2017-2018学年人教课标高一英语必修3教案Unit4Astronomy

Unit4Astronomy:thescienceofthestarsＩ．单元教学目标技能目标SkillGoalsTalkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravity.Practisegivinginstructions.Practisetalkingabutproblemsinstudyorlife.LearntouseNounClausesasthesubject.Learntowriteanessaytoshowyourproblemsandthewaytooverethem.II．目标语言功 能 句 式Talkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravityWheredoweefrom?Howdidtheuniversebegin?Whyistheuniversethewayitwas?Howwillitend?Howmuchdoyouknowaboutuniverse?Doyouwanttohaveaspacetravel?Doyouknowsomethingaboutgravity?Doyouknowsomethingaboutblackholes?PractisegivinginstructionsPleaselookat/listento...Pleasecheckthat...Youneed...Pleasepayattentionto...Don’tforgetto...You’dbetter...Makesureyou...Watchoutfor...Youmustn’t...PracticetalkingaboutproblemsinstudyorlifeMyproblemis...Thedifficultyis...Mytroubleis...Thequestionis...Myadviceis...WhatIthinkaboutitis...Thefactis...Mysuggestionis...词 汇1四会词汇astronomy,system,religiontheoryatombillionglobeviolentcarbonatmosphereunlikefundamentalharmfulacidchainmultiplyoxygenexistthusdioxidepuzzlebiologybiologistgravitysatellitegentlephysicistclimatecrashspaceshippullfloatmass2认读词汇astronomer,biochemistry,geophysics,solar,BigBang,vapour,nitrogen,dissolve,amphibian,reptile,generally,mammal,global,et,IssacNewton,AlbertEinstein,StephenHawking,lessen,weightlessly,cabin,exhaust,exclaim3词组solarsystem,intime,layeggs,givebirthto,inone’sturn,carbondioxide,prevent…from,blockout,cheerup,nowthat,breakout,watchout语法NounClausesasthesubjectNounClausesasthesubjectisalsocalledtheSubjectClause.ThatmeansaNounClauseservesasSubjectinthesentence.ThewordswhichareusedinthisNounClauseare:that,whether,who,what,which,when,where,how,why,etc.Example1.Whatitwastobeewasamystery.2.Itwasnotclearwhetherthesolidshapewastolastornot.III．教材分析与教材重组1.教材分析本单元以astronomy:thescienceofthestars,thedevelopmentoflife,spacetravelandgravity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，Theearthmaybeetoohotforthelivesonit.Thenwhatwillourfuturebe?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 WARMINGUP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 PREREADING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：Theearthmaybeetoohotforthelivesonit. 1.4 PREHENDING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 LEARNINGABOUTLANGUAGE分词汇和语法两部分。其中，Discoveringusefulwordsandexpressions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 USINGLANGUAGE由Listening、Reading和SpeakingandWriting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Visitingthemoon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Warmingup、Prereading、Reading和prehending四部分整合在一起上一节阅读课。2.2Reading中的languagepoints上一节语言点讲解课。2.3将Leaningaboutlanguage中的Discoveringusefulwordsandexpressions上一节练习课。2.4将Leaningaboutlanguage中的Discoveringusefulstructure上一节语法课。2.5将Usinglanguage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Usinglanguage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） 1stperiod IntensiveReading 2ndperiod Languagepoints3rdperiodLanguagepractice4thperiod Grammar 5thperiod Languageuse 6thperiod WritingIV.分课时教案TheFirstPeriodIntensiveReadingTeachinggoals教学目标1.Abilitygoals能力目标a.EnableSstotalkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravity.Wheredoweefrom?Howdidtheuniversebegin?Whyistheuniversethewayitwas?Howwillitend?Howmuchdoyouknowaboutuniverse?Doyouwanttohaveaspacetravel?Doyouknowsomethingaboutgravity?b.Understandthetextandanswerthefollowingquestions:Whatwasthereontheearthbeforelifecouldbegin?Whydoscientiststhinktherehasneverbeenlifeonthemoon?Whydidanimalsfirstappearintheseas?Whydidgreenplantshelplifetodevelop?Whyweremammalsdifferentfromotheranimals?c.EnabletheSstounderstandthedetailsaboutthepassage,choosingthecorrectansweraccordingtothetextandputtheorderofdevelopmentoflifeintoatimelineandanswerquestions.d.Retellthepassageusingkeysentences.2.Learningabilitygoals学能目标EnableSstolearnhowtotalkaboutthebeginningoflifeontheearth.Teachingimportantpoints教学重点a.Talkaboutthebeginningoflifeontheearth.Whydidanimalsfirstappearintheseas?Whydidgreenplantshelplifetodevelop?b.Discusstheorderofdevelopmentoflife.Teachingdifficultpoints教学难点a.Understandthebeginningoflifeontheearth.b.Discussthequestions:Whatwillourfuturebeiftheearthmaybeetoohotforthelivesonit?Whyarehumansthecleverestanimalsontheearth?Teachingmethods教学方法a.Skimmingandscanning.b.AskingandansweringactivitytochecktheSs’understandingofthetext.c.Individual,pairorgroupworktofinisheachtask.d.Discussion.Teachingaids教具准备Arecorder,aputerandaprojector.Teachingprocedures&ways教学过程与方式StepIPresentationT:Hello,everyone!Todaywe’lletoUnit4Astronomy.BeforethatIhaveaquestion:Wheredoweefrom?Orwecansay:Whoareourancestors?S1:Monkeys!S2:BeijingRenwholivedmanyyearsago.S3:Reptiles.S4:Mammals.S5:Amphibians.S6:Dinosaurs.T:Verygood!Canyouputtheminrightorder?S7:Amphibians,Reptiles,Dinosaurs,Mammals,BeijingRen.T:Doyouknowwhatitwaslikebeforelifeappearedonearth?S8:Itwasfullofwater,perhaps.T:Beforethat,whatwasitlike?S9:Sorry,Idon’tknow.T:Doyouwanttogetmoreinformation?Todaywe’lllearnsomethingaboutHowLifeBeganontheEarth.TurntoPage25.Let’setoWarmingupfirst.StepIIWarmingup1.Readthethreequestions,whilethestudentslistenandfollow.2.GivetheSsseveralminutestodiscussthequestions.3.Collectanswersfromthewholeclass.4.Checktheanswerswhilediscussing.T:I’llreadthethreequestionsforyou.Youshouldlistentomecarefully.(Ifstudentsdon’tknowhowtodiscuss,showthemanexample.)Forexample,medicine.Whensomeonegetsseriousillness,hewillgotothehospital.Thedoctorwillexaminehim.Hewilltakehistemperature,measurehisbloodpressureandgivehimanXray,oraCT.Forthewholeprocessoftheexamination,whatkindofsciencehasbeenused?S1:Biology.S2:Chemistry.T:Sowecansaymedicinebinesbiologyandchemistry.Whataboutbiochemistryandgeophysics?S3:Ithinkbiochemistrybinesbiologyandchemistry.S4:Geophysicsbinesgeologyandphysics.T:Whataboutastronomy?S5:Physics.S6:Mathematics.T:Verygood.Weshouldknowthatastronomyisamultidisciplinarysubjectandifwewanttodosomeresearchonit,weshouldknowmanysciencesubjectsrelatedtoit.Nowdiscussthesecondquestion:Whatdowemeanwhenwesaywearestudyingasubjectscientifically?Orwhat’sthecorrectattitudetowardsscience?S7:Weshouldbeobjective,notsuperstitious.T:What’sthecorrectwaytoproveascientificidea?S8:Weshoulddesignexperimentstotestitforseveraltimes.S9:Thenwecananalyzetheresultsanddrawaconclusionatlast.T:Let’ssumuptheanswers.Tostudyasubjectscientifically,wemusttrytobeobjective.Inordertotestouridea,weshoulddesignexperiments,thenanalyzetheresultsanddrawaconclusion.Nowlet’stalkaboutthethirdquestion.Whatarethemostimportantskillsweneedtoberealscientists?S10:Weshouldbeverycareful.S11:Beobjectiveandlogical.S12:Weshouldbewiseenoughtodesignanexperimentandwritethereportsclearly.S13:Weshouldbeabletodrawconclusionsfromtheexperimentsandnotimposeconclusionsonthedata.T:Ithinkyouhavedonegreatwork.Fromthediscussionweknowthatit’snoteasytobeascientist.Soyoushouldworkharderifyouwanttobeascientist.StepⅢPrereadingGettheSstodiscussthequestionsonPage25withtheirpartners.ThenasktheSstotelltheirstories.EncouragetheSstotelldifferentstories.Iftheydon’tknowany,tellthemsome.T:Nowpleaselookattheslideshow.Anddiscussthesequestionswithyourpartners.ThenI’llasksomestudentstotellustheirstories.Areyouclear?Ss:Yes,Sir/Madam.1.Doyouknoweachreligionorculturehasitsownideasaboutthebeginningoftheuniverse?Pleasegiveanexampleifyouknow.2.Doyouknowwhatascientificideais?AftertheSs’discussion,teachersaysthefollowing.T:Nowwho’dliketotellusastory?Volunteer!S1:Letmetry.InChina,weallknowthatPanguseparatestheskyfromtheearth.T:Canyoudescribethestoryindetails?S1:Sorry,Ican’trememberclearly.T:Whocan?Nobody?NowI’lltellyou.Lookatthescreen.Panguseparatestheskyfromtheearth Theskyandtheearthwereatfirstoneblurredentitylikeanegg.Panguwasbornintoit.Theseparationoftheskyandtheearthtook18,000yearstheYangwhichwaslightandpurerosetobeethesky,andtheYinwhichwasheavyandmurkysanktoformtheearth.BetweenthemwasPangu,whowentthroughninechangeseveryday,hiswisdom,greaterthanthatoftheskyandhisabilitygreaterthanthatoftheearth.Everydaytheskyrosetenfeethigher,theearthbecametenfeetthicker,andPangugrewtenfeettaller.Another18,000yearspassed,andtherewasanextremelyhighsky,anextremelythickearth,andanextremelytallPangu.ThencametheThreeEmperors(theEmperoroftheSky,theEmperoroftheEarth,andtheEmperoroftheMen.) Sothesenumberscameintoexistenceandevolvelikethis.Thenumberbeginswithone,beesestablishedatthree,ispletedatfive,prospersatseven,andendsinnine.Sotheskyisninetythousandlifromtheearth.OtherlegendsaboutthebeginningofuniverseTheBiblicalAccount “InthebeginningGodcreatedtheheavensandtheearth.Theearthwasformlessandempty,darknesswasoverthesurfaceofthedeep,andthespiritofGodwashoveringoverthewaters.AndGodsaid”Day1:GodspokeandseparatedlightfromdarknesscreatingDayandNightDay2:GodspokeandseparatedthewatercreatingskyandoceanDay3:GodspokeandcreateddrylandDay4:Godspokeandcreatedthesun,moonandstarsDay5:GodspokeandcreatedlivingcreaturesintheairandseaDay6:GodspokeandcreatedthelandanimalsandmanDay7:GodrestedandblessedthisdaycallingitHolyIndia Brahmahascreatedtheworldmanytimes.Thiscreationisrepeatedeveryfouragesoryugas.Therearefouryugasinoneeonorkalpa.Inthebeginningofeachkalpatheworldisawaterychaos. AsBrahmathoughtbeingswerecreated.Thedemonswerecreatedbyawindfromhisrectum.Aftercreatingthedemonshediscardedhisbodywhichbecamenight.Heassumedanewbodyandoutofhismouthcametheshininggodsordevas.Thisbodywasalsodiscardedandbecameday.Withhisnextbodyhecreatedancestorspirits.WithhisfourthbodyBrahmacreatedhumanbeings.Thisdiscardedbodybecamethemoon.WiththefifthbodyBrahmahadastrangethoughtandhecreatedogres,terriblecreaturesthatwantedtodevourtheprimordialseaofchaos.Inshockatwhathehaddonehethencreatedghouls.Finallyheregainedhissensesandcreatedbirds,mammals,plantsandalltheotherlifethatweseetoday.Japan Inthebeginningtheworldwaschaosuntiltheheavenandearthseparated.WhenthisseparationoccurredtheThreeHighDeitiescreatedtwoprinciples,thepassive,IzanamiortheFemale,andtheactive,IzanagiortheMale.Itwasthesetwopeoplewhoareourancestors. Inthebeginningtheheavenandtheearthwereone.TheIn(Yin)andYo(Yang)hadnotbeenseparated.Allthatexistedwaschaosintheformofanegg.Thiseggcontainedtheseedsofthecreation.Heaven,beingmadeofthepurerportionofthesubstanceroseandtheearthbeingheavierdidnot.Astheheavenrose，theislandsbegantobeformed.Laterastrangeplantgrewbetweenheavenandearthwhichbecameagreatmalegod.Twoadditionalmalegodsfollowed.Thesethreewereformedbythewillofheaven.FollowingthissixdeifieswereformedandthenIzanagi(themale)andIzanami(thefemale).IzanagiandIzanamiwerethefirstancestors.Theythrustdownthejeweledspearofheavenintothesea.AstheyliftedthespeartheliquidonthetipformedtheislandsofJapan.T:Aretheyinteresting?Thoughtheyareinteresting,theyareonlylegends.Weshouldbelieveascientificidea.What’sascientificidea?S2:Itshouldbeanideaingfromscientifictheory.T:Quiteright.Nowwe’lletoReading.That’sascientificidea.StepⅣReadingReadthepassagecarefullyandanalyseitsstructure.Writedownthemainideaforeachparagraph.Para.1:AwidelyacceptedtheoryabouttheformationoftheuniversePara2:TheformationoftheearthPara.3:TheimportanceofwaterforlifePara.4:ThedevelopmentofplantsandanimalsontheearthPara.5:ThearrivalofhumansandtheirimpactontheearthReadingandanswerthequestions.1.Whywastheearthdifferentfromotherplanets?Thewaterremained.2.Whywaslifeabletodevelopontheearthbutnotonotherplanets?Thewaterstayedontheearthbutnotonotherplanets.3.Whywasitnecessaryforplantstogrowbeforeanimals?Plantsprovidedoxygenforanimalstobreathe.4.Whatproblemiscausedbyhumanbeings?Theycauseglobalwarming.5.Whyisitwronginfilmsandstoriestoshowdinosaursandpeopletogether?Becausedinosaursdiedoutlongbeforehumanbeingsdevelopedontheearth.6.Whydoyouthinkthathumansarethecleverestanimalsontheearth?Theyarethecleverestanimalsbecausetheyhavelargerbrainsthananyothercreatureontheearthsofar.7.Whyisitwronginfilmsandstoriestoshowdinosaursandpeopletogether?Becausedinosaursdiedoutlongbeforehumanbeingsdevelopedontheearth.8.Thereusedtobenineplanetsinthesolarsystem.Recentlyscientistshavedecidedthatoneofthemcannolongerbeconsideredaplanet.Doyouknowthenameofthatplanet?Doyouknowwhytheyremovedit?Pluto.Scientistsnowthinkitistoosmalltobecalledaplanet.Analyzehowlifebeganonearth.ListeningListentothetapeforthestudentstofollowandhavefurtherunderstandingofthepassage.T:Readafterthetape,thenanswermesomequestionswithyourbookclosed.PlaythetapeT:Howdidwatereintobeingontheearth?Ifonestudentcan’tanswerpletely,asktwoorthreeormorestudents.Ss:Theexplosionoftheearthproducedwatervapor,whichturnedintowaterwhentheearthcooleddown.T:Whyiswaterimportantontheearth?Ss:Becausewaterallowedtheearthtodissolveharmfulgasesintotheoceansandseas.T:No.3,finishthefollowingform.2121smallplantsinwater3greenplantsonland43greenplantsonland4insects(onland)577896forest6forestsKeytotheexercise:2.shellfishandallsortsoffish5.amphibian(onlandandinwater)7.reptiles(onland)8.dinosaurs(onland)9.mammals(onland)T:That’sallforthispassage.Nowlet’sdealwithsomelanguagepoints.PassageAnalyzingChartofthetextHowlifebeganontheearthwater1smallplantsinwaterwater1smallplantsinwater2shellfishandallsortsoffish3greenplantsonland2shellfishandallsortsoffish3greenplantsonland6forests4insects(onland)5amphibians(onlandandinwater)6forests4insects(onland)5amphibians(onlandandinwater)7reptiles(onland)7reptiles(onland)8dinosaurs(onland)9mammals(onland)10.smallcleveranimalswithhandsandfeet10.smallcleveranimalswithhandsandfeet11.human11.humanStepⅥHomeworkRetellthepassageaccordingtotheform.SecondperiodLanguagepointsTeachinggoals教学目标1.Targetlanguage目标语言重点词语：theory,atom,billion,globe,violent,carbon,atmosphere,fundamental,harmful,acid,multiply,oxygen,exist,prevent,dioxide2.Abilitygoals能力目标a.EnableSstomasterthelanguagepointsinReadingpart.3.Teachingimportantpoints教学重点violentatmospherelayintimeprevent…from…givebirthto…Teachingdifficultpoints教学难点UnderstandthedifficultsentencesTeachingcontent教学内容1.Whatitwastobeewasuncertainuntilbetween4.5and3.8billionyearsagowhenthedustsettledintoasolidglobe.随后它会变成什么没人能知道，直到3845亿年前，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Whatitwastobeewasuncertain；从句为_____引导的定语从句。whenb.主句中包含一个由what引导的主语从句Whatitwastobee。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between4.5and3.8billionyearsago作时间状语。这句话还可以这样表述：Nobodyknewwhatthecloudofdustwouldbeebeforeitturnedintoasolidglobebetween4.5and3.8billionyearsago.2.Theearthbecamesoviolentthatitwasnotclearwhethertheshapewouldlastornot.a.此复合句的主句为Theearthbecamesoviolent；从句为_____引导的结果状语从句。thatb.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：Peopledidn’tknowwhetherthesolidglobewouldkeeptheshapeornot,becausetheearthdidn’tstopexploding.violencen.暴力；猛烈；强烈；狂热。e.g.Hestronglyopposesviolenceandwar.他强烈反对暴力和战争。Theviolenceofherfeelingssurprisedhermother.她感情之强烈使她妈妈很吃惊。[链接]violentadj.暴力的；强暴的；强烈的；鲜艳夺目的。e.g.Childrenshouldnotbeallowedtowatchviolentmovies.不应该让小孩看暴力电影。Therewasaviolentreactionfromthepublic.公众的反应很强烈。Herdresswasaviolentpink.她的连衣裙是非常鲜艳的粉红色。violentlyadv.强烈地；激烈地；厉害地。e.g.Sheshookherheadviolently.她拼命摇头。Shewasviolentlysick.她病得厉害。3.Theywereintimetoproducecarbon,...,whichweretomaketheearth’satmosphere.intime:soonerorlater;eventuallye.g.I’llseehimintime.intime(forsth./todosth.):notlatee.g.Shewillbebackintimetopreparedinner.与time相关的短语:innotime立刻,马上attimes有时atatime每次;依次onceuponatime从前ontime按时;准时atonetime从前forthetimebeing暂时fromtimetotime不时地atmosphere意为“大气，气氛等”。e.g.Therewasanatmosphereofviolenceandinsecurity.他们之间以前有种相互信任的气氛。4.Whatisevenmoreimportantisthatastheearthcooleddown,waterbegantoappearonitssurface.【分析】a.本句的结构是：主语从句（Whatisevenmoreimportant）+系动词（is）+表语从句（thatastheearth...onitssurface.）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：Waterbegantoappearontheearthbecauseitcooleddown,andthisismoreimportant.5.Thisproducedachainreaction,whichmadeitpossibleforlifetodevelop.【考点】it作形式宾语，真正宾语常为不定式或从句。【考例1】Wefeel_____ourdutytomakeourcountryabetterplace.AA.it

B.this

C.that

D.one【考例2】Whydon’tyoubring_____tohisattentionthatyou’retooilltoworkon? BA.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tomakeourcountryabetterplace；考例2中，it指代_________________________。thatyou’retooilltoworkon6.Theyproducedyounggenerallybylayingeggs.laylaidlaidlaying放,把放在;产卵e.g.Helaidhisbooksonthedesk.注意:lay(laid;laid;laying)放置;产卵lie(lay;lain;lying)躺;位于lie(lied;lied;lying)说谎7.…,becausetheygavebirthtoyoungbabyanimals...【寓词于境】仔细阅读下列句子，并试着总结givebirthto的含义及用法。1)Mrs.Whitegavebirthtoafinehealthybabyinherlatethirties.2)Marygavebirthtoahealthybabygirl.3)Itwasthiseventthatgavebirthtothepeacemovement.【归纳】givebirthto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】atbirth出生时

since/frombirth自出生后

dateofbirth出生日期8.Theyareputtingtoomuchcarbondioxideintotheatmosphere,whichpreventsheatfromescapingfromtheearthintospace.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)Therewasnothingtopreventherfromdoingso.2)Wemustpreventthewaterfrombeingpolluted.3)Theemperororderedhisportersto preventthespeakerenteringthebuilding.[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。ThirdperiodLanguagepracticeTeachinggoals教学目标1.Abilitygoals能力目标a.EnableSstorevisetheimportantwordsandphrasesofreadingpartTeachingmethods教学方法DoingexerciseTeachingcontent教学内容1.Exercise1onpage282.Exercise2onpage283.Exercise3onpage284.Exercise4onpage285.Moreexercises.HomeworkFinishUsingWordsandExpressionsonPage63oftheWorkbook.FourthperiodGrammarTeachinggoals教学目标1.Abilitygoals能力目标EnableSstounderstand“Nounclausesassubject”2.Learningabilitygoals学能目标EnableSstousethenounclausestomakesentences.Teachingimportantpoints教学重点引导主语从句的连词的掌握Teachingdifficultpoints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Teachingcontent教学内容Whatpartdoestheunderlinedpartserveasineachsentence?Atreehasfallenacrosstheroad.Youareastudent.Tofindyourwaycanbeaproblem.Smokingisbadforyou.“Howdoyoudo?”isagreeting.Whatshesaidisnotyetknown.Thatweshallbelateiscertain.Itiscertainthatweshallbelate.Wecanseefromthesesentencesthatasentenceservesassubject,sowecallitSubjectClause.主语从句

（NounClausesastheSubject）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。Whattheteachersaidtodaywasquiteright.

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。Thattheyarebadlyinneedofhelpisquiteclear.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。Whethertheywillsellthehouseisnotyetdecided.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。Whateverwassaidheremustbekeptsecret.这里说的话都应当保密。Whoevermakesmistakesmustcorrectthem.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:Itisapitythatshehasmadesuchamistake.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)Itis+adj./n.+从句Itisapity/shamethat...遗憾的是……Itispossiblethat...很可能……Itisunlikelythat...不可能……2)It+不及物动词+从句Itseems/appearsthat...似乎……Ithappenedthat...碰巧……3)It+be+过去分词+从句Itissaidthat...据说……Itisknowntoallthat...众所周知……Itisreportedthat...据报道……Itisbelievedthat...据信……;人们相信……Itissuggestedthat...有人建议……Itmustbepointedoutthat...必须指出……Ithasbeenprovedthat...已证明…….如:Itisbelievedthatatleastascoreofbuildingsweredamagedordestroyed.据信,至少有二十座楼房遭到破坏或彻底毁掉。4)用于Itisimportant/natural/necessary/impossiblethat...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。[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.Itremainstobeseen_____thenewlyformedmittee’spolicycanbeputintopractice.

(陕西2013)A.that

B.which

C.what

D.whether2._____IwanttotellyouisthedeeploveandrespectIhaveformyparents.

(天津2013)A.That

B.Which

C.Whether

D.What3._____makesthebooksoextraordinaryisthecreativeimaginationofthewriter.

(北京2013)A.That

B.What

C.Who

D.Which4.Itisbynomeansclear_____thepresidentcandotoendthestrike.

(2012大纲全国卷I)A.how

B.which

C.that

D.whatKeys:DDBDThefifthperiodLanguageuseTeachinggoals教学目标1.Abilitygoals能力目标PracticeSs’sabiltyoflisteningandreading2.Learningabilitygoals学能目标EnableSstogetknowledgeofgreatscientistsandscienceTeachingimportantpoints教学重点a.thethreescientists’differentideasandtheresultoftheirworkb.theexperienceofLiYaping’svisittothemoonTeachingdifficultpoints教学难点Understandthelisteningtext.Teachingaids教具准备Arecorder,aputerandaprojector.Teachingprocedures&ways教学过程与方式StepILeadinT:Wehavelearntalotaboutastronomy,haveyougotinterestedinit?Ifyouaregoingtostudyastronomy,whatproblemwillyoufacemost?S2:Gravity.T:Whatisgravity?S3:Everythingwillfallbacktotheearthifitisdroppedorthrownaway.Thepulloftheearthiscalledgravity.T:Quiteright.Whofirstgottheideaofgravity?S4:IsaacNewton.T:Howdidhegettheidea?S5:Onedayhewassittingunderthetree.Hesawanapplefall,whichmadehimgettheidea.BesidesNewton,arethereanyotherscientistswhomadeagreatcontributiontotheideaofgravity?S6:AlbertEinstein,StephenHawking.T:Howdideachofthemthinkofgravity?Ordidtheysharethesameideaofgravity?eon,thetapewilltellyou.StepIIListeningListentothetapeandchoosethebestmainideaofthelisteningpassage(Ex.2P30).Mainidea:AThetextisabouthowthreescientistswantedtofindoutaboutthebeginningoftheuniverse.BThetextisabouthowtheideaofgravityhasdevelopedoveralongperiodoftime.CThetextisabouttheimportanceofthreescientistsandtheirworkThebestanswer:SummaryBiscorrectbecauseitgivesaclearideaofwhatthelisteningpassageisabout.SummaryAisnottrue.Thethreescientistswantedtoexplainhowtheuniverseworkedandnothowitbegan.SummaryCistoogeneralanddoesnotgiveenoughdetailaboutwhatthelisteningpassageisabout.ListentothetapeagainandfillinthechartinEx.3onP30.IsaacNewtonAlbertEinsteinStephenHawkingIdeaLargebodieshaveaforcewhichpullsthingstowardsthem.Inspacelargeobjectsmakespaceandtimebend;thelargertheobject,thefurtherspaceandtimebend.Blackholeshaveaverylargemassandpullthingstowardsthem.DevelopmentThebiggertheobjectthestrongerthegravity.Timegoes