高一必修三 Unit 4 Astronomythe science of the starsPart one

Unit 4 Astronomy: the science of the starsVocabulary and Useful Expressions●三维目标1.Knowledge：（1）Words：crack，burst，ruin，injure，destroy，shock，last的具体用法。

（2）Phrases：at an end，right away，dig out 的用法（3）Sentence patterns：All hope was not lost.（部分否定句）2.Ability：（1）Train the students’ ability to read different numbers in English.（2）Learn the usage of some difficult words and expressions.（3）Train the students’ ability to remove the difficulties while reading.3.Emotion：（1）Train the students’ ability to cooperate with others.（2）Know the deadliness of an earthquake and the signs before an earthquake is coming.（3）Learn from the bravery of people in Tangshan to face the reality and rebuild the city.●教学重点（1）Train the students’ ability to read different numbers in English.（2）Train the students’ ability to cooperate with others.●教学难点（1）The explanation of some difficult words and expressions.（2）Train the students’ ability to remove the difficulties while reading.●教具准备（1）a tape recorder（2）a projector（3）the blackboard●教学过程Step 1 GreetingsGreet the whole class as usual.Step 2 RevisionT：In the last period，we learned something about the terrible Tangshan Earthquake in 1976，which is the deadliest earthquake in China’s history.Now I am going to ask you some questions based on the Reading passage.T：What did people in Tangshan see in the sky before the earthquake？S1：They saw bright lights in the sky.T：What did people hear？S2：They heard the sound of planes outside Tangshan even when no planes were in the sky.T：What did people notice in the wells？S3：People noticed the well walls had deep cracks，and a smelly gas came out of the cracks.T：Did people pay any attention to these abnormal phenomena？S4：No.They went to bed as usual that night.T：When did the earthquake begin？S5：At 3：42 in the morning of July 28.T：How many people were killed or injured in the quake？S6：More than 400000 people.T：Could the injured people go to hospital？S7：No，they couldn’t because all of the city’s hospitals were gone in the quake.T：Were there any aftershocks？S8：ter that afternoon，another big quake shook Tangshan.Many rescue workers and doctors were trapped under the ruins.T：Did the survivors deny the city and go to live in other places？S9：No.They did the rescue work with the help of 150000 soldiers sent by the army.Slowly the city of Tangshan began to breathe again.T：I am very satisfied with your work.Step 3 Learning about NumbersT：Maybe you have already noticed that there are a lot of numbers in the Reading passage.To read them correctly is very important.Sometimes there is a test on numbers in Listening.T：Now turn to Page 28 and look at Part 3.Match each word to the number that has the same meaning.（Allow Ss several minutes to finish the task.）T：Now let’s check your answers.S：A.90% ninety percentB.10000 ten thousandC.1000000 one millionD.150000 one hundred and fifty thousandE.75% seventy-five percentF.1/3 one-thirdG.500 000 half a millionH.2/3 two-thirdsStep 4 Important pointsT：In the Reading passage of this unit，there are some important words and expressions.I will first give you five minutes to pick out the difficult words，expressions and sentence patterns.You may work with your partner.（After five minutes.）S1：In the first paragraph，“... the water pipes in some buildings cracked and burst.”How can we understand “burst”？T：If something bursts or if you bursts it，it breaks open or apart suddenly and violently so that its contents come out.e.g.You are going to burst the balloon，if you are not careful.S2：In the first paragraph，“Farmers’ wives noticed that the well walls had deep cracks in them.”and in the second paragraph “A huge crack that was eight kilometers long and thirty meters wide.”Do the two “cracks”have the same meaning？T：You are very careful.Yes，they have the same meaning.Both of them are nouns.“Crack”means a very narrow space between two things or two parts of something.“Crack”can also be a verb，meaning to break or make something break so that it gets one or more lines on its surface，as in the sentence “In the city，the water pipes in some buildings cracked and burst.”e.g.She fell off her bike and cracked a bone in her leg.S3：How can we understand this sentence in the second paragraph “It seemed that the world was at an end.”？T：In order to understand this sentence，you have to know the meaning of the phrase “be at an end”.It refers to a situation in which something is finished or no longer existed.e.g.The long hot summer was at last at an end.Other examples are “come to an end”，“put an end to sth.”.T：So now who can explain the sentence in our text？S4：Let me have a try.The earthquake was so terrible that nearly everything was destroyed.So people thought it was the end of the world.T：Excellent.And this sentence uses exaggeration.S5：In the second paragraph，“In fifteen terrible seconds a large city lay in ruins.”Why don’t we use “ruin”instead of “ruins”？T：“Ruin”can be an uncountable noun，which means a situation in which you have lost all your money，your social position，or the good opinion that people had about you.e.g.With the collapse of grain prices，small farmers are on the brink of financial ruin.While “ruins”means the part of a building that is left after the rest has been destroyed.e.g.the ruins of a bombed-out office blockS6：In the second paragraph “Two-thirds of the people died or were injured during the earthquake.”Can we use “wound”to take the place of “injure”？T：No.To injure someone means causing physical harm to someone，for example in an accident or an attack.To wound someone means injuring someone，especially by making a cut or hole in their skin using a knife，gun，etc.e.g.（1）One of the players injured his knee and had to be carried off.（2）Gunmen killed two people and wounded six others in an attack today.S7：In the third paragraph “Everywhere they looked nearly everything was destroyed.”Can we use the word “ruin”to take the place of “destroy”？T：No.“Destroy”means to damage something so badly that it no longer exists or cannot be repaired.If you “ruin”something good or useful，it then usually exists，but no longer has its good qualities or features.e.g.（1）The school was completely destroyed in the big fire last night.（2）Too much sugar can ruin your teeth.S8：In the third paragraph，“People were shocked.”What’s the meaning of the sentence？T：“Shock”here means to make someone feel very surprised and upset and unable to believe what has happened.e.g.The murder of such a young child deeply shocked the whole community.S9：So the sentence in our text means people were surprised.T：Yes.But there is a slight difference between “shock”and “surprise”.If something is，comes as，or gives you a shock it is unexpected and often very bad.e.g.It came as a great shock to hear she was leaving home.But a surprise is something that is unexpected，but is not necessarily bad.e.g.What a nice surprise! I didn’t even think you were in the country!S10：In the third paragraph，“People began to wonder how long the disaster would last.”What does the word “last”mean in this sentence？Is it an adjective？T：No，it is not an adjective but a verb.“Last”here means to continue for a particular length of time.e.g.The hot weather lasted for the whole month of July.As a verb，“last”could also mean to manage to remain in the same situation，even when this is difficult.e.g.They won’t be able to last much longer without fresh supplies.The word “last”can also be used as a linking verb.It means being enough for someone to use.e.g.We only had $50 to last us the rest of the month.S11：In the last paragraph，“All hope was not lost.”What is the meaning of this sentence？T：This sentence is a partial negative. It has the same meaning with “Not all hope was lost.”e.g.（1）All the students do not agree to the plan.（2）Not all the students agree to the plan.These two sentences mean some of the students agree to the plan，but some don’t.Step 5 ConsolidationT：Now after the explanations of the words，expressions and sentence patterns，let’s do some exercises. Please turn to Page 28 and look at Part 2 in Learning about Language. Complete the passage with some of the words in the text.（After several minutes teacher asks one of the students to read the short passage. Correct any mistakes if there are any.）Step 6 HomeworkT：In order to master the usage of these words and expressions，please do some related exercises. Finish off the two parts in Using Words and Expressions on Page 63.●板书设计Unit 4 EarthquakesThe Third PeriodImportant Words：1.burst （v.）2.crack （n./v.）3.ruin4.injure/wound5.destroy/ruin6.shockedst（vi.）Important Expressions：1.It seemed that the world was at an end.2.All hope was not lost.（部分否定句）●活动与探究Story-telling Competition：For most of human history，people could only imagine what caused earthquakes to happen.Sostories were told to explain this natural disaster.A story from India says that four very big elephants hole up the earth.The elephants stand on the back of a bigger turtle.The turtle stands on an even bigger snake.When any of these huge magical animals move，the earth begins to shake!1.In pairs make up a story to explain how an earthquake happens.2.Share your story with your classmates.3.Choose which one is the most interesting.Give a reason.●备课资料知识点归纳：1.shake用法归纳（shake，shook，shaken）（1）抖动，震动，常作不及物动词，也作及物动词。

Unit 4 Astronomy：the science of the starsPeriod 1 Grammar points.一．语法要点主语从句：在复合句中作主句的主语的从句叫主语从句。

引导主语从句的词有连词that, whether；连接代词who, what, which；连接副词when, where, how, why等。

Eg: Which team will win the match is still unknown.主语从句放在句首，句子常显得笨重，因此一般把它放到句子后面，前面用引导词”it”来作主语。

Eg: It’s strange that he didn’t come yesterday.二．重点难点1．Nobody knew that it was going to be different from other planets going to be different from other planets going round the sun.going round the sun 为现在分词短语定语，表示一般的动作。

Eg: Men breaking the law will be punished.现在分词短语，也可表示进行的动作2. Weather life will continue on the earth for millions of years to come will depend on whether this problem can be solved.for millions of years to come 中不定式to come 作定语，与前面的名词有逻辑上的主谓关系。

Eg: She is the last person to tell lies.3．The problem was that the earth became violent because it was not clear whether the solid shape was to last or not.The problem was that …, that 引导表语从句，that 只起连接作用，无意义，但不能省略。

Unit 4 Astronomy: the Science of the StarsUsing LanguageObjectivesTo enjoy the passage A VISIT TO THE MOONTo learn to use the language by reading, listening, speaking and writingProceduresStep 1 Listening1.Ask theSs to look at the pictures and exercises and guess what the listening is about.2.Listen to Part1 and 2 of the tape for the first time and choose the best summary of thelistening text.3.Listen to Part1 and 2 again to fill in the coumn of the chart on page304.Check the answers with the whole class.Step 2 Reading1.Ask the students to read the passage quickly and fill in the form. Then check the answer.2.Listen to the tape and imitate the tape. Then practice reading aloud the dialogue with feeling.Step 3 Language points1．explain 短语：explain (sth) to sb 向…..作解释explain (to sb) why/ how/that etc.Would you explain the problem to the class again?Can you explain to me how to make tea?She explained to me that she couldn’t come because she was ill.2．force n1) (u) 力量powerHe didn’t use much force.2)( c) 部队group of men who have powerair force 空军armed force 武装部队v 强迫，迫使I was forced to open the door.区别：force 强调发挥出的力产生的效果; energy 指力量精力和活力；power 有本领权力之意。

Unit 4 Astronomy：the science of the stars 课文知识点解析Warming UpDiscuss in pairs which science subjects are part of medicine,biochemistry,geophysics or astronomy.分组讨论哪些科学科目是医学，生物化学，地理学或天文学的一部分。

in pairs=two at a time=in twos一次两个，两个一组e.g.Shoes and slippers are sold in pairs.鞋子都是论双卖的。

注意：in+数词/名词（数词/名词以复数形式）e.g.in threes and fours 三三两两的in groups 成群的思维拓展in在这里表示：以……数量/形式、形状等。

e.g.Tourists queue in thousands to see the tomb. 游客数以千计排着队看陵墓。

Reading1.The problem was that the earth became violent because it was not clearwhether the solid shape was to last or not.这一问题变得越来越不确定，因为这一球体形状是否能够维持尚未明朗。

(1)violent adj. 猛烈的；激烈的；强暴的a violent language 激烈的语言a violent storm 猛烈的风暴a violent 猛攻思维拓展violence n.［U］1.暴力，强暴2.猛烈，剧烈，强烈(2)whether...or not... “是……还是……”在这里是主语从句,它还可以引导宾语从句、表语从句、同位语从句和状语从句。

e.g.I don’t know whether he will agree with me.（宾语）我不知道他是否同意我的观点。

Unit 4 Astronomy the science of the stars教案（人教版必修3）Period 5Using language: Extensive reading整体设计教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: A VISIT TO THE MOON in Using language on Pages 30-31 and CAUGHT BY A BLACK HOLE in Reading Task on Page 66. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The reading passage A VISIT TO THE MOON is a science fiction story which imagines what it might be like if an astronaut visited the moon. The purpose of science fiction writing is to combine facts with a story to make students interested and excited about travel in space. It is also to stimulate awe and wonder into the vastness of space. As this reading uses the information students have gained from the listening, the teacher can first ask some students to retell the listening text to lead in the topic and then ask students to read the passage and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by t hemselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage CAUGHT BY A BLACK HOLE, it is to continue the above story. The astronomers in the story visit a place in space, which seems impossible for people to reach, the “black hole”. It is to help students imagine what it is like near a “black hole”. Ask students to read through the passage and try to know more about astronomy and gravity.At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition among them.教学重点1. Develop students’ reading skills by extensive reading.2. Let students read and understand the two passages.教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to understand the science fiction stories in this unit.三维目标知识目标1. Get students to learn some useful new words and expressions in this part: spaceship, pull, float, mass, cheer up, now that, break out2. Get students to read the science fiction stories.能力目标1. Develop students’ reading skills by extensive reading and e nable them to learn how to use different reading skills to read different reading materials.2. Have students learn to use the useful new words and expressions correctly.3. Enable students to understand the passages and know more about astronomy and gravity.情感目标1. Stimulate students’ interest in astronomy and space travel.2. Develop students’ s ense of group cooperation and teamwork.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some pairs of students to come to the front and act out their dialogue to review the expressions of giving instructions.3. Have some students talk about Isaac Newton, Albert Einstein and Stephen Hawking as well as their ideas on gravity.→Step 2 Warming upLet students to brainstorm the following questions:What country first sent people into space?How many countries have succeeded in sending people into space so far?Who first landed on the moon?Who is the first Chinese astronaut to go into space?Do you want to visit the moon?→Step 3 Reading1. Ask students to read the passage and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.1) Write down the three ways in which gravity changed for Li Yanping.The way gravity changedLeft the earthIn spaceOn the moonSuggested answers:The way gravity changedLeft the earth The gravity became very strong.In space The gravity disappeared.On the moon The gravity became very light.2) His weight changed three times, too. Now write them down.How his weight changedLeft the earthIn spaceOn the moonSuggested answers:How his weight changedLeft the earth He became very heavy.In space He had no weight and could float around like a feather.On the moon He was about one-sixth of his weight on the earth.2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.Collocations: be lucky enough to do, have a chance, make a trip into space, explain sth. to sb. , the force of gravity, be off, the pull of the earth’s gravity, fall back to the earth, fall to theground, too far from the earth, as if, at all, get close to, cheer up, come on, less than, down the steps, step forward, twice as far as, fall over, a bit of, now that, after a while, get the hang of, break out, on the outside of, be pushed into→Step 4 Important language points1. Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful.在启程以前, 李彦平向我解释说, 在我们的航行中会有三次引力的改变, 而第一次的改变将是最强的。

Astronomy: the science of the starsSection Ⅱ　Warming Up & Reading—Language Points记单词 记短语 记句型3基础梳理astronomy system theory atom globe atmosphere fundamentalmultiply oxygen puzzleunlike violent harmful existsolar systemin timecool downbe fundamental to lay eggsgive birth toin one's turn prevent ...from ...What it was to becomeso violent thatmade it possible for life to developwhether life will continue on the earthwhether this problem can be solved研词汇 析句型 练拓展4要点透析violentlywithviolence→violentto preventforYou will succeed in timeharmfulto harmless for→todoing serious harm to life and the environmentexistenceonTherewas an existing problem for a long timeto lookin to drivein turn creates more problemsbeing carried enteringagainst/fromabout/overto puzzlingpuzzledThey were made by the police to stand against the wallto rememberitwhether he likes it or notwhether she's at homewhether he is male or female随堂练 固基础 夯根基5随堂训练theoryglobeatomreligionUnlikemultiplyatmosphereOxygenpuzzledexistenceTo make it easier to get in touch with us found it impossible to leave Whether they come or notWhat I want to stresswas so beautiful thatexplodedto produceAs harmfulwith developmentandare puttingescapingto comeword部分：请做：练速度练能力练规范点此进入该word板块。

新课标高一必修3Unit4AstronomyTheScienc人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案2人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案2 Unit 4 Astronomy The Science of the Star--教案2 TITLE=人教版新课标高一必修3 Unit 4 Astronomy The Science of the Unit 4 Astronomy The Science Of The Stars The Fourth period Listening Step 1 Pre-listening Introduce Isaac Newton and Albert Einstein Step 2 Listening 1. Listen to the tape and fill the form 2. Hand out the listening materials and listen to the tape again, then fill the bracket with the right answers. At last ask some students to read the passage Step 3 Listening on P62 1. Discuss the following question s 1)_. Who’s Yang Liwei? He’s our hero who traveled into space on October15, 2003. 2). What’s the name of the spaceship? Shenzhou V. 3). Do you know what education and experience you need to become an astronaut? No. 2.Listen to the tape and answer some true or false questions 3. Give the students listening material and ask them to complete the passage while listening Step 4 Homework After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about one question: What needs to be an astronaut?。