俗话说,居安思危,思则有备,有备无患。高中教师要准备好教案为之后的教学做准备。教案可以让学生能够听懂教师所讲的内容,帮助高中教师提前熟悉所教学的内容。优秀有创意的高中教案要怎样写呢?下面是小编精心为您整理的“Great scientists Period 5 Grammar 教案”,欢迎阅读,希望您能阅读并收藏。
Period5Grammar
TheGeneralIdeaofThisPeriodThisisthefifthperiod,whichwillcenteronthegrammar:usingthepastparticipleastheattributeandthepredicative.Atthebeginningofthisperiod,theteachershouldgivethestudentssometimetogooverwhattheylearnedinthelastperiod.?Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheattributeandthepredicativeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Afterthattheteachershouldgivethestudentsclearexplanationsabouttheusageofthegrammar.?Aftermasteringtherulesofthepastparticiple,thestudentsshouldbegivenmoreexercisestoconsolidatewhattheylearn.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheattributeandthepredicative.Thenaskthemtomakesomesentencesusingthepastparticiple.?Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.?Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencesbetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.?TeachingImportantPoint?Tolearnaboutthepastparticipleusedastheattributeandthepredicative.?TeachingDifficulty?Toknowthedifferencesbetweenthepastparticipleandthepresentparticiple.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAimsKnowledgeAim?Tolearnaboutthepastparticipleusedastheattributeandthepredicative.?AbilityAim?Tousethepastparticipleusedastheattributeandthepredictivefreelyandproperlyinspeakingandwriting.?EmotionalAimsEncouragethestudentslearnmoreaboutthegrammar.?Helpthestudentstoformthegoodhabitinlearning.?Encouragethestudentstodomoreexercisestoconsolidatetheirknowledge.?
TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,Miss...?Step2RevisionT:Doyoustillrememberwhatyoulearnedinthisunit?Wouldyoupleasesaysomething?aboutthegreatscientistswelearnedinthisunit.FirstpleasesomethingaboutJohnSnow.?S:Johnsnow,awell-knowndoctorin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--London,defeatedcholera.?S:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S:JohnSnowgatheredtheinformationandmarkeditonamapwhereallthedeadpeople?hadlived.?S:Hediscoveredthatmanyofthedeathswerenearthewater.Itseemedthewaterwastoblame.?Ss:...?T:Youreallydidaverygoodjob.Now,let’ssaysomethingaboutNicolausCopernicus.?S1:NicolausCopernicusbelievedthattheearthisnotthecentreofthesolarsystem.ButatthattimepeopleallbelievedGodhadmadetheworldandforthatreasontheearthwasspecialandmustbethecentreofthesolarsystem.?S2:In1514heshowedhistheoryprivatelytohisfriendsandexplainedhistheory.?S3:HewasverycautiousbecausehedidnotwanttobeattackedbytheChristianchurch.?S4:Hepublishedhistheoryashelaydyingin1543.?S5:HistheorywasrejectedbytheChristianChurch.?Step3PresentationT:Todaywewilllearnthegrammar—pastparticipleusedastheattributeandthepredicative.FirstlookatyourtextonPage4,partI.Lookatthefollowingsentenceswherethepastparticiplesareused.?T:Inthissentencethepastparticipleisusedasanattributephrase.Terrifiedpeoplemeanspeoplewhowereterrified.Nowpleasefindtwomoreexamplesfromthereadingpassageswithpastparticiplesusedastheattribute.Youareallowedtofindasmanysentencesaspossibleintwominutes.(Twominuteslater,askthestudentstoreportwhattheyhavefound.)?S1:Fromthestomachthediseaseattackedthebodyquicklyandsoontheaffectedpersonwasdead.?S2:ImmediatelyJohnSnowtoldtheastonishedpeopleinBroadStreettoremovethehandlefromthewaterpumpsoitcouldnotbeused.?S3:JohnSnowsuggestedthatthesourceofallwatersuppliesbeexaminedandnewmethodsofdealingwithpollutedwaterbefound.?S4:Heplacedafixedsunatthecentreofthesolarsystem.?T:Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheattributes?.Besidesusingastheattribute,thepastparticiplescanalsobeusedasthepredicative.Canyoufindthesentenceswithpastparticiplesusedasthepredicative?Finishitintwominutes.?(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesasthepredicative.)?S1:Neitheritscause,noritscurewasunderstood.?S2:Heknewitwouldneverbecontrolleduntilitscausewasfound.S3:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S4:TheyweregivenfreebeerandsohadnotdrunkthewaterfromtheBroadStreetpump.?S5:Hefoundthatitcamefromtheriver,whichhadbeenpollutedbythedirtywaterfromLondon.?S6:ImmediatelyJohnSnowtoldtheastonishedpeopleinBroadStreettoremovethehandle?fromthewaterpumpsoitcouldnotbeused.?...Step4PractisingT:Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesastheattributeandthepredicative??S:Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether.?T:Yes,verygood.Nowlet’slookatthescreenandfinishtheexercisesquickly.PastParticipleastheAttributePastParticipleasthePredicative1.terrifiedpeople?2.reservedseats?3.pollutedwater?4.acrowdedroom?5.apleasedwinner?6.?7.?8.?9.?10.1.?2.?3.?4.?5.?6.childrenwholookastonished?7.avasethatisbroken?8.adoorthatisclosed?9.theaudiencewhofeeltired?10.ananimalthatistrappedSuggestedanswers:1.peoplewhoareterrified2.seatswhicharereserved3.waterwhichispolluted4.aroomwhichiscrowded5.awinnerwhoispleased6.astonishedchildren7.abrokenvase8.acloseddoor9.thetiredaudience10.atrappedanimal过去分词作定语,在语态上,表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语。如:?Thedestroyedhousewillberebuiltnextyear.?这种情况下的过去分词为及物动词的过去分词。不及物动词的过去分词很少能单独作前置定语,少数表示状态改变或位置转移的动词的过去分词可前置,仅表示时间的完成,无被动意义。而现在分词表示动作正在进行。如:?fallingleaves正在下落的树叶adevelopingcountry发展中国家theboilingwater沸水?fallenleaves落叶adevelopedcountry发达国家theboiledwater(凉)开水?T:Besidesthis,thepastparticiplecanbeputafterthenountomodifythenounform,forexample,Thefamouswriter’splay,mentionedinoneofmybooks,waspublishedin1963.Doyouunderstandthesentence?S:Thefamouswriter’splay,whichwasmentionedinoneofmybooks,waspublishedin1963.T:Yes,verygood.Inthissentencewecangettwopiecesofinformation.A:Thefamouswriter’splaywaspublishedin1963.B:Theplaywasmentionedinoneofmybooks.Now,let’sdosomeexercisestocombinetwosentencestogetherusingpastparticipleastheattribute.?1.Thisisoneofthequestions.Itwasdiscussedatthemeetingyesterday.?S:Itisoneofthequestionsdiscussedatthemeetingyesterday.T:Hisletterwasaddressedtothewrongnumber.Itreachedmelate.?S:Hisletter,addressedtothewrongnumber,reachedmelate.?T:Thestudentsdidn’tknowhowtoanswerit.Theyweresurprisedatthewaythequestion?wasput.?S:Thestudents,surprisedatthewaythequestionwasput,didn’tknowhowtoanswerit.?T:Theaudienceallvoicedsupportforthesuggestion.Theyweremovedbyhisspeech.?S:Theaudience,movedbyhisspeech,allvoicedsupportforhissuggestion.?T:Basketballisnowaninterestingsport.ItwasfirstplayedintheUSA.?S:Basketball,firstplayedintheUSA,isnowaninterestingsport.?T:Welldone.?注意下面过去分词作定语的几种情况:?1.单个的过去分词作定语一般放在被修饰的名词之前。如:theterrifiedpeople,thepolluted?water,theastonishedpeople。?单个分词也可以作后置定语,用以强调动作。如:?Theydecidedtochangethematerialused.他们决定更换使用的材料。?2.过去分词短语作定语要放在被修饰的名词后面,作后置定语,其作用相当于一个定语从句。如:ThemanchosenmayorofthecityreceivedaDoctor’sDegreeofEngineering?.?3.如被修饰的词是something,anything,everything,nothing等,分词放在被修饰词的后面。如:Doyouhaveanythingunfinished??4.单个过去分词前加一名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。分词前加的名词表示分词的动作或行为主体,所加的副词表示方式、时间、程度、性质等意义。如:anewly-bornbaby,awell-knowndoctor。?T:Nowlet’scometothepastparticipleusedasthepredicative.Generallyspeakingthepastparticipleusedasthepredicativeshowsthestatethesubjectremains.(过去分词作表语表示主语所处的状态。)eg:Iwassurprisedtofindthatsuchgreatchangeshadtakenplaceinthecollege.?Nowlookatthescreen.Finishtheexercisesquickly.?1.Hegot__________aboutlosingthemoney.?2.Whydoyoualwayslookso__________?Doyousleepwellthesedays??3.Iwas__________withthefilmIsawlastnight.Ihadexpectedittobebetter.?4.Everybodywas__________tohearthedeathofthefamousfilmstar.?5.Thechildrenarereally__________aboutgoingtothezoo.?6.Hiswoundbecame__________withanewvirus.?Suggestedanswers:1.worried2.tired3.disappointed4.astonished5.excited6.infected?T:Welldone.Step5FurtherPractising?T:Nowlet’sdosomeexercises.?1.TheOlympicGames,__________(play)in776B.C.,didnotincludewomenplayersuntil?1912.?2.Cleaningwomeninbigcitiesget__________(pay)bythehour.?3.Mostofthepeople__________(invite)tothepartydidn’tturnupbecauseoftheheavyrain.4.Whoistheman__________(talk)toourheadmaster??5.Theprofessor__________(pay)avisittoourschoolisfromBeijingUniversity.?6.The__________(die)manwasimmediatelytakentohospital.?7.Thesoldiersgotoffthetruckandmovedthe__________(fall)treeawayfromthehighway.8.We__________(surprise)tofindthatfewofthestudentsdidtheexperimentwell.?Suggestedanswers:1~8:played,paid,invited,talking,paying,dying,fallen,surprised?Step6ConsolidationT:Inthisperiod,wemainlyfocusonthepastparticipleusedastheattributeandthepredicative.Afterclass,wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly?Besides,youwillalsohavetofinishtheexercisesonPage44Ex1-2using?thepastparticiple.?
TheDesignoftheWritingontheBlackboard
Unit1Greatscientists
Period5GrammarPastparticiplesusedastheattributePastparticiplesusedasthepredicative1.Itisoneofthequestionsdiscussedatthemeetingyesterday.2.Hisletter,addressedtothewrongnumber,reachedmelate.3.Theaudience,movedbyhisspeech,allvoicedsupportforhissuggestion.?4.Basketball,firstplayedintheUSA,isnowaninterestingsport.1.Hegotworriedaboutlosingthemoney.?2.Whydoyoualwayslooksotired??3.IwasdisappointedwiththefilmIsawlastnight.Ihadexpectedittobebetter.?4.Everybodywasastonishedtohearthedeathofthefamousfilmstar.?5.Thechildrenarereallyexcitedaboutgoingtothezoo.
ResearchandActivitiesSupposeyouaremayorofWuxi.Findoutmeasurestostoppollution.Pleaseusethepastparticipleastheattributeandthepredicative.NowadayseveryoneinWuxiisworriedabouttheenvironment.Theairispolluted.Thewaterispolluted.Wecannotbreathethepollutedairanymore.Let’stakeaction—Studentsshouldusetheirimaginationandcreativitytocontinuethewriting.?
ReferenceforTeaching
现在分词和过去分词的区别现在分词和过去分词主要差别在于:现在分词表示“主动和进行”,过去分词表示“被动和完成”(不及物动词的过去分词不表示被动,只表示完成)。分词可以有自己的状语、宾语或逻辑主语等。?1.单个分词作定语一般放在被修饰之前(有些单个过去分词作宾语时,也可放在被修饰词之后),如:分词短语作定语一般放在被修饰词之后,有时可用定语从句代替。单个分词作前置定语表示被修饰词所发出的动作,即分词动作的逻辑主语是它修饰的词。如:?TheexcitingnewsthatChineseathleteswonover20goldmedalsinSydney2000OlympicGamesinspiredallofus.(单个现在分词作前置定语,表示被修饰词所发出的动作,即Thenewswasexciting.)?Thebuildinglyingonthewestoftheseacostsome20000000dollars.(现在分词短语作后置定语,相当于一个定语从句thatlies)?现在分词表示主动的动作或正在进行的主动动作,如:boilingwater,therisingsun,developingcountry;过去分词表示被动动作或已完成的动作,如:boiledwater,therisensun,developedcountry。?2.分词作后置定语应注意:?(1)现在分词表示的动作:?①一个正在进行的动作,如:?Canyouseetheshipdisappearing(thatisdisappearing)inthedistance??②表示将来的动作,如:?Canyoutellmethenumberofpeoplecomingtotheparty(whowillcometotheparty)??③表示某个经常性的动作或状态,如;?Thegirllookingafter(wholooksafter)Harry’schildrengets200dollarsaweek.?(2)过去分词表示的动作:?①发生在谓语动词的动作之前,如:?Isthisthebookwritten(thatwaswritten)byHenryJames??②与句中谓语动词是相应的经常性的动作,如:?Hewasthenaprofessorrespected(thatwasrespected)byalltheteachersandstudentsofthecollege.?③being+过去分词结构表示动作正在进行,如:?The65-storeyedbuildingbeingbuilt(thatisbeingbuilt)willberunbyaUScompany.?正在建设的那座65层大楼将由一家美国公司经营。?④tobe+过去分词结构表示一个将来动作,如:?Hewasinvitedtotheconferencetobeheld(thatwillbeheld)inShanghaiinMay2001.?分词前置?Wecanseetherisingsun.我们可以看到东升的旭日。?Heisaretiredworker.他是位退休的工人。?分词后置(i.分词词组;ii.个别分词如given,left;iii.修饰不定代词something等)?Therewasagirlsittingthere.有个女孩坐在那里。?Thisisthequestiongiven.这是所给的问题。?Thereisnothinginteresting.没有有趣的东西。?过去分词作定语?与其修饰的词是被动关系,相当于一个被动语态的定语从句。?Mostofthepeopleinvitedtothepartywerefamousscientists.?MostoftheartistsinvitedtothepartywerefromSouthAfrica.?
典型例题1)Thefirsttextbook__________forteachingEnglishasaforeignlanguagecameoutinthe16thcentury.A.havewrittenB.tobewrittenC.beingwrittenD.written解析:书与写作是被动关系,应用过去分词作定语表被动,相当于定语从句whichiswritten。?答案:D?2)What’sthelanguage__________inGermany??A.speakingB.spokenC.bespokenD.tospeak解析:主语language与谓语动词之间有被动的含义。spoken是动词speak的过去分词形式,在句中作定语,修饰主语language,spoken与language有被动关系。该句可以理解为:What’sthelanguage(whichis)spokeninGerman??答案:B?3.作表语的分词通常看作形容词来用。现在分词表示主语的性质,而且主语多为物;过去分词表示主语的感受或状态,主语多为人。如:?(1)Thestoryisinteresting.故事有趣。?Weareinterestedincomputers.我们对计算机感兴趣。?(2)Theglassisbroken.玻璃杯破了。?(3)Thewaterisboiled.水是开的。?
两种形式的过去分词在英语中,有些动词有两种过去分词形式,并且它们在用法和意义上不同?1)learned/learnt?两者都可用在完成式中构成谓语,但learned还可作定语“博学的”之意解。而learnt不能。[举例]Wehavelearned/learnt200newwordssincelastterm.?从上学期开始,我们已经学了200个新词了。?ProfessorWangisalearnedman.王教授是个有学问的人。?2)lighted/lit?lighted可用作定语,lit用作表语。?[举例]Thelightedcandlelitthewholeroom.?点燃了的蜡烛照亮了房间。?Thecigaretteisnotlit.烟没点着。?3)hung/hanged?hung意为“悬挂”,hanged意为“绞死,吊死”。?[举例]Afamouspaintingishungonthewall.墙上挂着一幅名画。?Hewashangedbyhisenemy.他是被敌人绞死的。?4)hid/hidden?hid用于完成时,hidden可作表语和定语。?[举例]Thesunishidden.?太阳被云遮住了。?Theremustbesomeonehiddeninthecupboard.?一定有人藏在柜子里。?Wherehaveyouhidmybook??你把我的书藏在哪儿了??5)struck/stricken?struck用于完成时构成谓语,stricken用作定语,还可表示“受到打击”。?[举例]Theclockhasstruckthree.?时钟已敲响了三点。?Therescueteamsracedtothestrickenship.?救援队立刻前往抢救遇难船只。?6)born/borne?born既可用作表语,又可用作定语,borne用于完成时构成谓语。?[举例]HewasborninJapanin1973.?他于1973年出生于日本。?Sheisabornsinger.?她是个天生的歌唱家。?Shehasbornetwoboys.?她已经生了两个男孩。?7)burned/burnt?burned强调燃烧的动作,burnt强调状态或结果,还可用作定语。?[举例]Alotofpeoplewereburnedinthebigfire.?很多人在那场大火中被烧死了。?Oilisburntincars.汽车用汽油作燃料。?Theburntpeoplearebeingtreatedinhospital.?烧伤的人们正在住院接受治疗。?8)sunk/sunken?sunk用作表语,sunken用作定语。?[举例]TheshipofTitanicwassunkforever.?泰坦尼克永久地沉没了。?Thesunkenboatcouldneverbefound.?那艘沉船再也没有找到。?9)melted/molten?melted用作表语,molten用作定语。?[举例]Theiceintheriverismelted.?河里的冰融化了。?Themoltensteellookslikewater.?熔化了的钢看上去像水一样。?
一名优秀的教师在教学时都会提前最好准备,作为教师就要精心准备好合适的教案。教案可以更好的帮助学生们打好基础,减轻教师们在教学时的教学压力。优秀有创意的教案要怎样写呢?下面是小编精心为您整理的“Great scientists Period 2 Reading教案”,希望能对您有所帮助,请收藏。
Period2Reading
TheGeneralIdeaofThisPeriodThisisthesecondperiodofthisunit.Thisperiodfocusesonthereadingpassage,whichisaboutJohnSnowandKingCholera.Atthebeginningoftheperiod,theteachercandesignsomeactivitiestodrawthestudents’attentiontoread.Inordertoattractthestudents’attention,theteacherhadbetterofferthestudentstheopportunitiestohaveacompetitionaboutsomeinformationaboutsomescientistsmentionedintheWarmingup.ThentheteachercanmakefulluseofthequestionsinthePre-reading.Thisstepisdesignedtomakeforpreparingforunderstandingthepassage.?Readingskillsareveryimportantforseniorstudents.Forthefirstreading,weintendtocultivateSs’skimmingabilityandscanningability.Firstaskthestudentstoscanitandtickoutwhat...arementionedinthepassage.Thenletthestudentsreadfasttofindoutthemainideaofeachparagraph.InordertostimulateSstotakepartintheclassactivitymoreactively,theteachercanorganizeagroupcompetitiontoseewhichgroupcanfinishthetaskfastestandbest.Forthesecondreading,thestudentsareexpectedtoknowsomedetailsaboutthepassage.Lateron,theteacherwillpresentsomequestionsforthestudentstoanswerandatthesametimetheyareaskedtofinishfillinginthechart.Thethirdtimeistoreadforfurtherinformation.ThispartisdesignedtogetSsintothehabitofreadingapassageasawhole,thatis,togetthegeneralidea.AnotherpurposeofthispartistoaskSstopayattentiontothedetails.?TodevelopSs’furtherunderstandingability,theteachercandesignsomequestions,whoseanswersarebeyondlines.Sotheteacherwillhelpthemtoreadbetweenthelines,thusSscangraduallygettheabilitytounderstandtheimpliedmeanings.Inthisstep,theteacherasksSstoreaditagaininordertomakethemthinkabouttheorganizationofthewholepassage,andthismethodcanhelpthemnotonlyintheirunderstandingthispassagebutalsoinwritingashortpassage.?Toconsolidatethecontentofthepassage,Ssarerequiredtoretellitaccordingtothemainidea.InordertoarousetheSs’interest;theteachercanholdacompetitionbetweengroups.Afterthestudentsunderstandthewholepassage,theyareaskedtohaveatopicdiscussion.?TeachingImportantPointsHaveagoodunderstandingofthetextbydoingtheexercises.?Getthestudentstolearndifferentreadingskills,especiallygistreadingandcomprehendingbeyondlines.TeachingDifficultiesKnowthemeaningsbetweenlinesandbeyondlines.?Learndifferentreadingskillsfordifferentreadingpurposes.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAimsKnowledgeAimHaveagoodunderstandingofthetextthroughtheexercises.?AbilityAimsGraspsomereadingskills.?Developtheabilitytodescribesomefamousscientists.?EmotionalAimsEncouragethestudentstoworkhardattheirlessonsinordertodevotethemselvestoscience.
TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissYang.?Step2RevisionT:Yesterdaywetalkedalotaboutgreatscientists.NowI’dlikeyoutoanswersomequestions?toseehowmuchyourememberaboutthem.Let’scometoagroupcompetition.Ifyouknowtheanswer,youcanjuststandup.Ifyougetyouranswerright,I’llgiveyoutenmarks.Areyouready?Listencarefully.Whichscientistdiscoveredthatobjectsinwaterareliftedupbyaforcethathelpsthemfloat?Anyvolunteer??S:Archimedes.T:Right.Whowroteabookexplaininghowanimalsandplantsdevelopedastheenvironmentchanged??S:CharlesDarwin.?T:Yes.Doyoustillrememberthetitleofthebook??S:OntheOriginofSpecies.??T:Verygood.Whoinventedthefirststeamengine??S:JamesWatt.?T:You’vedoneagoodjob.Whousedpeastoshowhowphysicalcharacteristicsarepassed?fromparentstotheirchildren??S:GregorMendel.?T:Canyousaysomethingabouthim??S:OK.Hisresearchgavebirthtothescienceofgenetics.?T:Welldone.Whodiscoveredradium??S:MadameCurie.?T:Yes,weknowsheisagreatwomanscientist.Weshouldrememberwhatshesaid.Lifeisnoteasyforanyofus.Wemustwork,andaboveallwemustbelieveinourselves.Wemustbelievethateachoneofusisabletodosomethingwell,andthat,whenwediscoverwhatthissomethingis,wemustworkhardatituntilwesucceed.?T:Whoinventedthewayofgivingelectricitytoeverybodyinlargecities??S:Faraday.?T:Youareright.Whowasthepainterthatstudieddeadbodiestoimprovehispaintingofpeople??S:LeonardodaVinci.?T:Yes.Whoinventedalamptokeepminerssafeunderground??S:HumphreyDavy.?T:Whoinventedtheearliestinstrumenttotellpeoplewhereearthquakeshappened??S:ZhangHeng.?T:Doyouknowwhatheinvented??S:Heinventedseismograph.?T:Whoputforwardatheoryaboutblackholes??S:StephenHawking.?T:Hewroteafamousbook.What’sthetitleofit??S:ABriefHistoryofTime.??T:Allofyoudidagoodjob.Forthetimebeing,thefirst/second...groupwonthecompetition.Buttherearealotofchancesforyoutocatch.Wewillcontinueourcompetitionlater.?Step3NewWordsT:TodaywearegoingtoreadanewpassageaboutanotherscientistnamedJohnSnow.Firstlet’scometonewwordsfirst.Herearesomedefinitionsofsomeofthewordsfromthistext.Pleaseworkinpairsandmatchthewordswiththeirdefinitions.?A.attend?B.control?C.handle?D.blame?E.absorb?F.announce?G.immediately?H.belinkedto?I.inaddition?J.expose1.havecontrol,authority,powerover?2.partofatool,bucket,drawer,etc.bywhichitmaybeheldinthehand3.takeorsuckin?4.atonceorwithoutdelay?5.uncover,leaveuncoveredorunprotected?6.aswell,besides?7.bejoinedwith,beconnectedwith?8.waiton,serve,lookafter?9.fixonsb.theresponsibilityforsth.doneornotdone?10.makeknownSuggestedanswers:B—!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1C—2E—3G—4J—5I—6H—7A—8D—9F—10?Step4Pre-readingT:Therearesomanyscientiststhatwecan’tcountthem.Butallthescientistsmusthavetheirscientificattitudeandscientificwaytodoscientificresearch.NowopenyourbooksonPage1.LookatthequestionsinPre-readingquicklyanddiscussthemwithyourpartnerintwominutes.?(Teachergivesthestudentstwominutestodiscuss.Afterthat,theteacherasksthemtoanswer?thethreequestions.)?T:First,let’stalkaboutinfectiousdiseases.Canyounamesome?Let’scometoagroupcompetitionagain.Ifyougetyouranswerright,I’llgiveyoutenmarks.?Ss:Birdflu,SARS,cholera...?T:Whatdoyouknowaboutcholera??S:Cholerawasa19thcenturydisease.?S:Cholerawasspreadbygerms.?S:Itwasthemostdeadlydiseaseofitsday.?S:Peoplewhoareinfectedwithitwillbeeasytodie.?S:...?T:Excellent.Now,let’scometoQuestion2.Howcanweproveanewideainscientificresearch?Whatorderwouldyouputthemin??Ss:findaproblem—makeupaquestion—thinkofamethod—collectresults—analysetheresults—repeatifnecessary—drawaconclusion.?Step5ReadingFirstreading:ScanningT:Hereisanothergreatscientist.Maybeyouarenotfamiliarwithhim.Lookathispicture?onPage2.JohnSnowwasthegreatscientistwhodefeatedKingCholera.Scanthepassageandtickoutwhatarementionedinthepassage?Iwillgiveyoutwominutes?.?(1)JohnSnow’swish?(2)JohnSnow’sattendingQueenVictoria?(3)twotheoriesexplainingthecauseofCholera?(4)JohnSnow’sexaminationofthesourceofthewater?(5)evidenceforthecauseofCholera?(6)thesourceofallwatersupplies?(7)thespreadofCholerabygermsinpollutedwaterSuggestedanswers:(1)(3)(4)(5)(7)arementionedinthepassage.?Secondreading:Skimmingtofindoutthemainideaforeachparagraph?T:Skimeachparagraphandfindoutthemainideaforeachone.Whenyouwanttofindthemainideaofeachparagraph,youespeciallypayattentiontothefirstsentenceandthelastone,whichmayhelpyoufindthemainideaquickly.Iwillgiveyouthreeminutestodoit.?(Theteacheroffersthreeminutesforthestudentstodoit.Lateraskssomestudentstoanswer.)Suggestedanswers:!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Thirdreading:Detailed-readingtoanswerquestionsT:Now,let’sreadthepassagecarefullytolearnaboutmoredetails.LaterIwillletyouanswersomequestionsandfillinthechart.Let’scometoagroupcompetitionagain.Ifyougetyouranswerright,I’llgiveyoutwentymarks.ScientificReportbyJohnSnowTheproblemThecauseIdea1Idea2ThemethodTheresultsIdea1or2?Why?Theconclusion1.WhatproblemexistedinLondonathistime??2.Howdidcholerakillpeople??3.Howdidheprovethesecondtheorywascorrect??4.Whatwastheresultafterhelookedintothecauseofcholera??5.Whichideawasright?Why??6.Whatconclusiondidhedraw??Suggestedanswers:ScientificReportbyJohnSnowTheproblemThousandsofpeoplediedofcholeraeverytimetherewasanoutbreak.Neitheritscause,noritscurewasunderstood.ThecauseIdea1Choleramultipliedintheairwithoutreason.Idea2Peopleabsorbedthisdiseaseintotheirbodieswiththeirmeals.ThemethodHebegantogathertheinformation.Hemarkedonamapwhereallthedeadpeoplehadlivedandthemapgaveavaluableclueaboutthecauseofthedisease.Helookedintothesourceofthewater.TheresultsPollutedwatercarriedthedisease.PeoplewhodrankthepollutedwaterdiedofCholera.Idea1or2?Why?Idea2iscorrect.HefoundtwootherdeathsinanotherpartofLondonthatwerelinkedtothepollutedwater.Withthisextraevidence,hewasabletoannouncethatpollutedwatercarriedthedisease.Theconclusion“KingCholera”wasdefeated.FourthReading:FurtherunderstandingT:Fromthepassage,weknowthatJohnSnowbelievedthatIdea2wasright.Howdidhefinallyproveit?Ifyougetyouranswerright,I’llgiveyouthirtymarks.?Ss:JohnSnowbelievedinthesecondtheorybutneededtoprovehewascorrect.SowhenanotheroutbreakhitLondonin1854anditspreadquicklythroughthepoorneighbourhoods,hebegantogathertheinformation.Hedeterminedtofindoutwhy.Hemarkedonamapwhereallthedeadpeoplehadlivedandthemapgaveavaluableclueaboutthecauseofthedisease.HelookedintothesourceofthewaterforBroadStreetandCambridgeStreet.Hehadshownthatcholerawasspreadbygermsandnotinacloudofgas.Inaddition,hefoundtwootherdeathsinanotherpartofLondonthatwerelinkedtotheBroadStreetoutbreak.Theydiedofcholeraafterdrinkingthepollutedwater.Withextraevidence,hewasabletoannouncethatpollutedwatercarriedthedisease.FinallyKingCholerawasdefeated.?T:Youreallydidagoodjob.DoyouthinkJohnSnowwouldhavesolvedthisproblem?withoutthemap?Why?Ifyougetyouranswerright,I’llgiveyouthirtymarks.?S:Ithinkhewouldhavesolvedtheproblem.Buthewouldspendmoretimeintestingthetwotheoriesanditwouldbemoredifficultforhimtolookintothecauseofcholera.(Theteachershouldgivethemabouttwominutestodiscuss,andjoininthediscussionatthesametime.Afterthat,thestudentswillbeaskedtoshowtheiropinionstothewholeclass.)Step6ConsolidationT:Inthisperiod,wehavelearnedalotaboutJohnSnowandKingCholera.Whathaveyoulearnedfromit?Iwillgiveyouoneminutetoprepareforit.Ifyoursentenceisquitegood,I’llgiveyouthirtymarks.(Afteroneminute.)?S1:JohnSnowwasawell-knowndoctorinLondon.?S2:HeattendedQueenVictoriatoeasethebirthofherbabies.?S3:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S4:JohnSnowhadshownthatcholerawasspreadbygermsandnotinacloudofgas.?S5:JohnSnowannouncedthatpollutedwatercarriedthedisease.?S6:...?T:Yoursentencesaresowonderfulandamazing.Iadmirethemverymuch.Whowouldliketoretellthewholepassagetous?Ifyoucan,I’llgiveyoufiftymarks.?Ss:...?Step7TopicdiscussionT:Nowlet’scometoourtopic.Weknowcholerawasa19thcenturydisease.Whatdiseasedoyouthinkissimilartocholeratoday?Why?Ifyoushowquiteagoodopinion,I’llgiveyouthirtymarks.ButfirstIwillgiveyoutwominutestodiscussitwithyourpartner.?(Theteachershouldgivethemabouttwominutestodiscuss,andjoininthediscussionatthesametime.Afterthat,thestudentswillbeaskedtoshowtheiropinionstothewholeclass.)?S:Sincealotofpeopledieofbirdflu,Ithinkbirdflutodayissimilartocholera.Nowthecauseofbirdfluisnotquiteclear,butscientistsdevotetheirlivestofindingoutthecauseandthecure.S:Inmyopinion,SARSisquitesimilartocholera.SARSisspreadbygermsintheairwhilecholeraisspreadbygermsinthepollutedwater.Alotofpeoplehavebeendying?ofSARS.?Ss:...?T:Thistime,thefirst/secondgroupwonthecompetition.Congratulations!?T:I’dlikeyoutowriteashortpassageaboutJohnSnowaccordingtothepassage.?
TheDesignoftheWritingontheBlackboard
Unit1Greatscientist
Period2ReadingMainideaofeachpartScientificReportbyJohnSnowTheproblemThecauseIdea1Idea2ThemethodTheresultsIdea1or2?Why?Theconclusion
ResearchandActivitiesUseyourimaginationtowriteashortpassageaboutwhatmayhappeninthefuture.ImagineifyouweretofindoutthecausesofSARS,howwouldyoudoandwhatmethodswouldyouusetotestyourtheory?Youcanimitatethestructureofthereadingpassage,butyoumustmakefulluseofyourimaginationtowritewhatisdifferentfromthecauseofcholera.
ReferenceforTeaching
WHO:CholerainChadCouldSpreadtoSudan’sDarfurThegovernmentofChadiscallingforinternationalassistancetofightacholeraoutbreakinthecountry.TheWorldHealthOrganizationsaysitisconcernedthatthediseasecouldspreadtotheDarfurregionofwesternSudan,whichisalreadystrugglingwithhisownhumanitariancrisisduetoviolence.ThegovernmentofChadsaysmorethan2000casesofcholerahavebeenreportedinthecountry,anditexpectsthatnumbertomorethandoublebytheendoftherainyseasoninSeptember.Although,themajorityofcasesinChadarebeingreportedintheregionsurroundingthecapitalinthewest.ButtheWHOsaysitisdeeplyworriedthatitcouldspreadtoneighboring?SudanandtherefugeecampssprawledacrossitstroubledwesternregionofDarfur.?AnexpertwiththeWHO,Claire-liseChaignat,saysthediseaseisendemictomainlypoorerareasthatdonothaveaccesstosafewatersupplies.“Anotherfactorisalsotherefugees?livinginrefugeecampswheretheyarelivinginclosecommunitieswithnotenoughwaterandnopropersanitation,”shesaid.“So,thatisalsoahighriskforthecommunity.So,forexample,weareverymuchscaredthat,now,inthecrisisinDarfur,orintheeasternChad,theremightbeacholeraoutbreak.Incasethegermoccursbecausethewaterandsanitationsituationissobadthatit’sreally,arealriskthatwemighthaveacholeraoutbreakthere.”?Chadhasbeenbattlingapotentiallocustscourgeinthewest,andhasreceivedaninfluxofrefugeesintheeastfromthefightingtakingplaceintheDarfurregion.Thegovernmentisaskingfornearly$200000inaidtotrytocurbthespreadofcholera.?CholeraoutbreaksarebeingreportedthroughoutmuchofcentralandwesternAfricathisyear,includingCameroon,SierraLeone,GuineaandtheDemocraticRepublicofCongo.?Thediseasespreadsquicklyinareaswherewatersuppliesarecontaminatedandcausesdehydrationwithindays.Itcanleadtodeathifvictimsareuntreatedwithinaweek.?CarrieGiardino,VOANews,Abidjan.?ThestrainsofcholerabacteriaprevalentinChinamakechangeandexpertswarnforpossibleoutbreak.?InChina’sdatabaseofepidemicstatus,apaintingdepictedwiththethreeepidemicwavesdocumentedinfiguresthestatusofcholeraepidemicinthepast40yearsthroughoutthecountry.Eachtimeoffluctuationsintheepidemicgraphwasrelatedtothechangesofcholerabacterialtyping.Thelatestdataofmonitoringshowedthatthedominatingbacterialtypeofcholeraepidemicshadanotherchangeemergingwithauniqueepidemicbacterialtype.SpecialistsoftheChineseCenterforDiseaseControl(CDC)warnedthatthepossibleaftermathofepidemicsituationresultedfromthechangesofbacterialtypeofcholeramustbedealtwithintensiveprecaution.?AcademicianGaoShouyiofChineseCDCpointedoutthattheInaba1dstrainemergedpredominantlysincelastyear,hadthecharacterofwidedistributionofthesamestrain,andits16Sribosomalgeneprobehybridizationbelongedtothesamestrainseeninthemajorityoftheprovinces.InacertainlocationoftheSouthernprovinces,theeltorstrain,inadditiontotheoccurrenceofInaba1dstrain,alsopartiallyemergedwiththe1c,1b,1fstrains;however,itsribosomaltypingwasidenticalwiththepredominantepidemicInaba1dstrain,allcamefromthesamecloneline.IncertainplacesofthesouthernwestareatheOgawatypethatmutatedintoInabatypeemerged;andtheInabastrainoccurredin2001wasnotthecontinuationoftheInabastrainof2000;additionallyinanotherlocationofthesouthwesternareaanOgawa6buniqueepidemicstrainoccurred.?From18-19April,aworkingconferenceofnationalpreventionandtreatmentofgastrointestinalinfectiousdiseaseswasheldinBeijingjointlysponsoredbytheChineseCDCandtheconsultativecommitteeofdiarrheaspecialistsofMinistryofHealth.TherelatedspecialistsandtheleadingmembersoftheCDCwereorganizedtocarryoutanoutspreaddiscussionuponthesubjectofpreventionandtreatmentofinfectiousdiseasesofthegastrointestinaltract,headedbycholera.OnApril17th,theCDCissuednotificationtotheCDCsystemthroughoutthecountrytocarryouttheweeklyreportofcholeraepidemicsandtheactsofreportsofthescatteredcases;measuresforaugmentationofmonitoringandretrieveofepidemicsourceswerealsoarranged.
Period3Grammar
了解并掌握-ed做定语及表语
★预习案PreviewingCasew
Translatethesentenceswiththepastparticiplesfromthereadingpassageandrecitethem.
①DoctorJohnSnowwasawell-knowndoctorinLondon...
②Somanythousandsofterrifiedpeoplediedeverytimetherewasanoutbreak.
③JohnSnowtoldtheastonishedpeopleinBroadStreettoremove...
④Buthebecameinspiredwhenhethoughtabouthelpingordinarypeople.
⑤Neitheritscause,noritscurewasunderstood.
⑥Hegotinterestedintwotheories.
过去分词是非谓语动词的一种形式,表示动作的_________和_______。它在句子中可以充当________、________、________等成份。本单元仅谈其作______和________的用法。
★探究案ExploringCase
探究点一:过去分词作定语有前置和后置两种情况。
1、前置定语:
A类:被动意义:
an___________guest=a__________guest一位受尊敬的客人
The___________workersarenowbeingtakengoodcareofinthehospital.
受伤的工人现正在医院受到良好的照料。
B类:完成意义:
a_________teacher一位退休的教师
Theyarecleaningthe_________leavesintheyard.
他们正在打扫院子里的落叶。
总结:________的过去分词作定语,通常放在被修饰的名词之______,作前置定语。表示________和________的意义。
2、后置定语:
Thiswillbethebestnovelofitskindeverwritten(=thathaseverbeenwritten).
Whoweretheguestsinvited(=whohadbeeninvited)toyourpartylastnight?
总结:过去分词短语作定语时,放在被修饰的名词之______,作后置定语,作用相当于一个____________。
3、注意:①如被修饰的词是something,anything,everything,nothing,-one,-body以及those等,分词放在被修饰词的后面。
Heisoneofthosekidnapped.他是那些被绑架的人之一。
你还有什么没完成的事吗?
______________________________________________________________?
②单个分词也可以作后置定语,用以强调动作。?
Theydecidedtochangethematerialused.他们决定更换使用的材料。
③不及物动词的过去分词仅表示时间的完成,无被动意义。现在分词表示动作正在进行。
_______leaves落叶______leaves正在下落的树叶
a_________country发达国家a________country发展中国家
the_______water(凉)开水?the_______water沸水?
探究点二:过去分词作表语
Theteacherseemedquitedelightedattheidea.
Whenweheardofthestory,weweredeeplymoved.
过去分词作表语表示主语的_________和_________。
注意:①作表语的过去分词,________的意味很弱,主要表示动作的_______和某一_______,相当于一个形容词。
Theboatisbroken.Thestreetiscrowded.
②表示______的过去分词:disappointed,excited,surprised,pleased…
表示______的过去分词:lost,known,married,dressed,gone,drunk…
Latertheyfoundthattheywerelost.Thehappytimeisgone.
常见的作表语的过去分词:
amused(愉快的);connected(连接的);broken(碎了的);closed(关闭的);astonished(吃惊的);covered(覆盖的);crowded(拥挤的);delighted(高兴的);;dressed(穿着的);drunk(喝醉的);experienced(有经验的);worried(担忧的);interested(感兴趣的);tired(疲劳的);satisfied(满意的);surprised(吃惊的);married(已婚的),等
③过去分词作表语:强调____________________
被动语态:强调____________________
Myglassesarebroken.(________)
Myglasseswerebrokenbymylittledaughter.(________)
Hewassurprisedatthenews.(________)
Iwasgreatlysurprisedbyaknockatthedoor.(________)
★练习PracticeChoosethebestanswers.
1.Mostoftheartists______tothepartywerefromSouthAmerica.(MET1990)
A.invitedB.toinviteC.beinginvitedD.hadbeeninvited
2.Cleaningwomeninbigcitiesusuallyget______bythehour.(NMET1998)
A.payB.payingC.paidD.topay
3.Thefirsttextbook______forteachingEnglishasaforeignlanguagecameoutinthe16thcentury.
A.havingwrittenB.tobewrittenC.beingwrittenD.written
4.Dontusewords,expressions,orphrases______onlytopeoplewithspecialknowledge.
A.beingknownB.havingbeenknownC.tobeknownD.known
5.Hearingloudknocksatthedoor,Samgot______andopenedittofindwhoitwas.
A.dressedB.dressingC.dressD.beingdressed
6.Allpeoplepresentatthemeetingwere______atthesurprisingnews.
A.tosurpriseB.surprisedC.beingsurprisedDsurprise
7.Theynowhaveagovernment,______byallthepeople.
A.havingsupportedB.supportingC.supportedD.tobesupported
8.______in1636,HarvardisoneofthemostfamousuniversitiesintheUnitedStates.(2000)
A.BeingfoundedB.ItwasfoundedC.FoundedD.Founding
PreviewingCase
Task1
Task2.过去分词是非谓语动词的一种形式,表示完成和被动的动作。它在句子中可以充当表语、定语、状语等成份。下面仅谈其作定语和表语的用法。
ExploringCase
探究点一1.
anhonored/respectedguest
Theinjuredworkersarenowbeingtakengoodcareofinthehospital.
2.aretiredteacher一位退休的教师
Theyarecleaningthefallenleavesintheyard.
Doyouhaveanythingunfinished?你还有什么没完成的事吗?
fallenleaves落叶fallingleaves正在下落的树叶
adevelopedcountry发达国家adevelopingcountry发展中国家
theboiledwater(凉)开水?theboilingwater沸水?
二、
情绪;状态
①被动;完成;状态
②情绪;状态
③主语所处的状态
主语所承受的动作
Practiceafterclass
Keys:1–8ACDDABCC
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