中小学教育资源及组卷应用平台
Unit 2 Great minds课时教学设计
本单元第1课时 Reading 课型 阅读课
语篇研读
What---语篇主题和主要内容 阅读两个天才这篇文章，了解外国伟大的聪明人的有趣故事。 Why---语篇传递的主题意义 通过本课的学习，让学生掌握讲述故事的写作特征，同时让学生能理解主阅读篇章中的主要词汇及句型，并能运用相关的句型进行表达，培养阅读有关国外伟大的聪明人的故事的兴趣。 How---文体结构、语言特点及功能 本阅读篇章体裁是记叙文，记人叙事，内容完成、结构清晰，每个部分有比较明显的主题内容和关联词、句、短语等。阅读理解难度不大，学生要总结归纳出故事发展的主要内容。
学情分析
【已知】学生对“两个天才”的话题比较熟悉，对阅读国外伟大的聪明人的故事有着浓厚的兴趣，并愿意分享。 【未知】学生对于伟大的聪明人的故事的内容和细节理解还不够深入。同时，对于伟大的聪明人的故事的发展描述，需要积累相关的表达。 【能知】本课时帮助学生了解阅读人物故事的基本要素、结构及语言特点；理解主旨大意和细节信息；了解故事的相关内容。
课时教学目标
通过本课学习，学生能够： 1. 语言能力:积累与伟大的聪明人故事讲述相关的词汇; 提取并归纳文章关键信息；运用所学内容，表达讲述伟大的聪明人的故事。 2. 学习能力: 运用略读策略，了解故事情节发展和过程的大致内容。 3. 思维品质: 理解讲述故事的基本要素；对正文的关键信息进行提取和整理，得出本文的主旨思想。 4. 文化意识: 树立通过阅读名人经典故事学习中外古代文化知识的意识。
教学重难点
教学重点： 1. 积累讲述古代国外伟大的聪明人的故事的相关的词汇 2. 提取并归纳文章关键信息 教学难点： 运用所学内容，使学生对阅读技巧有很好的理解。
教学方法
英语教学活动观，情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解：通过视频，引出本单元主题。通过回答问题、图片匹配、小组讨论等激活学生背景知识，学生能够理解本单元主阅读篇章的题材，学习伟大的聪明人的故事。 创设情景：观看视频，了解本节课的主题，引出主题“两个天才”。 任务一: Lead in 1. 观看视频。 2. 观看视频后，教师介绍爱因斯坦的基本信息。 任务二: Pre-reading 1. 学生完成课本P18 Part A的练习 2. 学生阅读文章的标题并观察插图，然后回答问题。 3. 学生完成课文P18 Part B的练习。 任务一: 观察学生互动表现，判断学生能否清晰理解课时任务，鼓励学生积极参与本节课。同时检测学生对爱因斯坦的了解程度。 任务二: 分析整合信息，提取最关键信息，观察学生参与课堂的表现，判断学生是否能运用略读策略。
设计意图 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够了解爱因斯坦有关话题内容建立初步印象。
教学目标 学习活动 效果评价
应用实践：通过运用扫读、略读、精读等阅读策略阅读文章，初步理解文章的主要内容，理解文章的细节。（应用实践） 任务三: While-reading 学生跟读课文录音朗读开头、第1、2、3段并回答问题，认读和理解单词和短语：invitation, theory, university, pleasure, avoid, lecture, trust, tonight,let...down, by heart。 2.学生跟读课文录音朗读第4、5段并回答问题，认读和理解单词：seat, applause, pale, take a seat, without difficulty, join in, have no idea。 3.学生跟读课文录音朗读第6、7、8段和回答问题，认读和理解单词和短语：be in trouble, 4. A guessing game. 任务三: 深入理解文章细节。根据学生的回答以及总结，判断学生是否能够掌握文章细节信息。
设计意图 通过问题和图片提示，复述故事，保证要点信息的准确性。
教学目标 学习活动 效果评价
迁移创新：能够通过学习文章，学会思考与爱因斯坦有关人物的有趣故事。（创新迁移） 任务四: Post reading 1. 完成课本P20 C1、C2 练习，并核对答案。 2. 完成课本P21 D1、D2 练习，并核对答案。 3. 小组活动：讨论What do you think of Hans 然后邀请小组分享讨论的结果。 4.Read the story again and answer the questions below in complete sentences. 5. Fill in the table according to the text. 6. Read the story and put the following sentences in the correct order. 任务五：Practice C2 Complete the diary below with the words from the box. D1 Read the story on page 19. Then complete the diagram below. Write the letters in the correct boxes. D2 Read the story again and decide whether these sentences are T (True) or F (False). Then find evidence from the story to support your answers. 任务六：Summary 重点单词、短语要牢记。 任务四: 从学生练习和对话的完成情况，判断学生对所教授的内容的掌握程度，并进行客观的评价和引导，及时调整教学。 任务五: 观察学生互动表现，是否能够完成填空、判断题，判断学生能否清晰理解本节课的教学主题，鼓励学生积极参与本节课。 任务六： 观察学生词汇、短语词义记忆情况，判断学生是否能够正确理解新学词汇。
设计意图 通过小组活动能培养学生归纳篇章中的关键信息并参与讨论的能力，同时结合本单元话题，学生能理解名人有趣故事的情节内容，落实本节课的情感及文化目标。
课时教学板书设计
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 在参考书的帮助下，在笔记本上组织关键词和短语。 掌握最基本的语言知识；培养学生自主学习的能力。 查漏补缺，复习和巩固本节课所学内容。
提高题： 根据P19中的图片和思维导图复述爱因斯坦和他的司机的故事。 掌握用目标语言朗读和转述信息。 加深对本节课内容的理解和消化。
拓展题： 批判性和创造性地谈论你对文章的看法。 联系生活实际，用正确的目标语言讨论话题内容。 强化本节课实际操作和迁移运用能力。
课后反思（实施后填写）
本节阅读课主要引导学生分析采访问答的文本特征，抓住语篇内容(who, how, what)来理清语篇的结构。本课时把阅读教学与写作技巧相结合，在阅读教学过程中渗透阅读技巧及写作技巧，并及时在每个教学环节总结写作技巧。在读后任务时，学生能模仿记叙文的语言特点和语篇内容的结构来口头表达名人故事，达到学以致用的目标。另外，本课时的教学设计既兼顾教学内容中的文章理解以及课文重点难句的分析，强化阅读学习的技能，使学生在课后不会觉得没有收获。同时，教学过程兼顾语言知识能力、思维理解能力及文化情感能力的培养，实现多维度目标。在教学过程中，围绕语言教学的重点，突出本课话题“伟大的聪明人”的理解与意义教学，运用思维导图将相对零散的文本统一出主要的写作方式，让学生在学习过程中，能够体会阅读名人故事的重要意义。
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 九年级上册
使用教材 沪教牛津版（深圳·广州·沈阳） 教材页数 P17-32
单元名称 Unit 2 Great minds
单元主题及主要内容分析
主题范畴：人与社会 主题群：历史、社会与文化 主题：对世界、国家、人民和社会进步有突出贡献的人物 单元话题：伟大的聪明人 主题意义：通过对中外历史名人生平和经典故事的介绍，培养学生阅读中外伟大人物故事的兴趣，促进学生语言能力的发展，同时也拓展了学生对中外历史名人相关文化背景知识的认识。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 Two geniuses 记叙文（读）介绍阿尔伯特·爱因斯坦和他的司机的故事。了解伟大聪明人的小故事。二 Three great minds说明文(听）介绍中外三个伟大的聪明人：阿尔伯特·爱因斯坦，威廉·莎士比亚和孔夫子的故事。了解中外三个伟大聪明人的生平。三 Floating listeners看图写话（写）介绍另一个有良好幽默感的名人。了解小故事中情节的结构。四 Einstein and the little girl记叙文（读）介绍爱因斯坦和小女孩的故事。了解名人生活中的小故事。五 Isaac Newton说明文（读）介绍牛顿的基本情况和成就，以及对爱因斯坦的影响。了解牛顿、重力定律及他的成就。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“伟大的聪明人”这一话题，开展教学活动，学习《两个天才》、《爱因斯坦和小女孩》、《艾萨克·牛顿》等中外伟大的聪明人的故事。符合Module 1 Geniuses这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 (1)学生对“伟大的聪明人”的话题比较熟悉，对中外伟大聪明人有关的故事着浓厚的兴趣，并愿意分享。 (2)学生已经基本掌握了课内词汇并能理解不定式在句子中作后置定语、主语和表语的情况。约有70%的学生可以准确表达含有不定式的句子。 （三）存在问题
《两个天才》属于Great minds这个话题，涉及的知识面非常广，学生虽然在小学和七、八年级涉猎了一些，但是比较浅显，涉及的知识面也不够广泛。本单元的教学内容应该站在一个更高更宽广的角度去理解。 （四）解决措施 1.鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 2. 培养学生思考如何描述中外古代伟大的聪明人的有趣故事。 3. 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 4. 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 1. 发展语言能力。能够在感知、体验、积累和运用等语言实践活动中，掌握用目标语言描述中外古代历史智者相关故事的词汇和表达；能用反意疑问句和四种句子类型描述故事过程。 2. 培育文化意识。培养学生阅读中外历史智者故事的意识，关注中外文化异同，加深对中外文化的理解，阅读英语智者故事，表演英语短剧，体会英语学习的乐趣。 3. 提升思维品质。能将所学知识与日常生活相结合，培养自己解决实际问题的能力。从多角度了解和认识智者，有条理地讲述与智者有关故事的方法。 4. 提高学习能力。能够树立正确的英语学习目标，保持学习兴趣，主动参与语言实践活动；在学习中注意倾听、乐于交流、大胆尝试；学会自主探究，合作互助；学会反思和评价学习进展，调整学习方式；学会自我管理，提高学习效率，做到乐学善学。 【单元教学目标】学习本单元后，学生能够： 1.理解阅读篇章的文本特征，并掌握找读的阅读策略，了解篇章的主要内容；了解爱因斯坦和他的司机的故事，并深度掌握文本关键信息；学习主阅读篇章中的核心词汇。2.训练学生在听的过程中记录关键信息的能力；掌握用电话留言并记笔记的常见表达；正确使用问题链来介绍人物基本信息、主要成就和趣味故事。 3.学习动词不定式作名词或名词短语的后置定语、作主语和作表语的句式和用法。 4.根据图片、故事情节，用正确顺序写出故事情节；通过图片、名人名言提示，学会制作一张含有智者名言的海报。 5.用目标语言，理解短文《爱因斯坦和小女孩》，学习外国名人的经典故事，向他们学习；通过短文《艾萨克·牛顿》，了解牛顿、重力定律和作品对人类社会的影响。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时Reading 阅读课 理解阅读篇章的文本特征，并掌握找读的阅读策略，了解篇章的主要内容；了解爱因斯坦和他的司机的故事，并深度掌握文本关键信息；学习主阅读篇章中的核心词汇。 通过略读回答问题链，精读复述阅读篇章，评价学生能否能理解文章的大意；通过选择题和填空题，评价学生是否掌握本课目标词汇。
第二课时Listening& Speaking 听力课 对话课 训练学生在听的过程中记录关键信息的能力；掌握用电话留言并记笔记的常见表达；正确使用问题链来介绍人物基本信息、主要成就和趣味故事。 通过朗读对话，评价学生是否掌握电话留言和记笔记的表达；通过补全短文，评价学生是否能根据人物介绍要点捕捉关键信息的能力。通过小组活动，评价学生是否能够介绍人物的基本信息、主要成就和趣味故事。
第三课时Grammar 语法课 学习动词不定式作名词或名词短语的后置定语、作主语和作表语的句式和用法。 通过对子活动以及选短语活动等，评价学生能否掌握动词不定式作名词或名词短语的后置定语的用法；通过补全对话以及角色扮演等，考查学生是否掌握动词不定式作主语的用法；通过用be动词和不定式结合造句，考查学生是否掌握动词不定式作表语用法。
第四课时Writing & Project 写作课 根据图片、故事情节，用正确顺序写出故事情节；通过图片、名人名言提示，学会制作一张含有智者名言的海报。 通过对子活动的方式进行讨论，评价学生是否能归纳总结写故事情节的写作方式；通过仿照例子写故事情节，评价学生是否掌握故事情节的写作特点。
第五课时 More practice & Culture corner 阅读拓展课 用目标语言，理解短文《爱因斯坦和小女孩》，学习外国名人的经典故事，向他们学习；通过短文《艾萨克·牛顿》，了解牛顿、重力定律和作品对人类社会的影响。 通过回答问题，评价学生是否更好地掌握篇章的细节信息；通过段落大意匹配，评价学生是否掌握概括段落大意的阅读策略；通过小组分享，评价学生是否能够就已知话题提供信息，表达观点以及参与讨论。
单元评价设计
本单元课主要是基于主题意义进行单元整体教学的设计，以学生对于主题意义的理解和学习能力的发展为主线，设计体现关联性和递进性的学习活动，旨在向学生理解本单元的话题Great minds以及相关背景知识，通过主阅读记叙文“两个天才”，把本单元各板块的学习内容主题引出并串联起来，引起学生学习本单元的兴趣。本单元教学紧密地跟语篇教学和文化意识教学结合在一起。在“听、说、读、写”的活动中，教师能引导学生逐步从导读、分析到理解文本的内容，并且根据文本内容进行深度思考，思考伟大的聪明人对历史、社会和人类的影响，实现学生本人与文本的对话。在输出任务中，让学生综合单元所学的语篇知识和人文知识，以小组为单位，分别以说和写的形式，谈论伟大的聪明人的基本情况、重要事迹等，并能分享自己所知道的故事。在文化意识教学方面，通过阅读更多关于“两个天才”的拓展阅读“爱因斯坦和小女孩”，引导学生思考外国伟大的聪明人的有趣故事，增强了解中外伟大的聪明人及其重要事迹、贡献等的兴趣，使得整个单元教学内容和情感目标得以升华。
21世纪教育网(www.21cnjy.com)(共40张PPT)
Unit 2 Great minds
Period 1 Reading
牛津深圳版 九年级上
Content
Learning objectives
01
Lead-in
02
Pre-reading
03
While-reading
04
Post-reading
05
Summary
06
Practice
07
Homework
08
Learn some language points.
Understand the general idea of the article according to the pictures and key words.
1
2
3
Learning objectives
Predicting
（预测）
Skimming /
Scanning
(浏览)
inferencing
associating
(推测关联)
Appreciating
Being critical
(赏析)
Lean to use different strategies to read a passage about Einstein and his driver.
Lead in
Let's enjoy the video and learn something about Albert Einstein.
Pre-reading
Albert Einstein Marie Curie Confucius Hua Luogeng Charlie Chaplin
阿尔伯特·
爱因斯坦
华罗庚
查理·卓别林
孔子
玛丽·居里
A Do you know these people What did they do
Discuss these with your classmates.
What do you know about
Pre-reading
Marie Curie
Albert Einstein was a scientist/physicist.
People regard him as the father of modern physics.
Albert Einstein
physicist / f z s st/n.
Marie Curie was a physicist and chemist.
She was the first woman to win a Nobel Prize.
Pre-reading
Confucius
Hua Luogeng
Charlie Chaplin
Confucius was a teacher and philosopher in the Spring and Autumn Period of Chinese history. He is remembered for his famous sayings.
Hua Luogeng was a Chinese mathematician. He is famous for his important contributions to number theory.
Charlie Chaplin was a comic actor and film director.
1. Who are probably the two geniuses
2. What kind of story is it
3. What is the man doing in the second picture
4. What is the difference between the first and the third picture
Pre-reading
B Look at the pictures, the title and the introduction to the story on page 19. Then answer the questions below.
title
a Einstein and his driver. b Einstein and his son.
He is giving a lecture/speech.
a A funny story. b A sad story.
Pic 1
Pic 2
Predicting
The two persons in the third picture have changed seats.
Pic 3
Read the article below about Two geniuses.
While-reading
Two geniuses
Many people consider Albert Einstein (1879–1955)
a genius. This story about him shows that he also
had a sense of humour.
Einstein often received invitations to explain his theories at different universities. On these trips, his driver Hans often said to him, “It’s a pleasure to drive a genius like you, Dr Einstein.
One evening, on their way to a university, Einstein said, “I’m so tired. I wish I could avoid giving my lecture tonight, Hans, but I don’t want to let my audience down.”
“I know what to do,” said Hans. “I can give the lecture for you. You can trust me. I’ve listened to your lecture so many times that I’ve learnt it by heart. No one knows you at this university, so they won’t find out.”
So, they changed places. At the university, Hans was
guided to the front of the hall. Einstein took a seat,
listened to Hans give his lecture without difficulty,
and joined in the applause at the end.
However, before Hans left, a man shouted, “I’d like to ask you a question.” He then asked a question so difficult that Hans had no idea what he was talking about.
Einstein turned pale. “Oh no!” he thought. “Now
we’re in trouble.” But Hans just laughed and
said, “That’s such an easy question that even my
driver can answer it. Hans, please ...”
Einstein stood up and answered the question perfectly.
They left the university, with Einstein driving. A little later, Hans offered to
drive. “No,” laughed Einstein. “It’s a pleasure to drive a genius like you, Hans.”
genius [ d i ni s]
consider [k n s d (r)]
sense [ sens]
humour [ hju m (r)]
Many people consider Albert Einstein (1879–1955)
a genius. This story about him shows that he also
had a sense of humour.
Two geniuses
Background
While-reading
It is a story about Albert Einstein and his sense of humour.
Skimming & Scanning
What does it actually talk about
Who
Einstein often received invitations to explain his theories at different universities. On these trips, his driver Hans often said to him, “It’s a pleasure to drive a genius like you, Dr Einstein.
One evening, on their way to a university, Einstein said, “I’m so tired. I wish I could avoid giving my lecture tonight, Hans, but I don’t want to let my audience down.”
“I know what to do,” said Hans. “I can give the lecture for you. You can trust me. I’ve listened to your lecture so many times that I’ve learnt it by heart. No one knows you at this university, so they won’t find out.”
While-reading
Para. 1-3
invitation [ nv te ( )n] n. theory [ θ ri] n.
university [ ju n v s ti] n. pleasure [ ple (r)] n.
avoid [ v d] v. lecture [ lekt (r)] n.
trust [tr st] v. tonight [t na t]
Opening:
This part gives background information.
Who
What
How
Rising action:
This part describes a problem the characters face.
While-reading
So, they changed places. At the university, Hans was
guided to the front of the hall. Einstein took a seat,
listened to Hans give his lecture without difficulty,
and joined in the applause at the end.
However, before Hans left, a man shouted, “I’d like to ask you a question.” He then asked a question so difficult that Hans had no idea what he was talking about.
Para. 4-5
seat [si:t] n.
applause [ pl z] n.
pale [peil]adj.
He said, “That’s such an easy question that even my driver can answer it. Hans, please…”
Hans said it in a clever way. What did he say
While-reading
Einstein turned pale. “Oh no!” he thought. “Now
we’re in trouble.” But Hans just laughed and
said, “That’s such an easy question that even my
driver can answer it. Hans, please ...”
Einstein stood up and answered the question
perfectly.
They left the university, with Einstein driving.
A little later, Hans offered to drive. “No,” laughed
Einstein. “It’s a pleasure to drive a genius like you, Hans.”
Para. 6-8
Turning point:
Here the story takes an unexpected turn.
Falling action:
This part describes how the problem is solved.
Ending:
This part brings the story to an end.
Einstein stood up and answered the question perfectly.
How was the problem solved finally
We can infer that Einstein had a sense of humour.
What can you infer from Einstein’s words
A guessing
game!
university
Game
lectuure
Game
avoid
Game
pale
Game
audience
Game
tonight
Game
Post-reading
Inferencing & Associating
Read the story again and answer the questions below in complete sentences.
What did Einstein often receive
He often received invitations to explain his theories at different universities.
On these trips, what did his
driver Hans often say to him
“It’s a pleasure to drive a genius like you.”
Post-reading
Why did Hans think he could do this
Hans offered to give the lecture for him.
One evening, when Einstein said he wanted to avoid giving his lecture, how did Hans help solve this problem
Because he had listened to the lecture so many times that he had learnt it by heart.
Post-reading
What happened before Hans left
Hans was guided to the front of the hall and Einstein took a seat, listened to Hans give his lecture without difficulty, and joined in the applause at the end.
At the university, what did Hans do
What did Einstein do
A man asked a question so difficult that Hans had no idea what he was talking about.
Post-reading
Hans said it in a clever way. What did he say
Hans asked Einstein to answer the question.
When Einstein thought they were in trouble, the story took an unexpected turn. What was it
He said, “That’s such an easy question that even my driver can answer it. Hans, please…”
Hans said it in a clever way. What did he say
He said, “That’s such an easy question that even my driver can answer it. Hans, please…”
Post-reading
Fill in the table according to the text.
On the way to the university at the university On the way back
Hans offered to ______________________________ _________________ but could not ______________________ ____________ He had a good idea– he_________________ ___________________ offered to _________
Einstein was too tired to_____________ _________________________________________and helped Hans____________________ __________ ______________
give the lecture for Einstein.
give the lecture.
gave the lecture
answer a man’s difficult
question.
asked Einstein
to answer it.
listened to Hans give his lecture
answer the difficult question.
drive.
drove the car.
C1 The words in italics explain the meanings of some words on page 19. Find these words to complete the headlines. Change their forms if necessary.
Post-reading
1. Farmer: It’s a ________ to work in the fields (happy thing). (line 7)
2. Doctors warn people to ________ too much sun this summer (keep away from). (line 9)
3. Famous artist: _______ yourself and your own ideas (believe in). (line 13)
4. Student learns the whole dictionary _________(by remembering every word). (line 15)
5. Astronaut returns to Earth ________________ (with no trouble at all). (line 20)
6. Dance on Saturday night! All students are invited to__________ the activity (take part in).(line20)
pleasure
avoid
trust
by heart
without difficulty
join in
Read the story and put the following sentences in the correct order.
Post-reading
( ) Einstein answered the question.
( ) Hans was guided to the front of the hall and gave his lecture.
( ) Hans offered to give the lecture.
( ) A man asked a very difficult question.
( ) Einstein was invited to a university to give a lecture.
( ) Einstein was very pleased to drive Hans.
( ) Hans and Einstein left the university.
( ) Einstein felt very tired.
1
2
3
4
5
6
7
8
Post-reading
Appreciating
genius
consider
sense
humour
invitation
theory
university
pleasure
content
内容
organization
行文
language
语言
logical
Opening
Rising action
Turning point
Falling action
Ending
avoid
lecture
tonight
audience
trust
seat
applause
pale
Post-reading
Being Critical
No one knows you at this university, so they won’t find out.
None of the students knows you at this university, so they won’t find out.
If no one knows Einstein, how did he get the invitation
language
语言
C2 Complete the diary below with the words from the box.
consider sense university let ... down tonigh
17th March
Earlier _______, my friend offered me a ticket for Dr
Yang’s lecture at the __________,so I decided to go. Many
people___________ Dr Yang one of the cleverest women in
the world. She did not ____ me ______. The lecture was very
successful.
She also has a great ______ of humor and made many
people laugh. She received a lot of applause at the end.
tonight
university
considered
let
sense
down
Practice
D1 Read the story on page 19. Then complete the diagram below.
Write the letters in the correct boxes.
Practice
a. Hans and Einstein left the university happily, with Einstein driving.
b. Einstein answered the question perfectly.
c. A man asked a difficult question.
d. Hans offered to give a lecture for Einstein.
e. Hans asked Einstein to answer the question.
Opening
Rising action
Turning point
Falling action
Ending
d
c
e
b
a
D2 Read the story again and decide whether these sentences are T (True)
or F (False). Then find evidence from the story to support your answers.
1. Einstein was a popular lecturer.
Einstein often received invitations to explain his theories at different universities.
2. Hans was tired of driving Einstein.
On these trips, his driver Hans often said to him, “It’s a pleasure to drive a genius like you, Dr Einstein.”
T
F
Practice
3. Hans had a very good memory.
I’ve listened to your lecture so many times that I’ve learnt it by heart.
4. The audience did not enjoy the lecture given by Hans.
Einstein took a seat, listened to Hans give his lecture without difficulty, and joined in the applause at the end.
F
F
Practice
Summary
Retell the story
One possible version
Albert Einstein was a genius with a sense of humour.He often received invitations to explain his theories.One evening, on the way to a university, he told his driver, Hans, that he wished to avoid giving the lecture because he was tired, but he didn’t want to let the audience down.Then Hans suggested that he should give the lecture for Einstein because he had listened to Einstein’s lecture so many times that he had learnt it by heart.At the university, Hans gave the lecture without difficulty.When being asked a difficult question that he couldn’t answer, Hans cleverly let Einstein answer it. They left the university with Einstein driving.Einstein said Hans was a genius.
Summary
Summary
1.sense of humour
2. let ... down
3. by heart
4. take a seat
5. without difficulty
6. join in
7. have no idea
8. (be) in trouble
Key phrases
幽默感
使……失望
单凭记忆；能背诵
坐下
轻而易举
参加；加入
丝毫不知道
倒霉；处于困境
Summary
1.genius
2. consider
3. sense
4. humour
5.invitation
6. theory
7. university
8. pleasure
9. avoid
10. lecture
Key words
天才
认为；觉得
理解力；判断力
幽默
邀请
学说；论；说
（综合性）大学
乐事；快事
避免；避开
讲座；演讲
11.tonight
12. audience
13. trust
14. seat
15. applause
16. pale
在今夜；在今晚
观众；听众
信任；信赖
座位
鼓掌；喝彩
苍白的
Self-assessment
How well do you know about this lesson Tick (√)the boxes.
I can read a story about Albert Einstein. 口 口 口
I can understand the structure of the plot of a short story. 口 口 口
I know how to retell the main idea of the story with the pictures. 口 口 口
I understand the new words and expressions in the text. 口 口 口
Assessment
Homework
1. With the help of reference books, organize key words and
phrases in a notebook.
2. Retell the story of Albert Einstein and his driver according the
pictures in P19 .
3. Talk about your opinions on the article critically and creatively.
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