Book 3 Unit 4 Astronomy：the science of the stars

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Unit 4 Astronomy: the Science of the StarsPart I How Life Began on the EarthNo one knows exactly how the earth began, as it happened so long ago. However, according to a widely accepted theory, the universe began with a “Big Bang” that threw matter in all direction s. After that, atoms began to form and combine to create stars and other bodies.For several billion years after the “Big Bang”, the earth was still just a cloud of dust. What it was to become was un certain until between 4.5 and 3.8 billion years ago when the dust settle d into a solid globe. The earth became so violent that it was not clear whether the shape would last or not. It explode d loudly with fire and rock. They were in time to produce carbon, nitrogen, water vapour and other gas es, which were to make the earth’s atmosphere. What is even more important is that as the earth cool ed down, water began to appear on its surface.Water had also appeared on other planet s like Mars but, unlike the earth, it had disappear ed later. It was not immediately obvious that water was so fundamental to the development of life. What many scientists believe is that the continue d presence of water allow ed the earth to dissolve harmful gases and acids into the oceans and seas. This produced a chain reaction, which made it possible for life to develop.Many millions of years later, the first extremely small plant s began to appear on the surface of the water. They multiplied and fill ed the oceans and seas with oxygen, which encourage d the later development of early shell fish and all sorts of fish. Next, green plants began to grow on land. They were followed in time by land animals. Some were insect s. Others, called amphibians, were able to live on land as well as in the water. Later when the plants grew into forest s, reptiles appeared for the first time. They produced young generally by lay ing eggs. After that, some huge animals, called dinosaurs, develop ed. They laid eggs too and exist ed on the earth for more than 140 million years. However, 65 million years ago the age of dinosaurs end ed. Why they suddenly disappear ed still remain s a mystery. This disappearance made possible the rise of mammals on the earth. These animals were different from all life form s in the past, because they give birth to young baby animals and produce milk to feed them.Finally about 2.6 million years ago some clever animals, now with hands and feet, appeared and spread all over the earth. Thus they have, in their turn, become the most important animals on the planet. But they are not looking after the earth very well. They are putting too much carbon dioxide into the atmosphere, which prevent s heat from escap ing from the earth into space. As aresult of this, many scientists believe the earth may become too hot to live on. So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solve d.Part II a Visit to the MoonLast month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer. We visited the moon in our spaceship!Before we left, Li Yanping explain ed to me that the force of gravity would change three times on our journey and that the first change would be the most powerful. Then we were off. As the rocket rose into the air, we were push ed back into our seats because we were trying to escape the pull of the earth’s gravity. It was so hard that we could not say anything to each other. Gradually the weight lessen ed and I was able to talk to him. “Why is the spaceship not fall ing back to the earth? On the earth if I fall from a tree I will fall to the ground.” I asked. “We are too far from the earth now to feel its pull,” he explained. “So we feel as if there is no gravity at all. When we get closer to the moon, we shall feel its pulling us, but it will not as strong a pull as the earth’s.”I cheer ed up immediately and float ed weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.When we got there, I wanted to explore immediately. “Come on,” I said. “If you are right, my mass will be less than on the earth because the moon is smaller and I will be able to move more freely. I might even grow taller if I stay here long enough. I shall certainly weigh less!” I laughed and climbed down the step s from the spaceship. But when I tried to step forward, I found I was carried twice as far as on the earth and fell over. “Oh dear,” I cried, “walking does need a bit of practice now that gravity has changed.” After a while I got the hang of it and we began to enjoy ourselves.Leaving the moon’s gravity was not as painful as leaving the earth’s. But return ing to the earth was very frighten ing. We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increase d. Again we were push ed hard into our seats as we came back to land. “That was very exhaust ing but very exciting too,” I said. “Now I know much more about gravity!” Do you think we could visit some stars next time?”“Of course,” he smile d, “which star would you like to go to?”。

Unit 4 Astronomy: the science of stars教案unit4astronomy:thescienceofstars教案teaching aims:1. talk about the science of stars2. practise giving instructions teaching difficulties:1. learn to use noun clauses as the subject2. learn to write an essay to show your problems and the way to overcome them.3. vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, preve nt …from… depend on, now that, get the hang of, break outteaching procedures:the first period intensive reading step ⅰ presentationt: hello, everyone! today we will 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: dinosaurs…t: very good! do you know what it was like before life appeared on earth?s4: full of water…bs: i don’t know.t: do you want to get more information?ss: yes, we do.t: today we will learn something about how life began on earth. turn to page 25. let’s come to warming up first.step ⅱ warming up1. read the three questions, while the students listen and follow.2. give the students several minutes to discuss the questions.3. collect answers from the class.4. check answers while discussing.step ⅲ pre-readingget the students to discuss the questions on page 25 with their partners. then ask the students to tell their stories. encourage them to tell different stories, if they don’t know any, tell them some.t: now discuss these questions with your partners. then i will ask some of you to tell us your stories. are you clear?ss: yes.a. do you know each religion or culture has its own ideas about the beginning of the universe? give an example if you know.b. do you know what a scientific idea is?read some stories to the students.pangu separates the sky from the earth;the biblical account;india;japan;europe;…step ⅳ reading1. scanningget the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. give the students a couple of minutes to look throuth the whole passage. tell them to read silently and then ask some detailed questions about the text. encourage them to express their ideas. t: we are going to learn a passage about how life began on the earth. now read the text quickly and then answer my questions.a. what was there on the earth before life began?b. why do scientist think there has never been life on the moon?c. why do animals first appear in the sea?d. why do green plants help life to develop?e. why were mammals different from other animals? discuss the answers with the whole class.2. skimmingin this part, students will read the text again and finish part 1,2,3t: now skim the passage fast to finish part1,2,3,4 then we will check the answers together.key to part 1: dbigehacfjdiscuss the rest with the students.step ⅴ 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.a. how did water come into being on the earth?b. why is water important on earth?step ⅵ language pointst: turn to page 25. let’s look at the sentences:a. 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; eventuallyi will 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 timethe audience clapped in time to the music.b. 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 wayscity life is quite different from country life.c. 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 itour success depends on whether everyone works hard or not.d. walking does need a bit of practice now that gravity has changed.now that: because of the fact thatnow that i am free, i can enjoy music for a while.now that you have grown up, you can decide it by yourself.step ⅶ homework1. retell the passage2. remember important language pointsthe second period language studystep ⅰ revision1. check retelling of the passage2. translate the following sentences.a. 你迟早会胜利的.b. 我的车与你的不一样.c. 站在门旁边的那个人是谁?d. 他总是第一个来,最终一个走.e. 既然你已经长大了,你自己确定吧. suggested answers:a. you will succeed in time.b. my car is different from yours.c. who is the person standing by the door?d. he is always the first to come and the last to go.e. now that you have grown up you can decide it yourself.step ⅱ word studythis part is a consolidation of the words learnt in this unit. ask the students to do the exercises individually.a. page 27. first let students finish part 1,2b. check the answers with the whole class.c. give students 3minutes to finish part 3.d. let the students read part 4 for a while and finish it.e. turn to page 63. first let the students finish 1and 2 and check the answers.step ⅲ preparationshow some sentences on the blackboard.a. a tree has fallen across the road.b. you are a student.c. to find your way can be a problem.d. smoking is bad for you.e. “how do you do?” is a greeti ng.f. what she said is not yet known.g. that we shall be late is certain.h. it’s certain that we shall be late .t: what part does the underlined part serve as in eachsentence? or find its subject in each sentence.step ⅳ grammar1. give the students some time to find the sentences in the passage. the collect answers from the class.2. show typical examples of how to make a subject clause. guide the ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause. teacher shows the example and ss write down the sentences.3. turn to page 64. read the following passage quickly and finish the eight sentences.4. have a discussion in pairs. the topic is my dream. one talks about the problems in his study or life, another gives some advice. remind the students to use the following structuresa. my problem is…b. my trouble is…c. the question is…d. my advice is…e. what i think about it is…f. the fact is…g. my suggestion is…step ⅴhomework1. finish part 3(p23)2. finish part 3(p64)added material:什么是黑洞？就是在宇宙中有那么一些点，这些点的体积趋向于零而密度变得无穷大，由于具有强大的吸引力，物体只要进入离这个点必须距离的范围内，就会被这个强大的引力汲取掉，连光线也不例外。

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。

【本讲教育信息】一、教学内容必修3 Unit 4 Astronomy: the science of the stars（一）重点单词（二）重点短语（三）重（难）点句型二、知识精讲（一）重点单词1. system n.[c] 系统；体系；制度systematic adj.He created a new system of teaching foreign languages.他创造了一种新的外语教学体系。

The new system has had a disastrous effect on productivity.新制度对生产率产生了灾难性的影响。

Too much alcohol is bad for the system.过量饮酒对身体有害。

theory n.学说；理论theoretic adj.There are many theories about the origin of life.关于生命起源的学说有很多。

In this way they can better apply theory to practice.这样他们就能更好地把理论运用到实践中去。

Your plan sounds fine in theory it doesn’t work in practice.你的计划在理论上听起来不错，但在实践中无法实施。

2. violent adj. 猛烈的；激烈的；粗暴的violence n.They are launching a violent attack on the enemy.他们对敌人展开了猛烈的进攻。

The class was shocked by his violent language.全班同学对他激烈的言辞感到震惊。

Children should not be allowed to watch violent movies.不应允许儿童看暴力电影。

The young man was charged with robbery with violence.这个年轻人被控暴力抢劫。

Book 3Unit 4Astronomy：the science of the starsⅠ.阅读理解(2019·重庆巴蜀中学期中)Scientists have found living organisms trapped in crystals(晶体) that could be 50,000 years old.The organisms were found in a hot，but beautiful cave system in Naica，Mexico.These ancient life forms can be seen only with a microscope.Penelope Boston，who leads the Astrobiology Institute at NASA，the space agency of the United States，says the ancient microbes were able to live by eating minerals such as iron.She spoke about the discovery recently at a meeting of the American Association for the Advancement of Science.If the findings are confirmed，they will show how microbes can survive in extreme conditions.Forty different kinds of microbes and some viruses were found in the underground area.The genetic structures of these organisms are 10 percent different from those of their nearest relatives.The caves in Naica are 800 kilometers deep.They were once used for mining lead.Before the miners began working in the caves，the area was separated from the surface and the outside world.Some of the caves are as big as the large religious centers built during Europe’s Middle Ages.There are crystals covering the walls.The caves are so hot that scientists must wear special clothing to keep cool.The clothing keeps the crystals safe from human germs(病菌) or other damage.Boston said the researchers could only work for about 20 minutes at a time before they had to go to a room that was 38 degrees Celsius to cool down.NASA officials would not let Boston share her findings with scientific experts before last week’s announcement.So scientists could not say much about the findings.But Norine Noonan，a biologist with the University of South Florida，said she believed them.“Why are we surprised？”Noonan asked.“As a biologist，I would say life on Earth is extremely tough and extremely colorful.”Boston is also studying microbes commonly found inside caves in other countries，such as Ukraine and the United States.These microbes appear to be impossible to kill.Boston said they show how difficult life on Earth can be.1.The existence of the ancient microbes relies on .A.surrounding insectsB.eating mineralsC.diverse plantsD.absorbing air答案B解析细节理解题。

教学设计Book 3Unit 4. Astronomy: the science of the starsReading：How life began on the earth一、教学内容分析本单元从天文学知识开始，再到地球生命的起源，让学生了解相关的天文知识、培养学生对科学的兴趣的同时，反思人类活动对地球的影响，进而增强保护地球的意识。

本课时设计将Warming up，Pre-reading，While-Reading 和Post-Reading 四部分结合，整合成一个完整的阅读课教学。

二、教学目标1.语言知识（Knowledge）词汇（Vocabulary）：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,2.语言技能(Skills)本课时通过教学主要让学生获取关于astronomy 的相关信息，且进行阅读技能训练。

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.4．情感态度(Affect)：让学生了解生命的起源，增强其保护地球的意识。

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。

培养学生合作和共享的学习态度。

三、教学重点及难点本单元文章中专业名词较多，对学生是难点之一。

同时又是典型的科技文类型阅读，此类文体是高一学生阅读的难点所在。

1 / 2Book3 Unit4 Astronomy: the science of the stars Period 4 Reading ﹠ Learning about language一、课程标准1. 了解宇宙科学、地球生命的起源，了解万有引力、黑洞等天文知识，培养科学兴趣，激发探究科学的热情。

2. 培养创造性思维，开拓广阔的想象空间以及对未来的幻想。

3. 掌握本单元教学目的和要求中的词汇用法。

4. 掌握主语从句的用法。

二、学习目标1. 了解地球上生命的起源和进化过程。

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？2. 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。

3. 总结文章中心思想，提高学生的对文章的归纳总结能力。

三、重点、难点、考点1.导学重点：阅读课文，捕捉关键信息，完成阅读理解练习。

2.导学难点：培养学生的深层理解和推断能力，找出逻辑思维线索。

3.高考考点：考查科普类文章阅读能力，能准确分析文章的段落大意和中心思想。

预习案【课前学习】(课前学生自主完成，课堂检测预习情况）1. 阅读课文，找出课文中能够说明地球上生命的起源以及进化的词语或句子，加深课文理解单词：句子：2. 预习“A VISIT TO THE MOON”探究案一、花8分钟时间小组合作，深度探究，推出小组学生代表展示：How life began on the earth二、花3分钟时间写出文章的中心思想：The text tells the readers howand how.From the passage, we know that is the best for human to . Buthumansdidn’tit inthe past. Now we are facing many problems now. Whatshould we human do? We should our earth. Taking good care of the earth means .训练案【课堂检测】一、花10分钟时间完成下面表格填空，推出小组代表进行展示 ：【课后拓展】一、阅读课本p30-31的泛读材料，完成以下问题，在下节课小组代表展示：Read and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.1.2.3.二、完成课本p28---Exercise3的练习，下节课小组代表展示：三、阅读下面文章，查阅生词并记录在笔记本上。