2020届一轮复习人教版必修三Unit4Astronomythescienceofthestars单元教案

2020届一轮复习人教版必修三Unit4Astronomythescienceofthestars单元教案

‎2020届一轮复习人教版必修三Unit 4 Astronomy the science of the stars单元教案 单元要览 类别 课程标准要求掌握的项目 话题 Science of the stars; the development of life; space travel and gravity 词汇 astronomy n. 天文学 exist vi. 存在; 生存 ‎ ‎ system n. 系统; 体系; 制度 thus adv. 因此; 于是 ‎ religion n. 宗教; 宗教信仰 dioxide n. 二氧化物 ‎ theory n. 学说; 理论 biology n. 生物学 ‎ atom n. 原子 biologist n. 生物学家 ‎ billion pron. & n. & adj. （英）万亿; （美）十亿 puzzle n. 迷; 难题　vt. & vi. （使）迷惑; （使）为难 ‎ globe n. 球体; 地球仪; 地球 gravity n. 万有引力; 重力 ‎ violent adj. 猛烈的; 激烈的; 强暴的 float vt. & vi. （使）浮动; （使）漂浮　n. 漂浮物 ‎ carbon n. 碳 gentle adj. 温和的; 文雅的 ‎ atmosphere n. 大气层; 气氛 physicist n. 物理学家 ‎ unlike prep. 不同; 不像 climate n. 气候 ‎ fundamental adj. 基本的; 基础的 crash vt. & vi. 碰撞; 坠落 ‎ harmful adj. 有害的 spaceship n. 宇宙飞船 ‎ acid n. 酸 pull n. & vt. 拉; 拖; 牵引力 ‎ chain n. 链子; 连锁; 锁链 satellite n. 卫星; 人造卫星 ‎ multiply vt. & vi. 乘; 增加 mass n. 质量; 团; 块; 大量 ‎ oxygen n. 氧 exhaust vt. 用尽; 耗尽 短语 solar system太阳系 block out挡住（光线）‎ ‎ in time及时; 终于 cheer up感到高兴; 感到振奋 ‎ lay eggs下蛋 now that既然 ‎ give birth to产生; 分娩 break out突发; 爆发 ‎ in one’s turn轮到某人; 接着 watch out密切注视; 当心; 提防 ‎ carbon dioxide二氧化碳 prevent. . . from阻止; 制止 重要句型 1. What it was to become was uncertain until between 4. 5 and 3. 8 bill ion years ago when the dust settled into a solid globe. (be to do; what-clause as the subject)‎ ‎ 2. The earth became so violent that it was not clear whether the shape would last or not. (so. . . that; it is/was not+adj. +whether-clause)‎ ‎ 3. What is even more important is that as the earth cooled down, water began to appear on its surface. (what-clause as the subject; that-clause as the predicative)‎ ‎ 4. It was not immediately obvious that water was to be fundamental to the development of life. [it is/was (not)+adj. +that ]‎ ‎ 5. So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. ‎ ‎(whether-clause as the subject; depend on+whether-clause as the object)‎ 功能 Instructions:‎ Please pay attention to. . . 　Please check that. . . . 　You need. . .‎ Don’t forget to. . . Make sure that. . . . Watch out for. . .‎ You’d better. . . You must/mustn’t. . . Please look at. . .‎ 语法 Noun clauses as the subject What it was to become was uncertain. . .‎ ‎. . . it was not clear whether the solid shape was to last or not.‎ 教学重点 1. Get students to learn about the development of the earth and making a space trip.‎ ‎2. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.‎ ‎3. Enable students to use the expressions of instructions correctly in daily life.‎ ‎4. Let students learn the new grammar item: noun clauses as the subject.‎ ‎5. Develop students’ listening, speaking, reading and writing abilities.‎ 教学难点 1. Enable students to master the use of noun clauses as the subject.‎ ‎2. Let students learn to write a short article to show their problems and the ways to overcome them.‎ ‎3. Develop students’ integrative skills.‎ 课时安排 Periods needed: 7‎ Period 1 Warming up and reading Period 2 Learning about language: Important language points Period 3 Learning about language: Grammar Period 4 Using language: Listening and speaking Period 5 Using language: Extensive reading Period 6 Using language: Speaking and writing Period 7 Revision: Summing up and learning tip Period 1　Warming up and reading 整体设计 教材分析 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about some famous scientists and what they have discovered. Then turn to Warming Up. It is intended to have students think about and then discuss these two groups of questions:‎ ‎1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets?‎ ‎2. What interests you in astronomy? Do you know any questions that astronomers are interested in?‎ Pre-reading is to remind students that the origin of life on the earth is a ‎ question that interests astronomers and each religion and culture has its own ideas about how life began on the earth. The teacher should ask students what they know about these and then let them predict what kind of information will be introduced in the next part Reading.‎ The reading passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it is factual. Students are encouraged to preview the text and find out the useful new words, expressions and structures themselves. They should try to work out the meanings of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help. Also encourage them to look at the pictures and read the title to guess what the text might be about. Then let them skim for the general idea, and scan for further understanding. In order not to let them feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the five exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.‎ To consolidate the contents of the reading passage, students should be ‎ required to retell the passage. In order to arouse the students’ interest, the teacher can hold a competition.‎ 教学重点 ‎1. Let students read the passage and learn about the development of the earth.‎ ‎2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.‎ 教学难点 ‎1. Enable students to understand the passage and know about the development of the earth.‎ ‎2. Let students learn how to use different reading skills for different reading purposes.‎ 三维目标 知识目标 ‎1. Get students to learn the useful new words and expressions in this part: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmf ul, acid, chain, multiply, oxygen, exist, thus, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one’s turn, carbon dioxide, prevent. . . from ‎2. Let students learn about the development of the earth.‎ 能力目标 ‎1. Develop students’ reading ability and let them learn different reading ‎ skills.‎ ‎2. Enable students to know about the developmen t of the earth.‎ 情感目标 ‎1. Train students’ interest in science and stimulate their love for astronomy.‎ ‎2. Develop students’ sense of cooperative learning.‎ 教学过程 设计方案（一）‎ ‎→Step 1 Presentation Have a free talk with students.‎ ‎1. Let students brainstorm the following questions:‎ Who are our ancestors?‎ Do you know what it was like before life appeared on the earth?‎ Do you know how life began on the earth?‎ Do you want to get more information?‎ ‎2. Tell students:‎ Today we will learn something about how life began on the earth. Turn to Page 25. Let’s come to Warming Up first.‎ ‎→Step 2 Warming up Let st udents think about the following questions and then discuss them with their partners.‎ ‎1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets?‎ ‎ ‎ Venus Earth Mars Mercury Jupiter Neptune Saturn ‎2. What interests you in astronomy? Do you know any questions that astronomers are interested in?‎ ‎→Step 3 Pre-reading ‎1. Get students to discuss the questions with their partners.‎ ‎1) The origin of life on earth is a question that interests astronomers. What do you know about it?‎ ‎2) Each religion and culture has its own ideas about how life began on earth. What do you know about them?‎ ‎2. Let them tell their stories. Encourage them to tell different stories. If they don’t know any, tell them some, for example, Pangu separated the sky from the earth, Pangu turned into a myriad of things, Nuwa made men, and so on.‎ ‎3. Ask them to read the title and look at the pictures. Predict what the reading will be about.‎ ‎→Step 4 Reading ‎1. Fast reading Get students to read the passage quickly and then write down the main idea for each paragraph and the whole passage in the following chart.‎ HOW LIFE BEGAN ON THE EARTH Paragraph 1 ‎ Paragraph 2 ‎ Paragraph 3 ‎ Paragraph 4 ‎ Paragraph 5 ‎ The passage ‎ Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class.‎ ‎2. Intensive reading Allow students to read the passage carefully this time to get the important details, and then finish the following:‎ ‎1) Put the order of development of life into a timeline.‎ ‎(1) Insects and amphibians appeared.‎ ‎(2) Dinosaurs appeared.‎ ‎(3) The earth became a solid ball.‎ ‎(4) Small plants grow on the water.‎ ‎(5) Reptiles appeared.‎ ‎(6) Plants begin to grow on dry land.‎ ‎(7) The earth was a cloud of dust.‎ ‎(8) Water appeared on the earth.‎ ‎(9) Shellfish and other fish appeared.‎ ‎(10) The universe began with a “Big Bang”.‎ ‎(11) Clever animals with hands and feet appeared.‎ ‎(12) Mammals appeared.‎ ‎2) Choose the best answer to each question according to the text.‎ ‎(1) What is important for the beginning of life?‎ A. The water on the earth.‎ B. The earth’s atmosphere.‎ C. The form of forests.‎ D. Dissolving harmful gases.‎ ‎(2) Which of the following appeared on the earth first?‎ A. Insects.‎ B. Reptiles.‎ C. Amphibians.‎ D. Shellfish and fish.‎ ‎(3) Which of the following statements is true?‎ A. Water still exists on Mars.‎ B. The earth’s atmosphere is made up of oxygen and nitrogen.‎ C. The earth had dissolved the harmful atmosphere into the oceans and seas.‎ D. Plants provide oxygen to the earth.‎ ‎(4) What is the passage mainly about?‎ A. The appearance and development of life on the earth.‎ B. The birth of the earth.‎ C. Why dinosaurs died out.‎ D. The fact that human beings caused global warming.‎ Suggested answers: (1)A　(2)D　(3)D　(4)A ‎3. Reading and discussion Read the text a third time and then work in pairs to discuss the following questions.‎ ‎1) Why was the earth different from the other planets?‎ ‎2) Why did the plants grow before the animals came?‎ ‎3) Why is it wrong to show films with dinosaurs and people together?‎ ‎4) 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?‎ ‎5) What problem is caused by human beings?‎ ‎(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to express their own ‎ idea s. )‎ ‎4. Explanation Help students analyze some difficult, long and complex sentences and guess the meaning of some new words. Encourage them to try to deal with the language points in the context.‎ Discuss the following important sentences and phrases in the passage.‎ ‎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.‎ ‎2) The earth became so violent that it was not clear whether the shape would last or not.‎ ‎3) They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earth’s atmosphere.‎ ‎4) So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.‎ Suggested explanations:‎ ‎1) What leads a noun clause as the subject and when leads an attributive clause.‎ ‎2) Here “whether the shape would last or not” is a noun clause as the subject.‎ ‎3) Here “which were to make the earth’s atmosphere” is a non-restrictive attributive clause.‎ in time: 1) sooner or later; eventually 2) in time (for sth. /to do sth. ): not ‎ late I will see him in time.‎ She will be back in time to prepare dinner.‎ ‎4) In this sentence, there are two clauses led by whether. The first one is a noun clause as the subject and the second as the object.‎ 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.‎ ‎5. Reading aloud and underlining Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.‎ Collocations: on the earth, according to, a cloud of dust, so. . . that, whether. . . or not, in time, water vapor, cool down, on one’s surface, allow. . . to do. . . , a chain reaction, millions of, on the surface of, be able to, as well as, by doing. . . . , lay eggs, be different from, give birth to, spread all over the earth, in one’s turn, prevent. . . from, as a r esult of, too. . . to. . . , depend on ‎→Step 5 Discussion After reading the passage, let students discuss the following questions.‎ ‎1. Why do you think that humans are the cleverest animals on the earth?‎ ‎2. Do you believe that there is life on other planets? Why or why not?‎ ‎3. Do you think it is possible that one day people will move their houses to other planets?‎ ‎→Step 6 Consolidation Ask students to retell the passage with the help of the following.‎ a cloud of dust→a solid ball→presence of water→small plants grow on the water→shellfish and other fish appear→plants begin to grow on dry land→insects and amphibians appear→retiles appear→dinosaurs appear→mammals appear ‎→Step 7 Homework ‎1. Learn the useful new words and expressions in this part by heart.‎ ‎2. Read the reading passage again and try to talk about how life began on the earth in your own words.‎ 设计方案（二）‎ ‎→Step 1 Leading in the topic Show students a picture about solar system. Let them match the names with the planets.‎ ‎→Step 2 Warming up ‎ Each religion and culture has its own ideas about the origin of life on ‎ the earth. Let students tell different stories that they know.‎ ‎→Step 3 Predicting by looking and discussing ‎1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.‎ ‎2. Two or three students will give their opinions.‎ ‎3. Let them read the passage quickly to see if they are right.‎ ‎→Step 4 Reading ‎1. Give students 3 minutes, an d ask them to skim the passage to get the general idea for each paragraph and the p assage.‎ ‎2. Give students 5 minutes to read the passage carefully, and then answer the following questions.‎ ‎1) What was there on the earth before life began?‎ ‎2) Why do sci entists think there has never been life on the moon?‎ ‎3) Why did animals first appear in the sea?‎ ‎4) Why do green plants help life to develop?‎ ‎5) Why were mammals different from other animals?‎ ‎3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations if necessary.‎ ‎4. Listening and reading aloud Let students listen to the tape. Remind them to pay attention to the pronunciation of each new word and the pauses within each sentence. ‎ Then ask them to read the text aloud to the tape.‎ ‎→Step 5 Extension Let students think about and discuss the following questions.‎ ‎1. Do you believe that there is life on other planets? Why or why not?‎ ‎2. Do you think it is possible that one day people will move their houses to other planets?‎ ‎→Step 6 Closing down ‎1. Have students get prepared in 3 minutes or so and then ask them to retell how life began on the earth.‎ ‎2. Ask as many students as possible to have a try in front of the class.‎ ‎→Step 8 Homework ‎1. Go over the text and try to learn all the useful words and expressions in this part by heart.‎ ‎2. Finish the exercises in Comprehending on Page 27.‎ 板书设计 Unit 4　Astronomy: the science of the stars Warming up and reading HOW LIFE BEGAN ON THE EARTH Paragraph 1 ‎ Paragraph 2 ‎ Paragraph 3 ‎ Paragraph 4 ‎ Paragraph 5 ‎ The passage ‎ 活动与探究 Suppose you are an expert who studies astronomy. You are invited to give a speech to the school students about the development of life on Earth Day (April 22).‎ Read the passage HOW LIFE BEGAN ON THE EARTH again and go to the library or surf the Internet to find more information and be ready to present your speech to the class.‎ You may begin like this:‎ Good morning/afternoon. I am greatly honored to be here to give you a speech about the development of life.‎ Period 3　Learning about language: Grammar 整体设计 教材分析 This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision ‎ exercises. Then lead in the new lesson.‎ This teaching period mainly deals with the following: 1. Reviewing noun clauses as the object and as the predicative; 2. Learning the new grammar items: noun clauses as the subject. St udents often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the passage HOW LIFE BEGAN ON THE EARTH again, tick out all the sentences from the passage where noun clauses are used as the subject, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 29 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the subject and let students make it clear how each noun clause is being used in the situations.‎ At the end of the class, ask students to do the exercises in Using structures on Page 64 and more additional exercises for consolidation.‎ 教学重点 Get students to understand and use noun clauses as the subject.‎ 教学难点 Enable students to learn how to use noun clauses as the subject ‎ correctly.‎ 三维目标 知识目标 ‎1. Get students to know more about noun clauses.‎ ‎2. Let students learn noun clauses as the subject.‎ What it was to become was a mystery. . .‎ ‎. . . it was not clear whether the solid shape was to last or not.‎ 能力目标 Enabl e students to use noun claus es as the subject correctly and properly according to the context.‎ 情感目标 ‎1. Get students to become interested in grammar learning.‎ ‎2. Develop students’ sense of group cooperation.‎ 教学过程 设计方案（一）‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Dictate some new words and expressions.‎ ‎3. Translate the following sentences.‎ ‎1) 你早晚会来的。‎ ‎2) 我的车与你的不一样。‎ ‎3) 他总是第一个来, 最后一个走。‎ ‎4) 他来不来还不清楚。‎ ‎5) 我们的成败取决于是否每个人都努力工作。 ‎ ‎6) 我们必须采取措施防止这种疾病的蔓延。‎ Suggested answers:‎ ‎1) You will come here in time.‎ ‎2) My car is different from yours.‎ ‎3) He is always the first to come and the last to go.‎ ‎4) It is not clear whether he comes or not.‎ ‎5) Our success depends on whether everyone works hard or not.‎ ‎6) We must take actions to prevent this disease (from) spreading.‎ ‎→Step 2 Preparation Show some sentences on the screen. Ask students to read each of them and then find out its subject.‎ 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’s certain that we shall be late.‎ ‎→Step 3 Grammar learning ‎1. Reading and discovering Ask students to turn back to Page 25 to read through the reading passage and find all the sentences where noun clauses are used as the subject and underline them. Then translate them into Chinese.‎ Suggested answers:‎ ‎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.‎ 地球会变成什么（样子）, 直到45亿至38亿年前这个云团变成一个固体的球状物, 才确定下来。‎ ‎2) The earth became so violent that it was not clear whether the shape would last or not.‎ 地球变得激烈动荡, 不知道这个固体形状是否会继续存在下去。‎ ‎3) What is even more important is that as the earth cooled down, water began to appear on its surface.‎ 更重要的是, 随着地球的冷却, 地球的表面就开始出现了水。‎ ‎4) It was not immediately obvious that water was to be fundamental to the development of life.‎ 水对于生命的发展会起关键作用, 这一点在当时并不明显。‎ ‎5) What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.‎ 很多科学家相信, 由于地球上长期有水存在, 使地球得以把有害气体和酸性物质溶解在海洋里。‎ ‎6) Why they suddenly disappeared still remains a mystery.‎ 为什么他们突然消失了, 至今还是个谜。‎ ‎7) So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.‎ 所以, 在未来的数百万年中, 生命能否在地球上延续取决于这个问题能否得到解决。‎ ‎2. Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.‎ ‎3. Summing up: noun clauses as the subject.‎ 主语从句 作主语用的名词性从句, 因其在复合句中作主语, 又称主语从句。‎ ‎（1）连接词:‎ ‎1) 从属连词 that, whether等。‎ that 引导主语从句只起引导作用, 本身无实际意义, 在主语从句中不充当任何成分, 但不能省略。‎ That she left him cut him to the heart.‎ 她的离开使他很伤心。‎ 由whether引导的主语从句放在句首、句末都可。‎ Whether it will please them is not easy to say. /It is not easy to say whether it will please them.‎ 很难说这会不会使他们高兴。‎ ‎2) 连接代词 who, what, which, whoever, whatever, whichever等。‎ What seems easy to some people seems difficult to others.‎ 对某些人看来很容易的事, 对另外一些人可能很困难。‎ ‎3) 连接副词 when, where, how, why等。‎ Why he did it remains a mystery.‎ 他为什么做那件事依然是个谜。‎ ‎（2）位置 主语从句可以前置, 也可以后置。用it作形式主语, 而把主语从句放在句末, 常用下面几种句型:‎ ‎1) It+be+表语+主语从句 It is still uncertain whether he is coming or not.‎ 他是不是来还没有确定。‎ ‎2) It+不及物动词+主语从句 It happens that they were absent.‎ 他们碰巧缺席了。‎ ‎3) It+及物动词（被动语态）+主语从句 It has been decided that the exhibition will not open on Sundays.‎ 现经决定展览会星期日不开放。‎ 注意:‎ ‎1) 主语从句在句首时, 必须由连接词引导, 不能省略这些连接词; 但是如果用it作形式主语, 而把主语从句放在句末时, 从属连词that可以省略。‎ 他们相互喜爱是很自然的。‎ 误: They should like each other is natural.‎ 正: That they should like each other is natural.‎ 正: It is natural (that) they should like each other.‎ ‎2) 如果主语从句放在句首, 不能用if引导; 但是如果用it 作形式主语, 而把主语从句放在句末时, 也可以用if引导。‎ 玛丽是不是真听见他了, 很值得怀疑。‎ 误: If Mary really heard him is really doubtful.‎ 正: Whether Mary really heard him is really doubtful.‎ 正: It was doubtful whether/if Mary really heard him.‎ ‎→Step 4 Grammar practice ‎1. Turn to Page 29. Ask students to do Exercise 2 and Exercise 3 in Discovering useful structures. First let them finish them individually. Then check the answers with the whole class. Give some explanations if necessary.‎ ‎2. Turn to Page 64. Ask s tudents to do Exercise 1 and Exercise 2. Check the answers after most of them finish.‎ ‎→Step 5 Discussion Let students have a discussion in groups. The topic is “My problem”. One ‎ talks about the problems in his study or life. The others should give some advice or suggestions. Remind students to use the following structures: ‎ ‎(Show the following on the screen to help students. )‎ The fact is/It is a fact that. . .‎ The difficulty is. . . /What I find difficult is. . .‎ The trouble is. . . /What worries me is. . .‎ My suggestion is. . . /What I would suggest is. . .‎ My advice is. . . /What I would advise is. . .‎ I think that. . . /What I think is. . .‎ I want to tell you that. . . /What I want to say is. . .‎ ‎→Step 6 Closing down by a quiz Show the following exercises on the screen. Let students finish them within three minutes. Three minutes later, check the answers with the whole class.‎ ‎1. I have always been honest and straightforward, and it doesn’t matter ______________ that I’m talking to.‎ A. who is it　　　　B. who it is　　　　C. it is who　　　　D. it is whom ‎ ‎2. It is pretty well understood ______________ controls the flow of carbon dioxide in and out the atmosphere today.‎ A. that B. when C. what D. how ‎3. ______________ made the school proud was ______________ more than 90％ of students had been admitted to key universities.‎ A. What; because B. What; that C. That; what D. That; because ‎4. ______________ team wins on Saturday will go through to the national championship.‎ A. No matter what B. No matter which C. Whatever D. Whichever ‎5. ______________ is our belief that improvements in health care will lead to a stronger, more prosperous economy.‎ A. As B. That C. This D. It ‎6. ______________ I can’t understand is ____ __________ he changed ‎ his mind.‎ A. That; that B. What; why C. Which; how D. That; why Suggested answers: BCBDDB ‎→Step 7 Homework ‎1. Finish off the workbook exercises.‎ ‎2. Preview the reading passage A VISIT TO THE MOON on Page 30, find the sentences in which noun clauses are used, and see if you can understand them.‎ 设计方案（二）‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Translate the following into English.‎ ‎1) 太阳系 ‎2) 及时; 终于 ‎3) 下蛋 ‎4) 产生; 分娩 ‎5) 轮到某人; 接着 ‎6) 总有一天我会遇见他。 ‎ ‎7) 都市生活与乡村生活是非常不同的。‎ ‎8) 他们不应该允许在这条街上停车, 街道太窄了。‎ ‎9) 他的心脏病痛没能阻止他第二天去上课。‎ ‎10) 在未来的数百万年中, 生命能否在地球上延续取决于这个问题能否得到解决。‎ Suggested answers:‎ ‎1) solar system ‎2) in time ‎3) lay eggs ‎4) give birth to ‎5 ) in one’s turn ‎6) I’ll see him in time.‎ ‎7) City life is quite different from country life.‎ ‎8) They shouldn’t allow parking in this street. It’s too narrow.‎ ‎9) His heart t rouble did not prevent him (from) going to class the next day.‎ ‎10) Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.‎ ‎→Step 2 Warming up by a game Let students work in pairs. One talks about the problems in his study or life. The other should give some advice or suggestions. Encourage them to use what-clauses as the subject.‎ Example: ‎ S1: What I find difficult is. . . /What worries me is. . .‎ S2: What I would suggest is. . . /What I would advise is. . .‎ ‎→Step 3 Discovering useful structures Ask students to find out the sent ences containing noun clauses as the subject in the reading passage and underline them. Then translate them into Chinese. ‎ ‎→Step 4 Learning the use of noun clauses as the subject ‎1. Ask students to turn to Page 92 and learn part 3 The Subject Clause by themselves.‎ ‎2. Encourage them to ask as many questions as possible. Give them explanations if necessary.‎ ‎3. Let them do some additional exercises.‎ ‎4. Sum up.‎ ‎→Step 5 Practice Ask students to finish the following exercises within 10 minutes. Then check the answers with the whole class.‎ ‎1. Exercises 2 and 3 in Discovering useful structures on Page 13.‎ ‎2. Exercise 1 in Using structures on Page 64.‎ ‎→Step 6 Consolidation Let students work in pairs to make sentences with noun clauses as the subject to fill in the blanks.‎ ‎1. What _____________________________is astronomy.‎ ‎2. When _____________________________hasn’t been decoded yet.‎ ‎3. Whether _____________________________depends on your behavior.‎ ‎4. How _____________________________ is a personal decision.‎ ‎5. Why ________________________ _____ a puzzle to us.‎ ‎6. It’s funny that _____________________________.‎ ‎7. It worries us that _____________________________.‎ ‎8. It appears that _____________________________ .‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Make use of different learning resources to have an inquiry study of the subject clause, and summarize the rules of it.‎ 板书设计 Unit 4　Astronomy: the science of the stars Grammar: noun clauses as the subject 连接词 例句 从属连词: that, whether That she left him cut him to the heart.‎ Whether it will please them is not easy to say.‎ 连接代词: who, what, which, whoever, whatever, whichever What seems easy to some people seems difficult to others.‎ 连接副词: when, where, how, why Why he did it remains a mystery.‎ it作形式主语 It+be+表语+主语从句 It is still uncertain whether he is coming or not.‎ It+不及物动词+主语从句 It happens that they were absent.‎ It+及物动词（被动语态）+主语从句 It has been decided that the exhibition will not open on Sundays.‎ 活动与探究 Suppose you are to design an activity for your school on Earth Day, which is intended to call on teachers and students to protect the earth. Work in groups and choose a reporter of your group to report your work. The following points should be included in the report of your activity:‎ what the activity is about;‎ why the activity is designed;‎ when and where to do the activity;‎ who takes part in the activity;‎ what to be done in the activity.‎ Period 5　Using language: Extensive reading 整体设计 教材分析 This is the fifth teaching period of this unit. As usual, the teacher ‎ should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.‎ In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: A VISIT TO THE MOON in Using language on Pages 30-31 and CAUGHT BY A BLACK HOLE in Reading Task on Page 66. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The reading passage A VISIT TO THE MOON is a science fiction story which imagines what it might be like if an astronaut visited the moon. The purpose of science fiction writing is to combine facts with a story to make students interested and excited about travel in space. It is also to stimulate awe and wonder into the vastness of space. As this reading uses the information students have gained from the listening, the teacher can first ask some students to retell the listening text to lead in the topic and then ask students to read the passage and do so me comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage CAUGHT BY A BLACK HOLE, it is to ‎ continue the above story. The astronomers in the story visit a place in space, which seems impossible for people to reach, the “black hole”. It is to help students imagine what it is like near a “black hole”. Ask students to read through the passage and try to know more about astronomy and gravity.‎ At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition among them.‎ 教学重点 ‎1. Develop students’ reading skills by extensive reading.‎ ‎2. Let students read and understand the two passages.‎ 教学难点 ‎1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.‎ ‎2. Get students to unde rstand the science fiction stories in this unit.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in this part: spaceship, pull, float, mass, cheer up, now that, break out ‎2. Get students to read the science fiction stories.‎ 能力目标 ‎1. Develop students’ reading skills by extensive reading and enable them ‎ to learn how to use different reading skills to read different reading materials.‎ ‎2. Have students learn to use the useful new words and expressions correctly.‎ ‎3. Enable students to understand the passages and know more about astronomy and gravity.‎ 情感目标 ‎1. Stimulate students’ interest in astronomy and space travel.‎ ‎2. Develop students’ sense of group cooperation and teamwork.‎ 教学过程 ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some pairs of students to come to the front and act out their dialogue to review the expressions of giving instr uctions.‎ ‎3. Have some students talk about Isaac Newton, Albert Einstein and Stephen Hawking as well as their ideas on gravity.‎ ‎→Step 2 Warming up ‎ Let students to brainstorm the following questions:‎ ‎ What country first sent people into space?‎ How many countries have succeeded in sending people into space so far?‎ Who first landed on the moon?‎ Who is the first Chinese astronaut to go into space?‎ Do you want to visit the moon?‎ ‎→Step 3 Reading ‎1. Ask students to read the passage and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.‎ ‎1) Write down the three ways in which gravity changed for Li Yanping.‎ ‎ The way gravity changed Left the earth ‎ In space ‎ On the moon ‎ Suggested answers:‎ ‎ The way gravity changed Left the earth The gravity became very strong.‎ In space The gravity disappeared.‎ On the moon The gravity became very light.‎ ‎2) His weight changed three times, too. Now write them down.‎ ‎ How his weight changed Left the earth ‎ In space ‎ On the moon ‎ Suggested answers:‎ ‎ How his weight changed Left the earth He became very heavy.‎ In space He had no weight and could float around like a feather.‎ On the moon He was about one-sixth of his weight on the earth.‎ ‎2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.‎ ‎ Collocations: be lucky enough to do, have a chance, make a trip into space, explain sth. to sb. , the force of gravity, be off, the pull of the earth’s gravity, fall back to the earth, fall to the ground, too far from the earth, as if, at all, get close to, cheer up, come on, less than, down the steps, step forward, twice as far as, fall over, a bit of, now that, after a while, get the hang of, break out, on the outside of, be pushed into ‎→Step 4 Important language points ‎1. Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change ‎ would be the most powerful.‎ 在启程以前, 李彦平向我解释说, 在我们的航行中会有三次引力的改变, 而第一次的改变将是最强的。‎ 句子中that the force of gravity would change three times on our journey and that the first change would be the most powerful是两个并列 的that引导的宾语从句, 作动词explain的宾语。一个动词若带两个宾语从句, 第二个引导词that一般不省略。例如:‎ The girls told him (that) they were on a train trip across Canada and that they had only one day in Montreal.‎ 姑娘们告诉他, 她们乘火车来旅游, 要横穿加拿大, 在蒙特利尔待一天。‎ I understand not only (that) you have studied Chinese but also that you have written Chinese poetry.‎ 我知道, 你不仅学了中文, 而且还写中文诗。‎ ‎2. I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.‎ 我立刻感到很高兴, 由于失重我在太空舱里飘来飘去, 我望着（身后的）地球越来越小, 而（前方的）月球越来越大。‎ watching the earth become smaller and the moon larger是现在分词短语, 在句中作状语。‎ cheer (sb. ) up: (cause sb. to) become happier or more cheerful欢呼; ‎ 喝彩; 感到高兴; 使高兴 Try and cheer up a bit; life isn’t that bad!‎ 想办法高兴点, 生活并不是那么糟！‎ The crowd cheered up when they saw the team arrive.‎ 当看到球队的到来, 人群欢呼起来。‎ He took her to the concert to cheer her up.‎ 他带她去听音乐会来使她高兴。‎ watch. . . do/doing观看, 注视 We watched the sun setting behind the trees.‎ 我们看着太阳正在树后面落下。‎ Every day as they watched the plant grow, their hearts filled with hope.‎ 每一天当他们看到植物生长, 他们的心里都充满了希望。‎ ‎3. “Oh dear, ” I cried, “walking does need a bit of practice now that gravity has changed. ” ‎ ‎“天哪, ”我大声说, “重力改变了, 看来走路也的确需要练一练了。”‎ now (that). . . : because of the fact (that). . . 既然……; 由于……‎ Now (that) everybody is here, we can begin the meeting.‎ 既然每个人都到了, 我们就可以开始会议。‎ Now (that) you are a big boy you must behave better.‎ 由于你是一个大男孩, 你就必须行为表现得更好。‎ ‎4. We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increased.‎ 我们惊奇地看着, 随着地球引力的增加, 宇宙飞船的外层燃烧起火。‎ 句子中的as fire broke out on the outside of the spaceship和as the earth’s gravity increased均为as引导的状语从句。‎ amazed 是过去分词, 在此处作状语。‎ He came in unnoticed.‎ 他神不知鬼不觉地走了进来。‎ Many heroes lie buried in the churchyard.‎ 许多英雄埋葬在教堂的墓地里。‎ break out: (of violent events) start suddenly（指激烈事件, 如战争、火灾、疫情等）突然发生; 爆发 Fire broke out during the night.‎ 夜间突然发生了火灾。‎ War broke out in 1939.‎ 战争爆发于1939年。‎ A quarrel broke out suddenly at midnight.‎ 在深夜, 突然有人吵架。‎ ‎→Step 5 Reading task Turn to Page 66.‎ ‎1. Ask students to read the passage and answer the two 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?‎ Suggested answers:‎ ‎1) No, it can’t be seen. You can see things disappear into what appears to be empty space.‎ ‎2) At firs t 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.‎ ‎2. Let students read the passage again and do the following:‎ Suppose you are a scientist reading this passage. Use this checklist to discover the new ideas about “black holes”. Then write them for the other scientists to read about.‎ Old ideas about “black holes” Was this what we found? New ideas about “black holes”‎ ‎1. Black holes cannot be seen. ‎ ‎2. Gravity pulls objects towards them. ‎ ‎3. Objects go round outside the edge of the “black hole”. ‎ ‎4. All objects must go into the “black hole” when they are caught by its ‎ gravity. ‎ ‎3. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any diffic ult language points that students can’t understand.‎ Suggested answers:‎ Old ideas about “black holes” Was this what we found? New ideas about “black holes”‎ ‎1. Black holes cannot be seen. Yes ‎ ‎2. Gravity pulls objects towards them. Yes ‎ ‎3. Objects go round outside the edge of the “black hole”. Yes ‎ ‎4. All objects must go into the “black hole” when they are caught by its gravity. Yes They can be thrown far from the “black hole” by the energy in the “black hole”.‎ ‎→Step 6 Consolidation Ask students to go back to the two passages. Give them several minutes to be prepared to retell the whole story in their own words. Then ask as many students as possible to come to the front to tell the story.‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises. ‎ ‎2. Learn the useful new words and expressions in this part by heart.‎ ‎3. Tell the story to your friends or family.‎ 板书设计 Unit 4　Astronomy: the science of the stars Extensive Reading A VISIT TO THE MOON ‎1) Write down the three ways in which gravity changed for Li Yanping.‎ ‎ The way gravity changed Left the earth The gravity became very strong.‎ In space The gravity disappeared.‎ On the moon The gravity became very light.‎ ‎2) His weight changed three times, too. Now write them down.‎ ‎ How his weight changed Left the earth He became very heavy.‎ In space He had no weight and could float around like a feather.‎ On the moon He was about one-sixth of his weight on the earth.‎ 活动与探究 Go to the library and surf the Internet to find as much information as you can about space and the moon. And you are expected to present it to your teacher and classmates in the next class.‎ ‎ ‎