必修五 Unit 1 Great scientists-listening

合集下载

高中英语必修五Unit1 Great scientists要点解析

ｌａｎｄｔｄｙ他需要一些时间来消化今天ｅｒｅｏａ．所学的内容。
２７
【知识拓展】
ｂｂｏｂｄｉｅａｓｒｅｎ全神贯注于：热衷于ａｓｒｎ ’ ａｅｔｎ吸引某人注意力ｂｏｂｏｅｓｔｎｉｔｏ
・一是－前－
定【考纲பைடு நூலகம்释义】
Ｗｅｗｉｌｏｃｕｅｕｒｏｃｒｗｉｈｈｌｃｎｌｄｏｃｎｅｔｔｔｅ
ａｅｄａｌｃｒｍｅｉｇ听讲座／出ｔｎｔｅ／ｅｔｔｅｕｎ席会议ａｔｄａｗｄｉｇｔｎｅｄｎｅ席婚礼
ｓｍｔｅｂｏｂｉ岩壁有时放热，有时吸ｏｅｉｓａｓｒ．ｍｔ
热。
Ｈｅｗａｃｍｐｅｅｙｂｓｒｅｉｒａｉｇｓｏｌｔｌａｏｂｄｎｅｄｎ
ｗｉｅａｅａａ．我们需要有人在我们外ｈｌｗｒｗｖｅ
１ｗｉｌｏｃｕｅｙｏｇａｕａｉｇｈｌｃｎｌｄｂｃｎｒｔｌｔｎｔｅｙｕｎｏｐｅｎｈｉｒｉｇ，ａｄｗｉｈｎｏｇｃｕｌｏｔｅｒｍａｒａｅｎｓｉｇ
已经感光。
Ｈｅｅｐｓｄｈａｏｈｎｗｓａｅｓｘｏｅｔｅｐｌｎｔｔｅｅｐｐｒ．
Ｔｈｙｔｒａｅｅｏｅｐｓｉｕｌｓｅｅｈｅｔｎｄｔｘｏｅｈｍｎｅｓｈ
ｃｎｉｕｄｔｗｒｒｈａｇ如果他不继ｏｔｅｏｋｆｅｇｎ．ｎｏｏｔ

【教师整理周练】人教版高中英语必修五：Unit1 Great scientists单元质量检测

Unit 1Great scientists(时间：120分钟满分：150分本卷共4页)Ⅰ.听力(共两节，满分30分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1. What does the woman probably think of Professor Wang's lecture?A．Interesting.B．Exciting.C．Disappointing.2. What do we know about Jim?A．He is often lost in deep thought.B．He is often laughed at by others.C．He often says something strange.3. When does the train leave?A．At 10：30. B．At 11：00.C．At 12：00.4. Where does the man want to go?A．To a hospital. B．To a hotel.C．To a post office.5. Which dress does the woman take?A．The red one. B．The blue one.C．The white one.第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。

每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料，回答第6至7题。

6. What's happened to the man?A．He got robbed.B．His wallet was stolen.C．He lost his wallet.7. What does the woman generally think of the man?A．Careful. B．Brave.C．Careless.听第7段材料，回答第8至10题。

人教必修5 Unit 1 Great Scientists John Snow Defeats “King Cholera”

A woman and her daughter who lived far away but drank find supporting evidence two __________ Para 6 What other deaths analyse the results extra evidence did he find? the water also died.
Many thousands of terrified people died of cholera.
What method did he use? pub
ManyA deaths happened here. map of Broad
No deaths happened here
?
St worked in the pub had been given free beer and so had not drunk the water from the pump.
It seemed the water from the pump was to blame.
Further thinking :
1. Do you think John Snow would have solved this problem without the map? Give your reasons.
Father of Modern Genetics
Guess
Who? When? Where?
What?
John Snow Defeats “King Cholera”
Prediction: The passage mainly tells us how he gathered information, analyzed the valuable ___________________________________________ ____________________________________________. clue, found out the cause of cholera and defeated it

必修五 Unit 1 Great scientists Word版含答案

Unit 1 Great scientists一、刷黑板——词汇全听写(先过识记默写关)Ⅰ.阅读词汇(英译汉)[第一屏听写]1．characteristic n．特征；特性2．radium n. 镭3．analyse v t.分析4．physician n. 医生；内科医师5．outbreak n. 爆发；发作(尤指疾病或战争) 6．victim n. 受害者7．enquiry n. 询问[第二屏听写]8．neighbourhood n．附近；邻近9．pump n. 泵；抽水机v t.(用泵)抽(水)10．firework n. 烟火(燃放)11．chart n. 图表12．backward ad v.& adj.向后地(的)；相反地(的)；退步地(的)[第三屏听写]Ⅱ.高频词汇(汉译英)1．painter n．画家；油漆匠2．scientific adj.科学的3．conclude v t.& v i.结束；推断出4．conclusion n. 结论；结束5．defeat v t.打败；战胜；使受挫n. 失败6．expert adj.熟练的；经验或知识丰富的n. 专家；行家[第四屏听写]7．attend v t.照顾；护理；出席；参加8．expose v t.暴露；揭露；使曝光9．cure n. 治愈；痊愈v t.治愈；治疗10．challenge n. 挑战v t.向……挑战11．absorb v t.吸收；吸引；使专心[第五屏听写] 12．suspect v t.认为；怀疑n. 被怀疑者；嫌疑犯13．severe adj.严重的；剧烈的；严厉的14．foresee v t.预见；预知15．blame v t.责备；谴责n. 过失；责备16．pollute v t.污染；弄脏[第六屏听写] 17．handle n．柄；把手v t.处理；操纵18．link v t.& n. 连接；联系19．announce v t.宣布；通告20．instruct v t.命令；指示；教导21．construct v t.建设；修建22．construction n. 建设；建筑物23．contribute v t.& v i.捐献；贡献；捐助[第七屏听写] 24．positive adj.积极的；肯定的；确实的25．movement n. 移动；运动；动作26．spin v i.& v t.(使)旋转；纺(线或纱) 27．enthusiastic adj.热情的；热心的28．cautious adj.小心的；谨慎的29．reject v t.拒绝；不接受；抛弃30．universe n. 宇宙；世界31．put_forward提出32．draw_a_conclusion 得出结论33．expose_...to 使显露；暴露34．link_...to_... 将……和……联系或连接起来35．apart_from 除……之外；此外36．(be)_strict_with_... 对……严格的37．make_sense 讲得通；有意义二、刷清单——热身自盘点(再过基本应用关) (一)核心单词(二)常用短语(四)初中考点再回顾一、过重点单词——纵引横联超人一点1．conclude vt.& vi.结束；推断出[高考佳句]So it's safe to conclude that it is reasonable to include English which facilitates daily communication.(2014·江苏高考满分作文)因此，可以得出的结论是，把一些有利于我们日常交际的英语包括在内是合情合理的。

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。
.
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。
.
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。
.
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.

高中英语必修五(课件+练习)：Unit 1 Great scientists

Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be controlled until its cause was found.
为了防止这种情况再度发生，约翰·斯诺建议，所有水源都要经过检测，而且要寻找处理污水的新方法。自来水公司也接到指令，不能再让人们接触被污染的水了。最终“霍乱王”被击败了。
二、课文精选段落背诵(请注意关联词的使用) John Snow Defeats“King Cholera” John Snow was a famous doctor in London—so expert, indeed, that he attended Queen Victoria as her personal physician._But he became inspired when he thought about helping ordinary people exposed to cholera. This was the deadly disease of its day.
接下来，约翰·斯诺调查了这两条街的水源情况。他发现，水是从河里来的，而河水被伦敦排出的脏水污染了。约翰·斯诺马上叫宽街上惊慌失措的老百姓拆掉水泵的把手。这样，水泵就用不成了。不久，疫情就开始得到缓解。约翰·斯诺在此之前就曾经表明，霍乱是由病菌而不是由气团传播的。

Unit 1《Great scientists》教案2(人教版必修5)

Module 5 Unit 1 Great scientists遂昌中学刘仁海分课时教案Period 1 Warming up, Pre-reading & ReadingTeaching goals:1.To talk about some great scientists and their achievements.2.To develop some basic reading skills.3.To get the general idea of the passage and to relate the passage to stages in a scientific experiment. Teaching procedures:Step one Warming upIntroduce some famous scientists and their achievements, and then do the quiz.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.Alexander Bell electricityThomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in UniverseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton the Theory of RelativityStep two Reading1.Pre-reading:1). Pair work : What do you know about infectious diseases?2). Group work: Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in examining a new scientific idea. What order would you put them in?draw a conclusion think of a method collect results make up a questionfind a problem analyse the results find supporting evidence repeat if necessary2. While-reading:1).Predicting:Introduce the title of the passage—John Snow Defeats King Cholera.●What does the title imply?●Predict what the text is about after reading the title and the first paragraph.●Guess what kind of person John Snow was by analyzing the key words in the first paragraph.2). Skimming:●Get the students to read the passage fast . Ask them to pay attention to the first sentence in each paragraph andtry to find several key words to sum up the main idea of the whole passage.●Compare what the students have predicted with the content given by the author.●Read the passage again to get the general idea of each paragraph.Para.1: The causes of cholera.Para.2: The correct or possible theory.Para.3: Collect data on those where people were ill and died and where they got their water. Para.4: Plot information on a map to find out where people died or did not die.Para.5: Analyse the water to see if that is the cause of the illness.Para.6: Find other evidences to confirm his conclusion.Para.7: The polluted dirty source of drinking water was to blame for the cause of the London cholera.3). Scanning:●Read the passage and try to put the correct stages into the reading about research into a disease.A. draw a conclusionB. think of a methodC. collect resultsD. make up a questionE. find a problemF. analyse the resultsG. find supporting evidenceH. repeat if necessaryKeys: E→D→B→C→F→G→A●Answer some detailed questions about the passage and learn some language points:1. Wha t do you know about Dr. John Snow’s being well-known in London?(He attended Queen Victoria to ease the birth of her babies.).e.g. I may be late – I have got one or two things to attend to.Mother had to attend to her sick son .2. From what disease did Londoners suffer in his age?(They exposed themselves to cholera.).e.g. The wolf opened its mouth to expose a row of sharp teeth.Don’t expose your skin to the sun; your skin will be hurt.People in many provinces of China exposed themselves to the SARS in 2003.3. Did people know how to cure the disease?e.g Aspirin is said to be a wonderful cure for the pain.Although the boy was beyond cure, his parents tried to cure him of bad habits.4.When did Dr. Snow think the disease would be controlled?(He knew he would never be controlled until its cause was found.)e.g. The Ministry of Health has set up a program to control the spread of AIDSThe buttons control the temperature in the building5. What was the second theory explaining how the disease killed people?(People absorbed this disease into their bodies with their meals.)be absorbed in = concentrate oneg. He is absorbed in the research of Chinese history recently.absorb one’s attentioneg. Chinese history absorbs his attention recently.5.How serious was the disease outbreak in London?(The cholera outbreak was so severe that more than 500 people had died in 10 days.)e.g. He has such a severe illness that he has been in hospital.I was caught in a severe storm last night and couldn’t go back home in time.7. Did the map which Dr. Snow draw help find the cause of the disease?(The map gave a valuable clue about the cause of the disease.)e.g. -- What is the value of this 18k white gold diamond necklace?-- It cost me $2,000 (=It was worth $2,000.),but I valued the necklace at $1,000.It was a valuable diamond necklace.We never know the value of water till the well is dry.8. Where were many of the deaths in Broad Street?(Many of the deaths were near the water pump in Broad Street.)e.g. If you have a flat tyre, you will pump air into the tyre.We had a debate yesterday. The lively debate really pumped us up.9. Why did some houses have no deaths?(These families worked in the pub at 7 Cambridge Street. They were given free beer and so had not drunkthe water from the Broad street pump.)10. What did Dr. Snow think was responsible for the disease?(It seemed the water was to blame.)e.g. They blamed the secretary for the delay of the plan.The driver was not to blame for the traffic accident.He is ready to take the blame for what had happened.11. What did Dr. Snow advised the people in Broad Street do?(He told the people to remove the handle from the water pump so it could not be used.)12. What else did Dr. Snow find in another part of London that were linked to the Broad Street outbreak?(In addition, he found 2 other deaths.)e.g. The new bridge will link the island to the mainland.Compare: in addition, also, as well as, besidesIn addition to apples you asked for, I bought you some oranges.13. What conclusion did Dr. Snow tell the public?(He announced that polluted water carried the disease.)e.g. The captain announced that the plane was going to land.The army announced a cease-fire.14. What did Dr. Snow tell the water companies?(They were instructed not to expose people to polluted water anymore.)e.g. She instructed me in the use of this telephone.I've been instructed to wait here until the lecturer arrives.3. Post-reading:Work in groups of four and discuss the following questions:1).What should you do if you're traveling to a country that has a cholera outbreak according to Snow’s theory? (Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice. Eat only food that's been thoroughly cooked and is still hot, or fruit that you've peeled yourself. Avoid undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.)2.) What spirit can we find in John Snow? As a student, what should we learn from him? Step three ConsolidationListen to the tape and get a better comprehension of the passage. While listening , pay special attention to the new words and expressions as well as the sentence structures they have learned. Step four Homework1.Read the passage aloud after class.2.Prepare for comprehending and learning about language.3.Writing: What I think of John Snow.Period 2 Comprehending & learning about language.Teaching goals:1.To find the scientific report by John Snow and to further understand the passage.2.To get a better understanding of the passage.3.To discover useful words and expressions, structures.Teaching procedures:Step one Revision1.Ask some students to read the text aloud fluently.2.Check the homework exercises.Step two Comprehending1.Fill in the chart after reading the passage.2.Read the passage again and answer these questions.1). Cholera was a 19th century disease. What disease do you think is similar to cholera today?2). John Snow believed Idea 2 was right. How did he finally prove it?3). Do you think John Snow would have solved this problem without the map? Give a reason.Step three Learning about the language1.Discovering useful words and expressions.1)Choose the suitable words or expressions to complete this passage: valuable, instruct, cure, expose, look into, examine, put forward, immediately, announceLi Heping was a famous football player, but his career came to an end when he became very ill. The doctor _________ him but could not find the cause of this illness. He___________ the theory that Li Heping had been _______ to a new virus. He knew he would not be able to ____ him___________, but promised he would ________the possibility of finding one in the future. Sadly, Li Heping __________ that he would take up a new career to _______ footballers in planning for the future. At his last match he thanked his fans for their _______ support by singing the popular song: “Thanks for the memory”.2). Sometimes in English we put the verb make with a noun instead of using a simple verb; for example, make a mistake instead of to mistake. Look at these simple verbs and make another construction using make + a + noun.3). In English verbs like make are very active and useful. Try to remember them and make sentences with the following words.make a face make friends make money make up one’s way to make suremake a decision make up one’s mind make the bed make room for4). This is a report on living conditions in England in the nineteenth century. Choose the correct verb or conjunction to put into the text. Each word may be used only once.link ... to blame expose ... to testdefeat reject absorb examine severe connect…toIn the twenty-first century, educated people find it difficult to believe that living conditions in the nineteenth century ______ people ___ serious illnesses. The reports of many doctors ____illness ___ drinking polluted water. However, one hundred years ago people did not _____a disease ___ the environment. So they did not _____ the companies that supplied dirty water. The doctors found that the dirtier the water, the more ______ the illness. It was only later when people began to ________ the water and ____ its quality that they _______ the idea that cholera was_________ from the air. It was only when everybody began to attack the dirty conditions that cholera was________ and was not a problem any more.2.Discovering useful structures.1). Look at the following sentences where the past participle is used, and find two more examples in thereading passage.Examples: So many thousands of terrified people died. (Attribute)Doctor John Snow was a well-known doctor in London.John Snow told the astonished people in Broad Street.But he became inspired when he thought about helping ordinary people.(Predicative)He got interested in the two theories.Neither its cause, nor its cure was understood.2). Complete the table with phrases that have the same meaning.3). Complete the sentences using the past participle as the predicative.1.He got ______ about losing the money.2.Why do you always look so ____? Do you sleep well these days?3.I was ___________ with the film I saw last night. I had expected it to be better.4.Everybody was ________________ to hear the death of the famous film star.5.The children are really _______ about going to the zoo.6.His wound became _______with a new virus.4). Rewrite the following sentences with the past participle as attributive.1.Let’s try the bookstore that was opened last month.(Let’s try the bookstore opened last mo nth.)2. Nine out of ten women who were interviewed about the product said they liked it.(Nine out of ten women interviewed about the product said they liked it.)3. Yesterday, the President went to visit the workers who had retired.(Yesterday, the President went to visit the retired workers.)Step four Homework1.Go through the grammar items on p89 and finish Using Structures on p44.2.Finish the exercises about using words and expressions on p42.Period 3 Listening and speakingTeaching goals:1.To learn how to get required information by listening.2.Be familiar with some expressions about describing a person’s qualities.3.Practise communicating with their classmates about their futures realistically.Teaching procedures:Step one Listening:1.Lead in: A brief introduction to Fei Junrong and Nie haisheng, and then lead to the famous scientist QianXueshen.2.Explain some new words which will appear in the listening material--astronomer (天文学家), astronaut (宇航员)institute (研究所)then read the questions and ask the students to guess what this passage may be about.3.Listen to the passage twice, then let the students answer these questions.4.Play the tape once again, and check the answers together.Step two Speaking:In pairs discuss what scientific job each of you would like to choose in the future.1.These questions may help you:What job do you want to do?What education will you need? What personality will be needed?How long will the training take?What work experience would be useful?How will you prepare for this career?2.Theses expressions may help you:I always wanted to.. because…I might find it difficult to …My greatest problem will be to …Theexperience I will need is…I need to practise…I will need to be /become: patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with…3. Let the students practise it in pairs, then ask some of them to give the report.4. Show the slides of the sample conversation.Sample conversation:A : What do you want to do when you grow up?B: I want to build robots. I will have to do a physics and mathematics degree in China. After that I hope to go abroad to Reading University in England where you can study all about robots. There is a special cybernetics(控制论) department there.A: Why personality will be needed for that job?B: They have a lot of uses: for example, in making cars on a production line or doing other repetitive jobs.A: What personality will be needed for that job?B: I think I need to be patient for my ideas will take a long time to develop. I also need to be creative enough to have good ideas.A: What experience will be most useful to you?B: I think technology and engineering projects. I hope to work in a factory in my holidays.A: What kind of person makes a good inventor?B: I think someone who is happy to persevere at something and learns from his mistakes.A: Thank you. I think designing robots sounds fun.Step three Listening. (p.41)1. Some short introduction to this passage and some new words in it. New words in the listening passage:species (种类)，parrot (鹦鹉) blackbird (乌鸦)2. Read the questions before listening to the tape.3. Listen to it twice.4. Finish the exercises on p41, then check the answers.5. Show the slides of the reading text and listen again if necessary.Step 4 Homework:1. Do the listening task on P44.2.Writing: What I would like to be in the future.Period 4 Reading, writing and learning tipsTeaching goals:1.To learn about Copernicus’ revolutionary theory.2.To learn to write a persuasive essay and improve their integrating skills .Teaching procedures:Step one Pre-readingWe know the first scientist is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The chart on P.7 shows his theory.Let’s enjoy a video of Copernicus’ Revolutionary Theory.Step two While-reading1 Skimming:Read through the passage fast and try to get the main idea of the passage.2. Scanning:Scan the passage and find the experiences of CopernicusBirth: February 19, 1473Death: May 24, 1543Place of Birth: Toruń, PolandCareer:1491-1494 Studied mathematics at Kraków Academy1496 Went to Italy to study astronomy and law at the University of Bologna1497 Began observations of the Sun, Moon, and planets1514Wrote Commentariolus, an outline of his astronomical ideas, but did not circulate it widely1543Published De Revolutionibus Orbium Coelestium (On the Revolutions of the Celestial)●Read through the passage again, and tell whether the following statements are true or false.1. At Copernicus’ time, Christian Church was in charge of many western countries.2. Copernicus noticed that observed from the earth, some planets appears in front of or behind the earth.3. Copernicus didn’t show his new theory to his friends until he completed it.4. His friends were not interested in his ideas.5. Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as hefinished working on it.6. Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe.Step three Explain some language points1. Fill in the blankets with proper words.1) Mao Zedong is the great leader of the Chinese R_________.2) The Invention of the computer caused a r________ in our way of living.3) Sun Zhongsan is a great r___________ leader.4) Yuan Longping created a r___________ new way of growing rice.2. lead to: to result in 导致Your carelessness will lead to the trouble in the future.3. make sense1) to have a clear meaningNo matter how I tried to read it, the sentence didn't make sense.2) to be wise course of actionIt makes sense to take care of your health.4. spin--- spun(span)--- spinninge.g. We span the coin to see who would have first turn.I spun around to see who had spoken.5. If you don’t like Tom, you may r_____ his gift.If you don’t think the suggestion is suitable for you, you may r____ it.6. enthusiastic: be interested inShe’s very ______________________ singing.We explain our plan, and he is very___________.enthusiastic enthusiasm enthusiasticallyShe shows boundless __________ for the work.She greeted him _____________ with a kiss.She is very __________ about Eastern music.7. cautious-- cautiously :careful to avoid riskbe cautious about/of sb./sth.e.g. The bank is very cautious about lending money.My father is a very cautious driver.The guard warned me to be cautious about strangers.Step four DiscussionIf you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason. (Suggested answer:As a scientist, Copernicus was more cautious than coward. If he had published his ideas at his time, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth..)Step five Writing1. Now write a short letter asking Copernicus to publish his ideas so everyone can read them.2. Learning tips.This article is a persuasive writing, which is about changing somebody else’s point of view. When you are doing this kind of writing, you must always have some evidence to support your idea. To make this easier, you can hold discussions with your family and friends. Give your ideas and reasons to them whenever you are making choices. You may argue with them and try to persuade them. Then you will find it easier to do your persuade writing.However, when you are writing, do not forget to plan your work and put your ideas in a logical order.Now please discuss in a group of four and decide how to write this letter. Try to collect your ideas and make a plan. You can read the tips given to you in Ex.3 on page 7.Here is a plan:Beginning: Tell Copernicus who you are and why you want him to publish his ideas.Paragraph 1: Reason 1 and evidence.Paragraph 2: Reason 2 and evidence.Summing up: Ask him to think again about publishing his ideas.3. Sample writingDear Nicolaus Copernicus,I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory.No matter how people oppose it, time will show if your ideas are right or wrong.So I hope you will feel you can publish your new theory.Yours sincerely,(your name)Step six Homework1. Write down your persuasive essay on your exercise books.2. Review the whole unit and prepare for the dictation.Period 5 Summing up & AssessmentTeaching goals:1.To know about what they have learned in this unit.2.To check their work and give a self-assessment.Teaching procedures:Step one Revision1. Have a dictation of the words and expression learned in this unit.scientific conclude repeat defeat attend expose control blame immediately announce complete cautious put forward draw a conclusionin addition link…to apart from lead to make sense point of view2. Translate the following sentences(p42)1) 除了公园以外，这个夏天我就没有出过公寓。

高中英语Unit 1 Great scientists 人教版必修五

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. HomeworkTeaching 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.。

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。

必修五 1.4《Unit 1 Great Scientist》

should have? Give reasons.
careful clever strict patient creative strong-willed honest serious intelligent humorous ambitious generous
1. Listening exercise P41,Ex 1&2 2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class
The Inventions of Thomas Edison
Phonograph 留声机
Thomas Edison
Lightbulb
Motion Pictures
7.Who was the painter that studied dead bodies to improve his painting of people?
contributor
creation create
cat move
completion complete
enthusiasm
adj.
instructive
contributiv e
creative
movable complete
enthusiastic
Archimedes (287-212 BC) an ancient Greek mathematician &
physicist
2.Who wrote a book explaining how animals and plants developed as the environment changed?

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

RB: I hope so, but I have to do some research first to find out for sure.
ZW: What happens if It’s in the book? RB: It means that somebody else has found it and named it. Then I’ll know its biological name. ZW: What do you mean by the biological name? RB: Actually like us a flower has two names. The first is the group of flowers it belongs to-like a family name. A rose is one such group. The second is the kind of flower-like a given name. It may describe what the rose looks like; for example, the colour of an autumn sunset.. Together you get the flower’s name, which is Rose Autumn Sunset. ZW: Gosh! Who made that system? RB: A great scientist called Carl Linnaeus. He lived in Sweden from 1707 to 1778.
book,
Sweden,
1707,
1778,
serious
Listen to the passage again and raise three questions. 1. Robert 手上拿着的是什么书？
What’s the book that Robert is carrying?
2. Linnaeus住在哪里？
Listening
on page 41
Answer key for Exercise 1: Possible answers include:
Go to your teacher
Go to a natural museum and speak to a specialist
Look it up in a flower book
ZW: That’s great! Can I come and help you? This research sounds fun.
RB: Yes, and if I’m lucky…(fadingus live?
3. 花有多少个名字？
How many names does a flower have?
NAMING FLOWER Robert Briggs (RB) is talking to Zhang Wei (ZW) about a new kind of lily he has found. ZW: Hello Robert. What’s that book you’re carrying? RB: A book that helps you identify a flower. ZW: I see. Why do you want that? RB: Well, I’ve found this lily. It looks different to me. So I want to find out if it’s new or not. Our biology teacher told me that If it’s already known, I’d find it in this book. ZW: Wow! So you think may have found a new lily?
Answer key for Exercise 2: The correct answer is C. Summary A is not correct because it does not give enough information.
Summary B is inaccurate.
Answer key for Exercise 3: Biology,
ZW: So long ago!
RB: Yes, and he solved a very serious problem for biology. ZW: What was that? RB: Before him nobody could tell if a plant was new, as there was no way of checking. There’re so many plants, you see! ZW: Yes, I appreciate that! So his system is still used? RB: Indeed it is. If my flower isn’t in this book, I’ll know that I’ve found a new kind of lily.