俗话说，凡事预则立，不预则废。高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生们充分体会到学习的快乐，减轻高中教师们在教学时的教学压力。您知道高中教案应该要怎么下笔吗？下面是小编精心为您整理的“高二英语Unit1Makingadifference知识点汇总”，仅供您在工作和学习中参考。

高二英语Unit1Makingadifference知识点汇总

SectionI课前准备、听力、口语

1.Geniusisonepercentinspirationandninety-nineper-centperspiration.天才是百分之一的灵感加百分之九十九的汗水。(p.1WarmingUp右图上)

(1)genius天才，天资[U]；有天才的人[C]如:①Geniusisneededtosolvetheproblem.解决这个问题需要天才。②WutheringHeightsisoneofthemostextraordinarybooksthathumangeniushaseverproduced.《呼啸山庄》是人的天赋所创造出的是非凡的作品之一。③Shakespearewasagenius.莎士比亚是个天才。

haveageniusfor...在……方面有天赋。如:①Shehasageniusformathematics.她有数学天赋。②Yourmotherhasageniusformanagingsuchthings.你母亲在管理这些事情上很有天赋。

(2)percent=percent百分之……如:①Tenpercentofthepupilsareabsenttoday.今天有10%的学生缺席。②Fiftypercentoftheworkhasbeenfinished.50%的工作已经完成。③Ithinkitsninetypercentprobable.我想有90%的可能。

用percent构成的短语作主语时，谓语动词应根据of后的名词确定。

per意为“每……”。如:perday每天/perweek每周/perpound每镑/perperson每人

2.Ittakesaveryunusualmindtoundertaketheanaly-sisoftheobvious.分析明显存在的事物要非凡的头脑。(p.1WarmingUp左图下)

(1)mind表示“脑子，心(思)；有某类头脑的人”时是可数名词。如:①Hedoesnthaveaparticularlycomplexmind.他的头脑并不特别复杂。②Heisthegreatestmindofourtime.他是我们这个时代最有头脑的人。③Greatmindsgenerallylookatlifeinawaypeculiartothemselves.智者通常以他们独特的方式看待生活。

(2)undertake着手做，从事，承担(undertook,under-taken)①Wecanundertaketheworkforthetimebeing.暂时我们可以着手做这项工作。②Sheherselfundertookthepreparationoftheroom.她亲自布置房间。③Heundertooktheleadershipoftheteam.他担负起领导全队的责任。

undertake后接动词时需用todo形式。如:①NextheundertooktopayoffGodwinsdebts.接下来他着手偿清戈德温的债务。②HeundertooktofinishthejobbyFriday.他答应在周五前完成这份工作。

undertake也可接宾语从句，意为“保证”。如:Illundertakethatallthecattleshallgrowwell.我保证所有的牲畜都能长得好。

(3)Ittakes(sb.)sth.todo为固定句式，take意为“花费、需要”。如:①Thatnightittookhimalongwhiletosleep.那天晚上他很久没睡着。②Ittakestwotomakeaquarrel.(Prov.)一个巴掌拍不响。(谚)③Ittookunusualcourageanddeterminationtobreakawayfromhisfamily.与他的家庭决裂需要非凡的勇气与决心。

take前也可用具体名词作主语。如:①Writingbooksmusttakeagreatdealoftime.写书要花很多时间。②Thattakessomebelieving.那事令人难以置信。

3.Youcannotteachamananything;youcanonlyhelphimfinditwithinhimself.Nothinginlifeistobefeared…onlyunderstood.你不可能把一切都教给一个人，你只能帮助他在自己认知的范围内去发现和了解事物。世上没有可怕的事情，…只有需要了解的事情。(p.1WarmingUp右图下)

(1)句中的tobefeared是不定式作表语，此处采用了betodo的结构，表示“应该、必须”之意。如:①Nooneistoleavethisbuilding.谁也不得离开这幢楼房。②Theformistobefilledinandreturnedwithinthreeweeks.请于三周内将表填好并返回。

betodo也可表达计划或安排。如:①Theirdaughteristobemarriedsoon.他们的女儿很快就要结婚了。②Whoistoquestionhim?该由谁来问他?

betodo有时可表示“可能性”。如:①Notasoundwastobeheard.一点儿声音也听不到。②Welookedandlooked,buttheringwasnowheretobefound.我们找了又找，可这枚戒指在哪儿也找不到。

(2)…onlyunderstood是省略形式，补充完整则为"Therereonlythingstobeunderstood"。

4.Thegreatmindwasonfirefor...这位智者因……而充满热情。(p.2ListeningGreatmindNo2Ex.1)

onfire本义为“着火”，用于比喻意义为“非常激动，充满热情”。①Thehousewasonfire.房子着火了。②WhenIsawhewasonfireIknockedhimdownandrolledhim.看到他身上着火时，我把他推倒在地，让他在地上打滚。③Thesestudentsareonfireforwhattheyarelearninginthecomputerclass.这些学生对计算机课上学的东西充满热情。

有关fire的短语:catchfire着火(表动作)/makefire生火/lightafire点一把火/openfire开火/playwithfire玩火/set...onfire=setfireto...放火烧…/underfire受到攻击/gothroughfireandwater赴汤蹈火

5.ThescientistsnameissimilartotheEnglishwordfor...这位科学家的名字和英语单词……相似。(p.2ListeningGreatmindNo2Ex.2)

for在本句中表示“(某词)”。如:①WhatstheEnglishwordforthisobject?这个物体的英语单词是什么?②Whatsthewordfor"totravel"inFrench?“totravel”在法语中怎么说?

for还可表示目的、原因、交换关系、对于、赞成、主张等方面的意义。如:①Hewoulddoanythingforher.他愿意为她做任何事。②ShewenttoFranceforholiday.她去法国度假了。③Franceisfamousforitswines.法国因其葡萄酒而闻名。④Forgivemeforkeepingyouwaiting.很抱歉让你等着。⑤Ihavenoearformusic.我听不懂音乐。(或：对音乐我一窍不通。)⑥ItsquitewarmforFebruary.对于二月份来说，天气够暖和的。⑦Areyouforthegovernmentoragainstit?你是支持还是反对政府?⑧Ifollowedhimforsomedistance.我跟着他走了一段路。

6.Decidewhowillrepresenteachbranch,thenprepareyourrolecardandletthedebatebegin!确定每个学科由谁代表，然后准备角色卡片，开始辩论!(p.2Speaking第3行)

1)branch此处意为“(学科)分科、分支”。如:①EnglishisabranchoftheGermanicfamilyoflanguages.英语是日耳曼语系的一个分支。②Mathematicsisabranchofscience.数学是一门科学。

branch也可意为“树枝；分支机构；分会；支流；支线”等。如:①Heclimbedupthetreeandhidamongthebranches.他爬上树去，藏在树枝里。②Theysetupfiftybranchesthroughoutthecountry.他们在全国各地建立了50个分店(或分会)。③Theriverhasalotofbranches.这条河有许多支流。

branch也可用作定语:branchstores分店;branchoffice分局;branchrailway铁路支线

2)debate作动词用，意为“辩论，争论，参加辩论”，既可用作及物动词，也可用作不及物动词。如:①Thequestionofwhetherwarcanbeabolishedhasoftenbeendebated.战争能否废除是人们常常争论的一个问题。②Theyweredebatingaboutafoolishquestion.他们在争论一个愚蠢的问题。

debate可用于debateaboutsth.Withsb.的结构。

debate也可用作名词。如:①AftermuchdebateHarrywaschosencaptainofthefootballteam.经过许多辩论以后，哈利被选为足球队长。②AfteralongdebatethebillwaspassedbytheHouseofCommons.经过长时间的辩论以后，该议案在下议院通过。

debate；argue；discuss；quarrel

(1)debatetoargueaboutsth．usuallyinanefforttopersuadeotherpeople辩论的目的在于说服对方。

(2)arguetopresentreasonsfororagainststh.，especiallyclearlyandinproperorder条理清楚地提出赞成或反对某事的理由。

(3)discusstotalkabout(sth.withsb.)fromseveralpointsatview从不同的观点出发，讨论某事。

(4)quarrelhaveastrongargument争吵

7.Theresnodoubtthat...毫无疑问……(p.2Usefulexpression)

该句是固定句式，当doubt前有否定词时，其后用that引导同位语从句；当doubt前无否定词时，即主句为肯定句时，后面用whether引起从句。如:①Therewasnodoubtthathehadbeenmisunderstood.毫无疑问他被误解了。②Thereislittledoubtthathewillsucceed.他肯定能成功。③Thereissomedoubtwhetherheisguilty.他是否有罪，人们还有些怀疑。

sb.hasno/little/somedoubt后接从句时，用法同上。

Theresnodoubt后接名词时，需用介词about或of。如:Theresnodoubtabout/ofhishonesty.毫无疑问他是诚实的。

doubt作动词用时，肯定句中可用whether，if，that引起宾语从句，否定句中只能用that。如:①Hedoubtedwhethertheywouldbeabletohelp.他拿不准他们是否能帮上忙。②Idoubtifheshonest.我怀疑他是否诚实。③Idoubt(that)hewillcometotheparty.我认为他未必会来参加聚会。④Heneverdoubtedthattheywouldwinthegame.他从来不怀疑他们将赢得那场比赛。

SectionII阅读

8.Imaginethis:youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld.想像一下：你已21岁，是世界上一流大学里很有前途的毕业生。(p.3Reading第一段第1行)

(1)promising是形容词，意为“有前途的，有希望的”。如:①Heisapromisingnewpainter.他是位很有前途的新画家。②Theweatherlookspromising.天气看来有望好转。③Thewheatcroplookspromising.看来小麦有望获得好收成。

promise作动词用时，可意为“有希望……，可能会(有)……”，后接名词或不定式。如:①Therainbowpromisesfairweather.彩虹表明将有好天气。②Thisyearpromisestobeanothergoodoneforharvests.今年看来又是个丰收年。

(2)top用作形容词时意为“顶的；顶上的；最高的；头等的”。如:①WhenhestudiedinParis,helivedinasmallroom0nthetopfloor.在巴黎学习时，他住在顶层的一个小房间里。②Weshoulddriveattopspeedinordertocatchupwiththem.要赶上他们，我们应以最快速度行驶。③topofficials最高级官员④thetopnews头条新闻

9.TheredidnotseemmuchpointinworkingonmyPhD—Ididnotexpecttosurvivethatlong.取得博士学位对我来说没有什么意义，我没有期望活那么久。(p.3Reading第二段第1行)

1)Theredidnotseem...是Therebe句型的变体，类似情况还有:①Thereappeared(tobe)awarbetweenthem.他们之间似乎有场战争。②Thereusedtobeacinemaherebeforethewar.战前这儿有一座电影院。③Theressuretobesomeoneintheroom.房间里肯定有人。④Thereissaidtobeadebateamongthestudentsaboutthenewrule.有关这项新规定据说在学生中有一场辩论。⑤Onceuponatime,therelivedamanknownbythenameofJoe.从前有一个名叫乔的人。⑥Therecameaknockatthedoor.传来敲门声。⑦Infrontoftheschoolgatetherestandsanoldtree.校门前有一棵老树。⑧Thereremainsonlytwenty-eightpounds.只剩28英镑。

2)Theresnopointindoingsth.表示“做某事没有作用或意义”。如:①Theresnopointinarguingfurther.继续争执下去没有意义。②Theresverylittlepointinprotesting.Itwonthelpmuch.抗议没有什么用，于事无补。

point意为“作用，用处，道理，意义”。如:①Whatsthepointintellingheragain?再告诉她有什么用呢?②Ididntseeanypointinhisspeech.我看不出他的演讲有什么意义。

cometothepoint谈正题，谈主要问题;beside/offthepoint不切正题，无关紧要;inpointoffact实际上，事实上;tothepoint中肯，切题

3)workon意为“继续工作”，也可表示“从事于”。如:①Theyllworkontillsunset.他们将继续工作，直到日落。②Hesworkingonanewnovel.他正在写一本新的小说。

work也可意为“影响，激起、努力说服”。如:①Thismedicinewillworkontheaffectedpart.这药能对患部起作用。②Shellworkonhimtomakehimchangehismind.她将努力说明他改变主意。

4)survive的用法回顾

(1)vi.活下来(没死掉)如:①Ofthosewoundedinthebattle,onlythreesurvived.战斗中受伤的人中只有3个活下来。②Someanimalscansurviveinthedesertonverylittlewater.有些动物靠很少的水就能在沙漠上存活下来。

(2)vt.(经过……)活下来，幸存①Didanyonesurvivetheearthquake?有人在地震中活下来了吗?②Fewbirdsmanagedtosurvivethewinterlastyear.去年冬天几乎没有鸟儿幸存下来。

(3)vt.比……活得长①Themansurvivedhissisterbythreeyears.那个人比他姐姐多活了3年。②Heissurvivedbyhiswifeandtwosons.他死了，他的妻子和两个儿子还活着。

5)thatlong中的that相当于so，但语气比so强，译为“那么，如此”。如：①Hewasthatweakhecouldhardlystand.他那么虚弱，几乎站不住。②Ilikehimbutnotthatmuch.我喜欢他但并不那么喜欢。

this也有类似用法，译为“这么，这样”。如:①Thetableisaboutthisbig.桌子大约这么大。②Wehavewalkedthisfarwithoutstopping.我们一直不停地走了这么远。

10.Yettwoyearshadgonebyand1wasnotthatmuchworse.然而两年过去了，我并没有那么糟糕。(p.3Reading第二段第2行)

goby此处表示“(时间)过去”，相当于pass。如:①Timewentbyslowly.时间慢慢地消逝。②Manyyearshavegonebysincewefirstmet.我们初次见面迄今已有好多年了。

goby也可表示“从旁边经过”“(时机等)轻易放过”“依照，遵循”“凭……判断”。如:①Theparadewentbyus.游行队伍从我们旁边走过。②Dontletthisopportunitygoby.不要放过这一机会。③Youshouldgobytherules.你应该照章办事。④Togobyappearance,Iwouldsayaniswell.从表面看，我觉得一切都很好。

11.Infact,thingsweregoingratherwellformeandIhadgotengagedtoaverynicegirl,JaneWilde.事实上，对我来说事情很顺利，我与一个非常漂亮的女孩简·怀尔德订了婚。(p.3Reading第二段第3行)

1)gowell意为“进展顺利”，go是不及物动词，需用副词修饰。如:①Themeetingwentbadly.会议进展情况很糟糕。②Forthefirstwinterthingswentsmoothlyenough.第一个冬天，情况还算顺利。③--Howiseverythinggoing?--Verywell.—各种情况进展如何?—很好。

go也可用作系动词，意为“变得(如何)”，后接形容词作表语，表示情况的变化并非人们所期望

的。如:①Hehasgonemad.他疯了。②Fishsoongoesbadinhotweather.热天鱼很快就坏了。③Shewentpaleatthenews.听到那个消息，她的脸白了。④Somethinghasgonewrongwiththemachine.机器出毛病了。

2)engage的用法

(1)使订婚engagesb.tosb.使某人与某人订婚;beengagedtosb.与某人订婚(表状态);getengagedtosb.与某人订婚(表动作)①JohnisengagedtoMary.约翰与玛丽订了婚。②Hereturnedhometolearnthathisdaughterhadjustgotengaged.他回到家才知道他女儿刚刚订了婚。

engage与marry的用法相同。

(2)约定；雇用；使从事(engageoneself)①Sheengagedherselftodothework.她自愿承担这项工作。②Shedecidedtoengageanursetolookafterherbaby.她决定雇一个保姆照料她的婴儿。③--Canyoucome0nMonday?

--No,Imengaged.—你星期一能来吗?—不能，我有事。④Thelineisengaged.占线。

beengagedinsth./doingsth.忙于(做)某事

12.Insteadofgivingup，Hawkingwentonwithhisresearch,gothisPhDandmarriedJane.Nordidheletthediseasestophimfromlivingthekindoflifehehadalwaysdreamtof.霍金没有放弃，他继续从事研究，拿到了博士学位并娶了那位姑娘。他也没有让病魔阻止他过上他一直梦想的生活。(p.3Reading第三段第1行)

(1)Nordidhe…是倒装句，表示否定意义的状语或表语等位于句首时，句子通常采用倒装结构。如:①NeverdidIdreamofseeinghiminAmerica.我真没想到会在美国见到他。②Thefirstonewasntgood,andneitherwasthesecond.第一个不好，第二个也不好。③Neverbeforehavesomanypeoplecometoseehim.以前从没有这么多人来看望他。④NowherecouldIseehim.我到处都找不到他。⑤Notasingleworddidshesay.她一言未发。⑥Bynomeansshouldwelookdownuponthepeoplewhoareinferiortous.我们决不应该瞧来起那些地位比我们低的人。⑦Seldomdoeshequarrelwithothers.他很少与别人争吵。

(2)livethekindoflifehehadalwaysdreamtof中life后是省去了关系代词that/which的定语从句，livea…life是live后接同源宾语的用法，其他如die，sleep等也有此种用法。如:①Hediedabravedeath.他英勇就义。②Wesleptasoundsleep.我们睡得很香甜。③Gotobedanddreamagooddream.上床做个好梦吧。

13.Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBandandblackholes.霍金在20世纪70年代初成名，那时他和美国的罗杰·彭罗斯做出了有关大爆炸与黑洞的新发现。(p.3Reading第四段第1行)

make可与很多名词构成固定搭配。如:makeastudyof...研究……;makeaclearexplanation做出清楚的解释;makeasearchfor...寻找;makeachange改变;makeasuggestion提出建议;makeanewstart进行新的开始;makeachoice选择;makeadecision决定;makeananswer回答(=makeareply);makeaspeech演讲;makeamistake出错;makeanapology道歉;makeatrip旅行;makepreparations准备;makerepairs修理;maketea泡茶;makethebed(s)铺床

14.Sincethen,Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse.从那时起，霍金继续寻求有关宇宙特性的问题的答案。(p.3Reading第四段第2行)

seek(sought，sought)vt.vi.寻找，探索，追求，请求①Wherecanweseekshelterfromtherain?我们在哪儿找避雨的地方?②HeisgoingtoCanadatoseekhisfortune.他要去加拿大发财。③Thereasonisnotfartoseek.道理很显然。④Iwillseekmydoctorsadvice.我将征求医生的意见。

seek后接动词时用不定式形式。Theysoughttokillhim.他们企图杀死他。

seekfor试图获得；hideandseek捉迷藏①Weareseekingforasolutiontotheproblem.我们正在寻找解决问题的办法。②Thegirlslikedtoplayhideandseek.那些女孩子喜欢捉迷藏。

15.Readerswerepleasedandsurprisedtofindthatascientistcouldwriteabouthisworkinawaythatordinarypeoplecouldunderstand.看到一位科学家能把他的工作以一种普通人都能明白的方式写出来，读者们感到又高兴又吃惊。(p.3Reading第四段倒数第3行)

(1)pleased意为“感到高兴的”。

pleased；pleasant；pleasing；pleasure

pleased表示某人感到高兴或满意。

pleasant说明某事令人高兴，侧重外界作用；指人时，表示讨人喜欢。

pleasing表示讨好的，取悦于人的，强调主观作用。

pleasure是名词，意为“快乐，愉快”。

①Areyoupleasedwithhisanswer?你对他的回答满意吗?②Ihopeyoullhaveapleasantholiday.希望你过一个愉快的假期。③Heisaverypleasantperson.他很讨人喜欢。④Hetriedtobepleasing,butnoonewouldtalktohim.他竭力讨好，但谁也不愿和他说话。⑤Readinggivesmegreatpleasure.读书带给我很大的快乐。

(2)inawaythatordinarypeoplecouldunderstand中的that引起定语从句,并在从句中作宾语,可以换成which，但不能换成inwhich。如:①Thisisthewaythatreallyworks.这才是真正管用的办法。②Youcandotheexperimentinthewaythathetoldyou.你可以用他告诉你的方法做这个实验。

Idontlikethewayhespeakstome.我不喜欢他跟我说话的方式。(way后省略了that或inwhich，它们在从句中作状语)

16.Inthebook,Hawkingexplainsbothwhatitmeanstobeascientistandhowscienceworks.在书中，霍金既解释了当科学家意味着什么,也解释了科学是如何发挥作用的。(p.3Reading第五段第1行)

1)both…and…连接了两个宾语从句，what引起的宾语从句中，it是形式主语，tobeascientist是真正的主语。

2)work除意为“工作”外，也可表示如下意义。

(1)(机器、器官等)运转，活动①Themachineworkswell.机器运转正常。②Mybraindoesntseemtobeworkingtoday.今天我的脑子好像不转了。

(2)起作用；产生影响；行得通①Themedicineworked.药物奏效了。②Theappealworkedpowerfullyuponhim.呼吁对他起了强烈的作用。③Thisplanwontwork.这个计划行不通。

(3)从事某种职业Sheworksasasecretary.她当秘书。

(4)操作，经营Doyouknowhowtoworkthemachine?你知道怎样操作这台机器吗?

17.Scientists,ontheotherhand,Hawkingwrites,knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong.霍金写道，另一方面，科学家们知道他们的工作从来没有完成的时候，也知道甚至最好的理论都有可能证明是错误的。(p.4Reading第一段第1行)

(1)ontheotherhand意为“另一方面”，可与on(the)onehand对应使用。如:①Hewaspraisedbyhisteacheron(the)onehand,butblamedbyhisfriendsontheother(hand).一方面他受到老师表扬，但另一方面，受到朋友的责怪。②Ontheonehandyouacceptherpresents;ontheother，youarerudetothewholefamily.Whatreallyisyourattitudetothem?一方面你接受她的礼物，另一方面你对她全家又那么粗鲁。你对他们到底是什么态度?③Heisveryclever,butontheotherhand,hemakesmanymistakes.他很聪明，但另一方面，他出错很多。

单独使用ontheotherhand时，hand不能省略，与ontheonehand连用时，可以省略hand。

(2)Hawkingwrites在句中看作插入语。如:①Georgeshowedmetotheguest-roomwhich,hesaid，wasrarelyused.乔治把我带到客房，他说那个房间很少使用。②TheyalsohopedtofindanewcontinentwhichtheythoughtexistedintheIndianorPacificOcean.他们还希望找到他们认为存在于印度洋或太平洋的一个新大陆。③ImanagedtohidemysurprisewhenIanswered,becauseKlieg，yousee,wasmyauntspetdog.我回答这个问题时，设法掩盖了我的惊异，因为，你知道，克莱格是我姑妈的爱犬。

(3)turnout(tobe)...意为“结果(是)”“证明(是)”“原来(是)”，后接名词或形容词作表语。如:①Thoughitlookedlikerainthismorning,ithasturnedouttobeafineday.尽管今天早上像是要下雨，但结果天晴了。②Theexaminationturnedout(tobe)easy.原来考试并不难。③Letsseehowtheweatherturnsout.我们看一下天气会是什么情况。

以上turnout的用法与prove相同。

turnout可用于Itturnsoutthat...结构。如:①Itturnsoutthatthismethoddoesnotworkwell.结果是这种方法不太管用。②Itturnedoutthathewasnotanofficer.原来他不是军官。

18.First,theycarefullyobservewhattheyareinterestedin.首先，他们仔细地观察自己感兴趣的东西。(p.4Reading第二段第2行)

observevt.观察；察觉到；遵守；庆祝

①Heoftenobservesthebehaviourofbirds.他经常观察鸟类的行为。②Thepolicemanobservedthemanopenthewindow.警察看到那个人打开窗户。③Heobservedthatithadturnedcloudy.他发觉天已转阴。④DotheyobserveChristmasDayinthatcountry?那个国家的人过圣诞节吗?⑤Anyonewhocomesheremustobservetherules.来的人都必须遵守规定。

observe当“察觉到”讲时，后接不定式作宾补不带to，如例②。

observe；watch

(1)当“观察”讲时，observe相当于watchcarefully，尤其用于实验或研究等场合。

(2)observe可意为“察觉到”(seeandnotice)，watch意为“盯着看”(keeponeseyesfixedon)。

(3)watch可意为“观看(比赛、电视、电影)等”，observe没有此意。

(4)watch还有“照料”之意，相当于takecareof，也可意为“当心”，相当于becarefulwith，payattentionto，observe没有此意。

①Shehasobservedthestarsanherlife.她一生都在观察星星。②Theywereobservedenteringthebankat8:32.他们被看到在8:32进了银行。③Theywatchedthegameswhilesittingunderthetrees.他们坐在树下看比赛。④Shewatchedthetrainuntilitdisappearedfromsight.她一直看着火车消失在视线之外。⑤Illwatchthebabywhileyouareaway.你不在时由我照料婴儿。⑥YoudbetterwatchSmith;Ithinkheisathief.你最好当心史密斯，我想他是个贼。⑦Watchthatthemilkdoesntboilover.注意别让牛奶煮溢了。⑧WatchwhatIdo，thendothesame.好好看我怎么做，然后照着做。

19.Thescientiststestthetheorytoseeifitmatcheswhattheyhaveseen…科学家要检验该理论，看它是否跟他们所讲的东西一致…(p.4Reading第二段第3行)

matchvt.vi.(使)相配；(使)相称；使较量；是……的对手①Thecurtainsdontmatchthepaint.窗帘与油漆(颜色)不相配。②Theseglovesdonotmatch.这些手套不相配。③Noonecanmatchherintennis.在网球方面无人能与她匹敌。④Imreadytomatchmystrengthwith/againstyours.我愿意和你较量一下。

match；suit；fit

match多指大小、色调、形状、性质等方面的搭配。

suit多指合乎需要、口．味、性格、条件、地位等。

fit多指大小、形式合适。①Doesthetimesuityou?这个时间对你合适吗?②Nodishsuitsalltastes.没有合乎人人口味的菜。③Thenewcoatfitsmewell.这件新衣服我穿着大小合适。④Trythenewkeyandseeifitfits(thekeyhole).试试新配的钥匙，看看是否合适(与锁眼是否吻合)。

20.WhatisitthatHawkingdoesntlikeabouthisspeechcomputer?对于他讲话的计算机，霍金不喜欢的是什么?(p.4PostReadingEx.2No.3)

本句为强调句式，是疑问形式的强调句，其变化过程如下:Hawkingdoesntliketheaccentabout...→ItistheaccentthatHawkingdoesntlike;

Whenisitthat...?/Whyisitthat...?/Howisitthat...?/Whoisitthat...?①WhenwasitthathemovedtoAmerica?他是什么时候搬到美国去的?②Whyisitthatyoulooksounhappy?你为什么这么不高兴?③Howwasitthatshegotlostinsuchasmallplace?她怎么会在这么个小地方迷路了呢?④Whowasitthatinterviewedyouyesterday?昨天到底是谁给你面试的?

SectionIII词汇、语法、综合技能

21.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthisworld。buttherearethingswecanlearnfromthebestminds．对这个世界造成影响的不一定是大科学家，但我们可以从最有智慧的人那儿学到一些东西。(p.7IntegratingSkills第一段第1行)

makeadifference产生差别，造成影响，起重作用①Itmakesadifferencewhichyouchoose.你选择哪一个，事关重大。②Yoursupportwillcertainlymakeadifferenceinourcause.你的支持当然会在我们的事业中发挥重要作用。

difference前也可用no，some，much，little等修饰。如:①Itmakesnodifferencetomewhetherhegoesornot.不管他去或是不去，对我都没有影响。②Theysaythatitdoesntmakeanydifferencemybeingthere.他们说我在那儿不会有什么差别。③Asadayortwomakeslittledifference,wewillstarttogetherthismorning.因为一两天的时间差别不大，我们要在今上午一起出发。

makeadifferencebetween意为“区分，对……不同对待”。Weshouldmakeadifferencebetweenrightandwrong.我们应该区分对错。

22.GreatscientistslikeStephenHawkingalwayswanttoknowmore.Theyareneversatisfiedwithasimpleanswerandarealwayslookingfornewquestions.像史蒂芬·霍金这样的大科学家总是想了解得更多。他们从不满足于一个简单的答案，而是总是在寻找新的问题。(p.7IntegratingSkills第一段第3行)

besatisfiedwith对……表示满足或满意①Iwasnotsatisfiedwiththeresult.我对那个结果到不满意。②Youvedonewellatschool.Imverysatisfiedwithyou.你在学校干得不错，我对你很满意。

besatisfiedtodo对做……感到满意Hewassatisfiedtowintherace.他对赢得赛跑感到满意。

satisfyvt.满足，使满意;satisfying=satisfactoryadj.令人满意的;satisfiedadj.感到满意的;satisfactionn.满足，满意

23.TheItalianastronomerGalileowassocuriousthatusedamicroscopeandatelescopeinordertobeabletotakeacloserlookatthingsgreatandsmall.意大利天文学家伽利略·伽利莱如此好奇，所以他使用望远镜和显微镜以便对不论大小事物都能更仔细地观察。(p.7IntegratingSkills第一段第4行)

(1)curiousadj.好奇的；好求知的；爱打听隐私的(与about连用)Childrenarenaturallycuriousabouteverythingaroundthem.小孩子对周遭的每件事感到好奇是很自然的。

becurious+todo极想做…;becurious+wh-对……有兴趣;Itiscurious+that...……是奇怪的①Imcurioustoknowwhatiswritteninhisletter.我极想知道他在信中写了些什么。②Imcurioushowhewilldoit.我很想知道他如何处理那件事。③Itiscuriousthatheshouldhavefailedtowintherace.他竟然没赢得比赛，真是奇怪。

curiouslyadv.好奇地；奇怪地/curiosityn.好奇心；爱打听他人之事

(2)takealookat意为“看”，look前可加形容词。如:①Hetookanotherlookathimselfintheglass.他又照了照镜子。②Pleasetakeacarefullookatthismark.请仔细看看这个标记。

takeabath洗澡;takeawalk散步;takearest休息;takeabreak休息(短暂的);takeatrip旅行;takeaphoto照相;takeanexam参加考试;takeavacation度假;takeexercise锻炼;takeaction采取行动

(3)greatandsmall意为“不管大小”，and连接两个形容词作后置定语，可表示“不管……”之意，常用逗号隔开。如:People,youngandold,areallcuriousabouttheincident.不管老幼，人们都对那个事件感到好奇。

24.Byaskingwhy，howandwhatif,curiousmindsfindnewideasandsolutions.通过问为什么，怎样以及倘使……会如何，好奇的头脑找到新的思想与办法。(p.7IntegratingSkills第一段第5行)

whatif意为“倘使……将会怎样，即使……又有什么要紧”。如:①Whatifaliensshouldinvadetheearth?如果有外星人侵袭地球应怎么办?②Whatifhegetsangry?即使他生气又有什么关系?③Whatifshefindsoutthatyouvelostherbook?倘若她弄明白你把她的书丢了怎么办?

whatif中what可看作whatshouldsb.do(某人该怎么办)或whatdoesitmatter(有什么要紧)或whatwouldhappen(将会如何)的省略。

25.Ifknowledgeispower,asSirFrancisBaconwrotein1597,thenperhapscreativitycanbedescribedastheabilitytousethatpower.假如像弗朗西斯·培根爵士在1597年写的名言那样，知识就是力量，那么创造力也许可以被称为使用那种力量的能力。(p.7IntegratingSkills第二段第1行)

asSirFrancisBaconwrotein1579是非限制性定语从句，修饰前面的句子，as代指前文的内容，在从句中作wrote的宾语。

as；which

(1)as引起的非限制性定语从句位置很灵活，可位于句首、句中或句末，而which引起的非限制性定语从句不能位于句首。

(2)as一般只代表整句话的内容，而which既可指代整句话的内容，也可指代某一个词或词组。

(3)as常常译为“正如，正像”，具有方式意味，而which则暗含因果关系。

(4)as与which都在从句中作成分，即主语或宾语、表语。①Shewasquiteright，asHarrysoondiscovered.正如哈利很快就发现的那样，她完全正确。②Aseverybodyknows，TaiwanbelongstoChina.大家都知道，台湾属于中国。③Taiwan,asisknowntoall,isaninseparablepartofChina.正如人人都知道的那样，台湾是中国不可分割的一部分。④Hewaslateforclass,whichmadetheteacherveryangry.他上课迟到了，使得老师很生气。(因迟到而使老师生气，暗含因果关系)⑤Thedeerarefarmedfortheirmeatandfur,whicharethenshippedtomanyothercountries.养鹿是为了肉和毛皮，这些产品运往许多其

他的国家。

26.WhenZhangHeng,theChineseastronomerandgeographer,wantedtodrawamapoftheheavens,hewasntsatisfiedwithasimplepapermap.当中国天文学家和地理学家张衡想画一幅天体地图时，他对简单的纸制地图并不满意。(p.7IntegratingSkills第二段第4行)

(1)theChineseastronomerandgeographer作同位语。

(2)heavens为heaven的复数，表示“天体，天空”。如:thestarryheavens星空;inthewesternheavens在西边的天空

gotoheaven上天堂，死;aheavenonearth人间天堂;GoodHeavens!糟了!天啊!呕呀!(表惊愕、哀伤);Heavenknows.天晓得。

27.Wemustalsobelieveinwhatwedo,evenwhenothersdont.甚至在别人不相信我们所做的事时，我们也必须对我们自己做的事满怀信心。(p.7IntegratingSkills第三段第1行)

believein意为“相信，信任”。

believe;believein：believe表示“认为某事或某物属实或正确”“相信某人说的话”。believein表示“信任，信仰；相信……的存在”。①Ibelievehisstory.我相信他的故事是真的。②Shesaysshedidnttakethemoney.Doyoubelieveher?她说她没拿那笔钱，你相信(她的话)吗?③Webelieveinourgovernment.我们信任我们的政府。④DoyoubelieveinGod?你信仰上帝吗?⑤Ivealwaysbelievedinbeingbroad-minded.我总是主张心胸宽广。

28.Scientistsmustalsobeintelligentandpatient.科学家也必须有才智和耐心。(p.8Writing第3点)

(1)intelligent有智力的；聪明的；有理性的；理解力强的①Adolphinisanintelligentanimal.海豚是有智力的动物。②Thegirllooksintelligent.这女孩看起来聪明伶俐。③Thatsanintelligentanswer.那是个聪明的回答。

intelligencen.聪明；智力；情报/intelligentlyadv.聪明地；理智地

(2)patientadj.忍耐的；容忍的；有耐心的(withsb.；ofsth.)①Youshouldbemorepatientwithothers.你应该多容忍他人一些。②Hewaspatientofhardships.他能忍受苦难。③Thesearepatientresearches.这些是需要耐性的研究。④Heisapatientworker.他是个勤快的工人。

patientn.病人/impatientadj.没有耐心的；不耐烦的/patiencen.耐心/patientlyadv.耐心地；能忍受地

1.动词不定式:动词不定式可在句中作主语、宾语、表语、定语、状语、补足语等，但不能作谓语，不定式可有自己的逻辑主语，即forsb.todo。

1)不定式作主语①Todothatsortofthingisfoolish.做那种事真是愚蠢。②ToknowsomethingaboutEnglishisonething;toknowEnglishisquiteanother.懂一点英语是一回事；掌握英语完全是另一回事。

经常用形式主语it代替不定式置于主语位置，不定式移至句末。Itwouldbebetterforyoutogothere.你还是去好。

2)不定式作表语①Toseeistobelieve.眼见为实。②Toliveinheartsweleavebehindisnottodie.活在活着的人心里就是不死。

主语是不定式时，表语必须用不定式，而不用-ing形式。

不定式作表语时也常用来表示预定要发生的

动作，或未来的可能性或假设。Allyouhavetodois(to)finishthejobquickly.你要干的事就是尽快把这项工作干完。

当主语部分含有动词do时，作表语的不定式

可以省略to。

3)不定式作宾语①Freddidnthaveanymoney,sohedecidedtolookforajob.弗雷德没有钱了，因此他决定找份工作。②Hepromisednottotellanyoneaboutit.他

答应不把这事告诉任何人。

以下动词只能跟不定式作宾语:afford，agree，ask，decide，demand，expect，fail，help，hope，manage，offer，plan，prepare，pretend，promise，refuse，seem，wish等。

4)不定式作定语①Doyouhaveanythingtosay?你有什么要说的吗?②TherearealotofTVsetstochoosefrom.有许多电视机可供挑选。③Wefoundahousetolivein.我们找到了一所房子住。

不定式作定语时，通常与被修饰的名词在动宾关系，所以当不定式的动词不及物时，应加上合适的介词。

(1)当谓语是一些特定的动词，如find，give，get，have，need，want等，它们后面的名词(宾语或表语)可以用不定式修饰。如:①Theygaveusaweektothinktheproblemover.他们给我们一周的时间来仔细考虑这个问题。②Plantsneedroomtospreadtheirrootstogetwaterandtospreadtheirleavestogetsunlight.植物需要空间来伸展它们的根系，以便获得水分，伸展它们的叶子，以便获得阳光。

(2)当名词有特定的定语，如first，last，next，only等序数词以及形容词的最高级修饰时，其后用不定式修饰。①Bettywasthefirst(girl)tocome.蓓蒂是第一个来的(姑娘)。②Heistheonlypersontoknowthetruth.他是惟一了解真相的人。③Frequently,thecheapestplacetoborrowmoneyintheUSisacreditunion.一般地说，在美国借钱，利息最低的地方是信贷会。

(3)一些要求不定式作宾语的动词转化为名词后，仍可带一个不定式作定语。如agreement,attempt,decision,promise,wish,plan行。如:①Shehasagreatwishtotravelaroundtheworld.她有一个周游世界的强烈愿望。②Hemustkeepthepromisetopaywithinamonth.他必须遵守在一个月之内偿付的允诺。

5)不定式作状语

(1)不定式作目的状语①Imustleavenowtogetthereontime.为了按时到达，我必须现在动身。②Toseedistantobjectsclear,manypeoplehavetowearglasses.为了能看清远处的物体，许多人不得不戴眼镜。

作目的状语的不定式前，常加上inorder或soas，但soas不能位于句首。Hespokeloudlysoastobeheard.他高声说话，以便让人听见。

(2)不定式作结果状语常用如下结构：so+形容词／副词+astodo如此……以致;such(+形容词)+名词+astodo如此…以致;enough+名词+todo足够……;名词／形容词／副词+enough+todo足够…;too+形容词／副词+todo太…迟到不能…

①Heisnotsostupidastodothat.他还没有蠢到做那种事。②Imnotsuchafoolastobelievethat.我还没有傻到会相信这种事。③Theboyisoldenoughtogotoschool.这孩子到了上学年龄了。④Imtootiredtowalkanyfurthertonight.今晚我太累了，再也不能往前走啦。

不定式短语表示结果时，常与only连用，暗示一种“意外的结果”。Hewenttotheseasideonlytobedrowned.他去了海滨，结果却溺死在那里。

(3)不定式作原因状语①Theyjumpedwithjoytohearthenews.听到这个消息，他们高兴得跳了起来。②Thechildrenfelthappytobewiththeirparents.孩子们和父母在一起感到高兴。

(4)不定式作方式状语(常与asif，asthough连用)Heraisedhishandasiftotakeoffhishat.他举起手来，像是要把帽子摘掉。

(5)不定式修饰作表语或宾语补足语的形容词。①Imverygladtoseeyouagain.很高兴又见到你了。②Theythoughtyouunwillingtotellthetruth.他们认为你不愿说实施。

有时不定式可与主语存在动宾关系。如:①Englishisnotsodifficulttolearn.英语并不那么难学。②Sheiseasytogetonwith.她很容易相处。

6)不定式作宾补

(1)动词+宾语+带to的动词不定式具有这种用法的动词有：advise，allow，ask，beg，cause，challenge，drive，encourage，expect，forbid，force，hire，intend，invite，order，permit，persuade，remind，require，teach，tell，want，warn等。①Sheaskedmetostaythere.她要我留在那里。②AllowmetointroduceMr.Whitetoyou.请允许我向你介绍怀特先生。

(2)表示见解、看法的动词+宾语+带to的动词不定式具有这种用法的动词有：believe，consider，declare，discover，feel(认为)，find，imagine，judge，suppose，think，understand等。①Wefoundtherumortobetrue.我们发现这个传闻是真的。②Iconsiderhimtohavedonewrong.我认为他做错了。

这类动词后用作宾补的不定式通常是tobe或tohavedone。

(3)知觉动词+宾语+不带to的不定式具有这种用法的动词有：see，notice，watch，lookat，observe，hear，listento，feel等。①Iheardtheclocktick.我可以听得到时钟滴滴答答地走着。②IliketolistentothebirdssingwhenIgetupearlyinthemorning.当我清晨早早起来时，我喜欢听鸟儿歌唱。

被动语态中不定式必须带to。Thechildrenwereseentorundownthestreet.有人看到孩子们沿着街跑了。

(4)使役动词+宾语+不带to的不定式具有这种用法的动词有：make，have，1et。①Dontmakethechildrendosuchheavywork.别让孩子们干这么重的活。②ShallIhavehimcomehere?我要他到这儿来吗?

在被动结构中不定式必须带to，但have一般不用被动。

get也是使役动词，但它后面作宾补的不定式

总是带to。IgotMarytolendmesomemoney.我让玛丽

借给我一些钱。

(5)表示好恶的动词+宾语+带to的不定式具有这种用法的动词有：dislike，like，prefer，hate，love，want等。①Ilikepeopletotellthetruth.我喜欢人们说实话。②Doyouprefermetodotheworkbymyself?你更愿意我独自做这项工作吗?

这类动词通常不用被动。

(6)动词短语+宾语+带to的不定式具有这种用法的词组有：arrangefor，askfor，callon，counton，dependon，longfor，relyon，waitfor等。①Imwaitingforyoutoreply.我等着你回答。②YoucandependonJacktohelpyou.你可以依靠杰克帮你忙。

相关阅读

高二上人教版Unit1Makingadifference

Ｉ．单元教学目标

技能目标Goals

Talkaboutscienceandscientists

Practisedescribingpeopleanddebating

Learnmoreabouttheinfinitive

Writeadescriptiveparagraph

ＩＩ．目标语言

功

能

句

式

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

词汇

1.四会词汇

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate,scan,boundary,

graduate,research,wheelchair,disable,theory,

seek,misunderstand,scientific,observe,match,

predict,unhappiness,crime,astronomer,microscope,telescope,heaven,intelligent,patient,experiment

2.认读词汇

AlbertEinstein,genius,inspiration,perspiration,

AlfredNorthWhitehead,quote,radioactivity,biologist,

StephenHawing,PhD,promising,incurable,engage,JaneWilde,exploration,RogerPenrose,observation,Newton,DNA,

GalileoGalilei,FrancisBacon,geographer,Copernicus

3.词组

workon,goby,be/getengagedtosb,goonwith,dreamof,

turnout,useup,besatisfiedwith,takealookat,whatif,

theotherwayaround

4．重点词汇

undertake,debate,disable,seek,misunderstand,observe,

match,predict,patient

语法

不定式的用法

TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial

重

点

句

子

1．Nordidheletthediseasestophimfromlivingthekindoflifehehad

alwaysdreamedof.

2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe

world.

Ⅲ.教材分析与教材重组

1.教材分析

通过学习著名科学家的故事，激发学生学科学，爱科学，不畏艰难，勇于克服困难，勇攀高峰的科学精神。通过对科学家的描述，帮助学生学会描述人。引导学生对科学的好奇心，培养他们辩论的能力。

1.1WARMINGUP通过名人名言引导学生学会描述人。

1.2LISTENING是描述科学家的材料。

1.3SPEAKING是一个任务型教学活动。提供了5门学科，让学生辩论哪一科最重要和对社会最有用。

1.4PRE-READING要求学生快速浏览文章并独立完成三个问题，为READING的热身。

1.5READING是关于著名科学家斯蒂芬·霍金的故事。通过学习他的故事，培养学生不畏艰难，敢于克服困难，勇攀高峰的大无畏的科学精神。

1.6POST-READING第一个题是三个选择题，目的是训练学生的事实核对能力；第二题是三个问答题，除了训练学生的概括能力外，更能开阔学生的思路，丰富学生的视野；第三题是训练学生开放性思维，要求学生能够把课本知识与社会生活知识联系起来，多角度的去思考问题。

1.7LANGUAGESTUDY分词汇和语法两部分。其中，Wordstudy是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。Grammar在引导学生体验、探究、归纳不定式结构功能的基础上，进行任务型巩固训练。Part1是归纳不定式结构功能分类练习；Part2则是有一定难度的不定式被动语态练习；Part3把不定式放在一定语境中的综合练习，以著名科学家斯蒂芬·霍金的梦想实现过程为范例，谈论如何实现自己的梦想。本单元的语法训练设计是以功能为特征的功能语法训练，充分体现了新教材的话题、功能、结构、任务相结合的特点。

1.8INTEGRATINGSKILLS中的Reading介绍了一些著名科学家成功的原因，让学生了解科学家成功的要素。WRITING部分要求学生通过图书馆、互联网等途径了解自己喜欢的科学家。然后根据提示作一介绍。

1.9TIPS介绍了学英语的科学方法。鼓励学生科学的对待学习。

2.教材重组

2.1把WARMINGUP作为LISTENING的热身练习，将WARMINGUP，LISTENING与SPEAKING整合在一起，通过谈论科学和科学家，练习描述人和进行辩论，上一节“听说课”。

2.2把PRE-READING,READING和POST-READING放在一起上一节阅读课。

2.3将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节“语法课”。

2.4将INTEGRATINGSKILLS设计为一节“综合实践课（一）”。

2.5将WORKBOOK的INTEGRATINGSKILLS设计为一节“综合实践课（二）”。

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stPeriodListeningSpeaking

2ndPeriodReading

3rdPeriodGrammar

4thPeriodIntegratingSkills(1)

5thPeriodIntegratingSkills(2)

Ⅳ.分课时教案

TheFirstPeriodListeningSpeaking

Teachinggoals教学目标

1.TargetLanguage目标语言

a.重点词汇和短语

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate

b.交际用语Learnthefollowingbyheart.

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

2.Abilitygoals能力目标

Enablestudentstotalkaboutscienceandscientists.

Helpthemlearntodescribepeopleandpractisedebating.

3.Learningabilitygoals学能目标

LetSslearnhowtodebatebytalkingaboutwhich

branchisthemostimportantandusefultosociety.

Teachingimportantpoints教学重点

Learnthepatternsusedtodescribepeopleanddebating

Teachingdifficultpoints教学难点

Howtodescribepeopleandhowtodebate.

Teachingmethods教学方法

1.Listeningtothetape(individuals).

2.GroupworkDebating(cooperativelearning).

Teachingaids教具准备

ataperecorder,aprojectorandacomputer

Teachingproceduresways过程与方式

StepIWarmingup

ShowthephotosofsomegreatpeopleonthePowerPoint.Askstudentswhethertheyknowwhotheyareandwhattheyarefamousfor.ThenshowthequotesonthePowerPoint.Askstudentstomatchthepictureswiththequotes.Thenhelpstudentstounderstandthequotes.

T:Welcomebcktoschool,boysandgirls!Gladtoseeyouagain.

Ss:Gladtoseeyou,Mr.…/Ms….

T:Howwasyourholiday?Haveyoumadeanynewfriends？HereIwillintroducesomefriendstoyou.Lookathim,whoishe?

ShowthepictureofAlbertEinsteintotheclass.

S1:AlbertEinstein,agreatscientist.

T:Whatisheknownfor?

S2:TheoryofRelativity.

T:Hereisabriefintroductionofhim.Pleaselookatthescreen.

ShowthefollowingsentenceonthePowerPoint.

Einsteincontributedmorethananyotherscientisttothemodernvisionofphysicalreality.Hisspecialandgeneraltheoriesofrelativityarestillregardedasthemostsatisfactorymodelofthelarge-scaleuniversethatwehave.

T:Ok.Herearesomepicturesoffamouspeopleandquotesfromthem.Pleasematchthepictureswiththequotes.Thisisgroupwork.Pleasediscusswithyourgroupmembers.Twominuteslaterwewillchecktheanswers.

Askthestudentstodiscusswiththeirgroupmembers.Twominuteslaterchecktheanswerswiththewholeclass.

SuggestedanswersareshownonthePowerPoint:

Nothinginthisworldistobefeared…onlyunderstood.(MariaCurie)

Geniusisonepercentinspirationandninetypercentperspiration.(ThomasAlvaEdison)

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious.(AlfredNorthWhitehead)

Youcannotteachamananything；Youcanonlyhelphimfinditwithinhimself.(GalileoGalilei)

T:Ok.I’dlikeyoutoexplainthequotes.

S1:IamveryfamiliarwithEdison’sGeniusisonepercentinspirationandninetypercentperspiration.

T:Howdoyouunderstandit?

S1:Everyoneneedstoworkhardtosucceed.

T:Thanks.Pleaserememberifyouwanttobecomesuccessful,youneedtoworkhard.Hardworkleadstosuccess.

Introducetheotherquotesinthesameway.

Theexplanationofthequotes:

Imaginationismoreimportantthanknowledge....meansthatyoumayknoweverything,butifyoucan’tthinkupnewthoughts,noprogresswillbemade.

Nothinginthisworldistobefeared...onlyunderstood....Thisisastretchofanoldsaying:youonlyfeartheunknown.SoMariewasright,butstillnot.Shedidn’tunderstandradiationanddiedofcancerascauseofit,butstillwhenyoulearnthing,youlosethefear.

Geniusisonepercentinspirationandninetypercentperspiration....Thisisa“pun”,butalsoshowsthattalentandgeniusisnotallittakes,evenreallycleverpeopleneedtoWORKHARDtomakedreamscometrue

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious....Thisisagoodone.Ittakestwocontrastsobviousandunusualandthrowstogether:thatitneedsanunusualmindtobeabletoexplainwhatisobvious.Itdoesn’tSEEMtobethetruthandthisisanoxymoron,butverytrue.

Youcannotteachamananything;youcanonlyhelphimfinditwithinhimself....Unlessonehasdesiretolearnhimselfyoucannothelphim.Onlyifhehimselfhasinnerdesiretomoveaheadyoucanbeofsomehelptohim.Galileomayhavehadapointhere.Butitisaveryhumbleviewofateacher.

T:Doyouknowanyotherquotesaboutscienceandthinking?

S:Yes,Iknowsome.

Yousee,inlife,lotsofpeopleknowwhattodo,butfewpeopleactuallydowhattheyknow!

Knowingisnotenough,youmusttakeaction.—AnthonyRobbins

Actionisfoundationalkeytoallsuccess.—AnthonyRobbins

SuggestedanswerstoQ34.

3.SirIsaacNewton:

TheUniversalLawofGravitation

CharlesDarwin:

OntheOriginofSpecies

4.Hardwork,imagination,creativity,persistenceandcuriositymakescientists

successful.I’dliketolearnthestoriesofhowtheysucceeded.

StepIIListening

T:Aftertalkingaboutthescientists,wewilllistentothetape.

Pleasetrytojudgewhothefamousscientistsdescribed

onthetapeare.Andfinishtheexercises.

Afterlistening,checktheanswerswiththewholeclass.

Aftercheckingtheanswers,askstudentswhattheyareinterestedin.Theyarerequestedtowriteashortparagraphaboutwhattheywouldliketoinvent,discover,orbe.Theyaregivenfiveminutestofinishit.

T:WhatareyouinterestedinS1?

S1:I’minterestedinBiology.Iwanttobeabiologist.IwanttomakegooduseofGMtoproducemorefoodforpeople.

T:Goodidea.Thenwriteashortpassageaboutyourdreams.Youshouldfinishitwithin5minutes.

Fiveminuteslater,showseveralcopiesontheprojectorandcheckwiththewholeclass.

StepIIISpeaking

T:Boysandgirls,fromtheaboveexerciseIlearnthatyouareinterestedindifferentsubjects.NowI’dlikeyoutoplayagame.Nowyouwillbedividedinto5groupstorepresentabranchofscience.

ShowthefivebranchesBiology,Maths,Chemistry,PhysicsandComputerscienceonthePowerPoint.

T:Youaregoingtodebateeachothertoseewhichsubjectisthemostimportantandusefultosociety.Pleaserefertotheusefulexpressions.Whenyoudebate,pleasethinkofenoughreasons.Youmaydiscussinyourgroupforthreeminutes.

ShowtheusefulexpressionsonthePowerPoint.

That’scorrect.

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

StepⅣPractice

Threeminuteslater,thedebatebegins.Afterthedebate,theteacherwillsumup.

T:I’mgladyouhavedoneaverygoodjob.Ihavetoadmitallofyouareright.Everybranchofscienceisveryimportantanduseful.Ihopeinthefutureyouwillbegreatscientistsandmakecontributionstothedevelopmentoftheworld.

ThenaskstudentstodothetalkingonPage82.

T:Goodnewsforyou.Afamousscientistiscomingtovisitourschool.Wouldyouliketomeethim/her?

Ss:Yes.

T:Luckilyyouhavebeenchosentomeetandinterviewhimorher.

Ss:Whereisthescientist,whoisheorshe?

T:Thisisjustagame.Youaregoingtodopairwork.Imagineoneisthescientist,theotheristhestudent.Youaregiventhreeminutestodoit.ThenIwillasksomepairstoactitout.NowturnyourbookstoPage82anddothepairwork.

Threeminuteslater,thestudentsareaskedtoactouttheinterview.

T:Welldone.Manyofyouaresointerestedinscientists’stories.Afterclasspleasefindmoreinformationofyourfavouritescientists.

StepⅤHomework

FinishthelisteningexercisesonPage81.

Surfontheinternetorusethelibrarytofindmoreaboutscientists.

Unit1Makingadifference教案

Unit1Makingadifference教案

TeachingGoals:
1.TalkaboutscienceandScientists
2.LearnmoreabouttheInfinitive
3.Practisedescribingpeopleanddebating
TeachingTime:6periods

TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:
Inspiration,perspiration,undertake,analysis,obvious,within,quote
2.Talkaboutscienceandscientists.
3.Listentothedescriptionofsomescientists.
4.Dosomespeaking,describingpeopleanddebating.
TeachingImportantPoints:
1.Trainthestudents’listeningabilitybylisteningpractice.
2.Trainthestudents’speakingabilitybytalkingaboutscienceandscientists,describingpeopleanddebating.
TeachingDifficultPoints:
1.Howtoimprovethestudents’listeningability.
2.Howtohelpstudentsfinishthetaskofspeaking.
TeachingMethods:
1.Warminguptoarousethestudents’interestinscience.
2.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:1.amultimedia2.ataperecorder3.theblackboard
TeachingProcedures:
StepIWarmingup
1.T:Therearemanyoutstandingscientistsintheworld,whomadegreatcontributionstosocietyandscience.Nowlookatthepicturesonpage1,tellmewhatarethesescientistsfamousfor?
(Bb)ScientistsContributions
MariaCurieRadium/Polonium
AlbertEinsteinTheTheoryofRelativity
…
2.T:Welldone.Ithinkyouareallinterestedinscienceandscientists.Whatdoyouthinkmakesasuccessfulscientist?Haveadiscussioninpairsorgroupsoffour.Thenreporttheresultsofyourdiscussion.
(Itisthewayheuseshistoolsthatmakesasuccessfulscientist.
Asuccessfulscientistmusthavemuchimaginationandintelligenceandhemustbecreativeandhard-working.
Asuccessfulscientistmustbeconfident,curiousandcareful.ButwhatIliketoknowiswhatmadehim/herinterestedinscience…)
T:Nowlookatthequotesonpage1.doyouknowwhattheymean?Anddoyouagree?
天才就是百分之九十九的汗水加上百分之一的灵感。
想象力比知识更重要。
生活中没有什么可怕的东西，只有需要理解的东西。
分析明显存在的事物需要非凡的头脑。
你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。
T:Doyouknowanyotherquotesaboutscienceandthinking?
Wisdomisonlyfoundintruth.--JohannWolfgangvonGoethe.
Knowledgeispower.–FrancisBacon.
StepIIListening
T:OK.NowletsdosomelisteningpracticeonP2.Wearegoingtolistentothedescriptionsofsomefamousscientists.Readtherequirementsbyyourselvesquickly.Listentothetapeforthefirsttimetogetageneralidea,andthentrytofinishtheexx.
StepIIISpeaking
T:Nowlet’slookatthespeakingpartonP2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,egbiology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardtodebate.Youcanusetheexpressions.
StepIVLanguagepoints(computer)
1．Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious．
分析明显存在的事物需要非凡的头脑。
(1)undertake(undertook，undertaken)
vt．承担(工作，责任等)，承办+名词
例：Heundertookthedifficulttaskwillingly．
他欣然承担那项困难的工作。
1willundertaketheresponsibilityforyou．
我会为你负起责任。
vt.着手，进行，企图+名词
例：Heundertookanewexperiment．
他着手一项新的实验。
(2)analysis复数形式analyses．
Achemicalanalysis化学分析
Wemadeacarefulanalysisoftheproblem．
我们仔细分析了那个问题。
(3)obviousadj.(moreobvious，mostobvious)
明显的，明白的，显而易见的
obviouslyadv．
例：Hetoldheranobviouslie．
他对她扯了一个明显的谎言。
Itisobviousthat…．…是显然的。
例：Itisquiteobviousthathedidntdoithimself．
显然他没有亲自去做。
Itseemedobviousthathesufferedfromabadcold．
显然他得了重感冒。
2．Thereisnodoubtthat．毫无疑问．．
例：Thereisnodoubtthatourteamwillwin．
我队获胜是毫无疑问的。
Idontdoubtthatwewillwinthegame．(否定句用that)
我不怀疑我们将会赢得这场比赛。
Doyoudoubtthathehaspassedthefinalexamination?(疑问句用that)
你怀疑他已通过期末考试了吗?
Idoubtwhetherheisthebestmanforthejob．(肯定句用whether)
我怀疑他是否是担任那项工作的最适当人选。
Homework
Previewthereadingmaterial.
Reviewthewordsandexpressionsinthisperiod.
StepVTheDesignoftheWritingontheBb
Unit1Makingadifference
TheFirstPeriod
ScientistsContributions
MadameCurieRadium/Polonium
EdisonThelightbulb
EinsteinTheTheoryofRelativity
…
Recordafterteaching:

TheSecondThirdPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudents’readingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.
Theredidn’tseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:1.acomputer2.ataperecorder3.theblackboard

TeachingProcedures:
StepILead-inandPre-reading
T:Yesterdaywelearntsomequotesfromsomescientists.Nowlookatthepictureonthescreen.Doyouknowwhothepersonis?
(StephenHawking,oneofthegreatestphysicistsofourtime,ABriefHistoryofTime)TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Firstlet’slearnsomenewwordsandphrases.ThenturntoP3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
Answers:1Becausehewantedajob.
2Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
3In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepIIReading
T:Welldone.Nowreadthepassageonceascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Youmaydiscusstheminpairsifnecessary.
WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
1.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurabledisease?
2.WhatdidHawkingwritein1988?
3.WhatdidHawkingexplaininthebook?
4.AccordingtoHawking,howdopeoplemisunderstandscience?
5.Whatarethebasicstepsofthescientificmethod?
6.WhatisitthatHawkingdoesn’tlikeabouthisspeechcomputer?
StepIIIlanguagepoints
TheredidntseemmuchpointinworkingonmyPhD—Ididntexpectosurvivethatlong
取得博士学位对我来说没有什么意义，我没有期望活那么久。
PhD(DoctorofPhilosophy)指“博士学位”
Thereisnopointindoingsth．表示“做某事没有作用或没有意义”。
例：Thereisnopointinarguingfurther．
继续争执下去没有意义了。
Thereisnopointinprotesting．Itwon’thelpmuch．
抗议没有什么用处，于事无补。
that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。
例：Ididntexpecthewasthatrude．
我没料到他会那么粗鲁。
Ihaveneverbeenoutthislatebefore．
我从未在外面呆到这么晚过。
Pleasecutmyhairaboutthismuch．
请把我的头发剪掉这么长。
4．YettwoyearshadgonebyandIwasnotthatmuchworse．
但两年过去了，我的情况却没那么糟糕。
Goby意思是“(时间)过去”。
例：Timewentbysoquickly．Wearealreadyattheendofoursummerholiday．
时间过得真快，转眼我们已经要结束暑假了。
Thirtyyearswentbyandherhairwasbeginningtoturngray．
三十年过去了，她的头发开始变白了。
5．Infact，thingsweregoingratherwellformeandIhadgottenengagedtoaverynicegirl，JanWilde．
事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。
get／beengagedtosb．“与某人订婚”
例：Didyouheartheyhavegotengagedlastmonth?
你有没有听说他们上个月订婚的消息?
TomgotengagedtoMary，whomhehadmetonthetrain．
汤姆和玛丽订婚了，他们在火车上认识的。
Beengagedin(on)+n．／doingsth．从事(工作)的，忙于……的
例：Shewasengagedinprotectingwildbirds．
她从事保护野生鸟类的工作。
RightnowI’mengaged．
我现在正忙着。
beengaged(电话等)通话中的，占线中的，相当于美国英语的busy．
例：Theline／numberisengaged。线路被占用。
engagementn．订婚(to)
例：announceonesengagementto…宣布与…订婚
breakoffonesengagement解除婚约，解约
engagementring订婚戒指(戴在左手无名指上)
6．Scientists，ontheotherhand，Hawkingwrites，knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turnouttobe“结果是”“最后的情况是”+副／+形／+todo／+that．．
例：Theweathermansaiditwasgoingtorainthisafternoonbutitturnedouttobeverylovely．
天气预报说今天下午有雨，其实今天天气非常好。
Thelectureturnedouttobeverydull．
讲座结果很无聊。
Everythingturnedoutwell．一切顺遂。
Therumorturnedout(tobe)true．那谣言后来证明是真的。
Itturnedout(that)twotravelershadbeenkilled
后来证实(查明)有两位旅客丧生。
turnoutvi.(为集会等)外出，去。
turnoutvt.．(可分开用)关(熄灭)(煤气，电灯油灯等)
turnoutvt.(可分开用)生产(产品)，出产
例：Thefactorycanturnoutl000carsaday．
这家工厂一天能生产1000辆汽车。
7．Everyonehashisorherspecialskillsandinterests，andonlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
only修饰介词短语或从句时，要求倒装。
例：OnlyatthattimedidIrealizeitsimportance．
直到那时我才意识到它的重要性。
OnlyinthiswaycanyoumakeprogressinyourEnglishstudy．
只有这样你才能在英语学习上取得进步。
Onlywhenyoufinishyourhomeworkcanyougoouttoplayfootball．
只有当你完成作业你才能出去踢球。
only修饰主语时，通常置于主语之前。
例：Onlyyouunderstandme．只有你了解我。
only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)
例：Sheonlyeatsvegetables．她只吃蔬菜。
Ionlylentyouthemoney．那笔钱我只是借给你(不是给你)。
Heonlyworkswhenhesgothomework．
他只在有家庭作业时才做功课。
Iveonlyseenhimonce．
我只见过他一次。
8．Imaginethis：youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld．
想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。
imagine+名词
例：Canyouimaginelifewithoutelectricity?
你能想像没有电的生活吗?
Thegir1triedtoimaginethegentlemanasherfather．
这女孩试着把这位绅土想像成自己的父亲。
imagine+doing想像做”
例：Ididntimaginebecomingawriterinmychildhood．
在孩提时代，我并未想像成为一名作家。
imagine+名(人)+doing想像(某人)做…
例：Icantimaginehermarryinghim．
我无法想像她和他结婚。
imagine+(that)…／wh—想像…；想…，推测(不可用进行时)
例：Imagineyouareabird．
想像你是一只鸟。
Canyouimaginehowmuch1wassurprisedtoseeit?
你能想像我看见它后感到多么惊讶吗?
Iimagine(that)Ihavemetyousomewherebefore．
我想以前曾在哪里见过你。
Canyouimaginewhatheisdoing?
你能猜测他在做什么吗?
(Just)imagine(it)!想想看!
Imagination(名)imaginative(形)
promising(形)有希望的，有前途的，前途光明的
例：apromisingactress有前途的女演员
9．Sincethen，Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse．
从那时起，霍金就继续寻求关于宇宙特征的问题的答案。
seek+(forafter)+名词搜寻，寻找；寻求，探求；追求
例：Theysoughtshelterfromtherain．
他们找寻避雨的地方。
Hefounditworthlesstoseekfame．
他发现追求名声是不值得的。
Wemustseek(for)asolutiontotheproblem
我们必须寻求解决问题的方法。
seek+名征求，请求，
Hesoughthisdoctorsadvice．
他向医生请教(征求医生的意见)。

StepIVListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.ThendoexxinPost-reading.
Homework
T:Learnthewordsandphrasesbyheartandtrytousethemfreelyandcorrectly.Readthetextfluentlyandrecitesomeimportantsentences.
TheDesignoftheWritingontheBb
TheFourthPeriod
TeachingAims:
Reviewthewordslearntinthelasttwoperiods.
LearnhowtoexplainthewordsinEnglish.
LearnandmastertheusagesoftheInfinitive.
TeachingImportantPoints:
MastertheusagesoftheInfinitive.
TeachingDifficultPoints:
1.HowtohelpthestudentslearntoexplainwordsinEnglish.
2.HowtohelpthestudentsmastertheusagesoftheInfinitive.
TeachingMethods:
1.Reviewmethodtohelpthestudentsrememberwhattheyhavelearntbeore.
2.ExplanationandinductivemethodstomakethestudentsmastertheusagesoftheInfinitive.
3.Individualworkorpairworktomakeeverystudentworkinclass.
TeachingAids:theblackboard
TeachingProcedures:
StepIRevision
Haveadictationofsomewordsandexpressions..
StepIIWordStudy
T:Nowlet’sdoanextoseehowtoexplainsomewordsinEnglish,accordingtothemeaningsofthesentences.PleaseturntoP5.Let’sdotheexinWordStudy.Choosetheclosestmeaningtotheunderlinedwordineachsentence.Firstwe’lllearnanewphrase:useup.Doitbyyourselfandyoucandiscussinpairs.
StepIIIGrammar（详解见后）
Bb:1.HehopedtovisitChinaagain.
2.Ittookalotoftimetofinishthereport.
3.Pleasegivetheboysthtoplaywith.
4.Hewenthometoseehissickmother.
5.Herwishistobecomeapopsinger.
T:Tellmethefunctionoftheunderlinedpartineachsentence.
S:No.1isusedastheobject.
S:No.2isusedasthesubject.Itismoreusualtouseformalsubject“it”andtheinfinitivephraseisusuallyplacedattheendofthesentence,thatis“itis…todosth.”.
S:No.3isusedastheattribute.
S:No.4isusedastheadverbialforpurpose.
S:No.5isusedasthepredicative.
T:Nowlet’sdoanexonthescreen.Grouptheinfinitivesaccordingtohowtheyareused.
1.Somethingsneed(1)tobebelieved(2)tobeseen.
2.Thedoctortoldhimthathemaynothavemorethantwelvemonths(3)tolive.
3.(4)Inordertogetmarried,Ineededajob,and(5)inordertogetajob,IneededaPhD.
4.Readerswerepleasedandsurprised(6)tofindthatascientistcouldwriteabouthisworkinawaythatordinarypeoplecouldunderstand.
5.Hetraveledaroundtheworld(7)togivelectures.
6.Whatdoesitmean(8)tobeascientist?
7.PeoplewholistentoHawking’slecturessometimesfinditdifficult(9)tounderstandhim.
8.(10)Toexplainwhattheyhaveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.
S:Subject:(8)
Attribute(2)(3)
Object(1)(9)
Adverbial(4)(5)(6)(7)(10)
StepIVPractice
T:Nowlet’sdosomeexercisesonP6,Ex2andEx3.Rewritethesentenceswith“tobedone”or“tohavebeendone”.
Hewantedthenursestotakecareofthepatient.
—Hewantedthepatienttobetakencareof.
Because“thepatient”isthelogicalobjectof“takecareof”,thepassiveinfinitiveshouldbeusedinthesecondsentence.
Thecarwasreportedtohavebeenstolen.
ButwhentheactionexpressedbytheInfinitivehappensbeforethepredicate,theperfectinfinitiveshouldbeused.
Homework
FinishalltheexxinGrammar.PreviewthecontentinIntegratingskills.
TheDesignoftheWritingontheBb
TheFifthPeriod
TeachingAims:
1.Revisethelanguagepointsandgrammar—theInfinitive.
2.Learnandmasterthefollowingphrases:
takealookat,whatif,theotherwayaround
3.Dosomereadingandwritingpracticetoimprovethestudents’integratingskills.
4.Learnhowtowriteadescriptiveparagraph.
TeachingImportantPoints:
1.Improvethestudents’integratingskills.
2.Helpthestudentswriteadescriptiveparagraph.
TeachingDifficultPoints:
1.Howtohelpthestudentsunderstandthepassagebetter.
2.Howtohelpthestudentslearntowriteadescriptiveparagraph.
TeachingMethods:
1.Doingexxtorevisewhatwe’velearntbefore.
2.Asking-and-answeringactivitytogothroughthereadingmaterial.
3.Discussiontohelpthestudentsunderstandthepassagebetter.
4.Individual,pairorgroupworktomakeeverystudentwork.
TeachingAids:1.acomputer2.ataperecorder3.theblackboard
TeachingProcedures:
StepIRevision
T:Weknowthattheinfinitivecanbeusedasthesubject,object,adverbialandsoon.Nowlet’sdosomeexxtoseeifyouhavemasteredthemwellenough.Lookatthescreen.
1.(1)Tolearnabouttheuniverse,youneed(2)tohaveatelescope(3)toobservethestarswith.
2.Ittakestime(4)toknowaman.
3.Pleaseremember(5)tobringmeabook.
4.I’vegotalotofwork(6)todo.
5.(7)Inordertocatchthefirstbus,shegotupearly.
6.Itisimportantforus(8)tolearnEnglish.
Subject:(4)(8)
Object:(2)(5)
Attribute:(3)(6)
Adverbial:(1)(7)
T:Let’sdoanotherex.Fillintheblanks,usingtheInfinitive.
1.ThegoalofStephenHawking’sresearchistoandtoishisbiggestdream.
2.Thedoctorthoughtheonlyhadthreemoreyearsto,whichturnedout.
3.Wetookataxito.Wehurriedthere,onlyto.Wewereunhappyto.
4.Hestudiedhardto.
5.Lunchisready.Let’sstopto.
T:Nowlet’srevisetheusefulexpressions.Doanextoseewhetheryouhavemasteredthemwell.
1.Heonedaybecomingafamousviolinist.
2.TomAnn.
3.Twoweeksslowly.
4.Hissuggestiontobeagoodone.
5.Hehisink.
6.Ifwedon’tfinishpaintingtheroomtoday,wecanittomorrow.
7.Heanovel.
StepIIReading
T:Thereweremanyscientistsintheworldinthepast,whosediscoveriesandinventionscanhelpusunderstandtheworldbetter.Canyousayoutthenamesofsomescientistsandtheirdiscoveries?
……
T:Doyouknowwhyandhowtheymadetheseimportantdiscoveriesorinventions?Thepassagetellsuswhatmakesthescientistsmadetheirdiscoveries.TurntoP7.Readthepassagequicklyandthenanswersomequestionsonthescreen.
1.What’sthecharacteristicofGalileoGalilei?
2.WhycouldStephenHawkingmakecontributionstosciencework?
3.Whatcanbedescribedastheabilitytouseknowledge?
4.What’sthemostimportantthingifwewanttomakeadifference?
5.Howcanwehopetoreachourgoalsandtrulymakeadifference?
T:I’llexplainsomeexpressionsandsentencestructures.
1.takealookat
2.whatif
3.theotherwayround
4.…itwasonlylaterthattheworldrecognizedhisgreatness.
5.…onlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference.
StepIIIListeningandDiscussion
T:Listentothetapetwice.Thendiscussthequestionsinpairsorgroups.
1.Ofallthecharacteristicsmentionedinthepassage,whichdoyouthinkisthemostimportant?Why?
2.WhatdogreatscientistslikeStephenHawking,GalileoGalileiandZhangHenghaveincommon?Findoutmoreaboutthemandhowtheyworkandthink:Whatisthescientificspirit?Howdoscientistssolveproblems?Howdoscientistsmakeadifference?Whatcanwelearnfromgreatscientists?
Usethequestionsbelowtogetstarted.
Whatisthescientificspirit?
Howdoscientistssolveproblems?
Howdoscientistsmakeadifference?
Whatcanwelearnfromgreatscientists?
StepIVWriting
T:Whoisyourfavouritescientists?Writeaparagraph.Beforewriting,thinkaboutwhatyouwanttowriteandwhatthereadersneedtoknow.Howcanyoubestdescribehimorher?Whatisthemostimportantorinterestingfactaboutthescientist?Whydoyoulikehimorher?Listanoutlineofthepassage.Thenwritesomeusefulsentencestohelpthem.
StepVHomework
Gooveralltheimportantpointslearntinthisunitandfinishyourwriting.
StepVITheDesignoftheWritingontheBb

Unit1Makingadifference（二）导学案

Unit1Makingadifference（二）导学案

Period34:Pre-reading,readingpost-reading

Goals:

1.TogettoknowsomethingaboutthefamousscientistStephenHawking.

2.TolearnthespiritofHawking

3.Todevelopsomebasicskillsofreading

TeachingProcedures

Step1.Pre-reading

Task1:Classwork

Duringthelastperiod,wetalkedaboutalotofscientistsandtheirgreatachievements.

Canyouuseoneadjectivetodescribescience?

Doyouknowanydisabledscientist?

Todaywearegoingtotalkaboutadisabledscientist.

Task2.Classwork

Enjoythevideoandguesswhoheis.

Doeshemovehislipswhilespeaking?

Task3.Individualwork

Listenandanswer:

1).Howdoeshemakeaspeechwithoutmovinghislips?

(throughaspeechcomputer)

2)WhatisitthatHawkingdoesn’tlikeabouthisspeechcomputer?

(ItgiveshimanAmericanaccent.)

Step2.Reading

T:DoyouwanttoknowmoreaboutHawking?S:Yes.

T:Whatdoyouwanttoknowabouthim?S:hisfamily,hisachievements…

T:TurntoP3

Task1:Groupwork

Skimthetextandgiveonewordtoeachparagraph.

dream

Para2

1.jpg

opinions

Para1

Task2:Individualwork

1)Howwouldordinarypeoplefeelwhentheyweretoldthattheyhadanincurabledisease?

2)WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?

3)WhatisHawking’sdream?

4)ReadPara3andPara4.Fillintheblanks.

Hemakesresearchinto__________,

e.g.:_________________?

_________________?

_________________?

Hemadenewdiscoveriesabout_____________intheearly1970’s.

Hisbook__________________waswritteninaway_____________.

5.Whatarethestepsofthescientificmethod?

6.Howdopeoplemisunderstandscience?

7.WhatisHawking’sopinionaboutscience?

Task3.Groupwork

NowweknowthatinHawking’sopinioneventhebesttheorycanturnouttobewrong.

1.SupposeHawking’stheoryofBlackHoleswasfoundwrongbyhimself,wouldheadmitit?Haveadiscussionandgiveyourreasons.

2.Showthestudentsthefactwiththeslide.

Task4.Classwork

Howdoyouunderstandthetitle“Noboundaries”?

Suggestedanswers:

Unansweredquestionshavenoboundaries.

science

inthinking.

imagination.

Therearenoboundaries

betweentruthandfalsehood(谬误)

thehealthyandthedisabled.

Step4.Homework:

Groupworkresearchwork

Whatisscienceandwhatisthespiritofascientist?Doresearchonyourfavoritescientistandtrytofindoutwhatmakeshim/hersuccessful.

UsealibraryortheInternettofinishtheresearchwork.

Period5WordStudy＆Grammar

Goals:

1.Togetthestudentstoreflectontheusefulwordsandphrasesinthisunit

2.ToenablethestudentstohaveabetterknowledgeoftheusesoftheInfinitive

TeachingProcedures:

Step1.Individualwork

1.Askthestudentstotellthespiritsofdisabledpeopleandwhattheycanlearnfromthem.

2.FinishtheexercisesintheSBPage5

Suggestedanswers:

1.(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.2.(C)大家很容易看出她不高兴.

3.(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.

4.(A)科学家预言在未来的十年内,环境污染会更加严重.他们告诫人们如果不采取措施解决这个问题，我们将会毁灭我们的星球.

5.(B)哈利观察这个物体的运动已有多年了,并且预测它每76年回来一次.

6.(A)警察发现这个人的指纹和在犯罪现场提取的不一样后,就放他走了.

Step2Classwork

A.(Lookatthesentencesonthescreen.AsktheSstotellthefunctionoftheunderlinedpartineachsentence.)

1.We’resurprisedtohearthenews.(Adverbial)

2.Wehavetogetupearlytocatchthefirsttrain.(Adverbial)

3.Heisconsideredtobeagreatscientist.(Object)

4.Toseeistobelieve.(Subject,Predictive)

5.Ihavealotofwordstosay.(Attribute)

6.It’simpossibleforhimtogotherealone.(Subject)

7.Shepromisedtomakenomistakesatall.(Object)

8.Ifinditdifficulttounderstandhim.(Object)

B.SummarizetheformoftheInfinitive:

不定式的简单式由to+动词原形构成,其动作与主要动词同时发生或者发生在主要动词之后.

不定式的进行式由tobe+现在分词构成,表示在主要动词的动作发生时,不定试的动作正在进行中.

不定式的完成式由tohave+过去分词构成,表示不定式的动作发生在主要动词的动作之前.

ShowthevideooftheexplanationoftheusesoftheInfinitivetothestudents.HelptheSsmastertheInfinitivebetter.

Period6Integratingskillswriting

Goals:
1.Torevisethelanguagepointsandgrammar-theInfinitiveinthisunit.
2.Tolearnmoreaboutthecharacteristicsofscientists
3.Towriteaparagraphaboutascientist.
TeachingProcedures:
T:yesterdaywelearnedthegrammar-theInfinitive.WeknowthattheinfinitivecanbeusedastheSubject,Object,Adverbialandsoon.Nowletsdosomeexercisestoseeifyouhavemasteredthemwellenough.Fillintheblanks,usingtheInfinitive。(Showthefollowingonthescreen）
Lookatthescreen.
Step1Individualwork
1.ThegoalofStephenHawking’sresearchisto____andto___ishisgreatestdream.
2.Thedoctorthoughtheonlyhadthreemoreyearsto________,whichturnedout____.
3.Wetookataxito___.Wehurriedthere,onlyto____.Wewereunhappyto___.
4.Hestudiedhardto_____.
5.Lunchisready.Let’sstopto_____.
Suggestedanswers:
1.discovernatureoftheuniverse;getmarried
2.live;bewrong
3.catchthetrain;findthetrainhadgone;missthetrain
4.passtheexamination
5.havelunch
T:Nowlet’srevisetheusefulexpressionsinthisunittogether.
Fillintheblankswiththerightphrasesinthebox

Workon,beengagedto,goby,turnout,goonwith,useup,dreamof

1.He__onedaybecomingafamoussinger
2.John__Mary.
3.Twoweeksslowly_____.
4.Hissuggestion____tobeagoodone.
5.We____ourmoney.
6.Forwecan’tfinishcopyingtheessaytoday,wehaveto____ittomorrow.
7.Tom____astory-book.
Suggestedanswers:
1.dreamsof2.isengagedto3.wentby4.turnedout
5.haveusedup6.goonwith7.isworkingon
Step2Reading
T:Thereweremanyscientistsintheworldinthepast.Theymadegreatcontributionstooursociety.Theyhelpusunderstandtheworldbetter.Doyouknowwhyandhowtheymadetheseimportantdiscoveriesorinventions?OK.Todaywearegoingtoreadapassage.Itwilltelluswhatmakesthescientistsmaketheirdiscoveries.
Task1Individualwork
Whoarementionedinthetext?(Hawking,Bacon,ZhangHeng,Galileo,Copernicus)

Task2Classwork

Matchthefollowing:HawkingTelescope
BaconSeismograph
ZhanghengABriefHistoryofTime
Galileothesolarsystemwiththesunasitscenter
Copernicusknowledgeispower
Task3Classwork
Whatcharacteristicsshouldascientisthave?
2.jpg

suggestedanswers:creativity
strongwillcuriosity
observationintelligence
imaginationdiligenceconfidence
Step3Groupwork
Discussion
Howdoyouunderstandthetitle?
(*haveagreateffectonsomething*makecontributionstotheworld
*makegoodchangestotheworld*gainachievements)
Step4Individualwork
Playinggames
Aims:topracticethestudents’observations,imagination,curiosity,creativityintelligence.
Game1:Countthenumberofsquaresyouseeinthisgraphic

Game2:Canyoumakethisequationcorrectbymovingonlyonedigit(阿拉伯数字)andnotmovingoraddingsigns?
26-63=1
Game3:Namealltheusesforabrick
(apaperweight,adoorstop,tobuildabuilding,tobreakawindow,touseasaweapon,towriteonthewall,to…)
Game4:tofinddifferences(showtwopicturesfindthedifferences)
Step5.Homework
T:Whoisyourfavouritescientist?
(Thestudentsmayhavedifferentanswers.)
Writeaparagraphaboutafavoritescientistaccordingtowhattheyhavedoneaboutthefamousscientists.
Tips:Whatdoyouwanttowrite?
Whatdoesthereaderneedtoknowaboutthescientist?
Howcanyoubestdescribehimorher?
Whatisthemostimportantorinterestingfactaboutthescientist?
Whydoyoulikehimorher?
(writeadescriptionofascientistaccordingtothetips)

Unit1Makingadifference（一）导学案

俗话说，磨刀不误砍柴工。高中教师要准备好教案，这是老师职责的一部分。教案可以让学生能够在课堂积极的参与互动，帮助授课经验少的高中教师教学。怎么才能让高中教案写的更加全面呢？小编收集并整理了“Unit1Makingadifference（一）导学案”，但愿对您的学习工作带来帮助。

Unit1Makingadifference（一）导学案

Ⅰ.Teachingaimsanddemands

1.Topic:

Talkaboutscienceandscientists

2.Function:describingpeopleanddebating

That’scorrect.It’sclearthat…

Idoubtthat…

Thereisnodoubtthat…

It’shardtosay.

Well,maybe,but…

That’strue.

What’syouridea?

Haveyouthoughtabout…?

3.Vocabulary

undertakeanalysiswithingravitysimilarparagraph

debatescanboundaryincurableengagepromise

explorationdisabletheoryseekthat(adv.)misunderstand

scientificmethodobservematchpredictastronomer

curiousmicroscopetelescopepunishintelligentpatient

besimilartoworkongobybe/getengagedtosb.useup

goonwithdreamofturnoutbesatisfiedwith

takealookattheotherwayroundonfire

makeadifferencebecurioustodosth./aboutsth./that–clause

4.Grammar

Theinfinitiveusedaspredictive/adverbial/attribute/subject/object

Ⅱ.Theanalysisoftheteachingmaterial

Thetopicofthisunitis“makingadifference”.Inthisunit,firstwecanlearnaboutthesciencesubjectsandknowtheimportanceofeachsubject.Second,wecangetfamiliarwithsomegreatscientistsandtheirfamousquotesandachievements,suchasStephenHawking,Galileo,AlbertEinstein,ZhangHengandsoon.Third,wewillknowhowthediscoveriesandinventionsofthegreatscientistshelpusbetterunderstandtheworldandimproveourlife.Byknowingthis,studentsareencouragedtostudyhard,andtheirloveofscienceandtheirhopeofbecomingscientistsareinspired.

1.Warmingup:Itoffersusfivepicturesofforeigngreatscientistswiththeirfamousquotes.Bylearningtheirquotesandtalkingabouttheirachievements,studentscanknowaboutthekeytosuccessandmaketheirmindstobesuccessful.

2.Listening:Itcontains4greatmindsincludingthestudents.Infact,itprovidesthreepassagesandthestudentsareaskedtohaveaguesswhotheyare,whichissointerestingthatitmayfurtherarousethestudents’enthusiasminscience.

3.Speaking:Thestudentsareaskedtohaveadebateaboutwhichbranchofscienceisthemostimportantandusefultosociety.Bydoingso,studentscanpracticedebatingskillsandusesomeusefulexpressionsfreely.Atthesametime,theywillfindthatknowledgeplaysanimportantpartinourdailylife.

4.Pre-readingThethreequestionsinpre-readingpavethewayforreading.

5.Reading:ThetextdescribesHawking’sdisease,dream,achievementsandopinionsonscienceandscientificresearch.

6.Post-reading:Theexerciseshelpthestudentsfurtherunderstandthisgreatscientist.

7.LanguagestudyItcontainswordstudyandgrammar.Studentswillhaveabetterknowledgeoftheusesoftheinfinitiveinthispart.

8.IntegratingskillsItincludesreadingandwriting.Inthereadingpassage,studentscanlearnaboutcharacteristicsoffivescientistsandtheirscientificspirit.Inthewritingpart,studentsareaskedtowriteaparagraphtodescribeafavouritescientist.

9.TipsUnitOnealsogivesstudentssomeadviceonhowtousethescientificmethodtolearnEnglish.

10.checkpoint

Itsumsuptheusesoftheinfinitive.

Ⅲ.Teachingarrangements

Period12:Warmingup,listeningandspeaking

Period34:reading

Period5:Languagestudy

Period6:Integratingskillsandwriting

Notes:

1.AmendingInwarmingup,it’stooabstractforthestudentstotalkaboutthequotes,sowedealwithitasaunittasktothestudentsattheverybeginning―makeupacolumnaboutscientistsandtheirquotes.

2.ReplacementInspeaking,thetextgivesthestudentsthedebate:Whichbranchofscienceismoreimportantandusefultooursociety?

It’stoodifficultandabstractforthestudentstocarryitout.Thereasonsareasfollows:

1)Theirvocabularyisnotlargeenough.

2)It’stoodifficulttodivideeachbranchofscienceinourdailylife.

Infact,eachbranchcan’tbedividedfromtheothers.Onlybycombiningthemtogether,canwemakeourworldmorebeautiful.

Sowechangethetopic,andaskthestudentstotalkaboutwhathashappenedinourdailylife.Thatis,shouldanuclearpowerstationbebuiltinSanmen?Thistopiccangivethestudentslotsofspacetotalkabout.

3.AddingThisunitdoesn’tgiveagoodsampleforthestudentstowriteaboutascientist.Soitisalsoverydifficultforthestudentstodothewritingwell.Becauseofthis,weaddaresearchtasktothestudentsafterfinishingthereadingmaterialNoBoundaries.(Whatisscienceandwhatisthespiritofascientist?Doresearchonyourfavoritescientistandtrytofindoutwhatmakeshim/hersuccessful.ThestudentsareaskedtofinishthetaskbysurfingtheInternet.)Withthehelpofthefirstunittask---tomakeupacolumnaboutscientistsandtheirquotes,it’spossibleforthestudentstowriteagoodarticleaboutafavoritescientist.

Period12:Warmingup,listeningspeaking

Goals:

1.Toencouragethestudentstalkaboutthescienceandscientists

2.Todevelopthestudents’abilityoflisteningforinformation

3.Toenablethestudentstohaveabetterunderstandingoftheimportanceofscience.

Teachingprocedures

Step1.Warmingup

Task1.Classwork

T:Nicetoseeyouagain.Imissyouverymuch.AndI’mgladtomeetsomenewstudentshere!Nicetomeetyou!

T:Whatmakesyougettogetherhere/getapartwithyourformerclassmates?

Someofuslearnarts/sciencewhileotherslearnscience/arts.

Task2Classwork

1.Whatareartssubjects?Whataresciencesubjects?

2.jpg

Task3.Pairwork

Whydoyoulearnarts/science?

I’mgood/poorat…

Iprefer…to…

I’minto…

BecauseIlike/dislike...

Iwanttobe

Myparentswantmeto…

Mydreamis…

Task4.Individualwork

Whatisyourdream?Whatwillyoudotomakeyourdreamcometrue?

Step2.Listening

Pre-listening

Havingheardyourdreams,Iamgladtoknowallofyouhavegreatmind.I’msureonedayyou’llbecomegreatminds(greatmen/women).Beforewerealizeourdreams,weshouldlearnaboutsomegreatmindsfirstsothatwecanfollowthem,doyouthinkso?

Task1.Classwork

Whatgreatscientistsdoyouknow?

1.jpg

Task2.Individualwork

Enjoythevideo,listencarefullyandfindoutwhoarementionedinthevideo.

(Copernicus,Galileo,KeplerandNewton.)

Task3Pairwork

Enjoyoncemore.Whataretheyfamousfor?

Task4Individualwork

Listentothethreepassages,finishtheexercisesandtalkaboutthescientists.

Enjoyavideoanddothelisteningcomprehensiononthescreen.

Step3.Speaking

ThankstothediscoveryofMadamCurie----Uranium(showtheslide)andtheequationofEinstein(slide),nuclearpowerstationcanbebuiltnowadays.ItisreportedanuclearpowerstationisbeingbuiltinSanmen.Someonesaysitisagoodthing,whileothersdon’tthinkso.(Showslidestohelpthestudentslearnmoreaboutthedisadvantagesandadvantagesofit.)

Task1Groupwork

Debating(ShouldanuclearpowerstationbebuiltinSanmen?)

Thefollowingusefulexpressionmaygivethestudentshelp.

That’scorrect.It’sclearthat…Idoubtthat…

That’strue.It’shardtosay.Well,maybe,but…

Thereisnodoubtthat…What’syouridea?Haveyouthoughtabout…?

Step4.Homework

1.FinishofftheWBlistening.

2.Makeupacolumnaboutscientistsandtheirquotes

文章来源：http://m.jab88.com/j/43220.html

更多