必修3unit4教学设计

1、Unit 4 Astronomy: the science of the starsPeriod 1 Reading 整体设计 教材分析这节课是人教版高中英语必修3  Unit 4 Astronomy: the science of the stars  的第一课时。课型是阅读课，本单元的主要内容是边缘科学、地球生命的起源，万有引力、黑洞和太空旅行等天文学知识。这篇文章采用了叙述性文体。按照时间顺序主要叙述了太阳系、地球上生命的起源和发展过程、宇宙大爆炸。可以说单元科学知识含量较高，更能激发学生的学习兴趣和好奇心，同时难度也很大。通过这节课给学生提供了一个了解天体、生命起源

2、的机会，从而激发学生探索天体，研究天文学的热情。如何让学生科学认识“天文地理”及区分不同宗教和文化对宇宙、生命起源的观点？      学情分析我班学生有一定的英语基础，学习主动性较强；Warming Up部分共有三组问题，第一组问题引导学生讨论边缘科学(Frontier Science)，即以两种或多种学科为基础而发展起来的科学。例如，生物化学是以生物学和化学为基础的边缘科学。第二组问题探讨科学研究的方法。第三组问题让学生思考要成为真正的科学家所必须掌握的技能。在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也

3、一直做着将来能成为科学家的梦。所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。Pre-reading部分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。学生总喜欢听故事或讲故事，在探讨生命的起源的科学道理之前，让学生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。Reading部分讲述了地球上生命的起源。水的形成使得地球有别与其他星球，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

4、物，人类也随之诞生了。文章最后讲述的现象发人深省：The earth may become too hot for the lives on it.它关系到地球上生命的未来, 留给了学生更多的思考空间。教学目标1、知识目标：文章中涉及的重点词汇、短语、句子；主语从句的用法2、 能力目标：培养学生的阅读能力和知识运用能力3 、情感目标：培养学生对天文学的兴趣，激发学生探索天体、研究天文学的热情，培养学生的创造性思维，为学生开拓想象空间。教学策略  采用多媒体教学，用一些实体图片使抽象的天体排列运行、生命发展等具体化，引起学生阅读单元文章的兴趣，减少抽象、模糊、陌生感，培养学生更高水平的

5、交流技巧及综合运用语言的能力。Teaching aims:1. Talk about the science of stars2. Practise giving instructionsa.Learn to use noun clauses as the subjectb.Learn to write an essay to show your problems and the way to overcome them.c.Vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually

6、, cheer, mass, harmful, presence, in time, prevent from depend on, now that, get the hang of, break out教学过程Step I PresentationT: Hello, everyone! Today well 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 Re

7、n 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, wha

8、t was it like?S9: Sorry, I dont know.T: Do you want to get more information? Today well learn something about How Life Began on the Earth. Turn to Page 25. Lets 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 minute

9、s to discuss the questions.3. Collect answers from the whole class.4. Check the answers while discussing.T: Ill read the three questions for you. You should listen to me carefully. (If students dont know how to discuss, show them an example.) For example, medicine. When someone gets serious illness,

10、 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 che

11、mistry. 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

12、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 whats the correct attitude towards science? S7: We should be objective, not superstitious.T: Whats the correct way to prove a s

13、cientific idea?S8: We should design experiments to test it for several times.S9: Then we can analyze the results and draw a conclusion at last.T: Lets sum up the answers. To study a subject scientifically, we must try to be objective. In order to test our idea, we should design experiments, then ana

14、lyze the results and draw a conclusion. Now lets talk about the third question.What are the most important skills we need to be real scientists?S10: We should be very careful.S11: Be objective and logical.S12: We should be wise enough to design an experiment and write the reports clearly.S13: We sho

15、uld 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 its not easy to be a scientist. So you should work harder if you want to be a scientist.Step Pre-readingGet the Ss to discuss the question

16、s on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they dont know any, tell them some.T: Now please look at the slide show. And discuss these questions with your partners. Then Ill ask some students to tell us their stories. Are yo

17、u 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 whod like to tell us a story? Volunteer!S1:

18、 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 cant remember clearly.T: Who can? Nobody? Now Ill tell you. Look at the screen.Step ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile

19、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 should encourage the Ss to express their i

20、deas.T: Were going to learn a passage about how life began on the earth. Now lets look at the slide show. Read the text quickly and find answers to the following questions.Show the questions on the screen.1. What was there on the earth before life could begin? 2. Why do scientists think there has ne

21、ver been life on the moon?3. Why did animals first appear in the seas?4. Why did green plants help life to develop?5. Why were mammals different from other animals?T: Now who can answer the first one?S1: Water vapour, carbon dioxide, oxygen, nitrogen and other gases.T: What about the second one?S2:

22、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:

23、 They were different because they produced their young from within their bodies.T: Well done! Now turn to Page 26 Comprehending1, I think you may continue to read it again to get more details.SkimmingIn this part, Ss will read the text again and then finish Part1, 2 and 3.T: Now please skim the pass

24、age fast to finish Part1. Then we will check the answer.Key to Part1: BCBBT: Skim Paragraph 2, 3 and 4, and finish Part 2 and 3.Key: DBIGEHACFJT: For Part 3, 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 lon

25、g 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! Ill check how much you have learned about the

26、passage.Step V ListeningListen 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 tapeT: How did water come into being on the earth?If one student cant answer completely, ask two or

27、 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.21 small pl

28、ants in water3 green plants on land4insects(on land)57 8 96 forestsKey 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: Thats all for this passage. Now lets deal with some language points.ExplanationT:

29、 Turn to Page 25. Lets look at the sentences: 1. It exploded loudly with fire and rock, which were in time to produce the water vapour.which leads non-restrictive attributive clause.in time: sooner or later; eventuallyIll see him in time.in time (for sth. /to do sth.): not lateShe will be back in ti

30、me to prepare dinner. in / out of time: in/not in the correct timeThe 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 waysNote: We can use very, much, q

31、uite, entirely, totally to modify differentCity 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 year

32、s to come will depend on whether this problem can be solved.to come: serves as attributiveShe is the last person to do such a thing.depend on: something might only happen or be true if the circumstances are right for itOur success depends on whether everyone works hard or not.4. Walking does need a bit of practice now that gravity has changed. now that: beca