高中英语同步经典教案：unit 1 great scientists period 4（人教版必修5）.doc

www.ks5u.comPeriod 4Reading and WritingThe General Idea of This PeriodIn this period the teaching and learning will center on reading and writing. As usual, the teacher can begin the teaching with reviewing the former knowledge. The following part is the lead-intalking about some scientists, because this unit talks about great scientists and this passage is about Nicolaus Copernicus and his theory. As to reading training, the teacher should still develop the students ability of scanning and skimming. So at the beginning, get the students to prepare some knowledge for reading. For that purpose, the teacher will firstly ask for information about Copernicus according to what the students already know.Then the teacher can have the students listen to the tape and find out whether the statements are true or false. It is designed to train the students listening and to check whether the students have previewed the passage well. Later, the teacher will ask the students to skim it and find out the main idea for each part. The purpose of doing these is to help the students to form the good habit of reading with some strategy. When reading a passage, we had better first read it as a whole, that is, understand the structure of the passage and catch the main idea with the help of the structure and title.The following step is to read the passage for the details. The teacher can design some teaching activities to help the students to know about more and more information by taking part in the reading activities. As a result, the teacher should be careful, cautious and creative when designing the reading activities. The reading activities had better be various, which can catch more students attention.At the end of reading, some activities should be designed to check the students understanding by saying something about Copernicus and making up a dialogue between Copernicus and his friend. The practicing helps the students improve their speaking and arouse their creativity. The competition is held to make the students take part in the class activities actively. At the same time, let the students consider the writing purpose.Besides reading, the students are also expected to learn and practise their writing skill. By studying the passage, the students should learn to do persuasive writing to change someone elses decision. The teacher should give the students some advice on how to plan the writing and develop the writingbeginning, body and conclusion.Teaching Important PointsHelp the students know about Copernicus and his theory.Develop the students reading ability.Improve the students writing ability.Teaching DifficultyDevelop the students reading ability.Teaching AidsMulti-media classroom and other normal teaching tools.Three Dimensional Teaching AimsKnowledge AimsGet the students to know about Copernicus and his theory.Learn about persuasive writing.Ability AimsMaster the skill of gist reading.Develop the students reading ability, such as skimming and scanning.Improve the students writing ability.Emotional AimsArouse the students interest in science and devotion to science.Teaching ProcedureStep 1 GreetingT: Hello, everyone.Ss: Hello, Miss Wang.Step 2 ReviewingT: Last class we talked about Qian Xuesen and Carl Linnaeus.Can you say something about them?S: Qian Xuesen is a famous Chinese physicist.S: Qian Xuesen once studied in the USA and then returned to China.S: Qian Xuesen made great contributions to space research.S: Carl Linnaeus developed a system to classify plant species according to the male and female organs in the followers.S: Carl Linnaeus earned the title “Father of classification”.Ss: .Step 3 Pre-readingT: You have done a good job. So we have learned about a lot about great scientists, such as John Snow and Qian Xuesen. Who else would you like to learn about? Why?S1: Id like to know something about Madame Curie, because she was one of the great women scientists. S2: Id like to know about Albert Einstein, because he plays an important part in the development of Physics. S3: Stephen Hawking because he has made great achievements although he is disabled.Ss: .T: I find you are interested in science and scientists. But today we are going to read about Copernicus. Do you know something about him?S1: He was born in Poland.S2: He believed the earth moves around the sun.S3: It was said that he was burned to death because of his theory.Ss: .T: Do you want to know more about him?Ss: Of course.T: So lets come to the passage Copernicus revolutionary theory.Step 4 ListeningT: First Id like you to listen to the tape and find out whether the statements are T or F.(Give the students one minute to read the statements and then play the tape.)() 1.When Copernicus found that the earth was not the center of the solar system, he was very excited.() 2.Some astronomers found it strange that some planets appeared brighter at sometimes.() 3.Copernicus worked out the theory by observation and calculation.() 4.Copernicus didnt publish his ideas until he died in 1543.() 5.According to the Christian idea of gravity, things fell to the ground because the earth is the center of the universe.(A few minutes later.)T: Are you ready? Whod like to have a try. If the sentence is true, please read it. If it is false, correct it.S1: The first sentence is false. When Copernicus found that the earth was not the center of the solar system, he was frightened. S2: The second statement is true.S3: The third statement is also true.S4: The fourth statement is false. Copernicus didnt publish his ideas until he lay dying in 1543.S5: The fifth statement is true.Suggested answers: 1.F; 2.T; 3.T; 4.F; 5.T Step 5 Gist ReadingT: You have done a good job. In think you previewed the passage well. To understand the passage better, I divide the passage into four parts. Read the passage quickly and find out the main idea of each part.(After three minutes.)T: Have you got it? Generally speaking, if we want to introduce something, first, we usually give a brief introduction. What about the main ideas of other parts?(Ask the students to give their opinions and in the end the teacher gives them the answer.)Suggested answers: Para 1 Brief introductionPara 2 The cause of Copernicus theoryParas 3-4 The process of Copernicus theory Para 5 The significance of Copernicus theoryStep 6 Detailed readingT: This passage mainly talks about Copernicus theory. So lets compare his theory and the theory before him. Work in pairs. Read the passage again and fill in the following form.Before Copernicus theoryCopernicus theory1.God made the earth.2.The earth was the center of the solar system.1.The sun is the center of the solar system and the planets go around it except the moon.2.The earth is spinning as it goes round the sun. (Two minutes later.)T: Have you found out the different theories? Whod like to have a try?S: Before Copernicus theory, they believed God had made the earth, so it was the center of the solar system.T: Very good. What about Copernicus theory?S: Copernicus found that the sun is the center of the solar system and the planets go round it except the moon.T: Thats right! Anything else?S: He also found the earth is spinning as it goes round the sun.T: Great!(Show the complete form to the students and let them read it.) Just now, we knew Copernicus didnt publish his theory immediately he found it. Can you tell me why?S: Because he didnt want to be attacked by the Christian Church. He published it many years later.T: Yes. At that time, anyone who wanted to challenge the theory of the Christian Church would be punished, even sometimes be sentenced to death. If you were Copernicus, would you have hidden your theory so for many years? Please give a reason.(Two minutes later.)T: Id like to know about your ideas. Are you ready? Any volunteers?S: If I were Copernicus, I would have done the same, because at that time, people didnt enjoy the freedom of speech. Whoever challenged the Christian Church would be punished. While there is life, there is hope. There would be more chance for me to make my theory known to the public.T: It sounds reasonable. Thank you. Anyone else?S: If I were Copernicus, I would have published my ideas as soon as I found them. Since I found my ideas were right, I would make them known to more people, regardless of danger. As a scientist, I should be brave to challenge and devote myself to science.Ss: .T: You have done a very good job. I appreciate your good ideas and opinions.Step 7 PractisingT: Since we have learned the whole passage, Id like you to do some practice.(Show the following on the screen.)1.Say something about Copernicus.Copernicus_.2.Make up a dialogue between Copernicus and one of his friends. Copernicus showed his ideas privately to his friend and his friend encouraged him to publish his ideas.T: First please say something about Copernicus. Give as much information as possible about him by making sentences beginning with Copernicus.S1: Copernicus is a Poland astronomer.S2: Copernicus found the earth is not the center of the solar system.S3: Copernicus didnt publish his theory until 1543.S4: Copernicus made a great contribution to astronomy.Ss: .T: Im deeply impressed by your sentences. You are excellent. From the passage we know Copernicus showed his theory to his friends and his friends encouraged him to publish his theory. Please make up a dialogue in pairs based on this situation. We will hold a competition to see which group acts the best.(After a few minutes, the teacher gets several pairs to act it out and decides which group is the best one.)Step 8 WritingT: Just now we learned that Copernicus didnt publish his ideas as soon as he found his theory. We also talked about what you would have done if you were Copernicus. Now write a short letter asking Copernicus to publish his ideas so everyone can read them. First you need to collect your ideas. There are some suggested information on Page 7.Then you need to arrange these ideas. There is a plan for it.Beginning: Tell Copernicus who you are and why you want him to publish his ideas.Paragraph 2: Reason 1 and evidence.Paragraph 3: Reason 2 and evidence.Summing up: Ask him to think again about publishing his ideas.(Give Ss some time to do it. Ask them to draw an outline first, and it will help them to develop their writing skill. The passage will be clear. If they have finished writing, get them to exchange with their desk mates. Finally ask some to read their writings to the whole class. While doing this, the teacher can design a competition to arouse their excitement.)Step 9 HomeworkT: You did very well in class. Theres the homework for you.1. Preview the reading passage and underline the phrases you think important and useful.2. Finish the writing if you havent finished and improve it if you have.The Design of the Writing on the BlackboardUnit 1Great scientistsPeriod 4Reading and WritingCopernicus revolutionary workMain idea of each part: Para 1 Brief introductionPara 2 The cause ofCopernicus theoryParas 3-4 The process ofCopernicustheoryPara 5 The significance ofCopernicus theoryBefore Copernicus theoryCopernicus theory 1.God made the earth.2.The earth was the center of the solar system.1.The sun is the center of the solar system and the planets go around it except the moon.2.The earth is spinning as it goes round the sun.Research and ActivitiesThe theme of the activity is “a great scientist in our eyes”. Get the students to work in groups and introduce a great scientist in their minds. First, they need to decide which scientist they think is the greatest. Then, collect as much information as possible about the scientist, such as his/her life, achievements, and so on. In the end, each group presents it to the whole class. The activity is designed to arouse the students interest in science, cultivate their team spirit and learn something from these great scientists. It also helps them learn to search for information and organize it well.Reference for TeachingNicolaus CopernicusBorn on Feb.19, 1473, in Thorn (Torun), Poland, Nicolaus Copernicus was destined to become, through the publication of his heliocentric theory 70 years later, one of the seminal figures in the history of scientific thought. The son of a prosperous merchant, he was raised after his fathers death by a maternal uncle, who enabled him to enter the University of Krakow, then famous for its mathematics, philosophy, and astronomy curriculum. This experience stimulated the young Copernicus to study further liberal arts at Bologna (1496-1501), medicine at Padua, and law at the University of Ferrara, from which he emerged in 1503 with the doctorate in canon law. Shortly afterward he returned to Poland and eventually settled permanently at the cathedral in Frauenberg (Frombork), less than 100 miles from his birthplace. Through his uncles influence he had been elected a canon of the church even before his journey to Italy. Copernicus not only faithfully performed his ecclesiastical duties, but also practiced medicine, wrote a treatise on monetary reform, and turned his attention to a subject in which he had long been interested-astronomy.By May 1514 Copernicus had written De revolutionibus orbium coelestium (On the Revolutions of the Heavenly Spheres, 1543).This classic work challenged the geocentric cosmology that had been accepted since the time of Aristotle.Copernicus proposed that the earth goes round the sun with the other planets.The new theory that Copernicus espoused in De revolutionibus exhibits a peculiar mixture of both radical and conservative elements. In the midst of his radical reordering of the structure of the universe, Copernicus still adhered to the ancient Aristotelian doctrines of solid celestial spheres and perfect circular motion of heavenly bodies, and he held essentially intact the entire Aristotelian physics of motion. Moreover, with significant innovations, he clung to the Ptolemaic representation of planetary motion by means of complicated combinations of circles called epicycles. Although Copernicus realized that his theory implied an enormous increase in the size of the universe, he declined to pronounce it infinite.These aspects of the Copernican treatise do not mitigate the novelty or the impact of the final theory, or the authors firm conviction that his system was an accurate representation of physical reality. Rather, they indicate the scope of the work that lay ahead and that was effectiv