UnitOneMakingadifferenceⅠ.Teachingaimsanddemands：1.Topic:Talkaboutscienceandscientists2.Function:describingpeopleanddebatingThat’scorrect.It’sclearthat…Idoubtthat…Thereisnodoubtthat…It’shardtosay.Well,maybe,but…That’strue.What’syouridea?Haveyouthoughtabout…?3.Vocabularyundertakeanalysiswithingravitysimilarparagraphdebatescanboundaryincurableengagepromiseexplorationdisabletheoryseekthat(adv.)misunderstandscientificmethodobservematchpredictastronomercuriousmicroscopetelescopepunishintelligentpatientbesimilartoworkongobybe/getengagedtosb.useupgoonwithdreamofturnoutbesatisfiedwithtakealookattheotherwayroundonfiremakeadifferencebecurioustodosth./aboutsth./that–clause4.GrammarTheinfinitiveusedaspredictive/adverbial/attribute/subject/objectⅡ.TheanalysisoftheteachingmaterialThetopicofthisunitis“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.Languagestudy：Itcontainswordstudyandgrammar.Studentswillhaveabetterknowledgeoftheusesoftheinfinitiveinthispart.8.Integratingskills：Itincludesreadingandwriting.Inthereadingpassage,studentscanlearnaboutcharacteristicsoffivescientistsandtheirscientificspirit.Inthewritingpart,studentsareaskedtowriteaparagraphtodescribeafavouritescientist.9.Tips：UnitOnealsogivesstudentssomeadviceonhowtousethescientificmethodtolearnEnglish.10.checkpoint：Itsumsuptheusesoftheinfinitive.Ⅲ.TeachingarrangementsPeriod1&2:Warmingup,listeningandspeakingPeriod3&4:readingPeriod5:LanguagestudyPeriod6:IntegratingskillsandwritingNotes:1.Amending：Inwarmingup,it’stooabstractforthestudentstotalkaboutthequotes,sowedealwithitasaunittasktothestudentsattheverybeginning―makeupacolumnaboutscientistsandtheirquotes.2.Replacement：Inspeaking,thetextgivesthestudentsthedebate:Whichbranchofscienceismoreimportantandusefultooursociety?It’stoodifficultandabstractforthestudentstocarryitout.Thereasonsareasfollows:1)Theirvocabularyisnotlargeenough.2)It’stoodifficulttodivideeachbranchofscienceinourdailylife.Infact,eachbranchcan’tbedividedfromtheothers.Onlybycombini...
