优品课件之Makingadifference(TheFourthPeriod)

1、优品课件 Making a differe nee(The Fourth Period ) The Fourth Period Teaching Aims: 1. Revise the Ianguage points and grammar the Infinitive in this unit. 2. Learn and master the following phrases: take a look at, what if, the other way around 3. Do some reading and writing practice to improve the studen

2、ts integrating skills 4 Learn how to write a descriptive paragraph. Teaching Important Points: 1. Improve the stude nts in tegrat ing skills. 2. Help the stude nts write a descriptive paragraph. Teaching Difficult Points: 1. How to held the students understand the passage better. 2. Howto help the s

3、tude nts lear n to write a descriptive paragraph Teachi ng Methods: 1. Doing exercises to revise what weve learnt before. 2. Ask in g-a nd-a nsweri ng activity to go through the readi ng material. 3. Discussi on to help the stude nts un dersta nd the passage better. 4. In dividual, pair or group wor

4、k to makeevery student work in class. Teaching Aids: 1. a projector 2. a tape recorder 3. the blackboard Teachi ng Procedures: Step I Greetings Greet the whole class as usual StepII Revision T: Yesterday we lear ned the grammar the Infin itive. We know that the infinitive can be used as the subject,

5、 object, adverbial and so on. Now lets do some exercises to see if you have mastered them well eno ugh. Look at the scree n. (Show the following on the screen.) Tell the function of the underlined part in each senten ce. l. (1) To lear n about the uni verse, you n eed (2) to have a telescope (3)to o

6、bserve the stars with. 2. It takes time (4) to know a man. 3 Please remember (5)to bring me a book. 4. Ive 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. If there is

7、any question, teacher can explain it to them.) Suggested an swers: Subject: (4) (8) Object: (2) (5) Attribute:(6) Adverbial: ( 1 ) T: Lets do ano ther exercise. Fill in the blanks, using the Infinitive. (Show the following on the screen.) l. The goal of Stephen Hawkings re search is to and to is his

8、 biggest dream. 2. The doctor thought he only had three more years to , which turned out 3. We took a taxi to We hurried there, only to We were un happy to 4. He studied hard to . 5. Lunch is reading. Let s stop to . (Teacher asks the students to finish the exercise within three minutes. The n teach

9、er collects the an swers.) Suggested an swers: 1. discover n ature of the uni verse; get married 2. live; be wrong 3. catch the train; find the train had gone; miss the train 4. pass the exam in ati on 5. have lunch T: Well done. So much for grammar revision. Now lets revise the useful expressions i

10、n this unit together. (Show the expressions on the screen.) Tell me their Chin ese meanings one by one. work on, be en gaged to, go by, turn out, dream of, go on with, use up T: Now lets do an exercise to see whether you have mastered them well. Complete the sen ten ces by filli ng in the bla nks wi

11、th the right phrases weve revised just now. (Show the sen ten ces on the scree n.) 1. He one day beco ming a famous violi ni st. 2. Tom Ann. 3. Two weeks slowly . 4. His suggesti on to be a good one. 5. He his ink. 6. If we dont finish painting the room today, we can it tomorrow. 7. He a novel. (A m

12、omentlater, check the answers with the whole class. ) Suggested answers: 1. dreams of 2. is engaged to 2. went by 4. tur ned out 5. has used up 6. go on with 7. is working on Step 皿 Reading T: There were manyscientistsin the world in the past, whose discoveries and inventions can help us understand

13、the world better. Can you say out the names of somescientistsand their discoveries? Ss: Yes. Elbert Einstein (the Theory of Relativity); Maria Curie (Radium, Polonium) (Teacher collects the n ames and discoveries or inven ti ons of the scie ntistsand says the follow in g.) T:Do you know why and how

14、they made these importa nt discoveries or inven ti ons? (Ss: No.) OK. Today we are going to read a passage. It will tell us what makes the scie ntists make their discoveries. Before we read it, well lear n some new words in this period. (Teacher deals with the newwords.) T: OK. ()pen your books. Tur

15、n to Page7. I ll give you four minutes to read the passage quickly and then answer some questions on the screen. Do it as fast as possible and write your answers on a piece of paper. I ll collect the first three pieces. (Teacher shows the scree n.) An swer the following questions: 1. Whats the chara

16、cteristic of Galileo Galilei? 2. Why could Stephen Hawking make: contributions to science work? 3. What can be described as the ability to use knowledge? 4. Whats the most important thing if we want to make a differe nce? 5. How can we hope to reach our goals and truly makea difference?(Teacher coll

17、ects the first three pieces of the an swers, checks them and gives them back to the stude nts. Then ask the stude nts to an swer the questi ons one by one) Suggested answers: 1. He was very curious and creative. By ask ing why, how and what if, curious minds find new ideas and solutions.2. Because S

18、tephen Hawking are never satisfied with a simple an swer and are always look ing for new questi ons. And he always want to know more. 3. Creativity can be described as the ability to use knowledge. 4. If we want to makea difference, perhaps the most important thing is to find something that we like

19、to do and that we are good at. 5. Only by discovering what we do best can we hope to reach our goals and truly make a difference. T: Now look at the screen. I ll explain some expressions and sentence structures to you so that you can use them freely. Please listen to mecarefully. (Show the following

20、 on the scree n.) I . Expressions : 1. take a look at e. g. Lets take a look at your new car. 2. what if e. g. What if it rains while we are along way from shelter? 3. the other way round e. g. I was accused of steali ng money from her but in fact it was the other way ro und. II .Sentence Structures

21、: 1.it was only later that the world recog ni zed his great ness. e. g. It was because of his ill ness that he was abse nt from the meeti ng. 2.only by discovering what we do best can we hope to reach our goals and truly makea differenee, e. g. Only then did they realize their mistakes. T: Do you ha

22、ve anything else you dont understand? If you have, please tell me. I llbe glad to explain them to you. (Teacher an swers the questio ns asked by the students.) Step IV Listening and Discussion T: Lets listen to the tape. WhenI play it for the first time, just listen to it. When I play it for the sec

23、ond time, please listen and repeat. Then read the text aloud. Are you clear? Ss: Yes. (Teacher plays the tape for the students to listen. Then the students read the passage. After that, the teacher shows the screen and lets the students have a discussion.)Discuss the following questions: 1. Of all t

24、he characteristics mentioned in the passage, which do you thi nk is the most importa nt? Why? 2. What do great scientists like Stephen Hawking, Galileo Galilei and zhang Heng have in Common? Find out more about them and how they work and think. Use the questions below to get started. What is the sci

25、e ntific spirit? How do scie ntists solve problems? How do scie ntists make a differe nee? What can we lear n from great scie ntists? T: Please discuss the questi ons on the scree n. Do it in pairs or groups. Youre give n four minu tes to prepare. After that r II ask some of you to report your resul

26、ts of the discussi on. Are you clear? Ss: Y es. T: Now, beg in. (Four mi nu tes later, teacher collects the results of their discussion.) T: Which group would like to give your answer to the first question? S: (One of the stude nts sta nds up.) Being creative, I thi nk, is the most importa nt. Becau

27、se scie ntists can make new discoveries by using their imagination all the time. (Another stude nt sta nds up. ) S: I think being curious is the most importa nt. On ly whe n some on eis curious about someth ing can be come up with new ideas. (Teacher asks the stude nts to report the results of the s

28、ec ond questi on. The stude nts Ray have various an swers. Then let the stude nts write a short passage about their discussi on after class. Teacher may ask some stude nts to read their passages in the n ext class. ) Step V Writ ing T: Who is your favourite scie ntist? (The stude nts may have differ

29、e nt an swers. ) T: Now were going to write a paragraph to describe your favourite scie ntist. Before you write, you should think carefully 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 interes

30、ting 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 out

31、line of the passage. When you write your passage, the ideas, words and expressi ons on the blackboard may help you to describe a great scientist. (Bb: A good scientist must be curious and careful. Great scientistsuse their creativity and imagination to come up with new ideas. She used a model to sol

32、ve the problem.) One possible vers ion: My favourite scie ntist is Darwin, who was born in 1809 at Shrewsbury. Darwin was a famous British naturalist. His great contribution to science was the theory of evoluti on. He developed his theory after years of observati on and through nu merous scie ntific

33、 experime nts. In his theory, he declared that differe nt types of liv ing creatures on the earth had not bee n created sudde nly but had bee n develop ing over thousa nds of millio ns of years. He believed that the survival of the fittest was the law in the struggle of life on earth. His ideas were not imaginative.