2020届一轮复习人教版必修五Unit1Greatscientists单元教案（13页word版）

2020届一轮复习人教版必修五Unit1Greatscientists单元教案（13页word版）

‎2020届一轮复习人教版必修五Unit1Great scientists单元教案 Period1 Warming up and reading教案 第一部分 教学设计说明 About the topic and the structures 单元话题和结构 本单元的话题是“伟大的科学家”，介绍了西方历史上的两位科学家。本单元句法项目是“过去分词作定语和表语”。‎ 题解：科学家是专门从事科学研究的人士，包括自然科学家和社会科学家这两大类，凡可以称之为科学家的都是一些成功人士，如：牛顿、哥白尼等。‎ 教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。‎ Period 1‎ Reading ‎ 阅读课 Warming Up 部分教师可以选择“定义”、“谈论”和“问答”形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。‎ Reading是篇记叙文，记叙John snow 战胜霍乱的过程。教师引导学生进行如下活动：Listening and reading aloud，Reading and underlining，Reading to finish the table below，Making a diagram of the text JOHN SNOW DEFEATS “KING CHOLERA”，Retelling the text in your own words with the help of the diagram above. ‎ 背景：霍乱是由霍乱弧菌所致的烈性肠道传染病，临床上以剧烈无痛性泻吐，米泔样大便，严重脱水，肌肉痛性痉挛及周围循环衰竭等为特征，解放后我国已消灭本病，但国外仍有不断发生和流行。‎ Period 2‎ Learning about language ‎ 知识课 Learning about language和课本一样，《金色教案》也分两部分：词法和句法。教师可以按照我们如下设计授课： Warming up by interviewing John Snow，Learning about The Participle，Discovering words and expressions，Discovering useful structures，Closing down by reading and copying。‎ Period 3‎ Using language 运用课 Using language 教师可以灵活使用我们提供的教学设计：Warming up by looking and listening，Listening and answering，Discussing future jobs，Reading and copying，Summing up theories，Writing a letter to Copernicus。补充：钱学森是中国现代物理学家、世界著名火箭专家，为中国火箭和导弹技术的发展提出了极为重要的实施方案。然后是围绕哥白尼的读、写活动。‎ 哥白尼在他的伟大著作《天体运行论》中正确地论述了地球绕其轴心运转；月亮绕地球运转；地球和其他所有行星都绕太阳运转的事实。‎ 实际教学过程课时划分建议 Period 1‎ ‎ 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。‎ Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。‎ Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。‎ Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。‎ Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。‎ 第二部分 教学资源说明 Section 1‎ Background ‎ 背景 围绕单元话题“伟大的科学家”我们提供了若干实用性背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。‎ Section 2‎ Explanation 解析 重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。‎ Section 3‎ Vocabulary 词汇 按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。‎ 第三部分 教学测评说明 围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。‎ Part 1 Teaching Design 第一部分 教学设计 Period 1 A sample lesson plan for reading ‎(JOHN SNOW DEFEATS “KING CHOLERA”)‎ Introduction In this period, after the warming up, students will first be guided to share opinions on proving a new idea. Then they will be helped to read a narration about John Snow fighting cholera. They shall learn the text by reading and underlining, reading to finish the table, making a diagram of the text JOHN SNOW DEFEATS “KING CHOLERA” and retelling the text in their own words with the help of the diagram above. ‎ Objectives ‎■ To help students learn to describe people ‎ ‎■ To help students learn to read a narration about John Snow ‎ ‎■ To help students better understand “Great scientists”‎ ‎■ To help students learn to use some important words and expressions ‎■ To help students identify examples of “The Past Participle (1) as the Predicative & attribute” in the text Focus Words conclude, analyze, repeat, defeat, attend, expose, cure, control, absorb, pump, blame, handle, announce, instruct, contribute, spin, reject Expressions put forward, draw a conclusion, in addition, link…to…, apart from…, be strict with…, lead to, make sense, point of view Patterns But he became inspired when he thought about helping ordinary people…‎ So many thousands of terrified people died every time there was an outbreak.‎ He got interested in two theories explaining how cholera killed people. ‎ He determined to find out why.‎ It seemed the water was to blame. ‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ Procedures ‎1. Warming up ‎ ‎⑴Warming up by defining Good morning, class. I am glad to see you on this special day, the day when you become a senior two student. I am happy to be your teacher of English.‎ Today we are going to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?‎ Scientist A scientist is a person who works in science, trying to understand how the universe or other things work.‎ Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.‎ ‎⑵Warming up by asking and answering questions about science To begin with, work in groups of four and find out as many scientists as possible and their contributions. They can be both Chinese and foreign scientists, living or dead.‎ Scientists Contributions Madame Curie radium/ radioactivity Sir Isaac Newton the Theory of Gravity Albert Einstein the secrets of the atom and of the universe the Theory of Relativity Thomas Einstein electric light bulb Charles Darwin the Theory of Evolution The Origin of Species Stephen Hawking black holes A Brief History of Time Zhang Heng the earliest seismograph Yuan Longping Agriculture ‎(Father of Hybrid Rice) ‎ Qian Xuesen China’s aerospace ‎ ‎(Father of the Chinese space programme)‎ Alexander Fleming penicillin Alexander Graham Bell first telephone call John Baird invent television Ray Tomlinson first e-mail message Galileo Galilei his famous Leaning Tower of Pisa experiment Benjamin Franklin famous kite experiment Nicolaus Copernicus astronomy curriculum ‎⑶Warming up by talking about top honor for two Chinese scientists Hello, everyone. Nice meeting you here. You are now a senior two student. Some of you will be a scientist in the future. But have you ever heard that Yuan Longping, director-general of the China National Hybrid Rice Research and Development Centre in central China's Hunan Province and Bai Chunli, vice-president of the Chinese Academy of Sciences in Beijing were formally introduced to the academy on April 28, 2007 at a global meeting of US academy members and foreign associates.‎ ‎●Yuan Longping, director-general of the China National Hybrid Rice Research and Development Centre in Central China's Hunan Province and Bai Chunli, vice-president of the Chinese Academy of Sciences in Beijing were formally introduced to the academy last Saturday at a global meeting of US academy members and foreign associates. ‎ Yuan, 77, dubbed the "father of hybrid rice" for his extraordinary contributions toward developing high-yield rice, is a household name in China. ‎ With more than half of China's paddy fields growing Yuan's rice, his scientific breakthrough has fed millions of people in the world's most populous country. ‎ His "super rice" has also been introduced to more than 20 other countries. ‎ ‎●Bai, 52, is considered to be a leading expert in China's molecular nanostructure and nanotechnology studies. ‎ ‎"I think the fast development of Chinese science has drawn increased attention from the US academy," Bai said in an interview with China Daily last year shortly after he was elected. ‎ ‎2. Pre-reading by sharing opinions on proving a new idea Anybody might come out with a new idea. But how do we prove it in scientific research? How many stages are there in examining a new idea in scientific research? What are they?‎ Now look at the blackboard to learn about the seven stages put in an order.‎ Find a problem→ Make up a question→ Think of a method→ Collect results→ ‎ Analyse the results→ Draw a conclusion→ Repeat if necessary Could you give an example to illustrate the seven stages?‎ ‎3. Reading ‎⑴Listening and reading aloud To know more about scientific research, turn to page 2 and read aloud the article. Try ‎ at the same time to locate the information to complete the form below.‎ Who When What How Result John Snow 1854 helping ordinary people exposed to cholera Examining the source of all water supplies and finding new methods of dealing with polluted waster “King Cholera”defeated ‎⑵Reading and underlining Now you are asked to go over the text the second time, looking for the expressions within the passage and underlining them at the same time. After class copy them into your Expression Notebook and write a short passage of your own making use of the expressions.‎ Expressions from JOHN SNOW DEFEATS “KING CHOLERA”‎ ease the birth of…, become inspired, find the cause, multiply in the air, without reason, a cloud of gas, float around…, find one’s victims, absorb… into… with the meals, attack the body, test the theories, spread through…, gather the information, mark…on the map, give a clue about…, drink water from…, …be to blame, remove…from…, slow down, be spread by…, in addition, be linked to…, move away from…, deliver…from…to…, die of…, with certainty, prevent…from…, deal with…, instruct…to ‎⑶Reading to finish the table below Read the text again to decide on the type of writing and summary of JOHN SNOW DEFEATS “KING CHOLERA”.‎ Type of writing This is a piece of narrative writing.‎ Main idea of the passage It tells about John Snow and his fight against “King Cholera”.‎ Topic sentence of 1st paragraph John Snow was a well-known doctor in London.‎ Topic sentence of 2nd paragraph He got interested in two theories explaining how cholera killed people.‎ Topic sentence of 3rd paragraph He believed in the second theory but needed to prove he was correct. ‎ Topic sentence of 4th paragraph He looked into the sources of the water. ‎ Topic sentence of 5th paragraph John Snow had shown that cholera was spread by germs.‎ Topic sentence of 6th paragraph Finally “King Cholera” was defeated.‎ ‎⑷Making a diagram of the text JOHN SNOW DEFEATS “KING CHOLERA”‎ ‎⑸Retelling the text in your own words with the help of the diagram above Retelling can be useful, for it both strengthen ones’ learning of the vocabulary, the structure, and gives one a wonderful chance to practice speaking English. ‎ ‎4. Closing down by taking a quiz To end this first period, we shall take a quiz. ‎ Fill in the blank with one word to complete the summary of the text.‎ John Snow was born 1_____ a labourer's family on 15 March 1813 in York and 2 _____ 14 was sent to work for a surgeon. In 1836 he 3 _____ to London to start his formal medical 4 _____. He became a member 5 _____ the Royal College of Surgeons in 1838, 6 _____ from the University of London in 1844 and 7 _____ accepted to the Royal College of Physicians 8 _____ 1850.‎ At the time, it was thought 9 _____ cholera was airborne. However, Snow 10 _____ not accept this 'miasma' (bad air) theory, 11 _____ that in fact it entered the body 12 _____ the mouth. He published his ideas 13 _____ an essay 'On the Mode of Communication of Cholera' 14 _____ 1849. A few years later, Snow was able 15 _____ prove his theory. In August 1854 16 _____ cholera outbreak occurred in Soho. After 17 _____ investigation, including plotting cases of cholera 18 _____ a map of the area, Snow was able 19 _____ set a water pump in Broad (now Broadwick) Street as 20 _____ source of the disease. He had the handle 21 _____ the pump removed, and cases of cholera 22 _____ began to disappear. 23 _____, Snow's 'germ' theory of disease was not widely accepted 24 _____ the 1860s. Snow died of a stroke 25 _____ 16 June 1858.‎ ‎(Keys: 1 into 2 at 3 moved 4 education 5 of 6 graduated 7 was 8 in 9 that 10 did 11 arguing 12 through 13 in 14 in 15 to 16 a 17 careful 18 on 19 to 20 the 21 of 22 immediately 23 However 24 until 25 on)‎ Answer the following questions.‎ ‎1. What is cholera?‎ Cholera is a bacterial disease that affects the intestinal tract. ‎ ‎2. Who gets cholera?‎ While cholera is a rare disease in China, those who may be at risk include people traveling to foreign countries. ‎ ‎3. How is the germ spread?‎ The cholera germ is passed in the stools. ‎ ‎4. What are the symptoms of cholera?‎ People exposed to cholera may experience mild to severe diarrhea, vomiting and dehydration. ‎ ‎5. How soon do symptoms appear?‎ The symptoms may appear from a few hours to five days after exposure.‎ ‎6.What is the treatment for cholera?‎ Because of the rapid dehydration that may result from severe diarrhea, replacement of fluids by mouth or by the intravenous route is critical. ‎ ‎7. Is there a vaccine for cholera?‎ A vaccine is available and is sometimes recommended for travelers to certain foreign countries where cholera is occurring. ‎ ‎8. How can cholera be prevented? ‎ The single most important preventive measure is to avoid consuming uncooked foods or water in foreign countries where cholera occurs unless they are known to be safe or have been properly treated.‎ Period3Learning about language教案 ‎(The Past Participle <1>as the Predicative & Attribute)‎ Introduction In this period students will be warming up by interviewing John Snow first. Then they shall go on to learning about The Participle, to discover words and expressions, to discover useful structures and finally close down by reading and copying. ‎ Objectives ‎■ To help students learn to use useful words and expressions ‎■ To help students learn to use The Past Participle (1) as the Predicative & attribute Procedures ‎1. Warming up by interviewing John Snow John Snow (1813 - 1858)‎ ‎"The prevention of epidemic or communicable diseases is a subject that deserves increased investigation, for diseases influence the life, the death, and the numbers of the human race, more than all others."‎ Yesterday we learned about John Snow defeating King Cholera. Today we shall try to interview him again to know more about his contribution to the world people.‎ Reporter: I am representing China Daily. I am from the 21st century China, an east country in Asia. I am here to interview you for more information to write my feature article about you.‎ John Snow: You are welcome. I know of China. It is a great country. Yes, I’m John Snow, a London physician. I lived and worked in the mid-nineteenth century as an obstetrician. I was among the first to use anesthesia.‎ Reporter: During the 1830s and 1840s, when severe cholera epidemics threatened London, how did you become interested in the cause and transmission of the disease?‎ John Snow:…‎ Reporter:…‎ ‎2. Learning about the making and uses of past participle To form the past participle of a verb, add the ending -ed to the base form. (But note that many common verbs have irregular past participle forms.) ‎ The past participle is used in the following circumstances ‎◆After the auxiliary have in the perfect tense ‎ Has the radio been fixed yet?‎ ‎◆After a form of the auxiliary be in the passive voice The radio was fixed on Monday.‎ ‎◆After the verbs have and get with a causative meaning We had the radio fixed last week.‎ ‎◆As a passive participial adjective The recently fixed radio is broken again.‎ 过去分词作定语 ‎1 单个的过去分词作定语一般放在所修饰的名词之前；过去分词短语作定语一般要后置。 two married women a found umbrella a used stamp fallen leaves a novel written by Jim the letter sent to our boss ‎2 过去分词具有被动或完成的含义。 What’s the language spoken in Germany?‎ They decided to rebuild the damaged bridge.‎ ‎3 过去分词作定语常可扩展为一个定语从句。 He is fond of the food cooked (=which had been cooked) by your mother.‎ The report is the best of its kind ever written (=that has ever been written).‎ ‎4 有时通过一个形容词或数词加另一名词的ed形式构成复合形容词。 a three-legged desk a one-eyed dog an honest-faced man a warm-hearted lady ‎3. Discovering words and expressions ‎⑴ Doing exercises Turn to page 4 and go over exercises 1, 2 and 3. You can write your answers in the blanks right on the page.‎ ‎⑵ Making a list Make is a word which is so active that it forms numerous phrases. Now make a list of phrases like “make a list, make mistakes”.‎ Collocations of make…‎ make a guess, make a haircut, make haste, make holiday, make inquires, make a joke, make a journey, make a landing, make a leap, make a living, make a mistake, make a motion, make a noise, make a note, make an objection, make an offer, make peace, make preparation, make progress, make a progress, make a promise, make a proposal, make a recovery, make a remark, make a reply, make a report, make a request, make a resolution, make a speech, make trouble, make a turn, make war ‎4. Discovering useful structures ‎⑴ Reading and finding Read again the text JOHN SNOW DEFEATS “KING CHOLERA” and find out all the examples where the past participle is used.‎ So many thousands of terrified people died. (used as attribute)‎ But he became inspired when he thought about helping ordinary people. (used as predicative)‎ ‎⑵ Doing exercises Turn to page 4 and complete in pairs Exercises 1, 2 and 3. Then check your answers against your partners’.‎ ‎5．Looking back 高考单选题中的“过去分词作定语和表语”‎ ‎28．Tom sounds very much_____ in the job, but I’m not sure whether he can manage it．‎ A．interested B．interesting C．interestingly D．interestedly (2006安徽）‎ 高考经典题回放 ‎1.The pilot asked all the passengers on board to remain ________as the plane was making a landing．(2004上海春季) ‎ A．seat B．seating C．seated D．to be seating ‎ ‎【答案及解析】 C。 remain可作连系动词，相当于be。再看seat的用法：seat oneself in／on／at…可转化为sb be seated in／on／at…。 ‎ ‎2.After his journey from abroad，Richard Johns returned home，________．(2004‎ 上海春季) ‎ A．exhausting B．exhausted C．being exhausted D．having exhausted ‎ ‎【答案及解析】B。 考查exhausting与exhausted的意义区别。exhausted意思是：感到精疲力竭的，说明主语的状态；exhausting意为：令人精疲力竭的，说明主语的性质或特征。根据语境Richard是人，只能用选项B来表示他所处的状态。而A、C、D在此都不合题意。‎ ‎3. A man is being questioned in relation to the ________ murder last night. （2004江苏）‎ A. advised B. attended C. attempted D. admitted ‎ ‎【答案及解析】C。advise建议；attend参加，attempt企图，attempted这里做定语修饰murder，表示“杀人未遂罪”；admit承认。‎ ‎4. —How are the team playing?‎ ‎ —They ’re playing well, but one of them ____ hurt. (NMET 2002 春季)‎ ‎ A. got B. gets C. are D. were ‎ ‎【答案及解析】A。“get/become+过去分词”结构常用于如下情况：‎ ‎1）表示没有预料到的、突然发生的、或者不尽人意的动作，如此题。‎ ‎2）强调结果而非动作本身；而“be+过去分词”结构则主要强调动作本身。“get/become+过去分词”结构通常不说出行为的施动者；而“be+过去分词”结构则视情况而定。‎ If you are not careful enough，you may get cheated.‎ She is often seen tidying up the classroom（by students）.‎ ‎3）“get/become+过去分词”结构并非都构成被动语态，当过去分词起形容词作用时，就构成了系表结构。此结构后常伴有与动词固定搭配的介词短语。‎ Jack got annoyed（with me）.‎ Kate got acquainted with Bob.‎ ‎5. Sarah，hurry up．I’m afraid you can’t have time to ________before the party．(2004全国) ‎ A．get changed B．get change C．get changing D．get to change ‎ ‎【答案及解析】A。不定式短语作目的状语，而根据句子的意思，从句的主语you不是给人家更衣，而是给自己更衣，它是不定式动作的承受者，故答案选A，表示被动语态。意思是：没有时间来更衣了。 ‎ ‎6.I failed in the final examination last term and only then ________ the importance of studies. （2004重庆）‎ A. I realized B. I had realized C. had I realized D. did I realize ‎【答案及解析】 C。"only+状语"位于句首时,句子要部分倒装。‎ ‎【课本链接】Only if you put the sun there did the movements of the other planets in the sky make sense. (Reading and writing)‎ ‎7. Don’t use words, expressions, or phrases ____ only to people with specific knowledge.‎ ‎ (2002上海)‎ A. being known B. having been known C. to be known D. known ‎【答案及解析】D。此题测试过去分词表被动的用法，相当于words, expressions, or phrases which are known…‎ ‎6. Closing down by reading and copying To finish this period you are asked to read and copy the text on a piece of paper. Hand in you paper and you leave for lunch. OK?‎ Period5using language教案 ‎(COPERNICUS’ REVOLUTIONARY THEORY)‎ Introduction Language is learned to be used in and for communication. So in this period after the warming up by looking and listening students will be listening and answering, discussing future jobs, reading a passage about Copernicus and copying its expressions, summing up theories and finally writing a letter to Copernicus. ‎ Objectives ‎■ To help students read the passage “Copernicus’ revolutionary theory on page 6‎ ‎■ To help students use the language by reading, listening, speaking and writing Procedures ‎1. Warming up by looking and listening Have you ever heard of a man named Qian Xuesen?‎ Qian Xuesen (1911- ), a native of Hangzhou, Zhejiang Province, went to the United States to study in 1935. In 1955 he returned to China, and in 1958 he joined the Communist Party.‎ He served successively as Director of the Institute of Mechanics under the Chinese Academy of Sciences, Vice-Minister of the No. 7 Ministry of the Machine-building Industry, Vice-Minister of the State Commission on Science, Technology and Industry for National Defence and Chairman of the China Association for Science and Technology. He was also elected alternate member of the Ninth through Twelfth CPC Central Committees. ‎ Qian played a leading role in the research, manufacture and testing of carrier rockets, guided missiles and satellites, thus making outstanding contributions to the development of China's aerospace industry.‎ ‎2. Listening and answering Turn to page 5. Listen to the tape in which Qian Xuesen is being talked about. Listen for information to answer the questions on listed on page 6.‎ ‎3. Reading and copying ‎ Now it’s time to read the text COPERNICUS’ REVOLUTIONARY THEORY and underline all the expressions useful to you at the same time. And after class write a short passage making use of the expressions underlined.‎ Expressions from COPERNICUS’ REVOLUTIONARY THEORY confuse one’s mind, make sense, in the sky, punish…for…, suggest an idea, make the world, for that reason, move backward, go forward in a loop, appear bright, think long and hard about…, find an answer, collect observations of…, use one’s knowledge to, show …to…, make change to…, place…at the center of…, publish one’s idea, be attacked by…, lie dying, reject one’s theory, be against one’s idea, build… on the base of…, replace the idea of…, fall to earth, create…as…, a direct link ‎ between…and…‎ ‎4. Summing up theories Next we shall do some scientific research: to sum up the two theories of the universe with the help of the text.‎ Before Copernicus’ theory Showing Copernicus’ theory The earth is the center of the universe. The earth is not the center of the universe.‎ God makes the world. God does not make the world.‎ ‎… …‎ ‎5. Writing a letter to Copernicus ‎(1)Reading about theories by Copernicus ‎ ‎1) The center of the Earth is not the center of the Universe, but only the center of the Earth's mass and of the lunar orbit.‎ ‎2) All the planets move along orbits whose center is the Sun, therefore the Sun is the center of the World. (Copernicus was never certain whether the Sun moved or not, claiming that the center of the World is 'in the Sun, or near it.')‎ ‎3) The distance between the Earth and the Sun, compared with the distance between the Earth and the fixed stars, is very small.‎ ‎4) The daytime movement of the Sun is only apparent, and represents the effect of a rotation that the Earth makes every 24 hours around its axis, always parallel to itself.‎ ‎5) The Earth (together with its Moon, and just like the other planets) moves around the Sun, so the movements that the Sun seems making (its apparent moving during daytime, and its annual moving through the Zodiac) are nothing else than effects of the Earth's real movements.‎ ‎6) These movements of the Earth and of the other planets around the Sun can explain the stations, and all the particular characteristics of the planets' movements.‎ ‎(2) Making a plan of writing a letter to Copernicus Beginning (self-introduction)‎ Paragraph 1 (reason 1 and evidence)‎ Paragraph 2 (reason 2 and evidence)‎ Summing up (persuasion )‎ ‎6. Closing down by making a debate To end our studies of Copernicus’ theories we shall make a debate whether the Sun is the center or the Earth is the center, of the universe. The class will be cut in two parts, one for Copernicus, the other against Copernicus. Now take five minutes to get necessary facts and arguments.‎ For Copernicus Against Copernicus ‎1) The center of the Earth is not the center of the Universe.‎ ‎2) All the planets move along orbits whose center is the Sun.‎ ‎3) The distance between the Earth and the Sun is very small.‎ ‎4) The daytime movement of the Sun is only apparent.‎ ‎5) The Earth moves around the Sun. 1) The center of the Earth is the center of the Universe.‎ ‎2) All the planets move along orbits whose center is the Earth.‎ ‎3) The distance between the Earth and the Sun is very big.‎ ‎4) The daytime movement of the Sun is just obscure.‎ ‎5) The Sun moves around the Earth.‎