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视频标签：Astronomy
所属栏目：高中英语优质课视频
视频课题：人教版高中英语必修三Book3 Unit4 Astronomy the science of the stars 吉林省级优课
教学设计、课堂实录及教案：人教版高中英语必修三Book3 Unit4 Astronomy the science of the stars 吉林省级优课
Teaching Design
Unit4 Astronomy: the science of the stars
I单元教学目标
技能目标Goals
Talk about the science of the stars, the development of life and space travel and gravity Practise giving instructions
Practise talking abut problems in study or life Learn to use Noun Clauses as the subject
Learn to write an essay to show your problems and the way to overcome them. II. 目标语言 功 能 句 式
Talk about the science of the stars, the development of life and space travel and gravity Where do we come from? How did the universe begin?
Why is the universe the way it was? How will it end?
How much do you know about universe? Do you want to have a space travel? Do you know something about gravity? Do you know something about black holes? Practise giving instructions Please look at/ listen to… Please check that… You need…
Please pay attention to… Don’t forget to… You’d better… Make sure you… Watch out for… You mustn’t…
Practice talking about problems in study or life My problem is… The difficulty is… My trouble is… The question is… My advice is…
What I think about it is… The fact is…
My suggestion is…
词 1 四会词汇
汇 astronomy, atmosphere, system, violent, solid, explode, carbon, dioxide, oxygen, surface, planet, harmful, development, spread, method, depend, exist, presence, telescope, disappoint, disappointed, publish, publishing, gravity, force, gradually, cheer, float, mass 2认读词汇
astronomer, biochemistry, geophysics, solar, Big Bang, vapour, nitrogen, dissolve, amphibian, reptile, generally, mammal, global, comet, Issac Newton, Albert Einstein, Stephen Hawking, lessen, weightlessly, cabin, exhaust, exclaim 3 词组
solar system, in time, prevent…from, depend on, cheer up, now that, get the hang of, break out
语 法 Noun Clauses as the subject
Noun Clauses as the subject is also called the Subject Clause. That means a Noun Clause serves as Subject in the sentence. The words which are used in this Noun Clause are: that, whether, who, what, which, when, where, how, why, etc.. Example
1. What it was to become was a mystery.
2. It was not clear whether the solid shape was to last or not.
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
5. 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
6. Walking does need a bit of practice now that gravity has changed. P31
7. We watched, amazed as fire broke out on the outside of the spaceship the earth’s gravity
increased. P31
8. Seen from space, the earth appears to be a water ball.
9. But the answers have always seemed well beyond our reach, until now.
10. Huge questions remain to be answered, before we can hope to have a complete picture
of the universe we live in.
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。
1.1 WARMING UP以讨论的形式通过三组问题引导学生讨论边缘科学，讨论科学研究
的方法以及要成为真正的科学家所必须掌握的技能。 1.2 PRE-READING 主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。
在探讨生命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。
1.3 READING 讲述了地球上生命的起源。水的形成使得地球有别于其他星球，它使得
地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲了令人深省的问题：The earth may become too hot for the lives on it.
1.4 COMPREHENDING通过四个选择填空题检测学生对本文核心问题的理解：地球
上生命的起源和延续需要那些条件？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。
1.5 LEARNING 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。 1.6 USING LANGUAGE由Listening、Reading和Speaking and Writing三部分交互组合
而成。指导学生在听和读的输入性学习之后，完成说和写的输出性应用练习。Listening的内容介绍三位科学巨匠。不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的方式帮助学生找主题思想。在解释对与错的过程中，教师可以适当的介绍一下概括主题的方法。Reading是一个科幻小故事，通过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。
我参加“一师一优课”大赛的作品选取第三课时，即听力部分：
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。
The Third Period Using language& 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. Warming up
1. 首先邀请两名同学弹唱与单元主题相关的歌曲Fly me to the moon，通过身边同学的 精彩才艺展示，既能激发同学们的学习热情，又能调动同学们的积极性，会起到极好的暖场效果，为新课的引入做好的充分的铺垫。 2. 组织学生进行听前“热身”，让学生先看练习1的图片 1，引导全班讨论图片1的内容。一般来讲，学生能够很顺利地用中文说出“牛顿”。接下来让学生两人一组用英文交流各自所了解的有关牛顿的信息，然后让小组向全班汇报。
3. 学生两人小组活动，按照讨论图片1的方式继续讨论图片2和图片3，完成后由各个小组向全班汇报，可以采用让小组代表担任“小老师”的角色，边口头汇报 边板书，以免其他学生看不清楚，也有助于其他学生看到黑板上的词汇，可以加深记忆。
设计意图：充分调动学生已有的知识，并引入听力 话题，激发学生的好奇心。给学生提供共享交流知识和信息的机会，让他们增进了解和友谊，扩大彼此的知识面，同时也为后续的听力活动热身。
Step II. Pre-listening (Using language) 让学 生快速阅读练习2的三个选项，猜测哪个 最能概括听力文章的大意，其他两个选项为什么不能，理由是什么。
A: the text is about how three scientists wanted to find out about the beginning of the universe. B: the text is about how the idea of gravity has developed over a long period of time. C: the text is about the importance of three scientists and their work.
And then what is wrong with the other two summaries? Can you give your reason?
设计意图：让学生猜测听力文章的主旨大意，调动学生认知参与，让学生有目的地去听录音，提高听的效率。
Step II. Listening (Using language)
1. 教师提示学生听录音，验证推测是否正确，并给出理由。要求学生在听的过程中做笔记，捕捉有用的信息。笔记要简练并且尽量使用缩写。这样可以提高效率，也可以避免在记的过程中漏听了其后的内容。
2. 播放 第一遍录音，听完后全班核对答案。如果大部分 学生都答对了可以分组讨论为什么其他两个答案是错误的。如果这一环节有困难可让学生再听一遍录音。
3. 教师再次播放录音中的Part 1，让学生填写有关牛顿的 引力思想及其发展的表格。要求学生独立完成这一练 习。完成之后让学生两人小组讨论，研究答案，然后全班交流，教师适当引导学生完善自己归纳的信息，提供参考答案供学生核对。如果学生完成任务有困难，可让学生再听录音。
4. 教师播放Part 2，让学生以同样的方式完成有关爱因斯坦和霍金的表格。 Main idea
A: the text is about how three scientists wanted to find out about the beginning of the universe. B: the text is about how the idea of gravity has developed over a long period of time.
C: the text is about the importance of three scientists and their work. Why summary A is not true?
Because the three scientists wanted to explain how the universe worked and not how it began. What is wrong with summary C?
Because it is too general and does not give enough detail about what the listening passage is about.
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. 设计意图：训练学生抓主要信息的能力，让学生带着听力任务有针对性地捕捉相关的细节信息，化整为零，各个突破。在讨论和分享的过程中，培养合作学习和探究学习精神。 Step III Post-listening
让学生两人一组根据上面填写的表格互相给对方讲述引力的理论及其发展。 设计意图：训练学生的口语表达能力，进一步强化
学生的听力能力，巩固所听内容，让学生把所听内容用自己的语言组成完整篇章 。学生在讲 和听的过程中能明白自己的不足和同伴的长处，取长补短，不断进步。
Step IV 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..
Play the tape and pause when the students need to write information down. Then collect answers.
Information on Yang Liwei
The exams he passed Excellent degree and 10 years’ training Experience Pilot for the air force of the PLA Physical qualities Smaller than 170cm, less than 70kg Personal qualities
Calm, mature, hard-working
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 V 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 VI 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?
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