河北省抚宁县第六中学高中英语《Unit4 Astronomy the science of the stars》reading学案(2) 新人教版必

高中英语Unit4AstronomythescienceofthestarsSectionⅣGrammarⅠ.完成句子1．他在这场事故中幸免于难，真是奇迹。

That he survived the accident is a miracle.2．他为什么又是如何去了美国至今还是个谜。

How and why he went to America is still a mystery.3．学生们需要的是知识。

What the students need is knowledge.4．任何一个违反此规章制度的人都要受罚。

Whoever breaks the rule shall be punished.5．令人惊奇的是玛莉竟然获得了第一名。

It is surprising that Mary should have won first place.Ⅱ.阅读理解AHave you come across much western children's literature?Most English speaking children grow up with the same delightful set of fictional (小说的) characters.The Winnie the Pooh stories involve a strange selections of animals such as a kangaroo, a pig, a donkey, a tiger, an owl and a bear, who live together in a wood, leading fairy ordinary lives.Far more exciting and dangerous events take place in The Wind in the Willows，the story of the foolish Mr.Toad and all his adventures.Talking animals is also the main characters in The Jungle Book and the Just So Stories.In the latter we find lots of imaginative explanations as to why the world is like what it is.Far more laughter comes from Roald Dahi's Charlie and the Chocolate Factory.Whillie Wonka is the perfect adult in the eyes of children with all his clever ideas and endless supply of sweets.Also much loved is Bilbo Baggins, the funny little rabbit, who ends up having adventures with wolves and dragons.Of course, the stories go on in the much more serious The Lord of the Rings，better read a few years later.A new star in the world of magic and children's fiction is Harry Potter，the schoolboy who learns spells rather than maths.Adventures books remain popular, too.Although well over a century old now，Treasure Island is still an enthralling story with young Jim Hawkins dealing with secret maps and pirates.Such books make childhood a time of wonder and imagination.1．Which of these is NOT mentioned as a character in The Winnie the Pooh stories?【解析】细节理解题。

Unit4 Astronomy:thescienceofthestarsⅠ.阅读理解AYou'd like to employ a person to help take your business to th e next level, but you may find that there are a large number of employment websites on the Internet. Which one is your best choice? Here are four websites (in no particular order) that ca n help you get into a pool of job applicants (申请人)．LinkedInAs you probably already know, LinkedIn is a site where job applicants post resumes (简历) and exchange ideas. The site has more than 135 million members, many of whom may be looking for a new position. The cost to post a job opening on LinkedIn depends on the ge ographic location of the position. For example, in the Greater Pittsburgh area, a 30day job posting costs $195.CraigslistCraigslist isn't just a place for finding an apartment or sellingyour old couch. The website has an area devoted to employ ment in big cities. Employers can post jobs to find suitable em ployees. Posting in some markets is free, but in others, it cost s $25 to $75.MonsterFounded in 1994, Monster has grown to one of the most popu lar employment websites. It offers pages of advice about care er management and employment searches. Monster also pro vides apps for mobile phones, making it more convenient for people to post their job openings. Job postings on Monster co st from $210 to $395.JobsterJobster users can create interesting online profiles (简介) containing information about employment and educational history. The site uses an active method in which employers c an contact interested applicants. Employers can post as many jobs as they want for only $75 per month.【文章大意】本文主要介绍了四个可靠的招聘网站。

河北省抚宁县第六中学高中英语《unit4》词汇教案新人教版必修3设计要素设计内容教学内容分析This unit is concerned with how human beings first evolved on the earth and how they understand the universe around them. The exploration of space is exam ined through science fiction as nobody has yet visited a “black hole”教学目标知识技能1Get Ss to learn the us eful new words and expressions: globe, violent, carbon, atmosphere, unlike, harmful etc;2Enabl e Ss to k now about the development of the earth.3过程方法1 Task-based teaching and learning2 Cooperatio n learning3 Discussion学习者特征分析本文是一篇科普类文章，文中有许多专有名词，如，两栖动物，水生有壳动物，爬行动物等。

因此单词必须先巩固，同时学生可将英文所呈现的内容与生物知识相结合，这样可以使文章的脉络更加清晰。

教学分析教学重点To grasp the following useful important words and phrases of this unit.教学难点Enable Ss to understand the passage and know about the development of the earth.教学策略Discussion and pare work教学资源1 Textbook2 Teaching reference book3 Computer板书设计重点单词检测：1 n 系统；体系；制度2______________ n. 大气层；气氛3_____________ prep. 不同；不像4_____________ n. 链子；连锁；锁5_____________vi.&vt. (使)浮动；(使)漂浮n. 漂浮物6_____________ n．球体；地球仪；地球7____________adj.猛烈的；激烈的；8._____________ n.气候重点短语检测：1______________ 及时；终于2______________ 产生；分娩3______________ 阻止；制止4______________下蛋5____________轮到某人；接着6_____________感到高兴；感到振奋7_____________依赖，取决于8________________感到高兴;感到兴奋9_________________既然10_________________爆发;突发教学过程教学内容教学环节教师活动学生活动教学媒体使用预期效果Step 1 Leading inStep 2 readingStep 3 ExplanationStep 4 Read aloudStep 5 homework Questions:How many planets are therein sol ar system?What are they?Lead students to read thenew words and expressionsin this unit.Have Ss read the new wordsand expressions in thisunit.Help Ss analyze theimportant words andexpressions.Ask Ss to read the phrasesand let them pay moreattention to thepronunciations.Tell them to do exercisesin the exercise book.AnswerReadCarefully readthenew words andexpressionsTake notes.Read the everyword correctly.11_________________密切注视;当心;提防重点单词﹠短语趁热打铁1. violent adj.＿＿＿＿＿__________n.猛烈，暴力(行为) __________adv. 猛烈地His heart beats __________Not a few __________ scenes were cut from the film before it came to show.2. harmful adj.有害的归纳拓展：【对……有害】___________ do…harm/do harm to ___________ do more harm than good _____________ _____________ adj.无害的，无恶意的It is a nice dog. It won’t do you any .A. illB. biteC. hurtD. harm Smoking is __________to one’s health.3.explode1). （使某物）炸开，爆炸2). （指感情）迸发explode with /in/into...3). （指人口）突然或迅速增加explosive adj._______ explosion n. _______ The firework ________ in his hand and he was hurt seriously.The children _________ into laughter. The teacher __________ with anger.4.unlike prep. 不像，和……不同adj. [作表语] 不相似；不同拓展______________vt./n. 不喜爱，厌恶Her latest novel is quite ______ her earlier work.5.puzzle n.迷；难题 v.(使)迷惑；(使)为难be puzzled by被……迷惑be a puzzle to sb对某人来说是个谜puzzling adj. 令人困惑的puzzled adj.(人感到)困惑的⑴ Her decision was a puzzle ____ him.⑵ His recent behavior ______________ (使我迷惑不解).⑶ His answer sounds ________(puzzle) and we are all___________ (puzzle).6.exist vi. ____________________ 拓展：exist in 存在于……中exist on=live on 靠……生活exist as 作为…而存在，以……形态存在n.__________ 存在bring…into exis tence ____________ come into existence _______________ There exists…..______________ Man can’t ______without air.(没有空气人就不能生存)They cannot exist ______ the money he’s earning．Matter can exist __ a solid，liquid，or gas.When did this world come _______existence?7. presence n. 出席；到场；存在___________adj.目前的，出席的v.赠送At present___________ be present at____ ⑴ Everyone ___________ at the meeting was pleased at the _________ of the general manager.8. depend on/upon1) 信赖，依靠2) 视．．．而定，取决于．．．That /It (all) depends. ________________ Your success __________whether you work hard.9. in time迟早;最后;及时________准时；按时______________同时⑴他应当可以及时到达那里。

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gravity, by chanceb重点句子I heard about how the idea of gravity has developed over a long period of time.Pick out the information and draw lines from the list to where the things are on the suit of the astronaut.2 Ability goals 能力目标Enable the Ss to understand the different ideas about gravity.Enable the Ss to have a good understanding of the force of gravity in order to enjoy the stories fully and to become more involved and excited aboutstudying space and the stars.3. Learning ability goals 学能目标Enable the Ss to appreciate that the science fiction stories are imaginary but based on fact. Teaching important points教学重点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.Teaching difficult points教学难点Discuss with partners and have a debate to find out ways to solve the problems about what a spacesuit should be like.Teaching methods教学方法a. Discussionb. Listeningc Cooperative learningd. DebatingTeaching aids教具准备A recorderTeaching procedures & ways教学过程与方式Step I. RevisionCheck homework exercise.Part3 (P29):Part3 (P64):1.With the development of science and technology,people have come to depend more and more on the computer to deal with all kinds of things. 2.Now that many problems exist which cannot besolved, wars will probably break out.3.He gradually got the hang of this method ofresearch after many years’ practice.4.The presence of that famous director cheered upall the people at the meeting.5.We should find some ways to prevent the harmfulgas from spreading.6.He is already exhausted. We should lessen hispain instead of disappointing 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. Then 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 from 1879 to 1955. StephenHawking 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 readfour 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 mentionedthat 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 andnot 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: OK. 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 answerswith 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.3.Part3.First ask Ss to talk about the answer. If necessary play the tape again for Ss to check the answer. Answers: 1.There’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 answer 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 needsa great deal of practice. You should also weara spacesuit. The spacesuit needs someequipment. Do you know each part of theequipment?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: CKey to Part2: 1.oxygen can (on the back) 2.water system (the part of the suit coveringthe body) 3.gravity boots (on the feet)4.left engine (on the left side)5.rightengine (on the right side) 6.tool kit(on the waist, at the back)Step V HomeworkToday we have listened to three materials. After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about a question: What needs to be an astronaut?。

Unit 4 Astronomy: the science of the stars-reading5th Period Integrating skills(Ⅱ)Part 1: Teaching Design(第一部分：教学设计)Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)AimsTo develop the students’ reading abilityTo learn something about astronomyProceduresI. Warming up by learning vocabularyGood morning, class! Today, w are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.Astronaut Yang LiweiII. Pre-reading1. Looking and sayingHave you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting. 科学家透露：宇宙可能有两个我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。

Unit 5 Music The band that wasn’tTeaching aims：Knowledge objectives1.Learn about what a band is.2.Describe the formation and development of a band.3.Master the words and phrases related to the formation and development of a band.Musician, instrument, performance, dream of, pretend, to be honest, attach…to, form, earn, studio, millionaire, play jokes on, rely on, get familiar with, or so, break up.Skill objectives1.Learn to predict the possible contents of a text through the title and the pictures.2.Learn to sum up the main idea of a paragraph by reading the topic sentences as well askey words or phrases.3.Learn to scan for key information by spotting the verbal phrases and transitional words. Affection objectives1.To learn what music is from enjoying different styles of music and talking aboutdifferent bands;2.To Learn about the important factors to success such as the full love of music, the hardworking，the passion to the career, the team sprit etc.Important and difficult points：1.To understand what a band is.2.To sum up the differences and similarities between an ordinary band and the Monkees. Teaching approach：Text-based approachTeaching aids：ppt slidesTeaching procedure (Period 1: Before Reading)Stage 1 Warming-up1.T. plays a short music video by a band Queen a few minutes before the class.2.T. introduces the topic of “music” in the new unit by asking “Do you like music? Whatkind of music styles do you know?3.Ss talk more about music (e.g., musicians, music instruments, different music stylesetc.)4.Ss Look at the 8 pictures about different music styles (e.g., classical music, rock & roll,rap, jazz …etc.) with T.’s introduction & explanations.5.Ss say the names of music styles aloud after the teacher and then listen to the differentmusic video to match the pictures one by one.6.Free talk about how students feel when listening to the different music with theteacher’s summary of the talk.Stage 2 Introduction of the topic1.Ss talk about the importance of music in people’s life by T’s Q: “Do you think music is very important in peo ple’s life, why?” reading some words by famous musicans: “Without music, life is a journey through desert.” “Most of us go to grave with our music still inside us”.2.Teacher’s introduction of the topic “band” of the text (on P. 34) by a summary of “the impo rtance of music”: for this, many musicians work together, what do we call the group of musicians?3.T. gets students to name some bands they have already known by Qs: “Do you know what a band is? Can you name some famous bands?”. (e.g., Beyond, Beatles, Queen, etc.)4.Class Discussion: the differences between a “band”and a “music group”.5.T. guides Ss to define “band”.（A band is a group of musicians who write and play popular music together. Usually a band is made up of several members. One is the lead singer, another is a guitarist, next is a bassist, the other is a drummer. They are true music lovers.）6.Ss listen to a song by a very famous band “Queen” and answer Qs: When the musicians sing their own songs, what do they look like (e.g., excited, enjoy themselves, putting their full heart in it, with passion)?7.Ss Read aloud some quotation by the famous musician Beethoven (the reason why Icompose) and further understand the real meaning of music and a “band”.Stage 3 Leading in1.Ss look and say about some pictures of the band they are familiar with (e.g., Flowers, Beyond, Beatles)2.Read a passage about Beatles (甲壳虫乐队) with some Qs: “What’s the music style of Beatles? ” “What do they write about in their songs?” “When did they become famous? (70s)”.3.T. indicates the students that today they are going to learn about a band （the Monkees门基乐队）that was of the same time with the Beatles in the 70s last century and even once more popular than the Beatles.4.(T. plays a short video of the Monkees if necessary and ask Ss how they like the Monkee’s song or their style of performance and if they would like to find out why the Monkees were so popular. )Stage 4 Predicting the gist1.Ss read the title of the passage (The band that wasn’t) with the question “What does thetitle mean?”2.Ss predict the possible contents of the passage according to the title and the pictures onPage 34 with the Q: What does the title mean? Is the Monkees a real band or not?2.Ss do fast reading (skimming the passage) to confirm their predictions (with different answers)3.Ss underline the key words to explain if the Monkees is a real band or not.3. Sum up the main idea of the text. (Main idea of the text ：The Monkees was not a real band in the beginning, but later it developed into a real band.)Teaching procedure (Period 2: Reading)Pre-reading Stage Revision & warming-up1.T. guides Ss to say about what they learnt in the last period (whay music means to people,why musicians compose, what a real band is etc.)2.Ss. define a band orally (A band is a group of musicians who write and play popularmusic together).3.Ss. talk about what they have known about the band the Monkees (It was not a band …) While-reading Stage1.Skimming:(1)T. guides Ss to sum up the main idea of each paragraph. Tell the Ss that they can sum up the main idea of each paragraph by going through the topic sentences as well as the key words and phrase in each paragraph.Para. 1 Peoples’ dreams of being famous as singers and musicians.Para. 2 The usual way that a band is formed.Para. 3 The formation of the Monkees.Para. 4 The development of the Monkees.(2)Ss read Paragraph 2 and draw a flow chart to show the formation of a band (remind the students to pay attention to verbs that indicate the formation of a band and refer to the time indic ator such as “Start”、“later”for help.(3)Ss read Paragraphs 3 & 4 about the formation and development of the Monkees and then fill in the blanks. Remind them to pay attention to verbs that indicate the formation and development of the Monkees.2.Checking the answers & sharing information with peers: look at the chart and tell which part shows that the Monkees was not a real band, and which part shows that they are a real band. (Draw the students attention to the transitional word “however” that indicate the change of something. )Post-reading stage1.Discussion in pairs about the following Qs：(1)In what way do you think the Monkees is different from or similar to other bands?(2)In your opinion，what makes the Monkees successful？2.Sum up Ss’ discussing with the following quotations:It is no use doing what you like; you have got to like what you do.1 percent inspiration and 99 percent perspiration lead to success.3.T. guides the students to sum up what they have learned in this lesson and evaluate their learning of the text by using the self-evaluation form.(Well, we have finished learning the text about Monkees. How do you feel about this lesson? Do you feel you learn something? Ok, what have you learned in this lesson? Can anybody tell me? Here is a self-evaluation chart. Let’s see how well you have learned. How many points do you think you get?)4.Homework: Write a short passage of about 100 words, describing your favorite band or singing group, focusing on its formation, development and the factors for its success.Teaching aimsBy the end of the lesson,Ss will be able1.Knowledge objectivesto know the meaning of some words and phrases related to the formation and development of aband ,but the usage of these are not required. For examplepopular, lively, attractive, humorous,etc.2.Skill objectivesto master two kinds of reading skills --- scanning, skimming.to know the difference between scanning and skimming.3.Affection objectivesto learn about what a band is.to know some information about the Monkeesto learn about the important factors to success such as the full love of music, the hard working, the team sprit etc.portant and difficult points�1.to understand what a band is.2.t o master two kinds of reading skills ---- s canning, skimming.3.t o know the difference between scanning and skimming.Teaching approach�Text-based approachTeaching aids: PPTslidesTeaching procedure (23 minutes)Period 1:Pre-Reading (10 minutes)Stage 1Warming-up (5 minutes)1.T introduce the topic of “music” in the new unit by askingquestion to Ss “What’s your favoriteband? Can you sing a song of your favorite band?”2. T play some songs of certain famous bands and ask Ss to guess3.T give the famous bands’ photos by asking ”Do you know these bands? And what other songs have you heard about them?”Stage2 (5 minutes)1.T give the pictures of the Mokees by asking “have you heard the bank name of the Mokees”2.T give a brief introduction about the Mokees to Ss.3.�T plays a short video of the Monkees if necessary and ask Ss how they like the Monkee’ssong or their style of performance.�Period 2:ReadingStage 11.T ask Ss to read the whole passage within 3 minutes. (3 minutes)2.T ask the reading methods the Ss have used during the reading, and whether they have heard about skimming and scanning or not. (3 minutes)3.T introduce the skimming and scanning and give a detailed introduction about them, including the difference between them, in which situation can use which method . (4 minutes)Stage 21.T ask Ss to read the passage again and try to summarize the passage’s main idea by skimming.(3 minutes).T give the main idea with few blanks on the PPT and ask Ss to fill these blanks.(3 minutes)Stage 31.T give several True or False on the PPT, and ask Ss to finish them within shortest time by scanning to read the passage thirdly.(4 minutes)2.T announce the answers and give the student who use the shortest time to finish these questions with absolutely right a notebook as reward.(3 minutes)Period 3:After-Reading (10 minutes)1.T select one or two Ss to tell the process how the Monkees became famous.(2 minutes)2.Activity: (in English) (6 minutes)Now, it’s time for Ss to form tStagheir own band.(four Ss a group)(1).The band’s name(2).What kind of music you will choose?(3).Who is the lead singer? Can you sing a song now?(4).Can you play any instruments?3.T ask to repeat the difference between skimming and scanning in order to deeply remember.(2 minutes)Period4:Homework (2 minutes)1.To finish the homework on Comprehension by using skimming and scanning.2.Waching some videos about the Monkees.11。