必修三教案(Unit Astronomy the science of the stars Period.docx

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1、必修三教案(Unit Astronomy the science of the stars Period类别 话题 词汇 短语 重要句型 Unit 4 Astronomy: the science of the stars 单元要览 课程标准要求掌握的项目 Science of the stars; the development of life; space travel and gravity astronomy n. 天文学 exist vi. 存在; 生存 system n. 系统; 体系; 制thus adv. 因此; 于是 度 religion n. 宗教; 宗教信仰 dioxid

2、e n. 二氧化物 theory n. 学说; 理论 biology n. 生物学 atom n. 原子 biologist n. 生物学家 billion pron. & n. & adj. puzzle n. 迷; 难题 vt. 万亿; & vi. 迷惑; 十亿 为难 globe n. 球体; 地球仪; gravity n. 万有引力; 重地球 力 violent adj. 猛烈的; 激烈float vt. & vi. 浮的; 强暴的 动; 漂浮 n. 漂浮物 carbon n. 碳 gentle adj. 温和的; 文雅的 atmosphere n. 大气层; 气氛 physicist

3、n. 物理学家 unlike prep. 不同; 不像 climate n. 气候 fundamental adj. 基本的; 基础crash vt. & vi. 碰撞; 坠的 落 harmful adj. 有害的 spaceship n. 宇宙飞船 acid n. 酸 pull n. & vt. 拉; 拖; 牵引力 chain n. 链子; 连锁; 锁satellite n. 卫星; 人造卫链 星 multiply vt. & vi. 乘; 增加 mass n. 质量; 团; 块; 大量 oxygen n. 氧 exhaust vt. 用尽; 耗尽 solar system太阳系 block

4、 out挡住 in time及时; 终于 cheer up感到高兴; 感到振奋 lay eggs下蛋 now that既然 give birth to产生; 分娩 break out突发; 爆发 in ones turn轮到某人; 接着 watch out密切注视; 当心; 提防 carbon dioxide二氧化碳 prevent. . . from阻止; 制止 1. What it was to become was uncertain until between 4. 5 and 3. 8 billion years ago when the dust settled into a so

5、lid globe. (be to do; what-clause as the subject) 2. 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) 3. What is even more important is that as the earth cooled down, water began to appear on its surface. (what-

6、clause as the subject; that-clause as the predicative) 1 4. It was not immediately obvious that water was to be fundamental to the development of life. it is/was (not)+adj. +that 5. So whether life will continue on the earth for millions of years to come will depend on whether this problem can be so

7、lved. (whether-clause as the subject; depend on+whether-clause as the object) Instructions: 功能 Please pay attention to. . . Please check that. . . . You need. . . Dont forget to. . . Make sure that. . . . Watch out for. . . Youd better. . . You must/mustnt. . . Please look at. . . Noun clauses as th

8、e subject 语法 What it was to become was uncertain. . . . . . it was not clear whether the solid shape was to last or not. 1. Get students to learn about the development of the earth and making a space 教学重点 trip. 2. Have students learn some useful new words and expressions and let them learn effective

9、 ways to remember English vocabulary. 3. Enable students to use the expressions of instructions correctly in daily life. 4. Let students learn the new grammar item: noun clauses as the subject. 5. Develop students listening, speaking, reading and writing abilities. 1. Enable students to master the u

10、se of noun clauses as the subject. 教学难点 2. Let students learn to write a short article to show their problems and the ways to overcome them. 3. Develop students integrative skills. Periods needed: 7 课时安排 Period 1 Warming up and reading Period 2 Learning about language: Important language points Peri

11、od 3 Learning about language: Grammar Period 4 Using language: Listening and speaking Period 5 Using language: Extensive reading Period 6 Using language: Speaking and writing Period 7 Revision: Summing up and learning tip Period 1 Warming up and reading 整体设计 教材分析 This is the first teaching period of

12、 this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about some famous scientists and what they have discovered. Then turn to Warming Up. It is intended to have students think about and then discuss these two groups of questions

13、: 1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets? 2. What interests you in astronomy? Do you know any questions that astronomers are interested in? Pre-reading is to remind students that the origin of life on the earth is a questio

14、n that interests astronomers and each religion and culture has its own ideas about how life began on the earth. The 2 teacher should ask students what they know about these and then let them predict what kind of information will be introduced in the next part Reading. The reading passage titled HOW

15、LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it is factual. Students are encouraged to preview the text and find out the useful new words, expressi

16、ons and structures themselves. They should try to work out the meanings of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help. Also encourage them to look at the pictures and read the title to guess what the text might be abo

17、ut. Then let them skim for the general idea, and scan for further understanding. In order not to let them feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the five exercises in the Comprehending to see how much

18、 they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to retell the passage. In order t

19、o arouse the students interest, the teacher can hold a competition. 教学重点 1. Let students read the passage and learn about the development of the earth. 2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author. 教学难点 1. Enable stu

20、dents to understand the passage and know about the development of the earth. 2. Let students learn how to use different reading skills for different reading purposes. 三维目标 知识目标 1. Get students to learn the useful new words and expressions in this part: astronomy, system, religion, theory, atom, bill

21、ion, 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 ones turn, carbon dioxide, prevent. . . from 2. Let students learn about the development of the earth. 能力目标 1. Develo

22、p students reading ability and let them learn different reading skills. 2. Enable students to know about the development of the earth. 情感目标 1. Train students interest in science and stimulate their love for astronomy. 2. Develop students sense of cooperative learning. 教学过程 设计方案 Step 1 Presentation H

23、ave a free talk with students. 1. Let students brainstorm the following questions: Who are our ancestors? Do you know what it was like before life appeared on the earth? 3 Do you know how life began on the earth? Do you want to get more information? 2. Tell students: Today we will learn something ab

24、out how life began on the earth. Turn to Page 25. Lets come to Warming Up first. Step 2 Warming up Let students think about the following questions and then discuss them with their partners. 1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the p

25、lanets? Venus Earth Mars Mercury Jupiter Neptune Saturn 2. What interests you in astronomy? Do you know any questions that astronomers are interested in? Step 3 Pre-reading 1. Get students to discuss the questions with their partners. 1) The origin of life on earth is a question that interests astro

26、nomers. What do you know about it? 2) Each religion and culture has its own ideas about how life began on earth. What do you know about them? 2. Let them tell their stories. Encourage them to tell different stories. If they dont know any, tell them some, for example, Pangu separated the sky from the

27、 earth, Pangu turned into a myriad of things, Nuwa made men, and so on. 3. Ask them to read the title and look at the pictures. Predict what the reading will be about. Step 4 Reading 1. Fast reading Get students to read the passage quickly and then write down the main idea for each paragraph and the

28、 whole passage in the following chart. HOW LIFE BEGAN ON THE EARTH Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 4 Paragraph 5 The passage Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. 2. Intensive reading Allow st

29、udents to read the passage carefully this time to get the important details, and then finish the following: 1) Put the order of development of life into a timeline. (1) Insects and amphibians appeared. (2) Dinosaurs appeared. (3) The earth became a solid ball. (4) Small plants grow on the water. (5)

30、 Reptiles appeared. (6) Plants begin to grow on dry land. (7) The earth was a cloud of dust. (8) Water appeared on the earth. (9) Shellfish and other fish appeared. (10) The universe began with a “Big Bang”. (11) Clever animals with hands and feet appeared. (12) Mammals appeared. 2) Choose the best

31、answer to each question according to the text. (1) What is important for the beginning of life? A. The water on the earth. B. The earths atmosphere. C. The form of forests. D. Dissolving harmful gases. (2) Which of the following appeared on the earth first? A. Insects. B. Reptiles. C. Amphibians. D.

32、 Shellfish and fish. (3) Which of the following statements is true? A. Water still exists on Mars. B. The earths atmosphere is made up of oxygen and nitrogen. C. The earth had dissolved the harmful atmosphere into the oceans and seas. D. Plants provide oxygen to the earth. (4) What is the passage ma

33、inly 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 beings caused global warming. Suggested answers: (1)A (2)D (3)D (4)A 3. Reading and discussion Read the text a third time and then work in pairs to discuss

34、 the following questions. 5 1) Why was the earth different from the other planets? 2) Why did the plants grow before the animals came? 3) Why is it wrong to show films with dinosaurs and people together? 4) There used to be nine planets in the solar system. Recently scientists have decided that one

35、of them can no longer be considered a planet. Do you know the name of that planet? Do you know why they removed it? 5) What problem is caused by human beings? (Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to express their o

36、wn ideas. ) 4. Explanation Help students analyze some difficult, long and complex sentences and guess the meaning of some new words. Encourage them to try to deal with the language points in the context. Discuss the following important sentences and phrases in the passage. 1) What it was to become w

37、as 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) They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earths

38、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 explanations: 1) What leads a noun clause as the subject and when leads an attributive clause. 2) Here “whether the shape would last or not” is a noun

39、clause as the subject. 3) Here “which were to make the earths atmosphere” is a non-restrictive attributive clause. in time: 1) sooner or later; eventually 2) in time (for sth. /to do sth. ): not late I will see him in time. She will be back in time to prepare dinner. 4) In this sentence, there are t

40、wo clauses led by whether. The first one is a noun clause as the subject and the second as the object. to come: serves as attributive She 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 ever

41、yone works hard or not. 5. Reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while re

42、ading and copy them to the notebooks after class as homework. Collocations: on the earth, according to, a cloud of dust, so. . . that, whether. . . or not, in time, water vapor, cool down, on ones surface, allow. . . to do. . . , a chain reaction, millions of, on the surface of, be able to, as well

43、as, by doing. . . . , lay eggs, be different from, give birth to, spread all over the earth, in ones turn, prevent. . . from, as a result of, too. . . to. . . , depend on Step 5 Discussion After reading the passage, let students discuss the following questions. 6 1. Why do you think that humans are

44、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 Consolidation Ask students to retell the passage with the help of the following. a cloud of du

45、sta solid ballpresence of watersmall plants grow on the watershellfish and other fish appearplants begin to grow on dry landinsects and amphibians appearretiles appeardinosaurs appearmammals appear Step 7 Homework 1. Learn the useful new words and expressions in this part by heart. 2. Read the readi

46、ng passage again and try to talk about how life began on the earth in your own words. 设计方案 Step 1 Leading in the topic Show students a picture about solar system. Let them match the names with the planets. Step 2 Warming up Each religion and culture has its own ideas about the origin of life on the

47、earth. Let students tell different stories that they know. Step 3 Predicting by looking and discussing 1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about. 2. Two or three students will give their opinions. 3. Let them read the passage quickl

48、y to see if they are right. Step 4 Reading 1. Give students 3 minutes, and ask them to skim the passage to get the general idea for each paragraph and the passage. 2. Give students 5 minutes to read the passage carefully, and then answer the following questions. 1) What was there on the earth before life began? 2) Why do scientists think there has never been life on the moon? 3) Why did animals first appear in the sea? 4) Why do green plants help life to develop? 5) Why were mammals different from other animals? 3. Give stude