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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。
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。
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。
河北省石家庄市第一中学高中英语 unit4 Astronomy listening教案新人教版必修3教材章节Unit 4 课题Astronomy 课型Listening教学目标知识与能力知识内容重点句子:I heard about how the idea of gravity has developedover a long period of time.Pick out the information and draw lines from the list to wherethe things are on the suit of the astronaut.等级程度(A)识记(B)理解(C)应用(D)分析(E)综合(F)评价才能目的Enable the Ss to understand the different ideas about gravity.Enable the Ss to have a good understanding of the force ofgravity in order to enjoy the stories fully and to become moreinvolved and excited about studying space and the stars.过程与方法a. Discussionb. Listeningc Cooperative learningd. Debating情感态度与价值观Enable the Ss to appreciate that the science fiction stories are imaginary but based on fact.教学设计重点难点分析Listen to the material about the detailed information about different scientists and their ideas. Complete the form , make True or False judgement and answer questions.教学技术设备Tape recorder for listening material教学环节学习目标1、学习的主要知识Listening2、需要掌握的方法Prediction and testament and taking part.课题概述1、本节知识的主要意义Know more about astronomy2、本节知识在知识体系中的地位和联络Warming up of the main reading passage.教学环节分析讲解学生活动设计Step I. RevisionCheck homework exercise.Part3 (P29):The fact is that I don’t know who he is.whether he’ll come or not.that many people don’t know how far Beijing is fromEngland.Your difficulty is that you don’t have enough money.that you don’t know how to grow apple trees.My problem is that I don’t know his address.how long the journey would take us.The question is that the snow is too heavy.where you can find a restaurant.The trouble is how to get there in time.Whether you can find a taxi in such a cold day. Part3 (P64):1.With the development of science and technology, people have come todepend more and more on the computer to deal with all kinds of things.2.Now that many problems exist which cannot be solved, wars willprobably break out.3.He gradually got the hang of this method of research after manyyears’ practice.4.The presence of that famous director cheered up all the people atthe meeting.5.We should find some ways to prevent the harmful gas from spreading.6.He is already exhausted. We should lessen his pain instead ofdisappointing him.Step II. Listening (Using language)1.The Ss will hear different ideas about gravity of three scientists, and then fill in the blanks.T: Have you heard of Isaac Newton? How much do you know about him?S1: He’s English.S2: He set up an idea which is called “gravity〞.T: What’s his idea about?S3: Gravity made everything fall back to the earth.T: Have you heard of Albert Einstein?S4: Yes. He’s a Jew. And he’s famous for his Theory of Relativity. T: How much do you know Stephen Hawking?S5: Sorry, not very much. I know him just from the passage on Page64,Workbook..T: It doesn’t matter if you don’t know them much. Today we’ll get more information about them. Turn to Page30. Go through Part1 quickly.2.Listen to the tape three or four times and pause where it’s necessary. Discussion and su mmaryThen check the answers with the whole class.T: Are you ready? Let’s listen for the first time. Please pay attention to the date.(Play the tape.)T: Have you got the answers?S1: Yes. Isaac Newton lived from 1642 to 1727. Albert Einstein lived f rom 1879 to 1955. Stephen Hawking was born in 1942.T: Let’s listen to the tape again. Please pay attention to the idea. (Play the tape again.)T: Have you got the answers?S2: Yes. Isaac Newton: Everything falls back to the earth because of a pull called gravity.S3: Albert Einstein: Gravity is different in space.S4:Stephen Hawking: Black holes would eat stars and they may also push stars out into space.T: Excellent answers! Have you got other information? Or, What was their gravity about?S5: Newton’s gravity is about earth.S6: Einstein’s idea about gravity was about universe.S7: Hawking’s idea was about black holes.T: I think we’ve solved this problem. Now read four sentences in Part2, decide which the best idea is. If you are not sure, we will listen to the tape for the last time.(After play the tape.)T: Which one is the best?S8: No.3.T: Why No.3? What’s wrong with the other three?S9: Our listening passage didn’t mention how three men made mistakes.It only mentioned that other scientists found they made mistakes.So No.1 is not correct.S10: No.2 is not true because the three scientists wanted to explain how the universe worked and not how it began..S11: No.4 is too general and it doesn’t give enough details.T:Your explanations are enough. So we choose No.3. Then turn to Page62, Listening.Step III Listening (WB P62)1.Part1.T: Who’s Yang Liwei?S1: He’s our hero who traveled into space on October15,2003.T: What’s the name of the spaceship?S2: Shenzhou V.T: Do you know what education and experience you need to become an astronaut?S3: No.T: O K. Now we’ll listen to a conversation between Yang Liwei and a reporter. First, go through the six sentences in Part1. Now listen to the tape.(After listening)T: Have you got that? Now read the sentences and tell us True or False. If it’s not true, correct it.Ask students to read them and check the answers with the whole class. Answers: FFTTTT2.Part2.T: Now focus your attention on Part2. Then we’ll listen to the tape again..Play the tape and pause when the students need to write information down. Then collect answers.Information on Yang LiweiThe exams he passed Excellent degree and 10 years’ trainingExperience Pilot for the air force of the PLAPhysical qualities Smaller than 170cm, less than 70kgPersonal qualities Calm, mature, hard-working3.Part3.First ask Ss to talk about the answer. If necessary play the tape again for Ss to check the answer.Answers: ’s a special seat to throw him out of the space rocket if things went wrong.There are also a special door for another space rocket to rescue him2.The ans wer can be different.Step IV Listening Task (P65)T: Do you want to have a space walk?S: Yes, of course..T: But you know it’s dangerous, and it needs a great deal of practice. You should also wear a spacesuit. The spacesuit needs some equipment. Do you know each part of the equipment?S: We’re not clear.T: Now listen to the tape. Then you’ll get it.Play the tape twice or three times to finish Part1 and 2.Key to Part1: C。
Unit 4 Astronomy: the science of the starsPeriod 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the following: 1. Reviewing noun clauses as the object and as the predicative; 2. Learning the new grammar items: noun clauses as the subject. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the passage HOW LIFE BEGAN ON THE EARTH again, tick out all the sentences from the passage where noun clauses are used as the subject, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 29 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the subject and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 64 and more additional exercises for consolidation.教学重点Get students to understand and use noun clauses as the subject.教学难点Enable students to learn how to use noun clauses as the subject correctly.三维目标知识目标1. Get students to know more about noun clauses.2. Let students learn noun clauses as the subject.What it was to become was a mystery. . .. . . it was not clear whether the solid shape was to last or not.能力目标Enable students to use noun clauses as the subject correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.教学过程设计方案（一）→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。
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：。
Unit 4 Astronomy: the science of the starsTeaching goals 教学目标1 Target language目标语言a重点词汇和短语preparation, instruction, unexpected, a set of, pay attention to, as well asb交际用语Practice giving instructionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…2 Ability goals 能力目标a. Enable the Ss to make a list of things that they need.b. Enable the Ss to talk about giving instructions.c.. Enable the Ss to play different roles in a conversation.3Learning ability goals 学能目标a. Learn how to make a list of things that they needb Help the Ss learn how to talk about giving instructionsc. Enable the Ss learn how to play different roles in a conversation. Teaching important and difficult points教学重点难点a. Teach the Ss how to how to talk about giving instructionsb. Help the Ss to learn how to play different roles in a conversation. Teaching methods教学方法a. Pairs work and group workb. Discussion and cooperative learningTeaching aids教具准备1 A computer2 A projectorTeaching procedures & ways教学过程与方式Step I RevisionAsk some of the Ss to read his / her passage about gravity.One possible passage:Sir Isaac Newton: The Universal Law of GravitationThere is a popular story that Newton was sitting under an appletree, an apple fell on his head, and he suddenly thought of theUniversal Law of Gravitation. As in all such legends, this isalmost certainly not true in its details, but the story containselements of what actually happened.What Really Happened with theApple?Probably the more correct version of the story is that Newton,upon observing an apple fall from a tree, began to think alongthe following lines: The apple is accelerated, since its velocity changes from zero as it is hanging on the tree and moves toward the ground. Thus, by Newton's 2nd Law there must be a force that acts on the apple to cause this acceleration. Let's call this force "gravity", and the associated acceleration the "accleration due to gravity". Then imagine the apple tree is twice as high. Again, we expect the apple to be accelerated toward the ground, so this suggests that this force that we call gravity reaches to the top of the tallest apple tree.Sir Isaac's Most Excellent IdeaNow came Newton's truly brilliant insight: if the force of gravity reaches to the top of the highest tree, might it not reach even further; in particular, might it not reach all the way to the orbit of the Moon! Then, the orbit of the Moon about the Earth could be a consequence of the gravitational force, because the acceleration due to gravity could change the velocity of the Moon in just such a way that it followed an orbit around the earth.This can be illustrated with the thought experiment shown in the following figure. Suppose we fire a cannon horizontally from a high mountain; the projectile will eventually fall to earth, as indicated by the shortest trajectory in the figure, because of the gravitational force directed toward the center of the Earth and the associated acceleration. (Remember that an acceleration is a change in velocity and that velocity is a vector, so it has both a magnitude and a direction. Thus, an acceleration occurs if either or both the magnitude and the direction of the velocity change.)But as we increase the muzzle velocity for our imaginary cannon, the projectile will travel further and further before returning to earth. Finally, Newton reasoned that if the cannon projected the cannon ball with exactly the right velocity, the projectile would travel completely around the Earth, always falling in the gravitational field but never reaching the Earth, which is curving away at the same rate that the projectile falls. That is, the cannon ball would have been put into orbit around the Earth. Newton concluded that the orbit of the Moon was of exactly the same nature: the Moon continuously "fell" in its path around the Earth because of the acceleration due to gravity, thus producing its orbit.By such reasoning, Newton came to the conclusion that any two objects in the Universe exert gravitational attraction on each other, with the force having a universal form:The constant of proportionality G is known as the universal gravitational constant. It is termed a "universal constant" because it is thought to be the same at all places and all times, and thus universally characterizes the intrinsic strength of the gravitational force.Step II PresentationT: Do you remember the conversation between Li Yanping and Professor Wallis?S1: Yes.T: We all know that space walk is difficult and dangerous. What should an astronaut take with him? S2: oxygen can.S3: spacesuit.S4: gravity boots.S5: water system.S6: special food.S7: special ropes.T: Great! Do you know the usage of them? Now discuss them with your partner according to the form on Page31. You can refer to our listening material on Page65.When Ss discuss. Teacher walk around the classroom to give them some help.Step III Speaking (Page31)(After a few minutes.)T: Have you finished? Now speak one or two sentences for each equipment you should take.Sa: I will take water with me in my spacesuit in order to warm or cool me if it’s too cold or too hot. Sb: I will take oxygen can on my back in order to help me breathe oxygen in space.Sc: I’ll wear spacesuit. t can protect me from many dangers. It can carry many necessary things in or on it.Sd: I’ll take space buggy in order to travel on the moon.Se: I’ll take a rope to tie me to the spaceship, or I’ll fly away.Sf: I’ll take special food so that I can eat easily, because the food will float in space.Sg: I’ll wear special sunglasses in order to protect my eyes.Sh:I’ll take space camera in order to take photos.T: Wonderful! Anything else?Si: I’ll wear space boots in order to walk there.T: Very good. You’ve done an excellent job! Do you know how to fill in the form now?Ss: Yes.T: Now look at the screen and check your answer.Sample answer:Step IV Talking (Page62)The task asks the students to work in pairs and give a friend a number of “does” and “don’ts” for going into space. They need to make suggestions using the phrases that they have been given to help them. When they have worked out the advice they can write the suggestions down and read them out to the class.Show the useful expressionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…T: Now discuss it in pairs. Then I will ask some pairs to read out their instructions.Sample dialogue:S1: I’m going to visit a comet. I’m leaving tomorrow.S2: How exciting! Please check that you have got the correct sort of spacesuit. You need the kind that will keep you warm if it’s too cold.S1: Of course!S2: Make sure you know all the safety rules. It’s not safe to stand on a comet or get too close.There is always a strong wind in space.S1: I won’t leave the spaceship except that I take photos.S2: Photos? Just think of the dust in the air. It will make taking photos very difficult.S1: Well, I’ll take some anyway.S2: Watch out for the space wind! It can be very dangerous.S1: Yes, I know that.S2: Don’t forget to watch the time as you leave the earth. Please pay attention to everything your space guide says. Don’t go off on your own. Look at your temperature on your spacesuit all the time. If it’s too low you need to warm it up and if it’s too high you need to cool it down. Anyway, have a good trip!S1: Thank you. I will.Step V Speaking Task (Page67)The purpose of this task is to use the information the students have gained from the listening text and reading passage in a new situation. They are going to interview the astronomer in our story, Li Yanping, for a newspaper. So in pairs the need to work out some questions to ask him. Each of the pairs needs to think of three different questions. And try to find the answers.Questions and answers:1.What was the most unexpected thing you found out about black holes?The black hole threw out material as well as ate objects.2.How did you know you had got close to a black hole?You can see things disappear into what appears to be an empty space. That’s a black hole.3.What was the most frightening thing that happened to you on this journey?When the gravity of the black hole was pulling us to it’s mouth, and then the spaceship moved round the hole and began to go faster and faster into it; I was terrified because I thought we would be eaten by the hole.4.Why did your watch move slower when your spaceship moved around the hole?I’m not clear yet.5.Have you found something new about black holes?Yes. I thought black holes only eat some objects, but in fact they also spit objects out.Step VI Homework:Prepare for writing a passage about your idea or hopes for traveling in space.。
