高中英语 unit 1 great scientists教案 38页

浙江省诸暨市草塔中学高中英语Unit1GreatScientists教案Ⅰ.单元教学目标技能目标SkillGoals▲Talkaboutscienceandcontributionsofscientists▲Practiceexpressingwill,hopeandsuggestions▲Practiceexpressingthestagesinexamininganewscientificidea▲Learntoorganizeascientificresearch▲Learntousethepastparticipleasthepredicative&attribute▲Practicedescribingpeople’scharacteristicsandqualities▲DeveloptheskillsofpersuasiveanddescriptivewritingⅡ.目标语言功能句式DescribingpeopleWhatnationalityisthisscientist?Whenwashe/sheborn?Whendidhe/shedie?Whatkindoffamilydidhe/shecomefrom?Whatkindofeducationdidhe/shereceive?Whatdidhe/sheachieveinhis/herscientificwork?Whydidhe/sheachievegreatsuccess?Wasitbecauseofhis/hertalent/intelligence/hardwork/persistence/confidence/curiosity/enthusiasm/luck?词汇1．四会词汇engine,characteristic,theory,scientific,examine,conclude,conclusion,analyse,repeat,defeat,attend,expose,cure,control,absorb,test,severe,valuable,pump,pub,blame,immediately,handle,addition,link,announce,instruct,virus,construction,contribute,positive,strict,movement,god,backward,complete,spin,enthusiastic,cautious,reject,view2．认读词汇\ninfect,infectious,cholera,deadly,outbreak,clue,Cambridge,germ,certainty,creative,cooperative,NicolasCopernicus,revolutionary,calculation,loop,privately,bright-ness,persuasive,logical3．词组putforward,makeaconclusion,inaddition,link...to...,apartfrom,bestrictwith,leadto,makesense,pointofview,exposeto,absorbinto,betoblame,physicalcharacteristic结构Thepastparticipleasthepredicative&attributeFindoutthefunctionsofthepastparticipleinsentences.Discoverthesimilaritiesanddifferencesbetweenthepassivevoiceofthepredicateandthepastparticipleusedaspredicative&attribute.重点句子1.JohnSnowwasafamousdoctorinLondon—soexpert,indeed,thatheattendedQueenVictoriaasherpersonalphysician.P22.Buthebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera.P23.Itseemedthewaterwastoblame.P24.Topreventthisfromhappeningagain,JohnSnowsuggestedthatthesourceofallwatersuppliesbeexamined.P35.Althoughhehadtriedtoignorethem,allhismathematicalcalculationsledtothesameconclusion:thattheearthwasnotthecenterofthesolarsystem.P66.Onlyifyouputthesuntheredidthemovementsoftheotherplanetsintheskymakesense.P77.Tohissurprise,hefoundthathecouldcrosssixofthebridgeswithoutgoingoveranyofthemtwiceorgoingbackonhimself.P44Ⅲ.教材分析和教材重组1.教材分析本单元主要话题是Howtoorganizescientific\nresearch。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。1.1WarmingUp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。1.2Pre-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。1.3Reading介绍英国著名医生JohnSnow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。1.4Comprehending共设计了四个题型。1.5LearningaboutLanguage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。1.6UsingLanguage由两部分组成：Listeningandspeaking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；Readingandwriting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WarmingUp，Pre-reading,Reading和Comprehending三部分整合为一节“精读课”。2.2将UsingLanguage中的Copernicus’RevolutionaryTheory和Workbook中的FINDINGTHESOLUTION整合为一节“泛读课”。2.3将LearningaboutLanguage中的Discoveringusefulstructures和Discoveringusefulwordsandexpressions以及Workbook中的USINGSTRUCTURES和USINGWORDSANDEXPRES-SIONS整合为一节“语言学习课”。2.4将UsingLanguage中的Listening与Workbook中LISTENING和LISTENINGTASK三个部分整合为一节“听力课”。2.5将UsingLanguage中的Speaking与Workbook中的TALKING和SPEAKINGTASK三个部分整合为一节“口语课”。2.6将UsingLanguage中的ReadingandWriting以及Workbook中的WRITINGTASK整合为一节“写作课”。\n3.课型设计与课时分配1stPeriodReading2ndPeriodExtensiveReading3rdPeriodLanguageStudy4thPeriodListening5thPeriodSpeaking6thPeriodWritingⅣ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语attend,control,severe,pub,immediately,handle,instructor,pump,contribute,conclude,steamengine,virus,putforward,makeaconclusion,exposetob.重点句式Topreventthisfromhappeningagain,JohnSnowsuggestedthat...P32.Abilitygoals能力目标Enablethestudentstotalkaboutscienceandscientists.3.Learningabilitygoals学能目标Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsandhowtoorganizeascientificresearch.Teachingimportant&difficultpoints教学重难点Talkaboutscienceandscientists.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠLead-inAskthestudentstothinkofsomegreatinventionsandinventorsinhistory.\nT:Welcomebacktoschool,everyone.Iguessmostofyouhaveenjoyedyourholiday.MaybeIshouldsayeveryonehasenjoyedascientificlife.Why?Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nowcanyoutellmethescientistswhoinventedthelights,thegramophoneandthecomputer?S1:Edisoninventedthelightsandthegramophone.S2:ThefirstcomputerwasinventedbyagroupofAmericanscientists.StepⅡWarmingupFirst,asksomequestionsaboutgreatscientists.Second,askallthestudentstotrythequizandfindoutwhoknowsthemost.T:Youknowourlifeiscloselyrelatedtoscienceandscientists.Webenefitalotfromthem.Canyounameoutasmanyscientistsaspossible?S1:Newton.S2:Watt.S3:Franklin.Sampleanswers:1.Archimedes,AncientGreek(287-212BC),amathematician.2.CharlesDarwin,Britain(1808-1882).ThenameofthebookisOriginofSpecies.3.ThomasNewcomen,British(1663-1729),aninventorofsteamengine.4.GregorMendel,Czech,abotanistandgeneticist.5.MarieCurie,PolishandFrench,achemistandphysicist.6.ThomasEdison,American,aninventor.7.LeonardodaVinci,Italian,anartist.8.SirHumphryDavy,British,aninventorandchemist.9.ZhangHeng,ancientChina,aninventor.10.StepperHawking,British,aphysicist.StepⅢPre-readingGetthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.T:Now,class,pleaselookattheslide.Discussthesequestionswithyourpartners.\nThenI’llasksomestudentstoreporttheirwork.Showthefollowingonthescreen.Whatdoyouknowaboutinfectiousdiseases?Whatdoyouknowaboutcholera?Doyouknowhowtoproveanewideainscientificresearch?Whatorderwouldyouputthesevenin?Justguess.Sampleanswer1:S1:Letmetry.Infectiousdiseasescanbespreadeasily.Theyhaveanunknowncauseandmaydogreatharmtopeople.S2:Peoplecouldbeexposedtoinfectiousdiseases,somayanimals,suchasbirdflu.S3:AIDS,SARSareinfectiousdiseases.S4:Infectiousdiseasesaredifficulttocure.Sampleanswer2:S1:CholeraiscausedbyabacteriumcalledVariancholera.S2:Itinfectspeople’sintestines,causingdiarrhea,vomitingandlegcramps.S3:Themostcommoncauseofcholeraispeopleeatfoodordrinkwaterthathasbeencontaminatedbythebacteria.S4:Choleracanbemildorevenwithoutsymptoms,butaseverecasecanleadtodeathwithoutimmediatetreatment.Sampleanswer3:S1:Iknowsth.aboutit.Firstweshouldfindtheproblem.Then,thinkofasolution.S2:Weshouldcollectasmuchinformationaspossible.S3:Analyzingresultsisthemostimportantstage.S4:Beforewemakeaconclusion,itisnecessaryforustorepeatsomestagesorprocesses.Sampleanswer4:S1:Ithink“Findaproblem”shouldbethefirststage.S2:“Makeupaquestion”shouldfollowthefirststage.S3:“Thinkofamethod”,“Collectresults”and“Analyzeresults”areafter\nthat.S4:Ofcourse,before“Makeaconclusion”,weshould“Repeatifnecessary”.T:Welldone!Whenwewanttosolvesomeproblems,firstweshouldfindouttheproblem,dosomeresearchonit,proveyourfindings,andthenmakeaconclusion.Thisisascientificandobjectivewayofresearching.Nowlet’sseehowdoctorJohnSnowdidhisresearch.StepⅣReadingLetthestudentsskimthewholepassageandtrytoworkoutthemeaningsofthenewwordsandstructuresusingcontext.T:TheeffectofcholerainthenineteenthcenturyLondonwasdevastating.Manypeoplediedwithoutknowingthereason.ItwasdoctorJohnSnowwhosavedthepeople.Pleaselookatthescreen.Let’sreadthewholepassageandfindanswerstothequestions.Showthequestionsonthescreen.1.Whatconditionsallowedcholeradevelop?2.Whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason?3.WhatevidencedidJohnSnowgathertoconvincepeoplethatidea2wasright?Sampleanswers:S1:Thedirtywatermadethecholeradevelopquickly.S2:Becausepeoplecouldnotunderstanditscauseandcouldnotgetitcured.Sopeopleimaginedthatsomepoisonousgasintheaircausedthedeaths.S3:Hefoundthatmanyofthedeathswerenearthewaterpumpwhilesomeareasfarawayfromthewaterpumphadnodeaths.Sowhenpeoplewereaskednottousethewaterpump,thediseasebegantoslowdown.Inthisway,JohnSnowhadshownthatcholerawasspreadbygermsandnotinacloudofgas.StepⅤTextanalyzingAskthestudentstoanalyzethetextingroups.T:Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsJohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.\nDiscussitingroups,andthenreportyouranswers.ParagraphsStagesGeneralideas1234567Sampleanswers:S1:Mygroup’sopinionisthis:stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis:JohnSnowwantedtofindthecausesofcholera.S2:Ouranswerislikethis:paragraphtwoexpressesthesecondstage“Makeupaquestion”.Thegeneralideaislikethis:JohnSnowwantedtoprovewhichtheorywascorrect.S3:“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Thegeneralideaislikethis:JohnSnowcollecteddataonthosewhowereillordiedandwheretheygottheirwater.S4:Thefourthstage“Collectresults”liesinparagraphfour.Itsgeneralideaislikethis:JohnSnowplottedinformationonamaptofindoutwherepeoplediedordidnotdie.S5:OurgroupbelieveparagraphfivecontainsthefifthstageofJohnSnow’sresearch.Thegeneralideaislikethis:JohnSnowanalysedthewatertoseeifthatwasthecauseoftheillness.Sothisstageisto“Analysetheresults”.S6:Thesixthstageis“Repeatifnecessary”.Itiscontainedinthesixthparagraph.Thegeneralideaislikethis:JohnSnowtriedtofindotherevidencestoconfirmhisconclusion.\nS7:Thelastparagraphisabouttheseventhstage“Makeaconclusion”.Itsgeneralideaislikethis:ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera.Asksomestudentstoputtheiranswersinthechart.ParagraphStagesGeneralideas1FindaproblemThecausesofcholera2MakeupaquestionThecorrectorpossibletheory3ThinkofamethodCollectdataonwherepeoplewereillanddiedandwheretheygottheirwater4CollectresultsPlotinformationonamaptofindoutwherepeoplediedordidnotdie5AnalysetheresultsAnalysethewatertoseeifthatisthecauseoftheillness6RepeatifnecessaryFindotherevidencestoconfirmhisconclusion7MakeaconclusionThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholeraT:Nowclass.Canyoutellmewhatstyleofthepassagebelongsto?S1:Ithinkitisareport.T:Herearethreepiecesofwriting.Theybelongtodifferentwritingstyles.Nowreadandfindoutwhatstyleeachpiecebelongsto.Showthechartandthreepiecesofwritingonthescreen.ReportDescriptionCreativewritingFormallanguagewithfewadjectivesVividuseofwordswithsimilesandmetaphorsVividuseoflanguageandmoreinformalstyleNospeechexceptquotationsNospeechexcepttohelpthedescriptionSpeechtoshowfeelings,reactionsetc.\nNotemotionalEmotionaltodescribeatmosphereEmotionaltodescribefeelingsOnlyonemaincharacterNocharactersMayhaveseveralcharactersFactualNotfactualbutimaginativeImaginativebutcanbebasedonfactStructuralaccordingtoexperimentalmethodNotstructuredBeginning,middle,endPasttenseandpassivevoicePasttensePasttenseMakingWayOnceGoethe(歌德),thegreatGermanpoet，waswalkinginapark.Hewasthinkingaboutsomethingwhenhenoticedhecametoavery,verynarrowroad.Justatthattime,ayoungmancametowardshimfromtheotherendoftheroad.Itwastoonarrowforbothofthemtopassthroughatthesametime.Theystoppedandlookedateachotherforawhile.Thentheyoungmansaidrudely，“Inevermakewayforafool.”ButGoethesmiledandsaid,“Ialwaysdo.”Thenheturnedbackquicklyandwalkedtowardstheendoftheroad.WeatherReportHere’stheweatherreportforthenext24hours.Beijingwillbefinewiththetemperaturefrom4to13.Tokyowillbefinetooandcloudylaterintheday.Thelowesttemperatureislto8.Londonwillberainyandwindylaterintheday.Thehighesttemperatureis8andthelowestis4.NewYorkwillbesunnyandcloudylaterintheday.Thetemperatureis13to19.HeartbeatingPutyourhandtotheleftsideofyourchest.Trytofeelyourheartbeating.Thehearttakesalittlerestaftereachpumporbeat.Inboysorgirlsofyourage,\nheartbeatsabout90timesaminute.Agrown-up’sheartbeatsabout70or80timesaminute.Buttheheartbeatisdifferentinthesamepersonatdifferenttimes.Forexample,theheartbeatsfasterduringexercise.Itisalsofasterwhenapersonisangry,scared,orexcited.Duringsleep,theheartbeatslowsdown.Sampleanswers:S1:Ithinkthefirstpiece“MakingAWay”isinastyleofcreativewriting.Thesecondpiecebelongstoadescriptionstyle.Thethirdpiecebelongstoareportstyle.T:Verygood.Nowlet’sreturntoourtext.Whocantellmethemainideaofthispassage?S2:Ican.ClearlyittellsushowJohnSnowdefeatedthediseasecholerabydoingscientificresearch.StepⅥHomework1.Getmoreinformationaboutsomeinfectiousdiseasesandmodernscientists.2.FinishtheExercises1,2,3onpages3and4.TheSecondPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语movement,complete,backward,spin,enthusiastic,cautious,reject,topology,leadto,makesenseb.重点句式Althoughhehadtriedtoignorethem...P7Theproblemarosebecause...P7Healsosuggestedthat...P72.Abilitygoals能力目标Enablethestudentstotalkaboutthestagesinscientificresearch.3.Learningabilitygoals学能目标Enablethestudentstoknowaboutthegeneralapproachfordoingaresearch.Teachingimportant&difficultpoints教学重难点\nLearnaboutthecommonstagesindoingaresearch.Teachingmethods教学方法Task-basedlearningapproach.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepIRevisionAskthestudentstoretellthetext.Sampleversions:S1:I’llhaveatry.JohnSnowwasaveryfamousdoctorinLondonin19thcentury.Atthetimehelived,cholerawasthemostfrighteningdisease,whichkilledmanythousandsofpeopleintheindustrialcitiesofEngland.Nobodyknewthecauseofthedisease.JohnSnowbelievedthatcholerawascausedbydrinkingpollutedwater.Hebelievedthatwhendirtywaterfromthetoiletanddrinkingwaterweremixed,itwaspossiblefortheillnesstobepassedfromonepersontothenext.In1854,hewasabletoprovethathistheorywascorrect.Todothisheapproachedtheprobleminasystematicway.Hefoundanoutbreakofcholeraandstudieditseffectsonasmallneighborhood.Hegatheredinformationaboutthedrinkinghabitsofthepeopleandusedthemtojustifyhistheory.Heisimportantbecausehewasthefirstpersontogatherinformationscientificallyaboutadiseaseinordertofinditscause.S2:OK.I’dliketoretellSnow’sworkintheorderofthestages.Weknowthereweresevenstagesinhisresearch.FirstSnow,aswellasotherdoctorscouldnotfindthecauseofthecholera,northecureforit.Hegotinterestedintwotheories.Thefirstsuggestedthatcholeramultipliedintheairwithoutreason.Thesecondsuggestedthatpeopleabsorbedthisdiseaseintotheirbodieswiththeirmeals.Hebelievedinthesecondtheory.Sohecollectedmuchinformationtoproveit.Hedidalotofresearchandexperimentstoanalyzetheresults.Alltheresultswerethesame:Itiscertainthatthedirtywaterresultedinthedisease.Atlasthecouldmakeaconclusion:Itwasthepollutedwaterthatcausedtheillness.StepⅡPre-reading\nAskthestudentstolookatthepicturesonpages7and45.Andremindthemofthecommonknowledgeof“Sun-CenteredTheory”and“theEulerpath”.T:Todaywearegoingtolearnmoreaboutscienceandscientists.Therearetwopicturesofthegreatscientistsandtheillustrationsoftheirtheory.Youcandiscusswithyourpartnersaboutthem.Thentellmesth.aboutthem.S1:WeknowthefirstpictureisCopernicus.Hewasoneofthefirstscientiststousemathematicalobservationstocollectinformation.Hebelievedthesunisthecenteroftheuniverseandtheearthandotherplanetswentaroundit.Theillustrationshowshistheory.S2:WeguessthesecondpictureisLenohardEuler.Eulerinventedanewbranchofmathematics—topologybyluck.Thechartisaboutthe“SevenBridgesofKonigsberg”andthefamous“Eulerpath”.StepⅢReadingEncouragethestudentstogetthegeneralideasofthepassages.T:Inthelastperiod,wehavelearnedabouthowDoctorJohnSnowusedsevenstagestoprovehisconclusionandfulfilledhisresearch.Thisperiodwewillalsodealwithtwoscientificreports.Pleasereadthetwopassagesquicklyandtrytoanswerthequestionsonthescreen.Showthequestionsonthescreen.1.What’sCopernicus’fear?2.What’sEuler’spuzzle?3.HowdidCopernicusprovehistheory?4.HowdidEulerprepareforhisresearch?5.Whataretheirtheories?Sampleanswers:S1:Ihavetheanswer.CopernicusfoundhistheorywasagainsttheChristianchurch’ssaying.Ifhespokeouthisfinding,hewouldbepunishedseverely.S2:IknowEuler’spuzzle.Hefoundthathecouldcrosssixofthebridgeswithoutgoingoveranyofthemtwiceorgoingbackonhimself,buthecouldn’tcrossallseven.\nS3:Letmeanswerthethirdquestion.Copernicushadthoughtlongandhardabouttheseproblemswhichastronomershadnoticedandtriedtofindananswer.Heusedallhismathematicalcalculationstoworkontheseproblems.Hehadcollectedobservationsofthestarsforovertenyears.Allhiscalculationsandobservationsprovedthathistheorywasright.S4:IwouldliketosaysomethingaboutEuler’sresearch.Thefirststageinhisresearchistofindtheproblemthathecouldcrosssixofthebridgeswithoutgoingoveranyofthemtwiceorgoingbackonhimself,buthecouldn’tcrossallseven.Thesecondstageistothinkofamethod:Hedrewamapanduseddotsandlinestosimplifyhisanalysis.Tryingandobservingoverandoveragain,hefoundageneralrule.S5:Copernicus’theorycanbeexpressedinthisway:Thesunisthecenteroftheuniverse.Allplanetswentaroundthesuninsolarsystem.S6:Iknowtheanswer.Iaminterestedintopology.Euler’stheoryiscalled“TheEulerpath”.Itisexpressedlikethis:Ifafigurehasmorethantwooddpoints,youcannotgooveritwithoutliftingyourpencilfromthepageorgoingoveralinetwice.StepⅣFurther-readingThistimethestudentsareencouragedtoreadthetwopassagescarefullyandthendotheexercisesandproblemsonpages7and46.T:Nowclass.Pleasereadthetwopassagesagain.Anddiscussthequestionsonthescreeningroups.Showthequestionsonthescreen.1.Asascientist,oneshouldbebrave.ButCopernicuswasafraidofbeingattackedbytheChristianChurch.Sohehadhiddenhistheoryforsomanyyears.Whatdoyouthinkofthis?2.Eulerwascalled“thefatherofmodernmathematics”.Inwhatareaistopologyusedtoday?Sampleanswers:S1:IthinkCopernicuswasverycoward.Heshouldspeakouthisdiscoveryandlet\ntheworldknowthetruthearlier.S2:Idon’tagreewithyou.Hewasmorecautiousthancoward.Ifhehadpublishedhisideas,hewouldhavebeenkilledjustasBrunowhowasburnttodeathbecausehistheorywasagainsttheChristianChurch’s.S3:Isupportyou.Everytimewhenanewideaappears,therearealwaysrejections.It’snormal.Scientistsshouldhavepatiencetospreadtheirtruth.S4:Idon’tthinkso.Sciencecanneveradvanceunlesspeoplehavethecourageoftheirbeliefs.S5:Iagree.Asascientist,youmusthavethecouragetopublishyourfindings.Nomatterhowpeopleopposeit,timewillshowifyourideasarerightorwrong.S6:ButIsupposethatCopernicus’attitudetowardshisnewtheorywasproperatthattime.Itmadenosenseforhimtopublishhistheoryinahurry.Hewasjustcautiousnotcoward.Heshouldprotecthimselffirst.S7:Thesubwayorundergroundrailway.S8:Whenwestudycomputerlessons,weoftenhearofthecomputertopologymaps.S9:Maybetelephonenetsandelectricitynetscanadopttopology.T:Iquiteagreewithyou.AndIamgladyouhaveknownsomuchaboutthescience.StepⅤPracticeForExercises1and2onpage7andtheproblemsonpage46,encouragethestudentstofulfillthemquicklyandcorrectly.Andchecktheanswerstogether.Andthenwritethefollowingsentencesontheblackboard;askthestudentstopayattentiontothepastparticiple.Guidethemtofindouttheirfunctionsinthesentences.Showthefollowingonthescreen.1.NicolasCopernicuswasfrightenedandhismindwasconfused.2.Heplacedafixedsunatthecenterofthesolarsystem.3.Hejoinedthesepointstogetherusingcurvedlines.T:Pleasereadthethreesentencesandtellmewhatpartsofspeechthepastparticiplesareactingas.Asampleanswer:Inthefirstsentence,“frightened”and“confused”areactingaspredicative.\nInthesecondandthethirdsentence,“fixed”and“curved”areusedasattributes.StepⅥHomework1.SearchontheInternetformoreinformationaboutCopernicusandEuler.2.Prepareforthelanguagestudy,reviewingthewordsandexpressionsinthisunit.TheThirdPeriodLanguageStudyTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语virus,contribute,conclude,makeone’swayto,reservedseats2.Abilitygoals能力目标Learnthepastparticipleusedasattributeandpredicative.Teachingimportant&difficultpoints教学重难点Learnthepastparticipleusedasattributeandpredicative.Teachingmethods教学方法Grammar-Translationmethod.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionandLead-inTask1:Dictatethefollowingimportantwordsandexpressions.T:Nowclass.Let’shaveadictation.Ready?Referencewords:valuable,instruct,cure,announce,lookinto,examine,putforward,immediately,expose,linkto,blame,absorb,severe,defeat,reject,test.That’sover,haveyoufinished?Task2:Askthestudentstoturntopages4and42anddoExercise1.Andthenchecktheanswers.Task3:AskthestudentstoreadandunderstandtheexplanationsinExercise2onpage4.\nT:Verygood!Canyouputtheverb“make”withanountoforma“predicate+object”phrase?Forexample:“makingamistake”insteadof“tomistake”.Sampleanswers:S:“makeanagreement”,“makeanadmission”,“makeanapology”.T:Welldone!Pleasefindandcollectasmanyexamplesasyoucanashomework.NextperiodI’llcheckyourwork.Task4:AskthestudentstodoExercises3onpage43andthenchecktheanswers.StepⅡPracticeTask1:Enablethestudentstodothefollowingexercises.T:PleaselookatthescreenandputthemintoEnglishusing“make+n”andpastparticiples.Showthefollowingonthescreen:约会，闲言碎语，道歉，竞争，选择，不速之客，感到沮丧的学生，受到鼓舞的竞赛者，拥挤的街道Sampleanswers:makeanappointment,makegossip,makeanapology,makeacontest,makeachoice,unexpectedvisitors,discouragedstudents,inspiredcontestant,crowdedstreetsStepⅢGrammarExplaintheusageofthepastparticiplesaspredicativeandattribute.1.过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go,come,assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：Themanlookedquitedisappointed.Heisgreatlydiscouragedbyherrefusal.Hishairisnearlyallgone.已经形容词化了的过去分词大多可作表语，常见的有accomplished,amazed,amused,astonished,broken,closed,completed,complicated,confused,crowded,devoted,disappointed,discouraged,drunk,excited,frightened,hurt,interested,lost,satisfied,surprised,worried等。2.过去分词作定语\na）用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：Welikeskatinginthefrozenlakeinthewinter.=Welikeskatinginthelakewhichhasbeenfrozeninthewinter.Howmanyfinishedproductshaveyougotuptonow?=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：aretiredworker=aworkerwhohasretiredanescapedprisoner=aprisonerwhohasescapedafaded/witheredflower=aflowerthathasfaded/witheredfallenleaves=leavesthathavefallentherisensun=thesunthathasjustrisenareturnedstudent=astudentwhohasreturnedvanishedtreasure=treasurethathasvanishedb)用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：Thingsseenarebetterthanthingsheard.=Thingswhichareseenarebetterthanthingswhichareheard.Thelobsterbroiledovercharcoalwasdelicious.=Thelobsterwhichwasbroiledovercharcoalwasdelicious.Practice:将下列句子译成英语。1.他看上去又累又沮丧.2.我们一得到补充资金,就继续我们的实验。3.我们可以看到被阳光照亮的月球的一部分.4.经过一个激动和无眠的夜晚之后，第二天我强迫自己在海滨走了很久.5.早在1649年,俄亥俄州就决定在每一个城镇建立免费的、由税收支持的学校。6.彼得对这一切似乎很惊奇。Sampleanswers:1.Helookedtiredanddepressed.\n2.Wewillgoonwithourexperimentassoonaswegettheaddedfund.3.Wecanseethepartofthemoonlightedbysunlight.4.Afteranightspentinexcitementandsleepless-ness,Iforcedmyselftotakealongwalkalongthebeachthenextday.5.Asearlyasin1649,Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablishedineverytown.6.Peterwasveryamazedatallthis.StepⅣHomeworkPrepareforthenextperiod.TheFourthPeriodListeningTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语astronomer,astronaut,institute,specialist,sortout,produce,parrot,species,revise,foundation,symbol,analyze,pure,sin,cousin,geometry,calculus,mechanics,practical,topology2.Abilitygoals能力目标Getthestudentstoknowmoreaboutscientistsandscience.3.Learningabilitygoals学能目标Enablethestudentstotalkaboutscientificresearch.Teachingimportant&difficultpoints教学重难点Learnabouthowtoorganizeascientificstudy.Teachingmethods教学方法Task-basedlearningapproach.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠLead-inAskthestudentstodescribethepictureonpage6andguesswhatdetailsmaybetalkedaboutinthelistening.\nT:Nowwe’lllistentoapieceaboutagreatChinesescientistnamedQianXuesen.HewascloselyrelatedtoChina’sspaceindustry.Anyvolunteerstodescribethepictureonpage6?S1:Thereisasatellitesetonaguidedmissilelauncher.S2:ThisistheXichanglaunchingsite.S3:Therearethreeormorerocketsaroundthesatelliteontheguidedmissilelauncher.S4:Theskyisveryhigh,clear,cleanandblue.S5:Thesurroundingisveryopenandwide.Itisavastexpanseofland.StepⅡListeningandSpeaking(Page5)Askthestudentstolistentotherecordingandanswerthequestions.T:YuPingandherfriendSteveSmitharetalkingaboutQianXuesen,whohasmadegreatcontributionstothedevelopmentofChina’sspaceindustry.Let’slookatthescreenandreadthenewwordsinthematerialafterme:astronomer(天文学家)，astronaut(宇航员)，institute(研究所).Playtherecordingandthenchecktheanswers.T:NowIhaveanadditionalquestionforyou:WhoisthefirsttovisitthespaceinChina?Ss:YangLiwei!T:Great!Andwhat’sthenameofthesatellite?Ss:ShenzhouVmannedspaceshipofChina!T:WhatdoyouthinkQianXuesenwouldfeelifheknewit?Ss:Ofcourse,hewouldbeveryhappyandproud.StepⅢListening(Page41)Task1:DescribethepictureT:First,let’slookatthebeautifulflowersinthepicture.Whoknowsthenameofit?S1:It’srose,whiterose.S2:It’schrysanthemum,Ithink.S3:Maybeit’slily.Mymotherraiseslilyathome.\nTask2:Helpthestudentslearnthepossiblenewwordsinthelistening.T:Nowclass,inordertounderstandthelisteningeasily,I’lltellyousomenewwordsinit.Nowreadafterme:species(种类)，parrot(鹦鹉)，blackbird(乌鸦).Playthetape.Andthenchecktheanswers.StepⅣListeningtask(Page44)Task1:IntroducetothestudentsthelifeandworkofLeonhardEuler.Helpthestudentstogainsomeknow-ledgeabouttopology.T:Pleaseturntopage44andreadthequestionsandthenewwords.Canyoutellmesth.abouttopologyand“EulerPath”?S4:Eulerwasamathematician.Hecouldbecalled“thefatherofmodernmathematics.”S5:Hisrule“theEulerpath”islikethis:Ifafigurehasmorethantwooddpoints,youcannotgooveritwithoutliftingyourpencilfromthepageorgoingoveralinetwice.S6:Topologyisoneofthenewestbranchesofmathematics.Itisnotaboutdistanceorsizebutabouttheconnectionsbetweenthings.Thenaskthestudentstolistentotherecordingandthenchecktheanswers.StepⅤHomeworkAskthestudentstowriteashortpassageaboutEulerandhisjobbasedonthelisteningmaterial.TheFifthPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语persevere,patient,creative,hard-working,co-operative,confident,brave,positive,pleasant,polite,determined,energetic,generous,depend-able,strong-willed,talented,easy-going,ambitious,sympathetic,confident,enthusiasticb.重点句式Ialwayswantedto...because...P6\nTheexperienceIwillneedis...P6Ineedtopractise...P6Mygreatestproblemwillbeto...P62.Abilitygoals能力目标Enablethestudentstousetelephoneskillstomakeanappointment.3.Learningabilitygoals学能目标Enablethestudentstotalkaboutthepersonalitiesandcharactersofthescientistsandtheirlife,workandcontributions.Teachingimportantpoints教学重点Howtodescribeaperson’sappearanceandpersonalities.Teachingdifficultpoints教学难点Howtotalkaboutascientistandhis/herjob.Teachingmethods教学方法Task-basedlearningapproach.Teachingprocedures&ways教学过程与方式StepⅠRevisionandLead-inAskthestudentstodiscusswhatscientificjobtheywouldliketochoose.T:Now,class,wouldyoupleasetellmewhatpersonalityyouhave?S1:Iamopenandactive,butlessdiligent.S2:Iamconfidentandenthusiastic,butlesscareful.S3:Iamthemosthonestpersonintheworld!Iamstrong-willedandambitious.ButIhatehard-working?S4:Iampersevering,determined,butlessco-operative.Ilikeworkingalone.S5:Iampleasant,easy-goingtoworkwithbutIamlessintelligent.Attention:justlessintelligentnotfoolish!T:Verygood.Allofyouknowyourselveswell.That’sveryimportant.Ifweknowourselveswell,wemaydevelopourselvesinacertainway.Wemayfitorsuitourselvestoacertainjoborenvironment.Nowpleasetellmewhatyouwouldliketodointhefutureaccordingtoyourpersonalityorcharacter?S6:Iwouldliketobeavolunteer.BecauseIamgenerous,sympathetic,fullof\nemotionandhelpful.Iwouldliketohelpthepoor,especiallythepoorchildreninpoorareasinChina.S7:Iwouldliketobearesearcher.BecauseIampersevering,quiet,carefulandhard-working.IfIstartaprogram,I’llkeeponwithittotheend.S8:Iwanttobeamanager.BecauseIampolite,easy-going,energeticandcreative.Allthesepersonalitiescanhelpmetocommunicatewithothers.StepⅡSpeaking(Page6)Helpthestudentstothinkofphrasesusedinmakinganappointment.T:Pleasespeakoutsomephrasesusedintelephonedialogues.S1:Hello.Thisis...speaking.Is...in?S2:Sorry,Heisnotin.MayItakeamessageforyou?S3:Holdonplease.I’llgethim.S4:Wouldyoulikehimtoringyouback?S5:Thelineisbusy.Ican’tgetitthrough.T:Wonderful.Wouldyoupleasetellmewhatotherexpressionscanbeusedinmakinganappointment?S1:Sorry,he’sbusyatthemoment.Couldyoupleasewaitforamoment.S2:Whattimewouldyouliketomeethim?Pleasewaitasecond.Letmechecktheschedule.S3:I’msorry,Heisfullyengagedtoday.Canyoumakeanappointmentanotherday?S4:Let’smakeit8o’clocktomorrow;Ifyoucannotcome,willyouletmeknowaheadoftime?StepⅢTalking(Page41)Encouragethestudentstodescribetheappearanceandspecialtyofthemselvesandtheirclassmates,ortheirteachers.Don’ttellwhotheyaredescribing,letothersguesswhoitis.T:Now,class.Everybodyhastheiruniquespecialtyinappearanceandlooking.Ifwewanttorecognizeaperson,weshouldrememberhis/herspecialtyinbothlookingandwearing.Let’sdescribeapersonandguesswhoitis.\nS5:OK.Letmehaveatry.Thepersonistallandthinwiththickglasses.ThepersonisveryseriousandalwayswearwhiteT-shirts.Whoisit?Ss:Ourphysicsteacher.S5:Yes,That’sright.S6:I’llgiveadescription.IcallthispersonA.Aisalwayssmiling.Aisalwayswearingbigearrings.Ahasaroundface,brighteyeswithlongbrowncurlyhair.Aisgoodatsinginganddancing.Ss:Wegotit.SheisMissLiu,ourmusicteacher.S6:Yes,yougotit.S7:Now.ThispersonisH.Halwayswearsshorthair.Hisverytallandabithunchback.Halwayswalkswithhisorherfeetoutwards.Ss:Oh,wesee.Heisourmonitor,WangLing!S7:Yes.T:Welldone.Nowworkinpairs.Imagineyouaregoingtomeetaspecialistaboutanewlyfoundflower.Yourpartnerwillbetheassistanttotheflowerspecialist.Youbothneedadescriptionoftheothersoyoucanrecognizeeachotherwhenyoumeet.Nowringtheassistanttosortoutthenecessaryinformation.Asampledialogue:S1:Hello.ThisisDrEvans’office.CanIhelpyou?S2:Yes,please.I’dliketochangemyarrangementtomeetDrEvans.IwanttoshowhimthisneworchidthatI’vefound.WeoriginallyarrangedtomeetintheUniversitylaboratorybutnowI’munabletodothat.S1:Ohyes.I’vegotitdownhereinhisdiary.Wherewouldyouliketomeetnowthen?S2:OutsidetheBotanicalgardensonTrumpingtonRoad.Butit’salwaysverycrowdedthere,soIwonderifyoucouldgivemeanideaofhowIcouldrecognizeDrEvans?S1:Yes,ofcourse.He’stallandthinwithlong,greyhairandglasses.S2:Thatsoundsveryclear.Whatotherspecialfeaturesdoeshehave?S1:Yes.Hewalkswithalimpbecausehebrokehislegwhenhewentskiingmanyyearsago.Whatdoyoulooklike?\nS2:DrEvanscaneasilyrecognizeme.I’mshortandthinwithbrown,curlyhair.Ialwayswearadufflecoatandabobblehat.I’llbecarryingmyflower.S1:I’lltellhim.Thankyouforyourcleardescrip-tion.I’msureDrEvansislookingforwardtomeetingyou.Goodbye.S2:Goodbye.StepⅣSpeakingtask(Page46)Encouragethestudentstodiscussacertainscientist.T:Nowclass.Inpairsdiscussthelifeandworkofanyscientiststhatyouknow.Usingthequestionsintheworkbook.Asampledialogue:S1:Whoshallwechoose?S2:I’vedonesomeresearchonEdisonandhischildlife.S1:Whatdidyoufindoutabouthim?S2:Well,little“Al”Edison,whowasthelastofsevenchildreninhisfamily,didnotlearntotalkuntilhewasalmostfouryearsold.S1:Really?Ionlyknowaboutsomeofhisinventions.S2:Atage11,Tom’sparentstriedtoteachhimhowtousetheresourcesofthelocallibrary.Thisledhimtopreferlearningthroughindependentselfinstruction.Byage12,Tomhadalreadybecomean“adult”.Henotonlytalkedhisparentsintolettinghimgotoworksellingnewspapers,snacks,andcandyontherailroad,hehadstartedanentirelyseparatebusinesssellingfruitsandvegetables.S1:Whatelsedoyouknow?S2:OneofthemostsignificanteventsinTom’slifenowoccurredwhen—asarewardforhisheroism—theboy’sgratefulfathertaughthimhowtomastertheuseofMorsecodeandthetelegraph.Overthenextyears,Edison’sprogressincreatingsuccessfulinventionsforindustryreallytookoff.S1:Heisreallyagoodexampleforustolearnfrom.StepⅤHomeworkT:ThefollowingisapieceofwritingaboutagreatphysiologistnamedClaudeBernard.Readandthenchangeitintoadialoguewithyourpartner.\nShowthefollowingonthescreen.ClaudeBernard’s1Ambition2Frenchphysiologist3ClaudeBernard(1813-1878)droppedoutofschool4becauseitwashisambitiontobecomeagreatwriter.Attheageoftwenty-one,hewroteafive-acttragedy5calledArthurofBrittanyandbroughtittoawell-knownParisiancritic6.ThecriticreadtheplayandstronglyadvisedyoungClaudetoreturntoschoolatonceandforgetallaboutwriting.Claudedidandbecameoneofthegreatestbiologists7inhistory,virtually8founding“experimentalphysiology”.Whenhediedin1878,hewasgivenastatefuneral,thefirstscientistuponwhomFrancehadbestowed9thishonor.Notes:1.ClaudeBernard克劳德.贝尔纳2.ambition雄心;抱负;野心3.physiologist生理学家4.dropoutofschool中途退学;dropout退出;离队5.tragedy悲剧(comedy喜剧)6.critic批评家;评论家;criticsofartandliterature文艺批评家7.biologist生物学家8.virtually实际上;事实上9.bestow把……赠与;把……给与Asampledialogue:S1:DoyouknowClaudeBernard?S2:Sorry.Whowasthemen?S1:HewasaFrenchphysiologist.S2:Whatdoyouknowabouthim?S1:Heoncedroppedoutofschoolbecausehewantedtobecomeagreatwriter.S2:Whatdidhewrite?S1:Hewroteafive-acttragedycalledArthurofBrittanyandbroughtittoa\nwell-knownParisiancritic.S2:Whatdidthecriticsayaboutit?S1:Thecriticstrongadvisedhimtoreturntoschoolatonceandforgetallaboutwriting.S2:DidClaudefollowtheadviceofthecritic?S1:Yes.Heworkedhardfromthenonandbecameoneofthegreatestbiologistsinhistory.S2:Doyouknowwhathisachievementis?S1:Hefounded"experimentalphysiology".S2:Hewasreallysomething.TheSixthPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言重点词汇与短语suggest,persuade,observation,contributions,achieve,devote...to2.Abilitygoals能力目标Enablethestudentstolearnthewayofpersuasivewritinganddescriptivewriting.3.Learningabilitygoals学能目标Learnhowtowriteapersuasivewritingandadescriptivewriting.Teachingimportantpoints教学重点Helpthestudentstolearntowriteapersuasivewritingandareport.Teachingdifficultpoints教学难点Howtowriteareportaboutascientistandhis/herjob.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠPresentationTask1:Summarizethewayofwritingareport.\nT:Nowclass,ifwewanttowriteareportaboutascientist,whatcontentsshouldweinclude?S1:Thelifeofthescientist,suchashisbirthanddeathdates,hisfamily,hiseducation,hispersonality,hisachievementsandcontributions,hiskeyfactorstohissuccess.T:Yes.Youareright.Andhowdowemakeanoutlineaboutit?S2:Weshouldputthecollectedinformationunderthreeheadlines:life,achievementsandkeytosuccess.Task2:Remindthestudentsofthewritingtechniquesandwritingfeaturesofareport.Showthefollowingtothestudents.ReportFormallanguagewithfewadjectivesNospeechexceptquotationsNotemotionalOnlyonemaincharacterFactualstructuredaccordingtoexperimentalmethodPasttenseandpassivevoiceTask3:Summarizethewayofpersuasivewriting.T:Youknowifwewanttopersuadesb,wealwayswanttoreasonwithhimorher.Wemustdevelopourownideasandprovidesomeevidencetosupportourideassotherearealwaysthreestepstopersuadesomebodyelsetochangehisorherpointofview.Canyoupointoutwhatthethreestepsare?S1:Ithinkthefirstistogiveyouropinionandidea.S2:Thesecondistogivethereasonsandevidencetosupportyouridea.S3:Thethirdistomakeaconclusion.Showthefollowingtothestudents.ApersuasivewritingFormalorinformal,vividuseoflanguage\nSpeechtoshowfeelings,reactions,etcEmotionalornotemotionaltodescribefeelingsandfactsOnlytwomaincharactersFactualorimaginativebasedonfactReasonandpersuadestepbystepPresenttenseThenaskthestudentstowriteashortletterasrequiredinExercise3.Asampleversion:DearNicolausCopernicus,IamastudentstudyinghistoryandIwouldverymuchliketoreadyournewtheoryaboutthesolarsystem.Ihopeyouwillpublishitforseveralreasons.Iunderstandtheproblemswiththepresenttheory.Thewaytheplanetsmoveisnotwhatyouwouldexpectiftheearthwasthecentreoftheuniverse.Itisalsooddthatthebrightnessofsomestarsseemstochange.SoIagreewithyouthatweneednewtheory.Iknowyourobservationshavebeenverycarefullycarriedoutovermanyyears.Nowyoumusthavethecouragetopublishthem.Sciencecanneveradvanceunlesspeoplehavethecourageoftheirbeliefs.Iknowyouworryaboutwhatwillhappenifyoupublishyournewtheory.Nomatterhowpeopleopposeit,timewillshowifyourideasarerightorwrong.SoIhopeyoucanpublishyournewtheory.StepⅡWritingAskthestudentstowriteareportaboutascientist.Sampleversions(见附件3,4,5)StepⅢHomeworkAskthestudentstodotheProjectonpage47.附件1.HowtodoascienceresearchAscienceprojectisaninvestigationusingthescientificmethodtodiscovertheanswertoascientificproblem.Beforestartingyourproject,youneedto\nunderstandthescientificmethod.Thissectionusesexamplestoillustrateandexplainthebasicstepsofthescientificmethod.Thescientificmethodisthe“tool”thatscientistsusetofindtheanswerstoquestions.Itistheprocessofthinkingthroughthepossiblesolutionstoaproblemandtestingeachpossibilitytofindthebestsolution.Thescientificmethodinvolvesthefollowingsteps:doingresearch,identifyingtheproblem,statingahypothesis,con-ductingprojectexperimentation,andreachingaconclusion.ResearchResearchistheprocessofcollectinginformationfromyourownexperiences,knowledgeablesources,anddatafromexploratoryexperiments.Yourfirstresearchisusedtoselectaprojecttopic.Thisiscalledtopicresearch.Forexample,youobserveablackgrowthonbreadslicesandwonderhowitgotthere.Becauseofthisexperience,youdecidetolearnmoreaboutmoldgrowth.Yourtopicwillbeaboutfungalreproduction.(Fungalreferstoplant-likeorganismscalledfungi,whichcannotmaketheirownfood,andreproductionisthemakingofanewoffspring.)CAUTION:Ifyouareallergictomold,thisisnotatopicyouwouldinvestigate.Chooseatopicthatissafeforyoutodo.Afteryouhaveselectedatopic,youbeginwhatiscalledprojectresearch.Thisresearchistohelpyouunderstandthetopic,expressaproblem,proposeahypothesis,anddesignoneormoreprojectexperiments—experimentsdesignedtotestthehypothesis.Anexampleofprojectresearchwouldbetoplaceafreshloafofwhitebreadinabreadboxandobservethebreadoveraperiodoftimeasanexploratoryexperiment.Theresultofthisexperimentandotherresearchgiveyoutheneededinformationforthenextstep—identifyingtheproblem.ProblemTheproblemisthescientificquestiontobesolved.Itisbestexpressedasan“open-ended”question,whichisaquestionthatisansweredwithastatement,notjustayesorano.HypothesisAhypothesisisanideaaboutthesolutiontoaproblem,basedonknowledgeand\nresearch.Whilethehypothesisisasinglestatement,itisthekeytoasuccessfulproject.Allofyourprojectresearchisdonewiththegoalofexpressingaproblem,proposingananswertoit(thehypothesis),anddesigningprojectexperimentation.Thenallofyourprojectexperimentingwillbeperformedtotestthehypothesis.Dostatefactsfrompastexperiencesorobservationsonwhichyoubaseyourhypothesis.Dowritedownyourhypothesisbeforebeginningtheprojectexperimentation.Don’tchangeyourhypothesisevenifexperimentationdoesnotsupportit.Iftimepermits,repeatorredesigntheexperimenttoconfirmyourresults.ProjectExperimentationProjectexperimentationistheprocessoftestingahypothesis.Thethingsthathaveaneffectontheexperimentarecalledvariables.Therearethreekindsofvariablesthatyouneedtoidentifyinyourexperiments:independent,dependent,andcontrolledvariables.Theindependentvariableisthevariableyoupurposelymanipulate(change).Thedependentvariableisthevariablethatisbeingobserved,whichchangesinresponsetotheindependentvariable.Thevariablesthatarenotchangedarecalledcontrolledvariables.Dohaveonlyoneindependentvariableduringanexperiment.Dorepeattheexperimentmorethanoncetoverifyyourresults.Dohaveacontrol.Dohavemorethanonecontrol,witheachbeingidentical.Doorganizedata.ProjectConclusionTheprojectconclusionisasummaryoftheresultsoftheprojectexperimentationandastatementofhowtheresultsrelatetothehypothesis.Ifyourresultsdonotsupportyourhypothesis:DON’Tchangeyourhypothesis.DON’Tleaveoutexperimentalresultsthatdonotsupportyourhypothesis.\nDOgivepossiblereasonsforthedifferencebetweenyourhypothesisandtheexperimentalresults.DOgivewaysthatyoucanexperimentfurthertofindasolution.Ifyourresultssupportyourhypothesis:Youmightsay,forexample,“Asstatedinmyhypothesis,Ibelievethatlightisnotnecessaryduringthegerminationofbeanseeds.Myexperimentationsupportstheideathatbeanseedswillgerminatewithoutlight.Aftersevendays,theseedstestedwereseengrowinginfulllightandinnolight.Itispossiblethatsomelightreachedthe‘nolight’containersthatwereplacedinadarkcloset.IfIweretoimproveonthisexperiment,Iwouldplacethe‘nolight’containersinalight-proofboxand/orwraptheminlight-proofmaterial,suchasaluminumfoil.”2.Onwomenscientists:AspeechintheInternationalWomen’sDayWomenthouhastencircledtheworld’sheartwiththedepthofthytearsastheseahastheearth.Womeninyourlaughteryouhavethemusicofthefountainoflife.Themessageisclear;itisinspiringandpresentsadeepphilosophy.Womenwouldbethechangeagentinthisfastmovingworld’ssocio-economicscenario.WehaveassembledheretodaytocelebratetheInternationalWomen’sDayandalsotheYearofEmpowermentofWomen....MadamCuriewhogottheNobelPrizejustaftertwoyearsofestablishmentoftheNobelFoundation—firstin1903inPhysicswhensheshareditandthenthesecondonein1911inChemistry,createdahistorybywinningtwoNobelPrizesinaspanof8years.Iamsure,thegrouphereisawareofthedifficultconditionsandlaboratoryarrangementsunderwhichsheworkedandyet,sheexcelled.BiotechnologistscanneverforgettheworkofDorothyCrowfootHodgkinonCrystallographyleadingtothestructureoftheimportantbiologicalcrystals.ShewontheNobelPrizeinChemistryin1964.TheworkofBarbaraMcClintock,ageneticistwonhertheNobelPrizein1983.Justassomeonesaid:“Developingcountriesthathavemaderemarkablesocial\nprogress,havedonesoprimarilythroughtheempowermentofwomen,whichhashadenormousimpactintermsofliteracy,healthandeconomicwellbeingoffamilies.”Whatweneedtodoistoensurethevaluablecontributionfrom50%ofourhumanresource....Itisamatterofgreatpleasureforallofustoseethatthewomenarenotonlyconfinedtobiology,asubjectinwhichtheyhavebeencontributingsignificantly,theyarealsojoiningtheareasofphysicalsciencesandengineeringandperformingequallywell.Somehow,inmanypartsoftheworldtoday,scienceandtechnologyinterventionshavetreatedwomenprimarilyasrecipientofknowledgeandhaveunderestimatedtheirimportanceasgeneratorsofinnovationsandasadynamicagentofeconomicandsocialchange.Inempoweringthewomenwithscientificandtechnologicalskills,womenscientistsandtechnologistshaveamajorrole.Biotechnologyandbiosciencesincludingmedical,agricultureandbasicresearchhaveopenedupnewopportunities.Theinvolvementofwomenscientistsandtechnologistsinphysicalsciences,especiallyintheNationalAeronauticsandSpaceAdministration(NASA)datesbackto1903,theyworkedasexplorers,pioneersandinnovators.Bytheendofthe20thcentury,atleast25%oftheastronautsatNASAwerewomen,16%scientistsandengineers.Ofcourse,itisextremelyimportantthatwomenscientistsandtechnologistsareappreciatedfortheirdualroleinthesocietywhilepursuingscientificresearchasacareer.Theyshouldalsonurtureandcherishtheirqualitiesofculture,compassion,courageandcreativity.Andaboveall,thecooperativespirit.Thefive‘Cs’arepersonifiedinwomen’spersonality.3.CharlesDrawinOriginofSpeciesTheEnglishscientist,CharlesDarwinwasbornonFebruary12,1809,thesamedaythatAbrahamLincolnwasborn.Darwincausedachangeinthinkingaboutevolution,whereasLincolncausedachangeintheroleoftheblackslave,allowingtheblackmantobeafreemaninAmericansociety.\nDarwin’sfathertriedtoinfluencehissontobecomeaworthystudentinschool.However,CharlesdidnotliketostudyLatinorGreek,whichwasrequiredforaclassicaleducation.Instead,hemadeasecretlaboratoryinhisfather’sgardenwherehecouldexperimentinchemistryandphysics.Hisheadmasterhadaverylowopinionofhisscholarlyabilities.SohisfatherdecidedtosendhimtoEdinburgh,Scotland,tomedicalschool.However,Charlescouldn’tbearthesightofsurgicaldemonstrations.Onetime,achildwasbeingoperatedonwithoutanypainkilleroranesthesia.ThechildbegantoscreaminagonyandCharlesranfromtheroom.Thosescreamshauntedhismindformanyyears.Sincehefailedatmedicalschool,hisfathersenthimtostudytheologyatChrist’sChurchatCambridgeUniversity.However,inhisownwords,hesaidhistimewassadlywasted“inplaying,drinking,singing,flirtingandcardplaying.”ButhefoundascienceprofessortherewhorecommendedhesailasanaturalistontheshipcalledhteBeagle.Thisshipwouldtravelfor5yearsexploringSouthAmericaandtheGalapagosIslandsoffthecoastofEcuadorinthePacificOcean.Ontheseislands,heobservedtheworld’slargestturtles,theiguanalizards,andfinches,atypeofbird.Thesebirdswereondifferentislandsandvariedfromeachother,especiallyintheirbeaks.Darwintookmanynotesonthislongadventure.WhenhereturnedtoEngland,hisbodywasbrokenandhewasessentiallyillfortherestofhislife.However,hecametotheinterestingconclusionthatcertainfinchesadaptedbettertotheirenvironmentinaprocesscallednaturalselection.Thosespeciesmorefittedtotheirenvironmentwouldbetheonesmostlikelytobreedandsucceedinproducingthenextgeneration.In1859,hewroteOntheOriginofSpecies,whichbecamethemostsignificantbookeverwrittenonthetheoryofevolution.Hisideashavehadmoreinfluencethananyoneconcerninghowlivingspeciesdevelopedovertime.Questions1.Darwinfailedinthethreeschoolsof______.A.Science,Philosophy,Medicine\nB.theClassics,Medicine,TheologyC.History,Science,MedicineD.theClassics,Language,Religion2.Darwin’stheoryofevolutioncamefromhisstudyof_______.A.giantturtlesB.finchesC.iguanalizardsD.manyanimals3.OntheOriginofSpeciesisabout_______.A.scientificdiscoveriesB.veryoldlifeformsC.developmentovertimeD,animaldescriptionsKey:1-3BBC4.MarieCurieRadiumandRadioactivityMarieCurie(1867—1934)wasborninPoland.HerparentsgaveherthenameManyaSkladowska.SheadmiredherfatherwhowasamiddleschoolteacherofphysicsinthecityofWarsaw.Hermotherwasanexcellentpianistandsomehavesaidshereceivedherbrainsfromherfatherandhergoodhandco-ordinationfromhermother.Shestudiedveryhardandwonthegoldmedalforacademicworkinherhighschool.Itwasthethirdtimeamemberofherfamilyoffourchildrenhadwonthefirstplaceprize.Atthistime,PolandwascontrolledbyRussia.Herfatherwantedfreedomforhiscountryandwhenhevoicedhisopinions,helosthisteachingjob.Heneverregainedajobwithagoodsalaryagain,sohisfamilybecameverypoor.Hermotherdiedwhenshewastenyearsold.Withoutmoney,itwasdifficultforthebrightSkladowskachildrentogotocollege.Marie’soldersisterBronyawantedtostudyattheSorbonne,aFrenchuniversityinParis.Marieofferedtoworkasagovernesstopayforhersister’seducationifBronyawouldhelpMarieafterhergraduation.ThisdidoccurandMariestartedcollegeattheSorbonneattheageof25.OnedayaPolishprofessorwasvisitingParisandMariecametohisapartment.The\nyoungprofessorPierreCuriealsowasthere.Hewastheheadoftheuniversitylibraryofchemistryandphysics.Thetwobecamefriendsandlatermarried.Theydidtheirresearchtogether.Theydiscoveredtwonewradiocativeelementsinpitchblendeores.Theywerecalledpoloniumandradium.Theyisolatedthepureelementsin1902andreceivedtheNobelPrizeforPhysicsin1903.InApril1906,Pierreslippedonwetpavementandwaskilledwhenaheavytruckranoverhim.Mariewasdeeplysaddened.However,shetookherhusband’spositionasaprofessorattheSorbonneandcontinuedherresearch.ShewasthefirstwomaninFrancetobecomeaprofessorinauniversity.Mariegavethenameradioactivitytothepenetratingpowerofcertaintypesofwaves.In1911,shereceivedtheNobelPrizeforChemistry.Shediedfromradiumpoisoning,amartyrtoherownwork.Questions1.MarieCuriewasinspiredtostudysciencebecauseofher_______.A.middleschoolteacherB.motherC.sisterD.father2.MariesharedtheNobelPrizeforPhysicsbydiscoverring_______.A.twonewelementsB.uraniumC.radiumDpolonium3.Amartyrtoherownworkmeansshe_______.A.workedtoohardB.diedinherlibraryC.wasaffectedbyradiumraysD.sacrificedherpersonallifeforherworkKey:DAD5.IssacNewtonNewton(1642—1727)wasanEnglishmathematicianwholaidthefoundationsforphysicsasamodernscientificdiscipline.Everyoneknowsthestorythatwhenhewassittingunderatree,hewatchedanapplefalltotheground.Ashethoughtaboutthereasonofitsfalling,hereasonedthatbothapplesandplanetsaresimilarin\nthattheyareobjectsthatrespondtoaforcethatattractsthem.Theyearofthisobservationwas1666whenhewas24yearsold.NewtonwaseducatedatTrinityCollegeinCambridge.Hewassobrilliantthathewasofferedafullprofessorshipatage27inmathematics,alsoatCambridge.However,hedidn’tpublishhistheoryofplanetmovementfor21yearsbecauseeveryonethoughthisreasoningwasfaulty.Hetoldhisfriendsthathewouldprintnothingabouthisideasbecauseitwouldattracttoomuchattention,whichwouldinterferewithhisscientificwork.However,in1687,hefinallypublishedathreevolumebookentitledMathematicalPrinciplesofNaturalPhilosophy.Today,itisconsideredthegreatestscientificworkeverwritten.Newtonbelievedthatthelawofgravitymadetheuniverserunlikeahugeclock,asifdesignedbyamasterdesigner.ScientistswhoreadthisworkduringhislifetimedidnotbelieveNewton’stheoryofgravitationalpullwascorrect.OneclaimedthatNewtonwouldnothavetwentyfollowersofhisresearchinhislifetime.Actually,therewereevenless,becauseveryfewscientistsseemedinterestedinhiswork.Newtonsaid,“Justgivemethemass,andthepositionofthemotionofasystemofheavenlybodiesatanygivenmomentandIwillcalculatetheirfuturepositionsandmotionsbyasetofrigidandunerringmathematicalcalculation.Iwillcalculatethetidesoftheoceansandthemotionsofthewatersandtheearth.Fortheearthattractsthemoonandthemoonattractstheearth,andtheforceofeachinturntendstokeeptheminastateofperpetualresistance.”Newtonalsodevelopedthemathematicalsystemthatiscalledcalculus.Hisstudiesofwhitelightledtotheunderstandingthatlightismadeupofmanycolors.However,themostimportantwashistheoryofgravitationalpull,whichisthebasisofallflightsintospacetoday.Questions1.Inhislifetime,Newton’stheoryofgravitywas_______.A.respectedB.strangeC.notbelievedD.welcomed\n2.Newtonbelievedtheuniversewas_______.A.formednaturallyB.runninginperfectorderC.abigpuzzleD.difficulttoexplain3.Themoonandtheearthstayinperfectbalancebecauseof_______.A.attractionB.resistanceC.motionD.attractionandresistanceKey:1-3CBD