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).doc

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