人教新课标高中英语必修三Unit4_Astronomy全单元详细教案[1]1
高中英语人教版必修三Unit4《Astronomythescienceofthestars》教案
Unit 4 Astronomy: the science of the stars方法。
提出问题的解决方案时，要求学生选用适当的“指示”用语。
教材重组 1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。
2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。
3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。
4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。
5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。
课时分配1st Period Reading2nd Period Language study3rd Period Integrating skills(Ⅰ)4th Period Listening and Speaking5th Period Integrating skills(Ⅱ)Part 1: Teaching Design(第一部分：教学设计)Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)AimsTo develop the students’ reading abilityTo learn something about astronomyProceduresI. Warming up by learning vocabularyGood morning, class! Today, w are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.Astronaut Yang LiweiII. Pre-reading1. Looking and sayingHave you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my科学家透露：宇宙可能有两个我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。
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。
教学设计 必修三 unit 4 Astronomy
Unit 4 Astronomy教学设计reading 课时：1教学目标Teaching aims:1．能够辨认文中有关天文学的重点词汇和术语，如system, theory, atmosphere, fundamental, in time, give birth to, in one’s turn, prevent…from…等；2．理解文章结构和内容，理清地球上生命的起源和生物进化的过程。
3．运用top-down的阅读方法，先整体把握文章，再细化寻找信息；使用不同的阅读技巧，如predicting、skimming、scanning等获取相关信息，概括理解段落大意，完成流程图；4.掌握语言表述中需要的连接词语,使表达更有层次性。
5讨论生命进化的过程和保护环境的措施，深化阅读的同时锻炼思维能力和口头表达能力。
教学思路：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引出讨论话题，如：The earth may become too hot to live on, so what will our future be?and what can we do? 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，为下一课时的writing 做准备。
教学过程：Step one :preparationReview the new words and phrases.1.read and speak out2.read and match3.read and focus on4.read aloud with materialStep two: warming up and leading in1. talk about Astronomy2.predict what the text may tell us and talk about stories about the origin of life on the earth.3.try to put the right order of development of life ,arising the interest and leding in.Step three: reading1.Fast readinga.listen to the tape and match the main idea with each paragraphb.divid the text into two stagesStage 1 : The development of the earth (para 1—3)Stage 2 : The development of life(para 4—5)2.detailed reading( top-down),read,answer and talk with pictures.Stage 1: The development of the earthPara one:a.The universe began with a _______,an explosion that _____ matter inall directionsb.What appeared then?Para two:(1)After the Big Bang, what was the earth like?(2) What happened next?(3) What did the water vapour and gases form?(4) What appeared as the earth cooled dowPara three:the importance of waterRead and fill in the blanks.Stage 2 : The development of life1. Read para 4 and 5,leading the ss to pay attention to the words of orders,finish the taskFirst,______________________Next,___________________________Later,________After that,_______________________Finally,_____________2.Check the previor answer to see whether they put the right order at first.Step four: post-reading1.look back on the orders of the development of earth and lifea.watch the pictures and speak outb.read and speak out2.simple discussion(prepare for next class)a.Are human beings taking good care of the earth?b.Any solutions to the problem?3.Summarya. fill in passage One .b. fill in passage Two . (homework)Homework•Finish the other piece of summary.•Write a passage about what you will do to protect the earth.•Find out the useful expressions and language points in the text.•Underline the difficult sentences and analyze them.教学反思：。
必修三Unit4_Astronomy_全单元课件[1]1
![必修三Unit4_Astronomy_全单元课件[1]1](https://img.taocdn.com/s3/m/d126f546c850ad02de804191.png)
Before life appeared.
development of plants and animals Para.4 The_______________
humans and their effects on Para.5 The arrival of _________ the earth
Venus
水星 Mercury
金星
Mars
地球
火星
Earth
Jupiter
木星
Saturn
土星
Uranus
海王星
天王星Leabharlann NeptuneDu Minjunxi comes from the planet of Kmt184.05. it’s said that it’s climate and environment are similar to the earth’s. But do it really exist? Maybe not because only on earth there is life.
drinking water , stop.
electricity
forests
important, turn off.
cut down, recycle .
Save water. Water is the source of life. No water, no life. So it's very important for us to do so. Not only should we protect drinking water and stop polluting it, but also make full use of it. Save electricity. It is important. We can't imagine what the life will be like without it. Everyone should do his best to save electricity. Don't forget to turn off lights or other electric machines when we finish working. Save forests. They are useful .Please stop cutting them down and use recycled paper instead. Make our world a green one to live in.
人教版高一英语必修三Unit4 Astronomy the science of the stars教案
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.
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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:。
人教版高中英语必修3Unit 4Astronomy the science of the starsSpeaking教案
Unit 4 Astronomy: the science of the starsTeaching goals 教学目标1 Target language目标语言a重点词汇和短语preparation, instruction, unexpected, a set of, pay attention to, as well asb交际用语Practice giving instructionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…2 Ability goals 能力目标a. Enable the Ss to make a list of things that they need.b. Enable the Ss to talk about giving instructions.c.. Enable the Ss to play different roles in a conversation.3Learning ability goals 学能目标a. Learn how to make a list of things that they needb Help the Ss learn how to talk about giving instructionsc. Enable the Ss learn how to play different roles in a conversation.Teaching important and difficult points教学重点难点a. Teach the Ss how to how to talk about giving instructionsb. Help the Ss to learn how to play different roles in a conversation.Teaching methods教学方法a. Pairs work and group workb. Discussion and cooperative learningTeaching aids教具准备1 A computer2 A projectorTeaching procedures & ways教学过程与方式Step I RevisionAsk some of the Ss to read his / her passage about gravity.One possible passage:Sir Isaac Newton: The Universal Law of GravitationThere is a popular story that Newton was sitting under an appletree, an apple fell on his head, and he suddenly thought of theUniversal Law of Gravitation. As in all such legends, this isalmost certainly not true in its details, but the story containselements of what actually happened.What Really Happened with theApple?Probably the more correct version of the story is that Newton,upon observing an apple fall from a tree, began to think alongthe following lines: The apple is accelerated, since its velocitychanges from zero as it is hanging on the tree and moves toward the ground. Thus, by Newton's 2nd Law there must be a force that acts on the apple to cause this acceleration. Let's call this force "gravity", and the associated acceleration the "accleration due to gravity". Then imagine the apple tree is twice as high. Again, we expect the apple to be accelerated toward the ground, so this suggests that this force that we call gravity reaches to the top of the tallest apple tree.Sir Isaac's Most Excellent IdeaNow came Newton's truly brilliant insight: if the force of gravity reaches to the top of the highest tree, might it not reach even further; in particular, might it not reach all the way to the orbit of the Moon! Then, the orbit of the Moon about the Earth could be a consequence of the gravitational force, because the acceleration due to gravity could change the velocity of the Moon in just such a way that it followed an orbit around the earth.This can be illustrated with the thought experiment shown in the following figure. Suppose we fire a cannon horizontally from a high mountain; the projectile will eventually fall to earth, as indicated by the shortest trajectory in the figure, because of the gravitational force directed toward the center of the Earth and the associated acceleration. (Remember that an acceleration is a change in velocity and that velocity is a vector, so it has both a magnitude and a direction. Thus, an acceleration occurs if either or both the magnitude and the direction of the velocity change.)But as we increase the muzzle velocity for our imaginary cannon, the projectile will travel further and further before returning to earth. Finally, Newton reasoned that if the cannon projected the cannon ball with exactly the right velocity, the projectile would travel completely around the Earth, always falling in the gravitational field but never reaching the Earth, which is curving away at the same rate that the projectile falls. That is, the cannon ball would have been put into orbit around the Earth. Newton concluded that the orbit of the Moon was of exactly the same nature: the Moon continuously "fell" in its path around the Earth because of the acceleration due to gravity, thus producing its orbit.By such reasoning, Newton came to the conclusion that any two objects in the Universe exert gravitational attraction on each other, with the force having a universal form:The constant of proportionality G is known as the universal gravitational constant. It is termed a "universal constant" because it is thought to be the same at all places and all times, and thus universally characterizes the intrinsic strength of the gravitational force.Step II PresentationT: Do you remember the conversation between Li Yanping and Professor Wallis?S1: Yes.T: We all know that space walk is difficult and dangerous. What should an astronaut take with him? S2: oxygen can.S3: spacesuit.S4: gravity boots.S5: water system.S6: special food.S7: special ropes.T: Great! Do you know the usage of them? Now discuss them with your partner according to the form on Page31. You can refer to our listening material on Page65.When Ss discuss. Teacher walk around the classroom to give them some help.Step III Speaking (Page31)(After a few minutes.)T: Have you finished? Now speak one or two sentences for each equipment you should take.Sa: I will take water with me in my spacesuit in order to warm or cool me if it’s too cold or too hot. Sb: I will take oxygen can on my back in order to help me breathe oxygen in space.Sc: I’ll wear spacesuit. t can protect me from many dangers. It can carry many necessary things in or on it.Sd: I’ll take space buggy in order to travel on the moon.Se: I’ll take a rope to tie me to the spaceship, or I’ll fly away.Sf: I’ll take special food so that I can eat easily, because the food will float in space.Sg: I’ll wear special sunglasses in order to protect my eyes.Sh:I’ll take space camera in order to take photos.T: Wonderful! Anything else?Si: I’ll wear space boots in order to walk there.T: Very good. You’ve done an excellent job! Do you know how to fill in the form now?Ss: Yes.T: Now look at the screen and check your answer.Sample answer:Step IV Talking (Page62)The task asks the students to work in pairs and give a friend a number of “does” and “don’ts” for going into space. They need to make suggestions using the phrases that they have been given to help them. When they have worked out the advice they can write the suggestions down and read them out to the class.Show the useful expressionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…T: Now discuss it in pairs. Then I will ask some pairs to read out their instructions.Sample dialogue:S1: I’m going to visit a comet. I’m leaving tomorrow.S2: How exciting! Please check that you have got the correct sort of spacesuit. You need the kind that will keep you warm if it’s too cold.S1: Of course!S2: Make sure you know all the safety rules. It’s not safe to stand on a comet or get too close.There is always a strong wind in space.S1: I won’t leave the spaceship except that I take photos.S2: Photos? Just think of the dust in the air. It will make taking photos very difficult.S1: Well, I’ll take some anyway.S2: Watch out for the space wind! It can be very dangerous.S1: Yes, I know that.S2: Don’t forget to watch the time as you leave the earth. Please pay attention to everything your space guide says. Don’t go off on your own. Look at your temperature on your spacesuit all the time. If it’s too low you need to warm it up and if it’s too high you need to cool it down. Anyway, have a good trip!S1: Thank you. I will.Step V Speaking Task (Page67)The purpose of this task is to use the information the students have gained from the listening text and reading passage in a new situation. They are going to interview the astronomer in our story, Li Yanping, for a newspaper. So in pairs the need to work out some questions to ask him. Each of the pairs needs to think of three different questions. And try to find the answers.Questions and answers:1.What was the most unexpected thing you found out about black holes?The black hole threw out material as well as ate objects.2.How did you know you had got close to a black hole?You can see things disappear into what appears to be an empty space. That’s a black hole.3.What was the most frightening thing that happened to you on this journey?When the gravity of the black hole was pulling us to it’s mouth, and then the spaceship moved round the hole and began to go faster and faster into it; I was terrified because I thought we would be eaten by the hole.4.Why did your watch move slower when your spaceship moved around the hole?I’m not clear yet.5.Have you found something new about black holes?Yes. I thought black holes only eat some objects, but in fact they also spit objects out. Step VI Homework:Prepare for writing a passage about your idea or hopes for traveling in space.。
人教版必修三第四单元教案
Unit 4 Astronomy: the science of the starsHow life began on the earth (reading)Teaching Aims:Knowledge aims: 1. To get Ss to know something new words and structures about the astronomy.2. To grasp the idea of the passage ….Ability aims: 1.To dev elop Ss’ basic skills of speaking and reading. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2.To retell the story according to the time orderEmotional aims: To develop the students’ responsibility to protect the earth.Lesson type:period 1Lesson time: 45 minutesTeaching important points:1. Let ss. learn some related words ,expressions and structures in this part;2. Improve ss. reading skills (predicting, skimming, scanning, guessing difficult words, topic sentences)3. Help ss. understand the development of the creatures according to the time order Teaching difficult points:To retell the development of the creatures according to the time orderTeaching methods: Task-based teaching and Cooperative learningTeaching Aids: a multi-media computer and a blackboardTeaching Procedure:Step 1. Warming-up & lead-inTask 1 (class work)To show some pictures about eight planets on PPT and get the students to match the pictures with their English names.Task 2 (individually)Brain-storm some topics that are about astronomy. If the students can’t think of much, I will list some of them.Task 3 (group work)To offer some questions about astronomy and get the students to choose what they are the mostinterested in to answer. Then tell the ideas to the group members. The following questions are included.1.How did the universe begin?2.How did the life on the earth begin?3.What is the “black whole”?4.Is there life on other planets besides the earth?5.What happened to all the matter after the “Big Bang”?Step 2. Pre-readingTask 1 to tell the story (class work)To show the pictures about that Nvwa ,God and Darwin, and to get the students to answerQ: Can you tell something about the pictures?Task2 predicting (individually)Read the title of the passage and predict what the passage is about.Step 3. While-readingTask 1(individually) Teaching the new words and structuresStudents are encouraged to preview the text and find out the new words and structures. They should try to work out the meaning of the new words through context. If necessary, they can look up in the dictionary or turn to the teacher for help.Task2 skimming (individually)Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)Task 3 scanning (group work)1.When did the “big bang” happen?2.What form was the earth after the “big bang” ?3.How did water come into being on the earth?4.what made up the earth’s atmosphere after the earth exploded?5.what’s the significance of the presence of water on the earth?6.what was important to the development of fish?7.what made possible the rise of mammals on the earth?8.why are mammals different from all life forms in the past?Task 4 careful reading (group work)Encourage Ss to read the passage again. According to the time order, students are encouraged to exchange their understanding of the passage with their group members and work together to fill in the following form:Step 4. Post-readingTask1 retell (pair work)look at the picture on the page of 26 of the text book and retell the procedure of the development of the creatures.Task2 Discussion (Group work)Reread the sentence “The earth may become too hot to live on” a nd discussWhat can we do to protect the earth?Step 5. HomeworkTask1 consolidate the new words and structures they have learned.Task 2 Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites to search for more information about the origin of life on the earth and find out more evidence to support the theory on the internet.Blackboard-design for this period:TitleHere are some new words for SsHere is the form 1 23 5 46 789。
(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。
人教高中英语必修三第四单元-教学设计
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
人教新课标高中英语必修三Unit4_Astronomy全单元详细教案[1]1
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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。
人教版高中英语必修3 Unit4 Astronomy the science of the stars[全套教案]
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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。
人教版高中英语必修3教案Unit 4 Astronomy
人教版高中英语必修3教案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 differentlistening 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 getStep 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:1). Can a black hole be seen? How do you know it is a black hole?(No, it can not be seen. You can see things disappear into what appears to be empty space. )2). What happened to the spaceship from the beginning to the end?(At first the light on the spaceship went out and the computer stopped working. Then the spaceship jumped and began to move around the edge of the outside of the hole.As the spaceship moved around the hole, it began to go faster and faster.But then the spaceship jumped again, it moved sideways from the black hole. It began to increase its speed until it seemed to be going as fast as light.At last the spaceship slowed down and the computer started working again.)。
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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。
如：1. What is needed for the space trip is careful preparation.2. Why there is gravity is hard to understand.2．语言技能(Skills)听：能通过听前预测，抓关键词来捕捉特定信息从而听懂理解文章。
说：能熟练掌握与话题相关的常用词汇与表达，如：如何通过英语来正确客观地表述问题及给予意见，同时使学生能就话题较好地完成一些开放性话题，以提高在真实语境中的英语交际能力。
读：获取关于astronomy的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。
写：能通过输入对本单元内容有一个较好的输出。
3学习策略(Strategy)：学生能在一定程度上形成合作学习、自主学习、有效交际、信息处理和英语思维的能力。
如：培养学生使用图书馆、网络查阅有关星球的资料。
4．情感态度(Affect)：(1)让学生了解生命的起源，增强其保护地球的意识。
(2)培养学生正确的阅读观，和良好的阅读习惯，加强其自主阅读的能力。
(3)培养学生科学探索的精神。
(4)培养学生合作和共享的学习态度。
5文化意识(Cultural awareness)：通过学生自主探究来认识各国对太空，对星球的研究，以及他们对世界航天事业不同的影响。
二、教材内容分析（Analysis of the teaching materials）“热身”(Warming up)部分共有三组问题，第一组问题引导学生讨论什么是边缘科学（frontier science），即以两种或多种学科为基础而发展起来的科学。
如，生物化学是以生物和化学发展起来的科学。
第二组问题探讨科学研究的方法。
第三组问题引导学生要成为真正科学家所必须掌握的技能。
“读前”（Pre—reading）部分主要是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。
学生总喜欢听故事或者讲故事，在探讨生命起源之前，让学生探讨一下关于宇宙起源的种种传说，既有趣味性，又能调动学生的相关知识，激发他们的思维。
“阅读”（Reading）部分讲述了地球生命的起源，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，然后通过上百万年后，陆地上才长出绿色植物，然后出现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，人类也随之产生了。
文章最后讲述的现象发人省醒：The earth may become too hot for the lives on it.它关系到地球上生命的未来。
“理解”（Comprehending）部分通过四个选择体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哪些条件？随后通过排序的方式帮助学生理解本文的行文线索，也就是地球上生命起源和发展历程。
最后提出两个问题，考察学生深层理解和推断能力。
“语言学习”（Learning about language）部分首先通过英文解释帮助理解课文中的生词，然后通过短文填空，词语分类的形式将这些词语运用到相关的语境当中。
语法部分也是通过先发现后应用的学习方法。
先通过课文中找句子，让学生认识主语从句，然后设置一个用手机发短信息的情景，让学生进行简单句与主语从句之间的转换练习。
最后设置情景来复习第三单元出现过的表语从句。
“语言运用”（Using language）部分训练听说读写的能力。
听力部分介绍三位科学巨匠，不仅通过填表的形式训练学生捕捉细节的能力，还通过四选一的形式帮助学生找主题思想。
在解释对与错的过程当中，老师可以适当地介绍一下概括主题的方法。
阅读部分是一个科幻小故事，通过“我”和“我的朋友”乘坐宇宙飞船登月球的经历，介绍了重量，失重和地球引力等科学道理。
说和写部分以“Visiting the moon”为话题，要求学生讨论登月球要携带的物品，月球上可能会碰到的困难，以及找出解决这些困难的办法。
教师可以根据课本上的提示，向学生介绍“先分述后总结”的写作方法。
提出问题的解决方案时，要求学生使用适当的“指示”用语。
“小结”（Summary up）部分要求学生就内容，生词和习惯用语以及语法结构方面进行总结。
“学习建议”（Learning tip）部分要求学生运用诸如百科全书，互联网络等资源，进一步探索宇宙的奥秘。
并通过记日记，看新闻的方式了解最新研究与发现。
晚上，遥望星空感受一下宇宙的魅力。
本单元所涉及的要点有：1．了解边缘科学，地球上生命的起源，了解万有引力，黑洞和太空旅行等天文学知识。
培养学生对科学的兴趣，激发学生探究科学的热情。
2．了解作者的写作特点，培养学生的创作性思维，为学生开拓广阔的想象空间。
3．学会在日常交际中正确地使用指示语。
4．掌握名词性从句中主语从句的用法。
三、单元预习任务（Pre-unit task）1. 根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。
2. 预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。
鼓励学生勤查字典。
3. 多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。
第一课时前：1、根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。
鼓励学生勤查字典。
2、预习阅读材料，掌握文章的中心思想和基本脉络。
3、通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。
（学生可以通过以下问题来自我检查预习情况）Questionnaire:1.What does astronomy deal with?2.What do we call people who study astronomy?3.How did the universe come into being?4.Can you name the eight planets?5.Do you know the solar system in the universe? What is it made up of？6.How did life come into being on the earth?第二课时前：1、复习阅读课文，预习所给的词汇、相关星球知识等材料；2、预习Using language.第三课时前：1、预习所给的词汇，和相关知识。
2、查找并阅读一篇关于黑洞的文章。
第四课时前：1、预习语言点和语法点。
第五课时前：1、复习上一课时所学的语言点和语法。
2、通过本单元的输入，罗列写故事的写作方法。
四、教学安排(Teaching arrangements)本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。
新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。
但新教材也应与学生的实际相结合，我们不能全盘照搬。
同时在教学过程中，为了对教学有个即使的反馈和有效的改进，我们还进行了“形成性评价”。
本单元的语言技能和语言知识几乎都围绕“The science of the stars”这一中心话题设计的。
我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。
整个单元的备课思路是这样的：从天文学谈到地球（地球上生命的起源，如何去保护地球）----其他星球及太空物质（月球及黑洞）----去太空旅行的目的，可能会碰到哪些困难，需要做哪些准备---科学家进行探索需要准备什么以及需要怎样的素质。
因此，具体安排是这样的：Period one: Warming up and readingPeriod two: Using language and reading(wb)Period three: Listening, talking, listening and writingPeriod four: GrammarPeriod five: Language Point这样要说明的是我们在第二三课时教学中，特别穿插了对写作的辅导，符合了先输入后输出的教学理念。