人教版新課標(biāo)高一必修3 Unit 4 Astronomy The Science of the Star--教案4

人教版新課標(biāo)高一必修3 Unit 4 Astronomy The Science of the Star--教案4 Unit 4 Astronomy The Science of the Star--教案4 TITLE=人教版新課標(biāo)高一必修3 Unit 4 Astronomy The Science of the  Unit 4 Astronomy  The Science Of The Stars Teaching aims: 1. Enable students to improve their listening skills and reading ability. 2. Enable students to understand the development of gravity and how gravity affects us in different times and places. 3. Arouse students’ interest to search for the mystery of space. Emphasis: 1.  Words and expressions: gravity, float, cheer up, now that, break out, etc 2. Astronomic knowledge like gravity and black hole. Difficulties: 1. Help the students to understand the development of gravity. 2. Help the students to know how gravity influences us. Teaching methods: skimming, scanning, discussing. Teaching aids: a tape recorder, a projector and a computer.   Teaching procedures: The first period reading Step I Presentation T: Hello, everyone! Today we’ll 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 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 Page 25. Let’s 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 minutes to discuss the questions. 3. Collect answers from the whole class. 4. Check the answers while discussing. 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 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 let’s 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? 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 who’d like to tell us a story? Volunteer! S1: 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 can’t remember clearly. T: Who can? Nobody? Now I’ll tell you. Look at the screen. 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 should encourage 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. Show the questions on the screen. 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? 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: 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 Page 26 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 Paragraph 2, 3 and 4, and finish Part 2 and 3. Key: DBIGEHACFJ T: 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 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. Play the tape T: How did water come into being on the earth? If one student can’t answer completely, ask two or 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.     1 small plants in water 2           3 green plants on land 4insects(on land) 5 6 forests 7 8 9               Key to the exercise: 2. shellfish and all sorts of fish   5.amphibian(on land

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