小學(xué)一年級識字一教案

Unit1Makingadifference（一）導(dǎo)學(xué)案。

俗話說，磨刀不誤砍柴工。高中教師要準備好教案，這是老師職責(zé)的一部分。教案可以讓學(xué)生能夠在課堂積極的參與互動，幫助授課經(jīng)驗少的高中教師教學(xué)。怎么才能讓高中教案寫的更加全面呢？小編收集并整理了“Unit1Makingadifference（一）導(dǎo)學(xué)案”，但愿對您的學(xué)習(xí)工作帶來幫助。

Unit1Makingadifference（一）導(dǎo)學(xué)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

擴展閱讀

Unit1Makingadifference

Unit1Makingadifference

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靈感。
想象力比知識更重要。
生活中沒有什么可怕的東西，只有需要理解的東西。
分析明顯存在的事物需要非凡的頭腦。
你不可能把一切教給一個人，你只能幫助他在他自己的認知范圍內(nèi)去發(fā)現(xiàn)和了解事物。
T:Doyouknowanyotherquotesaboutscienceandthinking?
Wisdomisonlyfoundintruth.--JohannWolfgangvonGoethe.
Knowledgeispower.–FrancisBacon.
StepIIListening
T:OK.NowletsdosomelisteningpracticeonP2.Wearegoingtolistentothedescriptionsofsomefamousscientists.Readtherequirementsbyyourselvesquickly.Listentothetapeforthefirsttimetogetageneralidea,andthentrytofinishtheexcerise.
StepIIISpeaking
T:Nowlet’slookatthespeakingpartonP2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,egbiology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardtodebate.Youcanusetheexpressions.
StepIVLanguagepoints(computer)
1．Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious．
分析明顯存在的事物需要非凡的頭腦。
(1)undertake(undertook，undertaken)
vt．承擔(dān)(工作，責(zé)任等)，承辦+名詞
例：Heundertookthedifficulttaskwillingly．
他欣然承擔(dān)那項困難的工作。
1willundertaketheresponsibilityforyou．
我會為你負起責(zé)任。
vt.著手，進行，企圖+名詞
例：Heundertookanewexperiment．
他著手一項新的實驗。
(2)analysis復(fù)數(shù)形式analyses．
Achemicalanalysis化學(xué)分析
Wemadeacarefulanalysisoftheproblem．
我們仔細分析了那個問題。
(3)obviousadj.(moreobvious，mostobvious)
明顯的，明白的，顯而易見的
obviouslyadv．
例：Hetoldheranobviouslie．
他對她扯了一個明顯的謊言。
Itisobviousthat…．…是顯然的。
例：Itisquiteobviousthathedidntdoithimself．
顯然他沒有親自去做。
Itseemedobviousthathesufferedfromabadcold．
顯然他得了重感冒。
2．Thereisnodoubtthat．毫無疑問．．
例：Thereisnodoubtthatourteamwillwin．
我隊獲勝是毫無疑問的。
Idontdoubtthatwewillwinthegame．(否定句用that)
我不懷疑我們將會贏得這場比賽。
Doyoudoubtthathehaspassedthefinalexamination?(疑問句用that)
你懷疑他已通過期末考試了嗎?
Idoubtwhetherheisthebestmanforthejob．(肯定句用whether)
我懷疑他是否是擔(dān)任那項工作的最適當人選。
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
取得博士學(xué)位對我來說沒有什么意義，我沒有期望活那么久。
PhD(DoctorofPhilosophy)指“博士學(xué)位”
Thereisnopointindoingsth．表示“做某事沒有作用或沒有意義”。
例：Thereisnopointinarguingfurther．
繼續(xù)爭執(zhí)下去沒有意義了。
Thereisnopointinprotesting．Itwon’thelpmuch．
抗議沒有什么用處，于事無補。
that在此處為副詞，意為“那么”，可以修飾形容詞。this也有此用法。
例：Ididntexpecthewasthatrude．
我沒料到他會那么粗魯。
Ihaveneverbeenoutthislatebefore．
我從未在外面呆到這么晚過。
Pleasecutmyhairaboutthismuch．
請把我的頭發(fā)剪掉這么長。
4．YettwoyearshadgonebyandIwasnotthatmuchworse．
但兩年過去了，我的情況卻沒那么糟糕。
Goby意思是“(時間)過去”。
例：Timewentbysoquickly．Wearealreadyattheendofoursummerholiday．
時間過得真快，轉(zhuǎn)眼我們已經(jīng)要結(jié)束暑假了。
Thirtyyearswentbyandherhairwasbeginningtoturngray．
三十年過去了，她的頭發(fā)開始變白了。
5．Infact，thingsweregoingratherwellformeandIhadgottenengagedtoaverynicegirl，JanWilde．
事實上，事情發(fā)展得還挺順利。我和一位非常好的女孩簡懷爾得訂婚了。
get／beengagedtosb．“與某人訂婚”
例：Didyouheartheyhavegotengagedlastmonth?
你有沒有聽說他們上個月訂婚的消息?
TomgotengagedtoMary，whomhehadmetonthetrain．
湯姆和瑪麗訂婚了，他們在火車上認識的。
Beengagedin(on)+n．／doingsth．從事(工作)的，忙于……的
例：Shewasengagedinprotectingwildbirds．
她從事保護野生鳥類的工作。
RightnowI’mengaged．
我現(xiàn)在正忙著。
beengaged(電話等)通話中的，占線中的，相當于美國英語的busy．
例：Theline／numberisengaged。線路被占用。
engagementn．訂婚(to)
例：announceonesengagementto…宣布與…訂婚
breakoffonesengagement解除婚約，解約
engagementring訂婚戒指(戴在左手無名指上)
6．Scientists，ontheotherhand，Hawkingwrites，knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong．
霍金寫到，從另一個方面說，科學(xué)家知道他們的工作是永無止境的，即使是最完美的理論，也可能是錯誤的。
Turnouttobe“結(jié)果是”“最后的情況是”+副／+形／+todo／+that．．
例：Theweathermansaiditwasgoingtorainthisafternoonbutitturnedouttobeverylovely．
天氣預(yù)報說今天下午有雨，其實今天天氣非常好。
Thelectureturnedouttobeverydull．
講座結(jié)果很無聊。
Everythingturnedoutwell．一切順遂。
Therumorturnedout(tobe)true．那謠言后來證明是真的。
Itturnedout(that)twotravelershadbeenkilled
后來證實(查明)有兩位旅客喪生。
turnoutvi.(為集會等)外出，去。
turnoutvt.．(可分開用)關(guān)(熄滅)(煤氣，電燈油燈等)
turnoutvt.(可分開用)生產(chǎn)(產(chǎn)品)，出產(chǎn)
例：Thefactorycanturnoutl000carsaday．
這家工廠一天能生產(chǎn)1000輛汽車。
7．Everyonehashisorherspecialskillsandinterests，andonlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference．
每個人都有自己的專長和興趣，只有發(fā)現(xiàn)自己的專長，我們才能期望達到自己的目標，真正與眾不同。
only修飾介詞短語或從句時，要求倒裝。
例：OnlyatthattimedidIrealizeitsimportance．
直到那時我才意識到它的重要性。
OnlyinthiswaycanyoumakeprogressinyourEnglishstudy．
只有這樣你才能在英語學(xué)習(xí)上取得進步。
Onlywhenyoufinishyourhomeworkcanyougoouttoplayfootball．
只有當你完成作業(yè)你才能出去踢球。
only修飾主語時，通常置于主語之前。
例：Onlyyouunderstandme．只有你了解我。
only修飾主語以外時，通常置于動詞之前(有be動詞、助動詞時，則置于其后)
例：Sheonlyeatsvegetables．她只吃蔬菜。
Ionlylentyouthemoney．那筆錢我只是借給你(不是給你)。
Heonlyworkswhenhesgothomework．
他只在有家庭作業(yè)時才做功課。
Iveonlyseenhimonce．
我只見過他一次。
8．Imaginethis：youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld．
想象一下這種情況：你二十一歲是世界最有名大學(xué)里的一個有希望的畢業(yè)生。
imagine+名詞
例：Canyouimaginelifewithoutelectricity?
你能想像沒有電的生活嗎?
Thegir1triedtoimaginethegentlemanasherfather．
這女孩試著把這位紳土想像成自己的父親。
imagine+doing想像做”
例：Ididntimaginebecomingawriterinmychildhood．
在孩提時代，我并未想像成為一名作家。
imagine+名(人)+doing想像(某人)做…
例：Icantimaginehermarryinghim．
我無法想像她和他結(jié)婚。
imagine+(that)…／wh—想像…；想…，推測(不可用進行時)
例：Imagineyouareabird．
想像你是一只鳥。
Canyouimaginehowmuch1wassurprisedtoseeit?
你能想像我看見它后感到多么驚訝嗎?
Iimagine(that)Ihavemetyousomewherebefore．
我想以前曾在哪里見過你。
Canyouimaginewhatheisdoing?
你能猜測他在做什么嗎?
(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有前途的女演員
9．Sincethen，Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse．
從那時起，霍金就繼續(xù)尋求關(guān)于宇宙特征的問題的答案。
seek+(forafter)+名詞搜尋，尋找；尋求，探求；追求
例：Theysoughtshelterfromtherain．
他們找尋避雨的地方。
Hefounditworthlesstoseekfame．
他發(fā)現(xiàn)追求名聲是不值得的。
Wemustseek(for)asolutiontotheproblem
我們必須尋求解決問題的方法。
seek+名征求，請求，
Hesoughthisdoctorsadvice．
他向醫(yī)生請教(征求醫(yī)生的意見)。

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.Reviewmethodtohelpthestudentsrememberwhattheyhavelearntbefore.
2.ExplanationandinductivemethodstomakethestudentsmastertheusagesoftheInfinitive.
3.Individualworkorpairworktomakeeverystudentworkinclass.
TeachingAids:theblackboard
TeachingProcedures:
StepIRevision
Haveadictationofsomewordsandexpressions..
StepIIWordStudy
T:Nowlet’sdoanextoseehowtoexplainsomewordsinEnglish,accordingtothemeaningsofthesentences.PleaseturntoP5.Let’sdotheexinWordStudy.Choosetheclosestmeaningtotheunderlinedwordineachsentence.Firstwe’lllearnanewphrase:useup.Doitbyyourselfandyoucandiscussinpairs.
StepIIIGrammar（詳解見后）
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
FinishalltheexerciseinGrammar.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靈感。
想象力比知識更重要。
生活中沒有什么可怕的東西，只有需要理解的東西。
分析明顯存在的事物需要非凡的頭腦。
你不可能把一切教給一個人，你只能幫助他在他自己的認知范圍內(nèi)去發(fā)現(xiàn)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．
分析明顯存在的事物需要非凡的頭腦。
(1)undertake(undertook，undertaken)
vt．承擔(dān)(工作，責(zé)任等)，承辦+名詞
例：Heundertookthedifficulttaskwillingly．
他欣然承擔(dān)那項困難的工作。
1willundertaketheresponsibilityforyou．
我會為你負起責(zé)任。
vt.著手，進行，企圖+名詞
例：Heundertookanewexperiment．
他著手一項新的實驗。
(2)analysis復(fù)數(shù)形式analyses．
Achemicalanalysis化學(xué)分析
Wemadeacarefulanalysisoftheproblem．
我們仔細分析了那個問題。
(3)obviousadj.(moreobvious，mostobvious)
明顯的，明白的，顯而易見的
obviouslyadv．
例：Hetoldheranobviouslie．
他對她扯了一個明顯的謊言。
Itisobviousthat…．…是顯然的。
例：Itisquiteobviousthathedidntdoithimself．
顯然他沒有親自去做。
Itseemedobviousthathesufferedfromabadcold．
顯然他得了重感冒。
2．Thereisnodoubtthat．毫無疑問．．
例：Thereisnodoubtthatourteamwillwin．
我隊獲勝是毫無疑問的。
Idontdoubtthatwewillwinthegame．(否定句用that)
我不懷疑我們將會贏得這場比賽。
Doyoudoubtthathehaspassedthefinalexamination?(疑問句用that)
你懷疑他已通過期末考試了嗎?
Idoubtwhetherheisthebestmanforthejob．(肯定句用whether)
我懷疑他是否是擔(dān)任那項工作的最適當人選。
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
取得博士學(xué)位對我來說沒有什么意義，我沒有期望活那么久。
PhD(DoctorofPhilosophy)指“博士學(xué)位”
Thereisnopointindoingsth．表示“做某事沒有作用或沒有意義”。
例：Thereisnopointinarguingfurther．
繼續(xù)爭執(zhí)下去沒有意義了。
Thereisnopointinprotesting．Itwon’thelpmuch．
抗議沒有什么用處，于事無補。
that在此處為副詞，意為“那么”，可以修飾形容詞。this也有此用法。
例：Ididntexpecthewasthatrude．
我沒料到他會那么粗魯。
Ihaveneverbeenoutthislatebefore．
我從未在外面呆到這么晚過。
Pleasecutmyhairaboutthismuch．
請把我的頭發(fā)剪掉這么長。
4．YettwoyearshadgonebyandIwasnotthatmuchworse．
但兩年過去了，我的情況卻沒那么糟糕。
Goby意思是“(時間)過去”。
例：Timewentbysoquickly．Wearealreadyattheendofoursummerholiday．
時間過得真快，轉(zhuǎn)眼我們已經(jīng)要結(jié)束暑假了。
Thirtyyearswentbyandherhairwasbeginningtoturngray．
三十年過去了，她的頭發(fā)開始變白了。
5．Infact，thingsweregoingratherwellformeandIhadgottenengagedtoaverynicegirl，JanWilde．
事實上，事情發(fā)展得還挺順利。我和一位非常好的女孩簡懷爾得訂婚了。
get／beengagedtosb．“與某人訂婚”
例：Didyouheartheyhavegotengagedlastmonth?
你有沒有聽說他們上個月訂婚的消息?
TomgotengagedtoMary，whomhehadmetonthetrain．
湯姆和瑪麗訂婚了，他們在火車上認識的。
Beengagedin(on)+n．／doingsth．從事(工作)的，忙于……的
例：Shewasengagedinprotectingwildbirds．
她從事保護野生鳥類的工作。
RightnowI’mengaged．
我現(xiàn)在正忙著。
beengaged(電話等)通話中的，占線中的，相當于美國英語的busy．
例：Theline／numberisengaged。線路被占用。
engagementn．訂婚(to)
例：announceonesengagementto…宣布與…訂婚
breakoffonesengagement解除婚約，解約
engagementring訂婚戒指(戴在左手無名指上)
6．Scientists，ontheotherhand，Hawkingwrites，knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong．
霍金寫到，從另一個方面說，科學(xué)家知道他們的工作是永無止境的，即使是最完美的理論，也可能是錯誤的。
Turnouttobe“結(jié)果是”“最后的情況是”+副／+形／+todo／+that．．
例：Theweathermansaiditwasgoingtorainthisafternoonbutitturnedouttobeverylovely．
天氣預(yù)報說今天下午有雨，其實今天天氣非常好。
Thelectureturnedouttobeverydull．
講座結(jié)果很無聊。
Everythingturnedoutwell．一切順遂。
Therumorturnedout(tobe)true．那謠言后來證明是真的。
Itturnedout(that)twotravelershadbeenkilled
后來證實(查明)有兩位旅客喪生。
turnoutvi.(為集會等)外出，去。
turnoutvt.．(可分開用)關(guān)(熄滅)(煤氣，電燈油燈等)
turnoutvt.(可分開用)生產(chǎn)(產(chǎn)品)，出產(chǎn)
例：Thefactorycanturnoutl000carsaday．
這家工廠一天能生產(chǎn)1000輛汽車。
7．Everyonehashisorherspecialskillsandinterests，andonlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference．
每個人都有自己的專長和興趣，只有發(fā)現(xiàn)自己的專長，我們才能期望達到自己的目標，真正與眾不同。
only修飾介詞短語或從句時，要求倒裝。
例：OnlyatthattimedidIrealizeitsimportance．
直到那時我才意識到它的重要性。
OnlyinthiswaycanyoumakeprogressinyourEnglishstudy．
只有這樣你才能在英語學(xué)習(xí)上取得進步。
Onlywhenyoufinishyourhomeworkcanyougoouttoplayfootball．
只有當你完成作業(yè)你才能出去踢球。
only修飾主語時，通常置于主語之前。
例：Onlyyouunderstandme．只有你了解我。
only修飾主語以外時，通常置于動詞之前(有be動詞、助動詞時，則置于其后)
例：Sheonlyeatsvegetables．她只吃蔬菜。
Ionlylentyouthemoney．那筆錢我只是借給你(不是給你)。
Heonlyworkswhenhesgothomework．
他只在有家庭作業(yè)時才做功課。
Iveonlyseenhimonce．
我只見過他一次。
8．Imaginethis：youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld．
想象一下這種情況：你二十一歲是世界最有名大學(xué)里的一個有希望的畢業(yè)生。
imagine+名詞
例：Canyouimaginelifewithoutelectricity?
你能想像沒有電的生活嗎?
Thegir1triedtoimaginethegentlemanasherfather．
這女孩試著把這位紳土想像成自己的父親。
imagine+doing想像做”
例：Ididntimaginebecomingawriterinmychildhood．
在孩提時代，我并未想像成為一名作家。
imagine+名(人)+doing想像(某人)做…
例：Icantimaginehermarryinghim．
我無法想像她和他結(jié)婚。
imagine+(that)…／wh—想像…；想…，推測(不可用進行時)
例：Imagineyouareabird．
想像你是一只鳥。
Canyouimaginehowmuch1wassurprisedtoseeit?
你能想像我看見它后感到多么驚訝嗎?
Iimagine(that)Ihavemetyousomewherebefore．
我想以前曾在哪里見過你。
Canyouimaginewhatheisdoing?
你能猜測他在做什么嗎?
(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有前途的女演員
9．Sincethen，Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse．
從那時起，霍金就繼續(xù)尋求關(guān)于宇宙特征的問題的答案。
seek+(forafter)+名詞搜尋，尋找；尋求，探求；追求
例：Theysoughtshelterfromtherain．
他們找尋避雨的地方。
Hefounditworthlesstoseekfame．
他發(fā)現(xiàn)追求名聲是不值得的。
Wemustseek(for)asolutiontotheproblem
我們必須尋求解決問題的方法。
seek+名征求，請求，
Hesoughthisdoctorsadvice．
他向醫(yī)生請教(征求醫(yī)生的意見)。

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（詳解見后）
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

高二上人教版Unit1Makingadifference

Ｉ．單元教學(xué)目標

技能目標Goals

Talkaboutscienceandscientists

Practisedescribingpeopleanddebating

Learnmoreabouttheinfinitive

Writeadescriptiveparagraph

ＩＩ．目標語言

功

能

句

式

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

詞匯

1.四會詞匯

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.認讀詞匯

AlbertEinstein,genius,inspiration,perspiration,

AlfredNorthWhitehead,quote,radioactivity,biologist,

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

GalileoGalilei,FrancisBacon,geographer,Copernicus

3.詞組

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

turnout,useup,besatisfiedwith,takealookat,whatif,

theotherwayaround

4．重點詞匯

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

match,predict,patient

語法

不定式的用法

TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial

重

點

句

子

1．Nordidheletthediseasestophimfromlivingthekindoflifehehad

alwaysdreamedof.

2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe

world.

Ⅲ.教材分析與教材重組

1.教材分析

通過學(xué)習(xí)著名科學(xué)家的故事，激發(fā)學(xué)生學(xué)科學(xué)，愛科學(xué)，不畏艱難，勇于克服困難，勇攀高峰的科學(xué)精神。通過對科學(xué)家的描述，幫助學(xué)生學(xué)會描述人。引導(dǎo)學(xué)生對科學(xué)的好奇心，培養(yǎng)他們辯論的能力。

1.1WARMINGUP通過名人名言引導(dǎo)學(xué)生學(xué)會描述人。

1.2LISTENING是描述科學(xué)家的材料。

1.3SPEAKING是一個任務(wù)型教學(xué)活動。提供了5門學(xué)科，讓學(xué)生辯論哪一科最重要和對社會最有用。

1.4PRE-READING要求學(xué)生快速瀏覽文章并獨立完成三個問題，為READING的熱身。

1.5READING是關(guān)于著名科學(xué)家斯蒂芬·霍金的故事。通過學(xué)習(xí)他的故事，培養(yǎng)學(xué)生不畏艱難，敢于克服困難，勇攀高峰的大無畏的科學(xué)精神。

1.6POST-READING第一個題是三個選擇題，目的是訓(xùn)練學(xué)生的事實核對能力；第二題是三個問答題，除了訓(xùn)練學(xué)生的概括能力外，更能開闊學(xué)生的思路，豐富學(xué)生的視野；第三題是訓(xùn)練學(xué)生開放性思維，要求學(xué)生能夠把課本知識與社會生活知識聯(lián)系起來，多角度的去思考問題。

1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy是一個英語釋義練習(xí)，旨在培養(yǎng)學(xué)生的英語思維能力，有助于養(yǎng)成英語思維的習(xí)慣。Grammar在引導(dǎo)學(xué)生體驗、探究、歸納不定式結(jié)構(gòu)功能的基礎(chǔ)上，進行任務(wù)型鞏固訓(xùn)練。Part1是歸納不定式結(jié)構(gòu)功能分類練習(xí)；Part2則是有一定難度的不定式被動語態(tài)練習(xí)；Part3把不定式放在一定語境中的綜合練習(xí)，以著名科學(xué)家斯蒂芬·霍金的夢想實現(xiàn)過程為范例，談?wù)撊绾螌崿F(xiàn)自己的夢想。本單元的語法訓(xùn)練設(shè)計是以功能為特征的功能語法訓(xùn)練，充分體現(xiàn)了新教材的話題、功能、結(jié)構(gòu)、任務(wù)相結(jié)合的特點。

1.8INTEGRATINGSKILLS中的Reading介紹了一些著名科學(xué)家成功的原因，讓學(xué)生了解科學(xué)家成功的要素。WRITING部分要求學(xué)生通過圖書館、互聯(lián)網(wǎng)等途徑了解自己喜歡的科學(xué)家。然后根據(jù)提示作一介紹。

1.9TIPS介紹了學(xué)英語的科學(xué)方法。鼓勵學(xué)生科學(xué)的對待學(xué)習(xí)。

2.教材重組

2.1把WARMINGUP作為LISTENING的熱身練習(xí)，將WARMINGUP，LISTENING與SPEAKING整合在一起，通過談?wù)摽茖W(xué)和科學(xué)家，練習(xí)描述人和進行辯論，上一節(jié)“聽說課”。

2.2把PRE-READING,READING和POST-READING放在一起上一節(jié)閱讀課。

2.3將GRAMMAR與WORKBOOK中的語法練習(xí)題整合在一起上一節(jié)“語法課”。

2.4將INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課（一）”。

2.5將WORKBOOK的INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課（二）”。

3.課型設(shè)計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）

1stPeriodListeningSpeaking

2ndPeriodReading

3rdPeriodGrammar

4thPeriodIntegratingSkills(1)

5thPeriodIntegratingSkills(2)

Ⅳ.分課時教案

TheFirstPeriodListeningSpeaking

Teachinggoals教學(xué)目標

1.TargetLanguage目標語言

a.重點詞匯和短語

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate

b.交際用語Learnthefollowingbyheart.

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

2.Abilitygoals能力目標

Enablestudentstotalkaboutscienceandscientists.

Helpthemlearntodescribepeopleandpractisedebating.

3.Learningabilitygoals學(xué)能目標

LetSslearnhowtodebatebytalkingaboutwhich

branchisthemostimportantandusefultosociety.

Teachingimportantpoints教學(xué)重點

Learnthepatternsusedtodescribepeopleanddebating

Teachingdifficultpoints教學(xué)難點

Howtodescribepeopleandhowtodebate.

Teachingmethods教學(xué)方法

1.Listeningtothetape(individuals).

2.GroupworkDebating(cooperativelearning).

Teachingaids教具準備

ataperecorder,aprojectorandacomputer

Teachingproceduresways過程與方式

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.

高二英語Unit1Makingadifference知識點匯總

俗話說，凡事預(yù)則立，不預(yù)則廢。高中教師要準備好教案，這是教師工作中的一部分。教案可以讓學(xué)生們充分體會到學(xué)習(xí)的快樂，減輕高中教師們在教學(xué)時的教學(xué)壓力。您知道高中教案應(yīng)該要怎么下筆嗎？下面是小編精心為您整理的“高二英語Unit1Makingadifference知識點匯總”，僅供您在工作和學(xué)習(xí)中參考。

高二英語Unit1Makingadifference知識點匯總

SectionI課前準備、聽力、口語

1.Geniusisonepercentinspirationandninety-nineper-centperspiration.天才是百分之一的靈感加百分之九十九的汗水。(p.1WarmingUp右圖上)

(1)genius天才，天資[U]；有天才的人[C]如:①Geniusisneededtosolvetheproblem.解決這個問題需要天才。②WutheringHeightsisoneofthemostextraordinarybooksthathumangeniushaseverproduced.《呼嘯山莊》是人的天賦所創(chuàng)造出的是非凡的作品之一。③Shakespearewasagenius.莎士比亞是個天才。

haveageniusfor...在……方面有天賦。如:①Shehasageniusformathematics.她有數(shù)學(xué)天賦。②Yourmotherhasageniusformanagingsuchthings.你母親在管理這些事情上很有天賦。

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

用percent構(gòu)成的短語作主語時，謂語動詞應(yīng)根據(jù)of后的名詞確定。

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

2.Ittakesaveryunusualmindtoundertaketheanaly-sisoftheobvious.分析明顯存在的事物要非凡的頭腦。(p.1WarmingUp左圖下)

(1)mind表示“腦子，心(思)；有某類頭腦的人”時是可數(shù)名詞。如:①Hedoesnthaveaparticularlycomplexmind.他的頭腦并不特別復(fù)雜。②Heisthegreatestmindofourtime.他是我們這個時代最有頭腦的人。③Greatmindsgenerallylookatlifeinawaypeculiartothemselves.智者通常以他們獨特的方式看待生活。

(2)undertake著手做，從事，承擔(dān)(undertook,under-taken)①Wecanundertaketheworkforthetimebeing.暫時我們可以著手做這項工作。②Sheherselfundertookthepreparationoftheroom.她親自布置房間。③Heundertooktheleadershipoftheteam.他擔(dān)負起領(lǐng)導(dǎo)全隊的責(zé)任。

undertake后接動詞時需用todo形式。如:①NextheundertooktopayoffGodwinsdebts.接下來他著手償清戈德溫的債務(wù)。②HeundertooktofinishthejobbyFriday.他答應(yīng)在周五前完成這份工作。

undertake也可接賓語從句，意為“保證”。如:Illundertakethatallthecattleshallgrowwell.我保證所有的牲畜都能長得好。

(3)Ittakes(sb.)sth.todo為固定句式，take意為“花費、需要”。如:①Thatnightittookhimalongwhiletosleep.那天晚上他很久沒睡著。②Ittakestwotomakeaquarrel.(Prov.)一個巴掌拍不響。(諺)③Ittookunusualcourageanddeterminationtobreakawayfromhisfamily.與他的家庭決裂需要非凡的勇氣與決心。

take前也可用具體名詞作主語。如:①Writingbooksmusttakeagreatdealoftime.寫書要花很多時間。②Thattakessomebelieving.那事令人難以置信。

3.Youcannotteachamananything;youcanonlyhelphimfinditwithinhimself.Nothinginlifeistobefeared…onlyunderstood.你不可能把一切都教給一個人，你只能幫助他在自己認知的范圍內(nèi)去發(fā)現(xiàn)和了解事物。世上沒有可怕的事情，…只有需要了解的事情。(p.1WarmingUp右圖下)

(1)句中的tobefeared是不定式作表語，此處采用了betodo的結(jié)構(gòu)，表示“應(yīng)該、必須”之意。如:①Nooneistoleavethisbuilding.誰也不得離開這幢樓房。②Theformistobefilledinandreturnedwithinthreeweeks.請于三周內(nèi)將表填好并返回。

betodo也可表達計劃或安排。如:①Theirdaughteristobemarriedsoon.他們的女兒很快就要結(jié)婚了。②Whoistoquestionhim?該由誰來問他?

betodo有時可表示“可能性”。如:①Notasoundwastobeheard.一點兒聲音也聽不到。②Welookedandlooked,buttheringwasnowheretobefound.我們找了又找，可這枚戒指在哪兒也找不到。

(2)…onlyunderstood是省略形式，補充完整則為"Therereonlythingstobeunderstood"。

4.Thegreatmindwasonfirefor...這位智者因……而充滿熱情。(p.2ListeningGreatmindNo2Ex.1)

onfire本義為“著火”，用于比喻意義為“非常激動，充滿熱情”。①Thehousewasonfire.房子著火了。②WhenIsawhewasonfireIknockedhimdownandrolledhim.看到他身上著火時，我把他推倒在地，讓他在地上打滾。③Thesestudentsareonfireforwhattheyarelearninginthecomputerclass.這些學(xué)生對計算機課上學(xué)的東西充滿熱情。

有關(guān)fire的短語:catchfire著火(表動作)/makefire生火/lightafire點一把火/openfire開火/playwithfire玩火/set...onfire=setfireto...放火燒…/underfire受到攻擊/gothroughfireandwater赴湯蹈火

5.ThescientistsnameissimilartotheEnglishwordfor...這位科學(xué)家的名字和英語單詞……相似。(p.2ListeningGreatmindNo2Ex.2)

for在本句中表示“(某詞)”。如:①WhatstheEnglishwordforthisobject?這個物體的英語單詞是什么?②Whatsthewordfor"totravel"inFrench?“totravel”在法語中怎么說?

for還可表示目的、原因、交換關(guān)系、對于、贊成、主張等方面的意義。如:①Hewoulddoanythingforher.他愿意為她做任何事。②ShewenttoFranceforholiday.她去法國度假了。③Franceisfamousforitswines.法國因其葡萄酒而聞名。④Forgivemeforkeepingyouwaiting.很抱歉讓你等著。⑤Ihavenoearformusic.我聽不懂音樂。(或：對音樂我一竅不通。)⑥ItsquitewarmforFebruary.對于二月份來說，天氣夠暖和的。⑦Areyouforthegovernmentoragainstit?你是支持還是反對政府?⑧Ifollowedhimforsomedistance.我跟著他走了一段路。

6.Decidewhowillrepresenteachbranch,thenprepareyourrolecardandletthedebatebegin!確定每個學(xué)科由誰代表，然后準備角色卡片，開始辯論!(p.2Speaking第3行)

1)branch此處意為“(學(xué)科)分科、分支”。如:①EnglishisabranchoftheGermanicfamilyoflanguages.英語是日耳曼語系的一個分支。②Mathematicsisabranchofscience.數(shù)學(xué)是一門科學(xué)。

branch也可意為“樹枝；分支機構(gòu)；分會；支流；支線”等。如:①Heclimbedupthetreeandhidamongthebranches.他爬上樹去，藏在樹枝里。②Theysetupfiftybranchesthroughoutthecountry.他們在全國各地建立了50個分店(或分會)。③Theriverhasalotofbranches.這條河有許多支流。

branch也可用作定語:branchstores分店;branchoffice分局;branchrailway鐵路支線

2)debate作動詞用，意為“辯論，爭論，參加辯論”，既可用作及物動詞，也可用作不及物動詞。如:①Thequestionofwhetherwarcanbeabolishedhasoftenbeendebated.戰(zhàn)爭能否廢除是人們常常爭論的一個問題。②Theyweredebatingaboutafoolishquestion.他們在爭論一個愚蠢的問題。

debate可用于debateaboutsth.Withsb.的結(jié)構(gòu)。

debate也可用作名詞。如:①AftermuchdebateHarrywaschosencaptainofthefootballteam.經(jīng)過許多辯論以后，哈利被選為足球隊長。②AfteralongdebatethebillwaspassedbytheHouseofCommons.經(jīng)過長時間的辯論以后，該議案在下議院通過。

debate；argue；discuss；quarrel

(1)debatetoargueaboutsth．usuallyinanefforttopersuadeotherpeople辯論的目的在于說服對方。

(2)arguetopresentreasonsfororagainststh.，especiallyclearlyandinproperorder條理清楚地提出贊成或反對某事的理由。

(3)discusstotalkabout(sth.withsb.)fromseveralpointsatview從不同的觀點出發(fā)，討論某事。

(4)quarrelhaveastrongargument爭吵

7.Theresnodoubtthat...毫無疑問……(p.2Usefulexpression)

該句是固定句式，當doubt前有否定詞時，其后用that引導(dǎo)同位語從句；當doubt前無否定詞時，即主句為肯定句時，后面用whether引起從句。如:①Therewasnodoubtthathehadbeenmisunderstood.毫無疑問他被誤解了。②Thereislittledoubtthathewillsucceed.他肯定能成功。③Thereissomedoubtwhetherheisguilty.他是否有罪，人們還有些懷疑。

sb.hasno/little/somedoubt后接從句時，用法同上。

Theresnodoubt后接名詞時，需用介詞about或of。如:Theresnodoubtabout/ofhishonesty.毫無疑問他是誠實的。

doubt作動詞用時，肯定句中可用whether，if，that引起賓語從句，否定句中只能用that。如:①Hedoubtedwhethertheywouldbeabletohelp.他拿不準他們是否能幫上忙。②Idoubtifheshonest.我懷疑他是否誠實。③Idoubt(that)hewillcometotheparty.我認為他未必會來參加聚會。④Heneverdoubtedthattheywouldwinthegame.他從來不懷疑他們將贏得那場比賽。

SectionII閱讀

8.Imaginethis:youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld.想像一下：你已21歲，是世界上一流大學(xué)里很有前途的畢業(yè)生。(p.3Reading第一段第1行)

(1)promising是形容詞，意為“有前途的，有希望的”。如:①Heisapromisingnewpainter.他是位很有前途的新畫家。②Theweatherlookspromising.天氣看來有望好轉(zhuǎn)。③Thewheatcroplookspromising.看來小麥有望獲得好收成。

promise作動詞用時，可意為“有希望……，可能會(有)……”，后接名詞或不定式。如:①Therainbowpromisesfairweather.彩虹表明將有好天氣。②Thisyearpromisestobeanothergoodoneforharvests.今年看來又是個豐收年。

(2)top用作形容詞時意為“頂?shù)?；頂上的；最高的；頭等的”。如:①WhenhestudiedinParis,helivedinasmallroom0nthetopfloor.在巴黎學(xué)習(xí)時，他住在頂層的一個小房間里。②Weshoulddriveattopspeedinordertocatchupwiththem.要趕上他們，我們應(yīng)以最快速度行駛。③topofficials最高級官員④thetopnews頭條新聞

9.TheredidnotseemmuchpointinworkingonmyPhD—Ididnotexpecttosurvivethatlong.取得博士學(xué)位對我來說沒有什么意義，我沒有期望活那么久。(p.3Reading第二段第1行)

1)Theredidnotseem...是Therebe句型的變體，類似情況還有:①Thereappeared(tobe)awarbetweenthem.他們之間似乎有場戰(zhàn)爭。②Thereusedtobeacinemaherebeforethewar.戰(zhàn)前這兒有一座電影院。③Theressuretobesomeoneintheroom.房間里肯定有人。④Thereissaidtobeadebateamongthestudentsaboutthenewrule.有關(guān)這項新規(guī)定據(jù)說在學(xué)生中有一場辯論。⑤Onceuponatime,therelivedamanknownbythenameofJoe.從前有一個名叫喬的人。⑥Therecameaknockatthedoor.傳來敲門聲。⑦Infrontoftheschoolgatetherestandsanoldtree.校門前有一棵老樹。⑧Thereremainsonlytwenty-eightpounds.只剩28英鎊。

2)Theresnopointindoingsth.表示“做某事沒有作用或意義”。如:①Theresnopointinarguingfurther.繼續(xù)爭執(zhí)下去沒有意義。②Theresverylittlepointinprotesting.Itwonthelpmuch.抗議沒有什么用，于事無補。

point意為“作用，用處，道理，意義”。如:①Whatsthepointintellingheragain?再告訴她有什么用呢?②Ididntseeanypointinhisspeech.我看不出他的演講有什么意義。

cometothepoint談?wù)}，談主要問題;beside/offthepoint不切正題，無關(guān)緊要;inpointoffact實際上，事實上;tothepoint中肯，切題

3)workon意為“繼續(xù)工作”，也可表示“從事于”。如:①Theyllworkontillsunset.他們將繼續(xù)工作，直到日落。②Hesworkingonanewnovel.他正在寫一本新的小說。

work也可意為“影響，激起、努力說服”。如:①Thismedicinewillworkontheaffectedpart.這藥能對患部起作用。②Shellworkonhimtomakehimchangehismind.她將努力說明他改變主意。

4)survive的用法回顧

(1)vi.活下來(沒死掉)如:①Ofthosewoundedinthebattle,onlythreesurvived.戰(zhàn)斗中受傷的人中只有3個活下來。②Someanimalscansurviveinthedesertonverylittlewater.有些動物靠很少的水就能在沙漠上存活下來。

(2)vt.(經(jīng)過……)活下來，幸存①Didanyonesurvivetheearthquake?有人在地震中活下來了嗎?②Fewbirdsmanagedtosurvivethewinterlastyear.去年冬天幾乎沒有鳥兒幸存下來。

(3)vt.比……活得長①Themansurvivedhissisterbythreeyears.那個人比他姐姐多活了3年。②Heissurvivedbyhiswifeandtwosons.他死了，他的妻子和兩個兒子還活著。

5)thatlong中的that相當于so，但語氣比so強，譯為“那么，如此”。如：①Hewasthatweakhecouldhardlystand.他那么虛弱，幾乎站不住。②Ilikehimbutnotthatmuch.我喜歡他但并不那么喜歡。

this也有類似用法，譯為“這么，這樣”。如:①Thetableisaboutthisbig.桌子大約這么大。②Wehavewalkedthisfarwithoutstopping.我們一直不停地走了這么遠。

10.Yettwoyearshadgonebyand1wasnotthatmuchworse.然而兩年過去了，我并沒有那么糟糕。(p.3Reading第二段第2行)

goby此處表示“(時間)過去”，相當于pass。如:①Timewentbyslowly.時間慢慢地消逝。②Manyyearshavegonebysincewefirstmet.我們初次見面迄今已有好多年了。

goby也可表示“從旁邊經(jīng)過”“(時機等)輕易放過”“依照，遵循”“憑……判斷”。如:①Theparadewentbyus.游行隊伍從我們旁邊走過。②Dontletthisopportunitygoby.不要放過這一機會。③Youshouldgobytherules.你應(yīng)該照章辦事。④Togobyappearance,Iwouldsayaniswell.從表面看，我覺得一切都很好。

11.Infact,thingsweregoingratherwellformeandIhadgotengagedtoaverynicegirl,JaneWilde.事實上，對我來說事情很順利，我與一個非常漂亮的女孩簡·懷爾德訂了婚。(p.3Reading第二段第3行)

1)gowell意為“進展順利”，go是不及物動詞，需用副詞修飾。如:①Themeetingwentbadly.會議進展情況很糟糕。②Forthefirstwinterthingswentsmoothlyenough.第一個冬天，情況還算順利。③--Howiseverythinggoing?--Verywell.—各種情況進展如何?—很好。

go也可用作系動詞，意為“變得(如何)”，后接形容詞作表語，表示情況的變化并非人們所期望

的。如:①Hehasgonemad.他瘋了。②Fishsoongoesbadinhotweather.熱天魚很快就壞了。③Shewentpaleatthenews.聽到那個消息，她的臉白了。④Somethinghasgonewrongwiththemachine.機器出毛病了。

2)engage的用法

(1)使訂婚engagesb.tosb.使某人與某人訂婚;beengagedtosb.與某人訂婚(表狀態(tài));getengagedtosb.與某人訂婚(表動作)①JohnisengagedtoMary.約翰與瑪麗訂了婚。②Hereturnedhometolearnthathisdaughterhadjustgotengaged.他回到家才知道他女兒剛剛訂了婚。

engage與marry的用法相同。

(2)約定；雇用；使從事(engageoneself)①Sheengagedherselftodothework.她自愿承擔(dān)這項工作。②Shedecidedtoengageanursetolookafterherbaby.她決定雇一個保姆照料她的嬰兒。③--Canyoucome0nMonday?

--No,Imengaged.—你星期一能來嗎?—不能，我有事。④Thelineisengaged.占線。

beengagedinsth./doingsth.忙于(做)某事

12.Insteadofgivingup，Hawkingwentonwithhisresearch,gothisPhDandmarriedJane.Nordidheletthediseasestophimfromlivingthekindoflifehehadalwaysdreamtof.霍金沒有放棄，他繼續(xù)從事研究，拿到了博士學(xué)位并娶了那位姑娘。他也沒有讓病魔阻止他過上他一直夢想的生活。(p.3Reading第三段第1行)

(1)Nordidhe…是倒裝句，表示否定意義的狀語或表語等位于句首時，句子通常采用倒裝結(jié)構(gòu)。如:①NeverdidIdreamofseeinghiminAmerica.我真沒想到會在美國見到他。②Thefirstonewasntgood,andneitherwasthesecond.第一個不好，第二個也不好。③Neverbeforehavesomanypeoplecometoseehim.以前從沒有這么多人來看望他。④NowherecouldIseehim.我到處都找不到他。⑤Notasingleworddidshesay.她一言未發(fā)。⑥Bynomeansshouldwelookdownuponthepeoplewhoareinferiortous.我們決不應(yīng)該瞧來起那些地位比我們低的人。⑦Seldomdoeshequarrelwithothers.他很少與別人爭吵。

(2)livethekindoflifehehadalwaysdreamtof中l(wèi)ife后是省去了關(guān)系代詞that/which的定語從句，livea…life是live后接同源賓語的用法，其他如die，sleep等也有此種用法。如:①Hediedabravedeath.他英勇就義。②Wesleptasoundsleep.我們睡得很香甜。③Gotobedanddreamagooddream.上床做個好夢吧。

13.Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBandandblackholes.霍金在20世紀70年代初成名，那時他和美國的羅杰·彭羅斯做出了有關(guān)大爆炸與黑洞的新發(fā)現(xiàn)。(p.3Reading第四段第1行)

make可與很多名詞構(gòu)成固定搭配。如:makeastudyof...研究……;makeaclearexplanation做出清楚的解釋;makeasearchfor...尋找;makeachange改變;makeasuggestion提出建議;makeanewstart進行新的開始;makeachoice選擇;makeadecision決定;makeananswer回答(=makeareply);makeaspeech演講;makeamistake出錯;makeanapology道歉;makeatrip旅行;makepreparations準備;makerepairs修理;maketea泡茶;makethebed(s)鋪床

14.Sincethen,Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse.從那時起，霍金繼續(xù)尋求有關(guān)宇宙特性的問題的答案。(p.3Reading第四段第2行)

seek(sought，sought)vt.vi.尋找，探索，追求，請求①Wherecanweseekshelterfromtherain?我們在哪兒找避雨的地方?②HeisgoingtoCanadatoseekhisfortune.他要去加拿大發(fā)財。③Thereasonisnotfartoseek.道理很顯然。④Iwillseekmydoctorsadvice.我將征求醫(yī)生的意見。

seek后接動詞時用不定式形式。Theysoughttokillhim.他們企圖殺死他。

seekfor試圖獲得；hideandseek捉迷藏①Weareseekingforasolutiontotheproblem.我們正在尋找解決問題的辦法。②Thegirlslikedtoplayhideandseek.那些女孩子喜歡捉迷藏。

15.Readerswerepleasedandsurprisedtofindthatascientistcouldwriteabouthisworkinawaythatordinarypeoplecouldunderstand.看到一位科學(xué)家能把他的工作以一種普通人都能明白的方式寫出來，讀者們感到又高興又吃驚。(p.3Reading第四段倒數(shù)第3行)

(1)pleased意為“感到高興的”。

pleased；pleasant；pleasing；pleasure

pleased表示某人感到高興或滿意。

pleasant說明某事令人高興，側(cè)重外界作用；指人時，表示討人喜歡。

pleasing表示討好的，取悅于人的，強調(diào)主觀作用。

pleasure是名詞，意為“快樂，愉快”。

①Areyoupleasedwithhisanswer?你對他的回答滿意嗎?②Ihopeyoullhaveapleasantholiday.希望你過一個愉快的假期。③Heisaverypleasantperson.他很討人喜歡。④Hetriedtobepleasing,butnoonewouldtalktohim.他竭力討好，但誰也不愿和他說話。⑤Readinggivesmegreatpleasure.讀書帶給我很大的快樂。

(2)inawaythatordinarypeoplecouldunderstand中的that引起定語從句,并在從句中作賓語,可以換成which，但不能換成inwhich。如:①Thisisthewaythatreallyworks.這才是真正管用的辦法。②Youcandotheexperimentinthewaythathetoldyou.你可以用他告訴你的方法做這個實驗。

Idontlikethewayhespeakstome.我不喜歡他跟我說話的方式。(way后省略了that或inwhich，它們在從句中作狀語)

16.Inthebook,Hawkingexplainsbothwhatitmeanstobeascientistandhowscienceworks.在書中，霍金既解釋了當科學(xué)家意味著什么,也解釋了科學(xué)是如何發(fā)揮作用的。(p.3Reading第五段第1行)

1)both…and…連接了兩個賓語從句，what引起的賓語從句中，it是形式主語，tobeascientist是真正的主語。

2)work除意為“工作”外，也可表示如下意義。

(1)(機器、器官等)運轉(zhuǎn)，活動①Themachineworkswell.機器運轉(zhuǎn)正常。②Mybraindoesntseemtobeworkingtoday.今天我的腦子好像不轉(zhuǎn)了。

(2)起作用；產(chǎn)生影響；行得通①Themedicineworked.藥物奏效了。②Theappealworkedpowerfullyuponhim.呼吁對他起了強烈的作用。③Thisplanwontwork.這個計劃行不通。

(3)從事某種職業(yè)Sheworksasasecretary.她當秘書。

(4)操作，經(jīng)營Doyouknowhowtoworkthemachine?你知道怎樣操作這臺機器嗎?

17.Scientists,ontheotherhand,Hawkingwrites,knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong.霍金寫道，另一方面，科學(xué)家們知道他們的工作從來沒有完成的時候，也知道甚至最好的理論都有可能證明是錯誤的。(p.4Reading第一段第1行)

(1)ontheotherhand意為“另一方面”，可與on(the)onehand對應(yīng)使用。如:①Hewaspraisedbyhisteacheron(the)onehand,butblamedbyhisfriendsontheother(hand).一方面他受到老師表揚，但另一方面，受到朋友的責(zé)怪。②Ontheonehandyouacceptherpresents;ontheother，youarerudetothewholefamily.Whatreallyisyourattitudetothem?一方面你接受她的禮物，另一方面你對她全家又那么粗魯。你對他們到底是什么態(tài)度?③Heisveryclever,butontheotherhand,hemakesmanymistakes.他很聰明，但另一方面，他出錯很多。

單獨使用ontheotherhand時，hand不能省略，與ontheonehand連用時，可以省略hand。

(2)Hawkingwrites在句中看作插入語。如:①Georgeshowedmetotheguest-roomwhich,hesaid，wasrarelyused.喬治把我?guī)У娇头?，他說那個房間很少使用。②TheyalsohopedtofindanewcontinentwhichtheythoughtexistedintheIndianorPacificOcean.他們還希望找到他們認為存在于印度洋或太平洋的一個新大陸。③ImanagedtohidemysurprisewhenIanswered,becauseKlieg，yousee,wasmyauntspetdog.我回答這個問題時，設(shè)法掩蓋了我的驚異，因為，你知道，克萊格是我姑媽的愛犬。

(3)turnout(tobe)...意為“結(jié)果(是)”“證明(是)”“原來(是)”，后接名詞或形容詞作表語。如:①Thoughitlookedlikerainthismorning,ithasturnedouttobeafineday.盡管今天早上像是要下雨，但結(jié)果天晴了。②Theexaminationturnedout(tobe)easy.原來考試并不難。③Letsseehowtheweatherturnsout.我們看一下天氣會是什么情況。

以上turnout的用法與prove相同。

turnout可用于Itturnsoutthat...結(jié)構(gòu)。如:①Itturnsoutthatthismethoddoesnotworkwell.結(jié)果是這種方法不太管用。②Itturnedoutthathewasnotanofficer.原來他不是軍官。

18.First,theycarefullyobservewhattheyareinterestedin.首先，他們仔細地觀察自己感興趣的東西。(p.4Reading第二段第2行)

observevt.觀察；察覺到；遵守；慶祝

①Heoftenobservesthebehaviourofbirds.他經(jīng)常觀察鳥類的行為。②Thepolicemanobservedthemanopenthewindow.警察看到那個人打開窗戶。③Heobservedthatithadturnedcloudy.他發(fā)覺天已轉(zhuǎn)陰。④DotheyobserveChristmasDayinthatcountry?那個國家的人過圣誕節(jié)嗎?⑤Anyonewhocomesheremustobservetherules.來的人都必須遵守規(guī)定。

observe當“察覺到”講時，后接不定式作賓補不帶to，如例②。

observe；watch

(1)當“觀察”講時，observe相當于watchcarefully，尤其用于實驗或研究等場合。

(2)observe可意為“察覺到”(seeandnotice)，watch意為“盯著看”(keeponeseyesfixedon)。

(3)watch可意為“觀看(比賽、電視、電影)等”，observe沒有此意。

(4)watch還有“照料”之意，相當于takecareof，也可意為“當心”，相當于becarefulwith，payattentionto，observe沒有此意。

①Shehasobservedthestarsanherlife.她一生都在觀察星星。②Theywereobservedenteringthebankat8:32.他們被看到在8:32進了銀行。③Theywatchedthegameswhilesittingunderthetrees.他們坐在樹下看比賽。④Shewatchedthetrainuntilitdisappearedfromsight.她一直看著火車消失在視線之外。⑤Illwatchthebabywhileyouareaway.你不在時由我照料嬰兒。⑥YoudbetterwatchSmith;Ithinkheisathief.你最好當心史密斯，我想他是個賊。⑦Watchthatthemilkdoesntboilover.注意別讓牛奶煮溢了。⑧WatchwhatIdo，thendothesame.好好看我怎么做，然后照著做。

19.Thescientiststestthetheorytoseeifitmatcheswhattheyhaveseen…科學(xué)家要檢驗該理論，看它是否跟他們所講的東西一致…(p.4Reading第二段第3行)

matchvt.vi.(使)相配；(使)相稱；使較量；是……的對手①Thecurtainsdontmatchthepaint.窗簾與油漆(顏色)不相配。②Theseglovesdonotmatch.這些手套不相配。③Noonecanmatchherintennis.在網(wǎng)球方面無人能與她匹敵。④Imreadytomatchmystrengthwith/againstyours.我愿意和你較量一下。

match；suit；fit

match多指大小、色調(diào)、形狀、性質(zhì)等方面的搭配。

suit多指合乎需要、口．味、性格、條件、地位等。

fit多指大小、形式合適。①Doesthetimesuityou?這個時間對你合適嗎?②Nodishsuitsalltastes.沒有合乎人人口味的菜。③Thenewcoatfitsmewell.這件新衣服我穿著大小合適。④Trythenewkeyandseeifitfits(thekeyhole).試試新配的鑰匙，看看是否合適(與鎖眼是否吻合)。

20.WhatisitthatHawkingdoesntlikeabouthisspeechcomputer?對于他講話的計算機，霍金不喜歡的是什么?(p.4PostReadingEx.2No.3)

本句為強調(diào)句式，是疑問形式的強調(diào)句，其變化過程如下:Hawkingdoesntliketheaccentabout...→ItistheaccentthatHawkingdoesntlike;

Whenisitthat...?/Whyisitthat...?/Howisitthat...?/Whoisitthat...?①WhenwasitthathemovedtoAmerica?他是什么時候搬到美國去的?②Whyisitthatyoulooksounhappy?你為什么這么不高興?③Howwasitthatshegotlostinsuchasmallplace?她怎么會在這么個小地方迷路了呢?④Whowasitthatinterviewedyouyesterday?昨天到底是誰給你面試的?

SectionIII詞匯、語法、綜合技能

21.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthisworld。buttherearethingswecanlearnfromthebestminds．對這個世界造成影響的不一定是大科學(xué)家，但我們可以從最有智慧的人那兒學(xué)到一些東西。(p.7IntegratingSkills第一段第1行)

makeadifference產(chǎn)生差別，造成影響，起重作用①Itmakesadifferencewhichyouchoose.你選擇哪一個，事關(guān)重大。②Yoursupportwillcertainlymakeadifferenceinourcause.你的支持當然會在我們的事業(yè)中發(fā)揮重要作用。

difference前也可用no，some，much，little等修飾。如:①Itmakesnodifferencetomewhetherhegoesornot.不管他去或是不去，對我都沒有影響。②Theysaythatitdoesntmakeanydifferencemybeingthere.他們說我在那兒不會有什么差別。③Asadayortwomakeslittledifference,wewillstarttogetherthismorning.因為一兩天的時間差別不大，我們要在今上午一起出發(fā)。

makeadifferencebetween意為“區(qū)分，對……不同對待”。Weshouldmakeadifferencebetweenrightandwrong.我們應(yīng)該區(qū)分對錯。

22.GreatscientistslikeStephenHawkingalwayswanttoknowmore.Theyareneversatisfiedwithasimpleanswerandarealwayslookingfornewquestions.像史蒂芬·霍金這樣的大科學(xué)家總是想了解得更多。他們從不滿足于一個簡單的答案，而是總是在尋找新的問題。(p.7IntegratingSkills第一段第3行)

besatisfiedwith對……表示滿足或滿意①Iwasnotsatisfiedwiththeresult.我對那個結(jié)果到不滿意。②Youvedonewellatschool.Imverysatisfiedwithyou.你在學(xué)校干得不錯，我對你很滿意。

besatisfiedtodo對做……感到滿意Hewassatisfiedtowintherace.他對贏得賽跑感到滿意。

satisfyvt.滿足，使?jié)M意;satisfying=satisfactoryadj.令人滿意的;satisfiedadj.感到滿意的;satisfactionn.滿足，滿意

23.TheItalianastronomerGalileowassocuriousthatusedamicroscopeandatelescopeinordertobeabletotakeacloserlookatthingsgreatandsmall.意大利天文學(xué)家伽利略·伽利萊如此好奇，所以他使用望遠鏡和顯微鏡以便對不論大小事物都能更仔細地觀察。(p.7IntegratingSkills第一段第4行)

(1)curiousadj.好奇的；好求知的；愛打聽隱私的(與about連用)Childrenarenaturallycuriousabouteverythingaroundthem.小孩子對周遭的每件事感到好奇是很自然的。

becurious+todo極想做…;becurious+wh-對……有興趣;Itiscurious+that...……是奇怪的①Imcurioustoknowwhatiswritteninhisletter.我極想知道他在信中寫了些什么。②Imcurioushowhewilldoit.我很想知道他如何處理那件事。③Itiscuriousthatheshouldhavefailedtowintherace.他竟然沒贏得比賽，真是奇怪。

curiouslyadv.好奇地；奇怪地/curiosityn.好奇心；愛打聽他人之事

(2)takealookat意為“看”，look前可加形容詞。如:①Hetookanotherlookathimselfintheglass.他又照了照鏡子。②Pleasetakeacarefullookatthismark.請仔細看看這個標記。

takeabath洗澡;takeawalk散步;takearest休息;takeabreak休息(短暫的);takeatrip旅行;takeaphoto照相;takeanexam參加考試;takeavacation度假;takeexercise鍛煉;takeaction采取行動

(3)greatandsmall意為“不管大小”，and連接兩個形容詞作后置定語，可表示“不管……”之意，常用逗號隔開。如:People,youngandold,areallcuriousabouttheincident.不管老幼，人們都對那個事件感到好奇。

24.Byaskingwhy，howandwhatif,curiousmindsfindnewideasandsolutions.通過問為什么，怎樣以及倘使……會如何，好奇的頭腦找到新的思想與辦法。(p.7IntegratingSkills第一段第5行)

whatif意為“倘使……將會怎樣，即使……又有什么要緊”。如:①Whatifaliensshouldinvadetheearth?如果有外星人侵襲地球應(yīng)怎么辦?②Whatifhegetsangry?即使他生氣又有什么關(guān)系?③Whatifshefindsoutthatyouvelostherbook?倘若她弄明白你把她的書丟了怎么辦?

whatif中what可看作whatshouldsb.do(某人該怎么辦)或whatdoesitmatter(有什么要緊)或whatwouldhappen(將會如何)的省略。

25.Ifknowledgeispower,asSirFrancisBaconwrotein1597,thenperhapscreativitycanbedescribedastheabilitytousethatpower.假如像弗朗西斯·培根爵士在1597年寫的名言那樣，知識就是力量，那么創(chuàng)造力也許可以被稱為使用那種力量的能力。(p.7IntegratingSkills第二段第1行)

asSirFrancisBaconwrotein1579是非限制性定語從句，修飾前面的句子，as代指前文的內(nèi)容，在從句中作wrote的賓語。

as；which

(1)as引起的非限制性定語從句位置很靈活，可位于句首、句中或句末，而which引起的非限制性定語從句不能位于句首。

(2)as一般只代表整句話的內(nèi)容，而which既可指代整句話的內(nèi)容，也可指代某一個詞或詞組。

(3)as常常譯為“正如，正像”，具有方式意味，而which則暗含因果關(guān)系。

(4)as與which都在從句中作成分，即主語或賓語、表語。①Shewasquiteright，asHarrysoondiscovered.正如哈利很快就發(fā)現(xiàn)的那樣，她完全正確。②Aseverybodyknows，TaiwanbelongstoChina.大家都知道，臺灣屬于中國。③Taiwan,asisknowntoall,isaninseparablepartofChina.正如人人都知道的那樣，臺灣是中國不可分割的一部分。④Hewaslateforclass,whichmadetheteacherveryangry.他上課遲到了，使得老師很生氣。(因遲到而使老師生氣，暗含因果關(guān)系)⑤Thedeerarefarmedfortheirmeatandfur,whicharethenshippedtomanyothercountries.養(yǎng)鹿是為了肉和毛皮，這些產(chǎn)品運往許多其

他的國家。

26.WhenZhangHeng,theChineseastronomerandgeographer,wantedtodrawamapoftheheavens,hewasntsatisfiedwithasimplepapermap.當中國天文學(xué)家和地理學(xué)家張衡想畫一幅天體地圖時，他對簡單的紙制地圖并不滿意。(p.7IntegratingSkills第二段第4行)

(1)theChineseastronomerandgeographer作同位語。

(2)heavens為heaven的復(fù)數(shù)，表示“天體，天空”。如:thestarryheavens星空;inthewesternheavens在西邊的天空

gotoheaven上天堂，死;aheavenonearth人間天堂;GoodHeavens!糟了!天啊!嘔呀!(表驚愕、哀傷);Heavenknows.天曉得。

27.Wemustalsobelieveinwhatwedo,evenwhenothersdont.甚至在別人不相信我們所做的事時，我們也必須對我們自己做的事滿懷信心。(p.7IntegratingSkills第三段第1行)

believein意為“相信，信任”。

believe;believein：believe表示“認為某事或某物屬實或正確”“相信某人說的話”。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?她說她沒拿那筆錢，你相信(她的話)嗎?③Webelieveinourgovernment.我們信任我們的政府。④DoyoubelieveinGod?你信仰上帝嗎?⑤Ivealwaysbelievedinbeingbroad-minded.我總是主張心胸寬廣。

28.Scientistsmustalsobeintelligentandpatient.科學(xué)家也必須有才智和耐心。(p.8Writing第3點)

(1)intelligent有智力的；聰明的；有理性的；理解力強的①Adolphinisanintelligentanimal.海豚是有智力的動物。②Thegirllooksintelligent.這女孩看起來聰明伶俐。③Thatsanintelligentanswer.那是個聰明的回答。

intelligencen.聰明；智力；情報/intelligentlyadv.聰明地；理智地

(2)patientadj.忍耐的；容忍的；有耐心的(withsb.；ofsth.)①Youshouldbemorepatientwithothers.你應(yīng)該多容忍他人一些。②Hewaspatientofhardships.他能忍受苦難。③Thesearepatientresearches.這些是需要耐性的研究。④Heisapatientworker.他是個勤快的工人。

patientn.病人/impatientadj.沒有耐心的；不耐煩的/patiencen.耐心/patientlyadv.耐心地；能忍受地

1.動詞不定式:動詞不定式可在句中作主語、賓語、表語、定語、狀語、補足語等，但不能作謂語，不定式可有自己的邏輯主語，即forsb.todo。

1)不定式作主語①Todothatsortofthingisfoolish.做那種事真是愚蠢。②ToknowsomethingaboutEnglishisonething;toknowEnglishisquiteanother.懂一點英語是一回事；掌握英語完全是另一回事。

經(jīng)常用形式主語it代替不定式置于主語位置，不定式移至句末。Itwouldbebetterforyoutogothere.你還是去好。

2)不定式作表語①Toseeistobelieve.眼見為實。②Toliveinheartsweleavebehindisnottodie.活在活著的人心里就是不死。

主語是不定式時，表語必須用不定式，而不用-ing形式。

不定式作表語時也常用來表示預(yù)定要發(fā)生的

動作，或未來的可能性或假設(shè)。Allyouhavetodois(to)finishthejobquickly.你要干的事就是盡快把這項工作干完。

當主語部分含有動詞do時，作表語的不定式

可以省略to。

3)不定式作賓語①Freddidnthaveanymoney,sohedecidedtolookforajob.弗雷德沒有錢了，因此他決定找份工作。②Hepromisednottotellanyoneaboutit.他

答應(yīng)不把這事告訴任何人。

以下動詞只能跟不定式作賓語:afford，agree，ask，decide，demand，expect，fail，help，hope，manage，offer，plan，prepare，pretend，promise，refuse，seem，wish等。

4)不定式作定語①Doyouhaveanythingtosay?你有什么要說的嗎?②TherearealotofTVsetstochoosefrom.有許多電視機可供挑選。③Wefoundahousetolivein.我們找到了一所房子住。

不定式作定語時，通常與被修飾的名詞在動賓關(guān)系，所以當不定式的動詞不及物時，應(yīng)加上合適的介詞。

(1)當謂語是一些特定的動詞，如find，give，get，have，need，want等，它們后面的名詞(賓語或表語)可以用不定式修飾。如:①Theygaveusaweektothinktheproblemover.他們給我們一周的時間來仔細考慮這個問題。②Plantsneedroomtospreadtheirrootstogetwaterandtospreadtheirleavestogetsunlight.植物需要空間來伸展它們的根系，以便獲得水分，伸展它們的葉子，以便獲得陽光。

(2)當名詞有特定的定語，如first，last，next，only等序數(shù)詞以及形容詞的最高級修飾時，其后用不定式修飾。①Bettywasthefirst(girl)tocome.蓓蒂是第一個來的(姑娘)。②Heistheonlypersontoknowthetruth.他是惟一了解真相的人。③Frequently,thecheapestplacetoborrowmoneyintheUSisacreditunion.一般地說，在美國借錢，利息最低的地方是信貸會。

(3)一些要求不定式作賓語的動詞轉(zhuǎn)化為名詞后，仍可帶一個不定式作定語。如agreement,attempt,decision,promise,wish,plan行。如:①Shehasagreatwishtotravelaroundtheworld.她有一個周游世界的強烈愿望。②Hemustkeepthepromisetopaywithinamonth.他必須遵守在一個月之內(nèi)償付的允諾。

5)不定式作狀語

(1)不定式作目的狀語①Imustleavenowtogetthereontime.為了按時到達，我必須現(xiàn)在動身。②Toseedistantobjectsclear,manypeoplehavetowearglasses.為了能看清遠處的物體，許多人不得不戴眼鏡。

作目的狀語的不定式前，常加上inorder或soas，但soas不能位于句首。Hespokeloudlysoastobeheard.他高聲說話，以便讓人聽見。

(2)不定式作結(jié)果狀語常用如下結(jié)構(gòu)：so+形容詞／副詞+astodo如此……以致;such(+形容詞)+名詞+astodo如此…以致;enough+名詞+todo足夠……;名詞／形容詞／副詞+enough+todo足夠…;too+形容詞／副詞+todo太…遲到不能…

①Heisnotsostupidastodothat.他還沒有蠢到做那種事。②Imnotsuchafoolastobelievethat.我還沒有傻到會相信這種事。③Theboyisoldenoughtogotoschool.這孩子到了上學(xué)年齡了。④Imtootiredtowalkanyfurthertonight.今晚我太累了，再也不能往前走啦。

不定式短語表示結(jié)果時，常與only連用，暗示一種“意外的結(jié)果”。Hewenttotheseasideonlytobedrowned.他去了海濱，結(jié)果卻溺死在那里。

(3)不定式作原因狀語①Theyjumpedwithjoytohearthenews.聽到這個消息，他們高興得跳了起來。②Thechildrenfelthappytobewiththeirparents.孩子們和父母在一起感到高興。

(4)不定式作方式狀語(常與asif，asthough連用)Heraisedhishandasiftotakeoffhishat.他舉起手來，像是要把帽子摘掉。

(5)不定式修飾作表語或賓語補足語的形容詞。①Imverygladtoseeyouagain.很高興又見到你了。②Theythoughtyouunwillingtotellthetruth.他們認為你不愿說實施。

有時不定式可與主語存在動賓關(guān)系。如:①Englishisnotsodifficulttolearn.英語并不那么難學(xué)。②Sheiseasytogetonwith.她很容易相處。

6)不定式作賓補

(1)動詞+賓語+帶to的動詞不定式具有這種用法的動詞有：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.請允許我向你介紹懷特先生。

(2)表示見解、看法的動詞+賓語+帶to的動詞不定式具有這種用法的動詞有：believe，consider，declare，discover，feel(認為)，find，imagine，judge，suppose，think，understand等。①Wefoundtherumortobetrue.我們發(fā)現(xiàn)這個傳聞是真的。②Iconsiderhimtohavedonewrong.我認為他做錯了。

這類動詞后用作賓補的不定式通常是tobe或tohavedone。

(3)知覺動詞+賓語+不帶to的不定式具有這種用法的動詞有：see，notice，watch，lookat，observe，hear，listento，feel等。①Iheardtheclocktick.我可以聽得到時鐘滴滴答答地走著。②IliketolistentothebirdssingwhenIgetupearlyinthemorning.當我清晨早早起來時，我喜歡聽鳥兒歌唱。

被動語態(tài)中不定式必須帶to。Thechildrenwereseentorundownthestreet.有人看到孩子們沿著街跑了。

(4)使役動詞+賓語+不帶to的不定式具有這種用法的動詞有：make，have，1et。①Dontmakethechildrendosuchheavywork.別讓孩子們干這么重的活。②ShallIhavehimcomehere?我要他到這兒來嗎?

在被動結(jié)構(gòu)中不定式必須帶to，但have一般不用被動。

get也是使役動詞，但它后面作賓補的不定式

總是帶to。IgotMarytolendmesomemoney.我讓瑪麗

借給我一些錢。

(5)表示好惡的動詞+賓語+帶to的不定式具有這種用法的動詞有：dislike，like，prefer，hate，love，want等。①Ilikepeopletotellthetruth.我喜歡人們說實話。②Doyouprefermetodotheworkbymyself?你更愿意我獨自做這項工作嗎?

這類動詞通常不用被動。

(6)動詞短語+賓語+帶to的不定式具有這種用法的詞組有：arrangefor，askfor，callon，counton，dependon，longfor，relyon，waitfor等。①Imwaitingforyoutoreply.我等著你回答。②YoucandependonJacktohelpyou.你可以依靠杰克幫你忙。