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
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
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
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文章来源:http://m.jab88.com/j/29565.html
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