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1、2020學(xué)年人教版英語(yǔ)精品資料 Unit 1 Great Scientists 教材分析 Ⅰ教學(xué)內(nèi)容分析 人類文明發(fā)展的進(jìn)程同時(shí)也是科學(xué)技術(shù)發(fā)展的過(guò)程，而這一過(guò)程滲透了許多優(yōu)秀科學(xué)家的心血。本單元主要話題是“科學(xué)家如何以探索、鉆研、無(wú)畏的科研精神驗(yàn)證未知的科學(xué)真理”。 熱身(Warming up)部分通過(guò)問(wèn)答使學(xué)生回想起不同領(lǐng)域的科學(xué)家，了解科學(xué)家們對(duì)人類的貢獻(xiàn)及其成果。 讀前 (Pre-reading) 通過(guò)若干問(wèn)題及討論，使學(xué)生初步了解得出科學(xué)觀點(diǎn)所需的過(guò)程。為完成閱讀奠定基礎(chǔ)。 閱讀 (Reading) 部分介紹英國(guó)著名醫(yī)生John Snow是如何通過(guò)考察、分析、探

2、究的科學(xué)方法，發(fā)現(xiàn)并控制“霍亂”這種傳染病的。通過(guò)閱讀課文，使學(xué)生感悟科學(xué)家的周密觀察、勇于探索、認(rèn)真分析的科學(xué)精神，使學(xué)生了解科學(xué)發(fā)現(xiàn)的全過(guò)程具有其科學(xué)的嚴(yán)密性。 理解(Comprehending) 部分的練習(xí)一讓學(xué)生給文章的主要信息排序已達(dá)到對(duì)文章的初步理解。練習(xí)二通過(guò)提問(wèn)挖掘文章細(xì)節(jié)，使學(xué)生重溫文章內(nèi)容。練習(xí)三讓學(xué)生寫(xiě)出文章的大意，進(jìn)一步掌握文章內(nèi)容。練習(xí)四讓學(xué)生選擇段落朗讀，以流利的朗讀表達(dá)文中的意思。 語(yǔ)言學(xué)習(xí)(Learning about language) 部分主要突出單元的重點(diǎn)詞匯和主要語(yǔ)法項(xiàng)目的訓(xùn)練與練習(xí)，使學(xué)生對(duì)本課重點(diǎn)詞匯與語(yǔ)法項(xiàng)目做到學(xué)以致用。 語(yǔ)言運(yùn)用(Usin

3、g language) 部分涵蓋了聽(tīng)說(shuō)和讀兩個(gè)部分。聽(tīng)的部分通過(guò)兩個(gè)學(xué)生談?wù)摽茖W(xué)家錢(qián)學(xué)森的故事，使學(xué)生了解科學(xué)家的生活經(jīng)歷，并通過(guò)回答問(wèn)題訓(xùn)練學(xué)生的分析、解決問(wèn)題能力。 說(shuō)的部分通過(guò)學(xué)生分組討論將來(lái)選擇什么科學(xué)工作，需要什么樣的教育、品格及經(jīng)歷來(lái)完成提問(wèn)和應(yīng)答的交際功能任務(wù)訓(xùn)練，也實(shí)施了對(duì)學(xué)生的德育教育。 讀的部分講述了哥白尼是如何發(fā)現(xiàn)太陽(yáng)中心說(shuō)的，并通過(guò)1、2小題幫助學(xué)生理解文章主旨大意，學(xué)會(huì)尋求解決問(wèn)題方法，同時(shí)提高闡明自己觀點(diǎn)的能力。 寫(xiě)的部分是要求學(xué)生根據(jù)閱讀文章內(nèi)容及提示給哥白尼寫(xiě)一封信，建議他盡早公布他的發(fā)現(xiàn)，以此來(lái)培養(yǎng)學(xué)生的收集信息、整理信息及傳遞信息的能力，體現(xiàn)了自做、自

4、助和自悟的教學(xué)思想，改進(jìn)學(xué)生的學(xué)習(xí)策略。 小結(jié) (Summing up) 部分通過(guò)讓學(xué)生回憶本單元所學(xué)內(nèi)容，總結(jié)對(duì)其掌握的程度，培養(yǎng)學(xué)生概括總結(jié)能力。 學(xué)習(xí)建議 (Learning tip) 部分建議學(xué)生如何寫(xiě)好“Persuasive writing”，以培養(yǎng)學(xué)生的邏輯思維及寫(xiě)作能力。 趣味閱讀 (Reading for Fun) 部分引用了一些科學(xué)領(lǐng)域中名人的名言，如愛(ài)因斯坦、愛(ài)迪生、牛頓等，旨在從另一個(gè)側(cè)面讓學(xué)生了解科學(xué)研究的方法和科學(xué)研究的真諦。 Ⅱ教學(xué)重點(diǎn)和難點(diǎn) 1. 教學(xué)重點(diǎn) ⑴ 本單元的生詞和短語(yǔ)； ⑵ 過(guò)去分詞作定語(yǔ)、表語(yǔ)； （3） 學(xué)習(xí)描述人物的句

5、型； （4） 了解著名醫(yī)生John Snow、哥白尼等科學(xué)家以及他們的作為和故事。 2. 教學(xué)難點(diǎn) ⑴ 過(guò)去分詞作定語(yǔ)、表語(yǔ)； ⑵ 學(xué)習(xí)表示意愿、希望或建議的句型； ⑶ 學(xué)寫(xiě)persuasive writing. Ⅲ 教學(xué)計(jì)劃 本單元分五課時(shí)： 第一、二課時(shí)：Warming Up, Pre-reading, Reading & Comprehending 第三課時(shí)：Learning about Language 第四課時(shí)：Listening and speaking 第五課時(shí)：Reading and writing Ⅳ. 教學(xué)步驟: Period 1&2

6、 Warming Up, Pre-reading, Reading& Comprehending Teaching Goals: 1.To learn about John Snow. 2.To develop some basic reading skills. 3.To arouse Ss’ interest in learning about the sprits of scientists. Teaching Procedures: Step 1. Warming Up Purpose: To arouse Ss’ interest in learning about sc

7、ientists. To ask Ss to prepare something for the great scientists ahead of time and share them with others. 1. Pair work Ask Ss to tell their partners their answers to the following question and show some to the whole class. What do you know about great scientists? 2. Group work S

8、s are divided into 3 groups to do the quiz and try to find out which knows the most. Quiz Questions Answer (1) Which scientist discovered that objects in water are lifted up by a force that helps them float? (2)Who wrote a book explaining how animals and plants developed as the environment cha

9、nged? (3) Who invented the first steam engine? (4) Who used peas to show how physical characteristics are passed form parents to their children? (5) Who discovered radium? (6) Who invented the way of giving electricity to everybody in large cities? (7) Who was the painter that studied

10、 dead bodies to improve his painting of people? (8) Who invented a lamp to keep miners safe underground? (9) Who invented the earliest instrument to tell people where earthquakes happened? (10) Who put forward a theory about black holes? Suggested answers: (1) Archimedes (2) Charles

11、Darwin (3) Thomas Newcomen (4) Gregor Mendel (5) Marie Curie (6) Thomas Edison (7) Leonardo da Vinci (8) Sir Humphry Davy (9) Zhang Heng (10) Stephen Hawking Step 2. Pre-reading Purpose: To get Ss to learn about the stages in a scientific experiment 1. Group work (1)

12、 Get Ss into groups of four and discuss what kind of experiment they have experienced and the stages of them. Ask some groups to show their views. (2) Ask Ss to put the following stages into proper order. Draw a conclusion Think of a method Collect results Make up a question Find a p

13、roblem Analyze the results Repeat if necessary Suggested Answers: Find a problem→Make up a question→Think of a method→Collect results→Analyze results→Repeat if necessary→Make a conclusion 2. Pair work Ask Ss whether they know about infectious diseases and tell the answers to their partn

14、ers. For example: flu Bird flu SARS Step 3. Reading 1. Skimming Purpose: To get Ss to have a brief understanding of the whole text. The passage is written in order of the stages in an experiment, so ask Ss to scan the text and find the different stages. Suggested answ

15、ers: ① Find a problem: John Snow was a well-known doctor in London … until its cause was found. ② Make up a question: He got interested in the two theories … and soon the affected person was dead. ③ Think of a method: He believed in the second theory but ……so severe that more than 500 people h

16、ad died in 10 days. ④ Collect results: He determined to find out why … It seemed the water was to blame. ⑤ Analyze results: Next, John Snow looked into the source of the water for these two streets …that cholera was spread by germs and not in a cloud of gas. ⑥ Repeat if necessary Soon the dise

17、ase began to slow down…that polluted water carried the disease. ⑦ Make a conclusion: To prevent this from happening again, …not to expose people to polluted. 2. Scanning Purpose: To get Ss to have some details in the text. (1) Read the text quickly and try to get some details from the text. Wo

18、rk in pairs and try to ask and answer questions from the text. Questions can be like these: Q1. Who was John Snow? Q2. What did John Snow do when the serious cholera broke out? Q3. What were the two theories then? Q4. What was John Snow’s attitude towards the two theories? Q5. How did John Snow

19、 find the evidence for his theory? Q6. How did he solve the problem finally? Suggested answers: A1. John Snow was a well-known doctor in London-so famous, indeed, that he attended Queen Victoria to ease the birth of her babies. A2. John Snow wanted to use his knowledge to help solve this problem

20、. A3. The first suggested that cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and

21、soon the affected person was dead. A4. He believed in the second theory but needed to prove he was correct. A5. He gathered the information and marked a map where all the dead people had lived. And at last he found that all the dead people drank the polluted water from the river. A6. To prevent t

22、his from happening again, John Snow suggested that the source of all water supplies be examined and mew methods of dealing with polluted water be found. And finally “King Cholera” was defeated. (2) Since we have got the order of the seven stages, get Ss to write down the evidence or approach John S

23、now used in each stage. For example: Paragraph Stages in an experiment ① Find a problem ② Make up a question ③ Think of a method ④ Collect results ⑤ Analyze results ⑥ Repeat if necessary ⑦ Make a conclusion Suggested answers: Paragraph Stages in an experiment E

24、xample in this investigation ① Find a problem What causes cholera? ② Make up a question Which theory is correct? ③ Think of a method Collect data on those who were ill or died and where they got their water. ④ Collect results Plot information on a map to find out where people died or

25、did not die. ⑤ Analyze results Analyze the water to see if that is the cause of the illness. ⑥ Repeat if necessary Find other evidence to confirm your conclusion. ⑦ Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe. 3. Listening

26、. Purpose: To train Ss’ listening ability. Listen to the tape and follow it in a low voice. 4. Language points. Purpose: To train Ss’ language capacity. (1) attend vt & vi ① 出席；參加 He decided to attend the meeting himself. ② 照顧；看護(hù) Which doctor is attending to (on) you? ③ 伴隨 The work wa

27、s attended with much difficulty. （2）absorb vt. ① 吸收 A sponge absorbs water. ② 使專心 The little girl was absorbed in reading a tale. (3) severe adj. ① 嚴(yán)厲的；嚴(yán)格的 I think you are too severe on the boy. ② 劇烈的 He has a severe pain in his leg. (4) announce vt ① 發(fā)表、告知、宣布 The government announced

28、its new economic policies. ② 宣布 His servant announced Mr and Mrs White. ③ 顯示；預(yù)告 Warm sunshine announces the coming of spring. Step 4. Post-reading Purpose: To have a deep understanding of the text. Group work Let Ss Talk about the following questions. And present their opinions to the whol

29、e class. 1. What do you think of John Snow? 2. Do you think him great enough? 3. If you were he, what would you do? Step 5. Discussion The text introduces public health medicine to Ss, which is less well-known area of medicine. With the arrival of SARS in China in 2003, we do have some kno

30、wledge of the effect of infectious diseases on our life and lifestyle. Discuss with your partners in groups of six and tell us your views. Step 6. Homework Try to write a short composition about a familiar scientist. Period 3 Listening and speaking (Using Language) Teaching Goals: 1. To

31、 use the language points and grammar of this unit. 2. To develop Ss’ listening and speaking abilities. Teaching Procedures: Step 1. Leading-in Purpose: To activate Ss and arouse them to talk about scientific subjects. Show the pictures about the scienti

32、sts and ask Ss whether they know them. And make sure they know some famous scientists in China. Step 2. Warming Up Purpose: To lead Ss to the topic of this unit. 1. Group work The above pictures are all Chinese famous scientists. Let Ss talk about the stories of them. And they ca

33、n also talk about other scientists in China. Get some Ss to present their stories to the rest of class. 2. Conclusion All of them have made contributions to the development of Chinese science and technology. But do you know who the father of the Chinese space program is? (Qian Xuesen) Step 3. Pre

34、-listening Purpose: To help Ss learn about the context of the Listening part. 1. Pair work Ask Ss to discuss the pictures with their partners. 2. Discussion Discuss the following three questions and present your opinions to your classmates. (1) How can you describe the space?

35、 (2) If we human beings go into the space, what are needed? (3) Suppose you are an astronaut, what kind of qualities are necessary? Step 4. While-listening Purpose: 1. To get the main information in the Listening part. 2. To develop Ss’ listening ability. 3. To learn something from Qian Xues

36、en. 1. Listen to the dialogue, focusing on the subjects mentioned in the passage. 2. Listen to the tape and answer the questions. Q1. What did Qian Xuesen study first? Q2. What experience did he get in America that was very useful for China? Q3. What was Qian Xuesen’s achievement when he

37、returned to China from America? Suggested answers: A1. Qian Xuesen first studied to be an engineer. A2. In America he began to work on space rockets so that he was able to develop a space programme when he came back to China. A3. When Qian Xuesen returned to China he set up a Space Ins

38、titute to begin training people in how to design and build rockets. 3. Listen to the tape again and make sure the answers are right. Step 5. Speaking Purpose: 1. To develop Ss’ speaking ability. 2. To learn about the words for character description. 1. Pre-speaking Purpose: To arouse S

39、s’ interest and get them to focus on the topic of the Speaking part. Show the pictures again. Pair work Let Ss discuss in pairs and present how they achieved their success in their future scientific job. What kind of words can be used? For your reference: talent, intelligence, hard

40、work, persistence, confidence, curiosity, enthusiasm, luck… 2. While-speaking Purpose: To get Ss to talk about their favorite scientific jobs. (1) Work in groups of four and discuss what scientific job each of Ss would like to choose in the future. The following questions and expressions can b

41、e helpful. Questions: What job do you want to do? What personality will be needed? What education will you need? What personality will be needed? How lone will the training take? What work experience would be useful? How will you prepare for this career? Expressions: I always

42、 wanted to … because … I might find it difficult to … My greatest problem will be to … The experience I will need is … I need to practise … (2) Act out the dialogue and show to the class. When describe someone’

43、s character, the following words can be used. patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with … Sample dialogue: A: What do you want to do when you grow up? B: I want to build robots. I will have to do a physics

44、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 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 p

45、opular 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 tech

46、nology 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. 3. Post-speaking Ask some S

47、s to give a speech to their classmates about their scientific jobs in the future Step 6. Extension Purpose: To make a conclusion from the Speaking part. Discuss the questions below with your partners. We know that a scientific job is challenging and difficult, but there are still many persons do

48、ing very well at their positions. What can you learn from them? Share your views with your classmates. Step 7. Homework 1. Write a short composition to introduce Qian Xuesen. 2. Get on the line and find out more scientists and their stories. Period 4 Learning about language Teaching Goals: 1

49、. To enable Ss to master some new words and expressions. 2. To get Ss to have knowledge of the grammar point: the past participle as the attribute and predicative. Teaching Procedures: Step 1. Free talk If you have a special chance to meet with John Snow, what kind of questions will you

50、 ask? Step 2. word study Purpose: To consolidate the new words and phrases in the text. 1. Choose the correct words to complete the following sentences (1) John Snow devoted himself to ______ (science, scientific) research. (2) He worked hard until he drew a _______ (conclude, conclusion) in 18

51、54. (3) The teacher drew a picture to make herself _____ (ease, easy, easily) understood. (4) The boy needs one more stamp to make his collection _____(complete, completely). (5) _____ (Apart from, Expect) that 10 dollars, I have another ten given by my mother. Suggested answers: (1) scientific,

52、 (2) conclusion, (3) easily, (4) complete, (5) Apart from 2. 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 test defeat reject

53、 absorb examine severe In 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

54、 ago people did not connect a disease to 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 th

55、at 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. Suggested answers: expose; to; link; to; blame; severe; examine; test; rejected; absorbed; defeated 3. Sometimes in English we put the verb mak

56、e 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. Add two more of your own. to telephone to decide to plan to contribute to speak to be noisy to change

57、 to describe Suggested Answers: make a telephone call; make a decision make a plan; make a contribution make a speech; make a noise make a change; make a description 4. In English verbs like make are very active and useful. Apart from the construction mentioned above, you have also

58、learned the following phrases. Can you make sentences with each of them? make a face make friends make money make one’s way to make phone calls make sure make up one’s mind make the bed \ make room for For example: 1. The teacher asked us not to make faces in clas

59、s. 2. I tried to make friends with my neighbor but he was too old and did not want to talk to me. 3. The best way to make money is to study hard and gain good qualifications. 4. If you make phone calls abroad it will cost you a lot of money so I should watch the number of calls. Step 3. Grammar

60、 1. Presentation Purpose: To get Ss to tell the usage of the past participle. A broken window a worried mother By his disappointed appearance, he was not satisfied. Ask Ss to find more examples from the Reading part. (1)The past participle as the attribute A well-known doctor O

61、rdinary people exposed to cholera Thousands of terrified people … (2) The past participle as the predicative he became inspired when… he got interested in two theories… … 2. Practice Purpose: To get Ss to have knowledge of the grammar through exercises (1) Complete the table with phases

62、 that have the same meaning. Past Participle as the Attribute Past Participle as the Predicative ① terrified people ① ② reserved seats ② ③ polluted water ③ ④ a crowed room ④ ⑤ a pleased winner ⑤ ⑥ ⑥ children who look astonished ⑦ ⑦ a vase that is broken ⑧ ⑧ a door that is cl

63、osed ⑨ ⑨ the audience who feel tired ⑩ ⑩ an animal that is trapped Suggested answers: ① people who look terrified ② the seats that are reserved ③ the water that is polluted ④ the room that is crowded ⑤ the winner who is pleased

64、 ⑥ the astonished children ⑦ a broken vase ⑧ a closed door ⑨ tired audience ⑩ a trapped animal (2) Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past pa

65、rticiple in each sentence. Worry interest arrive frighten prepare continue concern ① They were ______ to accept my idea. ② I’ll be _____ to hear what he has to say. ③ The major said that he was ______ about the ______ rise of the water level in the river bed. ④

66、Recently ______ soldiers are helping to take the victims to safe areas from the flood. ⑤ Most of the newspapers seems to be ______ with pop stars. ⑥ He was ______ of going alone into the empty house. Suggested answers: ① prepared ② interested ③ worried, continued ④ arrived ⑤ concerned ⑥ frightened Step 4. Homework 1. Review the new words and phrases. 2. Review the use of the past participle. Period 5 Reading and writing (Using Language) Teaching Goals: 1. To deve