TeachingPlanofUnit1

Makingadifference

Taskswhichshouldbeachievedinthisunit:

;

:

That’scorrect/true.

Thereisnodoubtthat……

It’sclearthat…..

It’shardtosay.

Idoubtthat……

Well,maybe,but……

What’syouridea?

Haveyouthoughtabout……

:

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.

:

workon,goby,be/getengagedtosb.,goonwith,dreamof,turnout,takealookat,whatif,theotherwayaround,hopefor,infact,inthe1970s,meantodosth.,accordingto,believein,anumberof,testthetheory,useup,inorderto,searchfor,.,etc.

:

theinfinitive

someexamplesforyoutoillustrateitsusages:

It’simportanttolearnaforeignlanguagewell.

Nothingintheworldistobefeared.

It’shardtosay.

Heofferedtohelpus.

HeusuallyhasalotofworktodoonSundays.

Weeattolive,butwedon’tlivetoeat.

Inordertocatchupwithhisclassmates,heworkedevenharder.

Hetraveledaroundtheworldtogivelectures.

Toexplainwhattheyhaveseen,theybuiltatheoryabouthowthingshappenandthecausesandeffects.

Hawkingexplainswhatitmeanstobeascientistandhowscienceworks.

Readersarepleasedandsurprisedtofindthatascientistcouldwriteabouthisworkinawaythatordinarypeoplecouldunderstand.

Doyouhaveanythingmoretosayforyourself?

Warmingup

Activities:;

.

(thefollowingquestionsmayhelpyouinthediscussion:Whoishe/she?Whatishe/she?

Whatdoes/didhedoinhislife?)

Listening:

Aim:tointegratelistening

Makeyourstudentsclearaboutthetasksfirst,andtellthemwhattheyshoulddoafterfinishingthetape.

Playthetapeonceagainifnecessary.

Discussingtheanswersbygroupwork.

Checktheanswers.

Finishingthelisteningtasksintheworkbook.

Speaking:

Encourageyourstudentstobebraveenoughtopractice,andguidethemtofinishthespeakingtaskintheworkbook..

Allowthem10minutesormoretodogroupwork.

Askeverygrouptomakeoneortwosentencesusingthewordsrepresent/branch/debate

Pre-reading:questions:

HaveyoueverheardofHawking?

Howmuchdoyouknowabouthim?

Reading:

Skimthetextquicklyandanswerthequestions:

Readthestoryslowlyforinformationandanswertrue/falseexercise.

Discussioningroupoffourorsix:

WhatcanwelearnfromtheexperienceofHawking?

Writing:

Askstudentstodevelopwhattheyhavediscussedintoapassageofabout100words.

Tipsforwriting:

Theinstructionshelpstudentstointegratewritingskills.

Writecreativelysoyouendthestoryinaninterestingstyle(forexample:funny,sadorhappy)

Usecorrecttensesandsentencestructure

Payattentiontopunctuation

Checkyourworkformistakes

Pairactivity:Improvewritingbyexamineeachother’sworkandgiveadvice.

Languagestudy:

Askstudentstostudythefollowingsentencesandtrytogetthemeaningofthesentences,encouragingthemtouseadictionaryifnecessary.

Thecoupleusedupalltheirmoneytoseektheir5-year-oldson,whogotlostmonthsago.

ThepoliceletthemangoaftertheyfoundoutthathisDNAfingerprintdidn’tmatchwhattheyhadgotfromthecrimescene.

Askstudentstomakesimilarsentencestoconsolidatetheirwork.

Grammar:

Givesomeexamplestostudentsandaskthemtostudytheusageoftheinfinitive:

It’simportanttolearnaforeignlanguagewell.Usedassubject

Heofferedtohelpus.Usedasobject

HeusuallyhasalotofworktodoonSundays.Usedasattributive

Weeattolive,butwedon’tlivetoeat.Usedasadverbial

Hewarnedusnottogooutatnight.Usedasobjectsupplementary

Whathewantstodoisearnhisownbread.Usedaspredictive

Askthemtomakeasmanysentencesastheycan,usingtheinfinitive.

Integratingskills:

Aims:improvereadingandwritingskills.

Explainsomeimportantsentencesandhelpstudentstosolveproblemstheymetduringthecourseofstudyingthisuni