必修三Unit4Astronomy period3
人教新课标高一英语必修三教案：Unit4Astronomy全单元.docx
Unit 4 Astronomy: The Science of The StarsTeaching aims:1.Enable students to improve their listening skills and reading ability.2.Enable students to understand the development of gravity and how gravityaffects us in different times and places.3.Arouse students ’ interest to search for the mystery of space.Emphasis:1.Words and expressions: gravity, float, cheer up, now that, break out, etc2.Astronomic knowledge like gravity and black hole.Difficulties:1.Help the students to understand the development of gravity.2.Help the students to know how gravity influences us.Teaching methods:skimming, scanning, discussing.Teaching aids: tape recorder, a projector and a computer.Teaching procedures:Period one ReadingStep 1. PresentationT:Hello, everyone!odayT we ’ ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from? Or we can say: Who are our ancestors?S1: Monkeys!S2: Beijing Ren who lived many years ago.S3: Reptiles.S4: Mammals.S5: Amphibians.S6: Dinosaurs.T: Very good! Can you put them in right order?S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.T:Do you know what it was like before life appeared on earth?S8: It was full of water, perhaps.T: Before that, what was it like?S9: Sorry, I don’ t know.T: Do you want to get more information? Today we’ ll learn something about How Life Began the Earth. Turn to Page 25. Let’ s come to Warming up first.Step 2. Warming up1.Read the three questions, while the students listen and follow.2.Give the Ss several minutes to discuss the questions.3.Collect answers from the whole class.4.Check the answers while discussing.T:I ’ ll read the three questions for you. You should listen to me carefully. (If students don howto discuss, show them an example.) For example, medicine. When someone gets seriousillness, he will go to the hospital. The doctor will examine him. He will take his temperature, measurehis blood pressureand give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used?S1: Biology.S2: Chemistry.T:So we can say medicinecombinesbiologyand chemistry.What aboutbiochemistryand geophysics?S3: I think biochemistry combines biology and chemistry.S4: Geophysics combines geology and physics.T:What about astronomy?S5: Physics.S6: Mathematics.T:Very good. We should know that astronomy is a multidisciplinary subject and if we want todo some researchon it, we shouldknow many sciencesubjectsrelatedto it. Now discussthesecond question:Whatdo we mean when we say we are studying a subject scientifically? Or what’ s t attitude towards science?S7: We should be objective, not superstitious.T: What ’ s the correct way to prove a scientific idea?S8: We should design experiments to test it for several times.S9: Then we can analyze the results and draw a conclusion at last.T:Let ’ s sum up the answers. To study a subject scientifically, we must try to be objective. Inorder to test our idea, we shoulddesign experiments,then analyzethe results and draw a conclusion. Now let’ s talk about the third question.What are the most important skills we need to be real scientists?S10: We should be very careful.S11: Be objective and logical.S12: We should be wise enough to design an experiment and write the reports clearly.S13: We should be able to draw conclusions from the experiments and not imposeconclusions on the data.T: I think you have done great work. From the discussion we know that it’ s not e scientist. So you should work harder if you want to be a scientist.Step 3. Pre-readingGet the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’ t know any, tell th T:Nowplease look at the slide show. And discuss these questions with your partners. ThenI ask some students to tell us their stories. Are you clear?Ss: Yes, Sir/Madam.1. Do you know each religion or culture has its own ideas about the beginning of the universe? Please give an example if you know.2. Do you know what a scientific idea is?After the Ss ’ discussion, teacher says the following.T:Now who ’ d like to tell us a story? Volunteer!S1: Let me try. In China, we all know that Pangu separates the sky from the earth.T:Can you describe the story in details?S1: Sorry, I can’ t remember clearly.T:Who can? Nobody? Now I ’ ll tell you. Look at the screen.Step 4. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile helpSs thetoform agood habit of reading.Teachergives the Ss a coupleof minutesto look throughthe wholepassage. Tell the Ss to read the text silently and then ask some detailed questions aboutthe text on the slide show with their partners. Teacher shouldencourage the Ss to expresstheir ideas.T: We ’ re going to learn a passage about how life began on the earth. Now let ’ s show. Read the text quickly and find answers to the following questions. Show the questions on the screen.1.What was there on the earth before life could begin?2.Why do scientists think there has never been life on the moon?3.Why did animals first appear in the seas?4.Why did green plants help life to develop?5.Why were mammals different from other animals?T: Now who can answer the first one?S1: Water vapour, carbon dioxide, oxygen, nitrogen and other gases.T: What about the second one?S2: Because there is no water on the moon.T: What about the third one?S3: Because water allowed the earth to dissolve harmful gases into the oceans and seas.T: The fourth one?S4: Becausegreenplants can takecarbondioxidefrom the atmosphereand fill the airwith oxygen.T: What about the last one?S5: They were different because they produced their young from within their bodies.T: Well done! Now turn to Page 26 Comprehending1, I think you may continue to read it againto get more details.SkimmingIn this part, Ss will read the text again and then finish Part1, 2 and 3.T:Now please skim the passage fast to finish Part1. Then we will check the answer.Key to Part1: BCBBT:Skim Paragraph 2, 3 and 4, and finish Part 2 and 3.Key: DBIGEHACFJT:For Part 3, discuss them with your partner.T:Why is it wrong in films and stories to show dinosaurs and people together?S:Because dinosaurs died out long before human beings developed on the earth.T:Do you agree with him?S:Yes.T:What about the answer to the second question?S:They are the cleverest animals because they have larger brains than any other creatures on the earth so far.T:Excellent job! I ’ ll check how much you have learned about the passage. Step 5. ListeningListen to the tape for the students to follow and have further understanding of the passage. T:Read after the tape, then answer me some questions with your book closed.Play the tapeT:How did water come into being on the earth?If one student can’ t answer completely, ask two or three or more students.Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.T:Why is water important on the earth?Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas. T:No.3, finish the following form.1 small plants in2water3 green plants on land4insects(on land)576 forests89Key to the exercise:2.shellfish and all sorts of fish5.amphibian(on land and in water)7.reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)T: That’ s all for this passage. Now let’ s deal with some language points. ExplanationT: Turn to Page 25. Let’ s look at the sentences:1.It exploded loudly with fire and rock, which were in time to produce the water vapour. which leads non-restrictive attributive clause.in time: sooner or later;eventually I ’ ll see him in time.in time (for sth. /to do sth.): not lateShe will be back in time to prepare dinner.in / out of time: in/not in the correct time Theaudience clapped in time to the music.2.Nobody knew that it was going to be different from other planets going around the sun. be different from: not like someone or something else in one or more waysNote: We can use very, much, quite, entirely, totally to modifydifferent City life is quite different from country life.going around the sun is-ing form that serves as attributive.Men breaking the law will be punished.Can you see the girl dancing with your boyfriend?3.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.to come: serves as attributiveShe is the last person to do such a thing.depend on: something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.4. Walking does need a bit of practice now that gravity has changed.now that: because of the fact thatNow that I’ m free, I can enjoy music for a while.Nowthat you’ ve grown up you can decide it yourself.Passage AnalyzingChart of the textHow life began on the earthwater 1 small plants in water2 shellfish and all sorts of fish4 insects (on land)4 insects(on land)5 amphibians (on land and in5 amphibians(on land and inwater)7 reptiles (on land)8 dinosaurs (on land)9 mammals (on land)Text RetellingRetell the text using about 100 words.Step 6. HomeworkRetell the passage according to the form.Remember important language points.3 green plants on land6forests10.small clever animalswith hands and feet11.humanPeriod two Extensive reading Step 1Show some pictures of the astronauts in the spaceStep 2Read the passage and fill in the formStep 3 Language pointsst month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer.He couldn ’ t run quickly enough to catch up with the cat.2. Then we were off.be off = set offI am off today.We are off today.3get close to靠近，接近，指动态变化be close to距 ......近，指状态4.But when I tried to step forward I found I was carried twice as far as on the earth andfell over.1). “ A + be倍数+ + as +形容词原级 + as + B ” .This tree is three times as tall as that one.2).“ A + be倍数+ +形容词比较级+ than + B”The number of students in our school is three times larger than that in theirs.3).“ A + be倍数+ + the +名词(size, length, amount) + of + B”The newly broadened square is four times the size of the previous one.6.We watched, amazed as fire broke out on the outside of the spaceship as theearth increased.break out1)战争爆发2)发生争吵3)(火灾 )发生7.cheer up; cheer sb. up感到高兴振奋8.masses of 许多，大量9.get the hang of熟悉 ,掌握 ,理解10.exhausting (sth); exhausted (sb)Step 4 HomeworkCollect passages about gravity.Prepare for speaking.Period three Language Study Step 1. RevisionTranslate the following sentences1.你迟早会成功的。
人教英语必修三Unit4Astronomythescienceofthestar教案14
Unit 4 Astronomy: the Science of the StarsUsing LanguageObjectivesTo enjoy the passage A VISIT TO THE MOONTo learn to use the language by reading, listening, speaking and writingProceduresStep 1 Listening1.Ask theSs to look at the pictures and exercises and guess what the listening is about.2.Listen to Part1 and 2 of the tape for the first time and choose the best summary of thelistening text.3.Listen to Part1 and 2 again to fill in the coumn of the chart on page304.Check the answers with the whole class.Step 2 Reading1.Ask the students to read the passage quickly and fill in the form. Then check the answer.2.Listen to the tape and imitate the tape. Then practice reading aloud the dialogue with feeling.Step 3 Language points1．explain 短语：explain (sth) to sb 向…..作解释explain (to sb) why/ how/that etc.Would you explain the problem to the class again?Can you explain to me how to make tea?She explained to me that she couldn’t come because she was ill.2．force n1) (u) 力量powerHe didn’t use much force.2)( c) 部队group of men who have powerair force 空军armed force 武装部队v 强迫，迫使I was forced to open the door.区别：force 强调发挥出的力产生的效果; energy 指力量精力和活力；power 有本领权力之意。
必修三Unit4Astronomy全单元课件
Teaching goals 教学目标
a. Enable Ss to talk about the science of the stars. b. Understand the text and answer the following questions:
Unit 4 1111
Astronomy: the science of the stars
The Solar System
The ny comets(彗星)
• other objects
What are the names of the eight planets that circle our sun?
Read Part1 (para1~3) Before life appeared
• How did the earth’s atmosphere form? • Why was the earth different from the other
planets? • What a role the water played in the development
What will our future be if the earth may become too hot for the lives on it?
Teaching methods教学方法
a. Skimming and scanning. b. Asking-and-answering activity to check the Ss’ understanding of the text. c. Individual, pair or group work to finish each task. d. Discussion.
人教版高中英语必修三Unit4Astronomy：thescienceofthestars课文知识点解析
Unit 4 Astronomy：the science of the stars 课文知识点解析Warming UpDiscuss in pairs which science subjects are part of medicine,biochemistry,geophysics or astronomy.分组讨论哪些科学科目是医学，生物化学，地理学或天文学的一部分。
in pairs=two at a time=in twos一次两个，两个一组e.g.Shoes and slippers are sold in pairs.鞋子都是论双卖的。
注意：in+数词/名词（数词/名词以复数形式）e.g.in threes and fours 三三两两的in groups 成群的思维拓展in在这里表示：以……数量/形式、形状等。
e.g.Tourists queue in thousands to see the tomb. 游客数以千计排着队看陵墓。
Reading1.The problem was that the earth became violent because it was not clearwhether the solid shape was to last or not.这一问题变得越来越不确定，因为这一球体形状是否能够维持尚未明朗。
(1)violent adj. 猛烈的；激烈的；强暴的a violent language 激烈的语言a violent storm 猛烈的风暴a violent 猛攻思维拓展violence n.［U］1.暴力，强暴2.猛烈，剧烈，强烈(2)whether...or not... “是……还是……”在这里是主语从句,它还可以引导宾语从句、表语从句、同位语从句和状语从句。
e.g.I don’t know whether he will agree with me.（宾语）我不知道他是否同意我的观点。
人教高中英语必修三unit4-Astronomy教学设计.docx
教学设计基本信息名称Language point执教者课1 时所属教材口录必修三 unit4 Astronomy: the scienceof the stars教材分析木单元的语言技能和知识几乎都围绕“the science of the stars"这一中心话题设计的。
内容上从天文学谈到地球，及去太空旅行的目的，困难和准备。
有一系列的相关单词短语需要掌握。
学情分析学生对本单元的主题不太熟悉，了解的不多，所以要增加这方面的阅读材料，训练阅读能力的同时扩大知识面。
教学目标知识与能力目标可以熟练运用重点单词短语过程与方法目标提高学生参与积极性，让学生在轻松的氛围中完成教学情感态度与价值观冃标了解太空宇宙知识的相关词汇，培养学生对天文学的热爱教学重难点重点考纲要求的重点词语结构的复习运用难点做题方法的训练和语言综合运用能力的提高教学策略与设计说明主要采用任务型教学方法，给学生布置任务让他们自己交流研讨再由老师提问，其他学生进行补充，全班进行补充说明的方法。
这样可以让学生动起来，同吋作为高中学生基本上具有一定的总结分析能力，要让他们在课堂充分动起来。
教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图Stepl. Re vision 1 ask some students to recall theclevelopment of life on the earth.Make summaryabout the text回忆课文phrases1.天文学2•大气层3.太阳系 4.猛烈的5爆炸6固体7及时8表面9有害的10发展11仲展12出席13阻止14依靠new words inthis unit主题及重点单词，可以简单表达关于天文学的观点Step2 Discover ing usefulwords and expressions (8min) 1. Open the book and read the text. Atfirst let students finish theexercise on page 28 • Then checkthe answer with the whole class.This par t isconsolidationof the wordslearnt in thisunit. Ask thestudents to dothe exercisesindividually.培养学生的能力,引出本节课内容。
人教英语必修三Unit4Astronomythescienceofthestar教案3
Unit 4 Astronomy the science of the stars教案（人教版必修3）Period 5Using language: Extensive reading整体设计教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: A VISIT TO THE MOON in Using language on Pages 30-31 and CAUGHT BY A BLACK HOLE in Reading Task on Page 66. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The reading passage A VISIT TO THE MOON is a science fiction story which imagines what it might be like if an astronaut visited the moon. The purpose of science fiction writing is to combine facts with a story to make students interested and excited about travel in space. It is also to stimulate awe and wonder into the vastness of space. As this reading uses the information students have gained from the listening, the teacher can first ask some students to retell the listening text to lead in the topic and then ask students to read the passage and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by t hemselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage CAUGHT BY A BLACK HOLE, it is to continue the above story. The astronomers in the story visit a place in space, which seems impossible for people to reach, the “black hole”. It is to help students imagine what it is like near a “black hole”. Ask students to read through the passage and try to know more about astronomy and gravity.At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition among them.教学重点1. Develop students’ reading skills by extensive reading.2. Let students read and understand the two passages.教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to understand the science fiction stories in this unit.三维目标知识目标1. Get students to learn some useful new words and expressions in this part: spaceship, pull, float, mass, cheer up, now that, break out2. Get students to read the science fiction stories.能力目标1. Develop students’ reading skills by extensive reading and e nable them to learn how to use different reading skills to read different reading materials.2. Have students learn to use the useful new words and expressions correctly.3. Enable students to understand the passages and know more about astronomy and gravity.情感目标1. Stimulate students’ interest in astronomy and space travel.2. Develop students’ s ense of group cooperation and teamwork.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some pairs of students to come to the front and act out their dialogue to review the expressions of giving instructions.3. Have some students talk about Isaac Newton, Albert Einstein and Stephen Hawking as well as their ideas on gravity.→Step 2 Warming upLet students to brainstorm the following questions:What country first sent people into space?How many countries have succeeded in sending people into space so far?Who first landed on the moon?Who is the first Chinese astronaut to go into space?Do you want to visit the moon?→Step 3 Reading1. Ask students to read the passage and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.1) Write down the three ways in which gravity changed for Li Yanping.The way gravity changedLeft the earthIn spaceOn the moonSuggested answers:The way gravity changedLeft the earth The gravity became very strong.In space The gravity disappeared.On the moon The gravity became very light.2) His weight changed three times, too. Now write them down.How his weight changedLeft the earthIn spaceOn the moonSuggested answers:How his weight changedLeft the earth He became very heavy.In space He had no weight and could float around like a feather.On the moon He was about one-sixth of his weight on the earth.2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.Collocations: be lucky enough to do, have a chance, make a trip into space, explain sth. to sb. , the force of gravity, be off, the pull of the earth’s gravity, fall back to the earth, fall to theground, too far from the earth, as if, at all, get close to, cheer up, come on, less than, down the steps, step forward, twice as far as, fall over, a bit of, now that, after a while, get the hang of, break out, on the outside of, be pushed into→Step 4 Important language points1. Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful.在启程以前, 李彦平向我解释说, 在我们的航行中会有三次引力的改变, 而第一次的改变将是最强的。
人教新课标高中英语必修三Unit4Astronomy全单元详细教案
Unit 4 Astronomy: thescience of the starsContents 目录一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析(Analysis of the teaching materials)三、单元预习任务(Pre-unit task）四、教学安排(Teaching arrangements)五、教学步骤(Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)一、教学目标和要求(Teaching aims and demands)根据《英语新课程标准》（实验稿）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1．语言知识（Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词--atmosphere, violent--violence, solid, explode, oxygen, surface, planet, harmful—harm, development—develop, spread, method, presence, telescope, disappointed, force, gradually, float, mass,短语(Phrases and expressions)：the solar system, in time, carbon dioxide, prevent… from, depend on, cheer up, now that, break out,功能(Functions)：学习掌握一些用于陈述问题及给予意见的结构，如：My problem/ trouble is……? The difficulty / question is…My advice/ suggestion is…What I think about it is…Please pay attention to…Make sure you …Watch out for…语法(Grammar)：掌握和运用主语从句。
高中英语必修三Unit4Astronomy阅读,词汇与语法
高中英语必修三Unit4Astronomy阅读,词汇与语法Unit 4Astronomy: the science of the stars Reading Language points GrammarBy Li LiI 教学内容分析本单元的中心话题是“天文学”。
本单元的两篇文章都采用了叙述性文体。
第一篇阅读短文按照时间顺序主要叙述了地球上生命的起源和发展过程。
第二篇阅读短文中作者用第一人称的口吻讲述了他和朋友的登月经历。
可以说本单元科学知识含量较高，更能激发学生的学习兴趣和好奇心。
Warming Up 部分共有两个问题,第一个问题让学生说出八大行星并看图指出各个行星的名称；第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。
在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也一直做着将来能成为科学家的梦。
所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。
Pre-reading 部分也提出了三个问题，主要是让学生区分宗教信仰、文化传统和科学思想之间的不同。
可以以讲故事的方式让学生彼此之间分享一些有关宇宙和地球起源方面的传说或故事，这样既能激活他们的思维也能为阅读部分打下基础。
Reading 部分描写了地球上生命的起源和发展过程，具体写了由于水的形成才使得地球上生命的诞生成为可能。
科学家认为，地球上的生命最初诞生于水中。
数万年后，陆地上才长出了绿色植物，随后出现了陆栖动物和水陆两栖动物。
最初的动物靠孵化繁衍后代，再之后诞生了哺乳动物，人类也随之诞生了。
文章最后讲述的现象发人深省：The earth may become too hot for the lives on it.它关系到地球上生命的未来。
Comprehending 部分通过五个练习题检测学生对本文核心内容的理解。
练习1是对文章结构的分析以及大意的概括；练习2通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程；练习3提出5个小问题，考查学生的深层理解和推断能力；练习4让学生找出文章中出现的连接词，检查学生对文章中句型的熟悉和理解程度，同时还有助于学生在写作方面得到提高；练习5让学生选择一个问题进行回答并向全班汇报，开拓学生的思维并锻炼他们的语言表达能力。
人教版高中英语必修3：unit 4 Astronomy_ the science of star
Unit 4 Astronomy
The science of the stars 关于星星的科学
主讲： 学校：
Solar system On which planet are there
lives at present ?
earth
HOW LIFE BEGAN ON THE EARTH
Age(dinosaur)ended
plant
water
Reptiles Plants
Insects and amphibians
Plants grow on land
Earth (solid globe) atmostphere
Dinosaurs
Mammals (including humans )
The developmnt of the earth
WeChat of the earth
EARTH
The universe bloengagnawgitoh a “Big Bang”
EARTH
Stars aanfdteotrhetrhbeodBieigs wBearnegformed
EARTH
EARTH
Wataesr btheegaenatrothapcpoeoalreodndtohwe enarth
EARTH
PlManilltisonbseogfayneators garfotewr wateirn’s wapapteearrance
EARTH
The age6o5fmdiinlloiosanuyrseeanrdseadgo
FSakstimremaidnigng
What’s the text about?
英语必修三Unit-4-Astronomy课文翻译
HOW LIFE BEGAN ON THE EARTH地球上生命的起源No one knows exactly how the earth began, as it happened so long ago. However, according to a widely accepted theory, the universe began with a "Big Bang" that threw matter in all directions.After that, atoms began to form and combine to create stars and other bodies.没有人确切知道地球是怎么样开始形成的，因为在很早很在以前地球就形成了。
然而，一种普遍为人们所接受的理论是：宇宙起源于一次大爆炸，这次大爆炸将物质投射到四面八方。
然后，原子开始形成并结合成恒星和其他天体。
For several billion years after the "Big Bang", the earth was still just a cloud of dust. What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe. The earth became so violent that it was not clear whether the shape would last or not. It exploded loudly with fire and rock. They were in time to produce carbon, nitrogen, water vapour and other gases, which were to make the earths atmosphere. What is even more important is that as the earth cooled down, water began to appear on its surface.大爆炸后好几十亿年过去了，但地球还只是一团尘埃。
高中英语必修三：Unit4Astronomy_thescienceofthestars―人教标1
Homework
1. Read the passage. 2.Write down the retelling on your
shellfish (贝类) and other fish
plants
insects（昆虫） amphibians (两栖类)
plants
reptiles (爬行类) Human being
dinosaurs mammals
Discourse markers （话语标记） first, next, later, after that, however, finally
First 5. Small plants grew on the water. 6. Shellfish and other fish appeared.
Next 7. Plants began to grow on dry land. 8. Insects and amphibians appeared.
海王星
Neptune
Pangu separates the sky from the earth
The Goddess Nuwa mended the heaven and created human beings
God created the world in seven days
Life first began in the sea on the earth.
Summary 本课小结
A. New words: theory/ globe/ violent/ atmosphere/ unlike/fundamental/ harmful/ chain/ lay eggs/ exit/mammal/ give birth to/ B. Reading skills：
高中英语Unit4全单元教案必修三
Unit 4 Astronomy: the science of starsPeriod 1 Warming up & Pre-readingTeaching aims:1.Learn the new words.2.Talk about the science of starsStep 1 WordsLearn the new words of this unit.Step 2 Warming up & lead in1.Talk about science subjectsT: Good morning/afternoon, everyone. What class do you have today?S1: Maths, English, Chinese, physics, history, and geology.T: What other subjects do you have in school?S2: Computer, chemistry, biology, music, PE, and politics.T: Which is your favourite? Why?S3: My favourite one is …because it’s very interesting/exciting/instructive/…S4: I like …best because …2.Talk about universe and solar systemT: Let’s follow this astronomer to learn about universe. How did the universe come into being? S1: After the “Big Bang”, the universe came into being.T: Do you know the solar system in the universe? What is it made up of?S2:The solar system contains eight planets and many comets and other objects.T: Can you name the eight planets?S3: The Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.T: Which planet do we live on? Can you describe what it looks like?S4: Earth. It supports a variety of life and 70% of the earth is covered with seas or oceans. T: Why does life only exist on the earth?S5: Because there is air and water on the earth.Step 3 Pre-readingGet the students to discuss the questions on page 25 with their partners. Then ask the students to tell their stories. Encourage them to tell different stories, If they don’t know any, tell them some.Read some stories to the students.Pangu separates the sky from the earth;The Biblical Account;India;Japan;Europe;Let them discuss in groups.Step4 Homework1.Review the words of this unit.2.Preview the passage of “Reading”.3.Do page 27 Ex.3.Unit 4 Astronomy: the science of starsPeriod 2 Reading and ComprehendingTeaching Aims: Enable the Ss to say something about astronomyHelp the students to form a good habit of readingCultivate the Ss' awareness of protecting the earth.Teaching Importance: How to improve the Ss'ability to understand how life began on the earthTeaching Methods:Task--based methodTeaching Procedure:Step1. Warming up1.Free talk2.Review the words of Unit 4 by playing chess on the blackboard.Step2 Leading-in1.Talk about some pictures.2.Watch a video and then ask the Ss to put the pictures on the screen into a rightorder.Step3 ReadingTask 1 SkimmingRead the passage quickly and join the main idea for each paragraph.Para.1a)The arrival of humans and their impact on the earthPara.2 b)The development of plants and animals on the earthPara.3 c)A widely accepted theory about the formation of the universePara.4 d)The importance of water for lifePara.5 e)The formation of the earthTask 2 ScanningRead the passage carefully and then fill in the blanks with different kinds of living things.Task 3 Careful Reading:Finish the summary according to the text:After the “big bang”, the earth was still just a cloud of _______,it _______loudly with fire and rock, which were _____ to produce the_________, carbon dioxide and other gases. Then ________ grew. They multiplied and filled the oceans and seas with _____. Many millions of years later the first ________ began to appear on land. When the plants grew to forest, _____ appeared for the first time. They produced young generally by __________. When dinosaurs disappeared, ________ became more important.Task 4 Post ReadingDiscuss in groups.1.What problems have been caused by humans to the earth?2.How to protect the earth and make it a better place to live on?Step 4 Homework1. Search the Internet for the imformation of the development of life.2. Read the passage carefully and try to find out key points.Period 3 Reading (2)Teaching goals:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching important points:Train the students’ ability to cooperate with others.Step 1 Revision1.Check up the homework.2.Have a quiz of the words.Step 2. Language points1. It exploded loudly with fire and rock, which were in time to produce the watervapour.Which leads non-restrictive attributive clause.in time: sooner or later; eventuallyI will see him in time.In time ( for sth/to do sth): not lateShe will be back in time to prepare dinner.In/out of time: in/not in the correct time2. Whether life will continue on the earth for millions of years to come will dependon whether this problem can be solved.To come: serves as attributiveShe is the last person to do such a thing.Depend on: something might only happen or be true if the circumstances are rightfor itOur success depends on whether everyone works hard or not.3.…by laying eggs.lay-laid-laid-laying 放, 把...... 放在......; 产卵He laid his books on the desk.4.give birth to1) 生（孩子）She’s just given birth to a healthy baby girl.她刚刚生了个健康的女婴。
人教版 必修3 Unit4 Astronomy知识点总结讲解
Book3 Unit4 Astronomy: the science of the stars1 match, suit, fitmatch v.与…相配，和…调和。
指大小，色调，形状，性质等方面的搭配。
eg. The door was painted yellow to match the wall.suit: 指颜色，花样或款式等相配。
This coat doesn’t suit a woman at your age.fit: 指大小，尺寸上很合适。
These shoes fit me well.2 to begin with和to sta rt with以……开始eg.To begin/start with, I couldn’t understand every word.3 violent adj.猛烈的；激烈的；violently adv.猛烈地；激烈地；violence n.猛烈；激烈；暴力；violent attack/ pain/ storm4 explode(1). （使某物）炸开，爆炸A bomb had exploded in the next street.邻街有一枚炸弹爆炸了。
（2）. （指感情）激发Simon exploded with anger.西蒙勃然大怒。
（3）. （指人口）突然或迅速增加The population explodes to 40,000 during the tourist season.旅游旺季的时候人口急剧增加到四万。
explosion n. 爆炸（声）explosive adj.爆炸性的，易爆炸的5 in time: sooner or later; eventually 迟早；最后；终于（1）Firemen reached the house on fire in time.消防队员及时赶到那幢失火的房子。
（2）I’ll see him in time.总有一天我会遇见他。
高一英语必修3-Unit-4-Astronomy-the-scien
高一英语必修3 Unit 4 Astronomy: the science of the stars人教试验版【本讲教化信息】一、教学内容必修3 Unit 4 Astronomy: the science of the stars（一）重点单词（二）重点短语（三）重（难）点句型二、学问精讲（一）重点单词1. system n.[c] 系统；体系；制度systematic adj.He created a new system of teaching foreign languages.他创建了一种新的外语教学体系。
The new system has had a disastrous effect on productivity.新制度对生产率产生了灾难性的影响。
Too much alcohol is bad for the system.过量饮酒对身体有害。
theory n.学说；理论theoretic adj.There are many theories about the origin of life.关于生命起源的学说有许多。
In this way they can better apply theory to practice.这样他们就能更好地把理论运用到实践中去。
Your plan sounds fine in theory it doesn’t work in practice.你的支配在理论上听起来不错，但在实践中无法实施。
2. violent adj. 猛烈的；激烈的；粗暴的violence n.They are launching a violent attack on the enemy.他们对敌人绽开了猛烈的进攻。
The class was shocked by his violent language.全班同学对他激烈的言辞感到震惊。
Children should not be allowed to watch violent movies.不应允许儿童看暴力电影。
高中英语必修三归纳-unit4astronomy：thescienceofthestars
高中英语必修三归纳-U n i t4A s t r o n o m y：t h e s c i e n c e o ft h e s t a r s-CAL-FENGHAI.-(YICAI)-Company One1高中英语必修三归纳-Unit4 Astronomy：the science of the starsUnit4 Astronomy：the science of the stars1.基础梳理astronomy solar system religion theory atom billion globe violent in time carbon nitrogen vapour atmosphere fundamental presence dissolve acid harmful chain reaction multiply oxygen shellfish amphibian reptile exist mammal thus in one’s turn dioxide prevent…from puzzle biology gravity satellie gentle geologist block out extinct climate crash pull lessen cheer up float weightlessly cabin mass now that get the hang of break out exhaust watch out2.词语归纳1）solid作名词，表示“固体”。
作形容词，表示“固体的，坚固的；实心的，纯的，牢靠的，立体的”。
be in solid with sb受某人的重视，与某人关系很好。
feel solid about sth对某事心里有底。
2）explode表示“爆炸，（感情）迸发，迅速增加”。
explode with/into sth冲动，激动。
高中英语必修3 Unit4 Astronomy 教案、课件
1.How many planets circle around the
sun in the solar system now?
A. 9
B. 10
C. 8
The Solar System
A.地球 _E__a_r_t_h
E.海王星 _N__e_p__t_u_ne
B. 木星 _J__u_p_i_t_er
本单元的中心话题是“天文学”，内容涉及太阳系、
地球生命的起源、宇宙大爆炸、月球探秘、黑洞效应等。 这些话题较抽象、较难理解，因此，如何通过第一课时 的设计，把抽象的内容形象化，基本扫清学生阅读和表 达等障碍，显得尤为重要。Reading部分主要是通过对 宇宙大爆炸理论进行科学性分析，推断出地球上生命的 起源以及生物进化的过程。学生能够结合已有知识和生 活常识来理解相关问题，并针对文章中的一些发人深省 的探讨性问题展开讨论，如：The earth may become too hot to live on, so what will our future be? 通过这些讨论， 学生能更好地了解我们生活的地球环境，同时也能激起 了解和探究科学的兴趣与热情。
settle into
Big Bang a cloud of dust a solid globe
water
cool down
atmosphere
explode
Where there is water, there is life. Water is f_un_d__a_m_e_n_t_a_l to the development of life.
首先，用听本单元的单词录音进行导入，让学生从整体
上感知下单词。然后，对重点单词进行讲解，既有对单词用 法的拓展，又有对短语释义的延伸。讲解和巩固练习结合， 让学生加深理解词汇用法并当堂掌握。而且，练习形式多样 化，有翻译，有填空，有选择，从各个角度来对词汇关进行 突破。除此之外，加入的图片更是恰到好处，和例句相结合， 加深了学生对词汇的印象和理解。
必修3Unit4 astronomy
My very educated mother just served us nine pickles.
• 在2006年，国际天文联合会，立下了行星的新定 义：一颗行星首先要是一个天体，它满足(a)围绕 太阳运转，(b)有足够大的质量来克服固体应力以 达到流体静力平衡的(近于圆球)形状，同时(c)清 空了所在轨道上的其他天体。根据新的行星的定 义，冥王星不符合定义二，即它的质量不是足够 大；而且它也不符合定义三，因为冥王星轨道与 海王星的轨道交叉，如果把冥王星当成行星的话， 那么海王星就不能是行星了。 • 所以国际天文联合会决定，将冥王星归纳为 矮行星！从大行星中降级！这样，太阳系只有八 颗行星，而不是原来的九颗。 • 因此冥王星在发现了76年之后，从太阳系的 名单中除去了。
Paragraph 1:
A widely accepted theory was put up with What is it?
The universe began with a “Big Bang” that threw matter in all directions. After that, atoms began to form and combine to create stars.
HOW LIFE BEGAN ON THE EARTH
Paragraph 1:A widely accepted theory about the formation of the universe Paragraph 2:The formation of the earth Paragraph 3: The importance of water Main for life Body Paragraph 4:The development of plants and animals on the earth Paragraph 5:The arrival of humans and their impact on the earth
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子洲三中 “双主”高效课堂 导学案
2014-2015
学年第一学期 姓名： 组名： 使用时间2014年 月 日 年 级 科 目 课 题
主 备 人
备 课 方 式
负责人（签字） 审核领导（签字） 序号 Period3
reading(2)
高 二
English
Unit4 Astronomy: the science of the stars
【学习目标】
1、学习掌握warming-up 及reading 中的重点单词。
2、掌握总结段落大意和查找细节信息的阅读能力。
【自主学习】
1. unlike prep. 不像，和…不同，与（某人）相反adj. [作表语] 不相似；不同 She's unlike the rest of her family.她不同于她家里的其他成员。
Although they are twins, they are very unlike.作为一对双胞胎，他们很不一样。
Her latest novel is quite unlike her earlier work. 她最近的小说与她以前的作品截然不同.
Unlike me, my husband likes to stay in bed. 我丈夫与我相反, 喜欢睡懒觉.
I was very interested in the lecture, unlike many of the students. 我跟许多同学不同, 我很喜欢听这个课.
dislike vt./n. 不喜爱，厌恶
I dislike it when you whistle. 我不爱听你吹口哨.
I don't know why, but I took a strong dislike to him as soon as I saw him. 也不知为什么, 我一见他就十分讨厌他.
2. multiply vt.使在数量、数字或程度上增加；使相乘 vi. 增加；繁殖；做乘法 2 and 3 multiply to make 6, ie 2 x 3 = 2 + 2 + 2 = 6. 2和3相乘得6. 2 multiplied by 4 makes 8, ie 2 x 4 = 8. 2乘以4得8.
3. lay vt. (laid, laid, laying) 把放下；摆设；铺(地毯)；产(蛋) He laid his hand on my shoulder. 他把手放在我的肩上。
Who should we lay the blame on? 我们该责备谁?
lay 短语：lay eggs 下蛋 lay sth. aside 把某物放在一边；积蓄（钱） lay sth. down 把某物放下 lay the table 摆桌子
lay emphasis / stress on sth. 把重点放在某事上 【合作探究】
Write down the main idea for each paragraph. Paragraph 1： Paragraph 2: Paragraph 3: Paragraph 4: Paragraph 5:
答案Ⅰ Paragraph 1：a widely accepted theory about the formation of the universe Paragraph 2: the formation of the earth Paragraph 3: the importance of water for life
Paragraph 4: the development of plants and animals on the earth
Paragraph 5: humans appeared and caused some serious problems to the earth
III. Discussion
1. In what order does the text develop?
2. Why was the earth different from the other planets?
3. Why did the plants grow before the animals came?
4. Why is it wrong to show films with dinosaurs and people together?
.
5. What problem is caused by human beings? What should we do to protect our planet?
6. What can we do to take care of the earth?
【当堂训练】
Fill in the blanks with the correct form of the words
1. The naughty boy _______ (lie) to me that the hen that _______ (lie) there just now had ______ (lay) two eggs the day before.
2. In my opinion, ________ (prevent) is more important than treatment.
3. Some programs on the Internet are full of ________ (violent) and sex.
4. With the ________ (develop) of modern industry, more and more pollution is caused.
5. China is a ________ (develop) country belong to the third world.
6. There are ________ (fundament) differences between your religious beliefs and mine.
7. His ambition is to become a great ________ (physics). 【课后反思】
Ⅱ 1（8 ）2（10） 3（3 ）4（5 ） 5（9 ） 6（7 ） 7（2 ） 8（4 ） 9（6 ） 10（1 ）11（12） 12（11）
1. In order of time
2. Because the water remained on the earth.
3. Because plants provide oxygen for animals to breathe.
4. Because dinosaurs died out long before human beings developed on the earth.
5. Global warming.
6. (solar energy; purify air; save water; plant trees; recycle rubbish; prevent desertification)。