Makingadifference（TheFifthPeriod）。

作为优秀的教学工作者，在教学时能够胸有成竹，教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师在教学期间更好的掌握节奏。你知道怎么写具体的教案内容吗？为此，小编从网络上为大家精心整理了《Makingadifference（TheFifthPeriod）》，仅供您在工作和学习中参考。

TheFifthPeriod
TheInfinitive
TeachingAims:
SummarizetheusagesoftheInfinitive.
TeachingImportantPoints:
1.LetthestudentsmastertheverbsfolloweddirectlybytheinfinitiveandtheverbsfollowedbytheobjectandtheInfinitiveastheobjectcomplementwithout“to”.
2.LetthestudentsmastertheInfinitiveasAdverbial
3.LetthestudentsmastertheInfinitiveasAttribute.
TeachingDifficultPoints:
1.Helpthestudentsmasterthefollowingsentencepatterns:
Itis+adj./n.+forsb./ofsb.todosth.
Sub.+v.+it+adj./n.+todosth.
2.ThePerfectInfinitiveandthePassiveInfinitive.
3.TheNegativeFormoftheInfinitive.
TeachingMethods.
review,explanationandinductivemethods
TeachingAids:
1.aslideprojector2.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡRevision
T:TodaywellreviewtheInfinitive.(Bb:TheInfinitive)Firstletsdoanexercise.Fillintheblankswiththebestanswer.
(Showtheexerciseonthescreen.)
Choosethebestanswers.
1.Weagreedherebutsofarshehasntturnedupget.
A.havingmeetB.meeting
C.tomeetD.tohavemet
2.Theboywantedtoridehisbicycleinthestreet,buthismothertoldhim
A.nottoB.nottodo
C.notdoitD.donotto
3.WhenIhandedthereporttoJohn,hesaidthatGeorgewastheperson
A.tosendB.forsendingit
C.tosentittoD.forsendingitto
T:Nowlookatthescreen.Illaskthreeofyoutotelltheanswersonebyone.Anyvolunteers?
S1:ThefirstanswerisC.
S2:ThesecondanswerisA.
S3:ThethirdanswerisC.
T:Welldone!Sitdownplease.WhocantellmethefunctionofeachInfinitiveinthethreesentences?
S4:Ican.…
Suggestedanswers:
1.Object
2.Objectcomplement
3.Attribute
StepⅢExplanationandSummary
T:Asweallknow,theInfinitiveisusedastheobjectoftheverb“agree”inthefirstsentence.Nowcanyouthinkofanyotherverbsfollowedbytheinfinitiveastheirobjects?
Ss:Afford,arrange,ask,beg,choose,decide,expect,fail,hope,manage,offer,pretend,promise,refuse,want,wishandsoon.
(Writethemontheblackboard.)
T:Verygood.TherearesomeverbsfollowedbyeithertheInfinitiveorthev.-ingform.Doyouknowwhattheyare.?
Ss:Like,begin,continue,forget,regret,remember,start,stop,try”
T:Right.Butattentionplease.Theverbs“begin,continue,like,love,start”canbefollowedbyeithertheInfinitiveorthev.-ingform.(Bb:begin,continue,like,love,start)Andtheyhavethesamemeaning.Whiletheverbs“forget,regret,remember,stop,try”canalsobefollowedbytheInfinitiveorthev.-ingform.(Bb~forget,regret,remember,stop,try)Therearesomedifferencesbetweenthem.Nowlookattheexamplesonthescreen.
(Showthescreen.)
1.Ilikeplayingfootball,butIdon’tliketoplayitnow.
2.Irememberseeingheroncesomewhere.
3.Imustremembertotakemynotebookswithme.
T:Fromthefirstsentence,weknowthev.-ingformisanactioningeneralwhiletheInfinitiveisanactiononacertainoccasion.Inthesecondandthethirdsentences,thev.-ingformisusedforapasteventwhiletheinfinitiveisusedforafutureaction.Areyouclear?
Ss..Yes.
T:PleasetranslatethesentencesintoChinese.Onestudent,onesentence.
S4:我喜欢踢足球，但现在不愿意。
S5：我记得在哪里见过她。
S6：我必须记住带上笔记本。
T:Good.WhentheInfinitiveisusedasObjectandisfollowedbyObjectcomplement,weoftenusethisstructure.S.+V.+it+adj.In.+infinitive.(Writeitontheblackboard.)Nowpleasemakesomesentenceswiththestructure.
S7:Ithoughtitunnecessarytoarguewithhimaboutit.
S8:Heconsidersithisdutytohelpothers.
T:Verygood.WhichverbsdoyouthinkcanbefollowedbytheInfinitiveasObjectComplement?Ss:Advise,allow,ask,want,wish,order,tell,have,let,make,feel,hear,watch,see…
T:Yes.Someverbs,like“advise,allow,ask,want,wish…”mustbefollowedbytheInfinitivewith“to”,whiletheverbs“have,let,make,feel,hear,watch,see…”mustbefollowedbytheInfinitivewithout"to".(Bb:advise,allow,ask,want,wish,order,…have,let,make,feel,hear,watch…)Butyoumustntforget“to”inthepassivevoice.Lookattheexamplesonthescreen.
(Showthescreen.)
1.Weoftenhearhersingthefolksong.=Sheisoftenheardtosingthefolksong.
2.Thegirlwantedtogodancing,buthermothertoldhernotto
T:Inthesecondsentence,“not”isputbeforetheInfinitive.(Bb:nottodosth.)Toavoidrepetition,theverbafterthesign"to"isoftenomitted.But“to”cantbeleftout.Thisisdoneaftersuchverbsas,,want,wish,like,love,hope,plan,try,hateetc.Nowlookattheexamplesonthescreen.
(Showthescreen.)
1.－Wouldyouliketocometoaparty?
－I’dloveto.
2.－Haveyoulistened
－No,butIplanto.
3.Youdonthavetoeatitifyoudontwantto.
T:Whentheinfinitivephraseisusedassubject,theformalsubject“it”isoftenused,thatis,“Its+n./adj.+infinitive”.Ifweneedtotellwhoperformstheactionoftheinfinitive,wecanput"forsb./forsb."beforetheinfinitive.(Bb:Its+adj./n.+for/ofsb.+infinitive.)Someadjectives,suchas,kind,good,wise,stupid,foolish,careless,clever…,mustbefollowedby“ofsb.todosth.”Inthiscase,thesentenceemphasizes“per-son”.Ifweuse“forsb.todosth.”itemphasizes“thing”.Pleaselookatthesentencesonthescreenandcomparethem,thenfillintheblankswith“of”or“for”.
(Showtheexerciseonthescreen.)
1.Itissillyustobelieveher.
2.Itisimpossiblethetasksosoon.
3.Itisniceyoutohelpme.
4.Itisnecessaryustotakeexercise.
(Teacherasksfouranswers.)
Suggestedanswers:
1.of2.for3.of4.for
T:Nowlookatthesentencesonthescreen.Payattentiontotheformsoftheinfinitiveinthesentences.
1.SheaskedtobesenttoworkinTibet.
2.Iamgladtohaveseenyourmother,
3.Wedidntexpectyoutobewaitingforushere.
T:Inthefirstsentence,thepassiveinfinitiveisused,whichexpressesapassiveaction.Inthesecondsentence,weusetheperfectinfinitive.Whendoyouthinktheperfectinfinitiveisused?
Ss:Whentheactionexpressedbytheinfinitivehappensbeforethepredicate,theperfectinfinitiveshouldbeused.
T:Quiteright.Nowlookatthethirdsentence.Thecontinuousformoftheinfinitiveisused.Whentheactionishappening,weusethecontinuousformoftheinfinitive.
(Bb:tobedone,tohavedone,tobedoing)
T:Nowletsdoanexercise.
(Showtheexerciseonthescreen.)
Choosethecorrectanswers:
1.Ihavetwoletterstoday.
2.1havenoletterstoday,thankyou.
A.totypeB.tobetyped
3.Idliketotothecinematonight.
4.Idliketotothecinemalastnight.
A.goB.havegone
5.Whenhismothercamein,thelittleboyjustpretended.
A.toreadB.tohaveread
C.tobereadD.tobereading
Suggestedanswers:
1.A2.B3.A4.B5.D
T:Besides,theinfinitivecanalsobeusedaspredicative,attribute,adverbialforpurposeandforadisappointingsequel.Nowlookatthesentencesonthescreen.Payattentiontotheusagesoftheinfinitive.
1.Hedoesntseemtoliketheidea.
2.Theboyusesacomputertoplaygames.
3.Shehurriedtothestationonlytofindthetrainhadgone.
4.Thereareletterstobetyped.
5.Ihavenothingtodo.
6.Pleasepassmeapentowritewith.
T:Inthelasttwosentences,themeaningispassive,buttheactiveinfinitiveisused.Youmustpayattentiontoit.
StepIVPracticeandConsolidation
T:Nowyouhaveknownallabouttheinfinitive.Letsdosomeexercisestohaveaconsolidationsothatwecanuseitcorrectly.Pleaselookatthescreen.
Fillintheblankswiththeproperformsofverbs.
1.Hehopes(invite)totheparty.
2.Mywishis(become)anengineer.
3.Ihavesomethingimportant(tell)you.
4.Theoldmanmadeitarule(take)awalkaftersupper.
5.Iregret(tell)youthatmysisterregretted(miss)thelecturegivenbyProfessorLi.
6.Thebookissaid(translate)intoseverallanguages.
7.Thequestioniseasy(answer).
8.Letshurry.Thereisnotime(lose).
Suggestedanswers：
1.tobeinvited2.tobecome
3.totell4.totake
5.totell;missing6.tohavebeentranslated
7.toanswer8.tolose
T:Letsdoanotherexerciseonthescreen.

Correctthefollowingsentences.
1.Englishisnoteasytobelearned.
2.Formakingsureaboutthemeaning,Ilookedupthewordinadictionary.
3.Pleasegivethechildsomethingtoplay.
4.Shedoesntliketopraise.
5.Hedideverythinghecouldsavetheoldman.
Suggestedanswers:
1.tobelearned→tolearn
2.Formaking→Tomake
3.toplay→toplaywith
4.topraise→tobepraised
5.save→tosave
StepVSummaryandHomework
T:Inthisclass,wevereviewedtheInfinitive.Afterclass,youmustremembertheimportantpoints,especiallytheverbsandinwhatconditionthepassiveinfinitiveandtheperfectinfinitiveshouldbeused.Areyouclear?
Ss:Yes.
T:Classisover.
StepⅥTheDesignoftheWritingontheBlackboard
TheFifthPeriod
TheInfinitive
I.Verbs:
1.(1)afford,arrange,ask,beg,choose,decide,expect,fail,hope,manage,offer,pretendpromise,refuse,want,wish
(2)begin,continue,like,love,start
(3)forget,regret,remember,stop,try
2.(1)advise,allow,ask,want,wish,order
(2)have,let,make,feel,hear,watch
Ⅱ.SentencePatterns:
I.Sub.+V.+it+adj./n.+infinitive
2.Itis+adj./n.+forsb./ofsb.todosth.
Ⅲ.ImportantForms..
1.nottodosth.2.tobedone
3.tohavedone4.tobedoing
StepⅦRecordafterTeaching

扩展阅读

Savingtheearth（TheFifthPeriod）

TheFifthPeriod

Inversion
TeachingAim:
Learnandmastertheuseofinversion.
TeachingImportantPoint:
Helptilestudentstomakeasummaryofallkindsofinversion.
TeachingDifficultPoint:
Helpthestudentsknowinwhichcasesfullinversionisusedandinwhichcasespartialinversionisused.
TeachingMethods:
Revision;summary;explanationandinductivemethods.
TeachingAids:
aprojectorandtheblackboard
TeachingProcedures:
StepGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:InUnit9,wevelearntsomesentencesininvertedword-order.Now,Illshow
yousomesentencesonthescreen.Pleasetellwhichareinnaturalornormalword-orderandwhichareininvertedword-order.Lookatthescreenandcomparethemcarefully.
(Showthefollowingonthescreen.)
Outrushedtheboy.
Theboyrushedout.
Onlyinthiswaycanweloseweight.
Wecanloseweightonlyinthisway.
T:Whocantelluswhichareinnormalword-order?
S:Iknow.Thesecondsentenceineachpairisinnormalword-order.
T:Howdoyouknow?
S:Ifthepredicatecomesafterthesubject,itisinnormalword-order.
T:Verygood.Sothefirstsentenceineachpairisininvertedword-order.Inthefirstpair,thewholepredicateofthefirstsentencecomesbeforethe
subject,inthesecondpair,partofthepredicateofthefirstsentencecomes
beforethesubject.Now,pleaselookatthescreen.
(Showthefollowingonthescreenandmakebriefexplanationifnecessary.)
Word-order
naturalword-order:S+V
invertedword-orderV+S
Auxiliary/Modal+S+V
StepHISummaryandExplanation
T:Ifthepredicateverbisplacedbeforethesubject,thesentenceissaidtobe
ininvertedword-order.Suchaword-orderiscalledinversion.Weuseinversionfortworeasons.Onefortheneedofthegrammaticalstructureofagiventypeofsentence,theotherforemphasisofacertainpartofasentence.Inversionhappensinquestions,andinanumberofothercases.Therearetwomainkindsofinversion.Insomecasesthewholeverbcomesbeforethesubject.Thiskindofinversioniscalledfullinversion.Andinmostcases,anauxiliaryverboramodalverbcomesbeforethesubjectandtherestofthepredicateverbcomesafter.Iftheresnoauxiliaryormodalverb,“do”“does”or“did”shouldbeadded.Thiskindofinversioniscalledpartialinversion.Now,let’smakeasummaryoftheinvertedcases.Pleaselookatthescreen.Inthesecases,thewholepredicatecomesbeforethesubject.
(Showthefollowingonthescreen.)
1.Intheconstructiontherebeforexistencee.g.Therearesomebooksonthetable.
Theresaboyintheclassroom.
Note:Someotherverbscanbeusedwith“there”besides“tobe”,suchas:live,exist,remain,come,arise,appear,enter,followandsoon.
e.g.Therecameshoutsforhelpfromtheriver..Thereremainsnothingtobedone.
2.Whenthesentencebeginswithoneoftheadverbs,suchashere,there,now,then,out,away,up,down,off,back,over.
e.g,Theregoesthebell!
Inrushedthechildren.
Note:Whenthesubjectisapersonalpronoun,inversioncantbeused.
e.g.Therehecomes.
Outheran.
3.Whenthesentencebeginswith“such”forreferringback,whichmeanspersonorthingofaspecialkind.
e.g.SuchwasAlbertEinstein.
Sucharethefacts.
Note:Thepredicatemustagreewiththesubjectafteritinpersonandnumber.4.Whenthesentencebeginswithalongadverbialexpressionofplace,especiallyaprepositionalphrasedenotingplace.
e.g.Betweenthetwobuildingsstandsatalltree.
Southofthecityliesasteelfactory.
Note:Someintransitiveverbslike“come”“lie”“stand”“walk”oftenfollow
aftertheadverbialexpressionsofplace.
5.Thewholeorpartofthedirectspeechisplacedatthebeginning,followedby
verbsofreportinglike“answeredJohn”“saidtheoldlady”,whichtellyouwhospokeorhowtheyspoke.
e.g.“Help!”shoutedtheboy.
“Ivehadenough,”saidJohn.
Note:①Whenthesubjectisapronoun,theverbnormallycomesafterit.
e.g.“Youare,”Ianswered.
②Whentheverbofreportingisfollowedbyanindirectobjectoranadverbial,theverbnormallycomesafterthesubject,invertedword-orderisimpossible
e.g.“Why?”theteacheraskedhim.
“Both,sir.”heansweredproudly.
6.Tobalancethesentencestructureortolinkthesentenceclosely.
e.g.Theyreachedafarmhouse,infrontofwhichsatasmallboy.
Insidethepyramidsaretheroomsforthebodiesofthekingsandqueens.Note:Payattentiontothe“agreement”.
T:Inthefollowingcases,partofthepredicatecomesbeforethesubject.
Lookatthescreen.
(Showthefollowingonthescreen.)
1.Toavoidrepetition,“so,neithernor”canbeplacedatthebeginningofasentencewhichsaysthatpeople(orthingorsituation)arethesameasothersthathavejustbeenmentioned.
e.g.(1)--Mymotherisillthisweek.
--Soismysister.
(2)--IcantspeakFrench.
--NorcanI.
(3)--Myhusbandnevertouchesadrying-upcloth.
--Neitherdoesmine.
Note:“So”canalsobeusedinadifferentsense,tointroducesurprisedagreementwithwhathasbeensaid,whichmeans“Yes,indeed!Yourequiteright.”Inthiscase,thesamesubjectismentioned.Inversionisnotused.
e.g.--ThatsIsabel,look!
--Soitis.
2.Insentencesbeginningwithnegativeexpressionslikenever,seldomhardly,scarcely,barely,rarely,little,not,nowhere,bynomeans,innoway,at!
notime,neither…(nor).
e.g.HardlydoIthinkitpossible.
Bynomeansshallwegiveup.
Neitherwilltheorydowithoutpractice;norwillpracticedowithouttheory.
Note:When“little”whichdoespressnegativeisusedasanadjectivebeforethesubject,naturalword-orderisused.
e.g.LittleFranzoftenplayedtruant.
3.Insentencestructureslike“Notonly…,but(also)…;Nosooner…than…;Hardly/Scarcely…when…;Notuntil…;So…that…;Such…that…”.
e.g.Notonlydidweloseallourmoney,butwealsocameclosetolosingourlives.
HardlyhadIarrivedwhenIhadanewproblemtocopewith.
Nountilallthefishdiedintheriverdidthevillagersrealizehow
serioustheproblemwas.
Sofastdoeslighttravelthatitisdifficultforustoimagineits
speed.
Note:Inallthesesentences,inversionhappensinthemainclause,notinthesubordinateclause.
4.When“only”isusedtomodifyanadverbialwhichisplacedatthebeginningofthesentence.
e.g.Onlyinthiswaycanyousucceed.
OnlythendidIrealizethatIwaswrong.
Note:When“only”isusedforemphasisofasubject,normalword-orderis
used.
e.g.OnlyJohnknowstheanswer.
5.Insomespecialformsofunrealconditionalclauses,when“if”isleftout,thestructure“Were(Should,Had)I(you/he,etc)”areusedinsteadof“IfI(you/he,etc.)were(should,had)”.Thatistosay,inversioncanbeused
insteadof“if”.
e.g.Werehe(=Ifhewere)herenow,couldaskhim.
Shouldhe(=Ifheshould)
come,tellhimtoringmeup.
Hadyou(=Ifyouhad)nothelpedme,I’dhavefailed.
Note:Iftheresno：“were”“had”or“should”intheunrealconditional
clauses,inversioncantbeused.
6.Inquestions
e.g.HaveyouseenJohn?
Note:Inversionisnotalwaysusedinquestions.Likethefollowingcases:(1)Inaspecialquestion,ifthesubjectisexpressedormodifiedbyan
interrogativeword,thesubjectcomesbeforethepredicate.
e.g.WhathappenedtoMary?
Howmanypeoplearelisteningtothelecture?
(2)Insomeothercases:
e.g.YouveseenJohn?
IwonderedwhetherhedseenJohn.
7.Insentencesexpressing“blessing”or“concession”.
e.g.Mayyousucceed!
Mayyougainstillgreatersuccess!
Costwhatitmay,Illstickitout.
Note:In“Longlivethepeople!”,inversionisusedwiththewholeverbfore

T:Now,letslookatthescreen,theresanotherkindofinversionyoushould
remember.
(Showthefollowingonthescreen.)
Inanadverbialclauseintroducedby“as”or“though”.
Structure:
predicative
adverbial+as(though)+subject+…
verb
e.g.MuchasIlikeit,1willnotbuyit.
Tryasshemight,shefailed.
Childashewas,hehadtomakealiving.
Note:(1)Whentheadverbialclauseisintroducedby“though”,invertedandnaturalword-orderarebothpossible.
e.g.Thoughsheisyoung,sheknowsalot.
Youngthoughsheis,sheknowsalot.
(2)Whenthepredicativeisacountablenouninsingular,“a”or“an”shouldbeleftout.
e.g.Heroasheis,hehassomeshortcomings.

StepIVPracticeandConsolidation
T:Now,letsdosomeexercises.Pleaselookatthescreen.Finishthembyyourselffirstandthencheckyouranswersinpairs.
(Showthefollowingonthescreen.)
I．Choosethebestanswers:
1.Ifyoudontgothere,________.
A.sowontIB.nordoI
C.neithershallID.sodontI
2.--Hehaspassedtheexam.
--_____________.
A.SohaveIB.SoIhave
C.IhavesoD.SodidI
3.Hardlythebusstationwhenthebusstarted.
A.hasshearrivedat
B.hadreachedshe
C.didshearriveat
D.hadshereached
4.itrain,thecropswouldbesaved.
A.WeretoB.Would
C.ShouldD.Could
5.Listen!______________.
A.Therethebellgoes
B.Thebellgoesthere
C.Thebellgoesthere
D.Theregoesthebell
6.Atnotime_________beatstudent.
A.teacherscant
B.Iwillteachers
C.teacherswillnot
D.cantteachers
7.Notuntil7:00________.
A.hegotup
B.hedidntgetup
C.didhegetup
D.didnthegetup
8.thefilm,1wouldhavetoldyousomethingaboutit.
A.HaveIseenB.HadIseen
C.ShouldIseeD.Ihadseen
9.Afterthatweneversawheragain,norfromher.
A.didwehearB.weheard
C.hadweheardD.wehaveheard
10.Heisunhappy,________.
A.soissheB.neitherisshe
C.soisntheD.norisntshe

(Amomentlater,checktheanswerswiththewholeclass.)
Suggestedanswers:
1~5CADCD6~10BCBAA
II.Choosethebestanswers:
1.--DoyouknowJimquarreledwithhisbrother?
--Idontknow,
A.nordontIcare
B.nordo1care
C.Idontcare,neither
D.1dontcarealso
2.NotuntilIbegantowork__howmuchtimeIhadwasted.
A.didnt1realizeB.didIrealize
C.IdidntrealizeD.Irealized
3.Littleabouthisownsafety,thoughhewasingreatdangerhimself.
A.doeshecare
B.didhecare
C.hecares
D.hecared
4.Notonlypollutedbut__________crowded.
A.wastilecity;werethestreets
B.thecitywas;werethestreets
C.wasthecity;thestreetswere
D.thecitywas;thestreetswere
5.Sothatnofishcanliveinit.
A.thelakeisshallow
B.shallowthelakeis
C.shallowisthelake
D.isthelakeshallow
6.“Itwascarelessofyoutohaveleftyourclothesoutsideallnight.”“MyGod!____________________”
A.SodidIB.SoIdid
C.SowereyouD.Sodidyou
7.--Davidhasmadegreatprogressrecently.
--,and______________
A.Sohehas;soyouhave
B.Sohehas;sohaveyou
C.Sohashe;sohaveyou
D.Sohashe;soyouhave
8.Onlybypractisingafewhourseveryday______beabletomasterthelanguage.
A.youcanB.canyou
C.youwillD.willyou
9.Notuntilallthefishdiedintheriver________howseriousthepollutionwas.
A.didthevillagersrealize
B.thevillagersrealize
C.thevillagersdidrealize
D.didntthevillagersrealize
10.,hedoesntstudywell.
A.Asheisclever
B.Heisasclever
C.Cleverasheis
D.Ascleverheis

(Amomentlater,checktheanswers.)
Suggestedanswers:
1--5BBBCC6--10BBDAC
StepVSummaryandHomework
T:Inthisclass,wehaverevisedandsummarizedallkindsofdifferentinversions.Afterclass,pleasegooverwhatwevelearntaboutinversion.Besides,youshoulddomorepracticetomasteritbetter.Somuchfortoday.Seeyoutomorrow.
Ss:Seeyoutomorrow.
StepVITheDesignoftheWritingontheBlackboard

Unit9Savingtheearth
TheFifthPeriod
Inversion
I.Fullinversion:V+S
II.Partialinversion:Aux/Mod+S+V
III.
predicative
adverbial+as(though)+subject+…
verb
StepVIIRecordafterTeaching

Makingadifference（TheSecondPeriod）

俗话说，磨刀不误砍柴工。教师要准备好教案，这是老师职责的一部分。教案可以让学生更好的吸收课堂上所讲的知识点，使教师有一个简单易懂的教学思路。您知道教案应该要怎么下笔吗？下面是小编精心为您整理的“Makingadifference（TheSecondPeriod）”，仅供参考，希望能为您提供参考！

TheSecondPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudentsreadingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth.,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.TheredidntseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.acomputer
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡLead-inandPre-reading
T:YesterdaywelearntsomequotesfromsomefamousscientistslikeAlbertEinstein,ThomasAlvaEdison…
Lookatthepictureinourbooks.
Doyouknowwhothepersonis?
Ss:ThepersonisStephenHawking.
T:Yeah.Verygood.HeisStephenHawking,oneofthegreatestphysicistsofourtime.Doyouknowwhatbookhepublishedin1988?
Ss:Yes.ABriefHistoryofTime,whichisverypopular.
T:OK.IthinkmaybeyouknowsomethingaboutHawking.Doyouwanttoknowsomethingmoreabouthim?
Ss:Yes.
T:OK.TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Beforewereadthepassage,firstletslearnsomenewwordsandphrasesinthisunit.
(TeacherdealswiththenewwordsonPage105withthewholeclass.)
T:NowopenyourbooksandturntoPage3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
(Teachergivesthestudentsthreeminutestoscanthepassage.Later,askthreestudentstoanswerthethreequestions.)
T:(Threeminuteslater.)Haveyoufinished?
Ss:Yes.
T:WangXi,thefirstquestion:WhydidStephenHawkingneedaPhD?
S:Becausehewantedtogetajob.
T..Right.Thesecondquestion.WhendidHawkingbecomefamous?Whodliketohaveatry?
S:Letmetry.Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
T:Good.Thelastquestion:WhendidHawkingvisitBeijing?Anyvolunteer?
S:In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepⅢReading
T:Welldone.Sitdown,please.Nowreadthepassageonceagain.Thistimeyoushouldreaditascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Ofcourse,youcandiscusstheminpairsifnecessary.Now,begin.
(Teachershowsthefollowingquestionnaireonthescreen.)
1.WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
2.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurablediseases?
3.WhatdidHawkingwritein1988?
4.WhatdidHawkingexplaininthebookABriefHistoryofTime?
5.AccordingtoProfessorHawking,howdopeoplemisunderstandscience?
6.Whatarethebasicstepsofthescientificmethod?
7.WhatisitthatHawkingdoesntlikeabouthisspeechcomputer?
(Severalminuteslater,teachercheckstheanswers.)
Suggestedanswers:
1.Insteadofgivingup,Hawkingwentonwithhisresearch,gothisPhDandmarriedthegirl.Hecontinuedhisexplorationoftheuniverseandtraveledaroundtheworldtogivelectures.
2.Mostofpeoplewouldprobablyfeelverysadandgiveuptheirdreamsandhopesforthefuture.
3.HewroteABriefHistoryofTimein1988.
4.Inthebook,Hawkingexplainsbothwhatitmeanstobeascientistandhowscienceworks.Hetellsreadersabouthowdiscoveriesaremadeandhowthechangetheworld.
5.AccordingtoProfessorHawking,peopleoftenthinkthatscienceisanumberof“true”factsandneverchanges.
6.First,scientistsobservewhattheyarcinterestedin.Toexplainwhatthe3haveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.Finally,thescientiststestthe
theorytoseeifitmatcheswhatthe3haveseenandifitcanpredictfuturevents.
7.HawkingdoesntlikehisspeechcomputergivinghimanAmericanaccent.
(Aftercheckingtheanswers,teachersaysthefollowing.)
T:OK.Nowyouhaveunderstoodthedetailedinformation.Pleasepickoutthephrasesorthesentencesthatyoudon’tunderstand.Firsthaveadiscussionwithyourpartnerandexchangeyourdifferentpoints.ThenI’llexplainsomelanguagepointstoyou.
(Teachergoesamongthestudentsantcollectsthedifficultpointsthatthestudentscan’tunderstandafterthediscussion.)
T:Now,letslookatthescreen.I’llexplainsomelanguagepointstoyou.
(Showthescreen.)
Usefulexpressions:
1.workon+n./pron./v.-ing
e.g.Heisworkingonareportoftheexperiment.
Heisworkingoninventinganewmachineforofficework.
2.goby:pass
e.g.Timewentbyslowly.
Andsothemonthsandyearswentby.
3.be/getengaged(tosb.):beboundbyapromisetomarry
e.g..Tomis/getsengagedtoMary.
TomandMaryare/getengaged.
4.goonwithsth..:continuewithsth.
e.g.Goonwithyourwork..
Youmaygoonwithyourdiscussion.
5.dreamof:imagine
e.g.IhavealwaysdreamedofatriptoEngland.
Hedreamedofbecomingapilotwhenhewasinthemiddleschool.
6.turnout:prove(tobe)
e.g.Everythingturnedoutsatisfactory.
Itlookedlikerainthismorning,butithasturnedouttobeafineday.
Sentencepattern:
Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.
e.g.Thereisnopointindoingso.
Thereisnotmuchpointincomplaining;theynevertakeanynotice.
(Bb:workon,goby,be/getengaged(tosb.),goonwithsth.,dreamof,turnout,Thereisnopoint(in)doingsth.)
StepⅣListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.
(Afterthat,teacherasksthestudentstodoEx.1inPost-reading)
T:OK.NowlookatEx.1inPost-reading.Choosethebestanswerforeachofthequestions.Ifyouhavesomedifficulty,youmaydiscussitwithyourpartner.Afterawhile,Illasksomeofyoutodoit.
(Thestudentsbegintopreparethisexercise.Afterawhile,teacherbeginstocollecttheanswers.)
Suggestedanswers:
1.C2.B3.B
StepVDiscussion
T:OK.Letshaveadiscussion.Workinpairsoringroupsoffour.Discusshowtosolvetheproblemsinthescientificmethod.
(Showthefollowingonthescreen.)
Howwouldyouusethescientificmethodtosolvethefollowingproblems?
l.Howcanwegrowriceinareaswherethereislittlewater?
2.HowcanImakemybikegofaster?
3.Whatwaslifelike5000yearsago?
4.HowcanIimprovemyEnglish?
5.Howdopeoplemakefriends?
(Givethestudentsfourminutestodiscussthosequestions.Teachermaygoamongthestudentsandjointhem.Fourminuteslater,asksomestudentstoreporttheirresultsofthediscussion.)
Suggestedanswers:
1.Wecandevelopanewkindofricewhichdoesntneedmuchwater.
2.Wecanfixanelectricenginetothebike.
3.Peoplelivedincaves,woreskinsofanimals,atewildfruitsandwildanimals.
4.YoucanimproveyourEnglishbylisteningmore,speakingmoreandpracticingmore.
5.Peoplecanmakefriendsbyattendingaparty,writinglettersorchattingontheInternet.
StepVISummaryandHomework
T:Inthisclass,wevereadapassageaboutafamousscientist—StephenHawking.We’veknownthatHawkingisadisabledpersonwithastrongwill.WeshouldlearnfromhimWe’vealsolearnedsomewordsandphrasesinthetext.Afterclass,youshouldlearnallofthembyheartandtrytousethemfreelyandcorrectly.Readthetextagainandagaintillyoucanreaditfluentlyandrecitesomeimportantsentences.Whatsmore,dontforgettopreview“WordstudyandGrammar”inthenextperiod.Well,thatsallfortoday.Classisover.
StepⅦTheDesignoftheWritingontheBlackboard

Unit1Makingadifference
TheSecondPeriod
Usefulexpressions:
workonbe/getengaged(tosb.)
gobygoonwithsth.
dreamofturnout
Sentencepattern:
Thereisnopoint(in)doingsth.
StepⅧRecordafterTeaching

Makingadifference（TheFirstPeriod）

作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师就需要提前准备好适合自己的教案。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。你知道如何去写好一份优秀的高中教案呢？经过搜索和整理，小编为大家呈现“Makingadifference（TheFirstPeriod）”，欢迎阅读，希望您能够喜欢并分享！

Unit1Makingadifference
I.BriefStatementsBasedontheUnit
Doyoulikescience?Doyouwanttobeascientistinthefuture?Definitelymostofusdo.Doyouwanttoknowmore?ThewholeunitofUnit1Makingadifferencewilltellyoumoreaboutscienceandscientists.Itwillbetaughtinfiveperiods.Warmingup,listeningandspeakingwillbedealtwithinthefirstperiod.Inthebeginning,thepicturesofonegreatwriterandthreeoutstandingscientistsandtheirfamoussayingsareshownbeforethestudents.Theyallmadegreatcontributionstotheworldandarerespectedbythousandsofmillionsofpeople,includingourmiddleschoolstudents.Bytalkingaboutgreatscientistsandtheirfamousquotes,thestudentswillbeencouragedtodevotethem-selvestoscience.Listeningisaboutthescientistsdescription.Detailedexercisesaredesignedforthemtodo.Afterdoingthis,thestudentsabilitytolistenwillsurelybeimproved.Speakingiswelldesigned.Thestudentsaredividedintogroupstodiscussaboutscienceanddecidewhichbranchisthemostimportantandusefulforsociety.Afterthedebate,thestudentsabilitytospeakisimproved,forthisisaninterestingtopicandwearesureallthestudentswillbeinterestedinit.Inthesecondperiod,wedealwithPre-reading,ReadingandPost-reading.ThetextisaboutanoutstandingBritishscientistofthiscentury.Heisamanwithdisability.Hecantspeakandcanonlymoveonhiswheel-chair.Whenhespeakshehastospeakthroughacomputer.Hedevoteshimselftoscienceandachievesgreatsuccess.In2002,hevisitedourcountryandspoketomanyuniversitystudents.Thereisnodoubtthathisunyieldingspiritisencouragingthousandsofmillionsofpeople.Hiswords,“peopleof-tenthinkthatscienceisanumberof‘true’factsthatneverchange…andeventhebesttheorycanturnouttobewrong.”.Shortenthedistancebetweenscienceandallofus.Whilereadingthewholetextanddoingtheexercisesbeforeandafterthetext,thestudentswilllearnthefinequalityofthegreatscientist,aswellaslearningplentyofusefulwordsandexpressions.Meanwhiletheirreadingabilitywillbeimprovedaswell.WordstudyandGrammararedealtwithinthethirdperiod.EspeciallyinGrammaralotofexercisesaboutinfinitivearedesigned.Afterdoingthem,thispartwillsurelybewellmasteredbythestudents.Thefourthperioddealswithintegratingskills.Inthereadingpassage,thequestion"howtomakeascientist"willbeanswered.Ittellsusthatifknowledgeispower,thenperhapscreativitycanbedescribedastheabilitytousethatpower.Scientistsmustbecreativeandusetheirimaginationallthetime.Intheend,thestudentsarerequiredtowriteabouttheirfavouritescientist.Afterlearningallthecon-tentsofthisunit,thestudentsaresuretowritethepassagewell.Inthefifthperiod,welldealwiththegrammar--theInfinitive.
Ⅱ.TeachingGoals
1.Talkaboutscienceandscientists.
2.Practisedescribingpeopleanddebating.
3.LearnmoreabouttheInfinitive.
4.Writeadescriptiveparagraph.
Ⅲ.TeachingTime:Fiveperiods
IV.BackgroundInformation
1.THEBEGINNINGOFTIMEANDAREMARKABLEMANCALLEDSTEPHENHAWKING
Ifyouhaveeverthoughtabouthowtheuniversebeganandwhethertimehasabeginningoranending,thenyoushouldknowabouta55-year-oldEnglishmancalledStephenHawking.
Why?BecauseheisconsideredtobeoneofthebrainiestmenintheworldandtobethemodernsuccessorofAlbertEinstein.
StephenhasspenthislifestudyingandthinkingabouttheoriginsoftheuniverseandhowitcanbeexplainedbyusingthemoderntheoriesofphysicssuchasRelativityandQuantumMechanics.Hisdiscoveriesandhisscientificproposalshavebeenrevolutionary.Peoplecallhimagenius.
Justasamazingisthefactthatsincehisearlytwenties,hehasbeensufferingfromanincurablediseaseofthenervoussystemwhichhasaffectedhismovementsandhisspeech.But,fortunately,althoughhemustuseawheelchairandothertechnicalaidstodothings,hisbrainfunctionsperfectly.In-deed,itfunctionsbetterthanthevastmajorityofpeople’s.So,inspiteofaseveredisability,hehasmadetremendouscontributionstoourunderstandingofouruniverse.
So,whatdoesStephenthinkaboutthebeginningsofourworld?Well,hethinks(alongwithothers)thatitbeganaroundfifteenbillionyearsago.Healsothinksthatouruniversewasprobablycreatedbyanenormousexplosion,a“BigBang”.Thisisaviewheldbymanycosmologists(scientistswhostudytheuniverse).
ButscientistsholddifferentviewsaboutwhattheuniversewaslikebeforetheBigBang.SomepeoplethinkthatthereisnowaythatmodernphysicscanexplainorpredictanythingbeforetheBigBang.ManyotherpeoplethinkthattheBigBangmusthavebeentheworkofGod.
StephenHawkinghashisownviewonwhattheuniversewaslikebeforetheBigBang.Hehassuggestedthat,yes,wecansaythattheuniverseandtimebeganatoneparticularpoint(aBigBang).But,thisonepointwasjustanordinarypointintimelike,say,thenorthpoleisapointonthesmoothsurfaceoftheearth.Itwasnotapointofrealbeginning,justapoint.
Stephenbelievesthatifwecanuseourpresentknowledgeofthelawsofphysicstounderstandhowtheuniversebegan,thenwewillnothavetobelievethata“God”oraspiritualforcemadetheBigBang.
Whatdoyouthinkaboutourbeginnings?IfyouwouldliketoreadmoreaboutStephensideasontheoriginsoftheuniverse,thenyoushouldreadhisbestsellerABriefHistoryofTime.
Inspiteofhisdifficultillnessandhisconfinementtoawheelchair,StephenHawkingworksasaProfessorofMathematicsatCambridge;holdingthesamepositionheldbyanotherfamousscientist,IsaacNewton,in1663.ItmaybethatthenameHawkingcouldbecomejustaswellknowninhistoryasthatofhisfamouspredecessor.
2.StephenHawkinginChina
StephenHawking,thedisabledauthorofABriefHistoryofTimeislaunchinghissecondjourneytoChinainHangzhouofZhejiangProvince.Hisfirstvisitwasover10yearsago.
Thegreattheoreticalscientisthasbeeninvitedtoattendastate-of-the-artmathematicsresearchinstituteatZhejiangUniversity,Hangzhou-basedDushiKuaibaoreported.
OnSundayevening,hemadehisdebutatapressconferenceheldatShangri-Lahotel,Hangzhou.Hawkingappearedatabout5:00p.m.withhiswife.
The50-year-oldmanansweredatotalofninequestionswiththehelpofhiscomputer.
“Expertsintheoreticalsciencearedispersedaroundtheworld,butweneedcommunication.Iamverygladthattheworldsfirst-classconferenceisbeingheldinChinathistime,”hesaid.
“IfindtherealuniversemuchmoreinterestingthantheoneinthefilmStarWars,”Hawkingjoked.“Iencourageyoungpeopletostudytheoreticalphysicsfirstiftheyareinterestedinit.”
StephenHawkinghasworkedonthebasiclawswhichgoverntheuniverse.WithRogerPenroseheshowedthatEinsteinsGeneralTheoryofRelativityimpliedspaceandtimewouldhaveabeginningintheBigBangandanendinblackholes.TheseresultsindicateditwasnecessarytounifyGeneralRelativitywithQuantumTheory,theothergreatscientificdevelopmentofthefirsthalfofthe20thcentury.
Oneconsequenceofsuchaunificationtheorywouldbethatblackholeswouldnotbecompletelyblack,butemitradiationandeventuallyevaporateanddisappear.Anotherconjectureisthattheuniversehasnoedgeorboundaryinimaginarytime.Thiswouldimplythatthewaytheuniversebeganwascompletelydeterminedbythelawsofscience.
ButthetalentedmanwhohasproducedsuchrichworksuffersseriousAmyotrophicLateralSclerosis(ALS).Heisoneofthe350000sufferersintheworld.Thediseasekillsover100000peopleeveryyear.
“IlikelifeandIlovelife,myfamilyandmusicgivemethegreatesthappiness,”smiledHawking,whocanonlymovethreefingers.
Inthecomingyear,HawkingsaidheisscheduledtowriteaneweditionofABriefHistoryofTimeforyoungchildren.
“ABriefHistoryofTimeismyfirstbookforcommonpeople.ButIlaterfoundthatIcouldwriteitinamoresimpleway,”heanswered.“SoIdecidedtorewriteitsothatallpeoplecanreaditeasily.”

TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:inspiration,perspiration,undertake,analysics,obvious,within,quote
2.Talkaboutscienceandscientists.
3.Listentothedescriptionofsomescientists.
4.Dosomespeaking,describingpeopleanddebating.
TeachingImportantPoints:
1.Trainthestudentslisteningabilitybylisteningpractice.
2.Trainthestudentsspeakingabilitybytalkingaboutscienceandscientists,describingpeopleanddebating.
TeachingDifficultPoints:
1.Howtoimprovethestudentslisteningability.
2.Howtohelpthestudentsfinishthetaskofspeaking.
TeachingMethods:
1.Warminguptoarousethestudentsinterestinscience.
2.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.amultimedia
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
T:Goodmorning/afternoon,everyone.
Ss:Goodmorning/afternoon,Miss/Mr.X.
StepIIWarmingup
T:Therearemanyoutstandingscientistsintheworld,whomadegreatcontributionstosocietyandscience.Nowpleasemakealistofthenamesofsomescientistsandtheircontributions.Writethemdownonapieceofpaper.Afterawhile,l’llcollectyouranswers.
(Teachergoesamongthestudents.Afterawhile,collecttheirlistsofnamesandcontributions.)
T:Whatgreatscientistsdoyouknow?Andwhataretheyfamousfor?WangBin.
S:MariaCurieisfamousforherdiscoveriesofradiumandpoloniumandZhangHengisfamousforhisseismograph.
S:ThomasAlvaEdisonisfamousfortheinventionofthelightbulb.
S:…
(Whilethestudentsanswerthequestions,teachercanwritethenamesofsomescientistsandtheirdiscoveriesorinventionsontheblackboard.)
(Bb:ScientistsContributionsMariaCurieRadium/PoloniumZhangHengSeismographCharlesDarwinTheTheoryofEvolutionThomasAlvaEdisonThelightbulbAlbertEinsteinTheTheoryofRelativity……)
T.Welldone.Ithinkyouareallinterestedinscienceandscientists.Whatdoyouthinkmakesasuccessfulscientist?Haveadiscussionandmakealistofwhatyouhavealreadyknownandwhatyouwouldliketoknow.Discussitinpairsoringroupsoffour.Afterawhile,Illasksomeofyoutoreporttheresultsofyourdiscussion.
(Threeminuteslater,teacherbeginstocollecttheresultsoftheirdiscussion.)
T:Who’dliketotellmewhatmakesasuccessfulscientist?Anyvolunteers?
S.Ithinkitisthewayheuseshistoolsthatmakesasuccessfulscientist.
S:Ithinkasuccessfulscientistmusthavemuchimaginationandintelligenceandhemustbecreativeandhard-working.
S.Ithinkasuccessfulscientistmustbeconfident,curiousandcareful.ButwhatI’dliketoknowiswhatmadehim/herinterestedinscience.
(Whilethestudentsreporttheirresults,teachercanwritesomewordsdescribingasuccessfulscientistontheblackboard.)
(Bb:creative,hard-working,curious,careful,confident)
T:NowIllshowyouthephotosofsomefamousscientists.Youshouldtrytotelluswhotheyare.
(Showthescreen.)

　（1）　（2）　（3）
T:Lookatthephotosonthescreen.Andtellmewhotheyare.WhoisthepersoninPicture17
S:AlbertEinstein.
T.Right.CanyousaythenameofthepersoninPicture2,MaHaoran?
S:IthinkitsMadameCurie.
T:Yeah.Sitdown,please.Thethirdpicture?
S:GalileoGalilei.
T:Rightorwrong?
Ss:Wrong.ItisThomasAlvaEdisoninPicture3.
T:Good.Theyareallveryfamousintheworld.Youmusthavereadsomequotesfromthem.Forexample,neverleavethatuntiltomorrow,whichyoucandotoday,whichisfromBenjaminFranklin.Nowlookatthequotesonthescreen.
(Showthequotesonthescreen.)
Somequotesfromfamousscientists:
1.Geniusisonepercentinspirationandninety-ninepercentperspiration.
2.Imaginationismoreimportantthanknowledge.
3.Nothingintheworldistobefeared;itison!ytobeunderstood:
T:Whomdoyouthinkthesequotesarefromanddoyouknowwhattheymean?Discussthesequestionsingroupsoffourandtelluswhetheryouagreewithwhattheysaid.You’regivenfiveminutestohaveyourdiscussion.
(Teachermaygoamongthestudentsandjointhemintheirdiscussion.)
T:(Fiveminuteslater.)What’sthemeaningofthefirstquote,WuLiping?
S:Ithinkitmeansthatifwemakegreateffortstodosomething,wellsucceed.Andnomatterhowcleverheis,apersonwillfailifhedoesn’ttryhisbest.
T:Verygood.Whodoyouthinksaidthisquote?
S:IthinkitwasThomasAlvaEdisonwhosaidit.InChinese,itmeans“天才就是百分之九十九的汗水加上百分之一的灵感”
T:Doyouagreewithit?
Ss:Yes.
(Teacheraskstwootherstudentstoexplaintheotherquotesandtellwhosaidthem.)
S.“想象力比知识更重要”。（AlbertEinstein）
Ifyouwanttosucceed,itsmoreimportantforyoutohaveimaginationthanknowledge.
S:生活中没有什么可怕的东西，只有需要理解的东西。（MariaCurie）
Thereareonlythingstobeunderstoodintheworld,whilethereisnothingtobefeared.
T:Doyouknowanyotherquotesaboutscienceandthinking?
(Onestudentstandsup.)
S:Idliketohaveatry.Wisdomisonlyfoundintruth.－JohannWolfgangvonGoethe
S:Knowledgeispower.－FrancisBacon
…
(AskthestudentstoopenthebooksatPage1andletthemhaveadiscussionaboutthequotesandpicturesinWarmingup.)
T:(Afewminuteslater.)Wehavelearntsomequotesnow.Ifyouwanttoknowmoreaboutquotesaboutscienceandthinking,youcancollectmoreinformationinthelibraryorontheInternetafterclass.
StepⅢListening
T:OK.NowletsdosomelisteningpracticeonPage2.Todaywearegoingtolistentothedescriptionsofsomefamousscientists.Beforelisteningtothetape,pleasereadtherequirementsbyyourselfquickly.WhenIplaythetapeforthefirsttime,youjustlistentogetthegeneralidea.ThesecondtimeIplaythetape,youshouldtrytofinishtheexercise.Thelasttime,checkyouranswers.Areyouclear?
Ss:Yes.
T:OK.Let’sbegin.Pleaselistencarefully.
(Teacherplaysthetapeforthestudentstolistenandpausesthetapeforthestudentstowritedowntheiranswerswhennecessary.Intheend,checktheanswerswiththewholeclassandgivesomeexplanationsorplaythetapeagainifnecessary.)
StepIVSpeaking
T:NowletslookatthespeakingpartonPage2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,forexample,biology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardandthembegintodebate.Areyouclear?
Ss:Yes.
T:Youcanusetheexpressionsatthebottomofthispagewhenyoudebateeachother.Theyareveryhelpful.
(Fiveminuteslater,teachercheckstheirdebate.)
T:Whichgroupwouldliketogiveaperformance?Pleasecometotheblackboard.
(Oneofthegroupscometotheblackboardandbegintheirdebate.)
S:Ithinkthatbiologyisthemostimportantandusefulsciencebecauseitisessentialtoprotectingtheecologicalbalanceandenvironment.Peoplecan’tlivewithoutlivingthings.Furthermore,biologygoeshandinhandwithourlife.Iftherewerenoscienceofbiology,therewouldnotbemedicine.Inaword,biologyisthemostimportantanduseful.
S:Well,maybe,butIthinkthatchemistryisthemostimportantanduseful,becausechemistryisthekeytotheprogressofthehumanbeing.Besides,itischemicalreactionthatproducesmanynewthings.
S:Itishardtosay.Therearemanyphysicalproducts.Andphysicsiswidelyusedinmanyfields,suchasmedicine,industryandagriculture.Therewouldbenolifewithoutphysics.SoIthinkphysicsisthemostimportantandusefulscience.
S:Thatstrue.Butmathsisthebasicscience.Youcantlearnphysicsorchemistrywellwithoutagoodknowledgeofmaths.Mathsisatoolinscienceandengineering.Therefore,mathsisthemostimportantandusefulscience.Whatsyouridea?
S:Well,thereisnodoubtthatmathsisanimportantandusefulscience.Inmyopinion,themostimportantandusefulscienceshouldbecomputerscienceinourmoderninformationsociety.Thecomputerisnowanindispensabletoolinmanyfields.Itcansettleallkindsofproblemsatahighspeedandcanhelppeopleworkeasily.SoIthinkcomputerscienceisthemostimportantandusefulscience.
StepVSummaryandHomework
T:Todaywevedonesomelisteningandspeaking.Wehavealsotalkedaboutscienceandscientists.Afterclass,pleasesearchmoreinformationaboutscienceandscientistsontheInternetorinthelibrary.Anddontforgettopreviewthereadingmaterial“NoBoundaries”.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingontheBlackboard

Unit1Makingadifference
TheFirstPeriod
ScientistsContributions
MariaCurieRadium/Polonium
ZhangHengSeismograph
CharlesDarwinTheTheoryofEvolution
ThomasAlvaEdisonThelightbulb
AlbertEinsteinTheTheoryofRelativity
……
Somewordsdescribingscientists:
creative,hard-working,curious,careful,
confident…
StepⅦRecordafterTeaching

Makingadifference（ReferenceforTeaching）

一名合格的教师要充分考虑学习的趣味性，教师要准备好教案，这是教师工作中的一部分。教案可以让学生能够在教学期间跟着互动起来，帮助教师掌握上课时的教学节奏。那么，你知道教案要怎么写呢？急您所急，小编为朋友们了收集和编辑了“Makingadifference（ReferenceforTeaching）”，欢迎大家与身边的朋友分享吧！

ReferenceforTeaching
I.异城风情
WhoInventedtheLastingMachine?
Doyouknowshoemanufacturetodayisbaseduponaremarkableinventiondevelopedbyayoungblackgeniusin1883?
MatzeligerwasborninParamaribo,DutchGuiana,onSeptember15,1852.HisfatherwasaDutchengineerwhohadbeensenttothecolonytotakechargeofthegovernmentmachineshops.
WhenyoungMatzeligerwastenyearsold,hejoinedhisfatheratthemachineshopsasanapprentice.AttheageofnineteenhebecameasailoronanEastIndianmerchantship.In1876MatzeligerwenttoBoston,Massachusetts.Afterworkingthereforayear,hemovedtoLynn,whereheremainedfortherestofhislife.Becauseofhisknowledgeofmechanicsandshoemaking,Matzeligerwasabletogetajobinashoefactory,operatingasolesewingmachine.Whileworkingthere,henoticedthattherewasnomachinethatcouldlastshoes.Hebeganhisplansforinventingashoelastingmachinebycloselywatchinghand-lastersattheirwork.Inhisexperimentsheusedoldpiecesofwoodandmetal.Heevenmadehisowntools.Patientlyhetestedoneideaafteranother.
Foryearshelivedinpoverty,savinghismoneyforhisproject.Fortunately,hesucceededingettingfinancialhelpfromtwobusinessmeninexchangeforatwo-thirdsinterestinhisinvention.Withthisextramoney,Matzeligerfinallyachievedwhathewasafter:Alastingmachinethatcouldturnoutacompleteshoe.Hismachineindeedchangedtheshoeindustry.Itnotonlygreatlyincreasedproductionbutcutthecostofshoesbyhalf.By1889thedemandforthenewlastingmachinebecameworldwide.
WhatwasMatzeligersreward?Becauseofhislongandhardworkandthelackofproperfoodandwarmthduringhisyearsofpoverty,hishealthhadsuffered.Inthesummerof1886hecaughtacoldwhichdevelopedintotuberculosis.Forthreeyearshewassosickthathehadtoremaininbed.Finally,onAugust24,1889,hediedattheageofthirty-seven.
Ⅱ．知识归纳
1．seek的用法归纳
(1)“征求，寻求，谋求”。作及物动词。相当于askfor。
e．g．Weseekneitherfamenorfortune．
我们既不追名，又不求利。
Theywenttothefactoryandsoughttheworkers’opinions．
他们到工厂去征求工人的意见。
TheyretryingtoseekclosertradetieswithChina．
他们谋求与中国建立更紧密的贸易关系。
(2)用于被动结构，表示“受欢迎”。相当于bepopular。
e．g．Thesegoodsweresoughtbythelo。calpeasants．
这些产品受当地农民的欢迎。
Thebookissoughtbythereaders．
这本书很受读者欢迎。
(3)“企图，试图”，作为及物动词，相当于try(后跟不定式)。
e．g。Wesoughttochangehismind．
我们试图改变他的主意。
Theyhaveneversoughttohidetheirviews。
他们从来不想隐瞒自己的观点。
(4)常用词组
①seekafter追求，企图得利。
e.g.Onemustn’tseekaftercomfort,personalfameandgains.
我们不应当贪图安逸，追逐名利。
Thesepictureswereeagerlysoughtafter.
这些画很多人都迫切想要．
②seekfor找寻。寻求
e．g．Theyareseekingforinformation．
他们正在寻找资料。
Heisseekingfornewwaysofdoinghisexperiments．
他正在寻找进行试验的新办法。
③seekout找到。找来
e.g．Hesoughtoutanoldworker，whoputforwardagoodidea．
他找到一位老工人，这位老工人出了个好主意。
Theyareseekingoutashadyspotwheretheymightsitdownandrest．
他们在找一块阴凉地好坐下休息．
2．promise的用法归纳
promise是高考常考词汇之一．其主要用法如下：
(1)作“答应，允诺”讲。为及物动词。
①跟名词或代词(常常跟有间接宾语)promisesb．sth．
e．g．Hewhopromisedmeapresentformybirthday．
他答应送我一件生日礼物。
Hepromisedanimmediatereply．
他答应立即回复。
Hepromisestoomuchmeansnothing．
许愿太多的人是不打算兑现的。
②跟动词不定式作宾语和宾补，promise(sb.)todosth．。
e.g．Hepromisedtohelpme．
他答应帮我。
Theypromisedtoattendtheceremony．
他们答应出席这次仪式。
Youmustpromisemetotakeagoodrestbeforeyoucomebacktowork。
你一定要答应我，要好好休息几天再来上班。
③跟从句(有时可跟间接宾语)。promise(sb.)that-clause。
e．g．Shepromisesthatshewillneverdothatagain．
她保证，她以后再不这样干了。
YoupromisedAuntWangthatyouwouldstepintoseehertoday．
他答应过王阿姨。今天你要顺道到她家看她。
I’vegottopromiseyouthat1won’tstophalfway．
我一定向你保证，我不会半途而废。
(2)作“有希望，有可能。表明会有(某情况)”时，为及物动词。
①跟不定式．即promisetodosth．。
e．g．Thisyearpromisestobeagoodoneforharvest．
今年看来是个丰收年。
Themathsexaminationpromisedtobeadifficultone．
看来这次数学测试比较难。
②跟名词或代词，即promisesth．。
e．g．Theweatherpromisesagoodhar-vest．
这天气预兆着有好收成。
Theclearskypromisesfineweather．
明净的天空说明要有好天气。
(3)间或与for连用
e.g．Itpromisesforanotherfinedaytomorrow．
看来明天又是一个好天．
(4)可作不及物动词．当“允诺，答应”有指望。有前途”讲。
e．g．Illtrytocome，butIcantpromise．
我尽量来．不过我不能说一定来。
Theplanpromiseswell．
这个计划很有成功的希望。
(5)promising可用作表语或定语，意思是“有希望的，有前途的”。
e.g．Severalo{themhaveprovedpromising．
他们中间有几个证明很有培养前途。
Inthismatchmorepromisingplayersareexpectedtocometothefore．
这次比赛中，估计会涌现出更多有希望的运动员。
(6)还可作名词，意思为“诺言、约定”，常和一些动词构成固定搭配。
e．g．makeapromise许下诺言
giveapromise提出诺言
keepapromise信守诺言
carryoutapromise履行诺言
　breakapromise违背诺言
3．动词不定式省略to的情况归纳
提起不定式。我们往往指的是带to的动词不定式，但在实际运用中，不定式有时不带to。现将动词不定式省略to的情况归纳如下：
(1)当动词不定式作宾语补足语时，即在“v.+O+Infinitive”结构中，如动词是使役动词，如make，let，have或动词是感觉动词，如lookat，see，watch,observe，hear,listento，feel等，不定式不带to。
e．g．Didyounoticeanyonecomein?
你注意到有人进来吗?
lfeltthefloormove．AndthenHwantedautheglassesthatwereonthetablefalloffontothefloor．
我感觉到地板在动，接着看见桌子上的杯子全掉到了地上。
Imustapologizefornotlettingyouknowaheadoftime．
没让你事先知道。很抱歉。
注意：上述动词(let除外)用于被动语态时。不定式必须带to。
e．g．Thoughhehadoftenmadehislittlesistercry，todayhewasmadetocrybyhissister．
虽然他常惹小妹哭，今天却被小妹给弄哭了。
(2)在下列结构后接不带to的不定式：hadbetter，wouldrather，wouldrather…than，cannotbut。canthelpbut等。
e．g．Youdbettertellherthetruth．
你最好告诉她实情．
Icannotbutagree．
我不得不同意。
IcanthelpbutfeelsorryforTom．
我不能不为汤姆感到惋惜。
(3)在“why…”或whynot…”表示建议的句型中。
e．g．Whynothaveatryagain?
为什么不再试一次呢?
Whyspendsomuchmoney?
为什么花这么多钱呢?
(4)在介词but，except之后。如果其前有实义动词do的某种形式，不定式一般不带to。反之须带to。
e.g．Thenithasnochoicebuttoliedownandsleep．
它别无选择，只能躺下睡觉。
Thelittleboydidnothingbutcry．
这小男孩只是哭。
Thereisnothingtodoexceptwaittillitstopsraining．
没办法。只好等雨停了。
(5)不定式作表语时，如果解释do的具体内容时，to可以省去。
e．g．Thefirstthingshedidwasg0uptohertrainerandthankforallherhelpduringthetraining．
她做的第一件事就是走到教练跟前，感谢她在训练期间给予的帮助。
(6)动词help或help+宾语之后，可用带to的不定式，也可用不带to的不定式，但在help+宾语+不定式结构中，如果用不带to的不定式．表示主语参与了不定式所表示的动作‘如果用带to的不定式，表示主语没有参与不定式所表示的动作。
e．g.Willyouhelpme(to)repairthisbike?
请你帮我修修这辆车子好吗?
Ⅲ．词语辨析
1．match，suit，fit
这三个词都可表示“适合，配得上”，但用法上仍有差别。
(1)match指“相配。配得上”，指人或物在品质、颜色、设计等方面相当或相配。
e．g．Thecarpetsshouldmatchthecurrains．
地毯该和窗帘相配。
Shewaswearingabrowndresswithhatandglovestomatch。
她穿着一件棕色的衣服，并有帽子和手套相配。．
(2)suit常用于指“适合、中意。合适、恰当”，多指符合需要、口味、性格；条件等。尤其用来指衣着的式样、颜色或发式与人相配。
e．g.Itdoesntsuityoutohaveyourhaircut．
你不适合剪短发。
Doesthecoatsuitme?
这上衣我穿起来好看吗?
Agoodteachershouldsuithislessonstotheageofhispupils．
好老师授课应力求适合学生的年龄．
(3)fit是一个日常用语．多用来指“大小、形状、位置等适合”及服装合身．
e．g．Theseshoesdontfitme—haveyougotalargersize?
这鞋我穿着不合适一一你们有大点的吗?
7hiscapfitshimwell．
这顶帽子很适合他。
2．allthetime．atalltimes．attimes，atonetime,atatime
以上这些短语都在句中作时间状语，而且位置比较灵活。其中allthetime和atalltimes这两个短语在表示“一直”“总是”的意思时，可以通用。
(1)allthetime(=allthewhile)意为“一直”始终”老是”。
e．g．Heisateacherallthetime．
他一直当教师。
Ilookedeverywhereforthekey。butitwasinmypocketallthetime．
我到处找那把钥匙。却不知它一直在我口袋里。
(2)atantimes(=always)意为“一直。总是”，或(=atanytime)意为“无论何时”。
e．g．Theoldwomanmurmuredtoherselfatautime．
这位老太太总是喃喃自语。
Weshouldatalltimesworkhard．
任何时候我们都应该努力工作。
(3)attimes(=sometimes)意为“有时，偶尔”。
e．g．Theyhaveapiefordinnerattimes．
有时他们晚餐吃馅饼。
Thetideis．attimes．veryhigh．
潮水有时涨得很高。
(4)atonetime(=once)意为“从前。曾经”。
e．g．Theyweregoodfriendsatonetime，butarentnow．
他们曾经是好朋友。但现在不是了。
AtonetimeIusedtogoclimbing．
过去有一段时间我常去爬山。
(5)atatime(=eachtime)意为“一次，每次”．
e．g．Pleasegivemeonebookatatime。
请一次给我一本书。
Heaskedthemtocometo。hisofficeoneatatime．
他要他们到他的办公室去，每次一人。
3．inorderto，soasto，so…asto…
(1)inorderto和soasto均表示“以便，为了”。有时可以换用，但soasto一般不能置于句首．而inorderto则可以．它们的否定形式分别是soasnotto。ioordernotto。
e.g.Igotupearlyinorderto／soastocatchthefirstbus．
为了赶上早班车，我起床很早。
Inordertomakealiving，hehadtoworkdayandnight．
为了谋生，他不得不日夜工作．
(2)so+adj／adv．+asto…的意思是“如此……以至于……”，可引出表示结果的状语．
e.g.Heransofastastogetapaininhisside．
=Herap．sofastthathegotapaininhisside．
他跑得太快，结果导致腹侧疼痛。
Ⅳ．能力训练
1．句型转换(每空填一个词)
(1)HeinsistedthatIshoulddothejobinplaceofher．
Heinsistedthejobher
答案；onmydoing；insteadof
(2)Itisimpossiblethattheboycanliftsuchaheavybox．
Itisimpossiblesuchasheavybox．
答案：fortheboytolift
(3)Hewenttothehallearlyinorderthathemightgetsgoodseat．
Hewenttothehallearlygetagoodseat．
答案：inorderto
(4)Ifoundthelessonwasdifficulttounderstand。
Ifoundthelesson．
答案：difficulttounderstand
(5)Thebossmadetheworkersworkaunight．
Theworkerswereannight。
答案：madetowork
2．用动词的适当形式填空
(1)Icantbut(ask)(give)anotherchance．
(2)Bettydidntexpect(treat)likethat．
(3)Hefailed(buy)afilmticket．
(4)Iexpect(finish)theworkbytheendo{thismonth．
(5)Missingthebusmeans．(walk)homeImean(start)offerldy．
(6)Theclotheswant(wash).Iwant(wash)themmyself．
(7)Iamsorry(give)yousomuchtrouble．
答案：(1)ask；tobegiven(2)tobetreated(3)tobuy(4)tofinish(5)walking；tostart(6)washing／tobewashed；towash(7)tohavegiven