人教新课标高中英语必修三Unit4Astronomy全单元详细教案11

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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Unit4Astronomy新人教版必修3教案

新课标人教版 Unit 4Astronomy ：the science of the stars——天文学：恒星科学中心词汇1． Do you think our education____________(制度 )needs improving?2． The____________( 天气 )of southern Florida attracts thousands of tourists eachwinter.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 thef____________tasks of parenthood.9．用 harm 的适合形式填空(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)harm10.violent ； violence高频短语1． ________________实时，终于2． ________________下蛋3． ________________产生；临盆4． ________________轮到某人；接着5． ________________阻挡；遏止6． ________________挡住(光芒 )7． ________________感觉快乐；感觉振奋8． ________________既然9． ________________突发；迸发10． ________________亲密凝视；当心；防备1.in timey eggs3.give birth to4.in one’s turn5.prevent...from6.block out7.cheer up8.now that,9.break out10.watch out要点句式1． ________________was uncertain until between 4.5 and 3.8 billion years ago whenthe dust settled into a solid globe.随后它会变为什么没有人知道，直到38～ 45 亿年前，这团灰尘才慢慢地形成一个固体的球状物。

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。

高中英语unit4Astronomylistening教案新人教必修3

河北省石家庄市第一中学高中英语 unit4 Astronomy listening教案新人教版必修3教材章节Unit 4 课题Astronomy 课型Listening教学目标知识与能力知识内容重点句子:I heard about how the idea of gravity has developedover a long period of time.Pick out the information and draw lines from the list to wherethe things are on the suit of the astronaut.等级程度(A)识记(B)理解(C)应用(D)分析(E)综合(F)评价才能目的Enable the Ss to understand the different ideas about gravity.Enable the Ss to have a good understanding of the force ofgravity in order to enjoy the stories fully and to become moreinvolved and excited about studying space and the stars.过程与方法a. Discussionb. Listeningc Cooperative learningd. Debating情感态度与价值观Enable the Ss to appreciate that the science fiction stories are imaginary but based on fact.教学设计重点难点分析Listen to the material about the detailed information about different scientists and their ideas. Complete the form , make True or False judgement and answer questions.教学技术设备Tape recorder for listening material教学环节学习目标1、学习的主要知识Listening2、需要掌握的方法Prediction and testament and taking part.课题概述1、本节知识的主要意义Know more about astronomy2、本节知识在知识体系中的地位和联络Warming up of the main reading passage.教学环节分析讲解学生活动设计Step I. RevisionCheck homework exercise.Part3 (P29):The fact is that I don’t know who he is.whether he’ll come or not.that many people don’t know how far Beijing is fromEngland.Your difficulty is that you don’t have enough money.that you don’t know how to grow apple trees.My problem is that I don’t know his address.how long the journey would take us.The question is that the snow is too heavy.where you can find a restaurant.The trouble is how to get there in time.Whether you can find a taxi in such a cold day. Part3 (P64):1.With the development of science and technology, people have come todepend more and more on the computer to deal with all kinds of things.2.Now that many problems exist which cannot be solved, wars willprobably break out.3.He gradually got the hang of this method of research after manyyears’ practice.4.The presence of that famous director cheered up all the people atthe meeting.5.We should find some ways to prevent the harmful gas from spreading.6.He is already exhausted. We should lessen his pain instead ofdisappointing him.Step II. Listening (Using language)1.The Ss will hear different ideas about gravity of three scientists, and then fill in the blanks.T: Have you heard of Isaac Newton? How much do you know about him?S1: He’s English.S2: He set up an idea which is called “gravity〞.T: What’s his idea about?S3: Gravity made everything fall back to the earth.T: Have you heard of Albert Einstein?S4: Yes. He’s a Jew. And he’s famous for his Theory of Relativity. T: How much do you know Stephen Hawking?S5: Sorry, not very much. I know him just from the passage on Page64,Workbook..T: It doesn’t matter if you don’t know them much. Today we’ll get more information about them. Turn to Page30. Go through Part1 quickly.2.Listen to the tape three or four times and pause where it’s necessary. Discussion and su mmaryThen check the answers with the whole class.T: Are you ready? Let’s listen for the first time. Please pay attention to the date.(Play the tape.)T: Have you got the answers?S1: Yes. Isaac Newton lived from 1642 to 1727. Albert Einstein lived f rom 1879 to 1955. Stephen Hawking was born in 1942.T: Let’s listen to the tape again. Please pay attention to the idea. (Play the tape again.)T: Have you got the answers?S2: Yes. Isaac Newton: Everything falls back to the earth because of a pull called gravity.S3: Albert Einstein: Gravity is different in space.S4:Stephen Hawking: Black holes would eat stars and they may also push stars out into space.T: Excellent answers! Have you got other information? Or, What was their gravity about?S5: Newton’s gravity is about earth.S6: Einstein’s idea about gravity was about universe.S7: Hawking’s idea was about black holes.T: I think we’ve solved this problem. Now read four sentences in Part2, decide which the best idea is. If you are not sure, we will listen to the tape for the last time.(After play the tape.)T: Which one is the best?S8: No.3.T: Why No.3? What’s wrong with the other three?S9: Our listening passage didn’t mention how three men made mistakes.It only mentioned that other scientists found they made mistakes.So No.1 is not correct.S10: No.2 is not true because the three scientists wanted to explain how the universe worked and not how it began..S11: No.4 is too general and it doesn’t give enough details.T:Your explanations are enough. So we choose No.3. Then turn to Page62, Listening.Step III Listening (WB P62)1.Part1.T: Who’s Yang Liwei?S1: He’s our hero who traveled into space on October15,2003.T: What’s the name of the spaceship?S2: Shenzhou V.T: Do you know what education and experience you need to become an astronaut?S3: No.T: O K. Now we’ll listen to a conversation between Yang Liwei and a reporter. First, go through the six sentences in Part1. Now listen to the tape.(After listening)T: Have you got that? Now read the sentences and tell us True or False. If it’s not true, correct it.Ask students to read them and check the answers with the whole class. Answers: FFTTTT2.Part2.T: Now focus your attention on Part2. Then we’ll listen to the tape again..Play the tape and pause when the students need to write information down. Then collect answers.Information on Yang LiweiThe exams he passed Excellent degree and 10 years’ trainingExperience Pilot for the air force of the PLAPhysical qualities Smaller than 170cm, less than 70kgPersonal qualities Calm, mature, hard-working3.Part3.First ask Ss to talk about the answer. If necessary play the tape again for Ss to check the answer.Answers: ’s a special seat to throw him out of the space rocket if things went wrong.There are also a special door for another space rocket to rescue him2.The ans wer can be different.Step IV Listening Task (P65)T: Do you want to have a space walk?S: Yes, of course..T: But you know it’s dangerous, and it needs a great deal of practice. You should also wear a spacesuit. The spacesuit needs some equipment. Do you know each part of the equipment?S: We’re not clear.T: Now listen to the tape. Then you’ll get it.Play the tape twice or three times to finish Part1 and 2.Key to Part1: C。

高中英语必修3 Unit4 Astronomy 教案、课件

1.How many planets circle around the
sun in the solar system now?
A. 9
B. 10
C. 8
The Solar System
A.地球 _E__a_r_t_h
E.海王星 _N__e_p__t_u_ne
B. 木星 _J__u_p_i_t_er
本单元的中心话题是“天文学”，内容涉及太阳系、
地球生命的起源、宇宙大爆炸、月球探秘、黑洞效应等。这些话题较抽象、较难理解，因此，如何通过第一课时的设计，把抽象的内容形象化，基本扫清学生阅读和表达等障碍，显得尤为重要。Reading部分主要是通过对宇宙大爆炸理论进行科学性分析，推断出地球上生命的起源以及生物进化的过程。学生能够结合已有知识和生活常识来理解相关问题，并针对文章中的一些发人深省的探讨性问题展开讨论，如：The earth may become too hot to live on, so what will our future be? 通过这些讨论，学生能更好地了解我们生活的地球环境，同时也能激起了解和探究科学的兴趣与热情。
settle into
Big Bang a cloud of dust a solid globe
water
cool down
atmosphere
explode
Where there is water, there is life. Water is f_un_d__a_m_e_n_t_a_l to the development of life.
首先，用听本单元的单词录音进行导入，让学生从整体
上感知下单词。然后，对重点单词进行讲解，既有对单词用法的拓展，又有对短语释义的延伸。讲解和巩固练习结合，让学生加深理解词汇用法并当堂掌握。而且，练习形式多样化，有翻译，有填空，有选择，从各个角度来对词汇关进行突破。除此之外，加入的图片更是恰到好处，和例句相结合，加深了学生对词汇的印象和理解。

人教新课标高中英语必修三Unit4_Astronomy全单元详细教案[1]1

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。

(最新)人教高中英语必修三单元教案Unit 4 Astronomy

Unit 4 Astronomy: The science of the starsThe reading passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed into space and how life began on the earth. It provides a scientific background to any investigation into space and it is factual.This unit is concerned with astronomy and how human beings first evolved on the earth and understand the universe around them. The exploration of space is examined through science fiction as nobody has yet visited a “black hole”. We also examined how ideas have developed about gravity. The three scientists who have made the greatest contribution to our understanding of gravity are Isaac Newton, Albert Einstein and Stephen Hawking.Science of the star：the development of life; space travel and gravityVocabulary: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmful, acid, chain, oxygen, exist, thus, dioxide, puzzle, biology, biologist, satellite, gentle, physicist, climate, crash, spaceship, pull, float, solar system, in time, give birth to, in one`s turn, prevent….from, block out, cheer up, now that, watch outPlanets: Mercury(水星), Venus(金星), Earth(地球), Mars(火星), Jupiter(木星), Saturn(土星), Uranus(天王星), Neptune(海王星)The Big Bang: It is the term used to describe a huge explosion that scientists believe happened around 15 billion years ago, creating our universe. Nobody knows what caused the Big Bang, since we cannot look back to a time before it. But just after the event, the universe is believed to have been a knot of tightly packed particles only about the size of a pea. Its temperature was ten thousand trillion, trillion degree Celsius.The universe is made up of stars, planets, and other matter scattered throughout space.Satellites are objects that move in orbit around other objects of greater mass. A satellite may be natural, like the moon, or artificial, like a spacecraft.Our solar system is made up of the sun and the objects that orbit it. These include the eight planets (and probably more than eight) and their moons, as well as asteroids, comets, and meteors.Some examples of the creation stories.1 The story of Hopi people: The Four Creations.2 From China: The story of Pan Gu3 The Jewish / Christian / Muslim storyIsaac Newton Albert Einstein Stephen HawkingIdea Large bodies have aforce which pullsthings towards them.In space large objects makespace and time bend；The largerthe object is, the further spaceand time bend.Black holes have a very largemass and pull things towardsthem.Development The bigger the objectis, the stronger thegravity.Time goes slower in very stronggravity.If you go over the edge, youcannot get out; but if you do not,you may be able to escape.Instructions(提示):Please pay attention to….Please check that….Please look at…..Make sure that….Don`t forget that…..Watch out for….You need….You had better…..The first period: Warming up and ReadingImportant points: let the students read the passage and learn about the development of the earth by using different reading skills to understand implied meaning of the author.Difficult points: enable the students to understand the passage and know the development of the earth by using different reading skills.Knowledge aims: learn the useful new words and expressions in this part: astronomy,, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, armful, acid, chain, multiply, oxygen, exist, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one`s turn, carbon dioxide, prevent….fromStep 1 Presentation1. Have a free talk with students by letting them 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 them: today we will learn something about how life began on the earth. Turn to page 25. let`s come to Warming up.Step 2 Warming up1. In our solar system eight planets circle around the sun. They are: Uranus天王星, Venus金星, Earth地球, Mars火星, Mercury水星, Jupiter木星, Neptune海王星, Saturn土星.2. What interests you in astronomy? Do you know any questions that astronomers are interested in?Step 3 Pre-reading1. First get students to discuss the questions with their partners:The origin of life on earth is a question that interests astronomers. Do you know about it?Each religion and culture has its own idea about how life began on earth. What do you know about them?2. Get them to tell their stories. Encourage them to tell different stories.3. Get them read the title and predict what the reading will be about.Step 4 Reading1. Fast reading: get them 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 1 A widely accepted theory about the formation of the universe.Paragraph 2The formation of the earth.Paragraph 3The Importance of water for life.Paragraph 4The development of plants and animals on the earth.Paragraph 5The arrival of humans and their impact on the earth.The passage 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.2. Intensive reading: allow them several minute to read and get the important details, then finish the following.Time EventsThe dust settled into a solid globe, which was the earth.Between 4.5 and3.8 billion years ago The earth exploded with fire and rock. They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earth`s atmosphere. When the earth cooled down, water appeared. Water also appeared on other planets like Mars but unlike the earth, it had disappeared later.Many millions of years later Small plants-began to appear on the surface of the water. They multiplied and filled the oceans and seas with oxygen.Plants Green plants began to grow on land, which were followed by land animals.Reptiles appeared and they produce the young by laying eggs and existedon the earth.Next and laterAnimalsMammals appeared on the earth which gave birth to young baby animalsand fed them on milk.About 2.6 million years ago Small clever animals with hands and feet appeared. They spread all over the earth. Thus they, in their turn, became the most important animals on the planet.3. Put the order of development of life into a time-line.1). Insects and amphibians appeared. (H)2). Dinosaurs appeared. (J)3). The earth became a solid ball. (C)4). Small plants grew on the water. (E)5). Reptiles appeared. (I)6). Plants began to grow on dry dust. (G)7). Water appeared on the earth. (B)8). Shellfish and other fish appeared. (D)9). The universe began with a “Big Bang”. (F)10). Clever animals with hands and feet appeared. (A)11). Mammals appeared. (L)12). The earth was a cloud of dust. (K)4. Choose the best answers to the questions: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. InsectsB. ReptilesC. AmphibiansD. Shellfish and fish.3. Which of the following statements is true?A. water still exists on MarsB. the earth`s atmosphere is made up of oxygen and nitrogenC. the earth had dissolved the harmful atmosphere into the ocean 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 being caused begins global warming.4. Reading and discussion:1). Why was the earth different from the other planets?(Because the water remained on the earth.)2). Why did the plants grow before the animals came?(Because plants provide oxygen for animals to breathe.)3). Why is it wrong to show films with dinosaurs and people together?(Because dinosaurs died out long before human beings developed on the earth.)4). What problem is caused by human beings?(Human beings caused global warming.)5. Explanations: discuss the following important sentences and phrases.1). What is was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into 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 answers:6. Reading aloud and understanding: ask them to read the passage aloud to the tape and let them pay attention to the pronunciation of each new words and the pause within each sentence and pick out the useful expressions and 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 sth. 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… on7.填空Exist, live, prevent….from, protect…from, multiply, develop, climate, weatherOne hundred and forty million years before humans existed, dinosaurs ruled the earth. They lived for so long on the earth that they developed into many different species. They had few natural enemies besides each other, so each species had to protect their young from being eaten by other dinosaurs. As they lived in a warm and wet climate, there was plenty of food so dinosaur species multiplied quickly. Who knows that would have happened if the earth`s weather had not changed? Sadly it became hot had dry and the dinosaurs were unable to prevent themselves from disappearing altogether. However, students and scientists love to study their bones and imagine their life.Step 5 DiscussionAfter reading the passage, let students discuss the following questions:1).Why do you think human beings 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 began to grow on dry land → insects and amphibians appear → retiles appear →dinosaurs appear → mammals appearStep 7 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and try to talk about how life began on the earth in your own words.The second period: ReadingKnowledge aims: get the students to earn the useful words and expressions: 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…from.Skill aims: Improve students` reading comprehensive ability and enable them to know about how the earth came into being and the development of life.Teaching important and difficult points: discuss the development of life. What will our future be like if the earth becomes too hot to live? And what can we do to prevent such serious situation from happening?Step 1 Lead-in (Individual work)Lead in the passage by asking some questions:Did human beings live on the earth when the earth came into being?( monkeys, Apes类人猿, gorillas猩猩, chimpanzees黑猩猩, primate灵长目动物)Do you know what plays the most important part in our body, water or fat?Do you know how did water come into being on the earth?Step 2 Fast reading (task 1)1. Read paragraph 1-3. After having read, let them watch the video of “Big Bang”, and answer the question “how did water come into being on the earth?” (The explosion of the earth produced water vapor, which turned into water when the earth cooled down.)2. Careful reading: read the passage carefully and answer the following questions:1). What is the earth`s atmosphere made up of?(Carbon, nitrogen, water vapor and other gases)2). Why 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.3). Why was water very important for the beginning of life?(Water allowed the earth to dissolved harmful gases and acids into the oceans and seas.)3. Do the exercises and then check with the whole class.Step 3 Intensive reading (task 2)Read the whole text and finish the chart. (Pair work)Development of life(Big Bang) The earth was still a cloud of dust.↓(between 4.5 and 3.8 billion years ago) The dust settled into a solid globe.↓(explode) Water vapor and some other gases were produced and made the earth`s atmosphere.↓(cool down) Water appeared on the earth.↓(life began) Arrival of small plants on the surface of the water.↓(multiply) The oceans and seas were filled with oxygen and the development of shellfish and other fish were encouraged.↓(next) Green plants began to grow on land.↓(followed in time) Land animals such as insects and amphibians appeared.↓(plants grew into forests) Reptiles appeared.↓(after that) Huge animals, called dinosaurs developed.↓(dinosaurs disappeared) It made the rise of mammals on the earth possible.Step 4 Have a discussion (task 3)Through the teacher`s description, we learned the development of life. It is a long and slow process. And the earth is the best place for all the living things to live on. But human beings didn`t take care of it.Listen to the last paragraph twice with the books closed.1). What problem is caused by human beings? (B)A.They exist everywhere on the earth.B.They caused global warming.C.They find new methods of growing crops.D.They enjoy hunting and fishing.2). From the last paragraph we can infer that the author is a little ------. (C)A. HappyB. carelessC. worriedD. excitedStep 5 Self-assessmentWrite down your opinions according to the questions in the card.1). Can you give a brief introduction to how the universe developed, how life began on the earth and the development of life in your own words?2). What strategies of reading have you learned in the class?3). Are you active in the class?4). What problems did you have in reading?5). What help do you need from the teacher?Step 6 HomeworkPlease try your best to retell the passage in your own words.Write a short passage according to what we have discussed. The title is “How to Protect the Earth”. (About 120 words.)The third period: Learning about Language: Important language pointsThe emphasis of this period will be placed on the important new words and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending.Important points: enable students to grasp the usages of such important new words and expressions as exist, puzzle, in time, in one`s turn, prevent…. from; get students to master the patterns “The earth became so violent that it was not clear whether the shape would last or not.” And “So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.”Difficult points: 1). let students learn the usages of the expression “prevent….from….; 2). enable them to learn the sentence pattern “It is(not)+ adj. +that ( whether)…..”; 3). get them to understand some difficult and long sentences.Knowledge aims: get them to learn the following sentence patterns: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)The earth became so violent that it was not clear whether the shape would last or not. (so …. That; it is / was not + adj. + whether-clause)What is even more important is that as the earth cooled down, water began to appear on its surface. (what-clause as the subject; that-clause as the predicative)It was not immediately obvious that water was to be fundamental to the development of life. (It is / was (not) + adj. + that……)So whether life will continue on the earth for million of years to come will depend on whether this problem can be solved. (whether-clause as the subject; depend on + whether-clause as the object)Step 1 RevisionCheck the homework exercises.Ask some students to talk about how life began on the earth.Step 2 Reading and findingGet students read through Warming Up, pre-reading, reading and comprehending to underline all the new words and expressions or collocations.Step 3 Practice for useful words and expressionsTurn to page 28. go through the exercises and then do them by themselves.Step 4 Studying important language points1. according to: as stated by sb. or in sth.According to John, you were in Edinburgh last week.You have been in prison six times according to our record.2. It is not clear how gold was found there.It is hard to understand why there is gravity.3. in time: sooner or later; eventuallyin / out of time(sth.) be to (do): something will definitely happen, or it must happenYou will succeed in time.She will be back in time to prepare dinner.The audience clapped in time to the music.She is to be honored for this great work.They said goodbye, little knowing that they were never to meet again.4. allow + n. / pron. / doing; allow sb. to do sth.5. exist: be real or actual; have beingThe Roman Empire existed for several centuries.Contradictions exist everywhere.Salt exists mostly in sea water.So poor they can hardly exist.One can not exist without air.6. be different from: not like someone or something else in one or more waysCity life is different from country life.7. give birth to: produce youngShe gave birth to a healthy baby last night.Mark`s idea gave birth to Communism.8. in one`s turnin turn: one after the other; in successionby turn: one after the other; in rotationHe has become monitor in his turn.The girl called out their names in turn.We did the work by turn.9. prevent…..from…: stop or hinder sth. / sb.Nothing can prevent their plan from being carried out.10. depend on (sth. else): something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.Step 5 Using words, expressions and patternsDo the exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the Workbook exercises.Learn the new words and expressions by heart.The forth period: Learning about language: GrammarThis period mainly deals with the following:1). Review noun clauses as the object and as the predicative;2). Learn the new grammar item: noun clauses as the subject.Important points: get the students to understand and use noun clauses as the subject.Difficult point: enable students to learn how to use noun clauses as the subject correctly.Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Translate the following sentences.1). 你早晚会来的.→You will come here in time.2). 我的车与你的不一样.→My car is different from yours.3). 他总是第一个来, 最后一个走.→He is always the first to come and the last to go.4). 他来还是不来不清楚.→It is not clear whether he comes or not.5). 我们的成败取决于是否每个人都努力工作.→Our success depends on whether everyone works hard or not.6). 我们必须采取措施防止这种疾病的蔓延.→We must take action to prevent this disease from spreading.Step 2 PreparationAsk students to read the following sentences and find out its subject.A tree has fallen across the road.You are a student.To find your way can be a problem.Smoking is bad for your health.“How do you do?” is a greeting.What she said is not yet unknown.That we shall be late is certain.It is certain that we shall be late.Step 3 Grammar learning1. Read and discover. Turn to page 25 and read through the reading passage to find out all the sentences where noun clauses are used as the subject and underline them.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). What is even more important is that as the earth cooled down, water began to appear on its surface.4). It was not immediately obvious that water was to be fundamental to the development of life.5). What many scientists believe is that the continued presence of water the earth to dissolve harmful gasses and acids into the oceans and seas.6). Why they suddenly disappeared still remains a mystery.7). So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.2. Summing up: noun clauses as the subject主语从句: 做主语用的名词性从句, 在复合句中做主语.1). 连接词:从属连词that(引导主语从句只是引导作用, 在句中不做任何成分, 但不能省略), whether(放在句首或者句末) 等.That she left him cut him to the heart.Whether it will please them is not easy to say. / It is not east to say whether it will please them.2). 连接代词who, what, which, whoever, whatever, whichever等What seems easy to some people seems difficult to others.3). 连接副词when, where, why, how等4). 几种特殊句型:It + be + 表语+ 主语从句It + 不及物动词+ 主语从句It + 及物动词+ 主语从句Step 4 Grammar practiceTurn to page 29. Ask students to do exercises2-3 in Discovering useful structures.Step 5 DiscussionLet students have a discussion in groups. The topic is “My problem”. One talks about the problems in his study or life. The others should give some advice or suggestion. Remind students to use the following structures:The fact is that / it is a fact that……The difficulty is ….. / What I find difficulty is…..The trouble is ….. / What worries me is …..My advice is …. / What I would suggest is …..My advice is ….. / What I would advise is …..I think that ….. / What I think is …..I want to tell you that …. / What I want to say …..Step 6 Closing down by a quizShow them some exercises to do.1). I have always been honest and straightforward, and it doesn`t matter ----- that I am talking to.A. who is itB. who it isC. it is whoD. it is whom2). It is pretty well understood ----- control the flow of carbon dioxide in and out the atmosphere today.A. thatB. whenC. whatD. how3). ----- made the school proud was ----- more than 90% of students had been admitted to key university.A. What; becauseB. What; thatC. That; whatD. That; because4). ----- team wins on Saturday will go through to the national championship.A. No matter whatB. No matter whichC. WhateverD. Whichever5). ----- is our belief that improvements in health care will lead to a stronger, more prosperous economy.A. AsB. ThatC. ThisD. It6). ----- I can`t understand is ----- he changed his mind.A. That; thatB. What; whyC. Which; howD. That; why7). ____ Ben looked so upset was not clear.A. WhenB. ThatC. WhyD. What8). _____ is a secret to me, so I have to ring her up.A. Where did she put itB. Where she put itC. That where she put itD. In which she put it9). _____ you have done might be good for your sister.A. ThatB. WhatC. WhichD. This10). ____ is known to us _____ David will solve the problem tomorrow.A. It; whatB. What; thatC. It; howD. What; when11). ____ has finished the work on time will be rewarded though we don`t know who it will be.A. WhomeverB. AnyoneC. No matter whoD. Whoever12). ____ the man can`t understand is _____ the pay is lower and lower.A. What; whyB. That; whatC. What; becauseD. Why; that13). It was about two years ago _____ a young man saved ten children from the ruins.A. thatB. untilC. beforeD. when14). _____ we will go to see a movie this weekend depends on my father`s schedule.A. IfB. ThatC. WhetherD. What15). _____ will be the competitor to take part in the speech competition hasn`t been decided yet.A. WhoB. WhatC. ThatD. Whether16). _____ the concert will begin is not clear. Why don`t you ask the man sitting next to you?A. ThatB. UntilC. BeforeD. When(参考答案: BCBDD BCBBC DAACA D)Step 7 HomeworkFinish off the Workbook exercises.Preview the reading passage A VISIT TO THE MOON on page 30, find out the sentences in which noun clauses are used, and see if you can understand them.The fifth period: Using Language: Listening and speakingDifficult points: develop students` listening and speaking abilities in order to get them master different listening skills and learn the expressions of giving instructions.Important points: get students to listen to the materials to make a dialogue using the fundamental items for giving instructions.Knowledge aims: get students to learn some useful expressions in the listening passage:Please pay attention to…… Please check that ……..You need …… Don`t forget to ……….Make sure that …….. Watch out for……..You had better …….. You must / must not ……..Step 1 Revision1. Check the homework.2. Ask some students to translate the sentences into English.1). 谁去都一样.→Who will go makes no difference.2). 野生动物能否得到很好的保护至关重要.→Whether wild life can be well protected is of great importance.3). 恐龙为什么灭绝了依然是一个谜.→Why dinosaurs died out remains a puzzle.4). 新饭馆什么时候开张还没有决定.→It is not decided when the new restaurant will open.5). 你这么快就走, 真遗憾!→It is shame that you have to leave so soon.Step 2 Warming upTell students to turn to page 30 and do some listening. Play the tape three times for them to listen to and get some information to fill in the chart.Isaac Newton Albert Einstein Stephen HawkingIdeaDevelopmentStep 3 listening on page 621. Listen to the tape and do some exercises.2. Have them listen to part one again and make notes of the answers to the questions.Questions Yang Liwei`s answersWhen was the most exciting moment?What surprised him?What did he do?3. Listen to the part two and fill the form.Information on Yang Liwei, the astronautEducation:Training:Physical qualities:Personal qualities:4. Have them fill in the blanks in the passage below after finishing the above.Well, I ----- of it when I was -----, but I never thought my ----- would come -----. It all happened very -----. If there was an ----- I would ------ to go to the moon one day.Step 4 Talking1. Get them to read the expressions aloud to make sure them understand their Chinese meaning.Please pay attention to…… Please check that ……..You need …… Don`t forget to ……….Make sure that …….. Watch out for……..You had better …….. You must / must not ……..Please look at …..2. Suppose a situation: imagine one of your friends wants to go on a trip into space. You are worried about that he / she in not being careful enough in his / her preparations. So in pairs, make up a set of instructions for new space travelers.Step 5 Listening Task on page 651. Turn to page 65. Tell them to listen to part of Professor Wallis` interview with Li Yanping, the famous astronomer, about his first space walk.2. Have them read the words below and try to guess their meanings.。

人教版高一英语必修三Unit4 Astronomy the science of the stars教案

学生产生疑问：地球是怎样产生形成的？人类是怎么产生的？
帮助学生扫除词汇障碍
引出文章主题“生命起源”
Step 3. scanning
Read the passage quickly with these questions.
1. When did the“Big Bang”happen?
2. What form was the earth aftБайду номын сангаасr the “Big Bang”?
附件：教学设计方案模板
教学设计方案
课题名称
Book3 Unit4 Astronomy: the science of the stars reading
一、教学内容分析
本文以“生命起源”为主题，所使用的文体是说明文，正文共分5段，2，3，4段是核心部分。文章介绍了“宇宙大爆炸”使得宇宙中的物质四分五裂，进而形成原子，原子的形成与结合就形成了各种星球以及固态物质。在这个过程中地球产生了，但是水的形成使得地球有别与其他星球，它使得地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。
1Read the passage carefully and analyse its structure.write down the main idea for each paragraph.
Para 1:
Para 2:
Para 3:
Para 4:
Para 5:
2.Put the order of development of life into a time line.

人教高中英语必修三单元教案Unit 4 Astronomy

Unit 4 Astronomy: The science of the starsThe reading passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed into space and how life began on the earth. It provides a scientific background to any investigation into space and it is factual.This unit is concerned with astronomy and how human beings first evolved on the earth and understand the universe around them. The exploration of space is examined through science fiction as nobody has yet visited a “black hole”. We also examined how ideas have developed about gravity. The three scientists who have made the greatest contribution to our understanding of gravity are Isaac Newton, Albert Einstein and Stephen Hawking.Science of the star：the development of life; space travel and gravityV ocabulary: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmful, acid, chain, oxygen, exist, thus, dioxide, puzzle, biology, biologist, satellite, gentle, physicist, climate, crash, spaceship, pull, float, solar system, in time, give birth to, in one`s turn, prevent….from, block out, cheer up, now that, watch outPlanets: Mercury(水星), Venus(金星), Earth(地球), Mars(火星), Jupiter(木星), Saturn(土星), Uranus(天王星), Neptune(海王星)The Big Bang: It is the term used to describe a huge explosion that scientists believe happened around 15 billion years ago, creating our universe. Nobody knows what caused the Big Bang, since we cannot look back to a time before it. But just after the event, the universe is believed to have been a knot of tightly packed particles only about the size of a pea. Its temperature was ten thousand trillion, trillion degree Celsius.The universe is made up of stars, planets, and other matter scattered throughout space.Satellites are objects that move in orbit around other objects of greater mass. A satellite may be natural, like the moon, or artificial, like a spacecraft.Our solar system is made up of the sun and the objects that orbit it. These include the eight planets (and probably more than eight) and their moons, as well as asteroids, comets, and meteors.Some examples of the creation stories.1 The story of Hopi people: The Four Creations.2 From China: The story of Pan GuInstructions(提示):Please pay attention to….Please check that….Please look at…..Make sure that….Don`t forget that…..Watch out for….You need….You had better…..The first period: Warming up and ReadingImportant points: let the students read the passage and learn about the development of the earth by using different reading skills to understand implied meaning of the author.Difficult points: enable the students to understand the passage and know the development of the earth by using different reading skills.Knowledge aims: learn the useful new words and expressions in this part: astronomy,, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, armful, acid, chain, multiply, oxygen, exist, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one`s turn, carbon dioxide, prevent….fromStep 1 Presentation1. Have a free talk with students by letting them 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 them: today we will learn something about how life began on the earth. Turn to page 25. let`s come to Warming up.Step 2 Warming up1. In our solar system eight planets circle around the sun. They are: Uranus天王星, Venus金星, Earth地球, Mars火星, Mercury水星, Jupiter木星, Neptune海王星, Saturn土星.2. What interests you in astronomy? Do you know any questions that astronomers are interested in?Step 3 Pre-reading1. First get students to discuss the questions with their partners:The origin of life on earth is a question that interests astronomers. Do you know about it?Each religion and culture has its own idea about how life began on earth. What do you know about them?2. Get them to tell their stories. Encourage them to tell different stories.3. Get them read the title and predict what the reading will be about.Step 4 Reading1. Fast reading: get them read the passage quickly and then write down the main idea for each paragraph2. Intensive reading: allow them several minute to read and get the important details, then finish the3. Put the order of development of life into a time-line.1). Insects and amphibians appeared. (H)2). Dinosaurs appeared. (J)3). The earth became a solid ball. (C)4). Small plants grew on the water. (E)5). Reptiles appeared. (I)6). Plants began to grow on dry dust. (G)7). Water appeared on the earth. (B)8). Shellfish and other fish appeared. (D)9). The universe began with a “Big Bang”. (F)10). Clever animals with hands and feet appeared. (A)11). Mammals appeared. (L)12). The earth was a cloud of dust. (K)4. Choose the best answers to the questions: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. InsectsB. ReptilesC. AmphibiansD. Shellfish and fish.3. Which of the following statements is true?A. water still exists on MarsB. the earth`s atmosphere is made up of oxygen and nitrogenC. the earth had dissolved the harmful atmosphere into the ocean 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 being caused begins global warming.4. Reading and discussion:1). Why was the earth different from the other planets?(Because the water remained on the earth.)2). Why did the plants grow before the animals came?(Because plants provide oxygen for animals to breathe.)3). Why is it wrong to show films with dinosaurs and people together?(Because dinosaurs died out long before human beings developed on the earth.)4). What problem is caused by human beings?(Human beings caused global warming.)5. Explanations: discuss the following important sentences and phrases.1). What is was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into 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 answers:6. Reading aloud and understanding: ask them to read the passage aloud to the tape and let them pay attention to the pronunciation of each new words and the pause within each sentence and pick out the useful expressions and 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 sth. 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… on7.One hundred and forty million years before humans existed, dinosaurs ruled the earth. They lived for so long on the earth that they developed into many different species. They had few natural enemies besides each other, so each species had to protect their young from being eaten by other dinosaurs. As they lived in a warm and wet climate, there was plenty of food so dinosaur species multiplied quickly. Who knows that would have happened if the earth`s weather had not changed? Sadly it became hot had dry and the dinosaurs were unable to prevent themselves from disappearing altogether. However, students and scientists love to study their bones and imagine their life.Step 5 DiscussionAfter reading the passage, let students discuss the following questions:1).Why do you think human beings 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 began to grow on dry land →insects and amphibians appear →retiles appear →dinosaurs appear →mammals appearStep 7 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and try to talk about how life began on the earth in your own words.The second period: ReadingKnowledge aims: get the students to earn the useful words and expressions: 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…from.Skill aims: Improve students` reading comprehensive ability and enable them to know about how the earth came into being and the development of life.Teaching important and difficult points: discuss the development of life. What will our future be like if the earth becomes too hot to live? And what can we do to prevent such serious situation from happening?Step 1 Lead-in (Individual work)Lead in the passage by asking some questions:Did human beings live on the earth when the earth came into being?( monkeys, Apes类人猿, gorillas猩猩, chimpanzees黑猩猩, primate灵长目动物)Do you know what plays the most important part in our body, water or fat?Do you know how did water come into being on the earth?Step 2 Fast reading (task 1)1. Read paragraph 1-3. After having read, let them watch the video of “Big Bang”, and answer the question “how did water come into being on the earth?” (The explosion of the earth produced water vapor, which turned into water when the earth cooled down.)2. Careful reading: read the passage carefully and answer the following questions:1). What is the earth`s atmosphere made up of?(Carbon, nitrogen, water vapor and other gases)2). Why 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.3). Why was water very important for the beginning of life?(Water allowed the earth to dissolved harmful gases and acids into the oceans and seas.)3. Do the exercises and then check with the whole class.Step 3 Intensive reading (task 2)Read the whole text and finish the chart. (Pair work)Step 4 Have a discussion (task 3)Through the teacher`s description, we learned the development of life. It is a long and slow process. And the earth is the best place for all the living things to live on. But human beings didn`t take care of it.Listen to the last paragraph twice with the books closed.1). What problem is caused by human beings? (B)A.They exist everywhere on the earth.B.They caused global warming.C.They find new methods of growing crops.D.They enjoy hunting and fishing.2). From the last paragraph we can infer that the author is a little ------. (C)A. HappyB. carelessC. worriedD. excitedStep 5 Self-assessmentWrite down your opinions according to the questions in the card.1). Can you give a brief introduction to how the universe developed, how life began on the earth and the development of life in your own words?2). What strategies of reading have you learned in the class?3). Are you active in the class?4). What problems did you have in reading?5). What help do you need from the teacher?Step 6 HomeworkPlease try your best to retell the passage in your own words.Write a short passage according to what we have discussed. The title is “How to Protect the Earth”. (About 120 words.)The third period: Learning about Language: Important language pointsThe emphasis of this period will be placed on the important new words and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending.Important points: enable students to grasp the usages of such important new words and expressions as exist, puzzle, in time, in one`s turn, prevent…. from; get students to master the patterns “The earth became so violent that it was not clear whether the shape would last or not.” And “So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.”Difficult points: 1). let students learn the usages of the expression “prevent….from….; 2). enable them to learn the sentence pattern “It is(not)+ adj. +that ( whether)…..”; 3). get them to understand some difficult and long sentences.Knowledge aims: get them to learn the following sentence patterns: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)The earth became so violent that it was not clear whether the shape would last or not. (so …. That; it is / was not + adj. + whether-clause)What is even more important is that as the earth cooled down, water began to appear on its surface. (what-clause as the subject; that-clause as the predicative)It was not immediately obvious that water was to be fundamental to the development of life. (It is / was (not) + adj. + that……)So whether life will continue on the earth for million of years to come will depend on whether this problem can be solved. (whether-clause as the subject; depend on + whether-clause as the object)Step 1 RevisionCheck the homework exercises.Ask some students to talk about how life began on the earth.Step 2 Reading and findingGet students read through Warming Up, pre-reading, reading and comprehending to underline all the new words and expressions or collocations.Step 3 Practice for useful words and expressionsTurn to page 28. go through the exercises and then do them by themselves.Step 4 Studying important language points1. according to: as stated by sb. or in sth.According to John, you were in Edinburgh last week.You have been in prison six times according to our record.2. It is not clear how gold was found there.It is hard to understand why there is gravity.3. in time: sooner or later; eventuallyin / out of time(sth.) be to (do): something will definitely happen, or it must happenYou will succeed in time.She will be back in time to prepare dinner.The audience clapped in time to the music.She is to be honored for this great work.They said goodbye, little knowing that they were never to meet again.4. allow + n. / pron. / doing; allow sb. to do sth.5. exist: be real or actual; have beingThe Roman Empire existed for several centuries.Contradictions exist everywhere.Salt exists mostly in sea water.So poor they can hardly exist.One can not exist without air.6. be different from: not like someone or something else in one or more waysCity life is different from country life.7. give birth to: produce youngShe gave birth to a healthy baby last night.Mark`s idea gave birth to Communism.8. in one`s turnin turn: one after the other; in successionby turn: one after the other; in rotationHe has become monitor in his turn.The girl called out their names in turn.We did the work by turn.9. prevent…..from…: stop or hinder sth. / sb.Nothing can prevent their plan from being carried out.10. depend on (sth. else): something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.Step 5 Using words, expressions and patternsDo the exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the Workbook exercises.Learn the new words and expressions by heart.The forth period: Learning about language: GrammarThis period mainly deals with the following:1). Review noun clauses as the object and as the predicative;2). Learn the new grammar item: noun clauses as the subject.Important points: get the students to understand and use noun clauses as the subject.Difficult point: enable students to learn how to use noun clauses as the subject correctly.Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Translate the following sentences.1). 你早晚会来的.→You will come here in time.2). 我的车与你的不一样.→My car is different from yours.3). 他总是第一个来, 最后一个走.→He is always the first to come and the last to go.4). 他来还是不来不清楚.→It is not clear whether he comes or not.5). 我们的成败取决于是否每个人都努力工作.→Our success depends on whether everyone works hard or not.6). 我们必须采取措施防止这种疾病的蔓延.→We must take action to prevent this disease from spreading.Step 2 PreparationAsk students to read the following sentences and find out its subject.A tree has fallen across the road.You are a student.To find your way can be a problem.Smoking is bad for your health.“How do you do?” is a greeting.What she said is not yet unknown.That we shall be late is certain.It is certain that we shall be late.Step 3 Grammar learning1. Read and discover. Turn to page 25 and read through the reading passage to find out all the sentences where noun clauses are used as the subject and underline them.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). What is even more important is that as the earth cooled down, water began to appear on its surface.4). It was not immediately obvious that water was to be fundamental to the development of life.5). What many scientists believe is that the continued presence of water the earth to dissolve harmful gasses and acids into the oceans and seas.6). Why they suddenly disappeared still remains a mystery.7). So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.2. Summing up: noun clauses as the subject主语从句: 做主语用的名词性从句, 在复合句中做主语.1). 连接词:从属连词that(引导主语从句只是引导作用, 在句中不做任何成分, 但不能省略), whether(放在句首或者句末) 等.That she left him cut him to the heart.Whether it will please them is not easy to say. / It is not east to say whether it will please them.2). 连接代词who, what, which, whoever, whatever, whichever等What seems easy to some people seems difficult to others.3). 连接副词when, where, why, how等4). 几种特殊句型:It + be + 表语+ 主语从句It + 不及物动词+ 主语从句It + 及物动词+ 主语从句Step 4 Grammar practiceTurn to page 29. Ask students to do exercises2-3 in Discovering useful structures.Step 5 DiscussionLet students have a discussion in groups. The topic is “My problem”. One talks about the problems in his study or life. The others should give some advice or suggestion. Remind students to use the following structures:The fact is that / it is a fact that……The difficulty is ….. / What I find difficulty is…..The trouble is ….. / What worries me is …..My advice is …. / What I would suggest is …..My advice is ….. / What I would advise is …..I think that ….. / What I think is …..I want to tell you that …. / What I want to say …..Step 6 Closing down by a quizShow them some exercises to do.1). I have always been honest and straightforward, and it doesn`t matter ----- that I am talking to.A. who is itB. who it isC. it is whoD. it is whom2). It is pretty well understood ----- control the flow of carbon dioxide in and out the atmosphere today.A. thatB. whenC. whatD. how3). ----- made the school proud was ----- more than 90% of students had been admitted to key university.A. What; becauseB. What; thatC. That; whatD. That; because4). ----- team wins on Saturday will go through to the national championship.A. No matter whatB. No matter whichC. WhateverD. Whichever5). ----- is our belief that improvements in health care will lead to a stronger, more prosperous economy.A. AsB. ThatC. ThisD. It6). ----- I can`t understand is ----- he changed his mind.A. That; thatB. What; whyC. Which; howD. That; why7). ____ Ben looked so upset was not clear.A. WhenB. ThatC. WhyD. What8). _____ is a secret to me, so I have to ring her up.A. Where did she put itB. Where she put itC. That where she put itD. In which she put it9). _____ you have done might be good for your sister.A. ThatB. WhatC. WhichD. This10). ____ is known to us _____ David will solve the problem tomorrow.A. It; whatB. What; thatC. It; howD. What; when11). ____ has finished the work on time will be rewarded though we don`t know who it will be.A. WhomeverB. AnyoneC. No matter whoD. Whoever12). ____ the man can`t understand is _____ the pay is lower and lower.A. What; whyB. That; whatC. What; becauseD. Why; that13). It was about two years ago _____ a young man saved ten children from the ruins.A. thatB. untilC. beforeD. when14). _____ we will go to see a movie this weekend depends on my father`s schedule.A. IfB. ThatC. WhetherD. What15). _____ will be the competitor to take part in the speech competition hasn`t been decided yet.A. WhoB. WhatC. ThatD. Whether16). _____ the concert will begin is not clear. Why don`t you ask the man sitting next to you?A. ThatB. UntilC. BeforeD. When(参考答案: BCBDD BCBBC DAACA D)Step 7 HomeworkFinish off the Workbook exercises.Preview the reading passage A VISIT TO THE MOON on page 30, find out the sentences in which noun clauses are used, and see if you can understand them.The fifth period: Using Language: Listening and speakingDifficult points: develop students` listening and speaking abilities in order to get them master different listening skills and learn the expressions of giving instructions.Important points: get students to listen to the materials to make a dialogue using the fundamental items for giving instructions.Step 1 Revision1. Check the homework.2. Ask some students to translate the sentences into English.1). 谁去都一样.→Who will go makes no difference.2). 野生动物能否得到很好的保护至关重要.→Whether wild life can be well protected is of great importance.3). 恐龙为什么灭绝了依然是一个谜.→Why dinosaurs died out remains a puzzle.4). 新饭馆什么时候开张还没有决定.→It is not decided when the new restaurant will open.5). 你这么快就走, 真遗憾!→It is shame that you have to leave so soon.Step 2 Warming upTell students to turn to page 30 and do some listening. Play the tape three times for them to listen to and get some information to fill in the chart.Step 3 listening on page 621. Listen to the tape and do some exercises.4. Have them fill in the blanks in the passage below after finishing the above.Well, I ----- of it when I was -----, but I never thought my ----- would come -----. It all happened very -----. If there was an ----- I would ------ to go to the moon one day.Step 4 Talking1. Get them to read the expressions aloud to make sure them understand their Chinese meaning.Please pay attention to……Please check that ……..You need ……Don`t forget to ……….Make sure that …….. Watch out for……..You had better …….. You must / must not ……..Please look at …..2. Suppose a situation: imagine one of your friends wants to go on a trip into space. You are worried about that he / she in not being careful enough in his / her preparations. So in pairs, make up a set of instructions for new space travelers.Step 5 Listening Task on page 651. Turn to page 65. Tell them to listen to part of Professor Wallis` interview with Li Yanping, the famous astronomer, about his first space walk.2. Have them read the words below and try to guess their meanings.Hubble telescope oxygen waist gravity bootsEngines weight tiring feathersStep 6 SummaryIn this period, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you had better practice more. The more you listen to or speak English, the better your listening and speaking is. Remember: Practice makes perfect.Step 7 HomeworkFinish the Workbook exercises.Read the listening texts again and try to learn about gravity and space travel.The sixth period: Using Language: Extensive readingThe 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 page 30-31 and CAUGHT BY A BLACK HOLE in Reading Task on page 66.Difficult points: develop students` reading skills by extensive reading.Important points: enable students to learn to use reading strategies as skimming, scanning, and so on. Get students to understand the science fiction stories.Step 1 Revision1. Check the homework exercises.2. Ask some students to come to the front and act out their dialogues to review the expressions of giving instructions.3. Get the students talk something about Isaac Newton, Albert Einstein and Stephen Hawking as well as their ideas on the gravity.Step 2 Warming upLet students 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 Yan ping and how his weight changed.2. Fill in the two tables:3. Read the passage aloud to the tape and underline all the useful expressions or 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 intoStep 4 Important language points1. Before we left, Li Yan ping 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.2. I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.3. “Oh, deer,” I cried, “walking does need a bit of practice now that gravity has changed.”4. We watched, amazed as fire broke out on the outside of the spaceship as the earth`s gravity increased.Step 5 Reading task (page 66.)1. Ask students to read the passage and answer the questions:。

(新人教版)高中英语必修三《Unit4 Astronomy the science of the stars》精品教案

（新人教版）高中英语必修三《Unit4Astronomy the science of the stars》精品教案Teaching aims:1. Enable the students to learn the usage of key words and phrases and find the rules of the subject clause2. Get the students to cultivate the awareness of protecting the earth Teaching important/difficult points: The subject clauseTeaching methods:Help the students practice learning about language, using a co-operative method.Teaching aids: A multiple-media computer & a blackboardTeaching procedures:Step I Review the important phrases in the text.1.向四面八方_____________2.及时，终于____________3.冷却；平静下来______________4.与…不同_____________5. 依赖…；决定于…____________6. (除... 之外)也，又____________7.成长为，渐成，变为__________ 8.下蛋______________9.产生，分娩______________ 10.轮到某人，接着____________11. 阻止…____________ 12.作为... 的结果，由于__________Step nguage points:1. It exploded loudly with fire and rock they were in time to produce the water vapour,….①in time: sooner or later; 迟早；最后。

(最新)高中人教版英语必修3《Unit 4 Astronomy the science of the 》精品单元教案

Unit 4 Astronomy: the science of the stars语言要点（模块）Ⅲ.重点词汇（旨在提供词汇综合运用材料）1. system n.[c] 系统；体系；制度；方法systematic adj 有系统的; 有条理的[典例]1). The solar system includes the sun and its eight planets. 太阳系包括太阳和它的八颗行星。

2). Alcohol is bad for your system. 喝酒对身体有害。

[练习] 根据句子的意思完成句子。

1). The ______ ______ (教育系统) operates very differently in the US and China.2). He introduced us a well-designed ______ ______ (铁路系统).Keys: 1). educational system 2). railway system2. lay vt. (laid, laid, laying) 把放下；摆设；铺(地毯) ；产(蛋)[典例]1). He laid his hand on my shoulder. 他把手放在我的肩上。

2). Who should we lay the blame on? 我们该责备谁?[重点用法] lay短语：lay eggs 下蛋lay sth. aside 把某物放在一边；积蓄（钱）lay sth. down 把某物放下lay the blame on sb.责备某人lay the table 摆桌子lay emphasis / stress on sth. 把重点放在某事上[练习] 根据句子的意思在括号里填入适当的词或翻译。

1). The bi rd ______ its eggs in other birds’ nests.2). He is a political leader that _____ _____ _____ _____ (非常强调) individual responsibility.3). He ______ some money ______ for rainy days.Keys: 1). lays 2). lays great stress on 3). lays/puts; aside3. harmful adj. 有害的；伤害的harm n.&vt. 伤害（某人）[典例]Many people are aware of the harmful effects of smoking. 很多人都意识到吸烟的危害。

人教高中英语必修三第四单元-教学设计

运用策略找相似句
To inspire students to find similar structures.
鼓励学生找相似句子，培养学生的观察能力，为下一环节做铺垫。
Step 3环节3Students' discovery (10m)
合作探究
其乐无穷
Instruct students to discover the rules of clauses as Subjects.
情感态度：通过探究体验式语法学习活动，激发学生学习英语语法的兴趣，培养对英语语法学习的正确态度
学习策略：培养学生自主探究、归纳体验等学习策略。
教学重点和难点
语言技能：培养学生的语法学习技能
语言运用：培养学生的语法运用能力
学习策略：培养学生自主探究、归纳体验等学习策略
教学方法及理论依据
本节课主要采用了体验式教学法、合作教学法、探究教学法及归纳教学法，体现了这些教学法的有机结合对学生在语法运用能力培养方面的作用。
个性作业
Instruct students to sum up and discover learning strategies.
指导学生总结本节课所获得的语法知识和规律，形成学习策略。
Sum up the notes and learning strategies.
总结笔记，形成策略
To encourage students to develop learning strategies.
To encourage students to apply grammar knowledge and experience joy from learning English.
激励学生体验英语语法学习之乐，培养英语语法学习策略

必修三unit4-Astronomy教学设计

exist on sth. 靠某物生存
exist in 存在于某地
exist as 作为……而存在
[练习]
用exist的短语或其适当形式填空。1). This plant ______ only ______ Australia.
2). Can you ______ ______ such a low salary?
3.太阳系4.猛烈的
5爆炸6固体
7及时8表面
9有害的10发展
11伸展12出席
13阻止14依靠
Makesummary about the text and recite thenew words in this unit
回忆课文所学主题及重点单词，可以简单表达关于天文学的观点
Step2 Discovering useful words and expressions
systematicadj 有系统的;有条理的
[典例]
1).The solar system includes the
sun andits eight planets.
太阳系包括太阳和它的八颗行星。
2).Alcohol is bad for your system. 喝酒对身体有害。
[练习] 根据句子的意思完成句子。
4.find another students to add up
5.teacher together with students summarize the words
6.do the exercise by themselves
7.check the answer
单词备注
1.systemn.[c]系统 ;制度；方法
培养学生的能力，引出本节课内容。

人教新课标高中英语必修三Unit4_Astronomy全单元详细教案[1]1

【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。

人教版高中英语必修3 Unit4 Astronomy the science of the stars[全套教案]

Unit4 Astronomy: the science of the stars I单元教学目标III.教材分析和教材重组：1.教材分析：本单元以astronomy: the science of the stars, the development of life, space travel and gravity为话题，通过本单元的几篇阅读材料使学生对以上问题有所了解，并通过文章中的一些探讨性的问题，比如，The earth may become too hot for the lives on it. Then what will our future be? 使学生更好地了解我们的地球和我们的生活环境，并引发对“地球的将来如何”的热烈讨论，通过这些讨论会激发学生对天文学了解和探究的强烈兴趣。

通过讨论登月球需要的物品和可能遇到的困难学会提出问题和解决问题的表达方法，并能就此写出一篇表达合理清晰的短文。

1.1WARMING UP以讨论的形式通过三组问题引导学生讨论边缘科学，讨论科学研究的方法以及要成为真正的科学家所必须掌握的技能。

1.2PRE-READING主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。

在探讨生命的起源的科学道理之前，让学生以听故事或讲故事的方式，交流一下有关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，激活学生的思维。

1.3READING 讲述了地球上生命的起源。

水的形成使得地球有别于其他星球，它使得地球上生命的诞生成为可能。

科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。

最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。

文章最后讲了令人深省的问题：The earth may become too hot for the lives on it.1.4COMPREHENDING通过四个选择填空题检测学生对本文核心问题的理解：地球上生命的起源和延续需要那些条件？随后通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程。