Period 5 Extensive Reading Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 movement, complete, backward, spin, enthusiastic, cautious, reject, topology, lead to, make sense b. 重點(diǎn)句式 Although he had tried to ignore them ... P7 The problem arose because ... P7 He also suggested that ... P7 2. Ability goals 能力目標(biāo) Enable the students to talk about the stages in scientific research. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to know about the general approach for doing a research. Teaching important & difficult points 教學(xué)重難點(diǎn) Learn about the common stages in doing a research. Teaching methods 教學(xué)方法 Task-based learning approach. Teaching aids 教具準(zhǔn)備 A computer and a projector. Teaching procedures & ways 教學(xué)過程與方式 Step I Revision Ask the students to retell the text. Sample versions: S1: I’ll have a try. John Snow was a very famous doctor in London in 19th century. At the time he lived, cholera was the most frightening disease, which killed many thousands of people in the industrial cities of England. Nobody knew the cause of the disease. John Snow believed that cholera was caused by drinking polluted water. He believed that when dirty water from the toilet and drinking water were mixed, it was possible for the illness to be passed from one person to the next. In 1854, he was able to prove that his theory was correct. To do this he approached the problem in a systematic way. He found an outbreak of cholera and studied its effects on a small neighborhood. He gathered information about the drinking habits of the people and used them to justify his theory. He is important because he was the first person to gather information scientifically about a disease in order to find its cause. S2: OK. I’d like to retell Snow’s work in the order of the stages. We know there were seven stages in his research. First Snow, as well as other doctors could not find the cause of the cholera, nor the cure for it. He got interested in two theories. The first suggested that cholera multiplied in the air without reason. The second suggested that people absorbed this disease into their bodies with their meals. He believed in the second theory. So he collected much information to prove it. He did a lot of research and experiments to analyze the results. All the results were the same: It is certain that the dirty water resulted in the disease. At last he could make a conclusion: It was the polluted water that caused the illness. StepⅡ Pre-reading Ask the students to look at the pictures on pages 7 and 45. And remind them of the common knowledge of “Sun-Centered Theory” and “the Euler path”. T: Today we are going to learn more about science and scientists. There are two pictures of the great scientists and the illustrations of their theory. You can discuss with your partners about them. Then tell me sth. about them. S1: We know the first picture is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it. The illustration shows his theory. S2: We guess the second picture is Lenohard Euler. Euler invented a new branch of mathematics —topology by luck. The chart is about the “Seven Bridges of Konigsberg” and the famous “Euler path”. Step Ⅲ Reading Encourage the students to get the general ideas of the passages. T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with two scientific reports. Please read the two passages quickly and try to answer the questions on the screen. Show the questions on the screen. 1. What’s Copernicus’ fear? 2. What’s Euler’s puzzle? 3. How did Copernicus prove his theory? 4. How did Euler prepare for his research? 5. What are their theories? Sample answers: S1: I have the answer. Copernicus found his theory was against the Christian church’s saying. If he spoke out his finding, he would be punished severely. S2: I know Euler’s puzzle. He found that he could cross six of the bridges without going over any of them twice or going back on himself, but he couldn’t cross all seven. S3: Let me answer the third question. Copernicus had thought long and hard about these problems which astronomers had noticed and tried to find an answer. He used all his mathematical calculations to work on these problems. He had collected observations of the stars for over ten years. All his calculations and observations proved that his theory was right. S4: I would like to say something about Euler’s research. The first stage in his research is to find the problem that he could cross six of the bridges without going over any of them twice or going back on himself, but he couldn’t cross all seven. The second stage is to think of a method: He drew a map and used dots and lines to simplify his analysis. Trying and observing over and over again, he found a general rule. S5: Copernicus’ theory can be expressed in this way: The sun is the center of the universe. All planets went around the sun in solar system. S6: I know the answer. I am interested in topology. Euler’s theory is called “The Euler path”. It is expressed like this: If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice. Step Ⅳ Further-reading This time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7 and 46. T: Now class. Please read the two passages again. And discuss the questions on the screen in groups. Show the questions on the screen. 1. As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this? 2. Euler was called “the father of modern mathematics”. In what area is topology used today? Sample answers: S1: I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier. S2: I don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s. S3: I support you. Every time when a new idea appears, there are always rejections. It’s normal. Scientists should have patience to spread their truth. S4: I don’t think so. Science can never advance unless people have the courage of their beliefs. S5: I agree. As a scientist, you must have the courage to publish your findings. No matter how people oppose it, time will show if your ideas are right or wrong. S6: But I suppose that Copernicus’ attitude towards his new theory was proper at that time. It made no sense for him to publish his theory in a hurry. He was just cautious not coward. He should protect himself first. S7: The subway or underground railway. S8: When we study computer lessons, we often hear of the computer topology maps. S9: Maybe telephone nets and electricity nets can adopt topology. T: I quite agree with you. And I am glad you have known so much about the science. StepⅤ Practice For Exercises 1 and 2 on page 7 and the problems on page 46, encourage the students to fulfill them quickly and correctly. And check the answers together. And then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences. Show the following on the screen. 1. Nicolas Copernicus was frightened and his mind was confused. 2. He placed a fixed sun at the center of the solar system. 3. He joined these points together using curved lines. T: Please read the three sentences and tell me what parts of speech the past participles are acting as. A sample answer: In the first sentence, “frightened” and “confused” are acting as predicative. In the second and the third sentence, “fixed” and “curved” are used as attributes. Step Ⅵ Homework 1. Search on the Internet for more information about Copernicus and Euler. 2. Prepare for the language study, reviewing the words and expressions in this unit.