I. Teaching Aims
1. Talk about science and scientists;
2. Talk about people;
3. Practise describing people and debating;
4. Learn more about the infinitive;
5. Write a descriptive paragraph;
II. Teaching time: four periods
III. Background Information
The Beginning of Time and a Remarkable Man Called Stephen Hawking
If you have even thought about how the universe began and whether time has a beginning or an ending, then you should know about a 55-year-old Englishman called Stephen Hawking.
Why? Because he is considered to be one of the brainiest men in the world and to be the modern successor of Albert Einstein.
Stephen has spent his life studying and thinking about the origins f the universe and how it can be explained by using the modern theories of physics such as relativity and quantum mechanics. His discoveries and his scientific proposals have been revolutionary. People call him a genius.
Just as amazing is the fast that since his early twenties, he has been suffering from an incurable disease of the nervous system which has affected his movements and his speech. But, fortunately, although he must use a wheelchair and other technical aids to do things, his brain functions perfectly. Indeed, it functions better than the vast majority of people’s. So, in sprite of a severe disability, he has made tremendous contributions to our understanding of our universe.
So what does Stephen think about the beginning of our world? Well, he thinks that it began around fifteen billion years ago. He also thinks that our universe was probably created by an enormous explosion, a “Big Bang”. This is a view held by many cosmologists (scientists who study the universe).
But scientists hold different view about what the universe was like before the Big Bang. Some people think that there is no way that modern physics can explain or predict anything before the Big Bang. Many other people think that the Big Bang must have been the work of God.
Stephen Hawking has his own view on what the universe was like before the big bang. He has suggested that, yes, we can say that the universe began at one particular point (a big bang). But, this one point was just an ordinary point in time like, say, the North Pole is a point on the smooth surface of the earth. It was not a point of real beginning, just a point.
Stephen believes that if we can use our present knowledge of the laws of physics to understand how the universe bean, then we will not have to believe that a “God” or a spiritual force made the Big Bang.
What do you think about our beginnings? If you would like to read more about Stephen’s ideas on the origins of the universe, then you should read his best seller A Brief History of Time.
In sprite of his difficult illness and his confinement to a wheelchair, Stephen Hawking works as a professor of mathematics at Cambridge, holding the same position held by another famous scientist, Isaac Newton, in 1663. It may be that the name Hawking just as well known in history as that of his famous predecessor.
The First Period
I. Teaching Aims:
1. Learn and master the following words:
analysis, agriculture, branch, curious, debate, undertake, within, genius, inspiration, perspiration, obvious, quote, gravity, radioactivity, biologist;
phrases:
be known for, no doubt that….
2. Talk about science and scientists;
3. Listen to the description of some scientists;
4. Do some speaking, describing people and debating.
II. Teaching Important Points:
1. Train the students’ listening ability by listening practice.
2. Train the students’ speaking ability by talking about science and scientists, describing people and debating.
III. Teaching Difficult Points:
1. How to improve the students’ listening ability;
2. How to help the students finish the task of speaking.
IV. Teaching Methods:
1. Warming up to arouse the students’ interest in science;
2. Listening and answering activity to help the students go through the listening material;
3. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning, Miss Wang.
Step2 Warming Up
T: There are many outstanding scientists in the world, who made great contributions to society and science. Now please make a list of the names of some scientists and their contributions. Write them down on a piece of paper. After a while, I’ll collect your answers.
(Teacher goes among the students. After a while, collect your answers.)
Ss: What great scientists do you know? And what are they famous for? ….
S: Maria Curie is famous for her discoveries of radium and polonium and Zhang Heng is famous for his seismograph. ……
T: Well done, I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion and make a list of what you have already known and what you would like to know. Discuss it in pairs or in groups of four. After a while, I will ask some of you to report the results of your discussion.
(Three minutes later, teacher begins to collect the results of their discussion.)
T: Who would like to tell me what makes a successful scientist? Any volunteer?
S: I think a successful scientist must have much imagination and intelligence and he must be creative and hard working.
T: Now open your books on page1, there are some photos of some famous scientists. Look at these pictures and you should try to tell me who they are.
T: Look at the photos now. Who is the person in picture1?
S: Albert Einstein.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me?
S: 想象比知識更重要。天才就是百分之一的靈感加百分之九十九的汗水。 你不能教一個人什么東西， 你只能幫助他去發現他內在的東西。
T: Good. Do you agree with him?
S: Yes…
T: Now look at the picture under pictuer1. Do you know who he is?
S: He is Alfred North Whitehead. I don’t know him that much.
T: Alfred North Whitehead (1861-1947) was a British philosopher and mathematician. What does this sentence mean?
S: 分析明顯的事物需要非凡的頭腦。
T: This sentence means most people don’t question the things we take granted, but great scientists will be curious and tend to ask questions that others never think of. Who is in the next picture?
S: She is Marie Curie.
T: Do you understand the sentence she said? Can you tell me the sentence in Chinese?
S: 生活中沒有什么可怕的， 只是要去理解他們。
T: Look at the photos now. Who is the person in picture4?
S: Thomas Alva Edison.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me?
S: 天才就是百分之一的靈感加百分之九十九的汗水。
T: Good. Do you agree with him?
S: Yes…
T: Look at the photos now. Who is the person in picture5?
S: Galileo Galilei.
T: Look at the sentence under the picture, can you translate it into Chinese and tell me?
S: 你不能教一個人什么東西， 你只能幫助他去發現他內在的東西。
T: Good. Do you agree with him?
S: Yes…
T: Now we have learnt some quotes, do you know any other quotes?
S: Knowledge is power. – Francis Bacon.
T: Good, so much for warming up. Now let’s move on to listening.
Step2 Listening
T: Ok, now let’s do some listening practice on Page2. Today we are going to listen to some descriptions of some famous scientists. Before we start to listen to the material, let’s read the requirement together and go through some new words.
(Read the requirement and questions as well as put some new words on the blackboard-agriculture, gravity, radioactivity, curious.)
T: Ok. Let’s begin. Please listen carefully.
(Teacher plays the tape for the students to listen and pauses the tape for the students to write down answers when necessary. In the end, check the answers with the whole class and give some explanations or play the tape again if necessary.)
Step4 Speaking
T: From the warming up and listening part, we have already known a lot of famous scientists in different field of science, or you can say in different branch of science. What science do you know?
S: Physics, chemistry, biology, maths…
T: Yes, the science we usually mean is physics, chemistry, biology, maths and computer science nowadays. Now I have a question for you: which branch of science do you think is the most important one?
S: (Various answers.)
T: On this question you may have different ideas. I want all of you to work in the group of five students and each of you can have your own idea to represent one of the following branches of the science: physics, chemistry, biology, maths and computer science. Find reasons to support your view and debate with other students to prove that you are right. Are you clear?
S: Yes.
T: You can use the expressions at the bottom of page2. They are very useful. Ok, I will give you five minutes to debate. Now begin.
(Teacher checks the students’ work five minutes later.)
Sample debate:
S1: I think biology is the most important and useful science because it is essential to protecting nature, environment and ecological balance. People don’t live with good environment. So to the root biology is a science to protect human beings. What’s more, no biology means no medicine. So I think biology is the most important science.
S2: Well, maybe, but I think that chemistry is the most important and useful, because chemistry id the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.
S3: That is hard to say. There are many physical products. And physics id widely used in many fields, such as medicine, industry and agriculture. There would be no life without physics. So I think physics is the most important and useful.
S4: That’s true, but maths is the basic science. You can learn physics or chemistry well without a good knowledge of maths. Maths is a tool on science and engineering. Therefore, maths is the most important and useful science.
S5: My idea is that computer science is the most important and useful science nowadays. As you can see anywhere you go, there is computer. The computer is an indispensable tool in our modern life. It can settle many problems at a high speed and help people work easily.
Step5 Language Points
T: There are some useful phrases I want you to understand in this part:
1. on fire= be crazy at
2. be know for / be known as
Eg: He is known for his first book, which was the best seller for a year.
He is known as a children’s book writer.
3. have … in common
4. doubt + if/ whether/ when….; no doubt that
Eg: If he keeps missing school, I doubt if he is going to pass his exams.
There is no doubt that the plane is going to be canceled because of the bas weather.
Step6 Summary and Homework
T: today we have done a lot of listening and speaking. We also have learned and talked about some science and famous scientists. After class, please search more about science or scientists you are interested in on the Internet or in the library. Please preview the reading on page3: “No Boundaries”. So much for today.
Step7 The Design of the Writing on the Blackboard
Unit 1 Making a difference
The First Period
Scientists Contributions
Madame Curie Radium/Polonium
Zhang Heng Seimograph
Darwin The Theory of Evolution
Edison The light bulb
Einstein The Theory of Relativity
Some words describing scientists:
creative, hard-working, curious, careful, confident…
Step8 Record after Teaching
The Second Period
I. Teaching Aims:
1. Learn and master the following words:
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict, engage, exploration, promising, incurable, PhD;
phrases:
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out;
2. Train the students’ reading ability;
3. Make the students learn more about Stephen Hawking;
4. Make the usage of some phrases clear: go on, go on with, go on doing and go on to do;
II. Teaching Important Points:
1. Learn the phrases in the reading and the following sentence pattern:
There is no point (in) doing sth.
2. Enable the students understand the reading better.
3. Improve the students reading ability.
III. Teaching Difficult Points:
1. How to make the students understand the reading text better;
2. How to make the students understand the following sentence:
There did not seem much point in working on the PhD.
IV. Teaching Methods:
1. Scanning the reading material and get some information about Hawking;
2. Reading and answering some detailed questions to help the students go through the reading material;
3. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning, Miss Wang.
Step 2 Lead-in and Pre-reading
T: Yesterday we learned some quotes from some famous scientists. We got to know these famous scientists as well. Do you know a famous scientist called Stephen Hawking?
S: Yes, / no.
T: Maybe some students don’t know the name. But you must know there is a scientist who speaks through computer.
S: Yes, we do.
T: Well, that scientist is called Stephen Hawking. Today we are going to learn a reading about him, Stephen Hawking. Before we take a look at the reading, let’s learn some new words. (Teacher writes the new words in this reading on the blackboard and deals with them with all the students.)
T: Open your books on Page3, please. Look at the three questions in Pre-reading and then scan the text as quickly as possible and find the answers to these questions. I will ask some students to answer them.
T: (Three minutes later) have you finished scanning?
S: Yes.
T: Who can answer these three questions? Any volunteers?
T: Why did Stephen Hawking need a PhD?
S1: Because he needed a job.
T: Good, next question, when did Hawking become famous?
S2: Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.
T: Very well, the third question, when did Hawking visit Beijing?
S3: In 2002, Hawking visited Beijing.
T: Excellent. I see you all did a good job on scanning.
Step 3 Reading
T: Now please read the passage again. This time I want you to read it as carefully as possible and then I will ask you some detailed questions about this reading.
T: (five minutes later) have you finished reading?
S: Yes.
T: Ok, listen to my questions carefully and try to find answers in the passage to answer them.
Q1: When was Stephen told to have the incurable disease?
When he was 21 year old.
Q2: What did Stephen do when he got to know the news that he had the incurable disease?
Hawking went on with his research, got his PhD and married Jane.
Q3: How does Hawking speak?
He speaks through computer.
Q4: Which book did he write in 1988?
He wrote the book: A Brief History of Time.
Q5: What does Hawking write about in his book?
Hawking explains both what it means both a scientist and how science works.
Q6: Is his speech computer a problem for Hawking?
No, it isn’t.
Q7: What doesn’t Hawking like about the speech computer?
The computer gives him an American accent.
Step 4 Language Points
T: Now you have understood the detailed information about this reading. But there are some phrases or sentences in this reading you don’t understand. Now I am going to explain some language points in this passage.
1. give up 放棄
give in 屈服， 投降, 上交
give away 贈送， 分發， 泄密， 暴露
Eg: He gave up smoking two years ago.
Tom always gives in to his brother.
Please give in your papers now.
He gave away most of his money to the poor.
She gave away the state secrets to the enemy.
2. There is no point (in) doing sth. 做某事沒有用
Eg: There is no point in telling the about this as she does not care.
There is no point in wasting time on this.
3. work on + n. / ving. 繼續工作， 從事
Eg: He is working on a new machine for office work.
4. go by = pass
Eg: Time goes by fast so you have to work hard.
5. be/get engaged to sb.
Eg: Tom is engaged to Mary.
6. in order to do
7. go on with sth., go on, go on doing sth., go on to do sth
go on 繼續， 進行， 進展
Eg: I thought everything was going on well.
go on doing sth. 繼續不停的做某事， 一件事沒做完停一段時間再接著做
Eg: He went on working throughout the night.
go on to do sth. 做完一件事接著做另一件事
Eg: After they had read the text, the students went on to do exercises.
go on with sth. 與時間點連用= go on to do sth
與時間段連用= go on doing sth
Eg: After a while, he went on with the work.
He went on with work for hours.
8. Nor did he let the disease stop him from living the kind of life he had always dreamt of. 倒裝句
Eg: He is a student. So am I.
She did not know who did that, nor did I.
stop sb from doing sth.
Eg: Nothing can stop him from going there.
dream of / about
Eg: He dreams of becoming a famous musician some day.
I dreamed about flying last night.
9. in a way+ attributive clause 以某種方式
Eg: He spoke English in a way every student could understand him very easily.
10. on the other hand
11. turn out: prove (to be) + a./ to be
Eg: Everything turned out satisfactory.
It looked like rain this morning, but it has turned out to be a fine day.
Step 5 Listening and Post-reading
T: Now I will play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation.
(After that, teacher asks the students to do Exercise1 in post-reading.)
T: Ok, now look at Ex1 in post-reading. Choose the best answer for each of the questions. If you have some difficulty, you may discuss it with your partner. After a while, I will ask some of you to do it.
(The students begin to prepare this exercise and teacher asks three students to answer the three questions in the exercise1.)
(Suggested answers: 1. C 2.B 3. B)
T: Now, I will give you three more minutes for you to go over the passage again and try to answer the questions in Exercise2.
(After a while, ask the student to answer the three questions in exercise2.)
(Suggested answers:
1. People often think that science is a number of facts that never change. According to Hawking, science is always changing and many theories are eventually proven wrong.
2. First, the scientists observe the thing or process they are interested in. second, they make a theory to explain what they have observed. Third, they test the theory to se if it matches what they have seen and if it can predict future events.
3. Hawking, who is British, does not like it because the speech computer gives him an American accent. )
Step 6 Summary and Homework
T: in this class, we have read a passage about a famous scientist-Stephen Hawking. We have known that Hawking is disabled person with a strong will. We should learn form him.
We have also learnt some words and expressions in this reading. After class, you should learn all of them and remember them by heart.
Homework: 1. Read the reading again and review the language points in this passage.
2. Finish Word Study and Ex1&2 on page82.
3. Preview the grammar-the Infinitive on page 5.
Step 7 The Design of the Writing on the Blackboard
Unit 1 Making a difference
The Second Period
Useful expressions:
work on +n./pron. /doing,
go by: pass,
be/get engaged (to sb.): be bound by a promise to marry,
go on with sth: continue with sth,
dream of: imagine,
turn out: prove(to be),
Sentence pattern:
There is no point (in) doing sth.=There is no good reason for doing sth.
The Third Period
I. Teaching Aims:
1. Learn and master the following words:
Seek, obvious, gravity, predict, observe, match;
phrases:
use up
2. Review the words and expressions learned in the last two periods:
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….
3. Learn how to explain words in English;
4. Use and master the usages of the Infinitive.
II. Teaching Important Points:
1. Master the phrase: use up;
2. Master the usages of the Infinitive;
III. Teaching Difficult Points:
1. How to help the students to learn to explain words in English;
2. How to help the students master the usages of the Infinitive.
IV. Teaching Methods:
1. Reviewing method to help the students remember what they have learned before;
2. Explanation and inductive methods help the students master the usages of the Infinitive;
3. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning, Miss Wang.
Step 2 Revision
T: In the past two periods, we learned some important words and expressions. Now let’s do a revision on them.
T: First, please look at the words on the blackboard. I will ask some students to read them and explain their meanings.
scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;
T: Good. Now, let’s review some important phrases. I will speak them in Chinese and then you tell me in English. Ok?
S: Ok.
(The teacher says the Chinese meanings of the following phrases:
work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….)
T: Good. I see you have mastered what you have learned in the past two periods. Please remember these words and expressions after class and I will give you a dictation tomorrow.
Step 3 Word study
T: Please look at the five words on the blackboard. Can you tell me what they mean?
seek, obvious, gravity, predict, observe, match;
T: Now you have known the Chinese meaning of each word. Let’s do an exercise to see how to explain some words in English, according to the meanings of the sentences. Please turn to page5. Let’s do the exercise in Word Study. Choose the closest meaning to the underlined word in each sentence. Before we do it, we will learn a new phrase: use up.
(Write in on the blackboard. And give some explanations and two examples.)
use up: use some material or something until nothing left.
Eg: He has used up all his money for the girl, but he did not know she would leave him.
T: Are you clear about the use of “use up”?
S: Yes.
T: Ok, do the exercise by yourself. And also translate the sentences into Chinese. You can discuss it with your partner if necessary. I will check your answers in a few minutes.
T: (A few minutes later) now I will ask some of you to give me your answers. And when you answer the questions, tell the choice first and then translate the sentence into Chinese.
(Teacher asks the students to answer the six questions one by one.)
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？” 后來他發現了萬有引力定律。
4. A 科學家預言在未來的十年里， 環境污染還會更嚴重。 他們告誡人們如果我們不采取措施解決這個問題， 我們將會毀滅我們的星球。
5. B 哈利觀察那顆星球的運動已有多年了， 并且發現每76年他就輪回一圈。
6. A 警察發現這個人的DNA和在犯罪現場提取的不一樣后， 就放他走了。
Step 4 Grammar
(Teacher writes some sentences on the blackboard.)
1. He hoped to visit China again.
2. It took a lot of time to finish the report.
3. Please give the boy something to play with.
4. He went home to see his sick mother.
5. Her wish is to become a pop singer.
T: Now look at the sentences on the blackboard. And tell me what these underlined parts are and what function of them in each sentence.
S: All the underlined parts are used as the Infinitive.
S1: In the sentence one, the Infinitive part is used as the object.
S2: In the second sentence, I think “to finish the report” is used as the attributive modifying “time”.
T: Do you think he answer is right or wrong?
S5: He is wrong. It is used as the subject. It refers “to finish the report”.
T: Very well. Now let’s take a look at the third sentence.
S3: In the third sentence, I think “to play with” is used as the attributive modifying “something”.
T: Is he right or wrong?
Ss: Right.
T: Great. Let’s see the next sentence.
S4: In the fourth sentence, I think “to see his sick mother” is used as the adverbial for purpose.
T: Good. Let’s move on to the last sentence.
S6: In this sentence, “to become a pop singer” is used as the predicative.
T: Now you have known some usages f the infinitive. Let’s do an exercise to practise the usage of the infinitive.
Step 5 Practice
T: As you can see, the infinitive can not only be used as object and subject but also as attributive, predicative and adverbial. Now please open your books on page 5 and do exercise 1. Group the infinitive according to how they are used.
Suggested answers:
1. Subject: (8)
2. Attribute: (3)
3. Predicative: (1), (2)
4. Object: (9)
5. Adverbial: (4)(5)(6)(7)(10)
T: Very well. Now turn to page6 and do exercise2. I will give you one minute for this one. And then I will ask some students to read the answers and translate the sentences into Chinese as well.
(One minute later, check their answers.)
Suggested answers:
1. to be invited;
2. to pass;
3. to consider;
4. to be sent;
T: Ok, look at Ex3. Rewrite the following sentences using the infinitive. The example will help you. First do it by yourself. Then discuss it in pairs. Finally I will show you the right answers.
Suggested answers:
1. Is there anything to eat?
2. I need a pen to write with.
3. Do you have anything to add?
4. He is looking got a box to put the two rabbits in.
5. It would be a comfortable house to live in.
(If the students do not understand the answers, teacher will give more explanation.)
T: I think you have understood how to change the sentences into the sentences with the infinitive. Now let’s see more exercises. Turn your books to page 83. And take a look at exercise1 on this page. Rewrite the following sentences with infinitive as subjects. This exercise is very easy. I give you one minute to finish this one and then I will ask some students to give me the answers one by one.
(See the answers on page83 of the book.)
T: Do you remember before we have learned a phrase: find it …a. to do sth?
S: Yes.
T: In this phrase, to do sth. is the object of “find”. Now turn over your books and see Ex2. Answer the following questions with find it … to …. Two minutes for you to finish this exercise.
(Two minutes later check the answers to these questions. See suggested answers on page 83.)
Step 6 Consolidation
T: Now look at the picture. Who can tell me what Hawking’s dream is from the picture?
S: He wants to get married.
T: Right. Do you know how Hawking made his dream come true according to the passage we learnt in the second period?
S: Hawking said, “In order to get married, I need a job, I need a job and in order to get a job, I need a PhD.”
T: Very good. Now let’s look at another picture. And tell me what the girl’s dream is and how she makes it realized.
T: Who can tell us the girl’s dream and how she can realize it?
S: I would like to. Her dream is to get a doctor’s degree. In order to get a doctor’s degree, she needs to go to university; she needs to study hard now.
T: Very good. Now please tell your partner what your dream is and how to realize it. You can use “in order to” to express it.
(Teacher gives the students two minutes to talk freely.)
Step 6 Summary and Homework
T: Ok. Today we have reviewed some words we learned in the second period and gave some explanations in English. After class, you should try to explain the new words in English. We have also learned the usages of the infinitive. You should do more exercises to master them. After class, you should finish all the exercises in Grammar in your workbook to consolidate what we have learned. At the same time, don not forget to preview the content in Integrating skills.
Homework: 1. Remember the words and phrases we have learned in this unit.
2. Finish Ex3 on page83 and Ex3&4 on page84.
3. Preview Integrating skills-Making a Difference.
Step 7 The Design of the Writing on the Blackboard
The Third Period
Phrase: use up
Grammar: the Infinitive
1. He hoped to visit China again .
2. It took a lot of time to finish the report .
3. Please give the boy sth to play with .
4. He went home to see his sick mother .
5. Her wish is to become a pop singer.
6. He wanted the nurses to take care of the patient.
7. He wanted the patient to be taken care of.
The Fourth Period
I. Teaching Aims:
1. Learn and master the following words:
astronomer, heaven, microscope, telescope, geographer, observation;
phrases:
learn from, be satisfied with, the other way around, take a look at, what if, be known as;
2. Review the language points and grammar-the Infinitive in this unit;
3. Do some reading and writing practice to improve the students’ integrating skills;
4. Learn how to write a descriptive paragraph;
II. Teaching Important Points:
1. Improve the students’ integrating skills;
2. Help the students write a descriptive paragraph;
III. Teaching Difficult Points:
1. How to help the students understand the passage better;
How to help the students learn to write a descriptive paragraph.
IV. Teaching Methods:
1. Doing exercises to revise what we have learnt before;
2. Asking-and-answering activity to go through the reading material;
3. Discussion to help the students understand the passage better;
4. Individual, pair, or group work to make every student work in class.
V. Teaching Aids:
1. A tape recorder; 2. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning, Miss Wang.
Step 2 Revision and Check homework
T: Yesterday we learned the grammar-the Infinitive. We know that the infinitive can be used as the subject, object, adverbial and so on. I gave you some homework about the infinitive yesterday. Now let me check your homework to see if you have mastered the infinitive.
T: Open your books on page84. Let’s take a look at Ex3 first. Answer the following questions with infinitives. You may think of more than one answer. I want to ask you to answer these questions one by one.
(See suggested answers on page 84 of the book.)
T: You have done a good job. Now let’s move to Ex4. Choose the best answers to fill in the blanks. I will also ask some students to read these two passages. When you are doing the exercise, please read the sentence, and don’t read the numbers to fill the blanks.
(See suggested answers on page 84 of the book.)
T: Good. You all did an excellent job.
Step 3 Practice
T: Now we will do more exercises to enhance what you have learned. Look at the screen please.
Tell the function of the underlined part in each sentence.
1. (1) To learn more about the universe, you need (2) to have a telescope (3) to observe the stars with.
2. It takes time (4) to know a man.
3. Please remember (5) to bring me a book.
4. I have got a lot of work (6) to do.
5. (7) In order to catch the first bus, she got up early.
6. It is important for us (8) to learn English.
(Teacher asks the students to do them one by one. Of there is any question, teacher can explain it to them. )
Suggested answers:
Subject: (4) (8)
Object: (2) (5)
Attributive: (3) (6)
Adverbial: (1) (7)
T: Let’s do another exercise. Choose the best answers to fill in the blanks.
(Show the following on the screen.)
1. to live; 2. to discover nature of the universe; 3. to eat. 4. to be wrong; 5. to pass the exams; 6. to find the train had gone;
7. to catch the train; 8. to get married; 9. to miss the train;
1. The goal of Stephen Hawking’s research is ______ and ______ is his biggest dream.
2. The doctor thought he only had three more years _____, which turned out _____.
3. We took a taxi _____. We hurried there, only _____. We were unhappy to _____.
4. He studied hard _____.
5. Lunch is ready. Let’s stop _____.
Suggested answers:
1. to discover nature of the universe; to get married;
2. to live; to be wrong;
3. to catch the train; to find the train had gone; to miss the train;
4. to pass the exams;
5. to eat.
T: Well done. So much for grammar. Now let’s revise the useful expressions in this unit together.
(Show the expressions on the screen.)
Tell me their Chinese meanings one by one.
work on, be engaged to sb, go by, turn out, dream of, go on with, use up
T: Now let’s do some exercises to see whether you have mastered them well. Complete the sentences by filling in the blanks with the right phrases we have revised just now.
(Show the expressions on the screen.)
1. He ____ one day becoming a famous scientist.
2. Tom ____ Ann.
3. Two weeks slowly _____.
4. He ____ his ink.
5. If we don’t finish painting the room today, we can ____ it tomorrow.
6. His suggestion ______ to be a good one.
7. He _______ a novel.
(A moment later, check the answers with the whole class.)
Suggested answers:
1. dreams of; 2. is engaged to 3. went by 4. has used up 5. go on with 6. turned out 7. is working on
T: Great. I see you can manage these phrases in sentences. Now turn your books on page 83. Let’s do another exercise to see if you can master them in passage. Ex3 in page83. Replace the underlined parts with the phrases below. You may change the forms if necessary.
(See suggested answers on page 83 of the book.)
T: You all have done a good job. Now let’s move to the next part: Integrating Skills.
Step 4 Reading
T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the neames of some scientists and their discoveries?
Ss: Yes. Elbert Einstein (the Theory of Relativity); Marie Curie (radium and polonium…)
(Teacher collects the names and discoveries or inventions of the scientists and says the following.)
T: Do you know why and how they made these important discoveries or inventions?
Ss: No.
T: Ok, today we are going to read a passage. It will tell us what makes the scientists make their discoveries. Before we red it, we will learn more new words in this period.
(Teacher deals with the new words.)
T: Open your books and turn to page7. I will give you four minutes to read the passage quickly and then answer some questions.
(Four minutes later, ask the students the following questions:)
1. Who said the sentence “Knowledge is power.”?
Sir Francis Bacon.
2. Who are the two scientists in this passage as examples?
Galileo Galilei and Zhang Heng.
3. Where was Galileo Galilei from?
He was from Italy.
4. What invention did Zhang Heng make?
He invented seismograph.
5. What made Galileo and Zhang Heng become famous scientists?
They were curious and creative. They always asked why, how and what if.
Step 5 Language Points
T: Now you have understood the detailed information about this reading. But there are some phrases or sentences in this reading you don’t understand. Now I am going to explain some language points in this passage.
1. Learn from
Eg: We should learn from Lei Feng to help others all the time.
2. be satisfied with
Eg: The teacher is always satisfied with the homework this student does.
satisfy make sth/sb satisfied
Eg: Nothing satisfies him.
3. take a look at = have a look at = look at
Eg: Let’s take a look at your new car. .
4. what if = what would happen if…? 要是。。。又怎么樣？
Eg: What if it rains when we are at the park?
5． all the time =always
Eg: He is a teacher all the time.
6. believe in
believe
Eg: We have to believe in ourselves when we meet problems.
Do you believe what he said?
I don’t.
7. the other way around
Eg: She told people that I stole the necklace, but in fact it is the other way around.
8. be knows as
be known for
Eg: He is known for his first novel.
He is known as a famous writer.
Step 6 Writing
T: Who is your favorite scientist?
(The students may have different answers.)
T: Now we are going to write a paragraph to describe your favorite scientist. Before you write, you should think about what 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? You can first discuss these questions in groups. Use your answers to write your paragraph. If you want to know more about him or her, you can use a library or the Internet to find more information after class. In class you should list an outline of the passage. When you write your passage, the ideas, words, and expressions on the blackboard may help you to describe a great scientist.
Step 7 Summary and Homework
T: In this class, we have reviewed the useful expressions and the important grammar – the infinitive in this unit. And we have also learned a passage about some scientist we have practised how to write a descriptive paragraph. After class go over all the important points learned in this unit and finish your writing. Class is over.
Homework: 1. Read the reading again and review the language points in this passage.
2. Finish the writing about a great scientist.
Step 8 The Design of the Writing on the Blackboard
The Fifth Period
The Infinitive
I. Teaching Aims:
Summarize the usages of the Infinitive
IV. Teaching Important Points:
1. Let the students master the verbs followed directly by the infinitive and the verbs followed by the object and the Infinitive as the object complement without “to”;
2. Let the students master the Infinitive as Adverbial and Attributive;
V. Teaching Difficult Points:
1. How to help the students understand the following sentence patterns:
It is + adj./n. + for sb./ of sb. to do sth.
Sub. + V. +it + adj./n. + to do sth.
2. The perfect Infinitive and the Passive Infinitive.
3. The Negative form of the Infinitive.
IV. Teaching Methods:
Review, explanation and inductive methods
V. Teaching Aids:
1. The blackboard;
VI. Teaching Procedures
Step 1 Greetings
T: Good morning.
Ss: Good morning, Miss Wang.
Step 2 Revision
T: Yesterday we learned some useful expressions. Now let’s do a revision on them.
1. Learn from
Eg: We should learn from Lei Feng to help others all the time.
2. be satisfied with
Eg: The teacher is always satisfied with the homework this student does.
satisfy make sth/sb satisfied
Eg: Nothing satisfies him.
3. take a look at = have a look at = look at
Eg: Let’s take a look at your new car. .
4. what if = what would happen if…? 要是。。。又怎么樣？
Eg: What if it rains when we are at the park?
5． all the time =always
Eg: He is a teacher all the time.
6.believe in
believe
Eg: We have to believe in ourselves when we meet problems.
Do you believe what he said?
I don’t.
7. the other way around
Eg: She told people that I stole the necklace, but in fact it is the other way around.
8. be knows as
be known for
Eg: He is known for his first novel.
He is known as a famous writer.
T: Good. Today we will review the Infinitive. First let’s do an exercise. Fill in the blanks with the best answer.
(Show the exercise on the screen.)
Choose the best answers:
1. We agreed _____ here bit so fat she has not turned up yet.
A. having meet B. meeting C. to meet D. to have met
2. The boy wanted to ride his bicycle in the street, but his mother told him _____.
A. not to B. not to do C. not do it D. do not to
3. When I handed the report to john, he said that George was the person _____.
A. send to B. for sending it
C. to send it to D. for sending it to
T: Now look at the screen. I’ll ask three of you to tell the answers one by one. Any volunteers?
S1: The first answer is C.
S2: The second answer is A.
S3: The third answer is C.
T: Well done! Sit down please. Who can tell me the function of each infinitive in the three sentences?
S4: I can. …
Suggested answers:
1. Object
2. Object complement
3. Attributive
Step 3 Explanation and summary
T: As we all know, the infinitive is used as the object of the verb “agree” in the first sentence. Now can you think of any other verbs followed by the infinitive as their objects?
Ss: Afford, arrange, ask, beg, choose, decide, expect, fail, hope, manage, offer, pretend, promise, refuse, want, wish and so on.
(Write them on the blackboard.)
T: very good. there are some verbs followed by either the infinitive or the doing. Do you know what they are?
Ss: like begin, continue, forget, regret, remember, start, stop, try…
T: Right. But attention please. The verbs “begin, continue, start, like, love” can be followed by either the infinitive or the doing form. And they have ht same meaning. While the verbs “forget, regret, remember, stop, try” can also be followed by the infinitive or the doing form. There are some differences between them. Now look at the examples on the screen.
(Show the screen.)
1. I like playing football, but I don’t like to play it now.
2. I remember seeing her once somewhere.
3. I must remember to take my notebooks with me.
T: From the first sentence, we know the doing form is an action in general while the infinitive is an action on a certain occasion. In the second and the third sentences, the doing form is used for a past event while the infinitive is used for a future action. Are you clear?
Ss: Yes.
T: Please translate the sentences into Chinese, one student, one sentence.
S1: 我喜歡踢足球， 但是現在不愿意。
S2: 我記得在哪里見過她。
S3: 我必須記住帶上筆記本。
T: Good. When the infinitive is used as object and is followed by object complement, we often use this structure:
S. + V. + it + adj./n. + infinitive. Now please make some sentences with the structure.
S4: I thought it unnecessary to argue with him about it.
S5: He confiders it his duty to help others.
T: Very good. Which verbs do you think can be followed by the infinitive as object complement?
Ss: advise, allow, ask, want, wish, order, tell, have, make, feel, hear, watch, see…
T: Yes. Some verbs, like “advise, allow, ask, want, wish…” must be followed by the infinitive with “to”, while the verbs “have, let, make, feel, hear, watch, see…” must be followed by the infinitive without “to”. But you must not forget “to” in the passive voice. Look at the examples on the screen.
(Show the screen.)
1. We often hear her ding the folk song.
=She is often heard to sing the folk song.
2. The girl wanted to go dancing, but her mother told her not to.
T: In the second sentence, “not” is put before the infinitive. To avoid repetition, the verb after the sign “to” is often omitted. But “to” can not be left out. This is done after such verbs as: want, wish, like, love, hope, plan, try, hate etc. now look at the examples on the screen.
(Show the screen.)
1. –Would you like to come to a party?
-- I d like to.
2. –Have you listened to the music?
-- No, but I plan to.
3. You don’t have to eat it if you don’t want to.
T: When the infinitive or the infinitive phrase is used as subject, the formal subject “it” is often used, that is, “it is +n./adj.+ infinitive”. If we need to tell who performs the action of the infinitive, we cab put “for sb.” before the infinitive. Some adjectives, such as, kind, good, wise, stupid, foolish, careless, clever…, must be followed by “of sb. to do sth”. In this case, the sentences emphasizes “person”. If we use “for sb to do sth”, it emphasizes thing. Please look at the sentences on the screen and compare them, then fill in the blanks with “of” or “for”.
(Show the exercise on the screen.)
1. It is silly ____ us to believe her.
2. It is impossible ____ her to finish the task so soon.
3. It is nice _____ you to help me.
4. It is necessary ______ us to take exercise.
(Teacher asks four students to give the answers.)
Suggested answers:
1. of 2. for 3. of 4. for
T: Now look at the sentences on the screen. Pay attention to the forms of the infinitive in the sentences.
1. She asked to be sent to work in Tibet.
2. I am glad to have seen your mother.
3. We did not expect you to be waiting for us here.
T: In the first sentence, the passive infinitive is used, which expresses a passive action. In the second sentence, we use the perfect infinitive. When do you think the perfect infinitive is used?
Ss: When the action expressed by the infinitive happens before the predicate, the perfect infinitive should be used.
T: Quite right, now look at the third sentence. The continous form of the infinitive is used. When the action is happening, we use theh continous form of the infinitive.
(to be done, to have done, to be doing)
Now let’s do an exercise:
(Show ht eexercise on the screen.)
1. I have two letters ______ today.
2. I have no letters ______ today, thank you.
A. to type B. to be typed
3. I would like to ______ to the cinema tonight.
4. I would like to ______ to the cinema last night.
A. go B. have gone
5. When his mother cane in, the little boy just pretended ______.
A. to read B. to have read
C. to be read D. to be reading
Suggested answers:
1. A 2. B 3. A 4. B 5. D
T: Besides, the infinitive can also be used as predicate, attribute, adverbial for purpose and for a disappointing sequel. Now look at the sentences on the screen. Pay attention to the usages of the infinitive.
1. He does not seem to like the idea.
2. The boy uses a computer to play games.
3. She hurried to the station only to find the train had gone.
4. There are letters to be typed.
5. I have nothing to do.
6. Please pass me a pen to write with.
T: In the last two sentences, the meaning is passive, but the active infinitive is used. You must pay attention to it.
Step 4 Practice and Consolidation
T: Now you have known all about the infinitive. Let’s do some exercises to have a consolidation so that we can use it correctly. Please look at the screen.
Fill in the blanks with the proper forms of verbs:
1. He hopes _____ (invite) to the party.
2. My wish is ______ (become) an engineer.
3. I have something important ______ (tell) you.
4. The old man made it a rule ______ (take) a walk after supper.
5. I regret ______ (tell) you that my sister regretted ______ (miss) the lecture given by Professor Li.
6. The book is said ______ (translate) into several languages.
7. The question is easy ____ (answer).
8. Let’s hurry. There is no time _____ (lose).
Suggested answers:
1. to be invited 2. to become
3. to tell 4. to take
5. to tell; telling 6. to have been translated
7. to answer 8. to lose
T: Let’s do another exercise on the screen.
Correct the following sentences:
1. English is not easy to be learned.
2. For making sure about the meaning, I looked up the word in a dictionary.
3. Please give the child something to play.
4. She does not like to praise.
5. He did everything he could save the old man.
Suggested answers:
1. to be learned → to learn
2. For making →to make
3. to play → to play with
4. to praise → to be praised
5. save → to save
Step 5 Summary and Homework
T: In this class, we have reviewed the infinitive. After class, you must remember the important points, especially the verbs and in what condition the passive infinitive and the perfect infinitive should be used. Are you clear?
Homework: 1. Finish the exercises on page 3 of the exercise book.
Step 7 The Design of the Writing on the Blackboard