Unit1Makingadifference..docVIP

Teaching Plan of Unit 1 Making a difference Tasks which should be achieved in this unit: a. Achieve language skills and related knowledge about the topic of science and scientist; b. Learn to use the following sentence structures: That’s correct /true. There is no doubt that …… It’s clear that….. It’s hard to say. I doubt that … … Well, maybe, but … … What’s your idea ? Have you thought about … … c. Vocabulary in this unit: undertake, analysis, obvious, within, agriculture, gravity, debate, biologist, scan, boundary, promising, graduate, disable, theory, seek, misunderstand, scientific, observe, observation, match, predict, unhappiness, astronomer, curious, microscope, telescope, heaven, punish, intelligent, patient, experiment. d. Useful expressions: work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,etc. e. Grammar: the infinitive some examples for you to illustrate its usages: It’s important to learn a foreign language well. Nothing in the world is to be feared. It’s hard to say. He offered to help us. He usually has a lot of work to do on Sundays. We eat to live , but we don’t live to eat. In order to catch up with his classmates, he worked even harder. He traveled around the world to give lectures. To explain what they have seen, they built a theory about how things happen and the causes and effects. Hawking explains what it means to be a scientist and how science works. Readers are pleased and surprised to find that a scientist could write about his work in a way that ordinary people could understand. Do you have anything more to say for yourself? Warming up Activities: 1. Introduce the persons you visited during the summer holiday; 2.Collect the names of as many famous scientists as you know and expl