Greatampnbspscientists（Periodampnbsp2Reading）

　　period 2　reading
　　the general idea of this periodthis is the second period of this unit.this period focuses on the reading passage, which is about john snow and king cholera.at the beginning of the period, the teacher can design some activities to draw the students’ attention to read.in order to attract the students’ attention, the teacher had better offer the students the opportunities to have a competition about some information about some scientists mentioned in the warming up.then the teacher can make full use of the questions in the pre-reading.this step is designed to make for preparing for understanding the passage. reading skills are very important for senior students.for the first reading, we intend to cultivate ss’ skimming ability and scanning ability.first ask the students to scan it and tick out what...are mentioned in the passage.then let the students read fast to find out the main idea of each paragraph.in order to stimulate ss to take part in the class activity more actively, the teacher can organize a group competition to see which group can finish the task fastest and best.for the second reading, the students are expected to know some details about the passage.later on, the teacher will present some questions for the students to answer and at the same time they are asked to finish filling in the chart.the third time is to read for further information.this part is designed to get ss into the habit of reading a passage as a whole, that is, to get the general idea.another purpose of this part is to ask ss to pay attention to the details. to develop ss’ further understanding ability, the teacher can design some questions, whose answers are beyond lines.so the teacher will help them to read between the lines, thus ss can gradually get the ability to understand the implied meanings.in this step, the teacher asks ss to read it again in order to make them think about the organization of the whole passage, and this method can help them not only in their understanding this passage but also in writing a short passage. to consolidate the content of the passage, ss are required to retell it according to the main idea.in order to arouse the ss’ interest; the teacher can hold a competition between groups.after the students understand the whole passage, they are asked to have a topic discussion. teaching important pointshave a good understanding of the text by doing the exercises. get the students to learn different reading skills, especially gist reading and comprehending beyond lines.teaching difficultiesknow the meanings between lines and beyond lines. learn different reading skills for different reading purposes. teaching aidsmulti-media classroom and other normal teaching tools.
　　three dimensional teaching aimsknowledge aimhave a good understanding of the text through the exercises. ability aimsgrasp some reading skills. develop the ability to describe some famous scientists. emotional aimsencourage the students to work hard at their lessons in order to devote themselves to science.
　　teaching procedurestep 1 greetingt: hello, my friends. ss: hello, miss yang. step 2 revisiont: yesterday we talked a lot about great scientists.now i’d like you to answer some questions  to see how much you remember about them.let’s come to a group competition. if you know the answer, you can just stand up.if you get your answer right, i’ll give you ten marks.are you ready?listen carefully.which scientist discovered that objects in water are lifted up by a force that helps them float?any volunteer? s: archimedes.t: right.who wrote a book explaining how animals and plants developed as the environment changed? s: charles darwin. t: yes.do you still remember the title of the book? s: on the origin of species. t: very good.who invented the first steam engine? s: james watt. t: you’ve done a good job.who used peas to show how physical characteristics are passed  from parents to their children? s: gregor mendel. t: can you say something about him? s: ok.his research gave birth to the science of genetics. t: well done.who discovered radium? s: madame curie. t: yes, we know she is a great woman scientist.we should remember what she said.life is not easy for any of us.we must work, and above all we must believe in ourselves.we must believe that each one of us is able to do something well, and that, when we discover what this something is, we must work hard at it until we succeed. t: who invented the way of giving electricity to everybody in large cities? s: faraday. t: you are right.who was the painter that studied dead bodies to improve his painting of people? s: leonardo da vinci. t: yes.who invented a lamp to keep miners safe underground? s: humphrey davy. t: who invented the earliest instrument to tell people where earthquakes happened? s: zhang heng. t: do you know what he invented? s: he invented seismograph. t: who put forward a theory about black holes? s: stephen hawking. t: he wrote a famous book.what’s the title of it? s: a brief history of time. t: all of you did a good job.for the time being, the first/second...group won the competition. but there are a lot of chances for you to catch.we will continue our competition later. step 3 new wordst: today we are going to read a new passage about another scientist named john snow.first let’s come to new words first.here are some definitions of some of the words from this text.please work in pairs and match the words with their definitions. a.attend b.control c.handle d.blame e.absorb f.announce g.immediately h.be linked to i.in addition j.expose1.have control, authority, power over 2.part of a tool, bucket, drawer, etc.by which it may be held in the hand3.take or suck in 4.at once or without delay 5.uncover, leave uncovered or unprotected 6.as well, besides 7.be joined with, be connected with 8.wait on, serve, look after 9.fix on sb.the responsibility for sth.done or not done 10.make knownsuggested answers: b—1　c—2　e—3　g—4　j—5　i—6　h—7　a—8　d—9　f—10 step 4 pre-readingt: there are so many scientists that we can’t count them.but all the scientists must have their scientific attitude and scientific way to do scientific research.now open your books on page 1.look at the questions in pre-reading quickly and discuss them with your partner in two minutes. (teacher gives the students two minutes to discuss.after that, the teacher asks them to answer  the three questions.) t: first, let’s talk about infectious diseases.can you name some?let’s come to a group competition again.if you get your answer right, i’ll give you ten marks. ss: bird flu, sars, cholera... t: what do you know about cholera? s: cholera was a 19th century disease. s: cholera was spread by germs. s: it was the most deadly disease of its day. s: people who are infected with it will be easy to die. s: ... t: excellent.now, let’s come to question 2.how can we prove a new idea in scientific research?what order would you put them in? ss: find a problem—make up a question—think of a method—collect results—analyse the results—repeat if necessary—draw a conclusion. step 5 readingfirst reading: scanningt: here is another great scientist.maybe you are not familiar with him.look at his picture  on page 2.john snow was the great scientist who defeated king cholera.scan the passage and tick out what are mentioned in the passage?i will give you two minutes . (1) john snow’s wish (2) john snow’s attending queen victoria (3) two theories explaining the cause of cholera (4) john snow’s examination of the source of the water (5) evidence for the cause of cholera (6) the source of all water supplies (7) the spread of cholera by germs in polluted watersuggested answers: (1) (3) (4) (5) (7) are mentioned in the passage. second reading: skimming to find out the main idea for each paragraph t: skim each paragraph and find out the main idea for each one.when you want to find the main idea of each paragraph, you especially pay attention to the first sentence and the last one, which may help you find the main idea quickly.i will give you three minutes to do it. (the teacher offers three minutes for the students to do it.later asks some students to answer.)suggested answers: 教学资源集散地。＂ type=＂#_x0000_t75＂ ole=＂＂>third reading: detailed-reading to answer questionst: now, let’s read the passage carefully to learn about more details.later i will let you answer some questions and fill in the chart.let’s come to a group competition again.if you get your answer right, i’ll give you twenty marks.scientific report by john snowthe problemthe causeidea 1idea 2the methodthe resultsidea 1 or 2?why?the conclusion1.what problem existed in london at his time? 2.how did cholera kill people? 3.how did he prove the second theory was correct? 4.what was the result after he looked into the cause of cholera? 5.which idea was right?why? 6.what conclusion did he draw? suggested answers: scientific report by john snowthe problemthousands of people died of cholera every time there was an outbreak.neither its cause, nor its cure was understood.the causeidea 1 cholera multiplied in the air without reason.idea 2 people absorbed this disease into their bodies with their meals.the methodhe began to gather the information.he marked on a map where all the dead people had lived and the map gave a valuable clue about the cause of the disease.he looked into the source of the water.the resultspolluted water carried the disease.people who drank the polluted water died of cholera.idea 1 or 2?why?idea 2 is correct.he found two other deaths in another part of london that were linked to the polluted water.with this extra evidence, he was able to announce that polluted water carried the disease.the conclusion＂king cholera＂ was defeated.fourth reading: further understandingt: from the passage, we know that john snow believed that idea 2 was right.how did he finally prove it?if you get your answer right, i’ll give you thirty marks. ss: john snow believed in the second theory but needed to prove he was correct.so when another outbreak hit london in 1854 and it spread quickly through the poor neighbourhoods, he began to gather the information.he determined to find out why.he marked on a map where all the dead people had lived and the map gave a valuable clue about the cause of the disease.he looked into the source of the water for broad street and cambridge street.he had shown that cholera was spread by germs and not in a cloud of gas.in addition, he found two other deaths in another part of london that were linked to the broad street outbreak.they died of cholera after drinking the polluted water.with extra evidence, he was able to announce that polluted water carried the disease.finally king cholera was defeated. t: you really did a good job.do you think john snow would have solved this problem  without the map?why?if you get your answer right, i’ll give you thirty marks. s: i think he would have solved the problem.but he would spend more time in testing the two theories and it would be more difficult for him to look into the cause of cholera.(the teacher should give them about two minutes to discuss, and join in the discussion at the same time.after that, the students will be asked to show their opinions to the whole class.)step 6 consolidationt: in this period, we have learned a lot about john snow and king cholera.what have you learned from it?i will give you one minute to prepare for it.if your sentence is quite good, i’ll give you thirty marks.(after one minute.) s1: john snow was a well-known doctor in london. s2: he attended queen victoria to ease the birth of her babies. s3: he got interested in two theories explaining how cholera killed people. s4: john snow had shown that cholera was spread by germs and not in a cloud of gas. s5: john snow announced that polluted water carried the disease. s6: ... t: your sentences are so wonderful and amazing.i admire them very much.who would like to retell the whole passage to us?if you can, i’ll give you fifty marks. ss: ... step 7 topic discussiont: now let’s come to our topic.we know cholera was a 19th century disease.what disease do you think is similar to cholera today?why?if you show quite a good opinion, i’ll give you thirty marks.but first i will give you two minutes to discuss it with your partner. (the teacher should give them about two minutes to discuss, and join in the discussion at the same time.after that, the students will be asked to show their opinions to the whole class.) s: since a lot of people die of bird flu, i think bird flu today is similar to cholera.now the cause of bird flu is not quite clear, but scientists devote their lives to finding out the cause and the cure.s: in my opinion, sars is quite similar to cholera.sars is spread by germs in the air while cholera is spread by germs in the polluted water.a lot of people have been dying  of sars. ss: ... t: this time, the first/second group won the competition.congratulations! t: i’d like you to write a short passage about john snow according to the passage.
　　the design of the writing on the blackboard
　　unit 1　great scientist
　　period 2　readingmain idea of each part教学资源集散地。＂ type=＂#_x0000_t75＂ ole=＂＂> scientific report by john snowthe problemthe causeidea 1idea 2the methodthe resultsidea 1 or 2?why?the conclusion
　　research and activities use your imagination to write a short passage about what may happen in the future. imagine if you were to find out the causes of sars, how would you do and what methods would you use to test your theory?you can imitate the structure of the reading passage, but you must make full use of your imagination to write what is different from the cause of cholera.
　　reference for teaching
　　who: cholera in chad could spread to sudan’s darfurthe government of chad is calling for international assistance to fight a cholera outbreak in the country. the world health organization says it is concerned that the disease could spread to the darfur region of western sudan, which is already struggling with his own humanitarian crisis due to violence. the government of chad says more than XX cases of cholera have been reported in the country, and it expects that number to more than double by the end of the rainy season in september. although, the majority of cases in chad are being reported in the region surrounding the capital in the west. but the who says it is deeply worried that it could spread to neighboring  sudan and the refugee camps sprawled across its troubled western region of darfur.   an expert with the who, claire-lise chaignat, says the disease is endemic to mainly poorer areas that do not have access to safe water supplies. ＂another factor is also the refugees  living in refugee camps where they are living in close communities with not enough water and no proper sanitation, ＂she said. ＂so, that is also a high risk for the community. so, for example, we are very much scared that, now, in the crisis in darfur, or in the eastern chad, there might be a cholera outbreak. in case the germ occurs because the water and sanitation situation is so bad that it’s really, a real risk that we might have a cholera outbreak there. ＂  chad has been battling a potential locust scourge in the west, and has received an influx of refugees in the east from the fighting taking place in the darfur region. the government is asking for nearly $200 000 in aid to try to curb the spread of cholera.   cholera outbreaks are being reported throughout much of central and western africa this year, including cameroon, sierra leone, guinea and the democratic republic of congo.   the disease spreads quickly in areas where water supplies are contaminated and causes dehydration within days. it can lead to death if victims are untreated within a week.   carrie giardino, voa news, abidjan.   the strains of cholera bacteria prevalent in china make change and experts warn for possible outbreak.   in china’s database of epidemic status, a painting depicted with the three epidemic waves documented in figures the status of cholera epidemic in the past 40 years throughout the country. each time of fluctuations in the epidemic graph was related to the changes of cholera bacterial typing. the latest data of monitoring showed that the dominating bacterial type of cholera epidemics had another change emerging with a unique epidemic bacterial type. specialists of the chinese center for disease control (cdc) warned that the possible aftermath of epidemic situation resulted from the changes of bacterial type of cholera must be dealt with intensive precaution.   academician gao shouyi of chinese cdc pointed out that the inaba 1d strain emerged predominantly since last year, had the character of wide distribution of the same strain, and its 16s ribosomal gene probe hybridization belonged to the same strain seen in the majority of the provinces. in a certain location of the southern provinces, the eltor strain, in addition to the occurrence of inaba 1d strain, also partially emerged with the 1c, 1b, 1f strains;however, its ribosomal typing was identical with the predominant epidemic inaba 1d strain, all came from the same clone line. in certain places of the southern west area the ogawa type that mutated into inaba type emerged;and the inaba strain occurred in XX was not the continuation of the inaba strain of XX;additionally in another location of the south western area an ogawa 6b unique epidemic strain occurred.   from 18-19 april, a working conference of national prevention and treatment of gastrointestinal infectious diseases was held in beijing jointly sponsored by the chinese cdc and the consultative committee of diarrhea specialists of ministry of health. the related specialists and the leading members of the cdc were organized to carry out an outspread discussion upon the subject of prevention and treatment of infectious diseases of the gastrointestinal tract, headed by cholera. on april 17th, the cdc issued notification to the cdc system throughout the country to carry out the weekly report of cholera epidemics and the acts of reports of the scattered cases;measures for augmentation of monitoring and retrieve of epidemic sources were also arranged.