Unit1 Making a difference導(dǎo)學(xué)案（精選2篇）
Unit1 Making a difference導(dǎo)學(xué)案 篇1
unit1 making a difference（一）導(dǎo)學(xué)案
ⅰ.teaching aims and demands
1.topic:
talk about science and scientists
2. function: describing people and debating
that’s correct. it’s clear that…
i doubt that …
there is no doubt that…
it’s hard to say.
well, maybe, but…
that’s true.
what’s your idea?
have you thought about…?
3.vocabulary
undertake analysis within gravity similar paragraph
debate scan boundary incurable engage promise
exploration disable theory seek that(adv.) misunderstand
scientific method observe match predict astronomer
curious microscope telescope punish intelligent patient
be similar to work on go by be/get engaged to sb. use up
go on with dream of turn out be satisfied with
take a look at the other way round on fire
make a difference be curious to do sth./ about sth. / that –clause
4. grammar
the infinitive used as predictive/ adverbial / attribute / subject/ object
ⅱ.the analysis of the teaching material
the topic of this unit is “ making a difference”. in this unit, first we can learn about the science subjects and know the importance of each subject. second, we can get familiar with some great scientists and their famous quotes and achievements, such as stephen hawking, galileo, albert einstein, zhangheng and so on. third, we will know how the discoveries and inventions of the great scientists help us better understand the world and improve our life. by knowing this, students are encouraged to study hard, and their love of science and their hope of becoming scientists are inspired.
1.warming up: it offers us five pictures of foreign great scientists with their famous quotes. by learning their quotes and talking about their achievements, students can know about the key to success and make their minds to be successful.
2. listening: it contains 4 great minds including the students. in fact, it provides three passages and the students are asked to have a guess who they are, which is so interesting that it may further arouse the students’ enthusiasm in science.
3. speaking: the students are asked to have a debate about which branch of science is the most important and useful to society. by doing so, students can practice debating skills and use some useful expressions freely. at the same time, they will find that knowledge plays an important part in our daily life.
4.pre-reading the three questions in pre-reading pave the way for reading.
5.reading: the text describes hawking’s disease, dream, achievements and opinions on science and scientific research.
6. post-reading: the exercises help the students further understand this great scientist.
7. language study it contains word study and grammar. students will have a better knowledge of the uses of the infinitive in this part.
8.integrating skills it includes reading and writing. in the reading passage, students can learn about characteristics of five scientists and their scientific spirit. in the writing part, students are asked to write a paragraph to describe a favourite scientist.
9. tips unit one also gives students some advice on how to use the scientific method to learn english.
10. checkpoint
it sums up the uses of the infinitive.
ⅲ.teaching arrangements
period 1&2: warming up, listening and speaking
period 3&4: reading
period 5: language study
period 6: integrating skills and writing
notes:
1. amending in warming up, it’s too abstract for the students to talk about the quotes, so we deal with it as a unit task to the students at the very beginning―make up a column about scientists and their quotes.
2. replacement in speaking, the text gives the students the debate: which branch of science is more important and useful to our society?
it’s too difficult and abstract for the students to carry it out. the reasons are as follows:
1) their vocabulary is not large enough.
2) it’s too difficult to divide each branch of science in our daily life.
in fact, each branch can’t be divided from the others. only by combining them together, can we make our world more beautiful.
so we change the topic, and ask the students to talk about what has happened in our daily life. that is , should a nuclear power station be built in sanmen? this topic can give the students lots of space to talk about.
3. adding this unit doesn’t give a good sample for the students to write about a scientist. so it is also very difficult for the students to do the writing well. because of this, we add a research task to the students after finishing the reading material no boundaries. (what is science and what is the spirit of a scientist? do research on your favorite scientist and try to find out what makes him /her successful. the students are asked to finish the task by surfing the internet.) with the help of the first unit task--- to make up a column about scientists and their quotes, it’s possible for the students to write a good article about a favorite scientist.
period 1&2: warming up, listening & speaking
goals:
1.to encourage the students talk about the science and scientists
2.to develop the students’ ability of listening for information
3.to enable the students to have a better understanding of the importance of science.
teaching procedures
step1. warming up
task 1. class work
t: nice to see you again. i miss you very much. and i’m glad to meet some new students here! nice to meet you!
t: what makes you get together here/ get apart with your former classmates ?
some of us learn arts/ science while others learn science / arts.
task2 class work
1. what are arts subjects? what are science subjects?
2.jpg
task3. pair work
why do you learn arts/ science?
i’m good / poor at…
i prefer … to…
i’m into…
because i like/ dislike...
i want to be
my parents want me to…
my dream is…
task4. individual work
what is your dream? what will you do to make your dream come true?
step2. listening
pre-listening
having heard your dreams, i am glad to know all of you have great mind. i’m sure one day you’ll become great minds (great men /women).before we realize our dreams, we should learn about some great minds first so that we can follow them, do you think so?
task1. class work
what great scientists do you know?
1.jpg
task2. individual work
enjoy the video, listen carefully and find out who are mentioned in the video.
(copernicus, galileo, kepler and newton.)
task3 pair work
enjoy once more. what are they famous for?
task4 individual work
listen to the three passages , finish the exercises and talk about the scientists.
enjoy a video and do the listening comprehension on the screen.
step3. speaking
thanks to the discovery of madam curie---- uranium ( show the slide) and the equation of einstein ( slide ), nuclear power station can be built nowadays. it is reported a nuclear power station is being built in sanmen. someone says it is a good thing, while others don’t think so. (show slides to help the students learn more about the disadvantages and advantages of it.)
task1 group work
debating (should a nuclear power station be built in sanmen?)
the following useful expression may give the students help.
that’s correct. it’s clear that… i doubt that …
that’s true. it’s hard to say. well, maybe, but …
there is no doubt that… what’s your idea? have you thought about …?
step4. homework
1. finish off the wb listening.
2. make up a column about scientists and their quotes
Unit1 Making a difference導(dǎo)學(xué)案 篇2
unit1 making a difference（二）導(dǎo)學(xué)案
period 3 & 4 : pre-reading , reading & post-reading
goals:
1. to get to know something about the famous scientist stephen hawking.
2. to learn the spirit of hawking
3. to develop some basic skills of reading
teaching procedures
step1. pre-reading
task1: class work
during the last period, we talked about a lot of scientists and their great achievements.
can you use one adjective to describe science?
do you know any disabled scientist?
today we are going to talk about a disabled scientist.
task2. class work
enjoy the video and guess who he is.
does he move his lips while speaking?
task3. individual work
listen and answer:
1). how does he make a speech without moving his lips?
(through a speech computer)
2) what is it that hawking doesn’t like about his speech computer?
(it gives him an american accent.)
step2. reading
t: do you want to know more about hawking? s: yes.
t: what do you want to know about him? s: his family, his achievements…
t: turn to p3
task1: group work
skim the text and give one word to each paragraph.
dream
para2
1.jpg
opinions
para1
task2: individual work
1) how would ordinary people feel when they were told that they had an incurable disease?
2) what did stephen hawking do when he was told that he had an incurable disease?
3) what is hawking’s dream?
4) read para3 and para4. fill in the blanks.
he makes research into__________,
e.g.: _________________?
_________________?
_________________?
he made new discoveries about _____________ in the early 1970’s.
his book __________________ was written in a way_____________.
5. what are the steps of the scientific method?
6. how do people misunderstand science?
7. what is hawking’s opinion about science?
task3. group work
now we know that in hawking’s opinion even the best theory can turn out to be wrong.
1. suppose hawking’s theory of black holes was found wrong by himself, would he admit it ? have a discussion and give your reasons.
2. show the students the fact with the slide.
task4. class work
how do you understand the title “no boundaries”?
suggested answers:
unanswered questions have no boundaries.
science
in thinking.
imagination.
there are no boundaries
between truth and falsehood (謬誤)
the healthy and the disabled.
step4.homework:
group work research work
what is science and what is the spirit of a scientist? do research on your favorite scientist and try to find out what makes him /her successful.
use a library or the internet to finish the research work.
period 5 word study ＆grammar
goals:
1. to get the students to reflect on the useful words and phrases in this unit
2. to enable the students to have a better knowledge of the uses of the infinitive
teaching procedures:
step 1. individual work
1.ask the students to tell the spirits of disabled people and what they can learn from them.
2.finish the exercises in the sb page 5
suggested answers:
1.(a)這對夫婦花光了所有的錢去找他們六個月前失蹤的五歲兒子.2.(c)大家很容易看出她不高興.
3.(b)牛頓自言自語: “為什么蘋果會落到地上,而不會飄向空中?”。后來，他發(fā)現(xiàn)了萬有引力定律.
4.(a)科學(xué)家預(yù)言在未來的十年內(nèi),環(huán)境污染會更加嚴(yán)重.他們告誡人們?nèi)绻徊扇〈胧┙鉀Q這個問題，我們將會毀滅我們的星球.
5.(b)哈利觀察這個物體的運動已有多年了,并且預(yù)測它每76年回來一次.
6.(a)警察發(fā)現(xiàn)這個人的指紋和在犯罪現(xiàn)場提取的不一樣后,就放他走了.
step 2 class work
a. (look at the sentences on the screen. ask the ss to tell the function of the underlined part in each sentence.)
1. we’re surprised to hear the news. (adverbial)
2. we have to get up early to catch the first train. (adverbial)
3. he is considered to be a great scientist. (object)
4. to see is to believe. (subject, predictive)
5. i have a lot of words to say. (attribute)
6. it’s impossible for him to go there alone. (subject)
7. she promised to make no mistakes at all. (object)
8. i find it difficult to understand him . (object)
b. summarize the form of the infinitive:
不定式的簡單式由to+動詞原形構(gòu)成,其動作與主要動詞同時發(fā)生或者發(fā)生在主要動詞之后.
不定式的進行式由to be +現(xiàn)在分詞構(gòu)成,表示在主要動詞的動作發(fā)生時,不定試的動作正在進行中.
不定式的完成式由to have+過去分詞構(gòu)成,表示不定式的動作發(fā)生在主要動詞的動作之前.
show the video of the explanation of the uses of the infinitive to the students. help the ss master the infinitive better.
period 6 integrating skills & writing
goals:
1. to revise the language points and grammar-the infinitive in this unit.
2. to learn more about the characteristics of scientists
3. to write a paragraph about a scientist.
teaching procedures:
t: yesterday we learned the grammar-the infinitive. we know that the infinitive can be used as the subject, object, adverbial and so on. now let's do some exercises to see if you have mastered them well enough. fill in the blanks, using the infinitive。(show the following on the screen）
look at the screen.
step 1 individual work
1.the goal of stephen hawking’s research is to ____and to___is his greatest dream.
2.the doctor thought he only had three more years to ________, which turned out ____.
3.we took a taxi to ___.we hurried there ,only to ____.we were unhappy to___.
4.he studied hard to _____.
5.lunch is ready. let’s stop to _____.
suggested answers:
1.discover nature of the universe; get married
2.live; be wrong
3.catch the train; find the train had gone; miss the train
4.pass the examination
5.have lunch
t: now let’s revise the useful expressions in this unit together.
fill in the blanks with the right phrases in the box
work on, be engaged to, go by, turn out, go on with, use up, dream of
1.he __one day becoming a famous singer
2.john __mary.
3.two weeks slowly_____.
4.his suggestion ____to be a good one.
5.we ____ our money.
6.for we can’t finish copying the essay today, we have to ____it tomorrow.
7.tom ____a story-book.
suggested answers:
1.dreams of 2.is engaged to 3.went by 4.turned out
5.have used up 6. go on with 7.is working on
step 2 reading
t: there were many scientists in the world in the past. they made great contributions to our society. they help us understand the world better. do you know why and how they made these important discoveries or inventions? ok. today we are going to read a passage. it will tell us what makes the scientists make their discoveries.
task1 individual work
who are mentioned in the text? (hawking, bacon, zhang heng, galileo, copernicus)
task2 class work
match the following:hawking telescope
bacon seismograph
zhangheng a brief history of time
galileo the solar system with the sun as its center
copernicus knowledge is power
task3 class work
what characteristics should a scientist have?
2.jpg
suggested answers: creativity
strong will curiosity
observation intelligence
imagination diligence confidence
step 3 group work
discussion
how do you understand the title?
(* have a great effect on something *make contributions to the world
* make good changes to the world *gain achievements)
step 4 individual work
playing games
aims: to practice the students’ observations, imagination, curiosity, creativity & intelligence.
game 1: count the number of squares you see in this graphic
game 2: can you make this equation correct by moving only one digit(阿拉伯?dāng)?shù)字) and not moving or adding signs?
26-63=1
game 3: name all the uses for a brick
(a paper weight, a doorstop , to build a building, to break a window , to use as a weapon, to write on the wall , to …)
game 4: to find differences (show two pictures &find the differences)
step 5. homework
t: who is your favourite scientist?
( the students may have different answers.)
write a paragraph about a favorite scientist according to what they have done about the famous scientists.
tips: what do you want to write?
what does the reader need to know about the scientist?
how can you best describe him or her?
what is the most important or interesting fact about the scientist?
why do you like him or her?
( write a description of a scientist according to the tips)