Unit4 Astronomy: the science of the stars I单元教学目标
III.教材分析和教材重组：
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，通过这些讨论会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清晰的短文。
1.1WARMING UP以讨论的形式通过三组问题引导学生讨论边缘科学，讨论科学研究
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。
在探讨生命的起源的科学道理之前，让学生以听故事或讲故事的方式，交流一下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。
1.3READING 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.
1.4COMPREHENDING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那些条件？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，考察学生的深层理解和推断能力。
1.5LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful
words and expressions是通过英文释意，短文填空，词语分类和单项选择等练习在语境中掌握和运用词汇。Grammar是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。
1.6USING 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，通过我和我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 精读可将Warming up、Pre-reading、Reading 和Comprehending四部分整合在一起上一节阅读课。
2.2 语言学习包括Leaning about language和Workbook中的Using Words and expressions以及Using Structures。
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 口语训练是把Using Language 中的Speaking 和Workbook 中的Talking 和Speaking task放在一起。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。可以整合在一起上一堂口语课。
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
1st period Intensive Reading
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
a重点词汇和短语
astronomy, atmosphere, system, violent, solid, explode, carbon, dioxide, oxygen, surface, planet, harmful, development, spread, method, depend, solar system, in time, prevent…from, depend on
b重点句子
1.What it was to become was a mystery until the dust 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, 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
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?
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 there 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 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 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.
c.Individual, pair or group work to finish each task.
d.Discussion.
Teaching aids教具准备
A recorder, a computer, a projector
Teaching procedures & ways教学过程与方式
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: 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 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 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 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 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 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?
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 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.
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, 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. Now 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 were created. 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, 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 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 deities 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. The underworld is beneath, the land of the dead.
South America
Inca
The Incas worshiped a god named 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 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.
Scanning
Get the Ss to 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 partners. Teacher encourages the Ss to express their ideas.
T: We’re going to learn a passage about How life began on the earth .Now let’s look at the slide show. Read the text quickly and find answers to the following questions.
T: Now who can answer the first one?
S1: Watervapour, carbon dioxide, oxygen, nitrogen and other gases.
T: What about the second one?
S2: Because there is no water on the moon.
T : What about the third one?
S3: Because water allowed the earth to dissolve harmful gases into the oceans and seas. T : The fourth one?
S4: Because green plants can take carbon dioxide from the atmosphere and fill the air with oxygen.
T : What about the last one?
S5: They were different because they produced their young from within their bodies.
T: Well done! Now turn to Page26 Comprehending1.I think you may continue to read it again to get more details.
Skimming
In this part, Ss will read the text again and then finish Part1,2 and 3.
T: Now please skim the passage fast to finish Part1. Then we will check the answer. Key to Part1:BCBB
T: Skim paragraph2 ,3 and 4 and finish Part2 and 3.
Key: DBIGEHACFJ
T: For Part3, discuss them with your partner.
T: Why is it wrong in films and stories to show dinosaurs and people together?
S: Because dinosaurs died out long before human beings developed on the earth.
T: Do you agree with him?
S: Yes.
T: What about the answer to the second question?
S: They are the cleverest animals because they have larger brains than any other creatures on the earth so far.
T: Excellent job! I ’ll check how much you have learned about the passage.
Step V 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.
T: S: The which turned into water when the earth T: S:T: No3, 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.
Explanation
T: Turn to page 25. Let’s look at the sentence s:
1.It exploded loudly with fire and rock, which were in time to produce the watervapour. which leads non-restrictive attributive clause.
in time: sooner or later; eventually
I ’ll see him in time.
in time (for sth./to do sth.): not late
She will be back in time to prepare dinner.
in / out of time: in/not in the correct time
The audience clapped in time to the music.
2. Nobody knew that it was going to be different from other planets going around the sun. be different from: not like someone or something else in one or more ways
Note : We can use very, much, quite, entirely, totally to modify different
City life is quite different from country life.
going around the sun is –ing form that serves as attributive.
Men breaking the law will be punished.
Can you see the girl dancing with your boyfriend?
3. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
to come: serves as attributive
She is the last person to do such a thing.
depend on: something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.
4. Walking does need a bit of practice now that gravity has changed.
now that: because of the fact that
Now that I ’m free, I can enjoy music for a while.
Now that you ’ve grown up you can decide it yourself.
Passage Analyzing
I Text Chart .
How life began on the earth
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 vapor, 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, called amphibians, were able to live on land as well as in the sea. When the plants grew into forests, reptiles appeared for the first time. Later, dinosaurs developed. They became the most important animals on the earth for millions of years. After they disappeared, mammals became more important. They were the last group of animals and they were different because they produced their young from within their bodies. Small clever animals, with hands and feet, appeared and spread all over the earth. As time went by, they covered the earth and have become the most important animals on the planet.
III Moral Education
Teacher can guide the Ss to understand the text deep, making the Ss to have a scientific attitude towards science: the beginning of universe, life on the earth, the stars. Let students establish the correct outlook on life, which has great realistic meaning. Call on every student to love our earth and do something they can to protect the earth.
IV Writing Techniques
1.Writing Characteristic
1) Lead in the topic of how life began on the earth by 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. So 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.
Step VI Homework
Retell the passage according to the form..
Remember important language points.
The Second Period Language study
Teaching goals 教学目标
1 Target language目标语言
a重点词汇和短语
suffer, settle , realize , worry about , have got to, tie up
b重点句子：
He was very disappointed.
What it was to become was a mystery.
To save money, you must use as few words as possible.
c. Practise 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…
2 Ability goals 能力目标
Learn to use Noun Clauses as the subject..
3 Learning ability goals 学能目标
Let Ss learn how to use Noun Clauses as the subject
Teaching important points教学重点
the use of Noun Clauses as the subject
Teaching difficult points教学难点
How to teach the Ss to learn to use Noun Clauses as the subject
Teaching methods教学方法
Learn grammar through practice
Teaching aids教具准备
A projector
A blackboard
Teaching procedures & ways教学过程与方式
Step I Revision
1.Check retelling of the passage.
The explosion of the earth produced water vapor, 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, called amphibians, were able to live on land as well as in the sea. When the plants grew into forests, reptiles appeared for the first time. Later, dinosaurs developed. They became the most important animals on the earth for millions of years. After they disappeared, mammals became more important. They were the last group of animals and they were different because they produced their young from within their bodies. Small clever animals, with hands and feet, appeared and spread all over the earth. As time went by, they covered the earth and have become the most important animals on the planet.
2.Translate the following sentences.
1.你迟早会成功的。
2.我的车与你的不一样。
3.站在门旁边的那个人是谁？
4.他总是第一个来，最后一个离开。
5.既然你已经长大了，你自己决定吧。
Suggested answers:
1.You’ll succeed in time.
2.My car is different from yours.
3.Who is the person standing by the door?
4.He’s always the first to come and the last to leave.
5.Now that you have grown up you can decide it yourself.
Step II Word study
This part is a consolidation of the words learnt in this unit. Ask the Ss to do the exercise independently.
1.Page27.First let Ss finish Part1 and
2. (3 minutes)
T: Now please open your books and turn to Page 27. First let’s learn about language. Use the words you’ve learnt in this unit to fill in the blanks and complete the form with suitable words.
2. Check the answers with the whole class.
3. Give the Ss three minutes to finish Part 3.
T: Divide the words into two groups. Do you know what do fierce and peaceful mean? “Fierce” means violent and angry or strong. “Peaceful” means quiet and calm.
4. Let Ss read Part 4 for a while and finish it.
5.Turn to Page63 Part 1 and 2. First let Ss finish them and check the answer.
Key to the exercises:
Part1 Across: 2.float 5.mass 6.presence 8.carbon 9.mobile
Down: 1.planet 2.force 3.astronomy 4.explore 7.circle
Part21.energetic 2.surface 3.depends on 4.gradually 5.exists 6.prevent…from 7.spread 8.are multiplying 9.Now that
6. Part3 can be homework if time is limited.
Step III Preparation
Show some example sentences on the screen.
1 A tree has fallen across the road.
2 You are a student.
3 To find your way can be a problem.
4 Smoking is bad for you.
5 “How do you do?” is a greeting.
6 What she said is not yet known.
7 That we shall be late is certain.
8 It’s certain that we shall be late.
T: Look at the screen. What part does the underlined part serve as in each sentence? Or find its subject in each sentence.
S: .All the underlined parts serve as subject in each sentence.
T: Now look at sentence 6 and 7. Find out the subject of each sentence..
S: “what she said, that we shall be late” .
T: We can see from these sentences that a sentence serves as subject, so we call it Subject Clause. Now look at sentence 8. What’s the subject?
S:“it.”
T: Yes. But it’s not the real subject. What’s the real subject?
S:“we shall be late.”
T: You are quite right. When the subject in a Subject Clause is long, we usually use “it” serves as subject, and the real subject is put at the back of the sentence led by “that”. Are you clear?
S: Yes.
T:Now remember some words that can lead Subject Clause. Turn to Page95. They are “that, whether, who, what, which, when, where, how, why”. All of you should learn them by heart. Now turn to Page28. What I want you to do is to find three more sentences with subject clauses from the reading passage.
Step IV Grammar
1.Give them some time to find the sentences in the passage. Then collect answers from the class.
Show the answers:
1…. Because it was not clear whether the solid shape was to last or not.
2. What scientists think is that the earth was different because of ……
3. Whether life will continue on the earth for millions of years to come will depend on ……
2.Show typical examples of how to make a Subject Clause. Guide the Ss to find out what changes we have to make when we make a sentence or combine two sentences using Subject
T: Now we’ll come to Part2. The sentences on the left are complex and noun clauses. The sentences on the right are simple sentences. What we should do is to make a change between them. Now finish Part2 as soon as possible. Pay attention to that “die out” means “extinction”. Ss do it and discuss the answers.
Show the answers:
How fish developed from early shellfish is well-known.
What reptiles look like and how large they are is strange.
The extinction of dinosaur is a mystery.
The importance of early plants was not known to scientists.
3.T: Turn to Page6
4. Read the following passage quickly and finish the eight sentences.
Check the answer: 1.what 2.what 3.why 4.what 5.where 6.when 7.how 8.what
4.Have a discussion in pairs. The topic is “My Problem”. One talks about problems in his study or life, the other gives some advice. Remind the students to use the following structures:
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…
Sample dialogue:
S1: How are you getting on with your English?
S2: Not very well.
S1: What’s wrong?
S2: My problem is that I can’t remember so many words.
S1: You should spend more time in remembering them.
S2: The fact is that I have spent too much time. And the question is that I remember them quickly and I forget them quickly, too.
S1: My advice is that you can remember the words in sentences.
S2: Good idea! I’ll take your advice.
Step V Homework
1. Finish Part3 (P29)
2. Finish Part3 (P64)
The Third Period Listening
Teaching goals 教学目标
1 Target language目标语言
a重点词汇和短语
gravity, by chance
b重点句子
I heard about how the idea of gravity has developed over a long period of time.
Pick out the information and draw lines from the list to where the things are on the suit of the astronaut.
2 Ability goals 能力目标
Enable the Ss to understand the different ideas about gravity.
Enable the Ss to have a good understanding of the force of gravity in order to enjoy the stories fully and to become more involved and excited about studying space and the stars.
3. Learning ability goals 学能目标
Enable the Ss to appreciate that the science fiction stories are imaginary but based on fact.
Teaching important points教学重点
Listen to the material about the detailed information about different scientists and their ideas. Complete the form , make True or False judgement and answer questions.
Teaching difficult points教学难点
Discuss with partners and have a debate to find out ways to solve the problems about what a spacesuit should be like.
Teaching methods教学方法
a. Discussion
b. Listening
c Cooperative learning
d. Debating
Teaching aids教具准备
A recorder
Teaching procedures & ways教学过程与方式
Step I. Revision
Check homework exercise.
1.With the development of science and technology, people have come to depend more and more
on the computer to deal with all kinds of things.
2.Now that many problems exist which cannot be solved, wars will probably break out.
3.He gradually got the hang of this method of research after many years’ practice.
4.The presence of that famous director cheered up all the people at the meeting.
5.We should find some ways to prevent the harmful gas from spreading.
6.He is already exhausted. We should lessen his pain instead of disappointing him.
Step II. Listening (Using language)
1.The Ss will hear different ideas about gravity of three scientists, and then fill in the blanks.
T: Have you heard of Isaac Newton? How much do you know about him?
S1: He’s English.
S2: He set up an idea which is called “gravity”.
T: What’s his idea about?
S3: Gravity made everything fall back to the earth.
T: Have you heard of Albert Einstein?
S4: Yes. He’s a Jew. And he’s famous for his Theory of Relativity.
T: How much do you know Stephen Hawking?
S5: Sorry, not very much. I know him just from the passage on Page64,Workbook..
T: It doesn’t matter if you don’t know them much. Today we’ll get more information about them. Turn to Page30. Go through Part1 quickly.
2.Listen to the tape three or four times and pause where it’s necessary. Then check the answers with the whole class.
T: Are you ready? Let’s listen for the first time. Please pay attention to the date.
(Play the tape.)
T: Have you got the answers?
S1: Yes. Isaac Newton lived from 1642 to 1727. Albert Einstein lived from 1879 to 1955. Stephen Hawking was born in 1942.
T: Let’s listen to the tape again. Please pay attention to the idea.
(Play the tape again.)
T: Have you got the answers?
S2: Yes. Isaac Newton: Everything falls back to the earth because of a pull called gravity.
S3: Albert Einstein: Gravity is different in space.
S4: Stephen Hawking: Black holes would eat stars and they may also push stars out into space. T: Excellent answers! Have you got other information? Or, What was their gravity about?
S5: Newton’s gravity is about earth.
S6: Einstein’s idea about gravity was about universe.
S7: Hawking’s idea was about black holes.
T: I think we’ve solved this problem. Now read four sentences in Part2, decide which the best idea is. If you are not sure, we will listen to the tape for the last time.
(After play the tape.)
T: Which one is the best?
S8: No.3.
T: Why No.3? What’s wrong with the other three?
S9: Our listening passage didn’t mention how three men made mistakes. It only mentioned that other scientists found they made mistakes. So No.1 is not correct.
S10: No.2 is not true because the three scientists wanted to explain how the universe worked and not how it began..
S11: No.4 is too general and it doesn’t give enough details.
T: Your explanations are enough. So we choose No.3. Then turn to Page62, Listening.
Step III Listening (WB P62)
1.Part1.
T: Who’s Yang Liwei?
S1: He’s our hero who traveled into space on October15,2003.
T: What’s the name of the spaceship?
S2: Shenzhou V.
T: Do you know what education and experience you need to become an astronaut?
S3: No.
T: OK. Now we’ll listen to a conversation between Yang Liwei and a reporter. First, go through the six sentences in Part1. Now listen to the tape.
(After listening)
T: Have you got that? Now read the sentences and tell us True or False. If it’s not true, correct it. Ask students to read them and check the answers with the whole class.
Answers: FFTTTT
2.Part2.
T: Now focus your attention on Part2. Then we’ll listen to the tape again..
3.Part3.
First ask Ss to talk about the answer. If necessary play the tape again for Ss to check the answer. Answers: 1.There’s a special seat to throw him out of the space rocket if things went wrong.
There are also a special door for another space rocket to rescue him
2.The answer can be different.
Step IV Listening Task (P65)
T: Do you want to have a space walk?
S: Yes, of course..
T: But you know it’s dangerous, and it needs a great deal of practice. You should also wear a spacesuit. The spacesuit needs some equipment. Do you know each part of the equipment?
S: We’re not clear.
T: Now listen to the tape. Then you’ll get it.
Play the tape twice or three times to finish Part1 and 2.
Key to Part1: C
Key to Part2: 1.oxygen can (on the back) 2.water system (the part of the suit covering the body)
3.gravity boots (on the feet)
4.left engine (on the left side)
5.right engine (on the right
side) 6.tool kit (on the waist, at the back)
Step V Homework
Today we have listened to three materials. After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about a question: What needs to be an astronaut?
The Fourth Period Extensive Reading
Teaching goals 教学目标
1 Target language目标语言
a. 重点词汇和短语
force, gradually, float, mass, cheer up, now that, break out
b.重点句子：
When we get closer to the moon, we shall feel its gravity pulling us but it will not be as strong a pull as the earth’s. P30
Walking does need a bit of practice now that gravity has changed. P31
We watched, amazed as fire broke out on the outside of the spaceship the earth’s gravity increased. P31
2 Ability goals 能力目标
a Discuss the three ways in which gravity changed on the moon. and some information about black holes.
b. Discuss the questions about the passage:
How did gravity change on the moon?
What does a black hole look like?
What will happen if an object is near the black hole?
Teach the Ss to read passages with feeling.
3 Learning ability goals 学能目标
Enable the Ss to get to know about gravity and black holes.
Teaching important points教学重点
Talk about gravity and black holes.
Teaching difficult points教学难点
a. Discuss the answers to the questions
b. Teach the Ss to read the passage with feeling, paying attention to pronunciation and intonation. Teaching methods教学方法
a. Fast reading
b. Dealing with comprehension questions
c. Discussion
Teaching aids教具准备
A projector, a computer, a recorder
Teaching procedures & ways教学过程与方式
Step I Revision
Check homework
T: Last class we have learned different ideas about gravity, what quality an astronaut should have and some equipment on a spacesuit. Now answer the question: What needs to be an astronaut? S: An astronaut should have good health, excellent degree, many years’ training, right height and weight. They also should be calm, firm, patient, mature and hard-working. They must be able to adapt to the harshness of life in space.
Step II Reading (Page30)
1.Ask the students to read the passage quickly and fill in the form. Then check the answer.
T: In last lesson, we have learned some information about gravity. Today we’ll know gravity in
3.Ask two or three pairs of Ss to read the passage with feeling.
Step III Reading Task (Page66)
This reading passage is about black holes.. After the first reading, let the Ss answer some questions. Show the questions on the screen. Then, let them talk about the form on page 67 after
reading the text again.
T: Last time we’ve learnt something about black holes in Listening. Do you remember Stephen Hawking’s idea about it?
S: He thinks that black holes can both eat and spit objects out.
T: Very good. Now we’ll read the passage about black holes. Turn to Page66, read it quickly and try to find the answers to the questions.
Questions: 1.Can a black hole be seen? How do you know it’s a black hole?
2.What happened to the spaceship from the beginning to the end?
Check the answer with the whole class.
Answers: 1.No, it can’t be seen. You can see things disappear into what appears to be an empty space.
2.At first the lights on the spaceship went out and the computer stopped working.
Then the spaceship jumped and began to move around the edge of the outside of the
hole.
As the spaceship moved around the hole, it began to go faster and faster.
But then the spaceship jumped again, and it moved sideways from the black hole.
It began to increase its speed until it seemed to be going as fast as light.
At last the spaceship slowed down and the computer started working again.
T: Now talk about the form on Page 67 with your partners.
(A few minutes later,)
T: All right.We’ll talk about the answers.
Ask several students to answer them one by one, and then show suggested answers.
Step IV Extra-reading
Here is a supplementary reading material on the screen, a passage about black holes. Read it carefully and then do some comprehension exercises with their partners.
T: Till now, we have learned two passages about gravity and black holes. Here is a supplementary reading material on the screen. Read it carefully and prepare to do some reading comprehension exercises with your partners.
Questions: 1.What’s a black hole?