UNIT 1 GREAT SCIENTISTS教学设计3
教学设计3：Unit 1 Great Scientists
Unit 1 Great Scientists 教学设计安排第一课时听说课将Warming Up，与Workbook 中的Listening(P41 )，及WB 的Talking 放在同一课时，设计成一节听说课，并把Project 设计成开放性作业。
第二课时阅读课将Pre-reading 部分与Reading, Comprehending 放在一起教学，设计成一节阅读课，并把Workbook（WB）的Speaking Task 设计成开放性作业。
第三课时泛读课将Using Language 的Reading和WB 的Reading Task 结合在一起上一节泛读课。
第四课时语言知识课──学习词汇及过去分词将Learning about Language 中的Discovering useful words and expressions，Discovering useful structures 及Using Structure 上一节语言知识学习、归纳课。
第五课时听说课将Using Language 中的Listening and speaking 和WB 中的Listening Task(P44) 设计在一节课完成（以听为主）。
第六课时写作课将Writing(P7)及Writing task(47) 整合成一节写作课。
第七课时复习小结课通过Summing Up，Learning tips 和WB 中的Checking Yourself 指导学生进行自我检测，复习本单元所学的重点词汇、短语、表达及语法等，上一节复习巩固课。
第一课时听说课第一步引入话题向学生展示一些杰出科学的图片比如居里夫人等等来引出话题: “Great Scientists”Let students guess who they are. And then ask students to tell something about them.第二步小组活动（四人一组）1. Ask students to discuss the questions in Warming Up.2. Ask students to compare their answers.3. Ask students to discuss the two questions in Pre–reading.4. Check the answers.第三步听力训练利用Workbook 的Listening (P41) 进行听力训练。
Unit1GreatScientists教案
Unit1GreatScientists教案Step 2 nT: Today we are going to talk about great scientists。
Who can name some great scientists and their achievements。
(XXX on the board.) Very good。
Now。
let’s learn some new words and XXX.Step 3 PracticeT: Now。
XXX research。
Can anyone give an example。
(Teacher gives an example and asks students to discuss in groups.)Step 4 nT: What do you know about us disease。
Can you give some examples。
(Teacher writes down the examples on the board.) Now。
what do you know about cholera。
Can you explain it in your own words?Step 5 HomeworkT: For homework。
I want you to think about what kind of scientific job you want to do in the future。
Write a short paragraph about it and be prepared to share it with the class tomorrow.Overall。
this XXX and their ns。
as well as to teach them about the stages of setting out a new XXX n and practice。
新课标unit1Great Scientists整套教案The 3rd Period(新课标版高二英
新课标unit1Great Scientists整套教案The 3rd Period(新课标版高二英语必修五教案教学设计)整理Teaching Aims:1. Learn expressions phrases2. nguage pointsDifficult and Important Points:1）Language points2）The usage of “suggest in addition”Teaching Methods:Presentation PracticeTeaching Procedures:Step I RevisionHave a dictationStep II. Check the answersCheck the answers of yesterday’s homework (ing Words and Expressions)Step III. Expressions phrasesExpressions phrases (1)1.know about… 了解……的状况2.lift up 举起;抬起;提升3.steam engine 蒸汽机4.physical characteristic 人体的特征5.put forward a theory about black holes提出一个有关黑洞的理论6. infectious disease 传染性的疾病7. in scientific research 在科学讨论上8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion 得出结论10. analyze the results 分析结果11. a well-known doctor 一个闻名的医生12. ordinary people 百姓;一般人13. expose (…)to sth. 暴露(…..)在……中14. the most deadly disease 最致命的疾病15. terrified people 被吓坏的人们16. get interested in sth./doing sth. 对…产生爱好17. absorb sth. into… 把….汲取入….18. gather the information 收集信息19. determine to do sth. 决心干某事20. a valuable clue 一条宝贵的线索21. the water pump 水泵22. in addition (to…) 除..…之外还有…23. link … to … 将….和….联系起来(be linked to…)24. have it delivered (have sth. done) 叫某人送东西25. die of… 死于…26. announce with certainty 确定地宣布27. polluted water 被污染的水28. prevent sb. from doing sth. 阻挡某人干某事29. deal with… 处理……30. solve the problem 解决难题Expressions Phrases (2)e to an end 到了终点2.find the cause of this illness 找出疾病的起因3.look into… 调查……4.apart from… 除…..之外;此外(=except for…)5.prepare for… 预备好….6.be strict with sb. 对某人严格要求7.a revolutionary theory 一个革命性的理论8.lead to… 通向…. ;导致… (留意:to为介词)9.make sense 有意义10. at times =sometimes 有时候11. contribute to sth. 有助于;促进12. encourage sb. to do sth. 鼓舞某人做某事13. point of view 观点14. living conditions 居住条件15. break… in/into pieces 把…摔成碎块16. be devoted to sth./sb. 专致于…….; 关怀…;挚爱…17. devote one’s life to doing sth. 献身于…..18. curved line 曲线19. achieve great success 取得巨大的胜利Step IV. Language Points1.discover inventdiscover v. “ 发觉” 被探究或被揭示的事物早已客观存在着.Columbus discovered America in 1492.哥伦布于1492年发觉了美洲.Who discovered radium? 谁发觉了镭?invent v. “创造”,指的是创造原先不存在的东西.Who invented the steam engine? 谁创造了蒸汽机?2.who invented the way of giving electricity to everybody in large cities?是谁创造了把电带给大城市中的每个人的方法?the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的方法.the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.I don’t like the way (that / in which) you speak to your father.我不喜爱你跟你父亲讲话的方式.与way相关的短语:by the way 顺便说、by way of … 通过……的方法，经，由lose one’s way 迷路no way (俚语) 没门,别想feel one’s way 摸黑走,谨慎从事on one’s way to…在去…的路上in this way=by this means=with this method用这种方法3.Who put forward a theory about black holes?谁提出了黑洞的理论?put forward(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)(2)推举某人或自己任职位;提名May I put your name forward as our monitor?我能否提名你当我们的班长?put away 抛弃;舍弃put down 写下来;记入名单;put on 穿上;戴上;增加put off 耽搁;延期put out 熄灭(灯);扑灭(火) put up 建立;建筑put up with… 忍受……You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.A. put onB. put downC. put backD. put off4.This was the most deadly disease of its day.die (v.) dead (adj.) death (n.)deadlyadj. (1).dangerous; likely to cause death 危急的;致命的a deadly disease/weapon(2). highly effective against sth. or sb不强有力的;致命的a deadly remark 击中要害的评论(3)aiming to kill or destroy意在杀死的;不共戴天的:a deadly enemy不共戴天的敌人adv. (1). Very极度;特别;非常: deadly serious 非常仔细(2). like death 死一般地: deadly pale 死一般苍白5.But he became inspired when he thought about helping ordinary people exposed to cholera.expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.expose v.(1)to make visible 暴露“expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.(2)to reveal the guilt or wrong doing of …揭露;揭发He exposed their plot.他揭穿了他们的阴谋.I threatened to expose him ( to the police).我威逼要(向警察)揭发他.expose to 使易受,使受expose a fraud 揭穿骗局expose sth. to the light of day 把某事暴露于光天化日之下6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批慌张的老百姓病死.every time是连词,引导时间状语从句,意为“每次,每当”,如:Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:I will give the letter to him immediately I see him.我一见到他就把这封信给他.I came directly I got your letter.我一接到你的信就来了.7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)8.absorb v. 汲取(液体);承受;担当(费用等)Use the cloth to absorb the spilled ink. 吸干撒的墨水We will not absorb these charges.我们不能担当这些费用.absorb…in/by..吸引.留意I was absorbed in a book and didn’t hear you call.用心看书absorb…into…汲取…The big company has gradually absorbed these small companies into its own organization.这家大公司渐渐将这些小的公司吞并了。
Unit 1 Great Scientists教学设计英语教案
Unit One Great ScientistsI．Teaching Goals:1. Enable the Ss to familiar with some famous scientists and theircontributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of eachpara./ part & each passage .II．Difficult points1. How to grasp the main idea of each paragraph / part & eachpassage.2. How to help the Ss use what they‟ve learnt to do first aid treatmentfor burns correctly.III．Teaching methods1. Skimming & scanning methods to make the Ss get a goodunderstanding of the text.2. Discussion methods to make the Ss understand what they‟velearned in class.3. Pair work of group to get every student to take part in theteaching-and-learning activities.4. Competition and role-play method to arouse the Ss‟ interestIV. Teaching AidsBlackboard, recorderV. Teaching process:Step 1. Organize the classStep 2 .Lead inStep 3. Pre-class task:1) Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2) Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.3) Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 4. Language Points:1. attenda. be present at 出席He decided to attend the meeting himself.b. look after 照料The nurses attended me carefully when I was in hospital.c. deal with 处理The lawyer said that he would attend to the matter.2. expose v.(1)to make visible 暴露“expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.(2) to reveal the guilt or wrong doing of …揭露;揭发He exposed their plot.他揭穿了他们的阴谋.expose sth. to the light of day把某事暴露于光天化日之下3. every time是连词,引导时间状语从句,意为“每次,每当”,如:Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:I will give the letter to him immediately I see him.我一见到他就把这封信给他.4. Phrases of …control‟He was in control of the car.be under the control of…get / be out of control; lose control5.suggest1）建议,提议，提出suggest doing sth.o ne‟s doing sth.that 从句（虚拟语气，should）2)表明，暗示(that从句不用虚拟语气)Eg. 我建议坐火车旅行。
高中英语《Unit 1 Great scientists》优质课教案、教学设计
【教学设计】根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤：Learning Aims教师用课件展示教学目标，教师解读目标，从而使学生明确本节课的三维目标。
设计意图：使学生了解本节课的三维目标，为随后的阅读做好铺垫，让学生的学习具有目的性。
Step1. Lead in通过图片形式，让学生猜测熟悉的科学家名字及他们的贡献。
设计意图：通过这个活动，激发学生学习动机，调动其主观能动性，完成此任务将使学生学到知识、尝到乐趣、受到鼓舞。
Step 2.Fast reading打乱John Snow 做科学调查的步骤，让学生快速浏览课文，还原正确的步骤。
设计意图：学生快速阅读，把握每段的大致意思和主旨大意，目的是使学生掌握快速阅读的技巧。
Step 3.Careful Reading1.学生分段阅读课文，找出一些详细信息，更深入地理解课文，回答针对每个段落所提出的问题，为之后的归纳总结与复述打下基础。
2.让学生针对本环节的任务（在学案上）逐一阅读段落，搜寻答案。
3.对John Snow 分析的地图详细理解，并在课件中呈现地图图片，并让学生了解并解释当时的霍乱分布情况及产生的原因。
设计意图：通过再次阅读，充分理解课文，并把握文中的细节，能够有效地培养学生自主学习的能力，并进一步加深对科学研究的步骤和措施。
Step 4. Presentation通过课本中提供的地图，让学生在理解课文后自己组织语言，描述通过地图John Snow 是如何研究霍乱，以及是如何得出结论的。
设计意图：通过学生上台阐述地图的内容等，让学生真正理解并完成课文中实验步骤的梳理，同时提高学生口语表达能力。
Step 5 .Group work and Discussion“W h y d i d t h e a u th o r u se‘d e f ea t’i n th e t i tl e,a n d w h at sh ou l d you do when you meet with difficulties?”小组合作，讨论交流，并由组长调动组内成员积极发言，并汇集整理观点。
Unit1GreatscientistsPeriod3优秀教案(人教版必修5)
Unit 1Great scientistsPeriod 3 Listening and SpeakingThe General Idea of This PeriodThis is the third period of this unit. At the beginning of this period, the teacher should (can) design some exercises to review what the students learned in the last period, that is to say, go over what the students learned about that John Snow defeats “King Cholera”. The teacher can begin with asking some questions or having a competition to make some sentences with“John Snow”according to the passage.During this period, listening and speaking will be mainly dealt with. At the beginning, teachers focus on training the Ss’ listening. This listening content is about the importance of Qian Xuesen for space travel in China, the contributions made by a botanist named Carl Linnaeus and the research into the life and work of aWhen training the Ss’ listening ability, teachers should start with pre-listening, that is, lead-in. If it is necessary, teachers had better introduce some background knowledge about the listening material. Later, let the Ss listen to it. At the same time, teachers should design some simple questions. After that, the Ss have known about the listening material, and then teachers can ask them to listen to it again to be ready for more difficult questions. If necessary, the Ss can be given another time to listen. While practicing, teachers had better offer students some advice on how to do it well. Especially, train the students to predict what to be talked about according to the hints and limited information and let them form the good listening habit of listening with the purpose of finding useful information and to summarize. Certainly, suppose there are many new words and expressions, teachers should help them to deal with them at the first place. All the listening practice should focus on developing the students’ listening skill.After practicing listening, the Ss are expected to learn some expressions about talking about scientific job as well as scientists’ achieve ments and recount stories. Besides those, the students are expected to learn the skill of describing a person.During the course, teachers should rank class activities from the easy to the difficult. First, ask them to learn the expressions. Then, ask them to imitate it to have a dialogue. Finally, the students are expected to create a dialogue or discuss the given topic. In order to draw students’ attention, the teacher had better prepare for some interesting situations.This period centers on emphasis on speaking and listening. The teacher should try his or her best to encourage the students to say something. Don’t always correct the mistakes that the students would make while speaking. Otherwise, the students would feel reluctant to speak out their opinions.Teaching Important PointsTrain the students’ speaking ability by describing, talking and discussing.Teaching DifficultiesTrain the students’ listening ability. Especially listen and understand whatThree Dimensional Teaching AimsKnowledge aims:Get the Ss to learn how to talk about scientific work and how to describe a person.Train the students’ speaking abiliTrain the students’ listening ability.Train the students’Encourage the students to learn from scientists to show interest in scientific exploration and resTeaching ProcedureStep 1 GreetingT: Today we will begin our lesson with a competition between groups. In the last period, we learnt about John Snow who defeats “King Cholera”. Now, please say something that you know about it. If you offer a complete sentence, you will be given ten marks. Your group will be given twenty marks when your expression is especiallyS: John Snow was a well-known doctor in London, who attended Queen Victoria toS: He became inspired when he thought about helping ordinary people exposed to cholera, which was the deadly disease of his day.S: John Snow got interested in two theories explaining how cholera killed people.S: He believed in the second theory that is people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.(The teacher should encourage more students to join in the competition. At the end of the competition, the teacher should announce the result of this competition.S: We should base our theories on pS: We are inspired to have a spirit of scientific exploration.Ss: . . .T: Yes, we can learn a lot from the scientist. In fact, there are a great number of people working on sc ience worthy of being learned both at home and abroad. Can you name some scientists and intS: Archimedes, who discovered that obje cts in water are lifted up by a force that helps them float.S: Darwin wrote a book explaining how animals and plants developed as theS: Zhang heng invented the earliest instrument to tell people where earthquakes happened.Ss: . . .T: You did a good job and listed many scientists as well as their contributions.Step 3 Listening (on Pages 5-6)Task 1 Pre-T: First let’s enjoy the picture. What caS: He is honored as “ChinesT: Good. You seem to have a good knowledge of him. Qian Xuesen is a famousTask 2 FiT: We are to listen to the material, which is about Qian Xuesen. Yu Ping is telling her friend Steve Smith about Qian Xuesen’s life. If you were Yu Ping, what topicsS: The date when he was born and he died;the place where he was born, lived, studiedT: Excellent. When we talk about and introduce a scientist, we us ually describe these aspects. Now, listen carefully and tick out which topics are mentioned in the tape.Task 3 Second ListeningT: This time. You’ll write down the answers to the five questions. Boys and girls,S: We should go through the questions first and keep them in mind. When we are listening, we just need to pay much attention to the sentences related to the answers.S: We needn’t write down each word of the answers. We just write down some keywords. Later we can write down the complete answers with the help of these key words.T: You are clever. Now please get ready. First, look through the introduction(Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences. )(If the students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again. After that, check the answers. If the students feel it difficult to make sense about the key words and understand the speakers’ intention and attitude, the teacher shouldTask 4 Post-T: After listening, would you please an(At this part the teacher may have the students present what they have heard on the tape and show their own opinion about what they have learned from him. If possible, the teacher may have some of the students do the presentation work in class. By doingTask 1 Pre-T: Just now we learned about a Chinese scientist, Qian Xuesen, who has made great contributions on space travel in China. We will get to know another scientist, whose contribution is on botany. Can you guess who he is?T: You are right. Both scientists did study botany and devoted their time to the research. As we know, Carl Linnaeus developed his system about how to classify species. While Darwin wrote a book on the Original of Species, in which he explained how animals and plants developed as the environment changed. The following is about Carl Linnaeus.T: Now, read the instructions about the listening and choose which of the following statements mist closely describes what this listening passage is about.Explain why the others are wrong.S: I think the third one is right. This is about a man who finds a flower and wants to know if it is a new species of flower. Because he is interested in biology and especially in the study of plants. What he wants to do is to study whether it is a new species. The other two statements can not convey the study.T: What you said is reasonable. Let’s listen together to find whether your answerT: Listen to the tape again and tryTo find the name of an unknown flower, first you have to go to see a flower __________he/she will look in a special __________written by Carl Linnaeus. He lived in__________ from__________ to __________. He was very important because he solved a serious problem for __________. He saw all plants and animals produce __________.Some animals produce __________but others lay __________while plants__________. He used these different ways of producing young to put plants and animals into__________. For example, the group called birds lay __________to produce young and they all have __________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example __________and one is for the species, for example __________. So a parrot would be __________. He was the first person to successfully classify all plants and animals. Task 3 Post-Let the students fill in the blankets and then check. If the students feel it difficult to do it, let them listen it a third time. After checking the answers, askStep 5 Listening (Page 44)T: Look at the screen and let’s read the following new words firstly.(These words are presented on the screen: analyse, pure, foundation, symbol, sin,T: Right. This mathematician is Leonhard Euler. John Smith is discussing with Zhao Yang his research into the life and work of a mathematician called Leonhard Euler.Euler’s achievements ExamplesNew symbols and termsOld areas of mathematicsNew area of mathematicsImportance(After listening, ask some students to fill in it. If many students feel it difficult, let them listen to it again. While doing it, the teacher can also ask two students to come to write the answers on the blackboard. The teacher had better giveStep 6 SpeakingTask 1 Lead-inT: Boys and girls, from the listening material, we know about some scientists. Do you have a dream to be aT: Suppose you would like to work as a scientist, and you are discussing withS 1S 2: How will you get thS 34 HI always wanted to. . . because. . . The experience I will need is. . .I might find it difficult to. . .Mypatient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with. . .Task 2 Dialogue (pair work)T: Now it is time to discuss what scientific job each of you would like to choose in the future with the help of the mentioned questions and expressions in pairs. I will give you five minutes to prepare for it. After that I will let some of p airsSample:A: What job do you want to do in the future?B: I always want to be a botanist.A: What work experience would beB: The experience I will need is to study wild plants in the wild when I am at school. Now, I join the social natural club organized by our school. Every time IA: Do you know what personality will be needed if you want to be a scientist in the future?B: I will need to be patient, creative, hard-working, brave, energetic and co-A: Yes, I agree with you. Besides those personalities, we also should be determined, cB: I intend to go to college next year and then I will have a chance to be a scientist. But my greatest problem will be whether I will be able to go to universityA: Don’t worry about it and just get down to preparing for it. Good chances alwaysB: Thank you for your encouragement. I will make full use of time to struggle for success.Task 3 Free-T: Let us talk freely. You are allowed to move about to find a student you’d like to talk with. Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring(Of course, following the above, the students may gather around or move around to find their own favorite partners to talk with. This is a half-controlled activity. Teachers let them express whatever they want to on condition that there are someexpressions on the theme. Give them about five minutes to prepare for it. Later, ask some pairs to act it out. As usual, the teacher won’t forget to give comments on what the students do, including the teacher’s words praising what they are doing in the first few stages. Only in this way are the students encouragedto talk freelyT: In this period, we mainly focus on the speaking and listening abilities. Ifclass.Practice makes perfect. Today’s homework is to describe a scientist to your partner and let your partner guess who she/he is. Then exchange.The Design of the Writing on the BlackboardUnit 1 Great scientists HoAfter class, use the library or the Internet to find out facts about important women scientists in medicine, physics, chemistry, biology, astronomy or mathematics. There are very useful websites (including the “Biographies of women mathematicians website”).Prepare a talk on your chosen scientists.Remember to include some information about their life, their achievements and why they are considered important in science history. Then give your talk to the class.Research for TeachingEuler, LeonhardSwiss mathematician and physicist, one of the founders of pure mathematics. He not only made decisive and formative contributions to the subjects of geometry, calculus, mechanics, and number theory but also developed methods for solving problems in observational astronomy and demonstrated useful applications of mathematics in technology and public affairs.Euler’s mathematical ability earned him the esteem of Johann Bernoulli, one of the first mathematicians in Europe at that time, and of his sons Daniel and Nicolas.In 1727 he moved to St.Petersburg, where he became an associate of the St.Petersburg Academy of Sciences and in 1733 succeeded Daniel Bernoulli to the chair ofEuler devoted considerable attention to developing a more perfect theory of lunar motion, which was particularly troublesome, since it involved the so-called three-body problem —the interactions of the Sun, Moon, and Earth.(The problem isstill unsolved.) His partial solution, published in 1753, assisted the British Admiralty in calculating lunar tables, of importance then in attempting to determine longitude at sea. One of the feats of his blind years was to perform all the elaborate calculations in his head for his second theory of lunar motion in 1772.Throughout his life Euler was much absorbed by problems dealing with the theory of numbers, which treats of the propertie s and relationships of integers, or whole numbers (0, ±1, ±2, etc.); in this, his greatest discovery, in 1783, was the law of quadraticIn his effort to replace synthetic methods by analytic ones, Euler was succeeded by J.- Lagrange. But, where Euler had delighted in special concrete cases, Lagrange sought for abstract generality; and, while Euler incautiously manipulated divergent series, Lagrange attempted to establish infinite processes upon a sound basis. Thus it is that Euler and Lagrange together are regarded as the greatest mathematicians of the 18th century; but Euler has never been excelled either in productivity or in the skillful and imaginative use of algorithmic devices (i.e., computational procedures) for solving problems.Carl Linnaeus(born May 23, 1707, R.a shult, Sm^a land, Swed. died Jan.10, 1778, Uppsala )Carl Linnaeus is a Swedish botanist and explorer who was the first to frame principles for defining genera and species of organisms and to create a uniform system for naming them.Linnaeus was the son of a curate. His love of flowers developed at an early age; when only eight years old he was nicknamed “the little botanist.” He studied at the universities of Lund and Uppsala and received his degree in medicine from the latter.The Systema Naturae, which Linnaeus had shown to the botanist Jan Fredrik Gronovius in manuscript, so impressed Gronovius that he published it at his own expense.Linnaeus’ system was based mainly on flower parts, which tend to remain unchanged during the course of evolution. Although artificial, as Linnaeus himself recognized, such a system had the supreme merit of enabling students rapidly to place a plant in a named category.It came into use at a period when the richness of the world’s vegetation was being discovered at a rate that outstripped more leisurely methods of investigation.So successful was his method in practice that its very ease of application proved to be the greatest obstacle to its replacement by the more natural systems that superseded it.His later years were take n up by teaching and the preparation of other works: Flora Suecica (1745) and Fauna Suecica (1746); two volumes of observations made duringthe journeys in weden, V ..a stg..o ta resa (1747) and Sk.a nska resa (1751); HortusUpsaliensis (1748); his Philosophia Botanica (1751); and the important Species Plantarum (1753), in which the specific names are fully set forth.In 1755 he declined an invitation from the King of Spain to settle in that country with a liberal salary and full liberty of conscience.In 1761 he was granted a Swedish patent of nobility, antedated t o 1757, from which time he was styled Carl von Linné.An apoplectic attackThe Linnaean manuscripts, and his herbarium and collections of insects and shells, purchased by Sir J.E.Smith in 1783, are carefully preserved by the Linnean Society at Burlington House, London.Marie Curie(born Nov.7, 1867, Warsaw, Pol., Russian Empire.died July 4, 1934, near Sallanches, France )Maria Sklodowska Polish—born French physicist famous for her work on radioactivity and twice a winner of the Nobel Prize. With Henri Becquerel and her husband, Pierre Curie, she was awarded the 1903 Nobel Prize for Physics. She was then the sole winner of the 1911 Nobel Prize for Chemistry.From childhood she was remarkable for her prodigious memory, and at the age of 16 she won a gold medal on completion of her secondary education at the Russian lycée. Because her father, a teacher of mathematics and physics, lost his savings through bad investment, she had to take work as a teacher and, at the same time, took part clandestinely in the nationalist “free university, ”reading in Polish to women workers. At the age of 18 she took a post as governess, where she suffered an unhappy love affair. From her earnings she was able to f inance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would in turn later help her to get an education.She came first in the licence of physical sciences in 1893.She began to work in Lippmann’s research laboratory and in 1894 was placed second in the licence ofTheir marriage (July 25, 1895) marked the start of a partnership that was soon to achieve results of world significance, in particular the discovery of polonium (so called by Marie in honour of her native land) in the summer of 1898, and that of radium a few months later.Following Henri Becquerel’s discove ry (1896) of a new phenomenon (which she later called“radioactivity”), Marie Cu rie, looking for a subject for a thesis, decided to find out if the property discovered in uranium was to be found in other matter.She discovered that this was true for thorium at the sameIn December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.The sudden death of Pierre Curie (April 19, 1906) was a bitter blow to Marie Curie, but it was also a decisive turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken.On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death; she was the first woman to teach in the Sorbonne.In 1908 she became titular professor, and in 1910 her fundamental treatise on radioactivity was published.In 1911 she was awarded the Nobel Prize for Chemistry, for the isolation of pure radium.In 1914 she saw the completion of the building of the laboratories of the Radium Institute (Institut du Radium) at the University of Paris.One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only for the treatment of illness but also to maintain an abundant supply for research in nuclear physics; the resultant stockpile was an unrivaled instrument until the appearance after 1930 of particle accelerators.The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium in which, over a period of several years, radium D and polonium had accumulated, made a decisive contribution to the success of the experiments undertaken in the years around 1930 and in particular of those performed by Irène Curie in conjunction with Frédéric Joliot, whom she had married in 1926 (see Joliot-Curie, Frédéric and Irène).This work prepared the way for the discovery of the neutron by Sir James Chadwick and above all the discovery in 1934 by Irène and Frédéric Joliot-Curie of artificial radioactivity.A few months after this discovery Marie Curie died as a result of leukemia caused by the action of radiation.Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by the award to her of two Nobel Prizes, but because of her influence on subsequent generIn 1995 Marie Curie’s ashes were enshrined in the Panth on in Paris; she was。
Unit 1 Great scientists 教学设计3
Unit 1 Great scientists 教学案3 Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元主要话题是How to organize scientific research。
旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。
1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。
1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。
1.3 Reading 介绍英国著名医生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。
通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。
1.4 Comprehending 共设计了四个题型。
1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。
第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。
1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是一段关于伟大天文学家哥白尼发表“日心说”过程的短文。
2．教材重组2.1 将Warming Up，Pre-reading，Reading和Comprehending三部分整合为一节“精读课”。
2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合为一节“泛读课”。
【范文】Unit 1 Great Scientists教学设计3
Unit 1 Great Scientists教学设计3 Unit1GreatScientists教学设计3Unit4makingthenews一.教学目标.能力目标EnabletheSstorecognizethevarietyofjobsthereareinnew spapersandwhatisneededtoworkinanewspaperoffice.EnabletheSstoknowwhatisneededtobecomeareporterandho wtoconductaninterview.2..语言目标重点词汇和短语occupation,doresearch,onone’sown,cover,concentrateon,acquire,accuse…of,soasto,scoop重点句子)Nottillyouaremoreexperienced!2)you’llfindyourcolleaguesveryeagertoassistyouandifyouareinterestedinphotography,itmaybepossibleforyoutoconc entrateonthatlateron.3)NotonlyamIinterestedinphotography,butItookacourseat university,soit’sactuallyofspecialinteresttome.4)onlyifyouaskmanyquestionswillyouacquirealltheinform ationyouneedtoknow.5)wesayagoodreportermusthavea“nose”forastory.6)Thisisatrickofthetrade.7)Haveyoueverhadacasewheresomebodyaccusedyourreporter sofgettingthewrongendofthestick?8)PerhapsItoowillgetascoop!二.教学重难点knowwhatisneededtobecomeareporterandhowtoconductani nterview三.教学方法Fastreading;Task-basedmethod&discussion四.教学步骤Period1StepILeadin..wherecanwegetthenews?Newspaper,TV,radios,website,magazines,mobilephones, etc2.whataretheadvantagesofnewspaperoverothermeansofnews medias?Step2warmingup..canyoutellsomejobsinanewspapercompany?whataretheirj obsinvolves?TypesofjobswhatitinvolvesReporter/journalistInterviewpeopleorfindsouteventsfromonlookersPhotographerTakesphotosofimportantpeopleoreventsEditormakessurethewritingisclear,conciseandaccurate,check factsDesignerLaysoutthearticlesandphotographsPrinterPrintsthenewspaper2.Doyouknowwhat’sthepressofmakinganewspaper?Thechiefeditorholdameetimg.journalistsinterviewpeopleandwritestoriesPhotographerstakephotographsPhotoarequicklydevelopedEditorscheckthereport.EditorswritetheheadlineThenewspapersareprinted.Thenewspapersaredeliveredbytrainandtruck.StepIIIPre-readingT:Getthestudentsdiscusstheimportanceofqualitiesagoo dnewsreporterneedstohave.Andwhy?StepIVReading.ListentothetapeanddotheTrueorFalsequestions.)Zhoucangooutonastoryimmediately2)Zhoutookanotebook,apen,acamerawithhimself.3whileinterviewing,thereporterwouldjustaskthequesti onspreparedbeforehand.4)Zhoutookacourseofphotographyatmid-school.5)Zhouisveryenthusiastic.2.Readthepassageandanswerthefollowingquestions.)whencanhegooutonastoryonhisown?2)Agoodreportermusthavea“nose”,whatdoesitmean?3)whatmistakesmustheavoid?4)whyislisteningsoimportant?StepVDividethedialogueintothreeparts,andwritedownth emainideaofeachsection.Part1:ToworkinateamPart2:howtogetanaccuratestoryPart3:howtoprotectastoryfromaccusationPeriod2.Languagepoints:occupationjob/employment工作/职业Pleasestateyourname,ageandoccupationperiodoftimeduringwhichahouse,country,etc,isoccupie dTheyhaveafive-yearoccupationofthefarm.他们对该农场有五年的占用期.2fillinDon’tforgettofillinyourboardingcards.Letmefillyouinonwhat’sbeenhappeningintheofficeoverlunch.wehavegotsometimetofillinbeforetheshow.Let’sgoforadrink.时间)Sally’soffsick.canyoufillinforherforamonth.3reporter:journalistanon-the–spotreporter现场记者It‘sreportedthat…据报道reportsb告发某人reporttosb向某人汇报4personalitycharacteristicsandqualitiesofapersonseenasawhole人格/个性Shehasaverystrongpersonality.u/cndistinctive,espsociallyattractive,qualities 特色weneedapersonwithalotofpersonalitytoorganizethepart y.cnfamouspersonAlotofpersonalitiesfromthefilmworldattendedtheparty.5assignmentShewassentabroadonadifficultassignment.TheEnglishassignmentisabookreport.assignhomework留家庭作业beassignedtoanewpost被派到新的工作岗位6NeverwillZhouyangforgethisfirst…否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no/not/never/little/hardly/seldom/scarcely /neither…nor/notonly…butalso/nosooner…than/hardly…when/bynomeans/innotime他很少去看电影.Seldomdoeshegotothecinema.在我一生中还未曾听说或见过这样的事呢.NeverinmylifehaveIheardorseensuchathing.7influencehaveagood/badinfluenceonsb/sth对…有好/坏的影响haverealinfluenceoversb/sth对..有/没有真正的约束力useone’sinfluencewithsb利用与某人关系的影响力undertheinfluenceof在…的影响下8gooutonastoryon加名词与come/go/setout等动词连用可表示目的,表示去做某事HeisleavingforShanghaionbusinesstomorrow.他明天要动身去上海出差.她打算下周去北京旅行.HeisgoonavisittoBeijingnextweek.9Notonyourown.Nottillyouaremoreexperienced!=youcan’tgoonyourown!youcan’tgotillyouaremoreexperienced!onyourown=alone/withouthelp/excellentI’mallonmyowntoday.Althoughherfatherwasinthecompany,shegotthejobonhero wn.whenitcomestomaths,maryisonherown.byoneself独立地/单独地ofone’sown属于某人自己的0experienceun/cn/vtDohehasmuchexperience?HehadmanyinterestingexperienceswhiletravellinginAfr ica.learnby/from/throughexperienceameetingtoexchangeexperienceamanofrich/muchexperiencebeexperienced/skilled/expertin/at1Thefirsttimewe’llsendyouwithan…thefirsttime,“首先,第一次”带从句表示“某人第一次干某事”,thefirsttime可引导时间状语,类似，themoment/thesecond/thelasttime/immediately/everyti me/directly注意：从句中将来的事要用一般现在时。
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1. 能力目标 (ability aim)2.. 语言目标 (language aim)重点词汇和短语重点句子period 1step i lead in.photographertakes photos of important people or eventsphotographers take photographsstep iii pre-readingstep iv reading1.listen to the tape and do the true or false questions.period 2. language points:(1) job / employment 工作/ 职业他们对该农场有五年的占用期.2fill in3 reporter : journalistan on-the –spot reporter 现场记者it ‘s reported that …据报道report sb 告发某人report to sb 向某人汇报4 personalityshe has a very strong personality .5 assignment8 go out on a storyby oneself 独立地/ 单独地首先,我们应当熟悉一下环境。
第一次来这的时候,我不适应这的气候.他一回来我就告诉他这件事.only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.只有这样你才能在英语学习上取得进步.直到他到学校时,他才发现把课本落在家.只有你能弄清真相.be eager for /after / about sth …热切/兴奋的情绪be eager to do sthbe anxious to do sth 焦虑的心情be anxious about sth即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣avoid ( doing ) sthlearn from past mistakes and avoid future ones (惩前毖后)there goes the bell .28 …deliberately…. advdeliberate adj 深思熟虑的/蓄意的/ 不慌不忙的vt / vi 仔细考虑/ 商议29 so as to 为了../ 目的是so as to do sth ---- so as not to do sth 不用于句首, 在句中作目的状语in order to do sth ---- in order not to do sth 用于句首或句末作目的状语我们尽早启程以便午前赶到那里.30 admit --- admissionadmit sb / sth into / to 准许…进入/加入…admit doing sth / having doneadmit of sth 容许某事物…vi 系动词 turn out (to be) 结果是/ 原来是prove sth to sb =prove to sb that …向某人证明某事…prove sb (to be )+ adj 证明某人是…prove oneself ( to be ) + adj 证明自己是…it is proved that …事实证明…prove + (to be ) adj / n 结果是/原来是/被证明是…period 3 reading taskperiod 4 grammar (倒装句)step1.定义：在英语中，主语和谓语的语序通常是主语在前，谓语在后。
但有时谓语的全部或者一部分（通常是助动词或情态动词）却提到主语的前面，这种语序叫做“倒装”。
step2 语法精讲。
1.否定词置于句首，句子应进行倒装nor, neither 放句首never shall i go there again.no sooner had she gone out than the phone rang.2.用于only放句首，修饰副词、介词短语或状语从句的句子period 5 do the listening in best englishunite 5 first aidstep1. lead-instep2. pre-readingstep3. fast reading____ the three types of burns____ the purpose of skin____ the symptoms of burnsstep4. detailed reading1.our skin has three layers.4.third degree burns are the most serious and painful.6.don’t rub the burns7.it’s better that you put some butter or oil on burns.part5 first aid treatmentstep6. making a first-aid kitstep7. role playstep8. summaryperiod 2. language points.1.aid 帮助,援助,赞助first aid 急救aid sb in doing sth 帮助某人做某事2. fall ill 生病属短暂性动词, 不与for + 时间段连用be ill 指生病的状态,是持续性行为, 可与for + 时间段连用fall 用作系动词,后常接形容词.fall asleep 睡着fall silent 沉默不语3. save one’s life 救某人的命save one’s honor 保全名誉save one’s skin 避免受伤4 did you or someone else give help in any of them? if so, …if so, = if it is true,if so, = if it is so5 bite (bit, bitten)bite the hand that feeds one 恩将仇报bite a person’s head off 严厉斥责，口气凶猛readingprevent … from doing sth 防止、妨碍sense of hearing 听觉 sense of taste 味觉sense of humor 幽默感 sense of beauty 美感3. treatment 不可数名词“对待, 待遇,处理; 治疗工人们受到政府优厚的待遇.可数名词 . “疗法”他们正在实验一种治疗癌症的新疗法.be under treatment 在治疗中be under one’s treatment 接受某人的治疗for treatment 进行治疗treatment for + 疾病的名词治…病的方法4 depend on②依赖、依靠; his family depends on him. 他的一家人全靠他养活。
我相信你们可以在星期五前完成你们的作业。
5 heal vt&vi(2)使和解time is a great healer. 时间能够治好创伤。
treat “治疗”，着重强调过程，不涉及结果，不一定治愈。
heal 多用于治疗外伤。
7 damage v. 损害，损坏n. 损害，毁坏，破坏（不可数）①这场战争损害了两国之间的关系。
9. squeeze out 榨出，挤出they have been squeezed out of the job market by young people. 他们被年轻人挤出了就业市场。
squeeze money from sb / squeeze money out of sb 向某人勒索钱财the young man often squeezes money from/out of the pupil.那个年轻人经常向那个小学生勒索钱财。
injure 指意外或事故造成损伤，强调功能的损失。
harm 指损害有生命或无生命的东西；也可指肉体上或精神上的损害。
hurt （普通用语）指任何肉体或精神上的伤害。
尤指打伤，刺伤；还可表示“疼痛”。
我们不会做任何危及和平事业的事。
he meant no harm.he fell off the ladder and hurt his leg.他从梯子上摔下来，伤了腿。
the hurt to his feelings is more serious than the hurt in his body.period3. grammarstep 1 revisionstep 3: grammart: let’s look at the next, grammar (page 91)1.haven’t seen you for ages.2.some more tea?3.sounds like a good idea.4.doesn’t matter.5.sorry to hear that.9.joining us for a drink?10.going to the supermarket?1.i haven’t seen you for ages.3.that/it sounds like a good idea.4.it doesn’t matter.5.i’m sorry to hear that.9.are you joining us for a drink?10.are you going to the supermarket?5)did she pass the first aid test that she did yesterday (or didn’t she pass)?4)i don’t think they have returned from the hospital, but they might have ( returned from the hospital).----yes. it’ll be fine if you______.3)---- aren’t you the manager?-----no, and i______-----not at all______.------ ________.-----_______?------______?------no, but______.1. go over the usage of ellipsis.presentput their hands onbravery_6_ john performed first aid on annestep four language study2.repeatedly 是由动词repeat的过去分词加-ly构成。