immediately: at once; without delay; the moment that…..; as soon as She came immediately.I came immediately I heard the news.Immediately I saw her I recognized her.15. link…to…: to connect….with…Fingerprints linked the suspect to the crime.The newspapers have linked his name to / with hers.16. announce: to make sth. known publiclyHe announced his decision.It is/ was announced that……It has been announced that he will resign.17. with certainty:I can`t say with any certainty where I shall be next week.18. suggest:I suggested that he should give up smoking.Mary suggested leaving early for the airport.She suggested a picnic at the weekend.19. instruct: to give orders or directionsAfter having been instructed to wait here until the lecturer arrives.She instructed me in the use of the telephone.The boss gave me so many instructions at one time that I got muddled up(使…糊涂).20. apart from: 除….之外(还有); 除…..之外(没有)besides: 除….之外(还有); in addition to: 包括; 除…之外(还有); except for: 除….之外(主语就完美无缺了), 是对主语的修正.What do you study apart from English?Apart from being large, the trousers don not suit me.Besides milk and cheese, we need vegetables.He had considered everything except the weather.I know nothing about it except what I have read in the papers.Your composition is excellent except for some spelling mistakes.Step 5 ConsolidationDo Exercises 1,2,3 and 4 in Discovering Useful words and expressions.Step 6 Closing down by a quizShow the following exercises to students and let them finish in a very short time.1. _____ writing the article, Mrs. Curie even forgot her dinner.A. Absorbed inB. Absorbing atC. Having absorbed byD. to absorb in2. No one has _____ anything better than the plan now under consideration.A. put upB. come upC. put forwardD. come up to3. The mother didn`t know who _____ for the broken glass as it happened while she was out.A. to be blamedB. to blameC. blamedD. was to blame4. Please give me a call ____ you arrive in New York.A. immediatelyB. immediately whenC. the moment whenD. at the moment5. I care for nothing _____ the one you bought for me yesterday.A. in additionB. as well asC. besidesD. apart from6. He ____ the list of names to see that no one had been left out.A. checkedB. examinedC. testedD. observed7. Kevin looked ____ after a day’s hard work. What he wanted most was a good rest.A. exhaustedB. exhaustingC. exhaustD. being exhausted8. All her fans are ____by Jolin’s performance in the live concert.A. inspireB. inspiringC. inspiredD. being spired9. All the students are instructed to remain ___ until all the test papers are collected.A. seatB. seatingC. to be seatingD. seated10. One of the measures ____ is to organize the students to visit other museums.A. takenB. tookC. takingD. has taken11. ____ the new bridge, almost all workers contributed their spare time to it.A. ConstructB. ConstructedC. To constructD. Having constructed.12. There is nothing ____ to do but wait for the teacher to come here.A. leaveB. leavingC. to leaveD. left13. Only when he approached the man ____ it was the same person he quarreled with the other day.A. he realizedB. he did realizeC. realized heD. did he realize14. Nowadays, the prices of many things _____ through the Internet can be lower than storeprices.A. are boughtB. boughtC. been boughtD. buying15. The _____ boy is gradually recovering under the care of the kind nurses.A. injuredB. injuringC. injuresD. to be injures16. Who were the guests ____ to your birthday party last night?A. being invitedB. to be invitedC. to inviteD. invited(Suggested answers: ACDAD AACDA CDDBA D)Step 7 HomeworkLearn the new words and expressions by heart.Finish off the homework exercises. Do exercise 3 on page 42 in the exercises book.The third period: Learning about language: Grammar Important points:Get students to learn and master the new grammar item: The past participle (1) as the attribute and Predicative.Difficult points:Enable students to learn the use of the past participle as the attributive and predicative correctly to the context.Step 1 revisionCheck the homework exercises.Dictate some new words and expressions.Step 2 Lead-in1. Show students the following sentences to read aloud and understand.She is a beautiful young lady.I was angry with him for keeping me waiting so long.Many terrified people rushed out of the hall.He got worried about losing the money.Sally was so excited at the good news.2. Have students do the following.1). Observe each sentence and pick out the attributive or predicative.2). Classify the words that you identify into groups and explain why you divide them into theses groups.Beautiful young angryWorried excited terrified3). Now use a different past participle or an adjective in each sentence to change the mood of the sentence.Step 3 Discovering useful structures1. Ask students to turn to page 2 and read though the passage John Snow defeats “King Cholera”, pick out the sentences where past participles are used as the attributive or predicative, and underline the past participles in each sentence.2. Let students work in pairs to translate these sentences into Chinese and try to understand the usage of the past participles.1). But he became inspired when he thought about helping ordinary people exposed to cholera.2). Neither its cause nor its cure was understood.3). So many thousands of terrified people died every time there was an outbreak.4). He became interested in two theories.5). ….and soon the affected person died.6). He was determined to find out why.7). He found that it came from the river polluted by the dirty water from London.8). He immediately told the astonished people in Broad Street to remove the handle from the pump.9). He found supporting evidence from two other deaths that were linked to the Broad Street outbreak.10). ….that polluted water carried the virus.11). The water companies were instructed not to expose people to polluted water any more.3. Rewrite the following sentences1). Let`s try the bookstore that was opened last month.2). Nine out of ten women who were interviewed about the product said they liked it.3). Yesterday, the president went to visit the workers who had retired .4). The United States is a country which has developed.5). He told us the great wrong which had been done to him.6). We must keep a secret of the thing which is being discussed at the next meeting.7). Please tell me the subjects which will be discussed here.Step 4 Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how the past participles are used.1). Complete the table with phrases that have the same meaning.2). Complete the sentences using the past participle as the predicative.(1). He got ____ about losing the money.(2). The painter looked so ____ after working for a whole day.(3). I was ____ with the film I saw last night. I had expected it to be better.(4). Everybody was ____ to hear of the death of the famous film star.(5). Everybody is really _____ about the new Olympic stadiums.(6). His wound became _____ with a new virus.(Suggested answers: blamed / upset; tired; disappointed; shocked / depressed; excited; infected)2. Give necessary explanations and some more examples about the usage of the past participle.过去分词做定语和表语的用法过去分词是非谓语动词的一种形式，表示完成和被动的意义。
2022年人教版高考英语考点复习必修5 Unit 1 Great scientists
必修5 Unit 1Great scientists“Genius Grant” Winner Is a Genius at Inspiring Students “天才奖金”获得者是个激励学生的天才When the phone rang, Rebecca Richards-Kortum thought it was a telemarketer(电话推销员). Instead, it was the MacArthur Foundation (麦克阿瑟基金会) calling her to tell her she’d just won a grant totaling $625, 000.The MacArthur Fellowships, as they’re officially called, are often dubbed(起绰号; 戏称) the “genius grants”. They’re given out each year to 20 to 30 people who—according to the Foundation’s confidential (秘密的) selection committee—show “exceptional creativity”.Richards-Kortum teaches bioengineering at Rice University in Houston. It could be a boring gig (工作; 任务)—designing new catheters (导管), teaching the history of the X-ray,re-engineering medical equipment. But she approached the job as a chance to change the world.In announcing Richards-Kortum as one of this year’s 23 fellows, the MacArthur Foundation noted her commitment to “improving access to quality health care for all the world’s主题语境人与社会课标话题对社会有突出贡献的人物思维品质通过阅读外刊文章, 理解文章内容, 了解对社会有突出贡献的人物, 激发学生为人类的发展及社会的进步而刻苦读书、努力学习的自觉性。