人教新课标高中英语必修三Unit4_Astronomy全单元详细教案[1]1

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。

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 starsThe reading passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed into space and how life began on the earth. It provides a scientific background to any investigation into space and it is factual.This unit is concerned with astronomy and how human beings first evolved on the earth and understand the universe around them. The exploration of space is examined through science fiction as nobody has yet visited a “black hole”. We also examined how ideas have developed about gravity. The three scientists who have made the greatest contribution to our understanding of gravity are Isaac Newton, Albert Einstein and Stephen Hawking.Science of the star：the development of life; space travel and gravityV ocabulary: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmful, acid, chain, oxygen, exist, thus, dioxide, puzzle, biology, biologist, satellite, gentle, physicist, climate, crash, spaceship, pull, float, solar system, in time, give birth to, in one`s turn, prevent….from, block out, cheer up, now that, watch outPlanets: Mercury(水星), Venus(金星), Earth(地球), Mars(火星), Jupiter(木星), Saturn(土星), Uranus(天王星), Neptune(海王星)The Big Bang: It is the term used to describe a huge explosion that scientists believe happened around 15 billion years ago, creating our universe. Nobody knows what caused the Big Bang, since we cannot look back to a time before it. But just after the event, the universe is believed to have been a knot of tightly packed particles only about the size of a pea. Its temperature was ten thousand trillion, trillion degree Celsius.The universe is made up of stars, planets, and other matter scattered throughout space.Satellites are objects that move in orbit around other objects of greater mass. A satellite may be natural, like the moon, or artificial, like a spacecraft.Our solar system is made up of the sun and the objects that orbit it. These include the eight planets (and probably more than eight) and their moons, as well as asteroids, comets, and meteors.Some examples of the creation stories.1 The story of Hopi people: The Four Creations.2 From China: The story of Pan GuInstructions(提示):Please pay attention to….Please check that….Please look at…..Make sure that….Don`t forget that…..Watch out for….You need….You had better…..The first period: Warming up and ReadingImportant points: let the students read the passage and learn about the development of the earth by using different reading skills to understand implied meaning of the author.Difficult points: enable the students to understand the passage and know the development of the earth by using different reading skills.Knowledge aims: learn the useful new words and expressions in this part: astronomy,, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, armful, acid, chain, multiply, oxygen, exist, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one`s turn, carbon dioxide, prevent….fromStep 1 Presentation1. Have a free talk with students by letting them brainstorm the following questions:Who are our ancestors?Do you know what it was like before life appeared on the earth?Do you know how life began on the earth?Do you want to get more information?2. Tell them: today we will learn something about how life began on the earth. Turn to page 25. let`s come to Warming up.Step 2 Warming up1. In our solar system eight planets circle around the sun. They are: Uranus天王星, Venus金星, Earth地球, Mars火星, Mercury水星, Jupiter木星, Neptune海王星, Saturn土星.2. What interests you in astronomy? Do you know any questions that astronomers are interested in?Step 3 Pre-reading1. First get students to discuss the questions with their partners:The origin of life on earth is a question that interests astronomers. Do you know about it?Each religion and culture has its own idea about how life began on earth. What do you know about them?2. Get them to tell their stories. Encourage them to tell different stories.3. Get them read the title and predict what the reading will be about.Step 4 Reading1. Fast reading: get them read the passage quickly and then write down the main idea for each paragraph2. Intensive reading: allow them several minute to read and get the important details, then finish the3. Put the order of development of life into a time-line.1). Insects and amphibians appeared. (H)2). Dinosaurs appeared. (J)3). The earth became a solid ball. (C)4). Small plants grew on the water. (E)5). Reptiles appeared. (I)6). Plants began to grow on dry dust. (G)7). Water appeared on the earth. (B)8). Shellfish and other fish appeared. (D)9). The universe began with a “Big Bang”. (F)10). Clever animals with hands and feet appeared. (A)11). Mammals appeared. (L)12). The earth was a cloud of dust. (K)4. Choose the best answers to the questions:1). What is important for the beginning of life?A. The water on the earth.B. The earth`s atmosphere.C. The form of forests.D. Dissolving harmful gases.2). Which of the following appeared on the earth first?A. InsectsB. ReptilesC. AmphibiansD. Shellfish and fish.3. Which of the following statements is true?A. water still exists on MarsB. the earth`s atmosphere is made up of oxygen and nitrogenC. the earth had dissolved the harmful atmosphere into the ocean and seas.D. Plants provide oxygen to the earth.4). What is the passage mainly about?A. The appearance and development of life on the earth.B. The birth of the earth.C. Why dinosaurs died out.D. The fact that human being caused begins global warming.4. Reading and discussion:1). Why was the earth different from the other planets?(Because the water remained on the earth.)2). Why did the plants grow before the animals came?(Because plants provide oxygen for animals to breathe.)3). Why is it wrong to show films with dinosaurs and people together?(Because dinosaurs died out long before human beings developed on the earth.)4). What problem is caused by human beings?(Human beings caused global warming.)5. Explanations: discuss the following important sentences and phrases.1). What is was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into solid globe.2). The earth became so violent that it was not clear whether the shape would last or not.3). They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earth`s atmosphere.4). So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.Suggested answers:6. Reading aloud and understanding: ask them to read the passage aloud to the tape and let them pay attention to the pronunciation of each new words and the pause within each sentence and pick out the useful expressions and collocations.On the earth, according to, a cloud of dust, so… that, whether …or not, in time, water vapor, cool down, on one`s surface, allow… to do sth. a chain reaction, millions of, on the surface of, be able to, as well as, by doing…. Lay eggs, be different from, give birth to, spread all over the earth, in one`s turn, prevent… from, as a result of, too… to, depend… on7.One hundred and forty million years before humans existed, dinosaurs ruled the earth. They lived for so long on the earth that they developed into many different species. They had few natural enemies besides each other, so each species had to protect their young from being eaten by other dinosaurs. As they lived in a warm and wet climate, there was plenty of food so dinosaur species multiplied quickly. Who knows that would have happened if the earth`s weather had not changed? Sadly it became hot had dry and the dinosaurs were unable to prevent themselves from disappearing altogether. However, students and scientists love to study their bones and imagine their life.Step 5 DiscussionAfter reading the passage, let students discuss the following questions:1).Why do you think human beings are the cleverest animals on the earth?2). Do you believe that there is life on other planets? Why or why not?3). Do you think it is possible that one day people will move their houses to other planets?Step 6 ConsolidationAsk students to retell the passage with the help of the following:A cloud of dust →a solid ball →presence of water →small plants grow on the water →shellfish and other fish appear →plants began to grow on dry land →insects and amphibians appear →retiles appear →dinosaurs appear →mammals appearStep 7 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and try to talk about how life began on the earth in your own words.The second period: ReadingKnowledge aims: get the students to earn the useful words and expressions: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmful, acid, chain, multiply, oxygen, exist, thus, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one`s turn, carbon dioxide, prevent…from.Skill aims: Improve students` reading comprehensive ability and enable them to know about how the earth came into being and the development of life.Teaching important and difficult points: discuss the development of life. What will our future be like if the earth becomes too hot to live? And what can we do to prevent such serious situation from happening?Step 1 Lead-in (Individual work)Lead in the passage by asking some questions:Did human beings live on the earth when the earth came into being?( monkeys, Apes类人猿, gorillas猩猩, chimpanzees黑猩猩, primate灵长目动物)Do you know what plays the most important part in our body, water or fat?Do you know how did water come into being on the earth?Step 2 Fast reading (task 1)1. Read paragraph 1-3. After having read, let them watch the video of “Big Bang”, and answer the question “how did water come into being on the earth?” (The explosion of the earth produced water vapor, which turned into water when the earth cooled down.)2. Careful reading: read the passage carefully and answer the following questions:1). What is the earth`s atmosphere made up of?(Carbon, nitrogen, water vapor and other gases)2). Why was the earth different from other planets? (B)A. It produced a lot of heat.B. The water remained.C. Water disappeared.D. It was the oldest planet.3). Why was water very important for the beginning of life?(Water allowed the earth to dissolved harmful gases and acids into the oceans and seas.)3. Do the exercises and then check with the whole class.Step 3 Intensive reading (task 2)Read the whole text and finish the chart. (Pair work)Step 4 Have a discussion (task 3)Through the teacher`s description, we learned the development of life. It is a long and slow process. And the earth is the best place for all the living things to live on. But human beings didn`t take care of it.Listen to the last paragraph twice with the books closed.1). What problem is caused by human beings? (B)A.They exist everywhere on the earth.B.They caused global warming.C.They find new methods of growing crops.D.They enjoy hunting and fishing.2). From the last paragraph we can infer that the author is a little ------. (C)A. HappyB. carelessC. worriedD. excitedStep 5 Self-assessmentWrite down your opinions according to the questions in the card.1). Can you give a brief introduction to how the universe developed, how life began on the earth and the development of life in your own words?2). What strategies of reading have you learned in the class?3). Are you active in the class?4). What problems did you have in reading?5). What help do you need from the teacher?Step 6 HomeworkPlease try your best to retell the passage in your own words.Write a short passage according to what we have discussed. The title is “How to Protect the Earth”. (About 120 words.)The third period: Learning about Language: Important language pointsThe emphasis of this period will be placed on the important new words and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending.Important points: enable students to grasp the usages of such important new words and expressions as exist, puzzle, in time, in one`s turn, prevent…. from; get students to master the patterns “The earth became so violent that it was not clear whether the shape would last or not.” And “So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.”Difficult points: 1). let students learn the usages of the expression “prevent….from….; 2). enable them to learn the sentence pattern “It is(not)+ adj. +that ( whether)…..”; 3). get them to understand some difficult and long sentences.Knowledge aims: get them to learn the following sentence patterns:What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe. (be to do; what-clause as the subject)The earth became so violent that it was not clear whether the shape would last or not. (so …. That; it is / was not + adj. + whether-clause)What is even more important is that as the earth cooled down, water began to appear on its surface. (what-clause as the subject; that-clause as the predicative)It was not immediately obvious that water was to be fundamental to the development of life. (It is / was (not) + adj. + that……)So whether life will continue on the earth for million of years to come will depend on whether this problem can be solved. (whether-clause as the subject; depend on + whether-clause as the object)Step 1 RevisionCheck the homework exercises.Ask some students to talk about how life began on the earth.Step 2 Reading and findingGet students read through Warming Up, pre-reading, reading and comprehending to underline all the new words and expressions or collocations.Step 3 Practice for useful words and expressionsTurn to page 28. go through the exercises and then do them by themselves.Step 4 Studying important language points1. according to: as stated by sb. or in sth.According to John, you were in Edinburgh last week.You have been in prison six times according to our record.2. It is not clear how gold was found there.It is hard to understand why there is gravity.3. in time: sooner or later; eventuallyin / out of time(sth.) be to (do): something will definitely happen, or it must happenYou will succeed in time.She will be back in time to prepare dinner.The audience clapped in time to the music.She is to be honored for this great work.They said goodbye, little knowing that they were never to meet again.4. allow + n. / pron. / doing; allow sb. to do sth.5. exist: be real or actual; have beingThe Roman Empire existed for several centuries.Contradictions exist everywhere.Salt exists mostly in sea water.So poor they can hardly exist.One can not exist without air.6. be different from: not like someone or something else in one or more waysCity life is different from country life.7. give birth to: produce youngShe gave birth to a healthy baby last night.Mark`s idea gave birth to Communism.8. in one`s turnin turn: one after the other; in successionby turn: one after the other; in rotationHe has become monitor in his turn.The girl called out their names in turn.We did the work by turn.9. prevent…..from…: stop or hinder sth. / sb.Nothing can prevent their plan from being carried out.10. depend on (sth. else): something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.Step 5 Using words, expressions and patternsDo the exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the Workbook exercises.Learn the new words and expressions by heart.The forth period: Learning about language: GrammarThis period mainly deals with the following:1). Review noun clauses as the object and as the predicative;2). Learn the new grammar item: noun clauses as the subject.Important points: get the students to understand and use noun clauses as the subject.Difficult point: enable students to learn how to use noun clauses as the subject correctly.Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Translate the following sentences.1). 你早晚会来的.→You will come here in time.2). 我的车与你的不一样.→My car is different from yours.3). 他总是第一个来, 最后一个走.→He is always the first to come and the last to go.4). 他来还是不来不清楚.→It is not clear whether he comes or not.5). 我们的成败取决于是否每个人都努力工作.→Our success depends on whether everyone works hard or not.6). 我们必须采取措施防止这种疾病的蔓延.→We must take action to prevent this disease from spreading.Step 2 PreparationAsk students to read the following sentences and find out its subject.A tree has fallen across the road.You are a student.To find your way can be a problem.Smoking is bad for your health.“How do you do?” is a greeting.What she said is not yet unknown.That we shall be late is certain.It is certain that we shall be late.Step 3 Grammar learning1. Read and discover. Turn to page 25 and read through the reading passage to find out all the sentences where noun clauses are used as the subject and underline them.1). What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe.2). The earth became so violent that it was not clear whether the shape would last or not.3). What is even more important is that as the earth cooled down, water began to appear on its surface.4). It was not immediately obvious that water was to be fundamental to the development of life.5). What many scientists believe is that the continued presence of water the earth to dissolve harmful gasses and acids into the oceans and seas.6). Why they suddenly disappeared still remains a mystery.7). So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.2. Summing up: noun clauses as the subject主语从句: 做主语用的名词性从句, 在复合句中做主语.1). 连接词:从属连词that(引导主语从句只是引导作用, 在句中不做任何成分, 但不能省略), whether(放在句首或者句末) 等.That she left him cut him to the heart.Whether it will please them is not easy to say. / It is not east to say whether it will please them.2). 连接代词who, what, which, whoever, whatever, whichever等What seems easy to some people seems difficult to others.3). 连接副词when, where, why, how等4). 几种特殊句型:It + be + 表语+ 主语从句It + 不及物动词+ 主语从句It + 及物动词+ 主语从句Step 4 Grammar practiceTurn to page 29. Ask students to do exercises2-3 in Discovering useful structures.Step 5 DiscussionLet students have a discussion in groups. The topic is “My problem”. One talks about the problems in his study or life. The others should give some advice or suggestion. Remind students to use the following structures:The fact is that / it is a fact that……The difficulty is ….. / What I find difficulty is…..The trouble is ….. / What worries me is …..My advice is …. / What I would suggest is …..My advice is ….. / What I would advise is …..I think that ….. / What I think is …..I want to tell you that …. / What I want to say …..Step 6 Closing down by a quizShow them some exercises to do.1). I have always been honest and straightforward, and it doesn`t matter ----- that I am talking to.A. who is itB. who it isC. it is whoD. it is whom2). It is pretty well understood ----- control the flow of carbon dioxide in and out the atmosphere today.A. thatB. whenC. whatD. how3). ----- made the school proud was ----- more than 90% of students had been admitted to key university.A. What; becauseB. What; thatC. That; whatD. That; because4). ----- team wins on Saturday will go through to the national championship.A. No matter whatB. No matter whichC. WhateverD. Whichever5). ----- is our belief that improvements in health care will lead to a stronger, more prosperous economy.A. AsB. ThatC. ThisD. It6). ----- I can`t understand is ----- he changed his mind.A. That; thatB. What; whyC. Which; howD. That; why7). ____ Ben looked so upset was not clear.A. WhenB. ThatC. WhyD. What8). _____ is a secret to me, so I have to ring her up.A. Where did she put itB. Where she put itC. That where she put itD. In which she put it9). _____ you have done might be good for your sister.A. ThatB. WhatC. WhichD. This10). ____ is known to us _____ David will solve the problem tomorrow.A. It; whatB. What; thatC. It; howD. What; when11). ____ has finished the work on time will be rewarded though we don`t know who it will be.A. WhomeverB. AnyoneC. No matter whoD. Whoever12). ____ the man can`t understand is _____ the pay is lower and lower.A. What; whyB. That; whatC. What; becauseD. Why; that13). It was about two years ago _____ a young man saved ten children from the ruins.A. thatB. untilC. beforeD. when14). _____ we will go to see a movie this weekend depends on my father`s schedule.A. IfB. ThatC. WhetherD. What15). _____ will be the competitor to take part in the speech competition hasn`t been decided yet.A. WhoB. WhatC. ThatD. Whether16). _____ the concert will begin is not clear. Why don`t you ask the man sitting next to you?A. ThatB. UntilC. BeforeD. When(参考答案: BCBDD BCBBC DAACA D)Step 7 HomeworkFinish off the Workbook exercises.Preview the reading passage A VISIT TO THE MOON on page 30, find out the sentences in which noun clauses are used, and see if you can understand them.The fifth period: Using Language: Listening and speakingDifficult points: develop students` listening and speaking abilities in order to get them master different listening skills and learn the expressions of giving instructions.Important points: get students to listen to the materials to make a dialogue using the fundamental items for giving instructions.Step 1 Revision1. Check the homework.2. Ask some students to translate the sentences into English.1). 谁去都一样.→Who will go makes no difference.2). 野生动物能否得到很好的保护至关重要.→Whether wild life can be well protected is of great importance.3). 恐龙为什么灭绝了依然是一个谜.→Why dinosaurs died out remains a puzzle.4). 新饭馆什么时候开张还没有决定.→It is not decided when the new restaurant will open.5). 你这么快就走, 真遗憾!→It is shame that you have to leave so soon.Step 2 Warming upTell students to turn to page 30 and do some listening. Play the tape three times for them to listen to and get some information to fill in the chart.Step 3 listening on page 621. Listen to the tape and do some exercises.4. Have them fill in the blanks in the passage below after finishing the above.Well, I ----- of it when I was -----, but I never thought my ----- would come -----. It all happened very -----. If there was an ----- I would ------ to go to the moon one day.Step 4 Talking1. Get them to read the expressions aloud to make sure them understand their Chinese meaning.Please pay attention to……Please check that ……..You need ……Don`t forget to ……….Make sure that …….. Watch out for……..You had better …….. You must / must not ……..Please look at …..2. Suppose a situation: imagine one of your friends wants to go on a trip into space. You are worried about that he / she in not being careful enough in his / her preparations. So in pairs, make up a set of instructions for new space travelers.Step 5 Listening Task on page 651. Turn to page 65. Tell them to listen to part of Professor Wallis` interview with Li Yanping, the famous astronomer, about his first space walk.2. Have them read the words below and try to guess their meanings.Hubble telescope oxygen waist gravity bootsEngines weight tiring feathersStep 6 SummaryIn this period, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you had better practice more. The more you listen to or speak English, the better your listening and speaking is. Remember: Practice makes perfect.Step 7 HomeworkFinish the Workbook exercises.Read the listening texts again and try to learn about gravity and space travel.The sixth period: Using Language: Extensive readingThe teaching emphasis will be put on developing students` reading ability by reading extensively. We will deal with two parts: A VISIT TO THE MOON IN Using Language on page 30-31 and CAUGHT BY A BLACK HOLE in Reading Task on page 66.Difficult points: develop students` reading skills by extensive reading.Important points: enable students to learn to use reading strategies as skimming, scanning, and so on. Get students to understand the science fiction stories.Step 1 Revision1. Check the homework exercises.2. Ask some students to come to the front and act out their dialogues to review the expressions of giving instructions.3. Get the students talk something about Isaac Newton, Albert Einstein and Stephen Hawking as well as their ideas on the gravity.Step 2 Warming upLet students brainstorm the following questions:What country first sent people into space?How many countries have succeeded in sending people into space so far?Who first landed on the moon?Who is the first Chinese astronaut to go into space?Do you want to visit the moon?Step 3 Reading1. Ask students to read the passage and then describe the three ways in which gravity changed for Li Yan ping and how his weight changed.2. Fill in the two tables:3. Read the passage aloud to the tape and underline all the useful expressions or collocations: be lucky enough to do, have a chance, make a trip into space, explain sth. to sb. the force of gravity, be off, the pull of the earth`s gravity, fall back to the earth, fall to the ground, too far from the earth, as if, at all, get close to, cheer up, come on, less than, down the steps, step forward, twice, as far as, fall over, a bit of, now that, after a while, get the hang of, break out, on the outside of, be pushed intoStep 4 Important language points1. Before we left, Li Yan ping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful.2. I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.3. “Oh, deer,” I cried, “walking does need a bit of practice now that gravity has changed.”4. We watched, amazed as fire broke out on the outside of the spaceship as the earth`s gravity increased.Step 5 Reading task (page 66.)1. Ask students to read the passage and answer the questions:。

Unit 4 Astronomy: the science of the starsTeaching goals 教学目标1 Target language目标语言a重点词汇和短语preparation, instruction, unexpected, a set of, pay attention to, as well asb交际用语Practice giving instructionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…2 Ability goals 能力目标a. Enable the Ss to make a list of things that they need.b. Enable the Ss to talk about giving instructions.c.. Enable the Ss to play different roles in a conversation.3Learning ability goals 学能目标a. Learn how to make a list of things that they needb Help the Ss learn how to talk about giving instructionsc. Enable the Ss learn how to play different roles in a conversation.Teaching important and difficult points教学重点难点a. Teach the Ss how to how to talk about giving instructionsb. Help the Ss to learn how to play different roles in a conversation.Teaching methods教学方法a. Pairs work and group workb. Discussion and cooperative learningTeaching aids教具准备1 A computer2 A projectorTeaching procedures & ways教学过程与方式Step I RevisionAsk some of the Ss to read his / her passage about gravity.One possible passage:Sir Isaac Newton: The Universal Law of GravitationThere is a popular story that Newton was sitting under an appletree, an apple fell on his head, and he suddenly thought of theUniversal Law of Gravitation. As in all such legends, this isalmost certainly not true in its details, but the story containselements of what actually happened.What Really Happened with theApple?Probably the more correct version of the story is that Newton,upon observing an apple fall from a tree, began to think alongthe following lines: The apple is accelerated, since its velocitychanges from zero as it is hanging on the tree and moves toward the ground. Thus, by Newton's 2nd Law there must be a force that acts on the apple to cause this acceleration. Let's call this force "gravity", and the associated acceleration the "accleration due to gravity". Then imagine the apple tree is twice as high. Again, we expect the apple to be accelerated toward the ground, so this suggests that this force that we call gravity reaches to the top of the tallest apple tree.Sir Isaac's Most Excellent IdeaNow came Newton's truly brilliant insight: if the force of gravity reaches to the top of the highest tree, might it not reach even further; in particular, might it not reach all the way to the orbit of the Moon! Then, the orbit of the Moon about the Earth could be a consequence of the gravitational force, because the acceleration due to gravity could change the velocity of the Moon in just such a way that it followed an orbit around the earth.This can be illustrated with the thought experiment shown in the following figure. Suppose we fire a cannon horizontally from a high mountain; the projectile will eventually fall to earth, as indicated by the shortest trajectory in the figure, because of the gravitational force directed toward the center of the Earth and the associated acceleration. (Remember that an acceleration is a change in velocity and that velocity is a vector, so it has both a magnitude and a direction. Thus, an acceleration occurs if either or both the magnitude and the direction of the velocity change.)But as we increase the muzzle velocity for our imaginary cannon, the projectile will travel further and further before returning to earth. Finally, Newton reasoned that if the cannon projected the cannon ball with exactly the right velocity, the projectile would travel completely around the Earth, always falling in the gravitational field but never reaching the Earth, which is curving away at the same rate that the projectile falls. That is, the cannon ball would have been put into orbit around the Earth. Newton concluded that the orbit of the Moon was of exactly the same nature: the Moon continuously "fell" in its path around the Earth because of the acceleration due to gravity, thus producing its orbit.By such reasoning, Newton came to the conclusion that any two objects in the Universe exert gravitational attraction on each other, with the force having a universal form:The constant of proportionality G is known as the universal gravitational constant. It is termed a "universal constant" because it is thought to be the same at all places and all times, and thus universally characterizes the intrinsic strength of the gravitational force.Step II PresentationT: Do you remember the conversation between Li Yanping and Professor Wallis?S1: Yes.T: We all know that space walk is difficult and dangerous. What should an astronaut take with him? S2: oxygen can.S3: spacesuit.S4: gravity boots.S5: water system.S6: special food.S7: special ropes.T: Great! Do you know the usage of them? Now discuss them with your partner according to the form on Page31. You can refer to our listening material on Page65.When Ss discuss. Teacher walk around the classroom to give them some help.Step III Speaking (Page31)(After a few minutes.)T: Have you finished? Now speak one or two sentences for each equipment you should take.Sa: I will take water with me in my spacesuit in order to warm or cool me if it’s too cold or too hot. Sb: I will take oxygen can on my back in order to help me breathe oxygen in space.Sc: I’ll wear spacesuit. t can protect me from many dangers. It can carry many necessary things in or on it.Sd: I’ll take space buggy in order to travel on the moon.Se: I’ll take a rope to tie me to the spaceship, or I’ll fly away.Sf: I’ll take special food so that I can eat easily, because the food will float in space.Sg: I’ll wear special sunglasses in order to protect my eyes.Sh:I’ll take space camera in order to take photos.T: Wonderful! Anything else?Si: I’ll wear space boots in order to walk there.T: Very good. You’ve done an excellent job! Do you know how to fill in the form now?Ss: Yes.T: Now look at the screen and check your answer.Sample answer:Step IV Talking (Page62)The task asks the students to work in pairs and give a friend a number of “does” and “don’ts” for going into space. They need to make suggestions using the phrases that they have been given to help them. When they have worked out the advice they can write the suggestions down and read them out to the class.Show the useful expressionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…T: Now discuss it in pairs. Then I will ask some pairs to read out their instructions.Sample dialogue:S1: I’m going to visit a comet. I’m leaving tomorrow.S2: How exciting! Please check that you have got the correct sort of spacesuit. You need the kind that will keep you warm if it’s too cold.S1: Of course!S2: Make sure you know all the safety rules. It’s not safe to stand on a comet or get too close.There is always a strong wind in space.S1: I won’t leave the spaceship except that I take photos.S2: Photos? Just think of the dust in the air. It will make taking photos very difficult.S1: Well, I’ll take some anyway.S2: Watch out for the space wind! It can be very dangerous.S1: Yes, I know that.S2: Don’t forget to watch the time as you leave the earth. Please pay attention to everything your space guide says. Don’t go off on your own. Look at your temperature on your spacesuit all the time. If it’s too low you need to warm it up and if it’s too high you need to cool it down. Anyway, have a good trip!S1: Thank you. I will.Step V Speaking Task (Page67)The purpose of this task is to use the information the students have gained from the listening text and reading passage in a new situation. They are going to interview the astronomer in our story, Li Yanping, for a newspaper. So in pairs the need to work out some questions to ask him. Each of the pairs needs to think of three different questions. And try to find the answers.Questions and answers:1.What was the most unexpected thing you found out about black holes?The black hole threw out material as well as ate objects.2.How did you know you had got close to a black hole?You can see things disappear into what appears to be an empty space. That’s a black hole.3.What was the most frightening thing that happened to you on this journey?When the gravity of the black hole was pulling us to it’s mouth, and then the spaceship moved round the hole and began to go faster and faster into it; I was terrified because I thought we would be eaten by the hole.4.Why did your watch move slower when your spaceship moved around the hole?I’m not clear yet.5.Have you found something new about black holes?Yes. I thought black holes only eat some objects, but in fact they also spit objects out. Step VI Homework:Prepare for writing a passage about your idea or hopes for traveling in space.。

Unit 4 Astronomy: the science of the starsHow life began on the earth (reading)Teaching Aims:Knowledge aims: 1. To get Ss to know something new words and structures about the astronomy.2. To grasp the idea of the passage ….Ability aims: 1.To dev elop Ss’ basic skills of speaking and reading. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2.To retell the story according to the time orderEmotional aims: To develop the students’ responsibility to protect the earth.Lesson type:period 1Lesson time: 45 minutesTeaching important points:1. Let ss. learn some related words ,expressions and structures in this part;2. Improve ss. reading skills (predicting, skimming, scanning, guessing difficult words, topic sentences)3. Help ss. understand the development of the creatures according to the time order Teaching difficult points:To retell the development of the creatures according to the time orderTeaching methods: Task-based teaching and Cooperative learningTeaching Aids: a multi-media computer and a blackboardTeaching Procedure:Step 1. Warming-up & lead-inTask 1 (class work)To show some pictures about eight planets on PPT and get the students to match the pictures with their English names.Task 2 (individually)Brain-storm some topics that are about astronomy. If the students can’t think of much, I will list some of them.Task 3 (group work)To offer some questions about astronomy and get the students to choose what they are the mostinterested in to answer. Then tell the ideas to the group members. The following questions are included.1.How did the universe begin?2.How did the life on the earth begin?3.What is the “black whole”?4.Is there life on other planets besides the earth?5.What happened to all the matter after the “Big Bang”?Step 2. Pre-readingTask 1 to tell the story (class work)To show the pictures about that Nvwa ,God and Darwin, and to get the students to answerQ: Can you tell something about the pictures?Task2 predicting (individually)Read the title of the passage and predict what the passage is about.Step 3. While-readingTask 1(individually) Teaching the new words and structuresStudents are encouraged to preview the text and find out the new words and structures. They should try to work out the meaning of the new words through context. If necessary, they can look up in the dictionary or turn to the teacher for help.Task2 skimming (individually)Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)Task 3 scanning (group work)1.When did the “big bang” happen?2.What form was the earth after the “big bang” ?3.How did water come into being on the earth?4.what made up the earth’s atmosphere after the earth exploded?5.what’s the significance of the presence of water on the earth?6.what was important to the development of fish?7.what made possible the rise of mammals on the earth?8.why are mammals different from all life forms in the past?Task 4 careful reading (group work)Encourage Ss to read the passage again. According to the time order, students are encouraged to exchange their understanding of the passage with their group members and work together to fill in the following form:Step 4. Post-readingTask1 retell (pair work)look at the picture on the page of 26 of the text book and retell the procedure of the development of the creatures.Task2 Discussion (Group work)Reread the sentence “The earth may become too hot to live on” a nd discussWhat can we do to protect the earth?Step 5. HomeworkTask1 consolidate the new words and structures they have learned.Task 2 Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites to search for more information about the origin of life on the earth and find out more evidence to support the theory on the internet.Blackboard-design for this period:TitleHere are some new words for SsHere is the form 1 23 5 46 789。