2020届一轮复习人教版必修五Unit1Greatscientists单元教案（38页word版）

2020届一轮复习人教版必修五Unit1Greatscientists单元教案（38页word版）

‎2020届一轮复习人教版必修五Unit 1 Great scientists单元教案 Ⅰ. 单元教学目标 技能目标Skill Goals ‎▲ Talk about science and contributions of scientists ‎▲Practice expressing will, hope and suggestions ‎▲Practice expressing the stages in examining a new scientific idea ‎▲Learn to organize a scientific research ‎▲Learn to use the past participle as the predicative & attribute ‎▲Practice describing people’s characteristics and qualities ‎▲Develop the skills of persuasive and descriptive writing Ⅱ. 目标语言 功 ‎ 能 ‎ 句 ‎ 式 Describing people ‎ What nationality is this scientist?‎ When was he / she born?‎ When did he / she die?‎ What kind of family did he / she come from?‎ What kind of education did he / she receive?‎ What did he / she achieve in his / her scientific work?‎ Why did he / she achieve great success?‎ Was it because of his / her talent / intelligence / hard work / 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, view ‎2． 认读词汇 infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical ‎3． 词组 put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic 结 ‎ 构 The past participle as the predicative & attribute Find out the functions of the past participle in sentences.‎ Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute.‎ 重 点 句 子 ‎1. John Snow was a famous doctor in London — so expert, indeed, that he attended Queen Victoria as her personal physician. P2‎ ‎2. But he became inspired when he thought about helping ordinary people exposed to cholera. P2‎ ‎3. It seemed the water was to blame. P2‎ ‎4. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P3‎ ‎5. Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P6‎ ‎6. Only if you put the sun there did the movements of the other planets in the sky make sense. P7‎ ‎7. To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44‎ Ⅲ. 教材分析和教材重组 ‎ 1. 教材分析 ‎ 本单元主要话题是How to organize scientific research ‎。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。‎ ‎ 1.1 Warming Up 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。‎ ‎ 1.2 Pre-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。‎ ‎ 1.3 Reading 介绍英国著名医生John Snow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。‎ ‎ 1.4 Comprehending 共设计了四个题型。‎ ‎ 1.5 Learning about Language 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。‎ ‎ 1.6 Using Language 由两部分组成：Listening and speaking 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；Reading and writing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Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”。‎ ‎ 2.2 将Using Language中的Copernicus’ Revolutionary Theory和Workbook中的FINDING THE SOLUTION整合为一节“泛读课”。‎ ‎ 2.3 将Learning about Language中的Discovering useful structures和Discovering useful words and expressions以及Workbook中的USING STRUCTURES和USING WORDS AND EXPRES-SIONS整合为一节“语言学习课”。‎ ‎ 2.4 将Using Language中的Listening与Workbook中LISTENING和LISTENING TASK三个部分整合为一节“听力课”。‎ ‎ 2.5 将Using Language中的Speaking与Workbook中的TALKING和 SPEAKING TASK三个部分整合为一节“口语课”。 ‎ ‎ 2.6 将 Using Language中的Reading and Writing以及Workbook中的WRITING TASK整合为一节“写作课”。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period ‎Reading ‎ 2nd Period Extensive ‎Reading ‎ 3rd Period Language Study ‎ 4th Period Listening ‎ 5th Period Speaking ‎ 6th Period Writing Ⅳ. 分课时教案 The First Period ‎Reading Teaching goals教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to b. 重点句式 To prevent this from happening again, John Snow suggested that ... P3‎ ‎2. Ability goals 能力目标 Enable the students to talk about science and scientists.‎ ‎3. Learning ability goals学能目标 ‎ Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research. ‎ Teaching important & difficult points教学重难点 ‎ Talk about science and scientists.‎ Teaching methods 教学方法 Task-based activities.‎ Teaching aids 教具准备 A computer and a projector. ‎ Teaching procedures & ways 教学过程与方式 StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history.‎ T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?‎ S1: Edison invented the lights and the gramophone.‎ S2: The first computer was invented by a group of American scientists.‎ StepⅡ Warming up First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most. ‎ T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?‎ S1: Newton.‎ S2: Watt.‎ S3: Franklin.‎ Sample answers: ‎ ‎1. Archimedes, Ancient Greek (287-212 BC), a mathematician.‎ ‎2. Charles Darwin‎, ‎Britain (1808-1882). The name of the book is Origin of Species.‎ ‎3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.‎ ‎4. Gregor Mendel, Czech, a botanist and geneticist.‎ ‎5. Marie Curie, Polish and French, a chemist and physicist.‎ ‎6. Thomas Edison, American, an inventor.‎ ‎7. Leonardo da Vinci, Italian, an artist.‎ ‎8. Sir Humphry Davy, British, an inventor and chemist.‎ ‎9. Zhang Heng, ancient China, an inventor.‎ ‎10. Stepper Hawking, British, a physicist.‎ Step Ⅲ Pre-reading Get the students to discuss the questions on page 1 with their partners. Then ask the ‎ students to report their work. Encourage the students to express their different opinions. ‎ T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.‎ Show the following on the screen.‎ What do you know about infectious diseases?‎ What do you know about cholera?‎ Do you know how to prove a new idea in scientific research?‎ What order would you put the seven in? Just guess.‎ Sample answer 1:‎ S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people. ‎ S2: People could be exposed to infectious diseases, so may animals, such as bird flu.‎ S3: AIDS, SARS are infectious diseases.‎ S4: Infectious diseases are difficult to cure.‎ Sample answer 2:‎ S1: Cholera is caused by a bacterium called Varian cholera.‎ S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.‎ S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.‎ S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.‎ Sample answer 3:‎ S1: I know sth. about it. First we should find the problem. Then, think of a solution.‎ S2: We should collect as much information as possible.‎ S3: Analyzing results is the most important stage.‎ S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.‎ Sample answer 4:‎ S1: I think “Find a problem” should be the first stage.‎ S2: “Make up a question” should follow the first stage.‎ S3: “Think of a method”, “Collect results” and “Analyze results” are after that.‎ S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.‎ T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.‎ Step Ⅳ ‎Reading Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.‎ T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.‎ Show the questions on the screen.‎ ‎1. What conditions allowed cholera develop?‎ ‎2. Why do you think people believed that cholera multiplied in the air without reason?‎ ‎3. What evidence did John Snow gather to convince people that idea 2 was right?‎ Sample answers:‎ S1: The dirty water made the cholera develop quickly.‎ S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.‎ S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.‎ Step Ⅴ Text analyzing ‎ Ask the students to analyze the text in groups. ‎ T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the ‎ general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers. ‎ Paragraphs ‎ Stages General ideas ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ ‎6‎ ‎7‎ Sample answers:‎ S1: My group’s opinion is this: stage one “Find a problem” is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.‎ S2: Our answer is like this: paragraph two expresses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct.‎ S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.‎ S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.‎ S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.‎ S6: The sixth stage is “Repeat if necessary”. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.‎ S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera.‎ Ask some students to put their answers in the chart.‎ Paragraph Stages General ideas ‎1‎ Find a problem The causes of cholera ‎2‎ Make up a question The correct or possible theory ‎3‎ Think of a method Collect data on where people were ill and died and where they got their water ‎4‎ Collect results Plot information on a map to find out where people died or did not die ‎5‎ Analyse the results Analyse the water to see if that is the cause of the illness ‎6‎ Repeat if necessary Find other evidences to confirm his conclusion ‎7‎ Make a conclusion The polluted dirty source of drinking water was to blame for the cause of the London cholera T: Now class. Can you tell me what style of the passage belongs to?‎ S1: I think it is a report.‎ T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.‎ Show the chart and three pieces of writing on the screen.‎ Report Description Creative writing Formal language with few adjectives ‎ Vivid use of words with similes and metaphors Vivid use of language and more informal style No speech except ‎ quotations No speech except to help the description Speech to show feelings, reactions etc.‎ Not emotional Emotional to describe atmosphere Emotional to describe feelings Only one main character No characters May have several characters Factual ‎ Not factual but imaginative Imaginative but can be based on fact ‎ Structural according to experimental method Not structured Beginning, middle, end Past tense and passive voice Past tense Past tense Making Way ‎ Once Goethe(歌德), the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very, very narrow road. Just at that time, a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，“I never make way for a fool.” But Goethe smiled and said, “I always do.” Then he turned back quickly and walked towards the end of the road.‎ Weather Report ‎ Here’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is 4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.‎ Heartbeating ‎ Put your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age, heart ‎ beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example, the heart beats faster during exercise. It is also faster when a person is angry, scared, or excited. During sleep, the heartbeat slows down.‎ Sample answers:‎ S1: I think the first piece “Making A Way” is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.‎ T: Very good. Now let’s return to our text. Who can tell me the main idea of this passage?‎ S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.‎ StepⅥ Homework ‎1. Get more information about some infectious diseases and modern scientists.‎ ‎2. Finish the Exercises 1, 2, 3 on pages 3 and 4.‎ The Second Period Extensive ‎Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇和短语 movement, complete, backward, spin, enthusiastic, cautious, reject, topology, lead to, make sense b. 重点句式 Although he had tried to ignore them ... P7‎ The problem arose because ... P7‎ He also suggested that ... P7‎ ‎2. Ability goals 能力目标 Enable the students to talk about the stages in scientific research. ‎ ‎3. Learning ability goals 学能目标 Enable the students to know about the general approach for doing a research.‎ Teaching important & difficult points 教学重难点 Learn about the common stages in doing a research.‎ Teaching methods 教学方法 Task-based learning approach.‎ Teaching aids 教具准备 A computer and a projector. ‎ Teaching procedures & ways 教学过程与方式 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.‎ The Third Period Language Study Teaching goals 教学目标 ‎1. Target language 目标语言 重点词汇和短语 virus, contribute, conclude, make one’s way to, reserved seats ‎ ‎2. Ability goals 能力目标 Learn the past participle used as attribute and predicative.‎ Teaching important & difficult points 教学重难点 Learn the past participle used as attribute and predicative.‎ Teaching methods 教学方法 Grammar-Translation method.‎ Teaching aids 教具准备 A computer and a projector. ‎ Teaching procedures & ways 教学过程与方式 StepⅠRevision and Lead-in ‎ Task 1: Dictate the following important words and expressions. ‎ T: Now class. Let’s have a dictation. Ready? ‎ Reference words: ‎ valuable, instruct, cure, announce, look into, examine, put forward, immediately, expose, link to, blame, absorb, severe, defeat, reject, test. That’s over, have you finished?‎ Task 2: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers. ‎ Task 3: Ask the students to read and understand the explanations in Exercise 2 on page 4. ‎ T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase? For example: “making a mistake” instead of “to mistake”.‎ Sample answers: ‎ S: “make an agreement”, “make an admission”, “make an apology”.‎ T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.‎ Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers. ‎ Step Ⅱ Practice Task 1: Enable the students to do the following exercises. ‎ T: Please look at the screen and put them into English using “make + n” and past participles.‎ Show the following on the screen:‎ 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 Sample answers: ‎ make an appointment, make gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets Step Ⅲ Grammar Explain the usage of the past participles as predicative and attribute. ‎ ‎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：‎ The man looked quite disappointed.‎ He is greatly discouraged by her refusal.‎ His hair is nearly all gone.‎ 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 a）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：‎ We like skating in the frozen lake in the winter.‎ ‎= We like skating in the lake which has been frozen in the winter.‎ How many finished products have you got up to now?‎ ‎= How many products that have been finished have you got up to now?‎ 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：‎ a retired worker = a worker who has retired an escaped prisoner = a prisoner who has escaped a faded / withered flower = a flower that has faded / withered fallen leaves = leaves that have fallen the risen sun = the sun that has just risen a returned student = a student who has returned vanished treasure = treasure that has vanished b) 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：‎ Things seen are better than things heard.‎ ‎= Things which are seen are better than things which are heard.‎ The lobster broiled over charcoal was delicious.‎ ‎= The lobster which was broiled over charcoal was delicious.‎ 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。‎ Sample answers: ‎ ‎1. He looked tired and depressed. ‎ ‎2. We will go on with our experiment as soon as we get the added fund. ‎ ‎3. We can see the part of the moon lighted by sunlight. 4. After a night spent in excitement and sleepless-ness, I forced myself to take a long walk along the beach the next day. ‎ ‎5. As early as in 1649, Ohio made a decision that free, tax-supported schools must be established in every town. ‎ ‎6. Peter was very amazed at all this. ‎ Step Ⅳ Homework Prepare for the next period. ‎ The Fourth Period Listening Teaching goals 教学目标 ‎1. Target language目标语言 重点词汇和短语 astronomer, astronaut, institute, specialist, sort out, produce, parrot, species, revise, foundation, symbol, analyze, pure, sin, cousin, geometry, calculus, mechanics, practical, topology ‎2. Ability goals 能力目标 Get the students to know more about scientists and science.‎ ‎3. Learning ability goals 学能目标 Enable the students to talk about scientific research.‎ Teaching important & difficult points教学重难点 Learn about how to organize a scientific study. ‎ Teaching methods 教学方法 Task-based learning approach.‎ Teaching aids教具准备 A computer and a projector. ‎ Teaching procedures & ways 教学过程与方式 StepⅠLead-in Ask the students to describe the picture on page 6 and guess what details may be ‎ talked about in the listening.‎ T: Now we’ll listen to a piece about a great Chinese scientist named Qian Xuesen. He was closely related to China’s space industry. Any volunteers to describe the picture on page 6?‎ S1: There is a satellite set on a guided missile launcher.‎ S2: This is the Xichang launching site.‎ S3: There are three or more rockets around the satellite on the guided missile launcher.‎ S4: The sky is very high, clear, clean and blue.‎ S5: The surrounding is very open and wide. It is a vast expanse of land.‎ StepⅡ Listening and Speaking (Page 5)‎ Ask the students to listen to the recording and answer the questions.‎ T: Yu Ping and her friend Steve Smith are talking about Qian Xuesen, who has made great contributions to the development of China’s space industry. Let’s look at the screen and read the new words in the material after me: astronomer(天文学家)，astronaut(宇航员)，institute(研究所).‎ Play the recording and then check the answers. ‎ T: Now I have an additional question for you: Who is the first to visit the space in China?‎ Ss: Yang Liwei!‎ T: Great! And what’s the name of the satellite?‎ Ss: Shenzhou V manned spaceship of China!‎ T: What do you think Qian Xuesen would feel if he knew it?‎ Ss: Of course, he would be very happy and proud.‎ Step Ⅲ Listening (Page 41)‎ Task 1: Describe the picture T: First, let’s look at the beautiful flowers in the picture. Who knows the name of it?‎ S1: It’s rose, white rose.‎ S2: It’s chrysanthemum, I think.‎ S3: Maybe it’s lily. My mother raises lily at home.‎ Task 2: Help the students learn the possible new words in the listening.‎ T: Now class, in order to understand the listening easily, I’ll tell you some new words in it. Now read after me: species(种类)，parrot(鹦鹉)，blackbird(乌鸦).‎ Play the tape. And then check the answers.‎ Step Ⅳ Listening task (Page 44)‎ Task 1: Introduce to the students the life and work of Leonhard Euler. Help the students to gain some know-ledge about topology.‎ T: Please turn to page 44 and read the questions and the new words. Can you tell me sth. about topology and “Euler Path”? ‎ S4: Euler was a mathematician. He could be called “the father of modern mathematics.”‎ S5: His rule “the Euler path” is like this: If a figure has more than two odd points, you can not go over it without lifting your pencil from the page or going over a line twice.‎ S6: Topology is one of the newest branches of mathematics. It is not about distance or size but about the connections between things.‎ Then ask the students to listen to the recording and then check the answers. ‎ Step Ⅴ Homework Ask the students to write a short passage about Euler and his job based on the listening material.‎ The Fifth Period Speaking Teaching goals 教学目标 ‎1. Target language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, enthusiastic b. 重点句式 I always wanted to ... because ... P6‎ The experience I will need is ... P6‎ I need to practise ... P6‎ My greatest problem will be to ... P6‎ ‎2. Ability goals 能力目标 Enable the students to use telephone skills to make an appointment.‎ ‎3. Learning ability goals 学能目标 Enable the students to talk about the personalities and characters of the scientists and their life, work and contributions.‎ Teaching important points教学重点 How to describe a person’s appearance and personalities.‎ Teaching difficult points 教学难点 How to talk about a scientist and his / her job.‎ Teaching methods 教学方法 Task-based learning approach.‎ Teaching procedures & ways 教学过程与方式 StepⅠRevision and Lead-in ‎ Ask the students to discuss what scientific job they would like to choose.‎ T: Now, class, would you please tell me what personality you have?‎ S1: I am open and active, but less diligent.‎ S2: I am confident and enthusiastic, but less careful.‎ S3: I am the most honest person in the world! I am strong-willed and ambitious. But I hate hard-working?‎ S4: I am persevering, determined, but less co-operative. I like working alone.‎ S5: I am pleasant, easy-going to work with but I am less intelligent. Attention: just less intelligent not foolish!‎ T: Very good. All of you know yourselves well. That’s very important. If we know ourselves well, we may develop ourselves in a certain way. We may fit or suit ourselves to a certain job or environment. Now please tell me what you would like to do in the future according to your personality or character?‎ S6: I would like to be a volunteer. Because I am generous, sympathetic, full of emotion and helpful. I would like to help the poor, especially the poor children in poor areas in China.‎ S7: I would like to be a researcher. Because I am persevering, quiet, careful and hard-working. If I start a program, I’ll keep on with it to the end.‎ S8: I want to be a manager. Because I am polite, easy-‎ going, energetic and creative. All these personalities can help me to communicate with others.‎ Step Ⅱ Speaking (Page 6)‎ Help the students to think of phrases used in making an appointment.‎ T: Please speak out some phrases used in telephone dialogues.‎ S1: Hello. This is ... speaking. Is ... in?‎ S2: Sorry, He is not in. May I take a message for you?‎ S3: Hold on please. I’ll get him.‎ S4: Would you like him to ring you back?‎ S5: The line is busy. I can’t get it through.‎ T: Wonderful. Would you please tell me what other expressions can be used in making an appointment?‎ S1: Sorry, he’s busy at the moment. Could you please wait for a moment.‎ S2: What time would you like to meet him? Please wait a second. Let me check the schedule.‎ S3: I’m sorry, He is fully engaged today. Can you make an appointment another day?‎ S4: Let’s make it 8 o’clock tomorrow; If you can not come, will you let me know ahead of time?‎ Step Ⅲ Talking (Page 41)‎ Encourage the students to describe the appearance and specialty of themselves and their classmates, or their teachers. Don’t tell who they are describing, let others guess who it is.‎ T: Now, class. Everybody has their unique specialty in appearance and looking. If we want to recognize a person, we should remember his / her specialty in both looking and wearing. Let’s describe a person and guess who it is.‎ S5: OK. Let me have a try. The person is tall and thin with thick glasses. The person is very serious and always wear white T-shirts. Who is it?‎ Ss: Our physics teacher.‎ S5: Yes, That’s right. ‎ S6: I’ll give a description. I call this person A. A is always smiling. A is always wearing big earrings. A has a round face, bright eyes with long brown curly hair. A is good at singing and dancing.‎ Ss: We got it. She is Miss Liu, our music teacher.‎ S6: Yes, you got it.‎ S7: Now. This person is H. H always wears short hair. H is very tall and a bit hunchback. H always walks with his or her feet outwards.‎ Ss: Oh, we see. He is our monitor, Wang Ling!‎ S7: Yes.‎ T: Well done. Now work in pairs. Imagine you are going to meet a specialist about a newly found flower. Your partner will be the assistant to the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. ‎ A sample dialogue: ‎ S1: Hello. This is Dr Evans’ office. Can I help you?‎ S2: Yes, please. I’d like to change my arrangement to meet Dr Evans. I want to show him this new orchid that I’ve found. We originally arranged to meet in the University laboratory but now I’m unable to do that.‎ S1: Oh yes. I’ve got it down here in his diary. Where would you like to meet now then?‎ S2: Outside the Botanical gardens on Trumpington Road. But it’s always very crowded there, so I wonder if you could give me an idea of how I could recognize Dr Evans?‎ S1: Yes, of course. He’s tall and thin with long, grey hair and glasses.‎ S2: That sounds very clear. What other special features does he have?‎ S1: Yes. He walks with a limp because he broke his leg when he went skiing many years ago. What do you look like?‎ S2: Dr Evans can easily recognize me. I’m short and thin with brown, curly hair. I ‎ always wear a duffle coat and a bobble hat. I’ll be carrying my flower.‎ S1: I’ll tell him. Thank you for your clear descrip-tion. I’m sure Dr Evans is looking forward to meeting you. Goodbye.‎ S2: Goodbye.‎ Step Ⅳ Speaking task (Page 46)‎ Encourage the students to discuss a certain scientist. ‎ T: Now class. In pairs discuss the life and work of any scientists that you know. Using the questions in the workbook. ‎ A sample dialogue:‎ S1: Who shall we choose?‎ S2: I’ve done some research on Edison and his child life.‎ S1: What did you find out about him?‎ S2: Well, little “Al” Edison, who was the last of seven children in his family, did not learn to talk until he was almost four years old. ‎ S1: Really? I only know about some of his inventions.‎ S2: At age 11, Tom’s parents tried to teach him how to use the resources of the local library. This led him to prefer learning through independent self instruction. By age 12, Tom had already become an “adult”. He not only talked his parents into letting him go to work selling newspapers, snacks, and candy on the railroad, he had started an entirely separate business selling fruits and vegetables.‎ S1: What else do you know?‎ S2: One of the most significant events in Tom’s life now occurred when — as a reward for his heroism — the boy’s grateful father taught him how to master the use of Morse code and the telegraph. Over the next years, Edison’s progress in creating successful inventions for industry really took off.‎ S1: He is really a good example for us to learn from.‎ Step Ⅴ Homework T: The following is a piece of writing about a great physiologist named Claude Bernard. Read and then change it into a dialogue with your partner. ‎ Show the following on the screen. ‎ Claude Bernard’s1 Ambition2‎ ‎ French physiologist3 Claude Bernard (1813-18 78) dropped out of school4 because it was his ambition to become a great writer. At the age of twenty-one, he wrote a five-act tragedy5 called Arthur of Brittany and brought it to a well-known Parisian critic6. The critic read the play and strongly advised young Claude to return to school at once and forget all about writing. Claude did and became one of the greatest biologists‎7 in history, virtually8 founding “experimental physiology”. When he died in 1878, he was given a state funeral, the first scientist upon whom France had bestowed9 this honor.‎ Notes:‎ ‎1. Claude Bernard 克劳德.贝尔纳 ‎2. ambition 雄心; 抱负; 野心 ‎3. physiologist 生理学家 ‎4. drop out of school 中途退学;‎ ‎ drop out 退出; 离队 ‎5. tragedy 悲剧 (comedy 喜剧)‎ ‎6. critic 批评家; 评论家;‎ ‎ critics of art and literature 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 A sample dialogue:‎ S1: Do you know Claude Bernard?‎ S2: Sorry. Who was the men?‎ S1: He was a French physiologist. ‎ S2: What do you know about him?‎ S1: He once dropped out of school because he wanted to become a great writer. ‎ S2: What did he write?‎ S1: He wrote a five-act tragedy called Arthur of Brittany and brought it to a well-known Parisian critic. ‎ S2: What did the critic say about it?‎ S1: The critic strong advised him to return to school at once and forget all about writing. ‎ S2: Did Claude follow the advice of the critic?‎ S1: Yes. He worked hard from then on and became one of the greatest biologists in history. ‎ S2: Do you know what his achievement is?‎ S1: He founded "experimental physiology".‎ S2: He was really something. ‎ The Sixth Period Writing Teaching goals 教学目标 ‎1. Target language 目标语言 重点词汇与短语 suggest, persuade, observation, contributions, achieve, devote ... to ‎2. Ability goals 能力目标 Enable the students to learn the way of persuasive writing and descriptive writing.‎ ‎3. Learning ability goals 学能目标 Learn how to write a persuasive writing and a descriptive writing.‎ Teaching important points教学重点 Help the students to learn to write a persuasive writing and a report.‎ Teaching difficult points教学难点 How to write a report about a scientist and his / her job.‎ Teaching methods 教学方法 Task-based activities. ‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Presentation ‎ Task 1: Summarize the way of writing a report.‎ T: Now class, if we want to write a report about a scientist, what contents should we ‎ include?‎ S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success.‎ T: Yes. You are right. And how do we make an outline about it?‎ S2: We should put the collected information under three headlines: life, achievements and key to success.‎ Task 2: Remind the students of the writing techniques and writing features of a report.‎ Show the following to the students. ‎ Report Formal language with few adjectives No speech except quotations Not emotional ‎ Only one main character Factual structured according to experimental method Past tense and passive voice Task 3: Summarize the way of persuasive writing.‎ T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are?‎ S1: I think the first is to give your opinion and idea.‎ S2: The second is to give the reasons and evidence to support your idea.‎ S3: The third is to make a conclusion.‎ Show the following to the students. ‎ A persuasive writing Formal or informal, vivid use of language Speech to show feelings, reactions, etc Emotional or not emotional to describe feelings and facts Only two main characters Factual or imaginative based on fact Reason and persuade step by step ‎ Present tense Then ask the students to write a short letter as required in Exercise 3.‎ A sample version:‎ Dear Nicolaus Copernicus,‎ ‎ I am a student studying history and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need new theory.‎ ‎ I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.‎ ‎ So I hope you can publish your new theory.‎ Step Ⅱ Writing Ask the students to write a report about a scientist. ‎ Sample versions (见附件3, 4, 5)‎ Step Ⅲ Homework Ask the students to do the Project on page 47.‎ 附 件 ‎1. How to do a science research ‎ A science project is an investigation using the scientific method to discover the answer to a scientific problem. Before starting your project, you need to understand the scientific method. This section uses examples to illustrate and explain the basic steps of the scientific method. The scientific method is the “tool” that scientists use to ‎ find the answers to questions. It is the process of thinking through the possible solutions to a problem and testing each possibility to find the best solution. The scientific method involves the following steps: doing research, identifying the problem, stating a hypothesis, con-ducting project experimentation, and reaching a conclusion. ‎ Research ‎ Research is the process of collecting information from your own experiences, knowledgeable sources, and data from exploratory experiments. Your first research is used to select a project topic. This is called topic research. For example, you observe a black growth on bread slices and wonder how it got there. Because of this experience, you decide to learn more about mold growth. Your topic will be about fungal reproduction. (Fungal refers to plant-like organisms called fungi, which cannot make their own food, and reproduction is the making of a new offspring.) CAUTION: If you are allergic to mold, this is not a topic you would investigate. Choose a topic that is safe for you to do.‎ ‎ After you have selected a topic, you begin what is called project research. This research is to help you understand the topic, express a problem, propose a hypothesis, and design one or more project experiments — experiments designed to test the hypothesis. An example of project research would be to place a fresh loaf of white bread in a bread box and observe the bread over a period of time as an exploratory experiment. The result of this experiment and other research give you the needed information for the next step — identifying the problem.‎ Problem ‎ The problem is the scientific question to be solved. It is best expressed as an “open-ended” question, which is a question that is answered with a statement, not just a yes or a no. ‎ Hypothesis ‎ A hypothesis is an idea about the solution to a problem, based on knowledge and research. While the hypothesis is a single statement, it is the key to a successful project. ‎ ‎ All of your project research is done with the goal of expressing a problem, proposing an answer to it (the hypothesis), and designing project experimentation. Then all of your project experimenting will be performed to test the hypothesis.‎ ‎ Do state facts from past experiences or observations on which you base your hypothesis.‎ ‎ Do write down your hypothesis before beginning the project experimentation.‎ ‎ Don’t change your hypothesis even if experimentation does not support it. If time permits, repeat or redesign the experiment to confirm your results.‎ Project Experimentation ‎ Project experimentation is the process of testing a hypothesis. The things that have an effect on the experiment are called variables. There are three kinds of variables that you need to identify in your experiments: independent, dependent, and controlled variables. ‎ ‎ The independent variable is the variable you purposely manipulate (change). The dependent variable is the variable that is being observed, which changes in response to the independent variable. The variables that are not changed are called controlled variables.‎ ‎ Do have only one independent variable during an experiment.‎ ‎ Do repeat the experiment more than once to verify your results.‎ ‎ Do have a control.‎ ‎ Do have more than one control, with each being identical.‎ ‎ Do organize data. ‎ Project Conclusion ‎ The project conclusion is a summary of the results of the project experimentation and a statement of how the results relate to the hypothesis. ‎ ‎ If your results do not support your hypothesis:‎ ‎ DON’T change your hypothesis.‎ ‎ DON’T leave out experimental results that do not support your hypothesis.‎ ‎ DO give possible reasons for the difference between your hypothesis and the experimental results.‎ ‎ DO give ways that you can experiment further to find a solution.‎ ‎ If your results support your hypothesis:‎ ‎ You might say, for example, “As stated in my hypothesis, I believe that light is not necessary during the germination of bean seeds. My experimentation supports the idea that bean seeds will germinate without light. After seven days, the seeds tested were seen growing in full light and in no light. It is possible that some light reached the ‘no light’ containers that were placed in a dark closet. If I were to improve on this experiment, I would place the ‘no light’ containers in a light-proof box and / or wrap them in light-proof material, such as aluminum foil.”‎ ‎2. On women scientists: A speech in the International Women’s Day Women thou hast encircled the world’s heart with the depth of thy tears as the sea has the earth.‎ Women in your laughter you have the music of the fountain of life.‎ ‎ The message is clear; it is inspiring and presents a deep philosophy. Women would be the change agent in this fast moving world’s socio-economic scenario.‎ ‎ We have assembled here today to celebrate the International Women’s Day and also the Year of Empowerment of Women. ‎ ‎ ...‎ ‎ Madam Curie who got the Nobel Prize just after two years of establishment of the Nobel Foundation — first in ‎1903 in Physics when she shared it and then the second one in ‎1911 in Chemistry, created a history by winning two Nobel Prizes in a span of 8 years. I am sure, the group here is aware of the difficult conditions and laboratory arrangements under which she worked and yet, she excelled. ‎ ‎ Biotechnologists can never forget the work of Dorothy Crowfoot Hodgkin on Crystallography leading to the structure of the important biological crystals. She won the Nobel Prize in Chemistry in 1964. The work of Barbara McClintock, a geneticist won her the Nobel Prize in 1983.‎ ‎ Just as someone said: “Developing countries that have made remarkable social progress, have done so primarily through the empowerment of women, which has had enormous impact in terms of literacy, health and economic well being of families.” ‎ What we need to do is to ensure the valuable contribution from 50% of our human resource. ‎ ‎ ...‎ ‎ It is a matter of great pleasure for all of us to see that the women are not only confined to biology, a subject in which they have been contributing significantly, they are also joining the areas of physical sciences and engineering and performing equally well. ‎ ‎ Somehow, in many parts of the world today, science and technology interventions have treated women primarily as recipient of knowledge and have under estimated their importance as generators of innovations and as a dynamic agent of economic and social change. In empowering the women with scientific and technological skills, women scientists and technologists have a major role. Biotechnology and biosciences including medical, agriculture and basic research have opened up new opportunities. The involvement of women scientists and technologists in physical sciences, especially in the National Aeronautics and Space Administration (NASA) dates back to 1903, they worked as explorers, pioneers and innovators. By the end of the 20th century, at least 25% of the astronauts at NASA were women, 16% scientists and engineers. ‎ ‎ Of course, it is extremely important that women scientists and technologists are appreciated for their dual role in the society while pursuing scientific research as a career. They should also nurture and cherish their qualities of culture, compassion, courage and creativity. And above all, the cooperative spirit. The five ‘Cs’ are personified in women’s personality. ‎ ‎3. Charles Drawin Origin of Species The English scientist, Charles Darwin was born on February 12, 1809, the same day that Abraham Lincoln was born. Darwin caused a change in thinking about evolution, whereas Lincoln caused a change in the role of the black slave, allowing the black man to be a free man in American society.‎ Darwin‎’s father tried to influence his son to become a worthy student in school. However, Charles did not like to study Latin or Greek, which was required for a ‎ classical education. Instead, he made a secret laboratory in his father’s garden where he could experiment in chemistry and physics.‎ His headmaster had a very low opinion of his scholarly abilities. So his father decided to send him to Edinburgh‎, ‎Scotland, to medical school. However, Charles couldn’t bear the sight of surgical demonstrations. One time, a child was being operated on without any painkiller or anesthesia. The child began to scream in agony and Charles ran from the room. Those screams haunted his mind for many years.‎ Since he failed at medical school, his father sent him to study theology at Christ’s Church at Cambridge‎ ‎University. However, in his own words, he said his time was sadly wasted “in playing, drinking, singing, flirting and card playing.” But he found a science professor there who recommended he sail as a naturalist on the ship called hte Beagle. This ship would travel for 5 years exploring South America and the Galapagos Islands off the coast of Ecuador in the Pacific Ocean.‎ On these islands, he observed the world’s largest turtles, the iguana lizards, and finches, a type of bird. These birds were on different islands and varied from each other, especially in their beaks.‎ Darwin‎ took many notes on this long adventure. When he returned to England, his body was broken and he was essentially ill for the rest of his life. However, he came to the interesting conclusion that certain finches adapted better to their environment in a process called natural selection. Those species more fitted to their environment would be the ones most likely to breed and succeed in producing the next generation.‎ In 1859, he wrote On the Origin of Species, which became the most significant book ever written on the theory of evolution. His ideas have had more influence than anyone concerning how living species developed over time.‎ Questions ‎1. Darwin failed in the three schools of ______.‎ A. Science, Philosophy, Medicine B. the Classics, Medicine, Theology C. History, Science, Medicine D. the Classics, Language, Religion ‎2. Darwin’s theory of evolution came from his study of _______.‎ A. giant turtles B. finches C. iguana lizards D. many animals ‎3. On the Origin of Species is about _______.‎ A. scientific discoveries ‎ B. very old life forms C. development over time ‎ D, animal descriptions Key: 1-3 BBC ‎4. Marie Curie Radium and Radioactivity ‎ Marie Curie (1867 — 1934) was born in Poland. Her parents gave her the name Manya Skladowska. She admired her father who was a middle school teacher of physics in the city of Warsaw.‎ Her mother was an excellent pianist and some have said she received her brains from her father and her good hand co-ordination from her mother. She studied very hard and won the gold medal for academic work in her high school. It was the third time a member of her family of four children had won the first place prize.‎ At this time, Poland was controlled by Russia. Her father wanted freedom for his country and when he voiced his opinions, he lost his teaching job. He never regained a job with a good salary again, so his family became very poor.‎ Her mother died when she was ten years old. Without money, it was difficult for the bright Skladowska children to go to college.‎ Marie’s older sister Bronya wanted to study at the Sorbonne, a French university in Paris. Marie offered to work as a governess to pay for her sister’s education if Bronya would help Marie after her graduation. This did occur and Marie started college at the Sorbonne at the age of 25.‎ One day a Polish professor was visiting Paris and Marie came to his apartment. The young professor Pierre Curie also was there. He was the head of the university library of chemistry and physics. The two became friends and later married.‎ They did their research together. They discovered two new radiocative elements in ‎ pitchblendeores. They were called polonium and radium. They isolated the pure elements in 1902 and received the Nobel Prize for Physics in 1903.‎ In April 1906, Pierre slipped on wet pavement and was killed when a heavy truck ran over him. Marie was deeply saddened. However, she took her husband’s position as a professor at the Sorbonne and continued her research. She was the first woman in France to become a professor in a university.‎ Marie gave the name radioactivity to the penetrating power of certain types of waves. In 1911, she received the Nobel Prize for Chemistry. She died from radium poisoning, a martyr to her own work.‎ Questions ‎1. Marie Curie was inspired to study science because of her _______.‎ A. middle school teacher B. mother C. sister D. father ‎2. Marie shared the Nobel Prize for Physics by discover ring _______.‎ A. two new elements B. uranium C. radium D polonium ‎3. A martyr to her own work means she _______.‎ A. worked too hard ‎ B. died in her library C. was affected by radium rays D. sacrificed her personal life for her work Key: DAD ‎5. Issac Newton ‎ Newton (1642 — 1727) was an English mathematician who laid the foundations for physics as a modern scientific discipline. Everyone knows the story that when he was sitting under a tree, he watched an apple fall to the ground. As he thought about the reason of its falling, he reasoned that both apples and planets are similar in that they are objects that respond to a force that attracts them. The year of this observation was 1666 when he was 24 years old.‎ Newton‎ was educated at Trinity College in Cambridge. He was so brilliant that he ‎ was offered a full professorship at age ‎27 in mathematics, also at Cambridge. However, he didn’t publish his theory of planet movement for 21 years because everyone thought his reasoning was faulty. He told his friends that he would print nothing about his ideas because it would attract too much attention, which would interfere with his scientific work.‎ However, in 1687, he finally published a three volume book entitled Mathematical Principles of Natural Philosophy. Today, it is considered the greatest scientific work ever written.‎ Newton‎ believed that the law of gravity made the universe run like a huge clock, as if designed by a master designer. Scientists who read this work during his lifetime did not believe Newton’s theory of gravitational pull was correct. One claimed that Newton would not have twenty followers of his research in his lifetime. Actually, there were even less, because very few scientists seemed interested in his work.‎ Newton‎ said, “Just give me the mass, and the position of the motion of a system of heavenly bodies at any given moment and I will calculate their future positions and motions by a set of rigid and unerring mathematical calculation. I will calculate the tides of the oceans and the motions of the waters and the earth. For the earth attracts the moon and the moon attracts the earth, and the force of each in turn tends to keep them in a state of perpetual resistance.”‎ Newton‎ also developed the mathematical system that is called calculus. His studies of white light led to the understanding that light is made up of many colors. However, the most important was his theory of gravitational pull, which is the basis of all flights into space today.‎ Questions ‎1. In his lifetime, Newton’s theory of gravity was _______.‎ A. respected B. strange C. not believed D. welcomed ‎2. Newton believed the universe was _______.‎ A. formed naturally B. running in perfect order C. a big puzzle D. difficult to explain ‎3. The moon and the earth stay in perfect balance because of _______.‎ A. attraction B. resistance C. motion D. attraction and resistance Key: 1-3 CBD