2019-2020年高一英语必修3教案：Unit 4 Astronomy.doc

2019-2020年高一英语必修3教案：Unit 4 Astronomy Ｉ． 单元教学目标 技能目标Skill Goals Talk about the science of the stars, the development of life and space travel and gravity. Practise giving instructions. Practise talking abut problems in study or life. Learn to use Noun Clauses as the subject. Learn to write an essay to show your problems and the way to overe them. II．目标语言 功 能 句 式 Talk about the science of the stars, the development of life and space travel and gravity Where do we e 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? Do you know something about black holes? Practise giving instructions Please look at/ listen to... Please check that... You need... Please pay attention to... Don’t forget to... You’d better... Make sure you... Watch out for... You mustn’t... Practice talking about problems in study or life My 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... 词 汇 1 四会词汇 astronomy, system, religion theory atom billion globe violent carbon atmosphere unlike fundamental harmful acid chain multiply oxygen exist thus dioxide puzzle biology biologist gravity satellite gentle physicist climate crash spaceship pull float mass 2认读词汇 astronomer, biochemistry, geophysics, solar, Big Bang, vapour, nitrogen, dissolve, amphibian, reptile, generally, mammal, global, et, 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 bee 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 bee 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 bee too hot for the lives on it. 1.4 PREHENDING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 2.1 将 Warming up、Pre-reading、Reading 和prehending四部分整合在一起上一节阅读课。 2.2 Reading中的language points上一节语言点讲解课。 2.3将Leaning about language中的Discovering useful words and expressions上一节练习课。 2.4 将Leaning about language中的Discovering useful structure上一节语法课。 2.5 将Using language中的 Listening和reading总合为一节听读训练课。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。Reading部分向读者解释gravity。 2.6 写作练习是把Using language中的Writing单独做一堂写作课。 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 2nd period Language points 3rd period Language practice 4th period Grammar 5th period Language use 6th period Writing IV. 分课时教案 The First Period Intensive Reading Teaching goals 教学目标 1. 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 e 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: What was there on the earth before life could begin? Why do scientists think there has never been life on the moon? Why did animals first appear in the seas? Why did green plants help life to develop? Why were mammals different from other animals? c. Enable the Ss to understand the details about the passage, choosing the correct answer according to the text and put the order of development of life into a time line and answer questions. d. Retell the passage using key sentences. 2. Learning ability goals 学能目标 Enable Ss to learn how to talk about the beginning of life on the earth. Teaching important points教学重点 a. 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 life. Teaching difficult points教学难点 a. Understand the beginning of life on the earth. b. Discuss the questions: What will our future be if the earth may bee too hot for the lives on it? Why are humans the cleverest animals on the earth? Teaching methods教学方法 a. Skimming and scanning. b. 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 aids教具准备 A recorder, a puter and a projector. Teaching procedures & ways教学过程与方式 Step I Presentation T: Hello, everyone! Today we’ll e to Unit 4 Astronomy. Before that I have a question: Where do we e 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 on the Earth. Turn to Page 25. Let’s e 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 bines biology and chemistry. What about biochemistry and geophysics? S3: I think biochemistry bines biology and chemistry. S4: Geophysics bines 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 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 bee 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, bees established at three, is pleted 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 and sea Day 6: God spoke and created the land animals and man 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. 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 ing from scientific theory. T: Quite right. Now we’ll e 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 e into being on the earth? If one student can’t answer pletely, 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. 2 1 small plants in water 3 green plants on land 4insects(on land) 5 7 8 9 6 forests 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. Passage Analyzing Chart of the text How life began on the earth water 1 small plants in water 2 shellfish and all sorts of fish 3 green plants on land 6 forests 4 insects(on land) 5 amphibians(on land and in water) 7 reptiles (on land) 8 dinosaurs (on land) 9 mammals (on land) 10. small clever animals with hands and feet 11. human Step Ⅵ Homework Retell the passage according to the form. Second period Language points 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 master the language points in Reading part. 3. Teaching important points教学重点 violent atmosphere lay in time prevent…from… give birth to… Teaching difficult points教学难点 Understand the difficult sentences Teaching content教学内容 1. What it was to bee was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe. 随后它会变成什么没人能知道，直到38-45亿年前，这团尘埃才慢慢地 形成一个固体的球状物。 【分析】 a. 此复合句的主句为What it was to bee was uncertain；从句为_____引导 的定语从句。when b. 主句中包含一个由what引导的主语从句What it was to bee。 c. until是介词，与其前带否定前缀的形容词uncertain构成not ... until句式，表示“到……才，在……之前”，引导between 4.5 and 3.8 billion years ago作时间状语。 这句话还可以这样表述： Nobody knew what the cloud of dust would bee before it turned into a solid globe between 4.5 and 3.8 billion years ago. 2. The earth became so violent that it was not clear whether the shape would last or not. a. 此复合句的主句为The earth became so violent；从句为_____引导的结果状语从句。that b. so ... that ... 如此……以致……，其中that可以省略。 c. 结果状语从句中包含一个由whether引导的主语从句，____是形式主语。it 这句话还可以这样表述： People didn’t know whether the solid globe would keep the shape or not, because the earth didn’t stop exploding. violence n. 暴力；猛烈；强烈；狂热。 e.g. He strongly opposes violence and war. 他强烈反对暴力和战争。 The violence of her feelings surprised her mother. 她感情之强烈使她妈妈很吃惊。 [链接] violent adj. 暴力的；强暴的；强烈的；鲜艳夺目的。 e.g. Children should not be allowed to watch violent movies. 不应该让小孩看暴力电影。 There was a violent reaction from the public. 公众的反应很强烈。 Her dress was a violent pink. 她的连衣裙是非常鲜艳的粉红色。 violently adv. 强烈地；激烈地；厉害地。 e.g. She shook her head violently. 她拼命摇头。 She was violently sick. 她病得厉害。 3. They were in time to produce carbon, ..., which were to make the earth’s atmosphere. in time: sooner or later; eventually e.g. I’ll see him in time. in time (for sth. /to do sth.): not late e.g. She will be back in time to prepare dinner. 与time相关的短语: in no time 立刻, 马上 at times 有时 at a time 每次; 依次 once upon a time 从前 on time 按时; 准时 at one time 从前 for the time being 暂时 from time to time 不时地 atmosphere意为“大气，气氛等”。 e.g. There was an atmosphere of violence and insecurity. 他们之间以前有种相互信任的气氛。 4. What is even more important is that as the earth cooled down, water began to appear on its surface. 【分析】 a. 本句的结构是：主语从句（What is even more important）+ 系动词（is）+ 表语从句（that as the earth ... on its surface.） b. 表语从句中含有一个由___引导的时间状语从句。 这句话还可以这样表述： Water began to appear on the earth because it cooled down, and this is more important. 5. This produced a chain reaction, which made it possible for life to develop. 【考点】it作形式宾语，真正宾语常为不定式或从句。 【考例1】We feel _____ our duty to make our country a better place. A A. it B. this C. that D. one