人教英语新课标必修3全册精品教案(Unit 4 Astronomy- The Science Of The Stars)
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。
高中英语人教版必修3教案：Unit 4 Astronomy 新人教版必修3
新课标人教版 Unit 4 Astronomy：the science of the stars ——天文学：恒星科学核心词汇1．Do you think our education____________(制度)needs improving?2．The____________(气候)of southern Florida attracts thousands of tourists each winter.3．Without practice there would be no____________(理论)．4．The hen was old and it stopped____________(下蛋)eggs.5. The idea____________(存在)only in the minds of us young people.6．Professor Li has solved the____________(难题)and everyone is cheering. 7．Mars’__________(万有引力)is only about 38% of Earth’s.8．Raising your child to tell the difference between right and wrong is one of the f____________tasks of parenthood.9．用harm的适当形式填空(1)Air pollution will get worse and this will be____to people，for example，it can cause cancer.(2)Rubbish can be changed into____________things.(3)Don’t____________your eyes by reading in the dim light.10．Last night we had a discussion，which became more and more____________.Finally we reached an agreement that we will never use____________whatever happens.(violent)1.system2.climate3.theoryying5.exists6.puzzle7.gravity8.fundamental9.(1)harmful,(2)harmless (3)harm 10.violent；violence高频短语1．________________ 及时，终于2．________________ 下蛋3．________________ 产生；分娩4．________________ 轮到某人；接着5．________________ 阻止；制止6．________________ 挡住(光线)7．________________ 感到高兴；感到振奋8．________________ 既然9．________________ 突发；爆发10．________________ 密切注视；当心；提防1.in timey eggs3.give birth to4.in one’s turn5.prevent...from6.block out7.cheer up8.now that,9.break out 10.watch out重点句式1．________________was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe.随后它会变成什么没有人知道，直到38～45亿年前，这团尘埃才慢慢地形成一个固体的球状物。
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。
人教版英语必修三Unit4Astronomythescienceofthestar教案3
Unit 4 Astronomy: the science of the stars话题Science of the stars; the development of life; space travel and gravity词汇astronomy n. 天文学exist vi. 存在; 生存system n. 系统; 体系; 制度thus adv. 因此; 于是religion n. 宗教; 宗教信仰dioxide n. 二氧化物theory n. 学说; 理论biology n. 生物学atom n. 原子biologist n. 生物学家billion pron. & n. & adj.（英）万亿; （美）十亿puzzle n. 迷; 难题vt.& vi. （使）迷惑;（使）为难globe n. 球体; 地球仪;地球gravity n. 万有引力; 重力violent adj. 猛烈的; 激烈的; 强暴的float vt. & vi. （使）浮动; （使）漂浮n.漂浮物carbon n. 碳gentle adj. 温和的; 文雅的atmosphere n. 大气层; 气氛physicist n. 物理学家unlike prep. 不同; 不像climate n. 气候fundamental adj. 基本的; 基础的crash vt. & vi. 碰撞; 坠落harmful adj. 有害的spaceship n. 宇宙飞船acid n. 酸pull n. & vt. 拉; 拖;牵引力chain n. 链子; 连锁; 锁链satellite n. 卫星; 人造卫星multiply vt. & vi. 乘; 增加mass n. 质量; 团; 块;大量oxygen n. 氧exhaust vt. 用尽; 耗尽短语solar system太阳系block out挡住（光线）in time及时; 终于cheer up感到高兴; 感到振奋lay eggs下蛋now that既然give birth to产生; 分娩break out突发; 爆发in one’s turn轮到某人; 接着watch out密切注视; 当心; 提防carbon dioxide二氧化碳prevent. . . from阻止; 制止重要句型 1. 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. (be to do; what-clause as the subject)2. The earth became so violent that it was not clear whether the shape would last ornot. (so. . . that; it is/was not+adj. +whether-clause)3. What is even more important is that as the earth cooled down, water began toappear on its surface. (what-clause as the subject; that-clause as the predicative)4. It was not immediately obvious that water was to be fundamental to thedevelopment of life. \[it is/was (not)+adj. +that \]5. So whether life will continue on the earth for millions of years to come willdepend on whether this problem can be solved. (whether-clause as the subject;depend on+whether-clause as the object)功能Instructions:Please pay attention to. . . Please check that. . . . You need. . .Don’t forget to. . .Make sure that. . . . Watch out for. . .You’d better. . . You must/mustn’t. . .Please look at. . .语法Noun clauses as the subjectWhat it was to become was uncertain. . .. . . it was not clear whether the solid shape was to last or not.教学重点 1. Get students to learn about the development of the earth and making a space trip.2. Have students learn some useful new words and expressions and let themlearn effective ways to remember English vocabulary.3. Enable students to use the expressions of instructions correctly in daily life.4. Let students learn the new grammar item: noun clauses as the subject.5. Develop students’ listening, speaking, reading and writing abilities.教学难点 1. Enable students to master the use of noun clauses as the subject.2. Let students learn to write a short article to show their problems and theways to overcome them.3. Develop students’ integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about some famous scientists and what they have discovered. Then turn to Warming Up. It is intended to have students think about and then discuss these two groups of questions:1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets?2. What interests you in astronomy? Do you know any questions that astronomers are interested in?Pre-reading is to remind students that the origin of life on the earth is a question that interests astronomers and each religion and culture has its own ideas about how life began on the earth. Theteacher should ask students what they know about these and then let them predict what kind of information will be introduced in the next part Reading.The reading passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it is factual. Students are encouraged to preview the text and find out the useful new words, expressions and structures themselves. They should try to work out the meanings of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help. Also encourage them to look at the pictures and read the title to guess what the text might be about. Then let them skim for the general idea, and scan for further understanding. In order not to let them feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the five exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to retell the passage. In order to arouse the students’ interest, the teacher can hold a competition.教学重点1. Let students read the passage and learn about the development of the earth.2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.教学难点1. Enable students to understand the passage and know about the development of the earth.2. Let students learn how to use different reading skills for different reading purposes.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmful, acid, chain, multiply, oxygen, exist, thus, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one’s turn, carbon dioxide, prevent. . . from2. Let students learn about the development of the earth.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to know about the development of the earth.情感目标1. Train students’ interest in science and stimulate their love for astronomy.2. Develop students’ s ense of cooperative learning.教学过程设计方案（一）→Step 1 PresentationHave a free talk with students.1. Let students brainstorm the following questions:Who are our ancestors?Do you know what it was like before life appeared on the earth?Do you know how life began on the earth?Do you want to get more information?2. Tell students:Today we will learn something about how life began on the earth. Turn to Page 25. Let’s come to Warming Up first.→Step 2 Warming upLet students think about the following questions and then discuss them with their partners.1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets?VenusEarthMarsMercuryJupiterNeptuneSaturn2. What interests you in astronomy? Do you know any questions that astronomers are interested in?→Step 3 Pre-reading1. Get students to discuss the questions with their partners.1) The origin of life on earth is a question that interests astronomers. What do you know about it?2) Each religion and culture has its own ideas about how life began on earth. What do you know about them?2. Let them tell their stories. Encourage them to tell different stories. If they don’t know any, tell them some, for example, Pangu separated the sky from the earth, Pangu turned into a myriad of things, Nuwa made men, and so on.3. Ask them to read the title and look at the pictures. Predict what the reading will be about.→Step 4 Reading1. Fast readingGet students to read the passage quickly and then write down the main idea for each paragraph and the whole passage in the following chart.HOW LIFE BEGAN ON THE EARTHParagraph 1Paragraph 2Paragraph 3Paragraph 4Paragraph 5The passageLet students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class.2. Intensive readingAllow students to read the passage carefully this time to get the important details, and then finish the following:1) Put the order of development of life into a timeline.(1) Insects and amphibians appeared.(2) Dinosaurs appeared.(3) The earth became a solid ball.(4) Small plants grow on the water.(5) Reptiles appeared.(6) Plants begin to grow on dry land.(7) The earth was a cloud of dust.(8) Water appeared on the earth.(9) Shellfish and other fish appeared.(10) The universe began with a “Big Bang”.(11) Clever animals with hands and feet appeared.(12) Mammals appeared.2) Choose the best answer to each question according to the text.(1) What is important for the beginning of life?A. The water on the earth.B. The earth’s atmosphere.C. The form of forests.D. Dissolving harmful gases.(2) Which of the following appeared on the earth first?A. Insects.B. Reptiles.C. Amphibians.D. Shellfish and fish.(3) Which of the following statements is true?A. Water still exists on Mars.B. The earth’s atmosphere is made up of oxygen and nitrogen.C. The earth had dissolved the harmful atmosphere into the oceans and seas.D. Plants provide oxygen to the earth.(4) What is the passage mainly about?A. The appearance and development of life on the earth.B. The birth of the earth.C. Why dinosaurs died out.D. The fact that human beings caused global warming.Suggested answers: (1)A(2)D(3)D(4)A3. Reading and discussionRead the text a third time and then work in pairs to discuss the following questions.1) Why was the earth different from the other planets?2) Why did the plants grow before the animals came?3) Why is it wrong to show films with dinosaurs and people together?4) There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet? Do you know why they removed it?5) What problem is caused by human beings?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to express their own ideas. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meaning of some new words. Encourage them to try to deal with the language points in the context.Discuss the following important sentences and phrases in the passage.1) 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.2) The earth became so violent that it was not clear whether the shape would last or not.3) They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earth’s atmosphere.4) So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.Suggested explanations:1) What leads a noun clause as the subject and when leads an attributive clause.2) Here “whether the shape would last or not” is a noun clause as the subject.3) Here “which were to make the earth’s atmosphere” is a non-restrictive attributive clause.in time: 1) sooner or later; eventually 2) in time (for sth. /to do sth. ): not lateI will see him in time.She will be back in time to prepare dinner.4) In this sentence, there are two clauses led by whether. The first one is a noun clause as the subject and the second as the object.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 itOur success depends on whether everyone works hard or not.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.Collocations: on the earth, according to, a cloud of dust, so. . . that, whether. . . or not, in time, water vapor, cool down, on one’s surface, allow. . . to do. . . , a chain reaction, millions of, on the surface of, be able to, as well as, by doing. . . . , lay eggs, be different from, give birth to, spread all over the earth, in one’s turn, prevent. . . from, as a result of, too. . . to. . . , depend on →Step 5 DiscussionAfter reading the passage, let students discuss the following questions.1. Why do you think that humans are the cleverest animals on the earth?2. Do you believe that there is life on other planets? Why or why not?3. Do you think it is possible that one day people will move their houses to other planets?→Step 6 ConsolidationAsk students to retell the passage with the help of the following.a cloud of dust→a solid ball→presence of water→small plants grow on the water→shellfish and other fish appear→plants begin to grow on dry land→insects and amphibians appear→retiles appear→dinosaurs appear→mammals appear→Step 7 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to talk about how life began on the earth in your own words.设计方案（二）→Step 1 Leading in the topicShow students a picture about solar system. Let them match the names with the planets.→Step 2 Warming upEach religion and culture has its own ideas about the origin of life on the earth. Let students tell different stories that they know.→Step 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students will give their opinions.3. Let them read the passage quickly to see if they are right.→Step 4 Reading1. Give students 3 minutes, and ask them to skim the passage to get the general idea for each paragraph and the passage.2. Give students 5 minutes to read the passage carefully, and then answer the following questions.1) What was there on the earth before life began?2) Why do scientists think there has never been life on the moon?3) Why did animals first appear in the sea?4) Why do green plants help life to develop?5) Why were mammals different from other animals?3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations if necessary.4. Listening and reading aloudLet students listen to the tape. Remind them to pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 ExtensionLet students think about and discuss the following questions.1. Do you believe that there is life on other planets? Why or why not?2. Do you think it is possible that one day people will move their houses to other planets?→Step 6 Closing down1. Have students get prepared in 3 minutes or so and then ask them to retell how life began onthe earth.2. Ask as many students as possible to have a try in front of the class.→Step 8 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 27.板书设计Unit 4Astronomy: the science of the starsWarming up and readingHOW LIFE BEGAN ON THE EARTHParagraph 1Paragraph 2Paragraph 3Paragraph 4Paragraph 5The passage活动与探究Suppose you are an expert who studies astronomy. You are invited to give a speech to the school students about the development of life on Earth Day (April 22).Read the passage HOW LIFE BEGAN ON THE EARTH again and go to the library or surf the Internet to find more information and be ready to present your speech to the class.You may begin like this:Good morning/afternoon. I am greatly honored to be here to give you a speech about the development of life.. . .。
人教版英语必修三Unit4Astronomythescienceofthestar教案4
Unit 4 Astronomy: the science of the stars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 enable 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’ sense 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 the ground, 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Unit 4 Astronomy_ the science of the stars教案(4)
Unit 4 Astronomy: the science of the starsTeaching goals 教学目标1 Target language目标语言a重点词汇和短语preparation, instruction, unexpected, a set of, pay attention to, as well asb交际用语Practice giving instructionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…2 Ability goals 能力目标a. Enable the Ss to make a list of things that they need.b. Enable the Ss to talk about giving instructions.c.. Enable the Ss to play different roles in a conversation.3Learning ability goals 学能目标a. Learn how to make a list of things that they needb Help the Ss learn how to talk about giving instructionsc. Enable the Ss learn how to play different roles in a conversation. Teaching important and difficult points教学重点难点a. Teach the Ss how to how to talk about giving instructionsb. Help the Ss to learn how to play different roles in a conversation. Teaching methods教学方法a. Pairs work and group workb. Discussion and cooperative learningTeaching aids教具准备1 A computer2 A projectorTeaching procedures & ways教学过程与方式Step I RevisionAsk some of the Ss to read his / her passage about gravity.One possible passage:Sir Isaac Newton: The Universal Law of GravitationThere is a popular story that Newton was sitting under an appletree, an apple fell on his head, and he suddenly thought of theUniversal Law of Gravitation. As in all such legends, this isalmost certainly not true in its details, but the story containselements of what actually happened.What Really Happened with theApple?Probably the more correct version of the story is that Newton,upon observing an apple fall from a tree, began to think alongthe following lines: The apple is accelerated, since its velocity changes from zero as it is hanging on the tree and moves toward the ground. Thus, by Newton's 2nd Law there must be a force that acts on the apple to cause this acceleration. Let's call this force "gravity", and the associated acceleration the "accleration due to gravity". Then imagine the apple tree is twice as high. Again, we expect the apple to be accelerated toward the ground, so this suggests that this force that we call gravity reaches to the top of the tallest apple tree.Sir Isaac's Most Excellent IdeaNow came Newton's truly brilliant insight: if the force of gravity reaches to the top of the highest tree, might it not reach even further; in particular, might it not reach all the way to the orbit of the Moon! Then, the orbit of the Moon about the Earth could be a consequence of the gravitational force, because the acceleration due to gravity could change the velocity of the Moon in just such a way that it followed an orbit around the earth.This can be illustrated with the thought experiment shown in the following figure. Suppose we fire a cannon horizontally from a high mountain; the projectile will eventually fall to earth, as indicated by the shortest trajectory in the figure, because of the gravitational force directed toward the center of the Earth and the associated acceleration. (Remember that an acceleration is a change in velocity and that velocity is a vector, so it has both a magnitude and a direction. Thus, an acceleration occurs if either or both the magnitude and the direction of the velocity change.)But as we increase the muzzle velocity for our imaginary cannon, the projectile will travel further and further before returning to earth. Finally, Newton reasoned that if the cannon projected the cannon ball with exactly the right velocity, the projectile would travel completely around the Earth, always falling in the gravitational field but never reaching the Earth, which is curving away at the same rate that the projectile falls. That is, the cannon ball would have been put into orbit around the Earth. Newton concluded that the orbit of the Moon was of exactly the same nature: the Moon continuously "fell" in its path around the Earth because of the acceleration due to gravity, thus producing its orbit.By such reasoning, Newton came to the conclusion that any two objects in the Universe exert gravitational attraction on each other, with the force having a universal form:The constant of proportionality G is known as the universal gravitational constant. It is termed a "universal constant" because it is thought to be the same at all places and all times, and thus universally characterizes the intrinsic strength of the gravitational force.Step II PresentationT: Do you remember the conversation between Li Yanping and Professor Wallis?S1: Yes.T: We all know that space walk is difficult and dangerous. What should an astronaut take with him? S2: oxygen can.S3: spacesuit.S4: gravity boots.S5: water system.S6: special food.S7: special ropes.T: Great! Do you know the usage of them? Now discuss them with your partner according to the form on Page31. You can refer to our listening material on Page65.When Ss discuss. Teacher walk around the classroom to give them some help.Step III Speaking (Page31)(After a few minutes.)T: Have you finished? Now speak one or two sentences for each equipment you should take.Sa: I will take water with me in my spacesuit in order to warm or cool me if it’s too cold or too hot. Sb: I will take oxygen can on my back in order to help me breathe oxygen in space.Sc: I’ll wear spacesuit. t can protect me from many dangers. It can carry many necessary things in or on it.Sd: I’ll take space buggy in order to travel on the moon.Se: I’ll take a rope to tie me to the spaceship, or I’ll fly away.Sf: I’ll take special food so that I can eat easily, because the food will float in space.Sg: I’ll wear special sunglasses in order to protect my eyes.Sh:I’ll take space camera in order to take photos.T: Wonderful! Anything else?Si: I’ll wear space boots in order to walk there.T: Very good. You’ve done an excellent job! Do you know how to fill in the form now?Ss: Yes.T: Now look at the screen and check your answer.Sample answer:Step IV Talking (Page62)The task asks the students to work in pairs and give a friend a number of “does” and “don’ts” for going into space. They need to make suggestions using the phrases that they have been given to help them. When they have worked out the advice they can write the suggestions down and read them out to the class.Show the useful expressionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…T: Now discuss it in pairs. Then I will ask some pairs to read out their instructions.Sample dialogue:S1: I’m going to visit a comet. I’m leaving tomorrow.S2: How exciting! Please check that you have got the correct sort of spacesuit. You need the kind that will keep you warm if it’s too cold.S1: Of course!S2: Make sure you know all the safety rules. It’s not safe to stand on a comet or get too close.There is always a strong wind in space.S1: I won’t leave the spaceship except that I take photos.S2: Photos? Just think of the dust in the air. It will make taking photos very difficult.S1: Well, I’ll take some anyway.S2: Watch out for the space wind! It can be very dangerous.S1: Yes, I know that.S2: Don’t forget to watch the time as you leave the earth. Please pay attention to everything your space guide says. Don’t go off on your own. Look at your temperature on your spacesuit all the time. If it’s too low you need to warm it up and if it’s too high you need to cool it down. Anyway, have a good trip!S1: Thank you. I will.Step V Speaking Task (Page67)The purpose of this task is to use the information the students have gained from the listening text and reading passage in a new situation. They are going to interview the astronomer in our story, Li Yanping, for a newspaper. So in pairs the need to work out some questions to ask him. Each of the pairs needs to think of three different questions. And try to find the answers.Questions and answers:1.What was the most unexpected thing you found out about black holes?The black hole threw out material as well as ate objects.2.How did you know you had got close to a black hole?You can see things disappear into what appears to be an empty space. That’s a black hole.3.What was the most frightening thing that happened to you on this journey?When the gravity of the black hole was pulling us to it’s mouth, and then the spaceship moved round the hole and began to go faster and faster into it; I was terrified because I thought we would be eaten by the hole.4.Why did your watch move slower when your spaceship moved around the hole?I’m not clear yet.5.Have you found something new about black holes?Yes. I thought black holes only eat some objects, but in fact they also spit objects out.Step VI Homework:Prepare for writing a passage about your idea or hopes for traveling in space.。
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。
高中英语人教版必修3 Unit4 Astronomy the science of the stars完整教案
7 人行道
18 鞠躬
8 想知道
19 尖叫
9 大使馆
20 信封
10 寻找
21.短语
11 行为 2）The important phrases in this passage:
1.bring up_______________
2.account for _____________
3.take a chance __________
2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
能力： 1.能根据老师所翻译的文章快速记住生词的汉语意思
2.能通过不断上涨的词汇量快速提高阅读能力
教学重点 课文中的重点单词、短语及相关句型的掌握和运用
教学难点 重点单词、短语的灵活运用
教学过程
一、课堂导入
1. Students talk about the science of the stars 二、复习预习 1）The important word ins this passage: 1.novel n.___________________ 2.unbelievable adj . ___________ 3.genuine adj._____________ 4.adventure n._____________ 5.author n. ________________ 6.birthplace n. _____________
7. pavement n._____________ 8.wander v._________________ 9.embassy n. _____________ 10.seek vt. ________________ 11.manner n.______________ 12.rude adj._______________
高中英语Unit 4 Astronomy：the science of the stars-reading教案 新课标 人教版 必修3
Unit 4 Astronomy: the science of the stars-reading5th Period Integrating skills(Ⅱ)Part 1: Teaching Design(第一部分：教学设计)Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)AimsTo develop the students’ reading abilityTo learn something about astronomyProceduresI. Warming up by learning vocabularyGood morning, class! Today, w are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.Astronaut Yang LiweiII. Pre-reading1. Looking and sayingHave you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting. 科学家透露：宇宙可能有两个我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。
英语必修3人教版教案：Unit 4 Astronomy：The science of the stars学案(新人教版必修3)
Unit 4 Astronomy：The science of the stars1. spreadvt.&vi. 展开,铺开;散布;扩大;延伸The bird spread its wings. 那只鸟展开了翅膀。
Flies spread disease. 苍蝇传播疾病。
常用结构:spread sth. with sth. 用……抹/涂/铺……spread ...on ...把……抹/涂/铺在……be spread for摆好（桌子）准备spread oneself\[口\]舒展四肢(躺下)spread out张开，伸开，铺开，展开，伸长高手过招单项填空Paper making began in China and to Europe.(2009·12·河南郑州检测) A. Spread B. grewC. CarriedD. developed解析:选A。
句意为：造纸术起源于中国，又传播到了欧洲。
spread传播。
2. methodn. 方法He has introduced a new method of teaching.他引进了一种新的教学方法。
What is the most effective method of birth control?控制出生率的最有效的方法是什么？联想拓展by this means=in this way=with this method用这种方法易混辨析method/meansmethod侧重“理论方法”，指做某事的具体步骤或程序。
a new teaching method一种新的教学方法means（单复数同形）侧重“通过手段”或“利用工具”去达到某种目的。
高手过招选词填空(method/means)（原创）①The quickest of travel is by plane.②She has a very scientific of dealing with political problems. 答案：①means②method3. harmfuladj. 有害的常用结构:do sb. harm/do harm to sb. 对某人有害mean no harm 无意伤害别人;没有恶意harm one’s image/reputation 损害某人的形象/名声do more harm than good 弊大于利There is no harm in (sb.s) doing sth.=It does no harm (for sb.) to do sth. (某人) 做某事无害处be harmful to 对……有害harm n.&v. 损害，伤害Smoking is harmful to your health. 吸烟有害健康。
人教新课标高中英语必修三Unit4_Astronomy全单元详细教案[1]1
![人教新课标高中英语必修三Unit4_Astronomy全单元详细教案[1]1](https://img.taocdn.com/s3/m/cca11907de80d4d8d15a4ff3.png)
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 Unit4 Astronomy教案 新人教版必修3
Unit 4 Astronomy: the science of the stars随堂练习1、Do you know the following subjects?①MedicineMedicine is a subject that contains biology and chemistry.②BiochemistryBiochemistry is a subject that contains biology and chemistry.③GeophysicsGeophysics is a subject that contains geology and physics.④AstronomyAstronomy is a subject which uses knowledge both from mathematics and physics.2、Think about what you have read and make choices.①Why was the earth different from other planets?（B）A It produced a lot of heat.B The water remained.C Water disappeared.D It was the oldest planet.②Why was life able to develop on the earth but not on other planets?（C）A The earth had a solid shape.B The earth did not have harmful gases in its atmosphere.C The water stayed on the earth but not on other planets.D The earth was not too hot and not too cold.③Why was it necessary for plants to grow before animals?（B）A Animals needed plants to protect them from the sun.B Plants provided oxygen for animals to breathe.C Animals could hide from hunters in forests.D It was easier for plants to grow.④What problem is caused by human beings?A They exist everywhere on the earth.B They cause global warming.C They find new methods of growing crops.D They enjoy hunting and fishing.2、Can you put the order of development of life into a time line? Use the readingto help you.A insects and amphibians appear ⑦B a solid ball ②C reptiles appear ⑧D a cloud of dust ①E shellfish and other fish appear ⑤F dinosaurs appear ⑨G small plants grow on the water ④H plants begin to grow on dry land ⑥I presence of water ③J mammals（including humans）appear ⑩3、Answer the following questions.①Why is it wrong in films and stories to show dinosaurs and people together?Dinosaur died out long before human beings developed on the earth.②Why do you think that humans are the cleverest animals on the earth?They are the cleverest animals because they have larger brains than any other creatures on the earth so far.课堂笔记1、It exploded loudly with fire and rock, they were in time to produce the watervapor, ...地球猛烈的爆炸喷出了烈火和岩石，最终产生了水蒸气、……in time=sooner or later迟早=not late or without delay（on time准时）①Good luck to him, the doctor arrived there in time and the boy was saved.幸运的是，医生及时赶到，男孩得救了。
【知识学习】人教英语新课标必修3全册精品教案(Unit 4 Astronomy- The Scien
人教英语新课标必修3全册精品教案(Unit 4 Astronomy: The Science Of TheStars)课件www.5ykUnit4Astronomy:TheScienceofTheStarsTeachingaims:.Enablestudentstoimprovetheirlisteningskillsand readingability.2.Enablestudentstounderstandthedevelopmentofgravity andhowgravityaffectsusindifferenttimesandplaces.3.Arousestudents’interesttosearchforthemysteryofspace.Emphasis:.wordsandexpressions:gravity,float,cheerup,nowt hat,breakout,etc2.Astronomicknowledgelikegravityandblackhole.Difficulties:.Helpthestudentstounderstandthedevelopmentofgra vity.2.Helpthestudentstoknowhowgravityinfluencesus.Teachingmethods:skimming,scanning,discussing.Teachingaids:ataperecorder,aprojectorandacomputer.T eachingprocedures:ThefirstperiodreadingStepIPresentationT:Hello,every one!Todaywe’llcometoUnit4Astronomy.BeforethatIhaveaquestion:whe redowecomefrom?orwecansay:whoareourancestors?S1:mon keys!S2:BeijingRenwholivedmanyyearsago.S3:Reptiles. S4:mammals.S5:Amphibians.S6:Dinosaurs.T:Verygood!ca nyouputtheminrightorder?S7:Amphibians,Reptiles,Dino saurs,mammals,BeijingRen.T:Doyouknowwhatitwaslikebe forelifeappearedonearth?S8:Itwasfullofwater,perhaps .T:Beforethat,whatwasitlike?S9:Sorry,Idon’tknow.T:Doyouwanttogetmoreinformation?Todaywe’lllearnsomethingaboutHowLifeBeganontheEarth.TurntoP age25.Let’scometowarmingupfirst.StepIIwarmingup1.Readthethree questions,whilethestudentslistenandfollow.2.Givethe Ssseveralminutestodiscussthequestions.3.collectanswersfromthewholeclass.4.checktheanswerswhilediscussi ng.T:I’llreadthethreequestionsforyou.youshouldlistentomeca refully.Forexample,medicine.whensomeonegetsseriousi llness,hewillgotothehospital.Thedoctorwillexaminehi m.Hewilltakehistemperature,measurehisbloodpressurea ndgivehimanX-ray,oracT.Forthewholeprocessoftheexami nation,whatkindofsciencehasbeenused?S1:Biology.S2:c hemistry.T:Sowecansaymedicinecombinesbiologyandchem istry.whataboutbiochemistryandgeophysics?S3:Ithinkb iochemistrycombinesbiologyandchemistry.S4:Geophysic scombinesgeologyandphysics.T:whataboutastronomy?S5: Physics.S6:mathematics.T:Verygood.weshouldknowthata stronomyisamultidisciplinarysubjectandifwewanttodos omeresearchonit,weshouldknowmanysciencesubjectsrela tedtoit.Nowdiscussthesecondquestion:whatdowemeanwhe nwesaywearestudyingasubjectscientifically?orwhat’sthecorrectattitudetowardsscience?S7:weshouldbeobje ctive,notsuperstitious.T:what’sthecorrectwaytoproveascientificidea?S8:weshoulddes ignexperimentstotestitforseveraltimes.S9:Thenwecana nalyzetheresultsanddrawaconclusionatlast.T:Let’ssumuptheanswers.Tostudyasubjectscientifically,wemu sttrytobeobjective.Inordertotestouridea,weshoulddes ignexperiments,thenanalyzetheresultsanddrawaconclus ion.Nowlet’stalkaboutthethirdquestion.whatarethemostimportants killsweneedtoberealscientists?S10:weshouldbeverycar eful.S11:Beobjectiveandlogical.S12:weshouldbewiseen oughtodesignanexperimentandwritethereportsclearly.S 13:weshouldbeabletodrawconclusionsfromtheexperiment sandnotimposeconclusionsonthedata.T:Ithinkyouhavedo negreatwork.Fromthediscussionweknowthatit’snoteasytobeascientist.Soyoushouldworkharderifyouwa nttobeascientist.StepⅢPre-readingGettheSstodiscussthequestionsonPage25wit htheirpartners.ThenasktheSstotelltheirstories.Encou ragetheSstotelldifferentstories.Iftheydon’tknowany,tellthemsome.T:Nowpleaselookattheslideshow .Anddiscussthesequestionswithyourpartners.ThenI’llasksomestudentstotellustheirstories.Areyouclear?S s:yes,Sir/madam.1.Doyouknoweachreligionorculturehas itsownideasaboutthebeginningoftheuniverse?Pleasegiv eanexampleifyouknow.2.Doyouknowwhatascientificideais?AftertheSs’discussion,teachersaysthefollowing.T:Nowwho’dliketotellusastory?Volunteer!S1:Letmetry.Inchina,w eallknowthatPanguseparatestheskyfromtheearth.T:cany oudescribethestoryindetails?S1:Sorry,Ican’trememberclearly.T:whocan?Nobody?NowI’lltellyou.Lookatthescreen.StepⅣReadingScanningGettheSstoreadthepassagequicklyandac curatelyandmeanwhilehelptheSstoformagoodhabitofread ing.TeachergivestheSsacoupleofminutestolookthrought hewholepassage.TelltheSstoreadthetextsilentlyandthe nasksomedetailedquestionsaboutthetextontheslideshow withtheirpartners.TeachershouldencouragetheSstoexpr esstheirideas.T:we’regoingtolearnapassageabouthowlifebeganontheearth.N owlet’slookattheslideshow.Readthetextquicklyandfindanswer stothefollowingquestions.Showthequestionsonthescree n.1.whatwasthereontheearthbeforelifecouldbegin?2.wh ydoscientiststhinktherehasneverbeenlifeonthemoon?3. whydidanimalsfirstappearintheseas?4.whydidgreenplan tshelplifetodevelop?5.whyweremammalsdifferentfromotheranimals?T:Nowwhocananswerthefirstone?S1:watervap our,carbondioxide,oxygen,nitrogenandothergases.T:wh ataboutthesecondone?S2:Becausethereisnowateronthemo on.T:whataboutthethirdone?S3:Becausewaterallowedthe earthtodissolveharmfulgasesintotheoceansandseas.T:T hefourthone?S4:Becausegreenplantscantakecarbondioxi defromtheatmosphereandfilltheairwithoxygen.T:whatab outthelastone?S5:Theyweredifferentbecausetheyproduc edtheiryoungfromwithintheirbodies.T:welldone!Nowtur ntoPage26comprehending1,Ithinkyoumaycontinuetoreadi tagaintogetmoredetails.SkimmingInthispart,Sswillrea dthetextagainandthenfinishPart1,2and3.T:Nowpleasesk imthepassagefasttofinishPart1.Thenwewillchecktheans wer.keytoPart1:BcBBT:SkimParagraph2,3and4,andfinish Part2and3.key:DBIGEHAcFjT:ForPart3,discussthemwithy ourpartner.T:whyisitwronginfilmsandstoriestoshowdin osaursandpeopletogether?S:Becausedinosaursdiedoutlo ngbeforehumanbeingsdevelopedontheearth.T:Doyouagree withhim?S:yes.T:whatabouttheanswertothesecondquesti on?S:Theyarethecleverestanimalsbecausetheyhavelarge rbrainsthananyothercreaturesontheearthsofar.T:Excel lentjob!I’llcheckhowmuchyouhavelearnedaboutthepassage.StepVLi steningListentothetapeforthestudentstofollowandhave furtherunderstandingofthepassage.T:Readafterthetape ,thenanswermesomequestionswithyourbookclosed.Playth etapeT:Howdidwatercomeintobeingontheearth?Ifonestud entcan’tanswercompletely,asktwoorthreeormorestudents.Ss:Th eexplosionoftheearthproducedwatervapor,whichturnedi ntowaterwhentheearthcooleddown.T:whyiswaterimportan tontheearth?Ss:Becausewaterallowedtheearthtodissolv eharmfulgasesintotheoceansandseas.T:No.3,finishthef ollowingform.1smallplantsinwater6forests7893greenplantsonland4insects52keytotheexercise:2.she llfishandallsortsoffish5.amphibian7.reptiles8.dinosaurs9.mammalsT:That’sallforthispassage.Nowlet’sdealwithsomelanguagepoints.ExplanationT:TurntoPage 25.Let’slookatthesentences:1.Itexplodedloudlywithfireandrock,whichwereintimetoproducethewatervapour.whichlead snon-restrictiveattributiveclause.intime:soonerorla ter;eventuallyI’llseehimintime.intime:notlateShewillbebackintimetop reparedinner.in/outoftime:in/notinthecorrecttimeThe audienceclappedintimetothemusic.2.Nobodyknewthatitw asgoingtobedifferentfromotherplanetsgoingaroundthes un.bedifferentfrom:notlikesomeoneorsomethingelseino neormorewaysNote:wecanusevery,much,quite,entirely,t otallytomodifydifferentcitylifeisquitedifferentfrom countrylife.goingaroundthesunis-ingformthatservesas attributive.menbreakingthelawwillbepunished.canyous eethegirldancingwithyourboyfriend?3.whetherlifewill continueontheearthformillionsofyearstocomewilldepen donwhetherthisproblemcanbesolved.tocome:servesasatt ributiveSheisthelastpersontodosuchathing.dependon:s omethingmightonlyhappenorbetrueifthecircumstancesar erightforitoursuccessdependsonwhethereveryoneworksh ardornot.4.walkingdoesneedabitofpracticenowthatgrav ityhaschanged.nowthat:becauseofthefactthatNowthatI’mfree,Icanenjoymusicforawhile.Nowthatyou’vegrownupyoucandecideityourself.PassageAnalyzingchartofthetextHowlifebeganontheearthwater1smallplantsi nwater2shellfishandallsortsoffish3greenplantsonland 4insects5amphibians6forests7reptiles8dinosaurs9mamm als10.smallcleveranimalswithhandsandfeet11.human4in sects5amphibiansTextRetellingRetellthetextusingabou t100words.StepⅥHomeworkRetellthepassageaccordingtotheform.Remember importantlanguagepoints.ThesecondperiodExtensivereadingStep1Showsomepicture softheastronautsinthespaceStep2Readthepassageandfil stmonthIwasluckyen oughtohaveachancetomakeatripintospacewithmyfriendLi yanping,anastronomer.Enough:pronadjadvTheboyisoldenoughtodotoschool.Hecouldn’trunquicklyenoughtocatchupwiththecat.2.Thenwewereof f.beoff=setoffIamofftoday.weareofftoday.3getcloseto靠近，接近，指动态变化becloseto距......近，指状态Theschoolisclosetothepostoffice4.ButwhenItriedtoste pforwardIfoundIwascarriedtwiceasfarasontheearthandf ellover.1).“A+be+倍数+as+形容词原级+as+B”.Thistreeisthreetimesastallasthatone.Hisfatheristwiceasoldashe.2).“A+be+倍数+形容词比较级+than+B”TheyangtzeRiverisalmosttwicelongerthanthePearlRiver .Thenumberofstudentsinourschoolisthreetimeslargerth anthatintheirs.3).“A+be+倍数+the+名词+of+B”Thenewlybroadenedsquareisfourtimesthesizeoftheprevi ousone.6.wewatched,amazedasfirebrokeoutontheoutside ofthespaceshipastheearth’sgravityincreased.breakout1)战争爆发2)发生争吵3)发生7.cheerup;cheersb.up感到高兴振奋8.massesof许多，大量9.getthehangof熟悉,掌握,理解10.exhausting;exhaustedStep4Homeworkcollectpassages aboutgravity.Prepareforspeaking.ThethirdperiodLanguageStudyStep1RevisionTranslatethefollowingsent ences1.你迟早会成功的。
人教英语必修三Unit4Astronomythescienceofthestar教案12
Unit 4 Astronomy: the science of the starsWritingTeaching goals1 Target languagea重点词汇和短语explore, characteristicsb重点句子Write a short article explaining three problems you might meet on the moon..You may ask the following questions as well as work out some more.2 Ability goalsEnable the Ss to write an article about your idea or hopes for traveling in space.3 Learning ability goalsHelp the Ss to learn how to write a passage.Teaching important& difficult pointsTeach the Ss how to write an article about a space travel.Teaching methodsTask-based learningDiscussion.Teaching aidsa projector, a computerTeaching proceduresStep I WritingThe purpose of this writing is for students to think about what kind of equipment they would need to be safe in space. It’s a good opportunity for a discussion about the pains and pleasures that might occur when traveling in space. After the discussion, they can write down the problems and the way to solve them.T: If you are going off on a holiday, what will you take?S1: I will take clothes, shoes, food and many other things.T: But for space travel, you need specialized equipment. What equipment should you take? Wehave discussed them in last lesson. Who can answer this question?S2: oxygen can, spacesuit, gravity boots, water system, special food., special ropes, space buggy, sunglasses and space camera.T: We take so many things with us in order to avoid many dangers. What are the dangers? If you don’t know many enough, let’s watch the film “Apollo”. It’s a film about an American space mission that went wrong. After that, you should write down the dangers and the way to solve them.(Watch the film.)Sample article:If I visited the moon, I might have three problems: how to breathe, how to eat and how to move around.I would have to carry all my air with me if I went to the moon. This is because the moon has no air of its own. So I would need oxygen tanks placed on my back so I could breathe all the time.I would have to take all my food with me if I went to the moon. In the spaceship, there is no gravity so the food would float around. So, I would make sure that it is specially made as space food and then I would be able to eat it easily.I would find it difficult to move around on the moon as I would weigh one-sixth what I weigh on the earth. This means I would bounce like a balloon if I try to walk. I would have to learn to walk differently so that I don’t fall over.If I follow this advice, I think I will have a good holiday on the moon.Step II Writing TaskThe purpose of this writing task is for the students to use the information they have gathered on astronomy and their questions to each other to write an interesting and lively newspaper article. T: Have you ever remembered Oct.16th, 2003?S: Yes, of course..T: What happened on that day?S: China’s first manned spaceship landed safely that day.T: It’s a great moment for China and the whole world. How many preparations have they made for this space travel?S: Not exactly. But they must have made full preparations for this manned space flight.T: Do you admire Yang Liwei?S: He is our hero.T: Do you want to be a great man like him?S: Of course, I’m dreaming of that.T: You’ll get the chance if you work hard.. China has other new plans. The scientists plan to put a lab into space manned by scientists for short periods. They aim to visit the moon to look for valuable resources there as well as to study its environment and geological structures. Do you want to be that lucky scientist? Suppose you are the scientist who visits the moon in the future, please tell us your plan. For example, you can think about these questions and write down your plan.1.What preparations should you make?2.What will you see during your space travel?3.What will you do on the moon?Show sample article:Going into spaceCarry out research on the moonI’ll visit moon soon. As a scientist, I have always wanted to visit it by myself. But it’s not an easy thing. So I should make many preparations. First I’ll take enough exercise in order to be strong. Then I’ll take enough and necessary equipment with me. I will make notes of what I’ll see on the moon because we’ll put a lab on it. Through experiments in the lab, we’ll collect valuable resources and study its environment and geological structures. We’ll also want to find out if it’s a good place for humans to live in in the future. I believe I’ll get what I want to get from the moon. (Teacher can supply other information for students. Show the following on the screen:)China’s manned space programme has four goals:1.to develop basic manned space flight technology;2. to observe the earth and undertake experiments in space;3. to help design space vehicles;4. to accumulate experience for a large space stationT: Suppose you are part of this future programme, talk about what you’ll do, what you’ll see and what you’ll get.Step III ProjectAsk students to collect as much information as they can about the nine planets in our solar system. Choose one planet that they would like to explore. Then write a research report. The report should include the four requirements on Page68.1.One possible project:Topic: MarsThe planet I have chosen is Mars because it’s the closest to the earth and it’ll be one of the first planets for us to explore. It’s named after the Roman god of war because from the earth it looks red in the sky.InformationPosition: 4th planet in our solar systemDistance from our sun: 228 million kmsDiameter: half the size of the EarthMass: one tenth the size of EarthGravity: one third of that of EarthSurface size: same as dry land of EarthLength of day: half an hour longer than Earth dayTime to circle the sun: two Earth yearsSatellites: twoAir: 95% carbon dioxide 2% argon, 3% nitrogen, very little oxygenFindings from space tripsThe most important trips to Mars have been made by the US and USSR. They have both sent many spaceships but no people to visit Mars. They have discovered:---there are two seasons on Mars: a warm, dusty, southern summer and cold, dusty-free northern winter.---no life can live on Mars now, as the air doesn’t have enough oxygen---there are some evidence of early life when there was water on Mars three million years ago---changes in the color of Mars are produced by dust storms on Mars---it has a north and a south pole made of frozen carbon dioxide gasWhat I would like to find out1.whether there is life under the surface of Mars2.whether it would be possible for people to live on Mars3.whether there is oil or jewels or rocks that would be useful for people on Earth2.Another project:Topic: JupiterJupiter is the fifth planet from the Sun and is the largest one in the solar system. If Jupiter were hollow, more than one thousand Earths could fit inside. It also contains more matter than all of the other planets combined. It has a mass of 1.9 x 1027 kg and is 142,800 kilometers (88,736 miles) across the equator. Jupiter possesses 28 known satellites, four of which - Callisto, Europa, Ganymede and Io - were observed by Galileo as long ago as 1610. Another 12 satellites have been recently discovered and given provisional designators until they are officially confirmed and named.InformationFindings from space trips1.There is a ring system, but it is very faint and is totally invisible from the Earth. (The rings were discovered in 1979 by V oyager 1.)2.The atmosphere is very deep, perhaps comprising the whole planet, and is somewhat like the Sun. It is composed mainly of hydrogen and helium, with small amounts of methane, ammonia, water vapor and other compounds.3. At great depths within Jupiter, the pressure is so great that the hydrogen atoms are broken up and the electrons are freed so that the resulting atoms consist of bare protons. This produces a state in which the hydrogen becomes metallic.4. Colorful latitudinal bands, atmospheric clouds and storms illustrate Jupiter's dynamic weather systems. The cloud patterns change within hours or days. The Great Red Spot is a complex storm moving in a counter-clockwise direction.5. Auroral emissions, similar to Earth's northern lights, were observed in the polar regions of Jupiter.What I would like to find out1.whether there is life under the surface of Jupiter2.whether it would be possible for people to live on Jupiter3.whether there is oil or jewels or rocks that would be useful for people on EarthStep V HomeworkSum up the whole unit.Collect the materials about stars, space travel and different ideas about the beginning of life..。
人教英语必修三Unit4Astronomythescienceofthestar教案9
Unit 4 Astronomy: the science of the starsReading 1Teaching goals1. Target languagea Words and phrasesastronomy, atmosphere, system, violent, solid, explode, carbon, dioxide, oxygen, surface, planet, harmful, development, spread, method, depend, solar system, in time, prevent…from, depend onb Sentence1.What it was to become was a mystery until the dust began to slowly combine into a ball moving around the sun. P252.It’s exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s atmosphere. P253.It allowed the earth to dissolve harmful gases, which had become part of the earth’s atmosphere, into the oceans and seas. P254.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. P262. Ability goalsa. Enable Ss to talk about the science of the stars, the development of life and space travel and gravityWhere do we come from?How did the universe begin?Why is the universe the way it was?How will it end?How much do you know about universe?Do you want to have a space travel?Do you know something about gravity?b. Understand the text and answer the following questions: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?c. Enable the Ss to understand the details about the passage, choosing the correct answer according to the text and put the order of development of life into a time line and answer questions.d. Retell the passage using key sentences.3. Learning ability goalsEnable Ss learn how to talk about the beginning of life on the earth.Teaching important pointsa. Talk about the beginning of life on the earth.Why did animals first appear in the seas?Why did green plants help life to develop?b. Discuss the order of development of lifeTeaching difficult pointsa. Understand the beginning of life on the earth.b. Discuss the questions:What will our future be if the earth may become too hot for the lives on it?Why are humans the cleverest animals on the earth?Teaching methodsa.Skimming and scanningb.Asking-and-answering activity to check the Ss’ understanding of the text.c.Individual, pair or group work to finish each task.d.Discussion.Teaching aidsA recorder, a computer, a projectorTeaching proceduresStep I PresentationT: Hello, everyone! Today we’ll come to Unit4 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 RenT: 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 on the Earth. Turn to Page25. Let’s come to Warming up first.Step II Warming up1.Read the three questions, while the students listen and follow.2.Give them some time to discuss the questions.3.Collect answers from the whole class.4.Check the answers while discuss..T: I’ll read the three questions for you. You should listen to me carefully. (If students don’t know how to discuss, show them an example.) For example, medicine. When someone gets very serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature, measure his blood pressure and give him an X-ray, or a CT. For the whole processof the examination, what kind of science has been used?S1: Biology.S2: Chemistry.T: So we can say medicine combines biology and chemistry. What about biochemistry and 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 to do some research on it, we should know many science subjects related to it. Now discuss the second question:What do we mean when we say we are studying a subject scientifically? Or what’s the correct 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. In order to test our idea, we should design experiments, then analyze the results and draw a conclusion. Now we 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 impose conclusions on the data.T: I think you have done great work. From the discussion we know that it’s not easy to be a scientist. So you should work harder if you want to be a scientist.Step III 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 them some.T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some students to tell us their stories. Are you clear?Ss: Yes, sir/madam.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 have 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.Pangu separates the sky from the earth.The sky and the earth were at first one blurred entity like an egg. Pangu was born into it. The separation of the sky and the earth took 18,000 years- the yang which was light and pure rose to become the sky, and the yin which was heavy and murky sank to form the earth. Between them was Pangu, who went through nine changes every day, his wisdom, greater than that of the sky and his ability greater than that of the earth. Every day the sky rose ten feet higher, the earth became ten feet thicker, and Pangu grew ten feet taller. Another 18,000 years passed, and there was an extremely high sky, an extremely thick earth, and an extremely tall Pangu. Then came the Three Emperors (the Emperor of the Sky, the Emperor of the Earth, the Emperor of the Men.)So these numbers came into existence and evolve like this. The number begins with one, becomes established at three, is completed at five, prospers at seven, and ends in nine. So the sky is ninety thousand li from the earth.Other legends about the beginning of universeThe Biblical Account"In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the spirit of God was hovering over the waters. And God said...."Day 1 : God spoke and separated light from darkness creating Day and NightDay 2 : God spoke and separated the water creating sky and oceanDay 3 : God spoke and created dry landDay 4 : God spoke and created the sun, moon, and starsDay 5 : God spoke and created living creatures in the air and seaDay 6 : God spoke and created the land animals and manDay 7 : God rested and blessed this day calling it HolyIndiaBrahma has created the world many times. This creation is repeated every four ages or yugas. There are four yugas in one eon or kalpa. In the beginning of each kalpa the world is a watery chaos.As Brahma thought beings were created. The demons were created by a wind from his rectum. After creating the demons he discarded his body which became night. He assumed a new body and out of his mouth came the shining gods or devas. This body was also discarded and became day. With his next body he created ancestor spirits. With his fourth body Brahma created human beings were created. This discarded body became the moon. With the fifth body Brahma had a strange thought and he created ogres, terrible creatures, that wanted to devour the primordial sea of chaos. In shock at what he had done he then created ghouls, or Gandharvas. Finally he regained his senses and created birds, mammals, plants, and all the other life that we see today.JapanIn the beginning was chaos until the heaven and earth separated. When this separation occurred the Three High Deities created two principles, the passive, Izanami or the Female, and the active, Izanagi or the Male. It was these two people who are our ancestors.In the beginning the heaven and the earth were one. The In (Yin) and Yo (Yang) had not been separated. All that existed was chaos in the form of an egg. This egg contained the seeds of thecreation. Heaven, being made of the purer portion of the substance rose and the earth being heavier did not. As the heaven rose the islands began to be formed. Later a strange plant grew between heaven and earth which became a great male god. Two additional male gods followed. These three were formed by the will of heaven. Following this six deities were formed and then Izanagi ( the male ) and Izanami ( the female ). Izanagi and Izanami were the first ancestors. They thrust down the jeweled spear of heaven into the sea. As they lifted the spear the liquid on the tip formed the islands of Japan.EuropeCelticThere were giants in the past. These giants were the gods. During the first winter a large giant was made from the hoarfrost. When this giant was exposed to fire he naturally melted. The body of this giant became the world. His hair became the forests. His skull became the sky. His blood produced the sea. His bones produced the mountains. In the middle of the earth on high mountains live the gods. The underworld is beneath, the land of the dead.South AmericaIncaThe Incas worshiped a god named Pachacamac, also known as Viracocha. This god had originally risen from the waters of lake Titicaca and created the stars, planets, and the moon. Pachacamac created everything, including people, out of clay. Because he felt sorry for humans, Pachacamac sent his daughter, the moon god, to teach humans how to build houses, grow crops, and make clothes. The children of Pachacamac lived at lake Titicaca but could travel. When they traveled they were required to stick into the ground a golden rod they received from their father, Pachacamac. Each time this happened the humans would build a city.T: Are they interesting? Though they are interesting, they are only legends. We should believe a scientific idea. What’s a scientific idea?S2: It should be an idea coming from scientific theory.T: Quite right. Now we’ll come to Reading. That’s a scientific idea.Step IV Reading.ScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask some detailed questions about the text on the slide show with their partners. Teacher encourages the Ss to express their ideas.T: We’re going to learn a passage about How life began on the earth .Now let’s look at the slide show. Read the text quickly and find answers to the following questions.Show the questions on the screen.T: Now who can answer the first one?S1: Watervapour, 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: Because green plants can take carbon dioxide from the atmosphere and fill the air with 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 Page26 Comprehending1.I think you may continue to read it again to 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 paragraph2 ,3 and 4 and finish Part2 and 3.Key: DBIGEHACFJT: For Part3, 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 V 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: The first question: How did water come into being on the earth?(If one student can’t answer completely, ask two or three or more students.)S:The explosion of the earth produced water vapor, which turned into water when the earth cooled down.T: No.2.Why is water important on the earth?S: Because water allowed the earth to dissolve harmful gases into the oceans and seas.T: No3, finish the following form.Key to the exercise:2.shellfish and all sorts of fish 5.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 sentence s:1.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 ’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 timeThe audience 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 modify differentCity 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 itOur 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.Now that you’ve grown up you can decide it yourself.Passage AnalyzingI Text Chart .How life began on the earthII Text RetellingRetell the text using about 100 words.Notes: Use the two questions and the chart to retell the passage;The possible version below can be used as a material for both retelling and dictation.Retelling:The explosion of the earth produced water vapor, which turned into water when the earth cooled down. Water allowed the earth to dissolve harmful gases into the oceans and seas. That made it possible for life to begin to develop. The arrival of small plants encouraged the development of early shellfish and all sorts of fish. Many millions of years later the first green plants began to appear on land. Later land animals appeared. Some were insects. Others, called amphibians, were able to live on land as well as in the sea. When the plants grew into forests, reptiles appeared for the first time. Later, dinosaurs developed. They became the most important animals on the earth for millions of years. After they disappeared, mammals became more important. They were the last group of animals and they were different because they produced their young from within their bodies. Small clever animals, with hands and feet, appeared and spread all over the earth. As time went by, they covered the earth and have become the most important animals on the planet. III Moral EducationTeacher can guide the Ss to understand the text deep, making the Ss to have a scientific attitude towards science: the beginning of universe, life on the earth, the stars. Let students establish the correct outlook on life, which has great realistic meaning. Call on every student to love our earth and do something they can to protect the earth.IV Writing Techniques1.Writing Characteristic1) Lead in the topic of how life began on the earth by beginning with two questions so as to arouse the readers’ strong curiosity and interest.2) The passage tells the readers the scientific idea in order of time. Water made everything possible on the earth. Then all kinds of plants and animals appeared. At last mankind ruletheworld, but they are not taking care of the earth very well. So the readers will think about a question carefully: What will our earth be in the future?2. Writing StyleThe text is common science writing, which tells the readers how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it’s factual. It’s written in a formal way. And all the information is based on scientific research. 3. Main IdeaThrough the writer’s clear description, we know that how life began on the earth. It’s a long and slow process. From the passage, we know that earth is the best place for human to live on. But humans didn’t take good care of it in the past. So we are facing many environmental problems now. What should we human do? Everyone who reads the passage will think about this problem. We should pay more attention to taking care of our earth. Taking good care of the earth means taking good care of ourselves.Step VI HomeworkRetell the passage according to the form..Remember important language points.。
高中英语新人教版精品教案《必修三Unit 4 Astronomy》
设计
unit4 Atronom: the cience of the tar
1 ead-in
2 e word
temeit ewor
教学
反思
这节课基本做到了完成教学任务，但是课堂教学进行到一多半的时候学生有点疲惫，课堂气氛不在利于快速记忆，影响教学效果。学生的反应和配合程度使得课堂气氛特别活跃。其中有位同学在讲解cheer这个词的相关短语的时候，举例生动有趣，加上滑稽的动作，让其他同学留下了深刻的印象。本节课的教学目标已经基本达成，但是由于时间问题，有些内容还需要再下节课复习时再进行补充说明。从学生的课后作业情况可以发现大部分学生基本上掌握了单词的用法。部分学生在做题时需要注重细节及单词的变形。
4.do the eercie b themeve
5.chec the anwer
单词备注
1.temn[c] 系统 ;制度；方法
tematicad 有系统的;有条理的
[典例]
1The oar tem incude the
un and it eight 喝酒对身体有害。
[练习] 根据句子的意思完成句子。
教学设计
必修三Unit 4 Atronom
教材分析
本单元的语言技能和知识几乎都围绕“the cience of the tar”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。
我觉得有人扯我的袖子，便转过身来。
[重点用法]
ed at the crimina
3 So ong a we ______ ______, there’ no mountain tou
人教英语新课标必修3全册教案Unit 4 Astronomy- The Science Of The Stars
人教英语新课标必修3全册精品教案(Unit 4 Astronomy: The Science Of TheStars)Unit 4 A: TThe StarsTeaching aims:able studvlistening skills and reading ability.2. Enable studunderstand the develgravity and how gravity affects us in dand plaArousestudents’aaasis:Words and ex: gravity, floaup, now that, break ou2. Awledge like gravity and black hole. Difficulties:Heludunderstand the develgravity.2. Heludw how gravity influences us.Teaching methods:g, scanning, discussing.Teaching aids: a tader, aand a computer. Teaching procedures:Td readingStep I PresentationT: Hello, everyone! Today we’llUnit 4 ABat I havea question: Where do w? Or we can say: Who are our a?S1:!S2: Beijing Ren who lived many years ago.S3: Reptiles.S4: Mammals.S5: Amphibians.S6: Dinosaurs.T: Very good! Can you pught 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 waaps.T: Bat, what was it like?S9:I don’t know.T: Do you want to gation? Today we’ll leag about How Life Begaarth. Turn to Page 25. Let’Warming uII Warming up1. Readquwhiludents listen and follow.2. Givveral minutes to discuss the qullect answwhole claanswers while discussing.T: I’ll readquu. You should larefully. (If students don’t know how to discuss, show them an example.) For example, medicine. Wgus illwill gal. The doctorwill exaHe will taature, measure his blood pressure and give him an X-ray, or a CT. For the wholxamination, what kindas been used?S1: Biology.S2:T: So we can say medbines biology andWhat about band g?S3: I think bbines biology and: Gbines geology andT: What about a?S5: P: Mathematics.T: Very good. We should know that aa multidisciplinary subject and if we want to dawe should know maublatedNow discud question:What do we mean when we say we are studying a subally? Or what’attitude toward?S7: We should be objectivuus.T: What’wave adea?S8: We should design exveral: Then we can analults and draw a conclusion at last.T: Let’s sum up the answers. To study a subally, we mube objective. In ordur idea, we should design exanalults and draw a conclusion. Now let’s talk aboud quWhat aant skills we need to be real?S10: We should be very careful.S11: Be objective and logical.S12: We should be wise enough to design an exand wlearly.S13: We should be able to draw concluxandludata. T: Iu have done great work. Fdiscussion we know that it’s not easy to be au should wo rk hardu want to be aⅢ Pre-readingGdiscuss the quPage 25 waThen alluragll dIf they don’t know any, tellT: Now please look at the slide show. And discuquwith your paThen I’ll audll uAre you clear?Ss:/Madam.1. Do you know each religulture has its own ideas about the beginninguniverse? Please give an example if you know.2. Do you know what adea is?A’ discuacher sallowing.T: Now who’d lll us a story? Volunteer!S1: LIn China, we all know that Pangu separaarth. T: Can you describdetails?S1:I can’t remembe r clearly.T: Who can? Nobody? Now I’ll tell you. Look aⅣ ReadingScanningGad the passage quickly and accurately and meanwhile hela good habading. Teacher giva couplutes to lugh the whole passage. Tellad the text silently and then adetailed quabouxlide show waTeauld encouragxdeas. T: We’re going to learn a passage about how life begaarth. Now let’s look at the slide show. Read the text quickly and find answllowing quw the quWhat waarth before life could begin?2. Why das never been l?3. Why did animalappeaas?4. Why did green plants help life to develop?5. Why were mammals danimals?T: Now who can answ?S1: Water vapour, carbon dioxide, oxyggen and other gases.T: What aboud one?S2: BecauwaT: What aboud one?S3: Because water allowed the earth to dissolve harmful gaans and seas.T: The fourth one?S4: Because green plants can take carbon dioxidaand fill the air with oxygen.T: What about the last one?S5: They were dbecauducedung from wbodies.T: Well done! Now turn to Page 2ding1, Iu maue to read it again to gdetailgIart, Ss will read the text again andPart1, 2 and 3. T: Now pleaassage faPart1. Then we willanswPart1: BCBBT: Skim Paragraph 2, 3 and 4, andPart 2 and 3. Key: DBIGEHACFJT: For Part 3, discuwith your partner.T: Wwrong in films andw dinosaurs and people together? S: Because dinosaurs died out long before human beings developedarth.T: Do you agree with him?S: Yes.T: What about the answd question?S: They aleverest animals becauave larger brains than aatuaar.T: Excellent job! I’llw much you have learned aboutthe passagV ListeningLaudllow and have further understandingassage. T: Read aaanswquwith your book closed.Play the tapeT: How did wabeingarth?Iudent can’t answer completely, ask twud: The explarth produced water vapor, which turned into water warth cooled down.T: Why is waaarth?Ss: Because water allowed the earth to dissolve harmful gaans and seas.T: Nllowing form.</v:ovalxercise:2. shellfish and allamphibian(on land and in water)les (on land) 8.dinosaurs(on land)9.mammals(on land)T: That’s allassage. Now let’s deal wlanguagxplanationT: Turn to Page 25. Let’s look a:1. It exploded loudly wand rock, which wduce the water vapour.which leads non-ve attributive clau:later;eventuallyI’ll(/to do sth.): not lateShe will be baare d/ ou: in/The audience clappedusic.2. Nobody knew that it was going to be dlanets going around the sun.be d: not lg elwaysNote: We can use very, much, quly, totally to modify dlife is quite duntry life.going around the sun is-ingat serves as attributive. Men breaking the law will be punished.Can yougirl dancing with your boyfriend?3. Whether life will continuallawill depend on wblem can be solved: serves as attributivlado such a thing. depend on:g might only habe truumstances are rigur success depends on wveryone works hardWalking does need a baw that gravity has changed.now that: becauact thatNow that I’I caua while.Now that you’ve grown up you can decide it yourself. Passage AnalyzingChaxtHow life begaarth</v:(on land) 5 amphibians (on land and in water)Text RetellingRetell the text using about 100 wordⅥ Homework Retell the passage accordingRemembant languagTd period Extensive readingwuastronaua2Read the passage and fillLanguagLaI was lucky enough to have a chaake aace wd Li Yanping, an augh: pron adj advThe boy is old enough to dl.He couldn’t run quickly enough to catch up wat. 2. Then we wbI aday.We aday.3 get cl靠近，接近，指动态变化be cl距......近，指状态Tl is clBut when I triedward I found I was carried twice as far aarth and fell over.1). “A + be + 倍数 + as +形容词原级 + as +B”.Tas tall as thaHis fawice as old as he.2). “A + be + 倍数 +形容词比较级 + than +B ”The Yangtze River is almost twice longer than thePearl River.The numbudur schoollarger than tha). “A + be + 倍数 + the +名词 (size, length, amount) + of + B”The newly broadened squauviouWe watched, amazed as fire broke ouutsidaceship as the earth’s gravased. break out1) 战争爆发2) 发生争吵3) (火灾)发生up;b. up感到高兴振奋8. ma许多，大量9. gang of 熟悉,掌握,理解10. exhausting (sth); exhausted (sb)Homework Collect passages about gravity.Prepaaking.The third period Language StudRevision Translallowing你迟早会成功的。
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人教英语新标必修3全册精品教案(Unit 4 Astrn: The Siene f The Stars)Unit4Astrn:TheSienefTheStarsTeahingais:Enablestudentstiprvetheirlisteningsillsandreadingabilit2Enablestudentstunderstandthedevelpentfgravitandhgr avitaffetsusindifferenttiesandplaes3Arusestudents’interesttsearhfrthesterfspaeEphasis:rdsandexpressins:gravit,flat,heerup,nthat,breaut,et 2AstrninledgeliegravitandblahleDiffiulties:Helpthestudentstunderstandthedevelpentfgravit2HelpthestudentstnhgravitinfluenesusTeahingethds:siing,sanning,disussingTeahingaids:atapererder,apretrandaputerTeahingpredu res:ThefirstperidreadingStepIPresentatinT:Hell,everne!T dae’lletUnit4AstrnBefrethatIhaveaquestin:heredeefr?rean sa:hareuranestrs?S1:nes!S2:BeiingRenhlivedanearsagS 3:ReptilesS4:aalsS:AphibiansS6:DinsaursT:Vergd!anup uttheinrightrder?S7:Aphibians,Reptiles,Dinsaurs,aal s,BeiingRenT:Dunhatitasliebefrelifeappearednearth?S 8:Itasfullfater,perhapsT:Befrethat,hatasitlie?S9:Sr r,Idn’tnT:Duanttgetreinfratin?Tdae’lllearnsethingabutHLifeBeganntheEarthTurntPage2Let’setaringupfirstStepIIaringup1Readthethreequestins,h ilethestudentslistenandfll2GivetheSsseveralinutestd isussthequestins3lletansersfrthehlelass4hetheansers hiledisussingT:I’llreadthethreequestinsfruushuldlistentearefullFrexa ple,ediinehensenegetsseriusillness,heillgtthehspita lThedtrillexainehiHeilltaehisteperature,easurehisbl dpressureandgivehianX-ra,raTFrthehlepressftheexainatin,hatindfsienehasbeenused?S1:BilgS2:heistrT:Seans aediinebinesbilgandheistrhatabutbiheistrandgephsis? S3:IthinbiheistrbinesbilgandheistrS4:Gephsisbinesge lgandphsisT:hatabutastrn?S:PhsisS6:atheatisT:Vergde shuldnthatastrnisaultidisiplinarsubetandifeanttdser esearhnit,eshuldnansienesubetsrelatedtitNdisussthes endquestin:hatdeeanhenesaearestudingasubetsientifia ll?rhat’stherretattitudetardssiene?S7:eshuldbebetive,ntsupe rstitiusT:hat’stherretatprveasientifiidea?S8:eshulddesignexperien tsttestitfrseveraltiesS9:Theneananalzetheresultsand draanlusinatlastT:Let’ssuuptheansersTstudasubetsientifiall,eusttrtbebetiv eInrderttesturidea,eshulddesignexperients,thenanalz etheresultsanddraanlusinNlet’stalabutthethirdquestinhatarethestiprtantsillseneed tberealsientists?S10:eshuldbeverarefulS11:Bebetivea ndlgialS12:eshuldbeiseenughtdesignanexperientandrit ethereprtslearlS13:eshuldbeabletdranlusinsfrtheexpe rientsandntipsenlusinsnthedataT:Ithinuhavednegreatr Frthedisussinenthatit’snteastbeasientistSushuldrharderifuanttbeasientistS tepⅢPre-readingGettheSstdisussthequestinsnPage2iththeir partnersThenastheSsttelltheirstriesEnuragetheSsttel ldifferentstriesIfthedn’tnan,telltheseT:NpleaselattheslideshAnddisusstheseq uestinsithurpartnersThenI’llassestudentsttellustheirstriesAreulear?Ss:es,Sir/ ada1Duneahreliginrulturehasitsnideasabutthebeginnin gftheuniverse?Pleasegiveanexapleifun2Dunhatasientif iideais?AftertheSs’disussin,teahersasthefllingT:Nh’dliettellusastr?Vlunteer!S1:LetetrInhina,eallnthatP anguseparatesthesfrtheearthT:anudesribethestrindeta ils?S1:Srr,Ian’treeberlearlT:han?Nbd?NI’lltelluLatthesreenStepⅣReadingSanningGettheSstreadthepassagequilandauratel andeanhilehelptheSstfragdhabitfreadingTeahergivesth eSsauplefinutestlthrughthehlepassageTelltheSstreadt hetextsilentlandthenassedetailedquestinsabutthetext ntheslideshiththeirpartnersTeahershuldenuragetheSst expresstheirideasT:e’regingtlearnapassageabuthlifebeganntheearthNlet’slattheslideshReadthetextquilandfindanserstthefllin gquestinsShthequestinsnthesreen1hatastherentheearth befrelifeuldbegin?2hdsientiststhintherehasneverbeen lifenthen?3hdidanialsfirstappearintheseas?4hdidgree nplantshelplifetdevelp?hereaalsdifferentfrtheranial s?T:Nhananserthefirstne?S1:atervapur,arbndixide,xge n,nitrgenandthergasesT:hatabutthesendne?S2:Beauseth ereisnaternthenT:hatabutthethirdne?S3:Beauseaterall edtheearthtdisslveharfulgasesinttheeansandseasT:The furthne?S4:Beausegreenplantsantaearbndixidefrtheats phereandfilltheairithxgenT:hatabutthelastne?S:Theer edifferentbeausetheprduedtheirungfrithintheirbdiesT :elldne!NturntPage26prehending1,Ithinuantinuetreadi tagaintgetredetailsSiingInthispart,Ssillreadthetext againandthenfinishPart1,2and3T:Npleasesithepassagef asttfinishPart1TheneillhetheanseretPart1:BBBT:SiPar agraph2,3and4,andfinishPart2and3e:DBIGEHAFT:FrPart3 ,disusstheithurpartnerT:hisitrnginfilsandstriestshd insaursandpepletgether?S:Beausedinsaursdiedutlngbef rehuanbeingsdevelpedntheearthT:Duagreeithhi?S:esT:h atabuttheansertthesendquestin?S:Thearetheleverestan ialsbeausethehavelargerbrainsthanantherreaturesntheearthsfarT:Exellentb!I’llhehuhuhavelearnedabutthepassageStepVListeningList entthetapefrthestudentstfllandhavefurtherunderstand ingfthepassageT:Readafterthetape,thenanseresequesti nsithurblsedPlathetapeT:Hdidatereintbeingntheearth? Ifnestudentan’tanserpletel,astrthreerrestudentsSs:Theexplsinfthee arthprduedatervapr,hihturnedintaterhentheearthleddn T:hisateriprtantntheearth?Ss:Beauseateralledtheeart htdisslveharfulgasesinttheeansandseasT:N3,finishthe fllingfr1sallplantsinater6frests7893greenplantsnland4insets2ettheexerise:2shellfishan dallsrtsffishaphibian7reptiles8dinsaurs9aalsT:That’sallfrthispassageNlet’sdealithselanguagepintsExplanatinT:TurntPage2Let’slatthesentenes:1Itexpldedludlithfireandr,hihereint ietprduetheatervapurhihleadsnn-restritiveattributiv elauseintie:snerrlater;eventuallI’llseehiintieintie:ntlateSheillbebaintietpreparedinn erin/utftie:in/ntintherrettieTheaudienelappedintiet theusi2Nbdnethatitasgingtbedifferentfrtherplanetsgi ngarundthesunbedifferentfr:ntliesenersethingelseinn erreasNte:eanusever,uh,quite,entirel,ttalltdifdiffe rentitlifeisquitedifferentfruntrlifegingarundthesun is-ingfrthatservesasattributiveenbreaingthelaillbep unishedanuseethegirldaningithurbfriend?3hetherlifei llntinuentheearthfrillinsfearsteilldependnhetherthi sprbleanbeslvedte:servesasattributiveSheisthelastpe rsntdsuhathingdependn:sethingightnlhappenrbetrueift heirustanesarerightfritursuessdependsnhethereverner shardrnt4alingdesneedabitfpratienthatgravithashange dnthat:beausefthefatthatNthatI’free,IanenusifrahileNthatu’vegrnupuandeideiturselfPassageAnalzinghartfthetextH lifebeganntheearthater1sallplantsinater2shellfishan dallsrtsffish3greenplantsnland4insetsaphibians6fres ts7reptiles8dinsaurs9aals10sallleveranialsithhandsa ndfeet11huan4insetsaphibiansTextRetellingRetellthet extusingabut100rdsStepⅥHerRetellthepassageardingtthefrReeberiprtantlanguagThesendperidExtensivereadingStep1Shsepituresftheast rnautsinthespaeStep2ReadthepassageandfillinthefrSte p3Languagepints1LastnthIasluenughthaveahanetaeatrip intspaeithfriendLianping,anastrnerEnugh:prn adadvThebisldenughtdtshlHeuldn’trunquilenughtathupiththeat2Theneereff beff=setffIafftdaearefftda3getlset靠近，接近，指动态变化belset距近，指状态Theshlislsetthepstffie4ButhenItriedtstepfrardIfundI asarriedtieasfarasntheearthandfellver1)“A+be+倍数+as+形容词原级+as+ThistreeisthreetiesastallasthatneHisfatheristieasldashe2)“A+be+倍数+形容词比较级+than+B”TheangtzeRiverisalsttielngerthanthePearlRiverThenub erfstudentsinurshlisthreetieslargerthanthatintheirs 3)“A+be+倍数+the+名词+f+B”Thenelbradenedsquareisfurtiesthesizefthepreviusne6e athed,aazedasfirebreutntheutsidefthespaeshipastheea rth’sgravitinreasedbreaut1)战争爆发2)发生争吵3)发生7heerup;heersbup感到高兴振奋8assesf许多，大量9getthehangf熟悉,掌握,理解10exhausting;exhaustedStep4Herlletpassagesabutgravi tPreparefrspeaingThethirdperidLanguageStudStep1RevisinTranslatethefllingsentenes1你迟早会成功的。