Unit 1 Making a difference
Teaching Goals:
1. Talk about science and Scientists
2. Learn more about the Infinitive
3. Practise describing people and debating
Teaching Time: 6 periods
The First Period
Teaching Aims:
1.Learn and master the following words:
Inspiration, perspiration, undertake, analysis, obvious, within, quote
2.Talk about science and scientists.
3.Listen to the description of some scientists.
4.Do some speaking, describing people and debating.
Teaching Important Points:
1.Train the students’ listening ability by listening practice.
2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to help students finish the task of speaking.
Teaching Methods:
1.Warming up to arouse the students’ interest in science.
2.Listening-and-answering activity to help the students go through the listening material.
3.Individual, pair or group work to make every student work in class.
Teaching Aids:1.a multimedia 2.a tape recorder 3.the blackboard
Teaching Procedures:
Step I Warming up
1.T: There are many outstanding scientists in the world, who made great contributions to society and science. Now look at the pictures on page 1, tell me what are these scientists famous for?
(Bb) Scientists Contributions
Maria Curie Radium /Polonium
Albert Einstein The Theory of Relativity
…
2.T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion.
(It is the way he uses his tools that makes a successful scientist.
A successful scientist must have much imagination and intelligence and he must be creative and hard-working.
Asuccessful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science…)
T: Now look at the quotes on page 1.do you know what they mean? And do you agree?
天才就是百分之九十九的汗水加上百分之一的灵感。
想象力比知识更重要。
生活中没有什么可怕的东西，只有需要理解的东西。
分析明显存在的事物需要非凡的头脑。
你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。
T: Do you know any other quotes about science and thinking?
Wisdom is only found in truth. -- Johann Wolfgang von Goethe.
Knowledge is power. –Francis Bacon.
Step II Listening
T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx.
Step III Speaking
T: Now let’s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions.
Step IV Language points (computer)
1．It takes a very unusual mind to undertake the analysis of the obvious．
分析明显存在的事物需要非凡的头脑。
(1)undertake(undertook，undertaken)
vt．承担(工作，责任等)，承办+名词
例：He undertook the difficult task willingly．
他欣然承担那项困难的工作。
1 will undertake the responsibility for you．
我会为你负起责任。
vt.着手，进行，企图+名词
例：He undertook a new experiment．
他着手一项新的实验。
(2)analysis复数形式andyses．analyse vt．
A chemical analysis化学分析
We made a careful analysis of the problem．
我们仔细分析了那个问题。
(3)obvious adj. (more obvious，most obvious)
明显的，明白的，显而易见的
obviously adv．
例：He told her an obvious lie．
他对她扯了一个明显的谎言。
It is obvious that…．…是显然的。
例：It is quite obvious that he didn't do it himself．
显然他没有亲自去做。
It seemed obvious that he suffered from a bad cold．
显然他得了重感冒。
2．There is no doubt that． 毫无疑问 ．．
例：There is no doubt that our team will win．
我队获胜是毫无疑问的。
I don't doubt that we will win the game．(否定句用that)
我不怀疑我们将会赢得这场比赛。
Do you doubt that he has passed the final examination ? (疑问句用that)
你怀疑他已通过期末考试了吗?
I doubt whether he is the best man for the job．(肯定句用whether)
我怀疑他是否是担任那项工作的最适当人选。
Homework
Preview the reading material.
Review the words and expressions in this period.
Step V The Design of the Writing on the Bb
Unit 1 Making a difference
The First Period
Scientists Contributions
Madame Curie Radium/Polonium
Edison The light bulb
Einstein The Theory of Relativity
…
Record after teaching:
The Second &Third Period
Teaching Aims:
1.Learn and master the useful words and phrases.
2.Train the students’ reading ability.
3.Let the students learn from Stephen Hawking.
Teaching Important Points:
1.Master the following phrases and sentence pattern:
work on, go by, be engaged to, go on with sth, dream of, turn out
There is no point (in) doing sth.
2.Enable the students to understand the text better.
3.Improve the students’ reading ability.
Teaching Difficult Points:
1.How to make the students understand the reading text better.
2.How to make the students understand the following sentence.
There didn’t seem much point in working on the PhD.
Teaching Methods:
1.Scanning the text to get some information about Hawking.
2.Careful reading to answer some detailed questions.
3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.
4.Individural, pair or group work to make every student work in class.
Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard
Teaching Procedures:
Step I Lead-in and Pre-reading
T: Yesterday we learnt some quotes from some scientists. Now look at the picture on the screen. Do you know who the person is?
( Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time )Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories. First let’s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.
Answers:1 Because he wanted a job.
2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.
3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.
Step II Reading
T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.
What did Stephen Hawking do when he was told that he had an incurable disease?
1. How would most people feel when they were told that they had incurable disease?
2. What did Hawking write in 1988?
3. What did Hawking explain in the book ?
4. According to Hawking, how do people misunderstand science?
5. What are the basic steps of the scientific method?
6. What is it that Hawking doesn’t like about his speech computer?
Step III language points
There didn't seem much point in working on my PhD-I didn't expec to survive that long
取得博士学位对我来说没有什么意义，我没有期望活那么久。
PhD(Doctor of Philosophy ) 指“博士学位”
There is no point in doing sth．表示“做某事没有作用或没有意义”。
例：There is no point in arguing further．
继续争执下去没有意义了。
There is no point in protesting．It won’t help much．
抗议没有什么用处，于事无补。
that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。
例：I didn't expect he was that rude．
我没料到他会那么粗鲁。
I have never been out this late before．
我从未在外面呆到这么晚过。
Please cut my hair about this much．
请把我的头发剪掉这么长。
4．Yet two years had gone by and I was not that much worse．
但两年过去了，我的情况却没那么糟糕。
Go by意思是“(时间)过去”。
例：Time went by so quickly．We are already at the end of our summer holiday．
时间过得真快，转眼我们已经要结束暑假了。
Thirty years went by and her hair was beginning to turn gray．
三十年过去了，她的头发开始变白了。
5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．
事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。
get／be engaged to sb．“与某人订婚”
例：Did you hear they have got engaged last month?
你有没有听说他们上个月订婚的消息?
Tom got engaged to Mary，whom he had met on the train．
汤姆和玛丽订婚了，他们在火车上认识的。
Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的
例：She was engaged in protecting wild birds．
她从事保护野生鸟类的工作。
Right now I’m engaged．
我现在正忙着。
be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．
例：The line／number is engaged。线路被占用。
engagement n．订婚(to)
例：announce one's engagement to…宣布与…订婚
break off one's engagement解除婚约，解约
engagement ring订婚戒指(戴在左手无名指上)
6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．
例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．
天气预报说今天下午有雨，其实今天天气非常好。
The lecture turned out to be very dull．
讲座结果很无聊。
Everything turned out well．一切顺遂。
The rumor turned out (to be) true．那谣言后来证明是真的。
It turned out (that) two travelers had been killed
后来证实(查明)有两位旅客丧生。
turn out vi. (为集会等)外出，去。
turn out vt.．(可分开用) 关 (熄灭) (煤气，电灯油灯等)
turn out vt. (可分开用 ) 生产 (产品)，出产
例：The factory can turn out l000cars a day．
这家工厂一天能生产1000辆汽车。
7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
only修饰介词短语或从句时，要求倒装。
例：Only at that time did I realize its importance．
直到那时我才意识到它的重要性。
Only in this way can you make progress in your English study．
只有这样你才能在英语学习上取得进步。
Only when you finish your homework can you go out to play football．
只有当你完成作业你才能出去踢球。
only修饰主语时，通常置于主语之前。
例：Only you understand me．只有你了解我。
only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)
例：She only eats vegetables．她只吃蔬菜。
I only lent you the money．那笔钱我只是借给你(不是给你)。
He only works when he's got homework．
他只在有家庭作业时才做功课。
I've only seen him once．
我只见过他一次。
8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．
想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。
imagine+名词
例：Can you imagine life with out electricity?
你能想像没有电的生活吗?
The gir1 tried to imagine the gentleman as her father．
这女孩试着把这位绅土想像成自己的父亲。
imagine+doing想像做”
例：I didn't imagine becoming a writer in my childhood．
在孩提时代，我并未想像成为一名作家。
imagine+名(人)+doing想像(某人)做…
例：I can't imagine her marrying him．
我无法想像她和他结婚。
imagine+(that)…／wh-想像…；想…，推测 (不可用进行时)
例：Imagine you are a bird．
想像你是一只鸟。
Can you imagine how much 1 was surprised to see it ?
你能想像我看见它后感到多么惊讶吗?
Iimagine (that) I have met you somewhere before．
我想以前曾在哪里见过你。
Can you imagine what he is doing?
你能猜测他在做什么吗?
(Just) imagine (it) ! 想想看!
Imagination (名) imaginative (形)
promising (形) 有希望的，有前途的，前途光明的
例：a promising actress有前途的女演员
9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．
从那时起，霍金就继续寻求关于宇宙特征的问题的答案。
seek+(for after)+名词 搜寻，寻找；寻求，探求；追求
例：They sought shelter from the rain．
他们找寻避雨的地方。
He found it worthless to seek fame．
他发现追求名声是不值得的。
We must seek (for) a solution to the problem
我们必须寻求解决问题的方法。
seek+名 征求，请求 ，
He sought his doctor's advice．
他向医生请教(征求医生的意见)。
Step IV Listening and Consolidation
T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.
Homework
T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text fluently and recite some important sentences.
The Design of the Writing on the Bb
Unit 1 Making a difference
The Second Period
Useful expressions:
work on +n./pron. /doing,
go by: pass,
be/get engaged (to sb.): be bound by a promise to marry,
go on with sth: continue with sth,
dream of: imagine,
turn out: prove(to be),
Sentence pattern:
There is no point (in) doing sth.=There is no good reason for doing sth.
Record after teaching:
The Fourth Period
Teaching Aims:
Review the words learnt in the last two periods.
Learn how to explain the words in English.
Learn and master the usages of the Infinitive.
Teaching Important Points:
Master the usages of the Infinitive.
Teaching Difficult Points:
1.How to help the students learn to explain words in English.
2.How to help the students master the usages of the Infinitive.
Teaching Methods:
1.Review method to help the students remember what they have learnt beore.
2.Explanation and inductive methods to make the students master the usages of the Infinitive.
3.Individual work or pair work to make every student work in class.
Teaching Aids:the blackboard
Teaching Procedures:
Step I Revision
Have a dictation of some words and expressions..
Step II Word Study
T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let’s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we’ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs.
Step III Grammar（详解见后）
Bb:1. He hoped to visit China again .
2. It took a lot of time to finish the report .
3. Please give the boy sth to play with .
4. He went home to see his sick mother .
5. Her wish is to become a pop singer .
T: Tell me the function of the underlined part in each sentence.
S: No.1 is used as the object.
S: No.2 is used as the subject. It is more usual to use formal subject “it” and the infinitive phrase is usually placed at the end of the sentence, that is “it is…to do sth.”.
S: No.3 is used as the attribute.
S: No.4 is used as the adverbial for purpose.
S: No.5 is used as the predicative.
T: Now let’s do an ex on the screen. Group the infinitives according to how they are used.
1.Some things need (1) to be believed (2) to be seen .
2.The doctor told him that he may not have more than twelve months (3) to live .
3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD.
4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .
5.He traveled around the world (7) to give lectures .
6.What does it mean (8) to be a scientist?
7.People who listen to Hawking’s lectures sometimes find it difficult (9) to understand him .
8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects.
S: Subject:(8)
Attribute(2)(3)
Object(1)(9)
Adverbial(4)(5)(6)(7)(10)
Step IV Practice
T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with “to be done” or “to have been done”.
He wanted the nurses to take care of the patient.
-He wanted the patient to be taken care of.
Because “the patient” is the logical object of “take care of”, the passive infinitive should be used in the second sentence.
The car was reported to have been stolen.
But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.
Homework
TFinish all the exx in Grammar. Preview the content in Integrating skills.
The Design of the Writing on the Bb
Unit 1 Making a difference
The Third Period
Phrase: use up
Grammar: the Infinitive
1. He hoped to visit China again .
2. It took a lot of time to finish the report .
3. Please give the boy sth to play with .
4. He went home to see his sick mother .
5. Her wish is to become a pop singer.
6. He wanted the nurses to take care of the patient.
7. He wanted the patient to be taken care of.
Record after teaching:
The Fifth Period
Teaching Aims:
1.Revise the language points and grammar-the Infinitive.
2.Learn and master the following phrases:
take a look at, what if, the other way around
3.Do some reading and writing practice to improve the students’ integrating skills.
4.Learn how to write a descriptive paragraph.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Help the students write a descriptive paragraph.
Teaching Difficult Points:
1.How to help the students understand the passage better.
2.How to help the students learn to write a descriptive paragraph.
Teaching Methods:
1.Doing exx to revise what we’ve learnt before.
2.Asking-and-answering activity to go through the reading material.
3.Discussion to help the students understand the passage better.
4.Individual, pair or group work to make every student work.
Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard
Teaching Procedures:
Step I Revision
T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let’s do some exx to see if you have mastered them well enough. Look at the screen.
1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with .
2.It takes time (4)to know a man .
3.Please remember (5)to bring me a book.
4.I’ve got a lot of work (6)to do .
5.(7)In order to catch the first bus ,she got up early.
6.It is important for us (8)to learn English .
Subject:(4)(8)
Object:(2)(5)
Attribute:(3)(6)
Adverbial:(1)(7)
T: Let’s do another ex. Fill in the blanks, using the Infinitive.
1.The goal of Stephen Hawking’s research is to and to is his biggest dream.
2.The doctor thought he only had three more years to , which turned out .
3.We took a taxi to .We hurried there, only to . We were unhappy to .
4.He studied hard to .
5.Lunch is ready. Let’s stop to .
T: Now let’s revise the useful expressions. Do an ex to see whether you have mastered them well.
1.He one day becoming a famous violinist.
2.Tom Ann.
3.Two weeks slowly .
4.His suggestion to be a good one.
5.He his ink.
6.If we don’t finish painting the room today, we can it tomorrow.
7.He a novel.
Step II Reading
T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries?
……
T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen.
1.What’s the characteristic of Galileo Galilei?
2.Why could Stephen Hawking make contributions to science work?
3.What can be described as the ability to use knowledge?
4.What’s the most important thing if we want to make a difference?
5.How can we hope to reach our goals and truly make a difference?
T: I’ll explain some expressions and sentence structures.
1. take a look at
2. what if
3. the other way round
4. …it was only later that the world recognized his greatness.
5. …only by discovering what we do best can we hope to reach our goals and truly make a difference.
Step III Listening and Discussion
T: Listen to the tape twice. Then discuss the questions in pairs or groups.
1. Of all the characteristics mentioned in the passage, which do you think is the most important? Why?
2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?
Use the questions below to get started.
What is the scientific spirit?
How do scientists solve problems?
How do scientists make a difference?
What can we learn from great scientists?
Step IV Writing
T: Who is your favourite scientists? Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage. Then write some useful sentences to help them.
Step V Homework
Go over all the important points learnt in this unit and finish your writing.
Step VI The Design of the Writing on the Bb
Unit 1 Making a difference
The Fifth Period
A good scientists must be curious and careful .
Great scientists use their creativity and imagination to come up with new ideas.
Scientists must also be intelligent and patient .
The experiment proved that her theory was correct.
Other scientists were surprised by her discovery and called it a success .
She used a model to solve the problem .
Record after teaching:
Period 6 Review and Exercises.