Unit 1 Making a difference(重庆市万盛区)
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| 名称 | Unit 1 Making a difference(重庆市万盛区) |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2007-09-09 10:11:00 | ||
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高2009级英语备课组 Unit 1 Make a difference
Unit 1 Making a Difference
I. Teaching Aims
1. Talk about science and scientists;
2. Talk about people;
3. Practise describing people and debating;
4. Learn more about the infinitive;
5. Write a descriptive paragraph;
II. Teaching time: five periods
The First Period
I. Teaching Aims:
1. Learn and master the following words:
analysis, agriculture, branch, curious, debate, undertake, within, genius, inspiration, perspiration, obvious, quote, gravity, radioactivity, biologist;
phrases:
be known for, no doubt that….
2. Talk about science and scientists;
3. Listen to the description of some scientists;
4. Do some speaking, describing people and debating.
II. 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.
III. Teaching Difficult Points:
1. How to improve the students’ listening ability;
2. How to help the students finish the task of speaking.
IV. 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.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Let’s first go over the new words: genius 天才，创造力inspiration 灵感，鼓舞人心的人（或事物）
perspiration 汗水，出汗undertake 着手做，从事，承担analysis 分析，分解obvious 显然的，明显的within 在…里面，在…范围之内quote 引语，引文agriculture 农学，农业gravity 重力，引力radioactivity 放射性，放射现象curious 好奇的，好求知的branch （学科）分科，树枝，支流debate 辩论，争论 v. n.biologist 生物学家
Step2 Warming Up
T: There are many outstanding scientists in the world, who made great contributions to society and science. Look at the following pictures and guess who they are.2.Do you know anything about them
A man who is called the greatest scientist in the 20th century. Albert Einstein
A woman who was the first woman scientist to receive the Nobel Prize. Madame / Marie Curie
A man who made more than 1,000 inventions in his life and invented electric bulbs. Thomas Alva Edison
A man who invented lightning rod. Benjamin Franklin
A famous biologist who is known for his theory of evolution Charles Darwin
A man who discovered the force of gravity. Newton
A Chinese who made the earliest seismograph. Zhang Heng
A Chinese who is called the father of modern rice. Yuan Longping
Now open your books on page1, there are some photos of some famous scientists. Look at these pictures and you should try to tell me who they are.
T: Look at the photos now. Who is the person in picture1
S: Albert Einstein.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me
S: 想象比知识更重要。天才就是百分之一的灵感加百分之九十九的汗水。 你不能教一个人什么东西， 你只能帮助他去发现他内在的东西。
T: Good. Do you agree with him
S: Yes…
T: Now look at the picture under pictuer2. Do you know who he is
S: He is Alfred North Whitehead.
T: Alfred North Whitehead (1861-1947) was a British philosopher and mathematician. What does this sentence mean
S: 分析明显的事物需要非凡的头脑。
T: This sentence means most people don’t question the things we take granted, but great scientists will be curious and tend to ask questions that others never think of. Who is in the next picture
S: She is Marie Curie.
T: Do you understand the sentence she said Can you tell me the sentence in Chinese
S: 生活中没有什么可怕的， 只是要去理解他们。
T: Look at the photos now. Who is the person in picture4
S: Thomas Alva Edison.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me
S: 天才就是百分之一的灵感加百分之九十九的汗水。
T: Good. Do you agree with him
S: Yes…
T: Look at the photos now. Who is the person in picture5
S: Galileo Galilei.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me
S: 你不能教一个人什么东西， 你只能帮助他去发现他内在的东西。
T: Good. Do you agree with him
S: Yes…
T: Now we have learnt some quotes, do you know any other quotes
S: Knowledge is power. – Francis Bacon.
T: Well done, I think you are all interested in science and scientists. What do you think makes a successful scientist Have a discussion and make a list of what you have already known and what you would like to know. Discuss it in pairs or in groups of four. After a while, I will ask some of you to report the results of your discussion.
(Three minutes later, teacher begins to collect the results of their discussion.)
T: Who would like to tell me what makes a successful scientist Any volunteer
S: I think a successful scientist must have much imagination and intelligence and he must be creative and hard working.
…..
Useful words and expressions used to describe a successful scientist
able 有才干的,能干的 aggressive 有进取心的
ambitious 有雄心壮志的 aspiring 有志气的,有抱负的
careful 办事认真的 devoted 有献身精神的
creative 富创造力的 hard-working 勤劳的
modest 慊虚的 realistic 实事求是的
strong-willed 意志坚强的 selfless 无私的
practical 实际的 objective 客观的
dutiful 尽职的 friendly 友好的
smart 精明的 self-confident 有自信的
Step3 Listening
T: Ok, now let’s do some listening practice on Page2. Today we are going to listen to some descriptions of some famous scientists. Before we start to listen to the material, let’s read the requirement together and go through some new words.
(Read the requirement and questions as well as put some new words on the blackboard—agriculture, gravity, radioactivity, curious.)
T: Ok. Let’s begin. Please listen carefully.
(Teacher plays the tape for the students to listen and pauses the tape for the students to write down answers when necessary. In the end, check the answers with the whole class and give some explanations or play the tape again if necessary.)
Step4 Speaking
T: From the warming up and listening part, we have already known a lot of famous scientists in different field of science, or you can say in different branch of science. What science do you know
S: Physics, chemistry, biology, maths…
T: Yes, the science we usually mean is physics, chemistry, biology, maths and computer science nowadays. Now I have a question for you: which branch of science do you think is the most important one
S: (Various answers.)
T: On this question you may have different ideas. I want all of you to work in the group of five students and each of you can have your own idea to represent one of the following branches of the science: physics, chemistry, biology, maths and computer science. Find reasons to support your view and debate with other students to prove that you are right. Are you clear
S: Yes.
T: You can use the expressions at the bottom of page2. They are very useful. Ok, I will give you five minutes to debate. Now begin.
(Teacher checks the students’ work five minutes later.)
Sample debate:
S1: I think biology is the most important and useful science because it is essential to protecting nature, environment and ecological balance. People don’t live with good environment. So to the root biology is a science to protect human beings. What’s more, no biology means no medicine. So I think biology is the most important science.
S2: Well, maybe, but I think that chemistry is the most important and useful, because chemistry id the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.
S3: That is hard to say. There are many physical products. And physics id widely used in many fields, such as medicine, industry and agriculture. There would be no life without physics. So I think physics is the most important and useful.
S4: That’s true, but maths is the basic science. You can learn physics or chemistry well without a good knowledge of maths. Maths is a tool on science and engineering. Therefore, maths is the most important and useful science.
S5: My idea is that computer science is the most important and useful science nowadays. As you can see anywhere you go, there is computer. The computer is an indispensable tool in our modern life. It can settle many problems at a high speed and help people work easily.
Step5 Language Points
1. Genius is one percent inspiration and ninety-nine percent perspiration.
1) genius
--[U] great and rare powers of thought, skill or imagination.天赋
--[C] a person of very great ability or very high intelligence天才人物；才子；天才．
e.g. Wuthering Heights is one of the most extraordinary books that human genius has ever produced. 《呼啸山庄》是人的天赋所创造出的最非凡的作品之一。
she has a genius for music.
have a genius for…在某方面有天赋
2）inspiration (n.)
inspire (V.)
e.g. She was an inspiration to all who knew her.
These events provided the inspiration for her first novel.
2. It takes a very unusual mind to undertake the analysis of the obvious.
1) It take + n. + to do sth. 做某事需要……
e.g. It will take a lot of courage to tell the truth.
It takes about thirty minutes to walk from here to the station.
It took him a lot of money to buy her a fur coat.
2) undertake (undertook/undertaken)
① We can undertake the work for
the time being.
②He undertook the leadership of
the team.
③He undertook to pay the money back within six months.
undertake 作“许诺，保证”讲时，其后不接名词或代词作宾语。
undertake to do sth./that…保证，允诺
4.You cannot teach a man anything;
you can only help him find it within himself.
*1) help sb (to) do sth.
2) Within
My house is within 2 miles of the school.
Stay within hearing distance of the house.
We have to live within our income.
我们生活应该量入为出。
It wasn’t within my power to help her.
5.Nothing in the world is to be feared…
only understood.
1)句中的to be feared是不定式作表语,此处采用
了be to do的结构,表示“应该，必须”之意
e.g. No one is to leave this building.
The form is to be filled in and returned within three weeks.
2)be to do 也可表计划或安排;有时表示“可能性”
e.g. Their daughter is to be married soon.
No a sound is to be heard.
考例：
In such dry weather, the flowers will have to be watered if they_____ .
A. have survived B. are to survive
C. would survive D. will survive
此处考查条件句中谓语动词的形式，可明显排除C，D两项，A项可用于条件句，但他应发生在谓语动词的动作之前。be to do 可用于条件句中表“想要（如何）”
5. This great mind was on fire for…
这个伟大的有才智的人热衷于……
(be) on fire 热衷的；兴奋的（+for）= be crazy at
燃烧着的（= burning）
e.g. As a child, he was on fire for drawing something freely.
The house is on fire.
6.Each group member represents a branch of science.
e.g. Economics is a branch of science.
He was hanging from the branch.
The river has a lot of branches.
7. You are going to debate each other to see which branch of science is the most important and useful for society.
1) v. debate sth. (with sb.)
debate wh- + to do sth./clause
debate on sth.
e.g. ①We must debate the question with the rest of the members.
②They were debating whether to go to the cinema or to watch TV at home.
③We debated for over an hour on the advantages and the disadvantages of the computer.
2)n. 讨论,辩论
e.g. After much debate, he was chosen captain of the team.
考例:
The two sides debated ____ each other ____ who was the better for a whole day.
A. to; to B. with; about
C. over; on D. between; in
8.be know for / be known as
Eg: He is known for his first book, which was the best seller for a year.
He is known as a children’s book writer.
9. have … in common
10.doubt + if/ whether/ when….; no doubt that
Eg: If he keeps missing school, I doubt if he is going to pass his exams.
There is no doubt that the plane is going to be canceled because of the bas weather.
Step6 Summary and Homework
T: today we have done a lot of listening and speaking. We also have learned and talked about some science and famous scientists. After class, please search more about science or scientists you are interested in on the Internet or in the library. Please preview the reading on page3: “No Boundaries”. So much for today.
Step7 The Design of the Writing on the Blackboard
Step8 Record after Teaching
The Second Period
I. Teaching Aims:
1. Learn and master the following words:
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict, engage, exploration, promising, incurable, PhD;
phrases:
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out;
2. Train the students’ reading ability;
3. Make the students learn more about Stephen Hawking;
4. Make the usage of some phrases clear: go on, go on with, go on doing and go on to do;
II. Teaching Important Points:
1. Learn the phrases in the reading and the following sentence pattern:
There is no point (in) doing sth.
2. Enable the students understand the reading better.
3. Improve the students reading ability.
III. 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 did not seem much point in working on the PhD.
IV. Teaching Methods:
1. Scanning the reading material and get some information about Hawking;
2. Reading and answering some detailed questions to help the students go through the reading material;
3. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Lead-in and Pre-reading
T: Yesterday we learned some quotes from some famous scientists. We got to know these famous scientists as well. Do you know some great people who are disabled for example Zhang Haidi a writer Beethoven Germany /Deaf /Musician/ composer . Today we are going to learn another famous scientist called Stephen Hawking , who is also disabled.
T: Open your books on Page3, please. Look at the three questions in Pre-reading and then scan the text as quickly as possible and find the answers to these questions. I will ask some students to answer them.
T: (Three minutes later) have you finished scanning
S: Yes.
T: Who can answer these three questions Any volunteers
T: Why did Stephen Hawking need a PhD
S1: Because he needed a job.
T: Good, next question, when did Hawking become famous
S2: Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.
T: Very well, the third question, when did Hawking visit Beijing
S3: In 2002, Hawking visited Beijing.
T: Excellent. I see you all did a good job on scanning.
Step 3 Listening
Do the exercise and decide which is true and which is false.
(T)Hawking was told that he had an incurable disease when he was just 21 years old.
(F)Finally Hawking had to give up PhD and his research.
(T)He and Roger Penrose made new discoveries about the Big Bang and black holes.
(F) “A Brief History of Time” is too difficult for people to understand.
(F) Science is about true facts that never change.
(T)When Hawking gives lectures, he always speaks through a computer.
Step 4 Skimming
Choose one word to each paragraph
Para 1 disease
Para 2 dream
Para 3-4 achievements
Para 5-6 opinions
Para 7 problem s
Para 1 incurable disease
Para 2 dream
Disease PhD a job to get married an ordinary life
Para 3 Hawking’s research and achievements:
He makes research into some great questions
What is time
How did the universe begin
What exactly are black holes
In 2002, he visited Zhejiang University ( file: / / / C:\\Documents%20and%20Settings\\Administrator\\Local%20Settings\\Temp\\Rar$DI01.649\\Hawking的演讲视频.mpg" \t "_parent )and Beijing University.
Para 4
Hawking made discoveries about the big bang and black holes__ in the early 1970s.
His scientific book A Brief History of Time was written in a way that ordinary people could understand
Para 5
People often think that science is about __“true” facts that never change____.
Hawking thinks even the best theory_can turn out to be wrong_____.
Para 6 basic steps of the scientific method
Step 5 Reading
Now please read the passage again. This time I want you to read it as carefully as possible and then I will ask you some detailed questions about this reading.
1. How would most people feel when they were told that they had an incurable disease
They will probably feel very sad and give up their dreams and hopes for the future.
2. What did Hawking do when he was told so
Instead of giving up, he went on with his research, got his PhD and married the girl. He continued his exploration … and traveled …to give lectures.
3. For what did Hawking become famous in the 1970s
He became famous for having made new discoveries about the Big Bang and black holes with Roger….
4. What did Hawking explain in the book A Brief History of Time
In the book, he explains both what it means to be a scientist and how science works. He tells readers how discoveries are made and how ….
5. According to Hawking, how do people misunderstand science
People often think that science is about “true” facts that never change. Scientists, on the other hand, know that their job is never finished and that even the best theory can be turned out to be wrong.
Step 6 Language Points
1. T: Now you have understood the detailed information about this reading. But there are some phrases or sentences in this reading you don’t understand. Now I am going to explain some language points in this passage.
2. give up 放弃
give in 屈服， 投降, 上交
give away 赠送， 分发， 泄密， 暴露
Eg: He gave up smoking two years ago.
Tom always gives in to his brother.
Please give in your papers now.
He gave away most of his money to the poor.
She gave away the state secrets to the enemy.
3. There is no point (in) doing sth. 做某事没有用
Eg: There is no point in telling the about this as she does not care.
There is no point in wasting time on this.
3. work on + n. / ving. 继续工作， 从事
Eg: He is working on a new machine for office work.
4. go by = pass
Eg: Time goes by fast so you have to work hard.
5. be/get engaged to sb.
Eg: Tom is engaged to Mary.
6. in order to do
7. go on with sth., go on, go on doing sth., go on to do sth
go on 继续， 进行， 进展
Eg: I thought everything was going on well.
go on doing sth. 继续不停的做某事， 一件事没做完停一段时间再接着做
Eg: He went on working throughout the night.
go on to do sth. 做完一件事接着做另一件事
Eg: After they had read the text, the students went on to do exercises.
go on with sth. 与时间点连用= go on to do sth
与时间段连用= go on doing sth
Eg: After a while, he went on with the work.
He went on with work for hours.
8. Nor did he let the disease stop him from living the kind of life he had always dreamt of. 倒装句
Eg: He is a student. So am I.
She did not know who did that, nor did I.
stop sb from doing sth.
Eg: Nothing can stop him from going there.
dream of / about
Eg: He dreams of becoming a famous musician some day.
I dreamed about flying last night.
9. in a way+ attributive clause 以某种方式
Eg: He spoke English in a way every student could understand him very easily.
10. on the other hand
11. turn out: prove (to be) + a./ to be
Eg: Everything turned out satisfactory.
It looked like rain this morning, but it has turned out to be a fine day.
Step 5 Listening and Post-reading
T: Now I will play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation.
(After that, teacher asks the students to do Exercise1 in post-reading.)
T: Ok, now look at Ex1 in post-reading. Choose the best answer for each of the questions. If you have some difficulty, you may discuss it with your partner. After a while, I will ask some of you to do it.
(The students begin to prepare this exercise and teacher asks three students to answer the three questions in the exercise1.)
(Suggested answers: 1. C 2.B 3. B)
T: Now, I will give you three more minutes for you to go over the passage again and try to answer the questions in Exercise2.
(After a while, ask the student to answer the three questions in exercise2.)
(Suggested answers:
1. People often think that science is a number of facts that never change. According to Hawking, science is always changing and many theories are eventually proven wrong.
2. First, the scientists observe the thing or process they are interested in. second, they make a theory to explain what they have observed. Third, they test the theory to se if it matches what they have seen and if it can predict future events.
3. Hawking, who is British, does not like it because the speech computer gives him an American accent. )
Step 6 Summary and Homework
T: in this class, we have read a passage about a famous scientist—Stephen Hawking. We have known that Hawking is disabled person with a strong will. We should learn form him.
We have also learnt some words and expressions in this reading. After class, you should learn all of them and remember them by heart.
Homework: 1. Read the reading again and review the language points in this passage.
2. Finish Word Study and Ex1&2 on page82.
3. Preview the grammar—the Infinitive on page 5.
Step 7 The Design of the Writing on the Blackboard
The Third Period
I. Teaching Aims:
1. Learn and master the following words:
Seek, obvious, gravity, predict, observe, match;
phrases: use up
2. Review the words and expressions learned in the last two periods:
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….
3. Learn how to explain words in English;
4. Use and master the usages of the Infinitive.
II. Teaching Important Points:
1. Master the phrase: use up;
2. Master the usages of the Infinitive;
III. Teaching Difficult Points:
1. How to help the students to learn to explain words in English;
2. How to help the students master the usages of the Infinitive.
IV. Teaching Methods:
1. Reviewing method to help the students remember what they have learned before;
2. Explanation and inductive methods help the students master the usages of the Infinitive;
3. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Revision
T: In the past two periods, we learned some important words and expressions. Now let’s do a revision on them.
T: First, please look at the words on the blackboard. I will ask some students to read them and explain their meanings.
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;
T: Good. Now, let’s review some important phrases. I will speak them in Chinese and then you tell me in English. Ok
S: Ok.
(The teacher says the Chinese meanings of the following phrases:
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….)
T: Good. I see you have mastered what you have learned in the past two periods. Please remember these words and expressions after class and I will give you a dictation tomorrow.
Step 3 Word study
T: Please look at the five words on the blackboard. Can you tell me what they mean
seek, obvious, gravity, predict, observe, match;
T: Now you have known the Chinese meaning of each word. Let’s do an exercise to see how to explain some words in English, according to the meanings of the sentences. Please turn to page5. Let’s do the exercise in Word Study. Choose the closest meaning to the underlined word in each sentence. Before we do it, we will learn a new phrase: use up.
(Write in on the blackboard. And give some explanations and two examples.)
use up: use some material or something until nothing left.
Eg: He has used up all his money for the girl, but he did not know she would leave him.
T: Are you clear about the use of “use up”
S: Yes.
T: Ok, do the exercise by yourself. And also translate the sentences into Chinese. You can discuss it with your partner if necessary. I will check your answers in a few minutes.
T: (A few minutes later) now I will ask some of you to give me your answers. And when you answer the questions, tell the choice first and then translate the sentence into Chinese.
(Teacher asks the students to answer the six questions one by one.)
1. Suggested answers:
2. A 这对夫妇花光了所有的钱去找他们六个月前失踪的五岁儿子。
3. C 大家很容易看出她不高兴。
4. B 牛顿自言自语， “为什么苹果会落到地上， 而不会飘向空中？” 后来他发现了万有引力定律。
5. A 科学家预言在未来的十年里， 环境污染还会更严重。 他们告诫人们如果我们不采取措施解决这个问题， 我们将会毁灭我们的星球。
6. B 哈利观察那颗星球的运动已有多年了， 并且发现每76年他就轮回一圈。
7. A 警察发现这个人的DNA和在犯罪现场提取的不一样后， 就放他走了。
Step 4 Grammar
(Teacher writes some sentences on the blackboard.)
1. He hoped to visit China again.
2. It took a lot of time to finish the report.
3. Please give the boy something to play with.
4. He went home to see his sick mother.
5. Her wish is to become a pop singer.
T: Now look at the sentences on the blackboard. And tell me what these underlined parts are and what function of them in each sentence.
S: All the underlined parts are used as the Infinitive.
S1: In the sentence one, the Infinitive part is used as the object.
S2: In the second sentence, I think “to finish the report” is used as the subject. It refers “to finish the report”.
T: Very well. Now let’s take a look at the third sentence.
S3: In the third sentence, I think “to play with” is used as the attributive modifying “something”.
T: Is he right or wrong
Ss: Right.
T: Great. Let’s see the next sentence.
S4: In the fourth sentence, I think “to see his sick mother” is used as the adverbial for purpose.
T: Good. Let’s move on to the last sentence.
S6: In this sentence, “to become a pop singer” is used as the predicative.
T: Now you have known some usages of the infinitive. Let’s do an exercise to practise the usage of the infinitive.
Step 5 Practice
T: As you can see, the infinitive can not only be used as object and subject but also as attributive, predicative and adverbial. Now please open your books on page 5 and do exercise 1. Group the infinitive according to how they are used.
Suggested answers:
1. Subject: (8)
2. Attribute: (3)
3. Predicative: (1), (2)
4. Object: (9)
5. Adverbial: (4)(5)(6)(7)(10)
T: Very well. Now turn to page6 and do exercise2. I will give you one minute for this one. And then I will ask some students to read the answers and translate the sentences into Chinese as well.
(One minute later, check their answers.)
Suggested answers:
1. to be invited;
2. to pass;
3. to consider;
4. to be sent;
T: Ok, look at Ex3. Rewrite the following sentences using the infinitive. The example will help you. First do it by yourself. Then discuss it in pairs. Finally I will show you the right answers.
Suggested answers:
1. Is there anything to eat
2. I need a pen to write with.
3. Do you have anything to add
4. He is looking got a box to put the two rabbits in.
5. It would be a comfortable house to live in.
(If the students do not understand the answers, teacher will give more explanation.)
T: I think you have understood how to change the sentences into the sentences with the infinitive. Now let’s see more exercises. Turn your books to page 83. And take a look at exercise1 on this page. Rewrite the following sentences with infinitive as subjects. This exercise is very easy. I give you one minute to finish this one and then I will ask some students to give me the answers one by one.
(See the answers on page83 of the book.)
T: Do you remember before we have learned a phrase: find it …a. to do sth
S: Yes.
T: In this phrase, to do sth. is the object of “find”. Now turn over your books and see Ex2. Answer the following questions with find it … to …. Two minutes for you to finish this exercise.
(Two minutes later check the answers to these questions. See suggested answers on page 83.)
Step 6 Consolidation
T: Now look at the picture. Who can tell me what Hawking’s dream is from the picture
S: He wants to get married.
T: Right. Do you know how Hawking made his dream come true according to the passage we learnt in the second period
S: Hawking said, “In order to get married, I need a job, I need a job and in order to get a job, I need a PhD.”
T: Very good. Now let’s look at another picture. And tell me what the girl’s dream is and how she makes it realized.
T: Who can tell us the girl’s dream and how she can realize it
S: I would like to. Her dream is to get a doctor’s degree. In order to get a doctor’s degree, she needs to go to university; she needs to study hard now.
T: Very good. Now please tell your partner what your dream is and how to realize it. You can use “in order to” to express it.
(Teacher gives the students two minutes to talk freely.)
Step 6 Summary and Homework
T: Ok. Today we have reviewed some words we learned in the second period and gave some explanations in English. After class, you should try to explain the new words in English. We have also learned the usages of the infinitive. You should do more exercises to master them. After class, you should finish all the exercises in Grammar in your workbook to consolidate what we have learned. At the same time, don not forget to preview the content in Integrating skills.
Homework: 1. Remember the words and phrases we have learned in this unit.
2. Finish Ex3 on page83 and Ex3&4 on page84.
3. Preview Integrating skills—Making a Difference.
Step 7 The Design of the Writing on the Blackboard
The Fourth Period
I. Teaching Aims:
1. Learn and master the following words:
astronomer, heaven, microscope, telescope, geographer, observation;
phrases: learn from, be satisfied with, the other way around, take a look at, what if, be known as;
2. Review the language points and grammar—the Infinitive in this unit;
3. Do some reading and writing practice to improve the students’ integrating skills;
4. Learn how to write a descriptive paragraph;
II. Teaching Important Points:
1. Improve the students’ integrating skills;
2. Help the students write a descriptive paragraph;
III. Teaching Difficult Points:
1. How to help the students understand the passage better;
How to help the students learn to write a descriptive paragraph.
IV. Teaching Methods:
1. Doing exercises to revise what we have 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 in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Revision and Check homework
T: Yesterday we learned the grammar—the Infinitive. We know that the infinitive can be used as the subject, object, adverbial and so on. I gave you some homework about the infinitive yesterday. Now let me check your homework to see if you have mastered the infinitive.
T: Open your books on page84. Let’s take a look at Ex3 first. Answer the following questions with infinitives. You may think of more than one answer. I want to ask you to answer these questions one by one.
(See suggested answers on page 84 of the book.)
T: You have done a good job. Now let’s move to Ex4. Choose the best answers to fill in the blanks. I will also ask some students to read these two passages. When you are doing the exercise, please read the sentence, and don’t read the numbers to fill the blanks.
(See suggested answers on page 84 of the book.)
T: Good. You all did an excellent job.
Step 3 Practice
T: Now we will do more exercises to enhance what you have learned. Look at the screen please.
Tell the function of the underlined part in each sentence.
1. (1) To learn more 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 have 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.
(Teacher asks the students to do them one by one. Of there is any question, teacher can explain it to them. )
Suggested answers:
Subject: (4) (8)
Object: (2) (5)
Attributive: (3) (6)
Adverbial: (1) (7)
T: Let’s do another exercise. Choose the best answers to fill in the blanks.
(Show the following on the screen.)
1. to discover nature of the universe; 2 to find the train had gone;
3. to catch the train; 4. to get married; 5. to miss the train;
1. The goal of Stephen Hawking’s research is ______ and ______ is his biggest dream.
2. We took a taxi _____. We hurried there, only _____. We were unhappy to _____.
Suggested answers:
1. to discover nature of the universe; to get married;
2. to catch the train; to find the train had gone; to miss the train;
T: Well done. So much for grammar. Now let’s revise the useful expressions in this unit together.
(Show the expressions on the screen.)
Tell me their Chinese meanings one by one.
be engaged to sb, go by, turn out, dream of, go on with, use up
T: Now let’s do some exercises to see whether you have mastered them plete the sentences by filling in the blanks with the right phrases we have revised just now.
(Show the expressions on the screen.)
He ____ one day becoming a famous singer. 2.John _______________Mary, after 8 years.3.Two weeks slowly_____________.4.His suggestion _____________to be a good one.5.We_________________ our money.6.For we can’t finish copying the essay today, we have to __________________it tomorrow.
(A moment later, check the answers with the whole class.)
Suggested answers:
1. dreams of; 2. was engaged to 3. went by 4. turned out 5. have used up 6. go on with
T: Great. I see you can manage these phrases in sentences. Now turn your books on page 83. Let’s do another exercise to see if you can master them in passage. Ex3 in page83. Replace the underlined parts with the phrases below. You may change the forms if necessary.
(See suggested answers on page 83 of the book.)
T: You all have done a good job. Now let’s move to the next part: Integrating Skills.
Step 4 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 neames of some scientists and their discoveries
Ss: Yes. Elbert Einstein (the Theory of Relativity); Marie Curie (radium and polonium…)
Read the text and find who are mentioned in the text
Stephen Hawking zhang Heng Galileo Bacon Copernicus
T: Do you know why and how they made these important discoveries or inventions
Ss: No.
T: Ok, today we are going to read a passage. It will tell us what makes the scientists make their discoveries. Before we red it, we will learn more new words in this period.
(Teacher deals with the new words.)
T: Open your books and turn to page7. I will give you four minutes to read the passage quickly and then answer some questions.
1. What characteristics of Galileo Galilei
2. Why Stephen Hawking make contributions to science work
3. What is Francis Bacon’s famous saying And what is creativity in the author’s opinion
4. How did the discoveries of Zhang Heng and
Galileo Galilei help better understand the world
5. What is most important thing if we want to make a difference
6.How can we hope to reach our goals and truly make a difference
Summary of each passage ( one word)
Paragraph 1 Curiosity Paragraph 2 Creativity Paragraph 3 Self-confidence
Paragraph 4 Interest
How do you understand the title
Have a great effect on sth.
Make good changes to the world
Make contributions to the world
Gain achievements
Step 5 Discussion
1.Of characteristics mentioned above which do you think is most important and 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
Step 6 Language Points
T: Now you have understood the detailed information about this reading. But there are some phrases or sentences in this reading you don’t understand. Now I am going to explain some language points in this passage.
1. Learn from
Eg: We should learn from Lei Feng to help others all the time.
2.be satisfied with
Eg: The teacher is always satisfied with the homework this student does.
satisfy make sth/sb satisfied
Eg: Nothing satisfies him.
3. take a look at = have a look at = look at
Eg: Let’s take a look at your new car. .
4. what if = what would happen if… 要是。。。又怎么样？
Eg: What if it rains when we are at the park
5.all the time =always
Eg: He is a teacher all the time.
6.believe in believe
Eg: We have to believe in ourselves when we meet problems.
Do you believe what he said No, I don’t.
7. the other way around
Eg: She told people that I stole the necklace, but in fact it is the other way around.
8.be knows as
be known for
Eg: He is known for his first novel.
He is known as a famous writer.
Only by discovering what we do best can we hope to reach our goals and truly make a difference.
only 加句子状语及状语从句置于句首时需倒状并且是不完全倒状。
Step 6 Writing
T: Who is your favorite scientist
(The students may have different answers.)
T: Now we are going to write a paragraph to describe your favorite scientist. Before you write, you should think about what you want to write. What does the reader need to know about the scientist 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 You can first discuss these questions in groups. Use your answers to write your paragraph. If you want to know more about him or her, you can use a library or the Internet to find more information after class. In class you should list an outline of the passage. When you write your passage, the ideas, words, and expressions on the blackboard may help you to describe a great scientist.
Step 7 Summary and Homework
T: In this class, we have reviewed the useful expressions and the important grammar – the infinitive in this unit. And we have also learned a passage about some scientist we have practised how to write a descriptive paragraph. After class go over all the important points learned in this unit and finish your writing. Class is over.
Homework: 1. Read the reading again and review the language points in this passage.
2. Finish the writing about a great scientist.
Step 8 The Design of the Writing on the Blackboard
The Fifth Period
The Infinitive
I. Teaching Aims:
Summarize the usages of the Infinitive
IV. Teaching Important Points:
1. Let the students master the verbs followed directly by the infinitive and the verbs followed by the object and the Infinitive as the object complement without “to”;
2. Let the students master the Infinitive as Adverbial and Attributive;
V. Teaching Difficult Points:
1. How to help the students understand the following sentence patterns:
It is + adj./n. + for sb./ of sb. to do sth.
Sub. + V. +it + adj./n. + to do sth.
2. The perfect Infinitive and the Passive Infinitive.
3. The Negative form of the Infinitive.
IV. Teaching Methods:
Review, explanation and inductive methods
V. Teaching Aids:
1. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Revision
T: Yesterday we learned some useful expressions. Now let’s do a revision on them.
1. Learn from
Eg: We should learn from Lei Feng to help others all the time.
2. be satisfied with
Eg: The teacher is always satisfied with the homework this student does.
satisfy make sth/sb satisfied
Eg: Nothing satisfies him.
3. take a look at = have a look at = look at
Eg: Let’s take a look at your new car. .
4. what if = what would happen if… 要是。。。又怎么样？
Eg: What if it rains when we are at the park
5． all the time =always
Eg: He is a teacher all the time.
6.believe in believe
Eg: We have to believe in ourselves when we meet problems.
Do you believe what he said I don’t.
7. the other way around
Eg: She told people that I stole the necklace, but in fact it is the other way around.
8. be knows as
be known for
Eg: He is known for his first novel.
He is known as a famous writer.
T: Good. Today we will review the Infinitive. First let’s do an exercise. Fill in the blanks with the best answer.
(Show the exercise on the screen.)
Choose the best answers: 1. We agreed _____ here bit so fat she has not turned up yet. A. having meet B. meeting C. to meet D. to have met 2. The boy wanted to ride his bicycle in the street, but his mother told him _____. A. not to B. not to do C. not do it D. do not to 3. When I handed the report to john, he said that George was the person _____. A. send to B. for sending it C. to send it to D. for sending it to
T: Now look at the screen. I’ll ask three of you to tell the answers one by one. Any volunteers
S1: The first answer is C.
S2: The second answer is A.
S3: The third answer is C.
T: Well done! Sit down please. Who can tell me the function of each infinitive in the three sentences
S4: I can. …
Suggested answers:
1. Object
2. Object complement
3. Attributive
Step 3 Explanation and summary
动词不定式是非谓语动词的一种，它没有人称和数的变化，在句子中不能独立作谓语，但它仍保持动词的特点，既可以有自己的宾语和状语。
动词不定式具有名词、形容词和副词的特征。因此在句中可以做主语、表语、宾语、宾语补足语、定语和状语。
基本形式
to do not to do to be done to be doing to have done
一、不定式做主语
1、不定式做主语一般表示具体的某次动作。
e.g: To finish the building in a month is difficult
work.
To do such things is foolish.
注: 1 .不定式作主语时,谓语用单数
2、当主语较长，谓语较短时，常用it做形式主语，而将不定式放到谓语的后面。
it做形式主语，不定式放在谓语动词之后常用于下列结构中：
(1) It is/was +adj.+of sb. to do…
注意：在此句型中，adj. 只能用可以修饰 人物的形容词。
例如: kind nice good brave
clever wise stupid foolish
honest careless cruel generous
eg: It is brave of him to save the girl in the water.
It was careless of her to make such a mistake.
(2) It is +adj.+for sb.+to do…
注意：这里的adj. 不能表示人的性质，只能表示某事或
某物的性质。
例如：difficult, wonderful, meaningful, painful, useful
Eg: It is not difficult for us to learn English well.
It is right for him to work here.
(3) it is +a +名词+ to do 例如: pleasure pity duty shame crime 等
Eg : It is a duty to plant trees every day
注: 在感叹句和疑问句中只能用it作形式主语
Eg : What fun it is to jump into a lake in summer!
How long did it take you to finish the work
二、不定式做表语：
不定式作表语常表示将来的动作
1.主语是以aim duty hope idea intention
mistake plan proposal job suggestion
wish purpose task
等为中心词的名词词组 或以 what 引导的名词性从
句表示，后面的不定式说明其内容
eg : My idea is to climb the mountain from the north.
Your mistake was not to write that letter.
What I would suggest is to start work at once.
2主语和表语都是不定式（其含义往往一是条件，一是结果）
Eg : To be kind to the enemy is to be cruel to the people.
3 不定式常用在系动词 be, seem, appear, get, remain become , look , sound , taste , smell , feel等后作表语．
Eg : The plan seems to have been changed .
4 在某些句型中，当主语部分有动作动词do时，作表语的不定式可以省略符号 “to”，例如：
All you have to do is (to )press the button.
The only thing I can do is (to) give you as much help as I can.
三 动词不定式作宾语
1、“动词 + 带 to 的不定式结构”
常用动词有: like wish hope want try begin start mean agree refuse promise pretend ask choose decide forget hope learn want would like intend demand expect fail offer help hate attempt determine try manage remember prepare plan 等
Eg : We hope to get there before dark.
The girl decided to do it herself.
2 不定式即可作动词的宾语也可作介词的宾语.
不定式作介词的宾语时,介词之后一般不直接接不定式，一般都是:疑问词+不定式作宾语.这种不定式结构接近一个名词从句
Eg : I’m worrying about what to do next.
Marx gave some advice on how to learn a foreign language.
这类动词常见的有： tell advise show teach find out decide discuss learn forget inquire know explain remember see understand wonder 等。
疑问词（也称连接代/副词）有：what where who(m) when how whether
Eg : I don’t know what to do / where to go / who(m)
to ask / when to stop / how to get there.
I haven’t decided whether to sell it or not.
We must find out what to do next / where to put it.
注1 ：如果作宾语的不定式结构后面还有自己的补语，则应使用先行 it，把不定式后置
eg : I find it difficult to understand him.
We thought it wrong not to help her.
They found it impossible to get everything ready in time.
注2 ：不定式结构一般不可作介词宾语, 只有在个别场合, 即在含有否定意义的带有介词 except 或 but (=except) 的结构中才能这样用.
Eg : He seldom comes except to look at my pictures
注意不定式符号的省略问题！
do nothing but / except 后的不定式不带to.
需要注意的是,此句型中but/ except 前必须要有实义动词do时，but / except后的不定式to才能省略，否则to则不省.我们用一句话概括就是： 有do无to，有 to无 do．
Eg : She has no choice but to wait for the news. He could do nothing but wait.
He will do anything for you except lend you money.
注3 有些动词既可跟不定式作宾语，也可跟动名词作宾语，但含义不同
remember to do remember doing
forget to do forget doing
stop to do stop doing
go on to do go on doing
Eg : I remember seeing you somewhere before.
Please remember to turn off the light when you leave.
四 不定式结构作宾语补足语
1、只能用不定式结构作宾语补足语的动词
① 表示“希望”“愿望”等心理状态的动词，如：wish, desire, expect, love, prefer, encourage, trust 等。
Eg : What do you desire me to do
The director preferred her to act the old lady.
2 含有“让”“允许”“促使”“致使”等祈使意义的动词，如：let, allow, permit, decide, mean, lead, bring, put, hurry, cause, 等。
Eg : We mustn’t let this (to) happen again.
His father put him to mind the sheep.
③ 带有“请求”“恳求”等感彩的动词，如：ask, desire, invite, beg, request, worry 等。
Eg : He begged me not to tell his father about it.
She was always worrying her father to take her to Paris.
④ 含有“建议”“劝告”等意义的动词，如：advise, persuade, call on, urge 等。
Eg : He urged us to accept the compromise.
The dentist advised me to have the bad tooth pulled out.
⑤ 含有“命令”“强迫”“禁止”等意义的动词，如：order, command, require, charge, tell, make, oblige, force, drive, forbid, warn 等。
Eg : He required us to keep it a secret.
The doctor ordered him to stay in bed for a few days.
I warn you not to do that again.
⑥ 其他还有：help, teach, show, assist, report, bear, wait for, train, depend on 等。
Eg : He promised to teach me to swim.
We should train them to make use of reference books.
We are waiting for the train to stop.
2、既能用不定式结构又能用现在分词作宾语补足语的动词：
△ see, watch, notice, look at, hear, listen to, observe, feel, have;
△ imagine, find, discover, like, want, understand, hate, bring, get, leave, set
Eg : Did you see anyone enter the house
Don’t imagine yourself to be always correct.
We find him to be dishonest.
注 ①：有些动词用不定式与用现在分词作宾语补足语，所表达的意义是有差别的。不定式表示一次性动作或动作的完成（即全过程）
现在分词表示动作正在进行,即：谓语动词所表示的动作发生时，现在分词所表示的动作正在进行
Eg : Did you see anyone enter the house
He saw his father talking with his teacher.
I once heard him sing this song.
She heard Mr. White singing in the next room.
注②：使用不定式作宾语补足语时，在有些动词后面，不定式符号to 应当省略
不定式在下列动词后作宾语补足语时，要省略to
“看”： see, look at, observe, watch, notice
“听”：hear, listen to
“感觉”：feel
使役动词：have, make, let
但当以上的动词用于被动式，to要还原：
They saw the boy fall suddenly from the tree.
The boy was seen to fall suddenly from the tree.
需要注意have, make的用法：表“让，使，允许”等意，其后的不定式作宾补时，才可
省to．
用作一般实义动词
have表示“有”，make表示“制造”，“做”等意义，
且后面的不定式作目的状语，定语等时，不定式符号to不能省．
Eg : I won’t have him cheat me.
I have a lot of work to do.
His story made us laugh.
Father made a kite for his son to fly.
△feel 在使用 to do 型不定式作宾语补足语时不带 to；
在使用 to be 型不定式时，要带 to，
Eg : He felt them to be right.
Did you feel the earth shake
△ help 一词在使用不定式作宾语补足语时，可以带 to，也可以不带 to
Eg : Do you often help your mother (to) do the housework
五.作定语:(常常表示将来的动作)
（不定式作定语须放在被修饰的名词 或代词的后面）
1.不定式与被修饰的词有动宾关系
e.g: Have you got anything to do this evening
I have some fiends to invite.
当名词被 the first , the last, the only 等序数词以及形容词最高级修饰时，常用不定式 作定语，而不管动作是否已完成．
Eg : He is the only person to know the truth.
She is always the first to come and the last to leave.
2.不定式用于说明被修饰的名词或代词的内容，相当于同位语，可转换成同位语从句。
3作定语的不定式与被修饰的名词或代词存在着两种 逻辑关系，即被修饰的名词和代词是不定式的
逻辑主语 或逻辑宾语．
Eg : Alice is always the first student to come to school.
The teacher gave me some English books to read.
The meeting to take place here tomorrow is going to discuss the problem of pollution.
Mr. has a large family Brown to support．
当被修饰的名词或代词是不定式逻辑上的宾语，而该不定式动词又是不及物动词时，应在该动词后加上一个介词以形成逻辑上的动宾关系．
Eg : Please pass me some paper to write on.
There’s nothing for us to worry about.
She has a nice pen to write with.
He bought a flat for the family to live in
An office to work in /A child to look after
A river to swim in
六、不定式做状语 修饰动词、形容词、副词等表示目的、原因、结果、 条件等。
1、表目的
e.g:To learn a foreign language well, you must try your best..
He came here to attend an important meeting.
注①：不定式结构表示目的时，通常句子的主语就是它的逻辑主语
Eg : He bought a bicycle to go to town more quickly.
He went home to see his mother.
例外的情况
eg : He opened the door for the children to come in.
They sent a man to mend the window
注②：为了强调表示目的的不定式结构，特别是在不定式结构前有否定词 not 时，通常可以在不定式符号 to 之前加上 in order 或 so as
Eg : He came here in order to see Charlie.
He shouted and waved so as to be noticed.
He went early in order not to miss the train.
I turned the radio down so as not to disturb
him
注③：表示目的的不定式可以置于句首，这也是区别于其他功能的标志之一。但是，置于句首表示目的的不定式之前可以加上in order，但却不可以加上so as ，
Eg : To draw maps properly, you need a special pen.
(In order to draw maps properly, you need a special pen.)
To get the best results, use clean water.
2、表结果 不定式结构表示结果更常见于下列句型：
so …as to …
Would you be so kind as to lend me your bicycle / tell me the time
② such (…) as to …
I’m not such a fool as to believe that.
③ enough to …
The boy is old enough to go to school.
④ too … to …
His eyesight is too poor to read such small letters.
注意：下列句子中的不表示结果，也无否定含义：
I’m only too glad to go. = I’m very glad to go.
I shall be only too pleased to get home.= I shall be very pleased to get home.
〖 only too (adv.) 极; 非常; 太;很 〗
☆☆不定式结构还能表示一个随后发生的动作，相当于一个并列限定动词词组，这种不定式结构也表示结果
eg : She woke early to find it was raining.
He got home to learn that his father was ill.
这种表示结果的不定式结构具有下列几个特点：
1 不定式所表示的动作是随后发生的，相当于一个限定动词词组，如：
He arrived late to find the others had gone home.
He arrived late and found the others had gone home.
2 不定式所表示的结果往往含有“令人意想不到”的意味，其中以“使人不愉快的结果”较为常见。
（有时也可以表示令人愉快、惊喜的结果）
Eg : He went home to find his old friend George waiting for him.
注：不定式结构表示结果或表示目的，往往形式相似，
这时，须根据词汇意义认真加以区别，
试比较：
He arrived late to find the others had gone home.
( = He arrived late and found the others had gone home.)
He arrived late to avoid meeting Robert.
( = He arrived late in order to avoid meeting Robert.)
He got to the station only to be told the train had gone.
He went to the station to inquire about the times of trains.
( = He went to the station in order to inquire about the times of trains.)
3. 表示原因：（不定式所表示的动作先于谓语动词
的动作）
eg :I wondered to hear her voice in the next room .
= I wondered because I heard her voice in the next room .
She cried to see him in that condition .
= She cried because she saw him in that condition
在there be结构中，作定语用的不定式如修饰主语时，即使表示被动的意义，也可用主动式来表示．
There is a lot of work to do/to be done.
Hurry up! There’s no time to lose/to be lost.
There are three letters to answer/to be answered this morning.
不定式的完成式表示动作发生在谓语动词之前．
I’m glad to have seen your father.
She seemed to have heard of it already.
So you are the one to have cleaned all these rooms.
主动形式表被动意义的不定式
E.g.: The question is very difficult to answer.
The problem is difficult to deal with.
能用于此句型的形容词有：difficult ,easy, comfortable ,fit, hard, pleasant, tiresome(使人疲劳的) ,interesting, nice , heavy, dangerous, light, important, etc
E.g.: The box is light enough to carry. The river water is warm enough to swim in.
E.g.: The books seemed too heavy to carry. The ice is too thin to skate on.
Step 5 Summary and Homework
T: In this class, we have reviewed the infinitive. After class, you must remember the important points, especially the verbs and in what condition the passive infinitive and the perfect infinitive should be used. Are you clear
Homework: 1. Finish the exercises on page 3 of the exercise book.
Step 7 The Design of the Writing on the Blackboard
第 24 页 共 27 页
Unit 1 Making a Difference
I. Teaching Aims
1. Talk about science and scientists;
2. Talk about people;
3. Practise describing people and debating;
4. Learn more about the infinitive;
5. Write a descriptive paragraph;
II. Teaching time: five periods
The First Period
I. Teaching Aims:
1. Learn and master the following words:
analysis, agriculture, branch, curious, debate, undertake, within, genius, inspiration, perspiration, obvious, quote, gravity, radioactivity, biologist;
phrases:
be known for, no doubt that….
2. Talk about science and scientists;
3. Listen to the description of some scientists;
4. Do some speaking, describing people and debating.
II. 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.
III. Teaching Difficult Points:
1. How to improve the students’ listening ability;
2. How to help the students finish the task of speaking.
IV. 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.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Let’s first go over the new words: genius 天才，创造力inspiration 灵感，鼓舞人心的人（或事物）
perspiration 汗水，出汗undertake 着手做，从事，承担analysis 分析，分解obvious 显然的，明显的within 在…里面，在…范围之内quote 引语，引文agriculture 农学，农业gravity 重力，引力radioactivity 放射性，放射现象curious 好奇的，好求知的branch （学科）分科，树枝，支流debate 辩论，争论 v. n.biologist 生物学家
Step2 Warming Up
T: There are many outstanding scientists in the world, who made great contributions to society and science. Look at the following pictures and guess who they are.2.Do you know anything about them
A man who is called the greatest scientist in the 20th century. Albert Einstein
A woman who was the first woman scientist to receive the Nobel Prize. Madame / Marie Curie
A man who made more than 1,000 inventions in his life and invented electric bulbs. Thomas Alva Edison
A man who invented lightning rod. Benjamin Franklin
A famous biologist who is known for his theory of evolution Charles Darwin
A man who discovered the force of gravity. Newton
A Chinese who made the earliest seismograph. Zhang Heng
A Chinese who is called the father of modern rice. Yuan Longping
Now open your books on page1, there are some photos of some famous scientists. Look at these pictures and you should try to tell me who they are.
T: Look at the photos now. Who is the person in picture1
S: Albert Einstein.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me
S: 想象比知识更重要。天才就是百分之一的灵感加百分之九十九的汗水。 你不能教一个人什么东西， 你只能帮助他去发现他内在的东西。
T: Good. Do you agree with him
S: Yes…
T: Now look at the picture under pictuer2. Do you know who he is
S: He is Alfred North Whitehead.
T: Alfred North Whitehead (1861-1947) was a British philosopher and mathematician. What does this sentence mean
S: 分析明显的事物需要非凡的头脑。
T: This sentence means most people don’t question the things we take granted, but great scientists will be curious and tend to ask questions that others never think of. Who is in the next picture
S: She is Marie Curie.
T: Do you understand the sentence she said Can you tell me the sentence in Chinese
S: 生活中没有什么可怕的， 只是要去理解他们。
T: Look at the photos now. Who is the person in picture4
S: Thomas Alva Edison.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me
S: 天才就是百分之一的灵感加百分之九十九的汗水。
T: Good. Do you agree with him
S: Yes…
T: Look at the photos now. Who is the person in picture5
S: Galileo Galilei.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me
S: 你不能教一个人什么东西， 你只能帮助他去发现他内在的东西。
T: Good. Do you agree with him
S: Yes…
T: Now we have learnt some quotes, do you know any other quotes
S: Knowledge is power. – Francis Bacon.
T: Well done, I think you are all interested in science and scientists. What do you think makes a successful scientist Have a discussion and make a list of what you have already known and what you would like to know. Discuss it in pairs or in groups of four. After a while, I will ask some of you to report the results of your discussion.
(Three minutes later, teacher begins to collect the results of their discussion.)
T: Who would like to tell me what makes a successful scientist Any volunteer
S: I think a successful scientist must have much imagination and intelligence and he must be creative and hard working.
…..
Useful words and expressions used to describe a successful scientist
able 有才干的,能干的 aggressive 有进取心的
ambitious 有雄心壮志的 aspiring 有志气的,有抱负的
careful 办事认真的 devoted 有献身精神的
creative 富创造力的 hard-working 勤劳的
modest 慊虚的 realistic 实事求是的
strong-willed 意志坚强的 selfless 无私的
practical 实际的 objective 客观的
dutiful 尽职的 friendly 友好的
smart 精明的 self-confident 有自信的
Step3 Listening
T: Ok, now let’s do some listening practice on Page2. Today we are going to listen to some descriptions of some famous scientists. Before we start to listen to the material, let’s read the requirement together and go through some new words.
(Read the requirement and questions as well as put some new words on the blackboard—agriculture, gravity, radioactivity, curious.)
T: Ok. Let’s begin. Please listen carefully.
(Teacher plays the tape for the students to listen and pauses the tape for the students to write down answers when necessary. In the end, check the answers with the whole class and give some explanations or play the tape again if necessary.)
Step4 Speaking
T: From the warming up and listening part, we have already known a lot of famous scientists in different field of science, or you can say in different branch of science. What science do you know
S: Physics, chemistry, biology, maths…
T: Yes, the science we usually mean is physics, chemistry, biology, maths and computer science nowadays. Now I have a question for you: which branch of science do you think is the most important one
S: (Various answers.)
T: On this question you may have different ideas. I want all of you to work in the group of five students and each of you can have your own idea to represent one of the following branches of the science: physics, chemistry, biology, maths and computer science. Find reasons to support your view and debate with other students to prove that you are right. Are you clear
S: Yes.
T: You can use the expressions at the bottom of page2. They are very useful. Ok, I will give you five minutes to debate. Now begin.
(Teacher checks the students’ work five minutes later.)
Sample debate:
S1: I think biology is the most important and useful science because it is essential to protecting nature, environment and ecological balance. People don’t live with good environment. So to the root biology is a science to protect human beings. What’s more, no biology means no medicine. So I think biology is the most important science.
S2: Well, maybe, but I think that chemistry is the most important and useful, because chemistry id the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.
S3: That is hard to say. There are many physical products. And physics id widely used in many fields, such as medicine, industry and agriculture. There would be no life without physics. So I think physics is the most important and useful.
S4: That’s true, but maths is the basic science. You can learn physics or chemistry well without a good knowledge of maths. Maths is a tool on science and engineering. Therefore, maths is the most important and useful science.
S5: My idea is that computer science is the most important and useful science nowadays. As you can see anywhere you go, there is computer. The computer is an indispensable tool in our modern life. It can settle many problems at a high speed and help people work easily.
Step5 Language Points
1. Genius is one percent inspiration and ninety-nine percent perspiration.
1) genius
--[U] great and rare powers of thought, skill or imagination.天赋
--[C] a person of very great ability or very high intelligence天才人物；才子；天才．
e.g. Wuthering Heights is one of the most extraordinary books that human genius has ever produced. 《呼啸山庄》是人的天赋所创造出的最非凡的作品之一。
she has a genius for music.
have a genius for…在某方面有天赋
2）inspiration (n.)
inspire (V.)
e.g. She was an inspiration to all who knew her.
These events provided the inspiration for her first novel.
2. It takes a very unusual mind to undertake the analysis of the obvious.
1) It take + n. + to do sth. 做某事需要……
e.g. It will take a lot of courage to tell the truth.
It takes about thirty minutes to walk from here to the station.
It took him a lot of money to buy her a fur coat.
2) undertake (undertook/undertaken)
① We can undertake the work for
the time being.
②He undertook the leadership of
the team.
③He undertook to pay the money back within six months.
undertake 作“许诺，保证”讲时，其后不接名词或代词作宾语。
undertake to do sth./that…保证，允诺
4.You cannot teach a man anything;
you can only help him find it within himself.
*1) help sb (to) do sth.
2) Within
My house is within 2 miles of the school.
Stay within hearing distance of the house.
We have to live within our income.
我们生活应该量入为出。
It wasn’t within my power to help her.
5.Nothing in the world is to be feared…
only understood.
1)句中的to be feared是不定式作表语,此处采用
了be to do的结构,表示“应该，必须”之意
e.g. No one is to leave this building.
The form is to be filled in and returned within three weeks.
2)be to do 也可表计划或安排;有时表示“可能性”
e.g. Their daughter is to be married soon.
No a sound is to be heard.
考例：
In such dry weather, the flowers will have to be watered if they_____ .
A. have survived B. are to survive
C. would survive D. will survive
此处考查条件句中谓语动词的形式，可明显排除C，D两项，A项可用于条件句，但他应发生在谓语动词的动作之前。be to do 可用于条件句中表“想要（如何）”
5. This great mind was on fire for…
这个伟大的有才智的人热衷于……
(be) on fire 热衷的；兴奋的（+for）= be crazy at
燃烧着的（= burning）
e.g. As a child, he was on fire for drawing something freely.
The house is on fire.
6.Each group member represents a branch of science.
e.g. Economics is a branch of science.
He was hanging from the branch.
The river has a lot of branches.
7. You are going to debate each other to see which branch of science is the most important and useful for society.
1) v. debate sth. (with sb.)
debate wh- + to do sth./clause
debate on sth.
e.g. ①We must debate the question with the rest of the members.
②They were debating whether to go to the cinema or to watch TV at home.
③We debated for over an hour on the advantages and the disadvantages of the computer.
2)n. 讨论,辩论
e.g. After much debate, he was chosen captain of the team.
考例:
The two sides debated ____ each other ____ who was the better for a whole day.
A. to; to B. with; about
C. over; on D. between; in
8.be know for / be known as
Eg: He is known for his first book, which was the best seller for a year.
He is known as a children’s book writer.
9. have … in common
10.doubt + if/ whether/ when….; no doubt that
Eg: If he keeps missing school, I doubt if he is going to pass his exams.
There is no doubt that the plane is going to be canceled because of the bas weather.
Step6 Summary and Homework
T: today we have done a lot of listening and speaking. We also have learned and talked about some science and famous scientists. After class, please search more about science or scientists you are interested in on the Internet or in the library. Please preview the reading on page3: “No Boundaries”. So much for today.
Step7 The Design of the Writing on the Blackboard
Step8 Record after Teaching
The Second Period
I. Teaching Aims:
1. Learn and master the following words:
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict, engage, exploration, promising, incurable, PhD;
phrases:
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out;
2. Train the students’ reading ability;
3. Make the students learn more about Stephen Hawking;
4. Make the usage of some phrases clear: go on, go on with, go on doing and go on to do;
II. Teaching Important Points:
1. Learn the phrases in the reading and the following sentence pattern:
There is no point (in) doing sth.
2. Enable the students understand the reading better.
3. Improve the students reading ability.
III. 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 did not seem much point in working on the PhD.
IV. Teaching Methods:
1. Scanning the reading material and get some information about Hawking;
2. Reading and answering some detailed questions to help the students go through the reading material;
3. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Lead-in and Pre-reading
T: Yesterday we learned some quotes from some famous scientists. We got to know these famous scientists as well. Do you know some great people who are disabled for example Zhang Haidi a writer Beethoven Germany /Deaf /Musician/ composer . Today we are going to learn another famous scientist called Stephen Hawking , who is also disabled.
T: Open your books on Page3, please. Look at the three questions in Pre-reading and then scan the text as quickly as possible and find the answers to these questions. I will ask some students to answer them.
T: (Three minutes later) have you finished scanning
S: Yes.
T: Who can answer these three questions Any volunteers
T: Why did Stephen Hawking need a PhD
S1: Because he needed a job.
T: Good, next question, when did Hawking become famous
S2: Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.
T: Very well, the third question, when did Hawking visit Beijing
S3: In 2002, Hawking visited Beijing.
T: Excellent. I see you all did a good job on scanning.
Step 3 Listening
Do the exercise and decide which is true and which is false.
(T)Hawking was told that he had an incurable disease when he was just 21 years old.
(F)Finally Hawking had to give up PhD and his research.
(T)He and Roger Penrose made new discoveries about the Big Bang and black holes.
(F) “A Brief History of Time” is too difficult for people to understand.
(F) Science is about true facts that never change.
(T)When Hawking gives lectures, he always speaks through a computer.
Step 4 Skimming
Choose one word to each paragraph
Para 1 disease
Para 2 dream
Para 3-4 achievements
Para 5-6 opinions
Para 7 problem s
Para 1 incurable disease
Para 2 dream
Disease PhD a job to get married an ordinary life
Para 3 Hawking’s research and achievements:
He makes research into some great questions
What is time
How did the universe begin
What exactly are black holes
In 2002, he visited Zhejiang University ( file: / / / C:\\Documents%20and%20Settings\\Administrator\\Local%20Settings\\Temp\\Rar$DI01.649\\Hawking的演讲视频.mpg" \t "_parent )and Beijing University.
Para 4
Hawking made discoveries about the big bang and black holes__ in the early 1970s.
His scientific book A Brief History of Time was written in a way that ordinary people could understand
Para 5
People often think that science is about __“true” facts that never change____.
Hawking thinks even the best theory_can turn out to be wrong_____.
Para 6 basic steps of the scientific method
Step 5 Reading
Now please read the passage again. This time I want you to read it as carefully as possible and then I will ask you some detailed questions about this reading.
1. How would most people feel when they were told that they had an incurable disease
They will probably feel very sad and give up their dreams and hopes for the future.
2. What did Hawking do when he was told so
Instead of giving up, he went on with his research, got his PhD and married the girl. He continued his exploration … and traveled …to give lectures.
3. For what did Hawking become famous in the 1970s
He became famous for having made new discoveries about the Big Bang and black holes with Roger….
4. What did Hawking explain in the book A Brief History of Time
In the book, he explains both what it means to be a scientist and how science works. He tells readers how discoveries are made and how ….
5. According to Hawking, how do people misunderstand science
People often think that science is about “true” facts that never change. Scientists, on the other hand, know that their job is never finished and that even the best theory can be turned out to be wrong.
Step 6 Language Points
1. T: Now you have understood the detailed information about this reading. But there are some phrases or sentences in this reading you don’t understand. Now I am going to explain some language points in this passage.
2. give up 放弃
give in 屈服， 投降, 上交
give away 赠送， 分发， 泄密， 暴露
Eg: He gave up smoking two years ago.
Tom always gives in to his brother.
Please give in your papers now.
He gave away most of his money to the poor.
She gave away the state secrets to the enemy.
3. There is no point (in) doing sth. 做某事没有用
Eg: There is no point in telling the about this as she does not care.
There is no point in wasting time on this.
3. work on + n. / ving. 继续工作， 从事
Eg: He is working on a new machine for office work.
4. go by = pass
Eg: Time goes by fast so you have to work hard.
5. be/get engaged to sb.
Eg: Tom is engaged to Mary.
6. in order to do
7. go on with sth., go on, go on doing sth., go on to do sth
go on 继续， 进行， 进展
Eg: I thought everything was going on well.
go on doing sth. 继续不停的做某事， 一件事没做完停一段时间再接着做
Eg: He went on working throughout the night.
go on to do sth. 做完一件事接着做另一件事
Eg: After they had read the text, the students went on to do exercises.
go on with sth. 与时间点连用= go on to do sth
与时间段连用= go on doing sth
Eg: After a while, he went on with the work.
He went on with work for hours.
8. Nor did he let the disease stop him from living the kind of life he had always dreamt of. 倒装句
Eg: He is a student. So am I.
She did not know who did that, nor did I.
stop sb from doing sth.
Eg: Nothing can stop him from going there.
dream of / about
Eg: He dreams of becoming a famous musician some day.
I dreamed about flying last night.
9. in a way+ attributive clause 以某种方式
Eg: He spoke English in a way every student could understand him very easily.
10. on the other hand
11. turn out: prove (to be) + a./ to be
Eg: Everything turned out satisfactory.
It looked like rain this morning, but it has turned out to be a fine day.
Step 5 Listening and Post-reading
T: Now I will play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation.
(After that, teacher asks the students to do Exercise1 in post-reading.)
T: Ok, now look at Ex1 in post-reading. Choose the best answer for each of the questions. If you have some difficulty, you may discuss it with your partner. After a while, I will ask some of you to do it.
(The students begin to prepare this exercise and teacher asks three students to answer the three questions in the exercise1.)
(Suggested answers: 1. C 2.B 3. B)
T: Now, I will give you three more minutes for you to go over the passage again and try to answer the questions in Exercise2.
(After a while, ask the student to answer the three questions in exercise2.)
(Suggested answers:
1. People often think that science is a number of facts that never change. According to Hawking, science is always changing and many theories are eventually proven wrong.
2. First, the scientists observe the thing or process they are interested in. second, they make a theory to explain what they have observed. Third, they test the theory to se if it matches what they have seen and if it can predict future events.
3. Hawking, who is British, does not like it because the speech computer gives him an American accent. )
Step 6 Summary and Homework
T: in this class, we have read a passage about a famous scientist—Stephen Hawking. We have known that Hawking is disabled person with a strong will. We should learn form him.
We have also learnt some words and expressions in this reading. After class, you should learn all of them and remember them by heart.
Homework: 1. Read the reading again and review the language points in this passage.
2. Finish Word Study and Ex1&2 on page82.
3. Preview the grammar—the Infinitive on page 5.
Step 7 The Design of the Writing on the Blackboard
The Third Period
I. Teaching Aims:
1. Learn and master the following words:
Seek, obvious, gravity, predict, observe, match;
phrases: use up
2. Review the words and expressions learned in the last two periods:
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….
3. Learn how to explain words in English;
4. Use and master the usages of the Infinitive.
II. Teaching Important Points:
1. Master the phrase: use up;
2. Master the usages of the Infinitive;
III. Teaching Difficult Points:
1. How to help the students to learn to explain words in English;
2. How to help the students master the usages of the Infinitive.
IV. Teaching Methods:
1. Reviewing method to help the students remember what they have learned before;
2. Explanation and inductive methods help the students master the usages of the Infinitive;
3. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Revision
T: In the past two periods, we learned some important words and expressions. Now let’s do a revision on them.
T: First, please look at the words on the blackboard. I will ask some students to read them and explain their meanings.
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;
T: Good. Now, let’s review some important phrases. I will speak them in Chinese and then you tell me in English. Ok
S: Ok.
(The teacher says the Chinese meanings of the following phrases:
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….)
T: Good. I see you have mastered what you have learned in the past two periods. Please remember these words and expressions after class and I will give you a dictation tomorrow.
Step 3 Word study
T: Please look at the five words on the blackboard. Can you tell me what they mean
seek, obvious, gravity, predict, observe, match;
T: Now you have known the Chinese meaning of each word. Let’s do an exercise to see how to explain some words in English, according to the meanings of the sentences. Please turn to page5. Let’s do the exercise in Word Study. Choose the closest meaning to the underlined word in each sentence. Before we do it, we will learn a new phrase: use up.
(Write in on the blackboard. And give some explanations and two examples.)
use up: use some material or something until nothing left.
Eg: He has used up all his money for the girl, but he did not know she would leave him.
T: Are you clear about the use of “use up”
S: Yes.
T: Ok, do the exercise by yourself. And also translate the sentences into Chinese. You can discuss it with your partner if necessary. I will check your answers in a few minutes.
T: (A few minutes later) now I will ask some of you to give me your answers. And when you answer the questions, tell the choice first and then translate the sentence into Chinese.
(Teacher asks the students to answer the six questions one by one.)
1. Suggested answers:
2. A 这对夫妇花光了所有的钱去找他们六个月前失踪的五岁儿子。
3. C 大家很容易看出她不高兴。
4. B 牛顿自言自语， “为什么苹果会落到地上， 而不会飘向空中？” 后来他发现了万有引力定律。
5. A 科学家预言在未来的十年里， 环境污染还会更严重。 他们告诫人们如果我们不采取措施解决这个问题， 我们将会毁灭我们的星球。
6. B 哈利观察那颗星球的运动已有多年了， 并且发现每76年他就轮回一圈。
7. A 警察发现这个人的DNA和在犯罪现场提取的不一样后， 就放他走了。
Step 4 Grammar
(Teacher writes some sentences on the blackboard.)
1. He hoped to visit China again.
2. It took a lot of time to finish the report.
3. Please give the boy something to play with.
4. He went home to see his sick mother.
5. Her wish is to become a pop singer.
T: Now look at the sentences on the blackboard. And tell me what these underlined parts are and what function of them in each sentence.
S: All the underlined parts are used as the Infinitive.
S1: In the sentence one, the Infinitive part is used as the object.
S2: In the second sentence, I think “to finish the report” is used as the subject. It refers “to finish the report”.
T: Very well. Now let’s take a look at the third sentence.
S3: In the third sentence, I think “to play with” is used as the attributive modifying “something”.
T: Is he right or wrong
Ss: Right.
T: Great. Let’s see the next sentence.
S4: In the fourth sentence, I think “to see his sick mother” is used as the adverbial for purpose.
T: Good. Let’s move on to the last sentence.
S6: In this sentence, “to become a pop singer” is used as the predicative.
T: Now you have known some usages of the infinitive. Let’s do an exercise to practise the usage of the infinitive.
Step 5 Practice
T: As you can see, the infinitive can not only be used as object and subject but also as attributive, predicative and adverbial. Now please open your books on page 5 and do exercise 1. Group the infinitive according to how they are used.
Suggested answers:
1. Subject: (8)
2. Attribute: (3)
3. Predicative: (1), (2)
4. Object: (9)
5. Adverbial: (4)(5)(6)(7)(10)
T: Very well. Now turn to page6 and do exercise2. I will give you one minute for this one. And then I will ask some students to read the answers and translate the sentences into Chinese as well.
(One minute later, check their answers.)
Suggested answers:
1. to be invited;
2. to pass;
3. to consider;
4. to be sent;
T: Ok, look at Ex3. Rewrite the following sentences using the infinitive. The example will help you. First do it by yourself. Then discuss it in pairs. Finally I will show you the right answers.
Suggested answers:
1. Is there anything to eat
2. I need a pen to write with.
3. Do you have anything to add
4. He is looking got a box to put the two rabbits in.
5. It would be a comfortable house to live in.
(If the students do not understand the answers, teacher will give more explanation.)
T: I think you have understood how to change the sentences into the sentences with the infinitive. Now let’s see more exercises. Turn your books to page 83. And take a look at exercise1 on this page. Rewrite the following sentences with infinitive as subjects. This exercise is very easy. I give you one minute to finish this one and then I will ask some students to give me the answers one by one.
(See the answers on page83 of the book.)
T: Do you remember before we have learned a phrase: find it …a. to do sth
S: Yes.
T: In this phrase, to do sth. is the object of “find”. Now turn over your books and see Ex2. Answer the following questions with find it … to …. Two minutes for you to finish this exercise.
(Two minutes later check the answers to these questions. See suggested answers on page 83.)
Step 6 Consolidation
T: Now look at the picture. Who can tell me what Hawking’s dream is from the picture
S: He wants to get married.
T: Right. Do you know how Hawking made his dream come true according to the passage we learnt in the second period
S: Hawking said, “In order to get married, I need a job, I need a job and in order to get a job, I need a PhD.”
T: Very good. Now let’s look at another picture. And tell me what the girl’s dream is and how she makes it realized.
T: Who can tell us the girl’s dream and how she can realize it
S: I would like to. Her dream is to get a doctor’s degree. In order to get a doctor’s degree, she needs to go to university; she needs to study hard now.
T: Very good. Now please tell your partner what your dream is and how to realize it. You can use “in order to” to express it.
(Teacher gives the students two minutes to talk freely.)
Step 6 Summary and Homework
T: Ok. Today we have reviewed some words we learned in the second period and gave some explanations in English. After class, you should try to explain the new words in English. We have also learned the usages of the infinitive. You should do more exercises to master them. After class, you should finish all the exercises in Grammar in your workbook to consolidate what we have learned. At the same time, don not forget to preview the content in Integrating skills.
Homework: 1. Remember the words and phrases we have learned in this unit.
2. Finish Ex3 on page83 and Ex3&4 on page84.
3. Preview Integrating skills—Making a Difference.
Step 7 The Design of the Writing on the Blackboard
The Fourth Period
I. Teaching Aims:
1. Learn and master the following words:
astronomer, heaven, microscope, telescope, geographer, observation;
phrases: learn from, be satisfied with, the other way around, take a look at, what if, be known as;
2. Review the language points and grammar—the Infinitive in this unit;
3. Do some reading and writing practice to improve the students’ integrating skills;
4. Learn how to write a descriptive paragraph;
II. Teaching Important Points:
1. Improve the students’ integrating skills;
2. Help the students write a descriptive paragraph;
III. Teaching Difficult Points:
1. How to help the students understand the passage better;
How to help the students learn to write a descriptive paragraph.
IV. Teaching Methods:
1. Doing exercises to revise what we have 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 in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Revision and Check homework
T: Yesterday we learned the grammar—the Infinitive. We know that the infinitive can be used as the subject, object, adverbial and so on. I gave you some homework about the infinitive yesterday. Now let me check your homework to see if you have mastered the infinitive.
T: Open your books on page84. Let’s take a look at Ex3 first. Answer the following questions with infinitives. You may think of more than one answer. I want to ask you to answer these questions one by one.
(See suggested answers on page 84 of the book.)
T: You have done a good job. Now let’s move to Ex4. Choose the best answers to fill in the blanks. I will also ask some students to read these two passages. When you are doing the exercise, please read the sentence, and don’t read the numbers to fill the blanks.
(See suggested answers on page 84 of the book.)
T: Good. You all did an excellent job.
Step 3 Practice
T: Now we will do more exercises to enhance what you have learned. Look at the screen please.
Tell the function of the underlined part in each sentence.
1. (1) To learn more 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 have 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.
(Teacher asks the students to do them one by one. Of there is any question, teacher can explain it to them. )
Suggested answers:
Subject: (4) (8)
Object: (2) (5)
Attributive: (3) (6)
Adverbial: (1) (7)
T: Let’s do another exercise. Choose the best answers to fill in the blanks.
(Show the following on the screen.)
1. to discover nature of the universe; 2 to find the train had gone;
3. to catch the train; 4. to get married; 5. to miss the train;
1. The goal of Stephen Hawking’s research is ______ and ______ is his biggest dream.
2. We took a taxi _____. We hurried there, only _____. We were unhappy to _____.
Suggested answers:
1. to discover nature of the universe; to get married;
2. to catch the train; to find the train had gone; to miss the train;
T: Well done. So much for grammar. Now let’s revise the useful expressions in this unit together.
(Show the expressions on the screen.)
Tell me their Chinese meanings one by one.
be engaged to sb, go by, turn out, dream of, go on with, use up
T: Now let’s do some exercises to see whether you have mastered them plete the sentences by filling in the blanks with the right phrases we have revised just now.
(Show the expressions on the screen.)
He ____ one day becoming a famous singer. 2.John _______________Mary, after 8 years.3.Two weeks slowly_____________.4.His suggestion _____________to be a good one.5.We_________________ our money.6.For we can’t finish copying the essay today, we have to __________________it tomorrow.
(A moment later, check the answers with the whole class.)
Suggested answers:
1. dreams of; 2. was engaged to 3. went by 4. turned out 5. have used up 6. go on with
T: Great. I see you can manage these phrases in sentences. Now turn your books on page 83. Let’s do another exercise to see if you can master them in passage. Ex3 in page83. Replace the underlined parts with the phrases below. You may change the forms if necessary.
(See suggested answers on page 83 of the book.)
T: You all have done a good job. Now let’s move to the next part: Integrating Skills.
Step 4 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 neames of some scientists and their discoveries
Ss: Yes. Elbert Einstein (the Theory of Relativity); Marie Curie (radium and polonium…)
Read the text and find who are mentioned in the text
Stephen Hawking zhang Heng Galileo Bacon Copernicus
T: Do you know why and how they made these important discoveries or inventions
Ss: No.
T: Ok, today we are going to read a passage. It will tell us what makes the scientists make their discoveries. Before we red it, we will learn more new words in this period.
(Teacher deals with the new words.)
T: Open your books and turn to page7. I will give you four minutes to read the passage quickly and then answer some questions.
1. What characteristics of Galileo Galilei
2. Why Stephen Hawking make contributions to science work
3. What is Francis Bacon’s famous saying And what is creativity in the author’s opinion
4. How did the discoveries of Zhang Heng and
Galileo Galilei help better understand the world
5. What is most important thing if we want to make a difference
6.How can we hope to reach our goals and truly make a difference
Summary of each passage ( one word)
Paragraph 1 Curiosity Paragraph 2 Creativity Paragraph 3 Self-confidence
Paragraph 4 Interest
How do you understand the title
Have a great effect on sth.
Make good changes to the world
Make contributions to the world
Gain achievements
Step 5 Discussion
1.Of characteristics mentioned above which do you think is most important and 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
Step 6 Language Points
T: Now you have understood the detailed information about this reading. But there are some phrases or sentences in this reading you don’t understand. Now I am going to explain some language points in this passage.
1. Learn from
Eg: We should learn from Lei Feng to help others all the time.
2.be satisfied with
Eg: The teacher is always satisfied with the homework this student does.
satisfy make sth/sb satisfied
Eg: Nothing satisfies him.
3. take a look at = have a look at = look at
Eg: Let’s take a look at your new car. .
4. what if = what would happen if… 要是。。。又怎么样？
Eg: What if it rains when we are at the park
5.all the time =always
Eg: He is a teacher all the time.
6.believe in believe
Eg: We have to believe in ourselves when we meet problems.
Do you believe what he said No, I don’t.
7. the other way around
Eg: She told people that I stole the necklace, but in fact it is the other way around.
8.be knows as
be known for
Eg: He is known for his first novel.
He is known as a famous writer.
Only by discovering what we do best can we hope to reach our goals and truly make a difference.
only 加句子状语及状语从句置于句首时需倒状并且是不完全倒状。
Step 6 Writing
T: Who is your favorite scientist
(The students may have different answers.)
T: Now we are going to write a paragraph to describe your favorite scientist. Before you write, you should think about what you want to write. What does the reader need to know about the scientist 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 You can first discuss these questions in groups. Use your answers to write your paragraph. If you want to know more about him or her, you can use a library or the Internet to find more information after class. In class you should list an outline of the passage. When you write your passage, the ideas, words, and expressions on the blackboard may help you to describe a great scientist.
Step 7 Summary and Homework
T: In this class, we have reviewed the useful expressions and the important grammar – the infinitive in this unit. And we have also learned a passage about some scientist we have practised how to write a descriptive paragraph. After class go over all the important points learned in this unit and finish your writing. Class is over.
Homework: 1. Read the reading again and review the language points in this passage.
2. Finish the writing about a great scientist.
Step 8 The Design of the Writing on the Blackboard
The Fifth Period
The Infinitive
I. Teaching Aims:
Summarize the usages of the Infinitive
IV. Teaching Important Points:
1. Let the students master the verbs followed directly by the infinitive and the verbs followed by the object and the Infinitive as the object complement without “to”;
2. Let the students master the Infinitive as Adverbial and Attributive;
V. Teaching Difficult Points:
1. How to help the students understand the following sentence patterns:
It is + adj./n. + for sb./ of sb. to do sth.
Sub. + V. +it + adj./n. + to do sth.
2. The perfect Infinitive and the Passive Infinitive.
3. The Negative form of the Infinitive.
IV. Teaching Methods:
Review, explanation and inductive methods
V. Teaching Aids:
1. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning,
Step 2 Revision
T: Yesterday we learned some useful expressions. Now let’s do a revision on them.
1. Learn from
Eg: We should learn from Lei Feng to help others all the time.
2. be satisfied with
Eg: The teacher is always satisfied with the homework this student does.
satisfy make sth/sb satisfied
Eg: Nothing satisfies him.
3. take a look at = have a look at = look at
Eg: Let’s take a look at your new car. .
4. what if = what would happen if… 要是。。。又怎么样？
Eg: What if it rains when we are at the park
5． all the time =always
Eg: He is a teacher all the time.
6.believe in believe
Eg: We have to believe in ourselves when we meet problems.
Do you believe what he said I don’t.
7. the other way around
Eg: She told people that I stole the necklace, but in fact it is the other way around.
8. be knows as
be known for
Eg: He is known for his first novel.
He is known as a famous writer.
T: Good. Today we will review the Infinitive. First let’s do an exercise. Fill in the blanks with the best answer.
(Show the exercise on the screen.)
Choose the best answers: 1. We agreed _____ here bit so fat she has not turned up yet. A. having meet B. meeting C. to meet D. to have met 2. The boy wanted to ride his bicycle in the street, but his mother told him _____. A. not to B. not to do C. not do it D. do not to 3. When I handed the report to john, he said that George was the person _____. A. send to B. for sending it C. to send it to D. for sending it to
T: Now look at the screen. I’ll ask three of you to tell the answers one by one. Any volunteers
S1: The first answer is C.
S2: The second answer is A.
S3: The third answer is C.
T: Well done! Sit down please. Who can tell me the function of each infinitive in the three sentences
S4: I can. …
Suggested answers:
1. Object
2. Object complement
3. Attributive
Step 3 Explanation and summary
动词不定式是非谓语动词的一种，它没有人称和数的变化，在句子中不能独立作谓语，但它仍保持动词的特点，既可以有自己的宾语和状语。
动词不定式具有名词、形容词和副词的特征。因此在句中可以做主语、表语、宾语、宾语补足语、定语和状语。
基本形式
to do not to do to be done to be doing to have done
一、不定式做主语
1、不定式做主语一般表示具体的某次动作。
e.g: To finish the building in a month is difficult
work.
To do such things is foolish.
注: 1 .不定式作主语时,谓语用单数
2、当主语较长，谓语较短时，常用it做形式主语，而将不定式放到谓语的后面。
it做形式主语，不定式放在谓语动词之后常用于下列结构中：
(1) It is/was +adj.+of sb. to do…
注意：在此句型中，adj. 只能用可以修饰 人物的形容词。
例如: kind nice good brave
clever wise stupid foolish
honest careless cruel generous
eg: It is brave of him to save the girl in the water.
It was careless of her to make such a mistake.
(2) It is +adj.+for sb.+to do…
注意：这里的adj. 不能表示人的性质，只能表示某事或
某物的性质。
例如：difficult, wonderful, meaningful, painful, useful
Eg: It is not difficult for us to learn English well.
It is right for him to work here.
(3) it is +a +名词+ to do 例如: pleasure pity duty shame crime 等
Eg : It is a duty to plant trees every day
注: 在感叹句和疑问句中只能用it作形式主语
Eg : What fun it is to jump into a lake in summer!
How long did it take you to finish the work
二、不定式做表语：
不定式作表语常表示将来的动作
1.主语是以aim duty hope idea intention
mistake plan proposal job suggestion
wish purpose task
等为中心词的名词词组 或以 what 引导的名词性从
句表示，后面的不定式说明其内容
eg : My idea is to climb the mountain from the north.
Your mistake was not to write that letter.
What I would suggest is to start work at once.
2主语和表语都是不定式（其含义往往一是条件，一是结果）
Eg : To be kind to the enemy is to be cruel to the people.
3 不定式常用在系动词 be, seem, appear, get, remain become , look , sound , taste , smell , feel等后作表语．
Eg : The plan seems to have been changed .
4 在某些句型中，当主语部分有动作动词do时，作表语的不定式可以省略符号 “to”，例如：
All you have to do is (to )press the button.
The only thing I can do is (to) give you as much help as I can.
三 动词不定式作宾语
1、“动词 + 带 to 的不定式结构”
常用动词有: like wish hope want try begin start mean agree refuse promise pretend ask choose decide forget hope learn want would like intend demand expect fail offer help hate attempt determine try manage remember prepare plan 等
Eg : We hope to get there before dark.
The girl decided to do it herself.
2 不定式即可作动词的宾语也可作介词的宾语.
不定式作介词的宾语时,介词之后一般不直接接不定式，一般都是:疑问词+不定式作宾语.这种不定式结构接近一个名词从句
Eg : I’m worrying about what to do next.
Marx gave some advice on how to learn a foreign language.
这类动词常见的有： tell advise show teach find out decide discuss learn forget inquire know explain remember see understand wonder 等。
疑问词（也称连接代/副词）有：what where who(m) when how whether
Eg : I don’t know what to do / where to go / who(m)
to ask / when to stop / how to get there.
I haven’t decided whether to sell it or not.
We must find out what to do next / where to put it.
注1 ：如果作宾语的不定式结构后面还有自己的补语，则应使用先行 it，把不定式后置
eg : I find it difficult to understand him.
We thought it wrong not to help her.
They found it impossible to get everything ready in time.
注2 ：不定式结构一般不可作介词宾语, 只有在个别场合, 即在含有否定意义的带有介词 except 或 but (=except) 的结构中才能这样用.
Eg : He seldom comes except to look at my pictures
注意不定式符号的省略问题！
do nothing but / except 后的不定式不带to.
需要注意的是,此句型中but/ except 前必须要有实义动词do时，but / except后的不定式to才能省略，否则to则不省.我们用一句话概括就是： 有do无to，有 to无 do．
Eg : She has no choice but to wait for the news. He could do nothing but wait.
He will do anything for you except lend you money.
注3 有些动词既可跟不定式作宾语，也可跟动名词作宾语，但含义不同
remember to do remember doing
forget to do forget doing
stop to do stop doing
go on to do go on doing
Eg : I remember seeing you somewhere before.
Please remember to turn off the light when you leave.
四 不定式结构作宾语补足语
1、只能用不定式结构作宾语补足语的动词
① 表示“希望”“愿望”等心理状态的动词，如：wish, desire, expect, love, prefer, encourage, trust 等。
Eg : What do you desire me to do
The director preferred her to act the old lady.
2 含有“让”“允许”“促使”“致使”等祈使意义的动词，如：let, allow, permit, decide, mean, lead, bring, put, hurry, cause, 等。
Eg : We mustn’t let this (to) happen again.
His father put him to mind the sheep.
③ 带有“请求”“恳求”等感彩的动词，如：ask, desire, invite, beg, request, worry 等。
Eg : He begged me not to tell his father about it.
She was always worrying her father to take her to Paris.
④ 含有“建议”“劝告”等意义的动词，如：advise, persuade, call on, urge 等。
Eg : He urged us to accept the compromise.
The dentist advised me to have the bad tooth pulled out.
⑤ 含有“命令”“强迫”“禁止”等意义的动词，如：order, command, require, charge, tell, make, oblige, force, drive, forbid, warn 等。
Eg : He required us to keep it a secret.
The doctor ordered him to stay in bed for a few days.
I warn you not to do that again.
⑥ 其他还有：help, teach, show, assist, report, bear, wait for, train, depend on 等。
Eg : He promised to teach me to swim.
We should train them to make use of reference books.
We are waiting for the train to stop.
2、既能用不定式结构又能用现在分词作宾语补足语的动词：
△ see, watch, notice, look at, hear, listen to, observe, feel, have;
△ imagine, find, discover, like, want, understand, hate, bring, get, leave, set
Eg : Did you see anyone enter the house
Don’t imagine yourself to be always correct.
We find him to be dishonest.
注 ①：有些动词用不定式与用现在分词作宾语补足语，所表达的意义是有差别的。不定式表示一次性动作或动作的完成（即全过程）
现在分词表示动作正在进行,即：谓语动词所表示的动作发生时，现在分词所表示的动作正在进行
Eg : Did you see anyone enter the house
He saw his father talking with his teacher.
I once heard him sing this song.
She heard Mr. White singing in the next room.
注②：使用不定式作宾语补足语时，在有些动词后面，不定式符号to 应当省略
不定式在下列动词后作宾语补足语时，要省略to
“看”： see, look at, observe, watch, notice
“听”：hear, listen to
“感觉”：feel
使役动词：have, make, let
但当以上的动词用于被动式，to要还原：
They saw the boy fall suddenly from the tree.
The boy was seen to fall suddenly from the tree.
需要注意have, make的用法：表“让，使，允许”等意，其后的不定式作宾补时，才可
省to．
用作一般实义动词
have表示“有”，make表示“制造”，“做”等意义，
且后面的不定式作目的状语，定语等时，不定式符号to不能省．
Eg : I won’t have him cheat me.
I have a lot of work to do.
His story made us laugh.
Father made a kite for his son to fly.
△feel 在使用 to do 型不定式作宾语补足语时不带 to；
在使用 to be 型不定式时，要带 to，
Eg : He felt them to be right.
Did you feel the earth shake
△ help 一词在使用不定式作宾语补足语时，可以带 to，也可以不带 to
Eg : Do you often help your mother (to) do the housework
五.作定语:(常常表示将来的动作)
（不定式作定语须放在被修饰的名词 或代词的后面）
1.不定式与被修饰的词有动宾关系
e.g: Have you got anything to do this evening
I have some fiends to invite.
当名词被 the first , the last, the only 等序数词以及形容词最高级修饰时，常用不定式 作定语，而不管动作是否已完成．
Eg : He is the only person to know the truth.
She is always the first to come and the last to leave.
2.不定式用于说明被修饰的名词或代词的内容，相当于同位语，可转换成同位语从句。
3作定语的不定式与被修饰的名词或代词存在着两种 逻辑关系，即被修饰的名词和代词是不定式的
逻辑主语 或逻辑宾语．
Eg : Alice is always the first student to come to school.
The teacher gave me some English books to read.
The meeting to take place here tomorrow is going to discuss the problem of pollution.
Mr. has a large family Brown to support．
当被修饰的名词或代词是不定式逻辑上的宾语，而该不定式动词又是不及物动词时，应在该动词后加上一个介词以形成逻辑上的动宾关系．
Eg : Please pass me some paper to write on.
There’s nothing for us to worry about.
She has a nice pen to write with.
He bought a flat for the family to live in
An office to work in /A child to look after
A river to swim in
六、不定式做状语 修饰动词、形容词、副词等表示目的、原因、结果、 条件等。
1、表目的
e.g:To learn a foreign language well, you must try your best..
He came here to attend an important meeting.
注①：不定式结构表示目的时，通常句子的主语就是它的逻辑主语
Eg : He bought a bicycle to go to town more quickly.
He went home to see his mother.
例外的情况
eg : He opened the door for the children to come in.
They sent a man to mend the window
注②：为了强调表示目的的不定式结构，特别是在不定式结构前有否定词 not 时，通常可以在不定式符号 to 之前加上 in order 或 so as
Eg : He came here in order to see Charlie.
He shouted and waved so as to be noticed.
He went early in order not to miss the train.
I turned the radio down so as not to disturb
him
注③：表示目的的不定式可以置于句首，这也是区别于其他功能的标志之一。但是，置于句首表示目的的不定式之前可以加上in order，但却不可以加上so as ，
Eg : To draw maps properly, you need a special pen.
(In order to draw maps properly, you need a special pen.)
To get the best results, use clean water.
2、表结果 不定式结构表示结果更常见于下列句型：
so …as to …
Would you be so kind as to lend me your bicycle / tell me the time
② such (…) as to …
I’m not such a fool as to believe that.
③ enough to …
The boy is old enough to go to school.
④ too … to …
His eyesight is too poor to read such small letters.
注意：下列句子中的不表示结果，也无否定含义：
I’m only too glad to go. = I’m very glad to go.
I shall be only too pleased to get home.= I shall be very pleased to get home.
〖 only too (adv.) 极; 非常; 太;很 〗
☆☆不定式结构还能表示一个随后发生的动作，相当于一个并列限定动词词组，这种不定式结构也表示结果
eg : She woke early to find it was raining.
He got home to learn that his father was ill.
这种表示结果的不定式结构具有下列几个特点：
1 不定式所表示的动作是随后发生的，相当于一个限定动词词组，如：
He arrived late to find the others had gone home.
He arrived late and found the others had gone home.
2 不定式所表示的结果往往含有“令人意想不到”的意味，其中以“使人不愉快的结果”较为常见。
（有时也可以表示令人愉快、惊喜的结果）
Eg : He went home to find his old friend George waiting for him.
注：不定式结构表示结果或表示目的，往往形式相似，
这时，须根据词汇意义认真加以区别，
试比较：
He arrived late to find the others had gone home.
( = He arrived late and found the others had gone home.)
He arrived late to avoid meeting Robert.
( = He arrived late in order to avoid meeting Robert.)
He got to the station only to be told the train had gone.
He went to the station to inquire about the times of trains.
( = He went to the station in order to inquire about the times of trains.)
3. 表示原因：（不定式所表示的动作先于谓语动词
的动作）
eg :I wondered to hear her voice in the next room .
= I wondered because I heard her voice in the next room .
She cried to see him in that condition .
= She cried because she saw him in that condition
在there be结构中，作定语用的不定式如修饰主语时，即使表示被动的意义，也可用主动式来表示．
There is a lot of work to do/to be done.
Hurry up! There’s no time to lose/to be lost.
There are three letters to answer/to be answered this morning.
不定式的完成式表示动作发生在谓语动词之前．
I’m glad to have seen your father.
She seemed to have heard of it already.
So you are the one to have cleaned all these rooms.
主动形式表被动意义的不定式
E.g.: The question is very difficult to answer.
The problem is difficult to deal with.
能用于此句型的形容词有：difficult ,easy, comfortable ,fit, hard, pleasant, tiresome(使人疲劳的) ,interesting, nice , heavy, dangerous, light, important, etc
E.g.: The box is light enough to carry. The river water is warm enough to swim in.
E.g.: The books seemed too heavy to carry. The ice is too thin to skate on.
Step 5 Summary and Homework
T: In this class, we have reviewed the infinitive. After class, you must remember the important points, especially the verbs and in what condition the passive infinitive and the perfect infinitive should be used. Are you clear
Homework: 1. Finish the exercises on page 3 of the exercise book.
Step 7 The Design of the Writing on the Blackboard
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