高一英语必修3 Unit 4教案

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。

Unit 4 Astronomy: the science of the starsWarming Up, Pre-reading and Reading 单元教学目标II．目标语言Period 1 Warming up & reading(1) Teaching goals1. Target languagea重点词汇和短语astronomy, atmosphere, system, violent, solid, explode, carbon, dioxide, oxygen, surface, planet, harmful, development, spread, method, depend, solar system, in time, prevent…from, depend on b重点句子1.What it was to become was a mystery until the dust began to slowly combine into a ball movingaround the sun. P252.It’s exploded loudly with fire and rock, which were in time to produce the water vapour, carbondioxide, oxygen, nitrogen and other gases, which were to make the earth’s atmosphere. P253.It allowed the earth to dissolve harmful gases, which had become part of the earth’s atmosphere,into the oceans and seas. P254.Whether life will continue on the earth for millions of years to come will depend on whether thisproblem can be solved. P262. Ability goalsa. Enable Ss to talk about the science of the stars, the development of life and space travel andgravityWhere do we come from?How did the universe begin?Why is the universe the way it was?How will it end?How much do you know about universe?Do you want to have a space travel?Do you know something about gravity?b. Understand the text and answer the following questions: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?c. Enable the Ss to understand the details about the passage, choosing the correct answer accordingto the text and put the order of development of life into a time line and answer questions.d. Retell the passage using key sentences.3. Learning ability goalsEnable Ss learn how to talk about the beginning of life on the earth.Teaching important pointsa. Talk about the beginning of life on the earth.Why did animals first appear in the seas?Why did green plants help life to develop?b. Discuss the order of development of lifeTeaching difficult pointsa. Understand the beginning of life on the earth.b. Discuss the questions:What will our future be if the earth may become too hot for the lives on it?Why are humans the cleverest animals on the earth?Teaching methodsa.Skimming and scanningb.Asking-and-answering activity to check the Ss’ understanding of the text.c.Individual, pair or group work to finish each task.d.Discussion.Teaching aidsa computerTeaching proceduresStep 1 quizSome questions on PPT.Step 2 lead inIn our solar system eight planets circle around the sun. What are they?(Note：According to the present day scientific study, there are only eight planets, with the Plutoexcluded.)S: The Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.T: Which planet do we live on? Can you describe what it looks like?S: Earth. It supports a variety of life and 70% of the earth is covered with seas or oceans.Step 3 discussionWhere do we come from? Or we can say: Who are our ancestors?Do you know any ancient idea about the beginning of the universe?Pangu separates the sky from the earth.The sky and the earth were at first one blurred entity like an egg. Pangu was born into it. The separation of the sky and the earth took 18,000 years- the yang which was light and pure rose to become the sky, and the yin which was heavy and murky sank to form the earth. Between them was Pangu, who went through nine changes every day, his wisdom, greater than that of the sky and his ability greater than that of the earth. Every day the sky rose ten feet higher, the earth became ten feet thicker, and Pangu grew ten feet taller. Another 18,000 years passed, and there was an extremely high sky, an extremely thick earth, and an extremely tall Pangu. Then came the Three Emperors (the Emperor of the Sky, the Emperor of the Earth, the Emperor of the Men.)So these numbers came into existence and evolve like this. The number begins with one, becomes established at three, is completed at five, prospers at seven, and ends in nine. So the sky is ninety thousand li from the earth.Other legends about the beginning of universeThe Biblical Account"In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the spirit of God was hovering over the waters. And God said...."Day 1 : God spoke and separated light from darkness creating Day and NightDay 2 : God spoke and separated the water creating sky and oceanDay 3 : God spoke and created dry landDay 4 : God spoke and created the sun, moon, and starsDay 5 : God spoke and created living creatures in the air and seaDay 6 : God spoke and created the land animals and manDay 7 : God rested and blessed this day calling it HolyIndiaBrahma has created the world many times. This creation is repeated every four ages or yugas. There are four yugas in one eon or kalpa. In the beginning of each kalpa the world is a watery chaos.As Brahma thought beings were created. The demons were created by a wind from his rectum. After creating the demons he discarded his body which became night. He assumed a new body and out of his mouth came the shining gods or devas. This body was also discarded and became day. With his next body he created ancestor spirits. With his fourth body Brahma created human beings were created. This discarded body became the moon. With the fifth body Brahma had a strange thought and he created ogres, terrible creatures, that wanted to devour the primordial sea of chaos. In shock at what he had done he then created ghouls, or Gandharvas. Finally he regained his senses and created birds, mammals, plants, and all the other life that we see today.Step 4 appreciationPlay a video for the studentsHow many types of life on the earth have you seen in the video? Name them.Students tell everything they have seen in the video. (Present on the blackboard the new words and a general picture of the topic of this lesson.)Big Bang universe a cloud of dust globe violent atmosphere water plants cells shellfish fish land animals insects amphibians reptiles dinosaurs mammals apes(monkeys) humansStep 5 fast readingHow did life develop through history?Read fast and find out the answers.A cloud of dust →a solid ball →presenceQ: Why was it necessary for plants to grow before animals?(Plants provided oxygen for animals to breathe.)Step 6 RetellingSuppose you are Dr. … who studies astronomy. You are invited to g ive a speech to the school students about the development of life on “Earth Day” (April 22nd).Homework:1.Search the Internet for the information of the development of life.2.Read and learn good words, phrases or structures from Reading.Period 2 reading (2)Step 1 Scanning1 What’s the style of the text?2 What’s the main idea of the text?Step 2 skimmingFind out the main idea of each para.Step 3 careful readingFinish off the chart.Key to the exercise:2.shellfish and all sorts of fish 5.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.Step 4 consolidationT or F1.The earth was a cloud of dust before it combined into a ball around the sun.2.The water vapour, carbon dioxide, oxygen, nitrogen formed the earth’s atmosp here.3.The coming of small plants growing in the water made the earth different.nd animals appeared before the green plants on land.5.Dinosaurs produced their young by laying eggs.6.The earth may become too hot if too much carbon dioxide was put into the atmosphere.Step 5 RetellingRetell the text using about 100 words.Notes: Use the two questions and the chart to retell the passage;The possible version below can be used as a material for both retelling and dictation. Retelling:The explosion of the earth produced water vapor, which turned into water when the earth cooled down. Water allowed the earth to dissolve harmful gases into the oceans and seas. That made it possible for life to begin to develop. The arrival of small plants encouraged the development of early shellfish and all sorts of fish. Many millions of years later the first green plants began to appear on land. Later land animals appeared. Some were insects. Others, called amphibians, were able to live on land as well as in the sea. When the plants grew into forests, reptiles appeared for the first time. Later, dinosaurs developed. They became the most important animals on the earthfor millions of years. After they disappeared, mammals became more important. They were the last group of animals and they were different because they produced their young from within their bodies. Small clever animals, with hands and feet, appeared and spread all over the earth. As time went by, they covered the earth and have become the most important animals on the planet.Step 6 discussion1.What should we do with the global warming problem?Suppose: some of you are officials of the government/some of you are ordinary people2.Suppose you were an expert of astronomy, and now you and your workmates are preparing for a meeting whose topic is the beginning & and the prospect(展望) of the life/ human being on the earth. Work in your group, and try to develop your speech!HomeworkRetell the passage according to the form..Remember important language points.English weekly page 4 part 2。

Unit 4 Space Exploration 子主题3：探讨太空探索的意义及计划Period 1 Reading for Writing (I)WorksheetUnit 4 Reading for Writing (I)Activity 1: Watch and answer1. What is this video about?2. Do you think it is worth exploring the space?Activity 2: Read and answerRead for the first time and answer questions.1. What do people think of space exploration?2. Which opinion does the writer agree on? How do you know that?Activity 3: Read and findRead paragraph 2-4 and find out the sub-points and the supporting evidence.1. What does the author present to support the argument?2. What has space exploration done for food production?3. How has space exploration influenced the development of technology?4. What did the pictures of Earth from space make people realize? What did people do then?Activity 4: Read and underlineRead for the third time and underline the lexical chunks that are related to the advantages and significance of space exploration.Activity 5: Discuss the structureDiscuss the structure of the text with the following questions and show it in a table or in the form of mind map.● What information can you get from paragraph 1?● What is the function of paragraph 1?● What information can you get from paragraph 2-4?● What is the function of paragraph 2-4?● What does paragraph 5 tell us?● What is the function of paragraph 5?Activity 6: Find out the way of argument and the linking wordsAnswer the questions to find out the way of argument and the linking words.● How does the author lead to the argument?● How does the author make the argument convincing? How do you know that？● Does the author think exploring space should continue? How do you know that？● What is the function of these linking words?Homework1. Write a summary of the text based on the information sorted out from the text;2. Make a mind map to express your opinion on whether it is worth exploring space and search for more information to support your idea.。

Unit 4 Astronomy: thescience of the starsContents 目录一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析(Analysis of the teaching materials)三、单元预习任务(Pre-unit task）四、教学安排(Teaching arrangements)五、教学步骤(Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)一、教学目标和要求(Teaching aims and demands)根据《英语新课程标准》（实验稿）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1．语言知识（Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词--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,功能(Functions)：学习掌握一些用于陈述问题及给予意见的结构，如：My problem/ trouble is……? The difficulty / question is…My advice/ suggestion is…What I think about it is…Please pay attention to…Make sure you …Watch out for…语法(Grammar)：掌握和运用主语从句。

教学过程一、课堂导入Play a game to learn the names and positions of the planets:Venus is next to Mercury.Earth is the third planet.Mars is between Earth and Jupiter.Neptune is the furthest planet from the sun.Saturn is between Uranus and Jupiter.Mercury is closest to the sun.二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对主语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。

三、知识讲解考点/易错点1 重点单词与短语学习violent adj. 暴力的；猛烈的(回归课本P25)The earth became so violent that it was not clear whether the shape would last or not. [归纳拓展]violent criminals: 使用暴力的罪犯a violent attack: 猛烈的攻击a violent protest：强烈的抗议a violent struggle；激烈的斗争violent winds and storms 狂风暴雨violent toothache: 剧烈的牙痛in time及时；最后(回归课本P25)It exploded loudly with fire and rock. They were in time to produce carbon dioxide, nitrogen water vapor and other gases, which were to make the earth’s atmosphere.它（地球）巨大的爆炸喷出了烈火与岩石，最终产生了水蒸汽、二氧化碳、氧、氮和其他多种气体，从而形成了地球的大气层。

教学过程一、课堂导入Play a game to learn the names and positions of the planets:Venus is next to Mercury.Earth is the third planet.Mars is between Earth and Jupiter.Neptune is the furthest planet from the sun.Saturn is between Uranus and Jupiter.Mercury is closest to the sun.二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对主语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。

三、知识讲解考点/易错点1 重点单词与短语学习violent adj. 暴力的；猛烈的(回归课本P25)The earth became so violent that it was not clear whether the shape would last or not.[归纳拓展]violent criminals: 使用暴力的罪犯a violent attack: 猛烈的攻击a violent protest：强烈的抗议a violent struggle；激烈的斗争violent winds and storms 狂风暴雨violent toothache: 剧烈的牙痛in time 及时；最后(回归课本P25)It exploded loudly with fire and rock. They were in time to produce carbon dioxide，nitrogen water vapor and other gases，which were to make the earth’s atmosphere.它（地球）巨大的爆炸喷出了烈火与岩石，最终产生了水蒸汽、二氧化碳、氧、氮和其他多种气体，从而形成了地球的大气层。

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suffer, settle , realize , worry about , have got to, tie upb重点句子：He was very disappointed.What it was to become was a mystery.To save money, you must use as few words as possible.c. Practise talking about problems in study or lifeMy problem is…The difficulty is…My trouble is…The question is…My advice is…What I think about it is…The fact is…My suggestion is…2 Ability goals 能力目标Learn to use Noun Clauses as the subject..3 Learning ability goals 学能目标Let Ss learn how to use Noun Clauses as the subjectTeaching important points教学重点the use of Noun Clauses as the subjectTeaching difficult points教学难点How to teach the Ss to learn to use Noun Clauses as the subjectTeaching methods教学方法Learn grammar through practiceTeaching aids教具准备A projectorA blackboardTeaching procedures & ways教学过程与方式Step I Revision1. Check retelling of the passage.The explosion of the earth produced water vapor, which turned into water when the earth cooled down. Water allowed the earth to dissolve harmful gases into the oceans and seas. That made it possible for life to begin to develop. The arrival of small plants encouraged the development of early shellfish and all sorts of fish. Many millions of years later the first green plants began to appear on land. Later land animals appeared. Some were insects. Others, called amphibians,were able to live on land as well as in the sea. When the plants grew into forests, reptiles appeared for the first time. Later, dinosaurs developed. They became the most important animals on the earth for millions of years. After they disappeared, mammals became more important. They were the last group of animals and they were different because they produced their young from within their bodies. Small clever animals, with hands and feet, appeared and spread all over the earth. As time went by, they covered the earth and have become the most important animals on the planet.2. Translate the following sentences.1. 你迟早会成功的。