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Reading skills are very important for senior students.For the first reading, we intend tocultivate Ss’ skimming ability and scanning ability.First ask the students to scan it and tick outwhat...are mentioned in the passage.Then let the students read fast to find out the main idea ofeach paragraph.In order to stimulate Ss to take part in the class activity more actively, the teachercan organize a group competition to see which group can finish the task fastest and best.For thesecond reading, the students are expected to know some details about the passage.Later on, theteacher will present some questions for the students to answer and at the same time they are askedto finish filling in the chart.The third time is to read for further information.This part is designedto get Ss into the habit of reading a passage as a whole, that is, to get the general idea.Anotherpurpose 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, whoseanswers are beyond lines.So the teacher will help them to read between the lines, thus Ss cangradually get the ability to understand the implied meanings.In this step, the teacher asks Ss toread it again in order to make them think about the organization of the whole passage, and thismethod can help them not only in their understanding this passage but also in writing a shortpassage.
To consolidate the content of the passage, Ss are required to retell it according to the mainidea.In order to arouse the Ss’ interest; the teacher can hold a competition between groups.Afterthe 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 comprehendingbeyond 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 Aims
Period 2 ReadingThe General Idea of This PeriodThis is the second period of this unit.This period focuses on the reading passage, which isabout John Snow and King Cholera.At the beginning of the period, the teacher can design someactivities to draw the students’ attention to read.In order to attract the students’ attention, theteacher had better offer the students the opportunities to have a competition about someinformation about some scientists mentioned in the Warming up.Then the teacher can make fulluse of the questions in the Pre-reading.This step is designed to make for preparing forunderstanding the passage.
Ss: Hello, Miss Yang.
Step 2 RevisionT: Yesterday we talked a lot about great scientists.Now I’d like you to answer somequestions 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.Areyou ready?Listen carefully.Which scientist discovered that objects in water are lifted up by a forcethat helps them float?Any volunteer?
S: Archimedes.T: Right.Who wrote a book explaining how animals and plants developed as the environmentchanged?
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 isnot easy for any of us.We must work, and above all we must believe in ourselves.We must believethat each one of us is able to do something well, and that, when we discover what this somethingis, 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 ofpeople?
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?
Encourage the students to work hard at their lessons in order to devote themselves to science.Teaching ProcedureStep 1 GreetingT: Hello, my friends.
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.Firstlet’s come to new words first.Here are some definitions of some of the words from this text.Pleasework in pairs and match the words with their definitions.
A.attend
B.control2.part of a tool, bucket, drawer, etc.by which it may be held in the hand3.take or suck in
C.handle
D.blameat 4.once or without delay
E.absorb,5.uncover leave uncovered or unprotected
F.announce6.as well, besides
G.immediately.7be joined with, be connected with
H.be linked to.8wait on, serve, look after
I.in additionon 9.fix sb.the responsibility for sth.done or not done
J.expose1.have control, authority, power overr10.make knownSuggested answes: 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 theirscientific attitude and scientific way to do scientific research.Now open your books on Page1.Look at the questions in Pre-reading quickly and discuss them with your partner in twominutes.
(Teacher gives the students two minutes to discuss.After that, the teacher asks them toanswer the three questions.)
T: First, let’s talk about infectious diseases.Can you name some?Let’s come to a groupcompetition 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 scientificresearch?What order would you put them in?
Ss: find a problem—make up a question—think of a method—collect results—analyse theresults—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 tickout 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
S: A Brief History of Time.
(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 themain 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 toanswer.)Suggested answers:
Para 1irief introduct Bon to John Snow and cholers.
Para 2 Two theories explaining the cause of cholera.
Para 3−5fThe method o testing theories.
Para 6no Cclusion.
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¿Third reading: Detailed-reading to answer questionsT: Now, let’s read the passage carefully to learn about more details.Later I will let you answersome questions and fill in the chart.Let’s come to a group competition again.If you get youranswer 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 hadlived and the map gave a valuable clue about the cause of the disease.He looked into thesource 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 tothe polluted water.With this extra evidence, he was able to announce that polluted water
(4) John Snow’s examination of the source of the water
Ss: John Snow believed in the second theory but needed to prove he was correct.
To develop Ss’ further understanding ability, the teacher can design some questions, whoseanswers are beyond lines.So the teacher will help them to read between the lines, thus Ss cangradually get the ability to understand the implied meanings.In this step, the teacher asks Ss toread it again in order to make them think about the organization of the whole passage, and thismethod can help them not only in their understanding this passage but also in writing a shortpassage.
To consolidate the content of the passage, Ss are required to retell it according to the mainidea.In order to arouse the Ss’ interest; the teacher can hold a competition between groups.Afterthe 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 comprehendingbeyond 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 Aims
Period 2 ReadingThe General Idea of This PeriodThis is the second period of this unit.This period focuses on the reading passage, which isabout John Snow and King Cholera.At the beginning of the period, the teacher can design someactivities to draw the students’ attention to read.In order to attract the students’ attention, theteacher had better offer the students the opportunities to have a competition about someinformation about some scientists mentioned in the Warming up.Then the teacher can make fulluse of the questions in the Pre-reading.This step is designed to make for preparing forunderstanding the passage.
Ss: Hello, Miss Yang.
Step 2 RevisionT: Yesterday we talked a lot about great scientists.Now I’d like you to answer somequestions 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.Areyou ready?Listen carefully.Which scientist discovered that objects in water are lifted up by a forcethat helps them float?Any volunteer?
S: Archimedes.T: Right.Who wrote a book explaining how animals and plants developed as the environmentchanged?
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 isnot easy for any of us.We must work, and above all we must believe in ourselves.We must believethat each one of us is able to do something well, and that, when we discover what this somethingis, 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 ofpeople?
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?
Encourage the students to work hard at their lessons in order to devote themselves to science.Teaching ProcedureStep 1 GreetingT: Hello, my friends.
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.Firstlet’s come to new words first.Here are some definitions of some of the words from this text.Pleasework in pairs and match the words with their definitions.
A.attend
B.control2.part of a tool, bucket, drawer, etc.by which it may be held in the hand3.take or suck in
C.handle
D.blameat 4.once or without delay
E.absorb,5.uncover leave uncovered or unprotected
F.announce6.as well, besides
G.immediately.7be joined with, be connected with
H.be linked to.8wait on, serve, look after
I.in additionon 9.fix sb.the responsibility for sth.done or not done
J.expose1.have control, authority, power overr10.make knownSuggested answes: 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 theirscientific attitude and scientific way to do scientific research.Now open your books on Page1.Look at the questions in Pre-reading quickly and discuss them with your partner in twominutes.
(Teacher gives the students two minutes to discuss.After that, the teacher asks them toanswer the three questions.)
T: First, let’s talk about infectious diseases.Can you name some?Let’s come to a groupcompetition 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 scientificresearch?What order would you put them in?
Ss: find a problem—make up a question—think of a method—collect results—analyse theresults—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 tickout 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
S: A Brief History of Time.
(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 themain 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 toanswer.)Suggested answers:
Para 1irief introduct Bon to John Snow and cholers.
Para 2 Two theories explaining the cause of cholera.
Para 3−5fThe method o testing theories.
Para 6no Cclusion.
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¿¿¿¿¿
¿Third reading: Detailed-reading to answer questionsT: Now, let’s read the passage carefully to learn about more details.Later I will let you answersome questions and fill in the chart.Let’s come to a group competition again.If you get youranswer 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 hadlived and the map gave a valuable clue about the cause of the disease.He looked into thesource 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 tothe polluted water.With this extra evidence, he was able to announce that polluted water
(4) John Snow’s examination of the source of the water
Ss: John Snow believed in the second theory but needed to prove he was correct.
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