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靈感。

想象力比知識更重要。

生活中沒有什么可怕的東西，只有需要理解的東西。

分析明顯存在的事物需要非凡的頭腦。

你不可能把一切教給一個人，你只能幫助他在他自己的認知范圍內去發現和了解事物。

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．

分析明顯存在的事物需要非凡的頭腦。

(1)undertake(undertook，undertaken)

vt．承擔(工作，責任等)，承辦+名詞

例：He undertook the difficult task willingly．

他欣然承擔那項困難的工作。

1 will undertake the responsibility for you．

我會為你負起責任。

vt.著手，進行，企圖+名詞

例：He undertook a new experiment．

他著手一項新的實驗。

(2)analysis復數形式andyses．analyse vt．

A chemical analysis化學分析

We made a careful analysis of the problem．

我們仔細分析了那個問題。

(3)obvious adj. (more obvious，most obvious)

明顯的，明白的，顯而易見的

obviously adv．

例：He told her an obvious lie．

他對她扯了一個明顯的謊言。

It is obvious that…．…是顯然的。

例：It is quite obvious that he didn't do it himself．

顯然他沒有親自去做。

It seemed obvious that he suffered from a bad cold．

顯然他得了重感冒。

2．There is no doubt that． 毫無疑問 ．．

例：There is no doubt that our team will win．

我隊獲勝是毫無疑問的。

I don't doubt that we will win the game．(否定句用that)

我不懷疑我們將會贏得這場比賽。

Do you doubt that he has passed the final examination ? (疑問句用that)

你懷疑他已通過期末考試了嗎?

I doubt whether he is the best man for the job．(肯定句用whether)

我懷疑他是否是擔任那項工作的最適當人選。

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

取得博士學位對我來說沒有什么意義，我沒有期望活那么久。

PhD(Doctor of Philosophy ) 指“博士學位”

There is no point in doing sth．表示“做某事沒有作用或沒有意義”。

例：There is no point in arguing further．

繼續爭執下去沒有意義了。

There is no point in protesting．It won’t help much．

抗議沒有什么用處，于事無補。

that在此處為副詞，意為“那么”，可以修飾形容詞。this也有此用法。

例：I didn't expect he was that rude．

我沒料到他會那么粗魯。

I have never been out this late before．

我從未在外面呆到這么晚過。

Please cut my hair about this much．

請把我的頭發剪掉這么長。

4．Yet two years had gone by and I was not that much worse．

但兩年過去了，我的情況卻沒那么糟糕。

Go by意思是“(時間)過去”。

例：Time went by so quickly．We are already at the end of our summer holiday．

時間過得真快，轉眼我們已經要結束暑假了。

Thirty years went by and her hair was beginning to turn gray．

三十年過去了，她的頭發開始變白了。

5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．

事實上，事情發展得還挺順利。我和一位非常好的女孩簡懷爾得訂婚了。

get／be engaged to sb．“與某人訂婚”

例：Did you hear they have got engaged last month?

你有沒有聽說他們上個月訂婚的消息?

Tom got engaged to Mary，whom he had met on the train．

湯姆和瑪麗訂婚了，他們在火車上認識的。

Be engaged in(on)+n．／doing sth．從事(工作)的，忙于……的

例：She was engaged in protecting wild birds．

她從事保護野生鳥類的工作。

Right now I’m engaged．

我現在正忙著。

be engaged (電話等)通話中的，占線中的，相當于美國英語的busy．

例：The line／number is engaged。線路被占用。

engagement n．訂婚(to)

例：announce one's engagement to…宣布與…訂婚

break off one's engagement解除婚約，解約

engagement ring訂婚戒指(戴在左手無名指上)

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．

霍金寫到，從另一個方面說，科學家知道他們的工作是永無止境的，即使是最完美的理論，也可能是錯誤的。

Turn out to be“結果是”“最后的情況是”+副／+形／+to do／+that．．

例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

天氣預報說今天下午有雨，其實今天天氣非常好。

The lecture turned out to be very dull．

講座結果很無聊。

Everything turned out well．一切順遂。

The rumor turned out (to be) true．那謠言后來證明是真的。

It turned out (that) two travelers had been killed

后來證實(查明)有兩位旅客喪生。

turn out vi. (為集會等)外出，去。

turn out vt.．(可分開用) 關 (熄滅) (煤氣，電燈油燈等)

turn out vt. (可分開用 ) 生產 (產品)，出產

例：The factory can turn out l000cars a day．

這家工廠一天能生產1000輛汽車。

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．

每個人都有自己的專長和興趣，只有發現自己的專長，我們才能期望達到自己的目標，真正與眾不同。

only修飾介詞短語或從句時，要求倒裝。

例：Only at that time did I realize its importance．

直到那時我才意識到它的重要性。

Only in this way can you make progress in your English study．

只有這樣你才能在英語學習上取得進步。

Only when you finish your homework can you go out to play football．

只有當你完成作業你才能出去踢球。

only修飾主語時，通常置于主語之前。

例：Only you understand me．只有你了解我。

only修飾主語以外時，通常置于動詞之前(有be動詞、助動詞時，則置于其后)

例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那筆錢我只是借給你(不是給你)。

He only works when he's got homework．

他只在有家庭作業時才做功課。

I've only seen him once．

我只見過他一次。

8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．

想象一下這種情況：你二十一歲是世界最有名大學里的一個有希望的畢業生。

imagine+名詞

例：Can you imagine life with out electricity?

你能想像沒有電的生活嗎?

The gir1 tried to imagine the gentleman as her father．

這女孩試著把這位紳土想像成自己的父親。

imagine+doing想像做”

例：I didn't imagine becoming a writer in my childhood．

在孩提時代，我并未想像成為一名作家。

imagine+名(人)+doing想像(某人)做…

例：I can't imagine her marrying him．

我無法想像她和他結婚。

imagine+(that)…／wh-想像…；想…，推測 (不可用進行時)

例：Imagine you are a bird．

想像你是一只鳥。

Can you imagine how much 1 was surprised to see it ?

你能想像我看見它后感到多么驚訝嗎?

Iimagine (that) I have met you somewhere before．

我想以前曾在哪里見過你。

Can you imagine what he is doing?

你能猜測他在做什么嗎?

(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有前途的女演員

9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．

從那時起，霍金就繼續尋求關于宇宙特征的問題的答案。

seek+(for after)+名詞 搜尋，尋找；尋求，探求；追求

例：They sought shelter from the rain．

他們找尋避雨的地方。

He found it worthless to seek fame．

他發現追求名聲是不值得的。

We must seek (for) a solution to the problem

我們必須尋求解決問題的方法。

seek+名 征求，請求 ，

He sought his doctor's advice．

他向醫生請教(征求醫生的意見)。

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（詳解見后）

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.