人教版高一英语必修三Unit 4 Astronomy: the science of the stars单元教案

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 about 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
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 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, 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 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。
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Comprehending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. 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?
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. 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 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 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.
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 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 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 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 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.
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.
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
Step Ⅵ Homework
Retell the passage according to the form.
Second period Language points
Teaching goals 教学目标
1. 重点词语：theory, atom, billion, globe, violent, carbon, atmosphere, fundamental, harmful, acid, multiply, oxygen, exist, prevent, dioxide
2. Enable Ss to master the language points in Reading part.
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 become 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 become 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 become。
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 become 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
【考例2】Why don’t you bring _____ to his attention that you’re too ill to work on? B
A. that?????? B. it???? ??? C. his???? ? D. him
【点拨】都选it。都考查it作形式宾语。考例1中，it指代to make our country a better place；考例2中，it指代 _________________________。that you’re too ill to work on
6. They produced young generally by laying eggs.
lay-laid-laid-laying 放, 把......放在......; 产卵
e.g. He laid his books on the desk.
注意:
lay (laid; laid; laying) 放置; 产卵
lie (lay; lain; lying) 躺; 位于
lie (lied; lied; lying) 说谎
7. …, because they gave birth to young baby animals ...
【寓词于境】仔细阅读下列句子，并试着总结give birth to的含义及用法。
1) Mrs. White gave birth to a fine healthy baby in her late thirties.
2) Mary gave birth to a healthy baby girl.
3) It was this event that gave birth to the peace movement.
【归纳】
give birth to后可直接跟名词，意为“_____” （句1和句2），也可意为“_____”（句3）。分娩 产生
【拓展】
at birth 出生时?? ????
since / from birth 自出生后? ??
date of birth 出生日期
8. They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.
他们把太多的二氧化碳释放到大气层中, 这就使得热量不能从地球上散发到太空中去。
阅读下列句子, 注意prevent ... from的意思和用法。
1) There was nothing to prevent her from doing so.
2) We must prevent the water from being polluted.
3) The emperor ordered his porters to prevent the speaker entering the building.
[归纳] prevent ... from的意思是 ________
___________________。from后多跟动词-ing形式(句1、句2)；有时可省略from(句3)。制止、阻止、使……不做某事
[拓展] 近义短语有: stop ... from 阻止……干某事; keep ... from阻止……干某事。注意: prevent和stop后的from都可以省略, 而keep ... from中的from则不能省略，如果省略了, 其意义将发生改变。
Third period Language practice
Teaching goals 教学目标
1. Enable Ss to revise the important words and phrases of reading part
Teaching content 教学内容
1. Exercise 1 on page 28
2. Exercise 2 on page 28
3. Exercise 3 on page 28
4. Exercise 4 on page 28
5. More exercises.
Homework
Finish Using Words and Expressions on Page 63 of the Workbook.

Fourth period Grammar
Teaching goals 教学目标
1. Enable Ss to understand “Noun clauses as subject”
2. Enable Ss to use the noun clauses to make sentences.
Teaching important points教学重点
引导主语从句的连词的掌握
Teaching difficult points教学难点
it作形式主语的句型
that和what引导主语从句时的用法区别
whether和if引导主语从句时的用法区别
Teaching content教学内容
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在从句中的作用为：作句子成分；除了起到引导从句的作用外还要承担具体的意义。
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引导主语从句时，在句中具有“两不”原则：
不作句子成分；没有实际意义。
当它引导的主语从句置于句首时，that不能省略；如果用it作形式主语，而把主语从句放在句末时，that可以省略。
That they are badly in need of help is quite clear.
他们急需帮助，这是十分明显的。
3) 由whether引起的主语从句。
如果主语从句置于句首，不能用if引导，此时，需用whether。但如果用it作形式主语，而把主语从句放在句末时，也可以用if引导。
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) 连接代词who, which, whom, whose有各自的具体意义，起连接作用，同时在从句中充当主语、宾语、表语、定语等；whoever, whatever, whichever在意义上更为强调，常译为“无论……”；连接副词when, where, why, how等也有各自的意义，起连接作用，并在从句中作状语。
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 pity/shame 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
　 It seems/appears 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。
4) 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有时有感彩。
[高考链接]
从A、B、C、D四个选项中，选出可 以填入空白处的最佳选项。
1. It remains to be seen _____ the newly formed committee’s policy can be put
into practice.??
A. that???????B. which??? ????C. what?????? D. whether
2. _____ I want to tell you is the deep love and respect I have for my parents.?
A. That??????B. Which ?????C. Whether?????D. What
3. _____ makes the book so extraordinary is the creative imagination of the writer.?
A. That??B. What?? ?C. Who ?D. Which
4. It is by no means clear _____ the president can do to end the strike.?
A. how??B. which???C. that?????D. what
Keys: DDBD

The fifth period Language use
Teaching goals 教学目标
1. Practice Ss’s abilty of listening and reading
2. Enable Ss to get knowledge of great scientists and science
Teaching important points教学重点
a. the three scientists’ different ideas and the result of their work
b. the experience of Li Yaping’s visit to the moon
Teaching difficult points教学难点
Understand the listening text.
Teaching procedures & ways教学过程与方式
Step I Lead in
T: We have learnt a lot about astronomy, have you got interested in it? If you are going to study astronomy, what problem will you face most?
S2: Gravity.
T: What is gravity?
S3: Everything will fall back to the earth if it is dropped or thrown away. The pull of the earth is called gravity.
T: Quite right. Who first got the idea of gravity?
S4: Isaac Newton.
T: How did he get the idea?
S5: One day he was sitting under the tree. He saw an apple fall, which made him get the idea. Besides Newton, are there any other scientists who made a great contribution to the idea of gravity?
S6: Albert Einstein, Stephen Hawking.
T: How did each of them think of gravity? Or did they share the same idea of gravity? Come on, the tape will tell you.
Step II Listening
Listen to the tape and choose the best main idea of the listening passage (Ex.2 P30).
Main idea: A The text is about how three scientists wanted to find out about the beginning of the universe.
B The text is about how the idea of gravity has developed over a long period of time.
C The text is about the importance of three scientists and their work
The best answer:
Summary B is correct because it gives a clear idea of what the listening passage is about.
Summary A is not true. The three scientists wanted to explain how the universe worked and not how it began.
Summary C is too general and does not give enough detail about what the listening passage is about.
Listen to the tape again and fill in the chart in Ex. 3 on P30.
Isaac Newton
Albert Einstein
Stephen Hawking
Idea
Large bodies have a force which pulls things towards them.
In space large objects make space and time bend; the larger the object, the further space and time bend.
Black holes have a very large mass and pull things towards them.
Development
The bigger the object the stronger the gravity.
Time goes slower in very strong gravity.
If you go over the edge, you cannot get out; but if you do not, you may be able to escape.
(Note: Astronomers and scientists think that a black hole is a region of space (not a thing) into which matter has fallen and from which nothing can escape — not even light. So we can’t see a black hole. A black hole exerts a strong gravitational pull and yet it has no matter. It is only space - or so we think.)
Step III　Reading
1. passage understanding
T: All the three great scientists Newton, Einstein and Hawking played an important role in the development of ideas of gravity. Would you like to know more about gravity?
Ss: Yes.
T: Is the moon’s gravity the same as that of the earth?
S1: No.
T: Read the passage and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.
Ss:
1. The pull of gravity became very strong he 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.
2. Language points
1. ... “walking does need a bit of practice now that gravity has changed.”
......既然引力改变了，走路也的确需要练一练了。
now that同since相似，语气较弱，强调人们已知的事实。
2. We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increased.
break out
它与happen, take place, come out等词的用法一样，是不及物动词，不能带宾语，不能用于被动语态。
1) 战争爆发
e.g. The American Civil War broke out in 1861.
美国内战爆发于1861年。
2) 发生争吵
e.g. A quarrel broke out between them. 他们之间发生了争吵。
3) (火灾)发生　
e.g. A?fire?broke?out?in?his?house?last?night.?昨晚他家里失火了。
[考点]
break out通常指战争、疾病、灾害等的爆发。不及物动词短语，不能用于被动语态。
与break相关的短语:
break down 打破; 毁掉; 破除; 坍塌; 坏掉
break in 破门而入; 打断
break away from 脱离; 打破陈规
break through 突围; 突破; 冲垮; 克服
break up 打碎; 拆散; 分裂; 分解
break one’s word / promise食言; 说话不算数
Step IV Homework
Collect passages about gravity. Prepare for speaking.
The sixth period Writing
Teaching goals 教学目标
Enable Ss to know how to write a short article explaining one of the problems
Teaching ways教学方式
【单元写作呈现】
Write a short article explaining one of the problems that you might have on the moon. Set out what you should do to overcome this difficulty and have a happy visit.
【写作分析】
本单元要求写一篇说明文，为探访月球过程中可能遇到的某个问题提出解决办法。体裁属于说明文写作（Expository writing：solving a problem）。本单元的课文和讨论部分已经提到类似的问题，例如月球表面的重力会造成行走困难等等。
写作部分在此基础上进一步展开话题，要求学生首先解释说明人们在月球上可能会遇到的某种困难，然后阐述相应的解决办法。写作过程中应注意把握说明文的结构，选择恰当的说明方法，并体现说明文语言的特点。
【审题要素】
写作时应注意以下几点：
1. 确定文体：这是一篇解决问题的说明 文，写作重点在于说明如何解决问题 （How）。
2. 主体时态：文章应以一般现在时为主。
3. 内容要点：
① 提出问题；
② 列举解决问题的途径；
③ 给出简要评论、总结或预测。
4. 注意说明文内容的科学性、结构的 条理性、语言的准确性。
【思路引导】
本题属于典型的problem-solution（解决问题）型写作，此类文章写作的基本提纲模式是：
第一部分：开篇。提出问题(problem)，明确需要解决的问题是什么，即对现状、形势、困难等进行描述，并说明解决问题的紧迫性和必要性。
第二部分：主体。分析问题和解决问题，即提出解决问题的办法(solution)，可使用列举、阐释等说明方法。
第三部分：总结。对提出的解决方法进行简要评价(evaluation)，列举其优点，或者说明自己的喜好、选择，也可对该问题的前景做出进一步预测。
【语言积累】
1. Problems:
... is really a problem.
One of the difficulties is ... / The question is ...
It is difficult / hard to do ...
... is a problem that we have to face.
It is of great importance for us to ...
It has become the biggest concern of ...
Unless we take effective measures, it is likely that ...
2. Solutions:
We have figured out many ways to ...
Only in this way can we ...
To solve the above-mentioned problem, we must ...
Firstly ... Secondly ... Finally ...
There might be two solutions. The first one is to ...
We can solve the problem by doing ...
3. Conclusion:
In a word / To sum up ...
By doing ... you will ...
With concerted efforts we will pull through the difficulties.
With the help of ... we can manage to overcome these difficulties.
We must find out new ways to cope with the problems that would arise.
【参考范文】
If you are really planning a trip to the moon, you’d better pack something to keep you warm, and also something to keep you cool. Because the moon has no atmosphere to block some of the sun’s rays or to help trap heat at night, its temperature varies greatly between day and night. That will be a great challenge to the human system.
To deal with this problem, scientists have invented spacesuits with internal heaters and cooling systems. With this technology, scientists can create a surface zone with the relatively constant temperature. You will find that very helpful on your trip to the moon.
Homework
Write a short article explaining one of the problems that you might have on the moon. Set out what you should do to overcome this difficulty and have a happy visit.