高中英語(yǔ)必修三Unit 4 Astronomy the science of the stars Period 1　Warming up and reading

《高中英語(yǔ)必修三Unit 4 Astronomy the science of the stars Period 1　Warming up and reading》由會(huì)員分享，可在線閱讀，更多相關(guān)《高中英語(yǔ)必修三Unit 4 Astronomy the science of the stars Period 1　Warming up and reading（8頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、Unit 4 Astronomy: the science of the stars 單元要覽 類(lèi)別 課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目 話(huà)題 Science of the stars; the development of life; space travel and gravity 詞匯 astronomy n. 天文學(xué) exist vi. 存在; 生存 system n. 系統(tǒng); 體系; 制度 thus adv. 因此; 于是 religion n. 宗教; 宗教信仰 dioxide n. 二氧化物 theory n. 學(xué)說(shuō); 理論 biolog

2、y n. 生物學(xué) atom n. 原子 biologist n. 生物學(xué)家 billion pron. & n. & adj. （英）萬(wàn)億; （美）十億 puzzle n. 迷; 難題　vt. & vi. （使）迷惑; （使）為難 globe n. 球體; 地球儀; 地球 gravity n. 萬(wàn)有引力; 重力 violent adj. 猛烈的; 激烈的; 強(qiáng)暴的 float vt. & vi. （使）浮動(dòng); （使）漂浮　n. 漂浮物 carbon n. 碳 gentle adj. 溫和的; 文雅的 atmosphere n. 大氣層; 氣氛

3、 physicist n. 物理學(xué)家 unlike prep. 不同; 不像 climate n. 氣候 fundamental adj. 基本的; 基礎(chǔ)的 crash vt. & vi. 碰撞; 墜落 harmful adj. 有害的 spaceship n. 宇宙飛船 acid n. 酸 pull n. & vt. 拉; 拖; 牽引力 chain n. 鏈子; 連鎖; 鎖鏈 satellite n. 衛(wèi)星; 人造衛(wèi)星 multiply vt. & vi. 乘; 增加 mass n. 質(zhì)量; 團(tuán); 塊; 大量 oxygen n. 氧

4、exhaust vt. 用盡; 耗盡 短語(yǔ) solar system太陽(yáng)系 block out擋住（光線） in time及時(shí); 終于 cheer up感到高興; 感到振奮 lay eggs下蛋 now that既然 give birth to產(chǎn)生; 分娩 break out突發(fā); 爆發(fā) in one’s turn輪到某人; 接著 watch out密切注視; 當(dāng)心; 提防 carbon dioxide二氧化碳 prevent. . . from阻止; 制止 重要句型 1. What it was to become was uncertain until be

5、tween 4. 5 and 3. 8 billion years ago when the dust settled into a solid 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

6、 as the earth cooled down, water began to appear on its surface. (what-clause as the subject; that-clause as the predicative) 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

7、 for millions 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) 功能 Instructions: Please pay attention to. . . 　Please check that. . . . 　You need. . . Don’t forget to. . . Make sure that. . . . Watch out

8、 for. . . You’d better. . . You must/mustn’t. . . Please look at. . . 語(yǔ)法 Noun clauses as the subject What it was to become was uncertain. . . . . . it was not clear whether the solid shape was to last or not. 教學(xué)重點(diǎn) 1. Get students to learn about the development of the earth and making a spac

9、e trip. 2. Have students learn some useful new words and expressions and let them learn effective 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. De

10、velop students’ listening, speaking, reading and writing abilities. 教學(xué)難點(diǎn) 1. Enable students to master the use of noun clauses as the subject. 2. Let students learn to write a short article to show their problems and the ways to overcome them. 3. Develop students’ integrative skills. 課時(shí)安排 Perio

11、ds needed: 7 Period 1 Warming up and reading Period 2 Learning about language: Important language points Period 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

12、Revision: Summing up and learning tip Period 1　Warming up and reading 整體設(shè)計(jì) 教材分析 This is the first teaching period of 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 discove

13、red. Then turn to Warming Up. It is intended to have students think about and then discuss these two groups of questions: 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 questi

14、ons that astronomers are interested in? Pre-reading is to remind students that the origin of life on the earth is a question that interests astronomers and each religion and culture has its own ideas about how life began on the earth. The teacher should ask students what they know about these and t

15、hen let them predict what kind of information will be introduced in the next part Reading. The reading passage titled HOW 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 investig

16、ation into space and it is factual. Students are encouraged to preview the text and find out the useful new words, expressions 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

17、to the teacher for help. Also encourage them to look at the pictures and read the title to guess what the text might be about. 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

18、 while they are reading. After reading, students are required to do the five exercises in the Comprehending to see how much 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 wh

19、ole class. To consolidate the contents of the reading passage, students should be required to retell the passage. In order to arouse the students’ interest, the teacher can hold a competition. 教學(xué)重點(diǎn) 1. Let students read the passage and learn about the development of the earth. 2. Get students to

20、learn different reading skills, especially the reading ability of understanding implied meaning of the author. 教學(xué)難點(diǎn) 1. Enable students 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.

21、三維目標(biāo) 知識(shí)目標(biāo) 1. Get students to learn the useful new words and expressions in this part: 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,

22、give birth to, in one’s turn, carbon dioxide, prevent. . . from 2. Let students learn about the development of the earth. 能力目標(biāo) 1. Develop students’ reading ability and let them learn different reading skills. 2. Enable students to know about the development of the earth. 情感目標(biāo) 1. Train students

23、’ interest in science and stimulate their love for astronomy. 2. Develop students’ sense of cooperative learning. 教學(xué)過(guò)程 設(shè)計(jì)方案（一） →Step 1 Presentation Have a free talk with students. 1. Let students brainstorm the following questions: Who are our ancestors? Do you know what it was like before

24、 life appeared on the earth? Do you know how life began on the earth? Do you want to get more information? 2. Tell students: Today we will learn something about how life began on the earth. Turn to Page 25. Let’s come to Warming Up first. →Step 2 Warming up Let students think about the followi

25、ng 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 planets? Venus Earth Mars Mercury Jupiter Neptune Saturn 2. What interests you in astronomy? Do you know any questions that a

26、stronomers 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 astronomers. What do you know about it? 2) Each religion and culture has its own ideas about how life began on earth. What d

27、o you know about them? 2. Let them tell their stories. Encourage them to tell different stories. If they don’t know any, tell them some, for example, Pangu separated the sky from the earth, Pangu turned into a myriad of things, Nuwa made men, and so on. 3. Ask them to read the title and look at th

28、e 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 whole passage in the following chart. HOW LIFE BEGAN ON THE EARTH Paragraph 1 Paragraph 2 Paragraph 3

29、 Paragraph 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 students to read the passage carefully this time to get the important details, and then finish

30、 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) Reptiles appeared. (6) Plants begin to grow on dry land. (7) The earth was a cloud

31、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 answer to each question according to the text. (1) What is important for the

32、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. Insects. B. Reptiles. C. Amphibians. D. Shellfish and fish. (3) Which of the following statements is true

33、? A. Water still exists on Mars. B. The earth’s 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 mainly about? A. The appearance and development of life on th

34、e 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 the following questions. 1) Why was the earth diffe

35、rent 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 of them can no longer be considered a planet. Do yo

36、u 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 own ideas. ) 4. Explanation Help students analyz

37、e 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 was uncertain until between 4. 5 and 3. 8 bill

38、ion 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 earth’s atmosphere. 4) So whether life will conti

39、nue 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 clause as the subject. 3) Here “which

40、 were to make the earth’s 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 two clauses led by whether. The f

41、irst 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 everyone works hard or not. 5.

42、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 reading and copy them to the

43、 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 one’s surface, allow. . . to do. . . , a chain reaction, millions of, on the surface of, be able to, as well as, by doing. . . . , la

44、y 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 on →Step 5 Discussion After reading the passage, let students discuss the following questions. 1. Why do you think that humans are the cleverest animals

45、 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 dust→a solid ball

46、→presence of water→small plants grow on the water→shellfish and other fish appear→plants begin to grow on dry land→insects and amphibians appear→retiles appear→dinosaurs appear→mammals appear →Step 7 Homework 1. Learn the useful new words and expressions in this part by heart. 2. Read the reading

47、 passage again and try to talk about how life began on the earth in your own words. 設(shè)計(jì)方案（二） →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 lif

48、e on the 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

49、passage quickly 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

50、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 students 4 minutes to read the passage a third tim

51、e. Encourage them to try to deal with the language points in the context. Give them some explanations if necessary. 4. Listening and reading aloud Let students listen to the tape. Remind them to pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them

52、to read the text aloud to the tape. →Step 5 Extension Let students think about and discuss the following questions. 1. Do you believe that there is life on other planets? Why or why not? 2. Do you think it is possible that one day people will move their houses to other planets? →Step 6 Closing

53、down 1. Have students get prepared in 3 minutes or so and then ask them to retell how life began on the earth. 2. Ask as many students as possible to have a try in front of the class. →Step 8 Homework 1. Go over the text and try to learn all the useful words and expressions in this part by heart

54、. 2. Finish the exercises in Comprehending on Page 27. 板書(shū)設(shè)計(jì) Unit 4　Astronomy: the science of the stars Warming up and reading HOW LIFE BEGAN ON THE EARTH Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5 The passage 活動(dòng)與探究 Suppose you are an expert who studies a

55、stronomy. You are invited to give a speech to the school students about the development of life on Earth Day (April 22). Read the passage HOW LIFE BEGAN ON THE EARTH again and go to the library or surf the Internet to find more information and be ready to present your speech to the class. You may

56、begin like this: Good morning/afternoon. I am greatly honored to be here to give you a speech about the development of life. . . . 嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)

57、藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪

58、疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤 嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼

59、琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄

60、嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤駴笪笪疸扼鄂鍔萼琺旮虐暱咯臘國(guó)藍(lán)罵異燒嗄嗄錒茇礤