Lesson Plan for Unit 2Nobel Prize Winners.docx

Lesson Plan for Unit 2Nobel Prize Winners.docx

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LessonPlanforUnit2NobelPrizeWinners

LessonPlanforUnit2—NobelPrizeWinners

Objectives:

1.Languageskills

（i）terminalobjectives:

Studentswillbeableto:

--talkaboutNobelPrizesandtheirwinners

--understandthetworeadingpassages

（ii）enablingobjectives:

Studentswill

--listentheLeadinpartandfillinthemissingwords

--talkaboutNobelPrizesandtheirwinners

--readthedialoguesamplestoprepareforcommunicativetask

--completethecommunicativetask

--scanpassageAandpassageBforspecificinformation

--skimpassageAandpassageBformainidea

--readthepassagesthoroughlyandorganizeinformationinitbywritingagist

--doLanguageFocustoconsolidatethelearning

--doTalkAboutItandWriteAboutIttofurtherunderstandthepassage

--practiceonthepracticalwritingofanawardcertificate

--focusonCultureSalonaboutAlfredNobel

2.learningstrategies：

studentswilluse:

（i）Cognitive

Studentswill

--usepriorknowledgetotalkabout

--reorganizedatafrompassagesinpractice

--usecontexttodeducethemeaningofwords]

--recognizeandusepatternsintheformationofcompoundandcomplexsentences

（ii）Socio-affective

Studentswillworkcooperativelyinpairsandgroups.

Procedure:

1.Transitionandwarm-up[10minutes]

TellthestudentsthatyouwillbeleadinganintegratedlessononNobelPrizesandtheirwinners

AskforvolunteerstolisttheNobelPrizewinnerstheyknow

AskthestudentsfortherelatedinformationofNobelPrizesandvisitculturesalon.

DotheListenandTalkExercises

2.Pre-readingactivities[10minutes]

AskastudenttoreadaloudthequestionsinpassageA–Thinkaboutit

Asksomestudentstodiscussthesequestions

Commentstudentsresponsesaftertheyhaveansweredthesequestions,encouragingandenlighteningstudents’thinkingandexpressing

3.Scanning[15minutes]

--Explaintothestudentsthatthetextforthisreadinglessonisapieceofnarration.Theywillbeginbyscanningthepassageforcertainspecificpiecesofinformation,justastheywouldscananewspaperarticleorastorybeforetheystartreading.

--Askforavolunteertoguessthemeaningofthetitle"Einstein’sCompass"

--Askanotherfordifferentideas

--Askthestudentswhethertheyneeddefinitionsforanyotherwordsusedinquestions.

--Trytoelicitdefinitionsofthenewvocabularyfromstudents.

--Callonstudentsforanswerstothequestionslistedinpage36“ReadandThink”No.2exerciseandputtheanswersonthecomputerscreen.

--Askformorequestionsconcerningthegeneralunderstandingofthepassage.

4.Skimming[15minutes]

--Drawthestudents'attentiontothequestionsonpage36“ReadandThink”No.3exercise

--Askforvolunteerstosharetheirresponsestothequestion.

--Nowaskthestudentstoskimthepassagequicklyandanswerthenextquestionandsoon.

5.Readingfordetails[30minutes]

--Assurethestudentsthattheydonothavetounderstandeverywordinthepassage.Understandtheirmeaningthroughcontext.

--Givethestudents8minutestofindthedifficultpoints

--Circulatequicklythroughouttheclassroomtomakesurethateveryoneunderstandsthetask,thenreturntohelpstudentswhoarehavingdifficulty.

--Enliststudentswhofinishquicklytohelpthosehavingproblems.

6.Discussionandclosureactivity[10minutes]

--Discusstheendofthepassageanditsextendedmeaning

--Askforavolunteertosummarizethepassage

--Givethestudents5minutestodiscussthequestionsintheirsmallgroups.

7.Homework[5minutes]

--RemindthestudentsthethemeoftheunitA--Einstein’sCompass

--Requirethestudentstoreadthepassagealoudtwice

--Remindthestudentsthatyouwillbecollectingtheirwrittenworknexttime

8.Evaluation[5minutes]

--Collectthestudents'homeworkatthebeginningofthenextclass.

--Commentongoodpointsandalsoimproperpointinstudents’works

Relatedinformation:

AlbertEinstein-Scientist,Humanist,Jew

AlbertEinsteinisundoubtedlyoneofthemostfascinatingandinfluentialfiguresofthemodernera.Asapreeminentphysicist,heradicallytransformedourunderstandingoftheuniverse.Asanardent热心的humanist,hetookanactiveandoutspokenstanceonthesignificantpoliticalandsocialissuesofhistime.AsacommittedJew,headvocatedadistinctivemoralrolefortheJewishpeople.

AlbertEinstein'scontributiontomodernphysicsissimplyunique.Hisscientificcareerwasaconstantquestfortheuniversalandimmutablelaws,whichgovernthephysicalworld.Histheoriesspannedthefundamentalquestionsofnature,fromtheverylargetotheverysmall,fromthecosmostosub-atomicparticles.Heoverturnedtheestablishedconceptsoftimeandspace,energyandmatter.Einsteinplayedacrucialroleinestablishingthetwopillarsof20thcenturyphysics:

hewasthefatherofthetheoryofrelativityandamajorcontributortoquantumtheory.

SciencewasAlbertEinstein'sfirstlove,yethealwaysfoundtimetodevotetirelesseffortstopoliticalcausesclosetohisheart.Hisardenthumanismledhimtostriveforpeace,freedomandsocialjustice.TheyoungEinsteinfoundtheauthoritarianismandmilitarismoftheGermaneducationalsystemprofoundlydisturbing.ThevirulentnationalismandbrutalityoftheFirstWorldWarservedtoconfirmEinstein'spacifistandinternationalistconvictions.

Throughouthislife,AlbertEinsteinfeltacloseaffinitywiththeJewishpeople.EinsteindefinedJudaismasaculturewithasharedhistoricalpastandcommonethicalvaluesratherthanasaninstitutionalizedreligion.ForhimthemainvaluesofJudaismwereintellectualaspirationandthepursuitofsocialjustice.LikeSpinoza,hedidnotbelieveinapersonalgod,butthatthedivinerevealsitselfinthephysicalworld.EinsteinsupportedthecreationofahomelandfortheJewsinPalestine.However,hestipulatedthatanysolutionoftheArab-Jewishconflicthadtobebasedonmutualunderstandingandconsent.

WasEinstein'sBrainDifferent?

Ofcourseitwas—people'sbrainsareasdifferentastheirfaces.InhislifetimemanywonderediftherewasanythingespeciallydifferentinEinstein's.Heinsistedthatonhisdeathhisbrainbemadeavailableforresearch.WhenEinsteindiedin1955,pathologistThomasHarveyquicklypreservedthebrainandmadesamplesandsections.Hereportedthathecouldseenothingunusual.Thevariationswerewithintherangeofnormalhumanvariations.Therethematterresteduntil1999.InspectingsamplesthatHarveyhadcarefullypreserved,SandraF.WitelsonandcolleaguesdiscoveredthatEinstein'sbrainlackedaparticularsmallwrinkle（theparietaloperculum）颅顶盖thatmostpeoplehave.Perhapsincompensation,otherregionsoneachsidewereabitenlarged—theinferiorparietallobes.突出Theseregionsareknowntohavesomethingtodowithvisualimageryandmathematicalthinking.ThusEinsteinwasapparentlybetterequippedthanmostpeopleforacertaintypeofthinking.Yetothersofhisdaywereprobablyatleastaswellequipped—HenriPoincaréandDavidHilbert,forexample,wereformidablevisualandmathematicalthinkers,bothwereonthetrailofrelativity,yetEinsteingotfaraheadofthem.Whathedidwithhisbraindependedonthenurturingoffamilyandfriends,asolidGermanandSwisseducation,andhisownboldpersonality.

Euclideanplanegeometry（欧几里得平面几何）:

Abranchofgeometrydealingwiththepropertiesofflatsurfacesandofplanarfigures,suchasthetriangleorthecircle.GreekmathematicianEuclidfirststudiedthesubjectinthe4thcenturyBC.

LanguagePoints:

1．Theymighthavethoughthimslow,buttherewassomethingelseevident.

2．

Iftherehadbeennootherevidence,theymighthavethoughthimslow（notquicktolearn）.

2．TheinvisibleforcethatguidedthecompassneedlewasevidencetoAlbertthattherewasmoretoourworldthatmeetstheeye.

TheinvisibleforcethatguidedthecompassneedlemadeAlbertbelievethattherewerethingswecouldn’tsee.

3．It’snotthatI’msosmart,it’sjustthatIstaywithproblemslonger.

IcandothisnotbecauseI’mverysmart,butbecauseIammorepersistentatthinkingovertheproblems.

“that”isaconjunctionintroducingclauseofreasonthatcanbereplacedbybecause.

4.IwanttoknowhowGodcreatedthisworld...IwanttoknowHisthoughts;therestaredetails.

5.

我想知道上帝是怎样创造世界的……我想知道他的思路；其余的就都是细枝末节了。

Wordsandphrases:

evidenta.easilyseenorunderstood;obvious

✧Thethreatofinflationisalreadyevidentinbondprices.

✧Theaudiencewaitedwithevidentexcitementfortheperformancetobegin.

c.fapparent,clear,evident,obvious,visible

apparent,clear,evident,obvious,visible都含有一定的"明显"之意

apparent显然明白的,表面上的;常用来修饰容易看见或认识的事物

clear普通用语,凡听清、看清或易于理解的东西都可以用

evident指以事实为根据,加以推理就很明显,多用于抽象事物和推理,如事实、错误、成功等

obvious指极为明显,一目了然,不用多说就能清楚的东西

visible显著的,明显的,可看见的

以上词语,在某些时候可以互换,并无非常明显的界限.

Exercises:

1.Everyonepresentranoutforno____reason.在场的每个人都莫名其妙地跑掉了.

A.apparentB.otherC.absurdD.strange

2.Itis（quite）____thathetookthewrongpath.很显然,他走错了道.

A.apparentB.evidentC.stupidD.absurd

3.Tomwasnowherein____.到处都看不到汤姆.

A.appearanceB.evidenceC.obviosityD.vision

4.Itis____thattwoandtwomakefour.二加二等于四,那是明明白白的.（Itisobviousthat...）

A.apparentB.evidentC.obviousD.visible

5.Hetalkedtothecustomerwith____impatience.他和顾客谈话时显然不耐烦的样子。

A.evidentB.clearC.muchD.visible

6.Itis____（that）youhavebeencheated.明白得很,你已受骗了.

A.clearB.apparentC.regretfulD.ignorant

1.Everyonepresentranoutforno__A__reason.在场的每个人都莫名其妙地跑掉了.

A.apparentB.otherC.absurdD.strange

2.Itis（quite）__B__thathetookthewrongpath.很显然,他走错了道.（本题选用obvious也是