Unit 4 Astronomy the science of the stars
关于关爱作文-英文祝福语
Unit 4 Astronomy: the science of the
stars
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 overcome them.
II． 目标语言
Talk about the
science of the stars, the development of life and
space travel
功
and gravity
能
句
式
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?
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...
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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, 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
语法
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,
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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 for 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。
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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<
br>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。List
ening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。Rea
ding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 Listenin
g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。
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2.4 把Using Language
中的Speaking 和 Workbook 中的 Talking 和
Speaking ta
sk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
Language study
Listening
Extensive Reading
Speaking
Writing
2nd period
3rd period
4th period
5th period
6th period
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?
How will it end?
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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.
3. 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 become 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.
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c.
Individual, pair or group work to finish each
task.
d. Discussion.
Teaching aids教具准备
A recorder, a computer and a projector.
Teaching procedures & ways教学过程与方式
Step I
Presentation
T: Hello, everyone! Today we’ll
come to Unit 4 Astronomy. Before that I have a
question: Where do we come 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 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
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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.
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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, SirMadam.
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
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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
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
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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
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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 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.
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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.
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1 small plants in
water
2
Key to the exercise:
2. shellfish and all
sorts of fish ian(on land and in water)
7.
reptiles (on land) urs(on land) s(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
4 insects(on
land)
5 amphibians(on land and in
water)
6 forests
2 shellfish and all
sorts of fish
3 green plants on land
water
1 small plants in water
6 forests
7
8
9
3 green plants on land
4insects(on land)
5
7 reptiles (on
land)
8 dinosaurs (on land)
9 mammals
(on land)
10. small clever animals
with hands and feet
Text Retelling
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11. human
Retell the text using about 100 words.
Notes: Use the two questions and the chart to
retell the passage; the possible version
below
can be used as a material for both retelling and
dictation.
Retelling:
The explosion of
the earth produced water vapour, which turned into
water when
the earth cooled down. Water
allowed the earth to dissolve harmful gases into
the
oceans and seas. That made it possible for
life to begin to develop. The arrival of
small
plants encouraged the development of early
shellfish and all sorts of fish. Many
millions
of years later the first green plants began to
appear on land. Later land
animals appeared.
Some were insects. Others, call beginning with two
questions so as
to arouse the readers’ strong
curiosity and interest.
2) The passage tells
the readers the scientific idea in order of time.
Water made
everything 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 scientific 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 attention
to
taking care of our earth. Taking good care
of the earth means taking good care of
ourselves.
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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
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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。
1)
由what等代词引起的主语从句：
What the teacher said
today was quite right.
老师今天说的话是十分正确的。
2) 由连词that引起的主语从句：
That they are
badly in need of help is quite clear.
他们急需帮助，这是十分明显的。
但是这类句子在大多数情况下会放到整个句子的后部去，而用代词it
作形式主语。
3)
由连接代词或连接副词以及whether引起的主语从句。
Whether
they will sell the house is not yet decided.
他们是否卖掉这所房子还没有决定。
4) whatever,
whoever也可引导主语从句。
Whatever was said
here must be kept secret.
这里说的话都应当保密。
Whoever makes mistakes must correct
them.
凡犯了错误的人都必须改正。
注意:
上述例句中的主语从句都是放在句首, 但有时为了使句子结构平衡,
避免 “头重脚轻”, 常用
it 作形式主语, 而把从句放在后面。 例如:
It is a pity that
she has made such a mistake.
她犯了这样一个错误, 真是遗憾。
这样就构成了下面一些常用句型:
1) It
is + adj. n. +从句
It is a pityshame that...
遗憾的是……
It is possible that... 很可能……
It is unlikely that... 不可能……
2) It
+不及物动词+从句
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It
seemsappears that... 似乎……
It happened
that... 碰巧……
3) It + be +过去分词+从句
It is said that... 据说……
It
is known to all that...
众所周知……
It is reported that... 据报道……
It is
believed that...
据信……;人们相信……
It is suggested that... 有人建议……
It must be
pointed out that...
必须指出……
It has
been proved that... 已证明…….
如: It is
believed that at least a score of buildings were
damaged or destroyed.
据信,
至少有二十座楼房遭到破坏或彻底毁掉。
5) . 用于It is important
natural necessary impossible that...句型中,
主语从
句应使用虚拟语气, 谓语动词用“should + 动词原形”的形式,
should有时有感情
色彩。
The
fourth period Speaking
Speaking on page 31
What do you need if you travel to the moon?
Sample:
S1: Let’s think about what we
would need to protect our skin if we visited the
Moon.
S2: I’d take some skin cream. That works
very well when we go to the sea.
S3: Yes, but
it’s going to be much too hot to put cream on your
skin on the Moon.
S4: What’s more you get
direct heat from the sun. There are no clouds on
the Moon to
protect you.
S3: Oh dear, and
I also have to carry oxygen around with me
everywhere because
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there’s
no oxygen on the Moon.
S2: Why don’t we carry
the oxygen on our backs in a tank?
S1: Good
idea, but won’t that hurt our skin?
S4: I
think it will. Why don’t we wear a spacesuit which
has the possibility of
protecting your skin
and helping you carry the oxygen very easily?
S1: A very good idea. We also need some
sunglasses as the sun will be as bad for our
eyes as for our skin.
S3: That’s right.
The helmet of the suit can have sunglasses you can
use.
S2: How will the suit protect our skin?
S4: It’s so hot there so I suggest we design
suit that can supply cold water so the
wearer
feels cool and hot water to warm us if we feel
cold.
S2: Great! So I won’t need sun cream
after all. That’s good!
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