1、教育資源教育資源unit4 astronomy: the science of the stars i 單元教學目標技能目 標 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 essa

2、y to show your problems and the way to overcome them.ii. 目標語言功能句式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? how will it end? how much do you know about universe? do y

3、ou 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 toplease check thatyou needplease pay attention todon t forget to you d bettermake sure youwatch out foryou mustn tpractice talking about

4、problems in study or life my problem is the difficulty is my trouble is the question ismy advice is what i think about it is the fact ismy suggestion is 詞1 四會詞匯astronomy, atmosphere, system, violent, solid, explode, carbon, dioxide, oxygen, surface, planet, harmful, development, spread, method, depe

5、nd, exist, presence, telescope, disappoint, disappointed, publish, publishing, gravity, force, gradually, cheer, float, mass 2 認讀詞匯astronomer, biochemistry, geophysics, solar, big bang, vapour, nitrogen, dissolve, amphibian, reptile, generally, mammal, global, comet, issac newton, albert einstein, 教

6、育資源教育資源匯stephen hawking, lessen, weightlessly, cabin, exhaust, exclaim 3 詞組solar system, in time, prevent from, depend on, cheer up, now that, get the hang of, break out 語法noun clauses as the subject noun clauses as the subject is also called the subject clause. that means a noun clause serves as su

7、bject 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. 重點句子1.what it was to become was a mystery until the dust

8、 began to slowly combine into a ball moving around the sun. p25 2.it s exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth s atmosphere. p25 3.it allowed the earth to dissolve harmful gases

9、, which had become part of the earth s atmosphere, into the oceans and seas. p25 4.whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. p26 5.when we get closer to the moon, we shall feel its gravity pulling us but it will not be as

10、 strong a pull as the earths. p30 6.walking does need a bit of practice now that gravity has changed. p31 7.we watched, amazed as fire broke out on the outside of the spaceship the earth s gravity increased. p31 8.seen from space, the earth appears to be a water ball. 9.but the answers have always s

11、eemed well beyond our reach, until now. 10. huge questions remain to be answered, before we can hope to have a complete picture of the universe we live in. iii. 教材分析和教材重組：1.教材分析：本單元以astronomy: the science of the stars, the development of life, space travel and gravity 為話題，通過本單元的幾篇閱讀材料使學生對以上問題有所了解，并通

12、過文章中的一些探討性的問題，比如， the earth may become too hot for the lives on it. then what will our future be? 使學生更好地了解我們的地球和我們的生活環(huán)境，并引發(fā)對“地球的將來如何”的熱烈討論， 通過這些討論會激發(fā)學生對天文學了解和探究的強烈興趣。通過討論登月球需要的物品和可能遇到的困難學會提出問題和解決問題的表達方法，并能就此寫出一篇表達合理清晰的短文。1.1 warming up以討論的形式通過三組問題引導學生討論邊緣科學，討論科學研究的方法以及要成為真正的科學家所必須掌握的技能。1.2 pre-readi

13、ng主要讓學生弄清楚什么是科學思想，什么是宗教信仰或文化傳統。在探討生命的起源的科學道理之前，讓學生以聽故事或講故事的方式，交流一下有關宇宙的起源的種種傳說，既有趣味性，又能調動學生的相關知識，激活學生的思維。教育資源教育資源1.3 reading 講述了地球上生命的起源。水的形成使得地球有別于其他星球，它使得地球上生命的誕生成為可能。科學家認為，地球上的生命首先誕生于水中，上百萬年后，陸地上才長出綠色植物，隨后出現了陸棲動物和水陸兩棲動物。最初的動物靠孵化繁衍后代，后來出現了哺乳動物，人類也隨之誕生了。文章最后講了令人深省的問題： the earth may become too hot f

14、or the lives on it. 1.4 comprehending通過四個選擇填空題檢測學生對本文核心問題的理解：地球上生命的起源和延續(xù)需要那些條件？隨后通過排序的方式幫助學生弄清本文的行文線索，也就是地球上生命的起源和發(fā)展歷程。最后提出兩個問題，考察學生的深層理解和推斷能力。1.5 learning about language分詞匯和語法兩部分。其中，discovering useful words and expressions 是通過英文釋意， 短文填空， 詞語分類和單項選擇等練習在語境中掌握和運用詞匯。grammar 是采用先發(fā)現后應用的學習方法。先通過到課文中找句子，讓學生

15、認識主語從句，然后，設置一個用一手機發(fā)短信息的情景，讓學生進行簡單句與主語從句之間的轉換練習。最后設置情景來復習表語從句。1.6 using language由 listening 、 reading 和 speaking and writing 三部分交互組合而成。指導學生在聽和讀的輸入性學習之后，完成說和寫的輸出性應用練習。listening 的內容介紹三位科學巨匠。不僅通過聽力填表的形式訓練學生捕捉細節(jié)的能力，還通過四選一的方式幫助學生找主題思想。在解釋對與錯的過程中，教師可以適當的介紹一下概括主題的方法。reading 是一個科幻小故事，通過我和我的朋友乘宇宙飛船登月球的經歷，介紹了重

16、量、 失重和地球引力等科學道理。speaking 以visiting the moon 為話題，要求學生討論登月球需要攜帶的物品和在月球上可能遇到的困難。writing 要求學生找出登月球可能遇到的三個困難并找出克服這些困難的方法。在聽說讀寫綜合提高的同時，培養(yǎng)了學生的創(chuàng)新意識和實踐能力。2 教材重組2.1 精讀 可將warming up、pre-reading、reading 和 comprehending 四部分整合在一起上一節(jié)閱讀課。2.2 語 言 學 習 包 括leaning about language 和workbook中 的using words and expressions

17、以及using structures。2.3 聽力 using language 中的listening 與 workbook 中 listening 和 listening task 三部分話題較為接近，其中l(wèi)istening 部分是介紹三位對地球引力的認識做出巨大貢獻的科學偉人。在提高聽力的同時，為下文的reading 部分作了鋪墊。workbook 中 listening 是關于轟動一時的航天英雄楊利偉的故事。通過聽力練習， 讓學生了解作為宇航員所需要哪些素質。而listening task 中的聽力則是向學生展示space travel 的潛在價值。既然三部分都在談論與astronom

18、y 有關的內容，所以放在一起處理比較合適。2.4 口語訓練是把using language 中的speaking 和workbook 中的talking 和speaking task 放在一起。 這幾部分涉及到本單元的功能句，指導學生學會如何思考需要的東西，怎樣給別人以指示以及如何向別人問問題。可以整合在一起上一堂口語課。2.5 泛讀 是把 using language 中的 reading 和 workbook 中的 reading task 整合在一起。這兩部分利用science fiction story 向讀者解釋gravity 和 black hole.2.6 寫作練習 是把 usi

19、ng language 中的 writing 和 workbook 中的writing task 以及project 整合在一起上一堂寫作練習課。3 課型設計與課時分配1st period intensive reading 2nd period language study 教育資源教育資源3rd period listening 4th period extensive reading 5th period speaking 6th period writing iv. 分課時教案the first period intensive reading teaching goals 教學目標1

20、. target language 目標語言a 重點詞匯和短語astronomy, atmosphere, system, violent, solid, explode, carbon, dioxide, oxygen, surface, planet, harmful, development, spread, method, depend, solar system, in time, preventfrom, depend on b 重點句子1.what it was to become was a mystery until the dust began to slowly comb

21、ine into a ball moving around the sun. p25 2.it s exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth s atmosphere. p25 3.it allowed the earth to dissolve harmful gases, which had become pa

22、rt of the earth s atmosphere, into the oceans and seas. p25 4.whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. p26 2. ability goals 能力目標a. enable ss to talk about the science of the stars, the development of life and space trave

23、l and gravity where 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 th

24、ere 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 pa

25、ssage, 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. 3. learning ability goals 學能目標enable ss learn how to talk about the beginning of life on the earth. 教育資源教育資源teaching imp

26、ortant points 教學重點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 教學難點a. understand the beginning of life on the earth. b. discuss the question

27、s: 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 methods教學方法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 ta

28、sk. d.discussion. teaching aids教具準備a recorder, a computer, a projector teaching procedures & ways 教學過程與方式step i presentation t: hello, everyone! today we ll come to unit4 astronomy. before that i have a question: where do we come from? or we can say: who are our ancestors?s1: monkeys! s2: beijin

29、g 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: befo

30、re 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 page25. let s come to warming up first. step ii warming up 1.read the three questions, while the students listen and follow. 2.give them

31、some time to discuss the questions. 3.collect answers from the whole class. 4.check the answers while discuss. 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 very ser

32、ious 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? 教育資源教育資源s1: biology. s2: chemistry. t: so we can say medicine

33、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 subjec

34、t 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

35、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: lets sum up the answers. to study a subject scientifically, we must try to be objective. in order to test our idea, we sh

36、ould design experiments, then analyze the results and draw a conclusion. now we 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 wr

37、ite 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 pr

38、e-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

39、 some students to tell us their stories. are you clear? ss: yes, sir/madam. 1.do you know each religion or culture has it s 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

40、.t: now who d like to tell us a story? volunteer!s1: let me try. in china, we have 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.

41、the sky and the earth were at first one blurred entity like an egg. pangu was born into it. the 教育資源教育資源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 pang

42、u, 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

43、 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 f

44、ive, 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. now the earth was formless and empty, darkness was over the surface of the deep, and t

45、he 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

46、 : 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 e

47、on 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 d

48、evas. 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 wante

49、d 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. japan in the beginning was chaos until the heaven and earth separated. when this s

50、eparation 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 ex

51、isted 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

52、a great male god. two additional male gods followed. these three were formed by the will of heaven. following this six deities were formed and then izanagi ( the male ) and izanami ( the female ). izanagi and izanami were the first ancestors. they 教育資源教育資源thrust down the jeweled spear of heaven into

53、 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

54、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. the underworld is beneath, the land of the dead. south america inca the incas worshiped a god named

55、 pachacamac, also known as viracocha. this god had originally risen from the waters 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 huma

56、ns 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:

57、 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 reading. scanning get the ss t

58、o read the passage quickly and accurately and meanwhile help the ss to form a good habit of reading. teacher gives the ss a couple of minutes to look through the whole passage. tell the ss to read the text silently and then ask some detailed questions about the text on the slide show with their part

59、ners. teacher encourages the ss to express their ideas. t: we re going to learn a passage about how life began on the earth . now lets look at the slide 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 lif

60、e 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: watervapour, carbon dioxide, oxygen, nitr