人教新课标高中英语必修三Unit 4 Astronomy_ the science of the starsUnit 4 Astronomy_ the science of the stars教案(3)

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Eam-phibian, reptile, generally, mammal, global, comet, Issac Newton, Albert Einstein, Stephen Hawking, lessen, weightlessly, cabin, exhaust, exclaim 3词组 solar system, in time, lay eggs, give birth to, in one's turn, carbon dioxide, prevent. from, block out, cheer up, now that, break out, watch out Noun Clauses as the subject Noun Clauses as the subject is also called the Subject Clause. That means a Noun Clause teia serves as Subject in the sentence The words which are used in this Noun Clause are hat, whether, who, what, which, when, where, how, why, etc 1. What it was to become was a myster 2. It was not clear whether the solid shape was to last or not Ⅲ.教材分析与教材重组 1.教材分析本单元以 astronomy: the science of the stars, the development of life, space travel and gravity为话题,通过本单元的几篇阅读材料使学生对以上问题有所了解,并通过文章中的一些探讨性的问题,比如, The earth may be ecome lo Do hot for the lives on it. Then what will our future be? 1 t 学生更好地了解我们的地球和我们的生活环境,并引发对“地球的将来如何”的热烈讨论,通过这些讨论激发学生对天文学了解和探究的强烈兴趣。通过讨论登月球需要的物品和可能遇到的困难学会提出问题和解决问题的表达方法,并能就此写出一篇表达合理思路清晰的短 1.1 WARMING UP以讨论的形式通过三组问题引导学生讨论边缘科学,讨论科学的方法以及要成为真正的科学家所必须掌握的技能。 1.2PRE- READING主要让学生弄清楚什么是科学思想,什么是宗教信仰或文化传统在探讨生命起源的科学道理之前,让学生以听故事或讲故事的方式,交流有关宇宙的起源的种种传说,既有趣味性,又能调动学生的相关知识,激活学生的思维。 1.3 READING讲述了地球上生命的起源。水的形成使得地球有别于其他星球,它使得地球上生命的诞生成为可能。科学家认为,地球上的生命首先诞生于水中,上百万年后,陆地上才长出绿色植物,随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代, 后来出现了哺乳动物,人类也随之诞生了。文章最后讲了令人深省的问题: The earth may become too hot for the lives on it 14 COMPREHENDING通过四个选择填空题检测学生对本文核心问题的理解:地球上生命的起源和延续需要哪些条件?随后通过排序的方式帮助学生弄清本文的行文线索,也就是地球上生命的起源和发展历程。最后提出两个问题,考查学生的深层理解和推断能力 1.5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中, Discovering usefi words and expressions通过英文释意,短文填空,词语分类和单项选择等练习让学生在语境中掌握和运用词汇。 Grammar采用先发现后应用的学习方法。先通过到课文中找句子,让学生认识主语从句,然后,设置一个用一手机发短信息的情景,让学生进行简单句与主语从句之间的转换练习。最后设置情景来复习表语从句。 1.6 USING LANGUAGE由 Listening、 Reading和 Speaking and Writing三部分交互组合而成。指导学生在听和读的输入性学习之后,完成说和写的输出性应用练习。 Listening 的内容介绍三位科学巨匠。不仅通过听力填表的形式训练学生捕捉细节的能力,还通过四选的方式帮助学生找主题思想。在解释对与错的过程中,教师可以适当的介绍一下概括主题

汇 amphibian, reptile, generally, mammal, global, comet, Issac Newton, Albert Einstein, Stephen Hawking, lessen, weightlessly, cabin, exhaust, exclaim 3 词组 solar system, in time, lay eggs, give birth to, in one’s turn, carbon dioxide, prevent…from, block out, cheer up, now that, break out, watch out 语法 Noun Clauses as the subject Noun Clauses as the subject is also called the Subject Clause. That means a Noun Clause serves as Subject in the sentence. The words which are used in this Noun Clause are: that, whether, who, what, which, when, where, how, why, etc. Example 1. What it was to become was a mystery. 2. It was not clear whether the solid shape was to last or not. III．教材分析与教材重组 1. 教材分析本单元以 astronomy: the science of the stars, the development of life, space travel and gravity 为话题，通过本单元的几篇阅读材料使学生对以上问题有所了解，并通过文章中的一些探讨性的问题，比如，The earth may become too hot for the lives on it. Then what will our future be? 使学生更好地了解我们的地球和我们的生活环境，并引发对“地球的将来如何”的热烈讨论，通过这些讨论激发学生对天文学了解和探究的强烈兴趣。通过讨论登月球需要的物品和可能遇到的困难学会提出问题和解决问题的表达方法，并能就此写出一篇表达合理思路清晰的短文。 1.1 WARMING UP 以讨论的形式通过三组问题引导学生讨论边缘科学，讨论科学的方法以及要成为真正的科学家所必须掌握的技能。 1.2 PRE-READING 主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。在探讨生命起源的科学道理之前，让学生以听故事或讲故事的方式，交流有关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，激活学生的思维。 1.3 READING 讲述了地球上生命的起源。水的形成使得地球有别于其他星球，它使得地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲了令人深省的问题：The earth may become too hot fo r the lives on it. 1.4 COMPREHENDING 通过四个选择填空题检测学生对本文核心问题的理解：地球上生命的起源和延续需要哪些条件？随后通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程。最后提出两个问题，考查学生的深层理解和推断能力。 1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。其中，Discovering useful words and expressions 通过英文释意，短文填空，词语分类和单项选择等练习让学生在语境中掌握和运用词汇。Grammar 采用先发现后应用的学习方法。先通过到课文中找句子，让学生认识主语从句，然后，设置一个用一手机发短信息的情景，让学生进行简单句与主语从句之间的转换练习。最后设置情景来复习表语从句。 1.6 USING LANGUAGE 由 Listening、Reading 和 Spe aking and Writing 三部分交互组合而成。指导学生在听和读的输入性学习之后，完成说和写的输出性应用练习。Listening 的内容介绍三位科学巨匠。不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的方式帮助学生找主题思想。在解释对与错的过程中，教师可以适当的介绍一下概括主题

的方法。 Reading是一个科幻小故事,通过作者和作者的朋友乘宇宙飞船登月球的经历,介绍了重量、失重和地球引力等科学道理。 Speaking以 siting the moon为话题,要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难。wrig要求学生找出登月球可能遇到的三个困难并找出克服这些困难的方法。在听说读写综合提高的同时,培养了学生的创新意识和实践能力。 2.教材重组 21将 Warming up、 Pre-reading、 Reading和 Comprehending四部分整合在一起上一节阅读课 22将 Leaning about language和 Workbook中的 Using Words and expressions以及 Using Structures整合在一起上一节语法课。 23听力 Using language中的 Listening与 Workbook中 Listening和 Listening task三部分话题较为接近,其中 Listening部分是介绍三位对地球引力的认识做出巨大贡献的科学伟人。在提高听力的同时,为下文的 Reading部分作了铺垫。 Workbook中 Listening是关于轰动一时的航天英雄杨利伟的故事。通过听力练习,让学生了解作为宇航员所需要哪些素质而 Listening task中的听力则是向学生展示 space travel的潜在价值。既然三部分都在谈论与 Astronomy有关的内容,所以放在一起处理比较合适 24把 Using language中的 Speaking和 Workbook中的 Talking和 Speaking task放在一起整合成一节口语训练课。这几部分涉及到本单元的功能句,指导学生学会如何思考需要的东西,怎样给别人以指示以及如何向别人问问题。 25泛读是把 Using language中的 Reading和 Workbook中的 Reading task整合在一起。这两部分利用 science fiction story向读者解释 gravity和 black hole 26写作练习是把 Using language中的 Writing和 Workbook中的 Writing Task以及 Project整合在一起上一堂写作练习课。 3.课型设计与课时分配(经教材分析,本单元可以用6课时教完) Ist period Intensive Reading 2nd period Language study List pe Extensive Reading Writing IV.分课时教案 The first period Intensive reading Teaching goals教学目标 1. Target language目标语言重点词语: theory,atom, billion, globe, violent carbon., atmosphere, fundamental, harmful,acid, multiply, oxygen, exist, prevent, dioxide 2 ability goals能力目标 a. Enable Ss to talk about the science of the stars, the development of life and space travel and gravity Where do we come from? How did the universe begin? Why is the universe the way it was?

的方法。Reading 是一个科幻小故事，通过作者和作者的朋友乘宇宙飞船登月球的经历，介绍了重量、失重和地球引力等科学道理。Speaking 以 Visiting the moon 为话题，要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难。Writing 要求学生找出登月球可能遇到的三个困难并找出克服这些困难的方法。在听说读写综合提高的同时，培养了学生的创新意识和实践能力。 2. 教材重组[来源:www.sh ulihu a.n et] 2.1 将 Warming up、Pre-reading、Reading 和 Comprehending 四部分整合在一起上一节阅读课。 2.2 将 Leaning about language 和 Workbook 中的 Using Words and expressions 以及 Using Structures 整合在一起上一节语法课。 2.3 听力 Using language 中的 Listening 与 Workbook 中 Listening 和 Listening task 三部分话题较为接近，其中 Listening 部分是介绍三位对地球引力的认识做出巨大贡献的科学伟人。在提高听力的同时，为下文的 Reading 部分作了铺垫。Workbook 中 Listening 是关于轰动一时的航天英雄杨利伟的故事。通过听力练习，让学生了解作为宇航员所需要哪些素质。而 Listening task 中的听力则是向学生展示 space travel 的潜在价值。既然三部分都在谈论与 Astronomy 有关的内容，所以放在一起处理比较合适。 2.4 把 Using Language 中的 Speaking 和 Workbook 中的 Talking 和 Speaking task 放在一起整合成一节口语训练课。这几部分涉及到本单元的功能句，指导学生学会如何思考需要的东西，怎样给别人以指示以及如何向别人问问题。 2.5 泛读是把 Using language 中的 Reading 和 Workbook 中的 Reading task 整合在一起。这两部分利用 science fiction story 向读者解释 gravity 和 black hole. 2.6 写作练习是把 Using language 中的 Writing 和 Workbook 中的 Writing Task 以及 Project 整合在一起上一堂写作练习课。 3. 课型设计与课时分配（经教材分析，本单元可以用 6 课时教完） 1st period Intensive Reading [来源:www.sh u lih ua.net] 2nd period Language study 3rd period Listening 4th period Extensive Reading 5th period Speaking 6th period Writing IV. 分课时教案 The First Period Intensive Reading Teaching goals 教学目标 1. Target language 目标语言重点词语：theory, atom, billion, globe, violent, carbon, atmosphere, fundamental, harmful, acid, multiply, oxygen, exist, prevent, dioxide 2. Ability goals 能力目标[来源:www.sh u lih ua.net] a. Enable Ss to talk about the science of the stars, the development of life and space travel and gravity. Where do we come from? How did the universe begin? Why is the universe the way it was ?

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 on the Earth. Turn to Page 25. Lets come to Warming up first Step ll Warming up 1. Read the three questions, while the students listen and follow 2. Give the Ss several minutes to discuss th e 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 careful ly. (If students dont know how to discuss, show them an example. For example, medicine. When someone gets serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature measure his blood pressure and give him an X-ray, or a CT. For the whole process of the examination. what kind of science has been used? S1: Biolo S2: Chemistry. T: So we can say medicine combines biology and chemistry. What about biochemistry and geophysics? S3: I think biochemistry combines biology and chemistry S4: Geophysics combines geology and physics T: What about astronomy? S5: Physics T: Very good. We should know that astronomy is a multidisciplinary subject and if we want to do some research on it, we should know many science subjects related to it. Now discuss the second question: What do we mean when we say we are studying a subject scientifically? Or what's the correct attitude towards science? S7: We should be objective, not superstitious T: What's the correct way to prove a scienti-fic 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. In order to test our idea, we should design experiments, then analyze the results and draw a conclus Now lets talk about the third question What are the most important skills we need to be real scientists? S10: We should be very careful SIl: Be objective and logical S12: We should be wise enough to design an experiment and write the reports clearly

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 on the Earth. Turn to Page 25. Let’s come to Warming up first. Step II Warming up 1. 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’t know how to discuss, show them an example.) For example, medicine. When someone gets serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature, measure his blood pressure and 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 medicine combines biology and chemistry. What about biochemistry and 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 to do some research on it, we should know many science subjects related to it. Now discuss the second question: What do we mean when we say we are studying a subject scientifically? Or what’s the correct 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. In order to test our idea, we should design experiments, then analyze the 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 impose conclusions on the data T: I think you have done great work From the discussion we know that it's not easy to be a scientist. So you should work harder if you want to be a scientist Step ll Pre-reading Get 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 them some T: Now please look at the slide show. And discuss these questions with your partners. Then I'll 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? Ple ive an example if you know After the Ss' discussion, teacher says the following T: Now who'd like to tell us a story? Volunteer SI: Let me try. In China, we all know that Pangu separates the sky from the earth T: Can you describe the story in details? SI: Sorry, I can't remember clearly T: Who can? Nobody? Now I'll tell you. Look at the screen 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, hi 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 000 years passed, and there was an extremely high sky, an extremely thick earth, and an xtremely tall Pangu. Then came the Three Emperors(the Emperor of the Sky, the Emperor of the Earth, and 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 universe The Biblical Account "In the beginning God created the heavens and the earth. 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 Day 1: God spoke and separated light from darkness creating Day and Night Day 2: God spoke and separated the water creating sky and ocean Day 3: God spoke and created dry land Day 4: God spoke and created the sun, moon and stars Day 5: God spoke and created living creatures in the air and sea Day 6: God spoke and created the land animals and man

S13: We should be able to draw conclusions from the experiments and not impose conclusions on the data. T: I think you have done great work. From the discussion we know that it’s not easy to be a scientist. So you should work harder if you want to be a scientist. Step Ⅲ Pre-reading Get 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 them some. T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll 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. 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, and 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 universe The Biblical Account “In the beginning God created the heavens and the earth. 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 Night Day 2: God spoke and separated the water creating sky and ocean Day 3: God spoke and created dry land Day 4: God spoke and created the sun, moon and stars Day 5: God spoke and created living creatures in the air an d sea Day 6: God spoke and created the land animals and man

Day 7: God rested and blessed this day calling it Holy Brahma has created the world many times. Thi-s creation is repeated every four ages or There are four yugas in one eon or kalpa. In the beginning of each kalpa the world is a 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. 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. Finally he regained his senses and created birds, mammals, plants and all the other life that we see today In the beginning the world was chaos until the heaven and earth separated. When this separation occurred the Three High Deities created two principles, the passive, Izanami or the Female, and the active, Izanagi or the Male. It was these two people who are our ancestors In the beginning the heaven and the earth were one. The In (Yin) and Yo(Yang)had not been parated. All that existed was chaos in the form of an egg. This egg contained the seeds of the creation. Heaven, being made of the purer portion of the substance rose and the earth being heavier did not. As the heaven rose, the islands began to be formed. Later a strange plant grew between heaven and earth which became a great male god. Two additional male gods followed These three were formed by the will of heaven. Following this six deifies were formed and then Izanagi(the male )and Izanami(the female ) Izanagi and Izanami were the first ancestors. They thrust down the jeweled spear of heaven into the sea. As they lifted the spear the liquid on the tip formed the islands of Japan Euro Celtic There were giants in the past. These giants were the gods. During the first winter a larg ge glan was made from the hoarfrost. When this giant was exposed to fire he naturally melted. The body of this giant became the world. His hair became the forests. His skull became the sky. His blood produced the sea. His bones produced the mountains. In the middle of the earth on high mountains live the gods. South America The Incas worshiped a god named Pachacamac, also known as Viracocha. This god had originally risen from the water of Lake Titicaca and created the stars, planets and the moon Pachacamac created everything, including people, out of clay. Because he felt sorry for humans, Pachacamac sent his daughter, the moon god, to teach humans how to build houses, grow crops and make clothes The children of pachacamac lived at lake titicaca but could travel. when they traveled they were required to stick into the ground a golden rod they received from their father Pachacamac. Each time this happened the humans would build a city. T: Are they interesting? Though they are interesting, they are only legends. We should believe a scientific idea. what's a scientific idea? S2: It should be an idea coming from scientific theory

Day 7: God rested and blessed this day calling it Holy India Brahma 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. 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. Finally he regained his senses and created birds, mammals, plants and all the other life that we see today. Japan In the beginning the world was chaos until the heaven and earth separated. When this separation occurred the Three High Deities created two principles, the passive, Izanami or the Female, and the active, Izanagi or the Male. It was these two people who are our ancestors. In the beginning the heaven and the earth were one. The In (Yin) and Yo (Yang) had not been separated. All that existed was chaos in the form of an egg. This egg contained the seeds of the creation. Heaven, being made of the purer portion of the substance rose and the earth being heavier did not. As the heaven rose， the islands began to be formed. Later a strange plant grew between heaven and earth which became a great male god. Two additional male gods followed. These three were formed by the will of heaven. Following this six deifies were formed and then Izanagi (the male ) and Izanami (the female ). Izanagi and Izanami were the first ancestors. They thrust down the jeweled spear of heaven into the sea. As they lifted the spear the liquid on the tip formed the islands of Japan. Europe Celtic There were giants in the past. These giants were the gods. During the first winter a large giant was made from the hoarfrost. When this giant was exposed to fire he naturally melted. The body of this giant became the world. His hair became the forests. His skull became the sky. His blood produced the sea. His bones produced the mountains. In the middle of the earth on high mountains live the gods. South America Inca The Incas worshiped a god named Pachacamac, also known as Viracocha. This god had originally risen from the water of Lake Titicaca and created the stars, planets and the moon. Pachacamac created everything, including people, out of clay. Because he felt sorry for humans, Pachacamac sent his daughter, the moon god, to teach humans how to build houses, grow crops and make clothes. The children of Pachacamac lived at lake Titicaca but could travel. When they traveled they were required to stick into the ground a golden rod they received from their father, Pachacamac. Each time this happened the humans would build a city. T: Are they interesting? Though they are interesting, they are only legends. We should believe a scientific idea. What’s a scientific idea? S2: It should be an idea coming from scientific theory

T: Quite right. Now we'll come to Reading. That's a scientific idea Step Iv Readir Read the passage carefully and analyse its structure. write down the main idea for each paragraph Para. 1: A widely accepted theory about the formation of the universe Para 2 The formation of the earth Para. 3: The importance of water for life Para. 4: The development of plants and animals on the earth Para. 5: The arrival of humans and their impact on the earth 1. Why was the earth different from other planets? The water remained 2. Why was life able to develop on the earth but not on other planets? The water stayed on the earth but not on other planets 3. Why was it necessary for plants to grow before animals? Plants provided oxygen for animals to breathe 4. What problem is caused by human beings? global 5. Why is it wrong in films and stories to show dinosaurs and people together? Because dinosaurs died out long before human beings developed on the earth 6. Why do you think that humans are the cleverest animals on the earth? ey are the cleverest animals because they have larger brains than any other creature on the earth so far 7. Why is it wrong in films and stories to show dinosaurs and people together? Because dinosaurs died out long before human beings developed on the earth 8. There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet? Do you know why they removed it? Pluto. Scientists now think it is too small to be called a planet. Analyze how life began on earth Listen 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 tape T: How did water come into being on the earth? If one student cant 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

T: Quite right. Now we’ll come to Reading. That’s a scientific idea. Step Ⅳ Reading Read the passage carefully and analyse its structure. Write down the main idea for each paragraph. Para.1: A widely accepted theory about the formation of the universe Para 2: The formation of the earth Para.3: The importance of water for life Para.4: The development of plants and animals on the earth Para.5: The arrival of humans and their impact on the earth Reading and answer the questions. 1. Why was the earth different from other planets? The water remained. 2. Why was life able to develop on the earth but not on other planets? The water stayed on the earth but not on other planets. 3. Why was it necessary for plants to grow before animals? Plants provided oxygen for animals to breathe. 4. What problem is caused by human beings? They cause global warming. 5. Why is it wrong in films and stories to show dinosaurs and people together? Because dinosaurs died out long before human beings developed on the earth. 6. Why do you think that humans are the cleverest animals on the earth? They are the cleverest animals because they have larger brains than any other creature on the earth so far. 7. Why is it wrong in films and stories to show dinosaurs and people together? Because dinosaurs died out long before human beings developed on the earth. 8. There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet? Do you know why they removed it? Pluto. Scientists now think it is too small to be called a planet. Analyze how life began on earth. Listening Listen 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 tape T: 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

possible on the earth. Then all kinds of plants and animals appeared. At last mankind rule the world, but they are not taking care of the earth very well. So the readers will think about a question carefully: What will our earth be in the future? 2. Writing Style The text is common science writing, which tells the readers how the universe developed and how life began on the earth. It provides a scie ntific background to any investigation into space and it's factual It's written in a formal way. And all the information is based on scientific research 3. Main Idea Through the writers clear description, we know that how life began on the earth. It's a long and slow process. From the passage, we know that earth is the best place for human to live on. But humans didn't take good care of it in the past. Now we are facing many enviro now. What should we human do? Everyone who reads the passage will think about this problem We should pay more atterntion to taking care of our earth. Taking good care of the earth means taking good care of ourselves Step VI Homework Retell the passage according to the form Remember important language points Second period Extensive reading Read and then describe the three ways in which gravity changed for Li Yanping and how his weight changed 1. The pull of gravity became very strong she left the earth's atmosphere. His weight is normal. 2. It disappeared when he was in space. He is weightless. 3. It was very light when he was on the moon. He weighs less than on earth Explanation(略)见课件 Third period grammar What part does the underlined part serve as in each sentence? A tree has fallen across the road You are a student To find your way can be a problem Smoking is bad for you How do you do? " is a greeting What she said is not yet known That we shall be late is certain It is certain that we shall be late We can see fimm these sentences that a sentence serves as subject, so we call it Subject 主语从句 (Noun Clauses as the Subject 连词 that, whether:连接代词who,what和 which:连接副词 when, where,how利用作主语的从句叫主语从句,它是名词性从句之一。引导主语从句的连接词有:

possible on the earth. Then all kinds of plants and animals appeared. At last mankind rule the world, but they are not taking care of the earth very well. So the readers will think about a question carefully: What will our earth be in the future? 2. Writing Style The text is common science writing, which tells the readers how the universe developed and how life began on the earth. It provides a scie ntific background to any investigation into space and it’s factual. It’s written in a formal way. And all the information is based on scientific research. 3. Main Idea Through the writer’s clear description, we know that how life began on the earth. It’s a long and slow process. From the passage, we know that earth is the best place for human to live on. But humans didn’t take good care of it in the past. Now we are facing many environmental problems now. What should we human do? Everyone who reads the passage will think about this problem. We should pay more atte ntion to taking care of our earth. Taking good care of the earth means taking good care of ourselves. Step Ⅵ Homework Retell the passage according to the form. Remember important language points. Second period Extensive reading Read and then describe the three ways in which gravity changed for Li Yanping and how his weight changed. 1. The pull of gravity became very strong she left the earth’s atmosphere. His weight is normal. 2. It disappeared when he was in space. He is weightless. 3. It was very light when he was on the moon. He weighs less than on earth. Explanation (略)见课件 Third period Grammar What part does the underlined part serve as in each sentence? A tree has fallen across the road. You are a student. To find your way can be a problem. Smoking is bad for you. “How do you do?” is a greeting. What she said is not yet known. That we shall be late is certain. It is certain that we shall be late. We can see from these sentences that a sentence serves as subject, so we call it Subject Clause. 主语从句（Noun Clauses as the Subject）定义：用作主语的从句叫主语从句，它是名词性从句之一。引导主语从句的连接词有：连词 that, whether；连接代词 who, what 和 which；连接副词 when, where, how 和 why

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人教新课标高中英语必修三Unit 4 Astronomy_ the science of the starsUnit 4 Astronomy_ the science of the stars教案(3)