Unit1 Making a difference导学案（精选2篇）

Unit1Makingadifference导学案篇1

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

period1&2:warmingup,listeningandspeaking

period3&4:reading

period5:languagestudy

period6:integratingskillsandwriting

notes:

1.amending  inwarmingup,it’stooabstractforthestudentstotalkaboutthequotes,sowedealwithitasaunittasktothestudentsattheverybeginning­―makeupacolumnaboutscientistsandtheirquotes.

2.replacement  inspeaking,thetextgivesthestudentsthedebate:whichbranchofscienceismoreimportantandusefultooursociety?

it’stoodifficultandabstractforthestudentstocarryitout.thereasonsareasfollows:

1)theirvocabularyisnotlargeenough.

2)it’stoodifficulttodivideeachbranchofscienceinourdailylife.

infact,eachbranchcan’tbedividedfromtheothers.onlybycombiningthemtogether,canwemakeourworldmorebeautiful.

sowechangethetopic,andaskthestudentstotalkaboutwhathashappenedinourdailylife.thatis,shouldanuclearpowerstationbebuiltinsanmen?thistopiccangivethestudentslotsofspacetotalkabout.

3.adding  thisunitdoesn’tgiveagoodsampleforthestudentstowriteaboutascientist.soitisalsoverydifficultforthestudentstodothewritingwell.becauseofthis,weaddaresearchtasktothestudentsafterfinishingthereadingmaterialnoboundaries.(whatisscienceandwhatisthespiritofascientist?  doresearchonyourfavoritescientistandtrytofindoutwhatmakeshim/hersuccessful.thestudentsareaskedtofinishthetaskbysurfingtheinternet.)withthehelpofthefirstunittask---tomakeupacolumnaboutscientistsandtheirquotes,it’spossibleforthestudentstowriteagoodarticleaboutafavoritescientist.

period1&2:warmingup,listening&speaking

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…

because    ilike/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?

task4 individualwork

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

Unit1Makingadifference导学案篇2

unit1makingadifference（二）导学案

period3&4:pre-reading,reading&post-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                                                           

in  thinking.

imagination.

therearenoboundaries    

between truthandfalsehood(谬误)

thehealthyandthedisabled.

step4.homework:

groupwork  researchwork

whatisscienceandwhatisthespiritofascientist?doresearchonyourfavoritescientistandtrytofindoutwhatmakeshim/hersuccessful.

usealibraryortheinternettofinishtheresearchwork.

period5 wordstudy＆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.

period6 integratingskills&writing

goals:

1.torevisethelanguagepointsandgrammar-theinfinitiveinthisunit.

2.tolearnmoreaboutthecharacteristicsofscientists

3.towriteaparagraphaboutascientist.

teachingprocedures:

t:yesterdaywelearnedthegrammar-theinfinitive.weknowthattheinfinitivecanbeusedasthesubject,object,adverbialandsoon.nowlet'sdosomeexercisestoseeifyouhavemasteredthemwellenough.fillintheblanks,usingtheinfinitive。(showthefollowingonthescreen）

lookatthescreen.

step1 individualwork

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.dreamsof  2.isengagedto  3.wentby  4.turnedout

5.haveusedup  6.goonwith   7.isworkingon

step2reading

t:thereweremanyscientistsintheworldinthepast.theymadegreatcontributionstooursociety.theyhelpusunderstandtheworldbetter.doyouknowwhyandhowtheymadetheseimportantdiscoveriesorinventions?ok.todaywearegoingtoreadapassage.itwilltelluswhatmakesthescientistsmaketheirdiscoveries.

task1individualwork

whoarementionedinthetext?(hawking,bacon,zhangheng,galileo,copernicus)

task2classwork

matchthefollowing:hawking             telescope

bacon               seismograph

zhangheng           abriefhistoryoftime

galileo              thesolarsystemwiththesunasitscenter

copernicus           knowledgeispower              

task3classwork

whatcharacteristicsshouldascientisthave?

2.jpg

suggestedanswers:           creativity

strongwill                      curiosity

observation                  intelligence

imagination        diligence confidence            

step3groupwork

discussion

howdoyouunderstandthetitle?

(*haveagreateffectonsomething    *makecontributionstotheworld

*makegoodchangestotheworld    *gainachievements)

step4individualwork

playinggames

aims:topracticethestudents’observations,imagination,curiosity,creativity&intelligence.

game1: countthenumberofsquaresyouseeinthisgraphic

game2:canyoumakethisequationcorrectbymovingonlyonedigit(阿拉伯数字)andnotmovingoraddingsigns?

26-63=1

game3:namealltheusesforabrick

(apaperweight,adoorstop,tobuildabuilding,tobreakawindow,touseasaweapon,towriteonthewall,to…)

game4:tofinddifferences(showtwopictures&findthedifferences)

step5.homework

t:whoisyourfavouritescientist?

(thestudentsmayhavedifferentanswers.)

writeaparagraphaboutafavoritescientistaccordingtowhattheyhavedoneaboutthefamousscientists.

tips:whatdoyouwanttowrite?

whatdoesthereaderneedtoknowaboutthescientist?

howcanyoubestdescribehimorher?

whatisthemostimportantorinterestingfactaboutthescientist?

whydoyoulikehimorher?

(writeadescriptionofascientistaccordingtothetips)