The science of the stars（通用3篇）

Thescienceofthestars篇1

unit4astronomy:thescienceofthestars

part1teachingdesign

第一部分教学设计

period2asamplelessonplanforlearningaboutlanguage

(nounclausesasthesubject)

introduction

inthisperiodstudentswillbefirsthelpedbytheteachertodiscoverandlearntousesomeusefulwordsandexpressions,andthentodiscoverandlearntousethefollowingusefulstructures:nounclausesasthesubject.thefollowingstepsofteachingmaybetaken:warmingupbydiscoveringusefulwordsandexpressions，learningaboutgrammar，readingmoreonsubjectclause，andclosingdownbydoingexercises.

objectives

tolearnaboutnounclausesasthesubject

todiscoverandlearntousesomeusefulwordsandexpressions

to discoverandlearntousesomeusefulstructures

procedures

1.warmingupbydiscoveringusefulwordsandexpressions

turntopage28anddoexercises1,2，3and4first.checkyouranswersagainstyourclassmates’.                                                            

2.learningaboutgrammar

introductiontonounclauses

anounclauseisaclausewhichdoestheworkofanouninasentence.itisagroupofwordscontainingasubjectandaverbofitsown.itcanbeusedasasubject,predicatenominative,directobject,appositive,indirectobject,orobjectofthepreposition.

usuallynounclausesbeginwiththat,what,where,when,who,whom,which,whose,how,why,whether,etc.

examples:

• hesaidthathewouldnotcome.

• wewereallcurioustoknowwhathehaddone.

• nobodyknowswhentheregistrationwillbegin.

• weallwantedtofindoutwhothe winnerwas.

• whomtheywereincontactwithonthedayoftherobberyisofgreatinteresttothepolice.

• janeisnotsurewhichuniversitysheshouldapplyfor.

• thejudgeshadahardtimedecidingwhosepaintingwasthebest.

• howthebabyfellfromthewindowisamystery.

• theyaskedtheboywhyhehadhithisclassmate.

• whetheryoulikeitornotisnottheissue.

usesofnounclauses

nounclausescanbeusedinthefollowingways:

a.asthesubjectofaverb

whyshekeptoncrying puzzled everyone.

nounclause mainverb 

b.astheobject

nobody knows  howhegotinvolvedinganglandactivities

verb nounclause

c.asthecomplementoftheverb"tobe"orpredicative

whatweareworriedaboutisthathemayhaveanotherheartattack.

thequestioniswhytheycouldescapethroughthefrontdoorwhenthereweresomanyguardsthere.

findthenounclausesinthefollowingsentencesandtellhowtheyareused.(subject,predicatenominative,directobject,appositive,indirectobject,orobjectofthepreposition)

1.howtheprisonerescapedisamystery.

2.myfeelingisthattherobberywasaninsidejob.

3.everyoneiswonderinghowhecouldjustdisappear.

4.thenewsthathehadescapedfrightenedthewholetown.

5.thepolicehaveofferedwhoeverfindsthestolendiamondsareward.

6.thefamilyhashadnowordaboutwherehemightbe.

7.thatwewerereadytogowasamiracle.

8.givewhoeverwantstogoaridetothegame.

9.thatyouarelosinggroundwasevidentfromthepolls.

10.whoeverinjuredthehandicappedwomanmustbefeelingguilty.

keys:

1.howtheprisonerescaped→subject

2.thattherobberywasaninsidejob→predicatenominative

3.howhecouldjustdisappear→directobject

4.that hehadescaped→ appositive

5.whoeverfindsthestolendiamonds→indirectobject

6.wherehemightbe→objectofthepreposition

7.thatwewerereadytogo→subject

8.whoeverwantstogo→ indirectobject

9.thatyouarelosingground→subject

10.whoeverinjuredthehandicappedwoman→subject

3.学习主语从句

一、由what（whatever，whoever）等代词引导的主语从句。

whattheyareafterismoney. 他们追求的是金钱。

whateverwassaidheremustbekeptsecret. 这里说的话都应当保密。

二、由连词that引导的主语从句。其中that一般不可省略，但若用it作形式主语，that从句后置时，则可省略。为避免头重脚轻，我们倾向用it开头，后接be，seem等。如果句子是疑问形式，就只能用带it的结构。

thatmoneydoesn'tgrowontreesshouldbeobvious.

金钱不能从树上长出来是显而易见的。

itisobvious（that）moneydoesn'tgrowontrees.显而易见，金钱是不能从树上长出来的。

hasitbeenannouncedwhentheplanesaretotakeoff？飞机什么时候起飞宣布了没有？

注意：

1）选用what还是用that引导主语从句要根据关联词在从句中是否担任成分而定。且what（以及whatever，whoever等）引导的主语从句一般不用it作形式主语。

whathesaidistrue.他说的是真的。（what在其引导的主语从句中作宾语。）

thatchinaisagreatsocialistcountryiswellknown.（=it’swellknownthat…）众所周知，中国是一个伟大的社会主义国家。（that在其引导的主语从句中不作任何成分，也无词义，只起连接作用。）

2）it引导的强调句与it作形式主语的复合句不可混淆。it引导的强调句是用来对句中某一成分加以强调，其结构为：“itis（或was）+强调部分+that（或who）…”强调句去掉itis（或was）…that（或who）…框架后，剩余部分为一个完整的句子。

itwasithat(who)metmaryinthestreetyesterday.是我昨天在街上遇见了玛丽。(强调主语)

3）常见的用it作形式主语的复合句结构：

*itis+形容词（necessary，strange，important，wonderful，possible，likely，等）+that从句，从句中常用虚拟语气。

it’snecessarythathewritesomethinginenglish.他用英语写点东西是必要的。

it’sstrangethatshedidnotgotoschoolyesterday.奇怪的是她昨天没去上学。

*itis+名词（afact，apity，no wonder，goodnews，等）+that从句

it'sapitythatsheshouldhavesaidso.真遗憾她竟然会这么说。

*itis+过去分词（said，reported，decided，unknown等）+that从句

itssaidthatourenglishteacherwillgoabroadnextweek.据说我们英语老师下周要去出国。

*it+不及物动词（seems，appears，happens，matters等）+that从句

itseemsthatsheisingreatneedofhelp.看来她急帮忙。

4）主语为从句时，一般要用单数谓语动词形式；但如果引导的从句作主语、代表复数概念（常可从表语上看出）时，谓语动词则常用复数形式：

whatweneediswater. 我们需要的是水。

whatweneedareusefulbooks.我们需要的是有用的书。

三、由连接代词或连接副词（或if,whether）引导的主语从句。

whentheywillcomehasn'tbeenmadepublic.他们什么时候回来还没有宣布。

whetheri’llattendthemeetinghasn’tbeendecided.=ithasn’tbeendecidedwhether(if)i’llattendthemeeting.我是否参加会议还未决定。

4.closingdownbydoinganquiz

1.nounclausepracticequiz

1)ihadanaccidentandtookmycartothegarage.myhusbandasked mewhere________.

a. ismycar   b.mycarwas c.mycaris  d.wasmycar

2)isittrueallofthecomputerswillshutdownintheyear?_______isunbelievable!

a.thatallthecomputerscouldshutdown b.allcomputerscouldshutdown

c.itisthatallcomputerscouldshutdown d.shuttingdownofallcomputers

3)isittrue__________peoplearesayingabouty2k?

a.thatwhatb.thatc.whetherornotd.what

4) _______________anold"date"chipisimportant.

a.acomputerhas               b.ifacomputerhave 

c.whetherornotacomputerhas   d.hasacomputer

5)whatareyougoingtodowithyouroldcomputer?nothing!_________istooexpensive.

a.thatiwanttodob.whatiwanttodoc.thatwhatiwanttodod.ifwhatiwanttodo

keys:badcb

Thescienceofthestars篇2

unit4astronomy:thescienceofthestars

part1teachingdesign

第一部分教学设计

period1asamplelessonplanforreading

(howlifebeganontheearth)

introduction

inthisperiod,afterthewarmingup,studentswillfirstbeguidedtotalkandshare.thentheywillbehelpedtoreadanexposition（说明文）entitledhowlifebeganontheearth.thenthestudentsmaybeaskedtolistenandreadaloud，readandunderline，readandunderstanddifficultsentences，readandtransferinformation，readandtranslate,readtodecideonthetypeofwritingandsummaryofthetextandfinallyreadtodrawatreediagramofthetextandretellthestorywiththehelpofthediagram.theperiodwillendinstudentshavingadiscussion—howdidtheuniversebegin?

objectives

tohelpstudentsunderstandthetext’sformsandcontentsandlearnaboutfestivalastronomy

tohelpstudentscommunicateonthetopicinfocuswiththewords,expressionsandstructureslearnedinthisunit

focus

words dissolve，exist，puzzle，crash，pull，float，exhaust

expressions intime,layeggs,givebirthto,blockout,cheerup,nowthat,breakout,watchout

patterns 1.itexplodedloudlywithfireandrock,whichwereintimetoproducethewatervapor,carbondioxide,oxygen,nitrogenandothergases,whichweretomaketheearth’satmosphere.

2.nobodyknewthatitwasgoingtobedifferentfromotherplanetsgoingroundthesun.

3. itallowedtheearthtodissolveharmfulgases,whichhadbecomepartoftheearth’satmosphere,intotheoceansandseas.

4.thisencouragedthedevelopmentofearlyshellfishandallsortsoffish.

5.theyproducedyounggenerallybylayingeggs.

6.theyareputtingtoomuchcarbondioxideintotheatmosphere,whichpreventsheatfromescapingfromtheearthintospace.

7.whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.

aids

multimediafacilities,tape-recorder,photos,diagrams

procedures

i.warmingupbylearningvocabulary

goodmorning,class!today,wearegoingtotakeunit4astronomy:thescienceofthestars.beforewereadthetext,let’sturntopage99andgetfamiliarizedwiththevocabularyfirst.payattentiontothemakingoftheword.studytheprefixes,rootsandsuffixesinthewords.

ii.pre-reading

1.lookingandsaying

haveyoueverwonderedhowtheuniversebegan?welli'msureyoumayhavemanyanswerstothisquestion,butihaveonethatperhaps,youmaynothaveheardofyet.iwillbegivingyoumytheoryonthissubject.nowlookatthescreenandlistentometellingyousomethingexciting.

科学家透露：宇宙可能有两个

我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。在我们的宇宙早期，这两个宇宙发生了一次相撞事故，相撞产生的能量生成了我们宇宙中的物质和能量。

2.talkingandsharing

doyouknowhowtheuniversebegan?

inthe1920sincalifornia,astronomeredwinhubbleobserveddistantgalaxiesusinganextremelypowerfultelescope.hemadetwomind-boggling(unbelievable)discoveries.

first,hubblefiguredoutthatthemilkywayisn’ttheonlygalaxy.herealizedthatfaint,cloud-likeobjectsinthenightskyareactuallyothergalaxiesfar,faraway.themilkywayisjustoneofbillionsofgalaxies.

second,hubblediscoveredthatthegalaxiesareconstantlymovingawayfromeachother.inotherwords,theuniverseisexpanding.thebiggestthingthatweknowaboutisgettingbiggerallthetime.

afewyearslater,belgianastronomergeorgeslemaîtreusedhubble‘samazingdiscoveriestosuggestan answertoabigastronomyquestion:“howdidtheuniversebegin?”

3.listeningandreadingaloud

nowpleaselistentotherecordingandthenreadthetextaloud.payattentiontohowthenativespeakerisreadingalongandwherethepausesarewithineachsentence.iwillplaythetapetwiceandyoushallreadaloudtwice,too.

4. readingandunderlining

nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.copythemintoyournotebookafterclassashomework.

collocationsfromhowlifebeganontheearth

acloudofenergeticdust（具有能量的尘埃）,combineinto…（合成……）,movearoundthesun（环绕太阳运转）,becomeviolent（变得激烈）,thesolidsurface（固体表面）,explodeloudly（猛烈爆炸）,intime（及时，最终）,producethewatervapor（产生水蒸汽）,maketheearth’satmosphere（构成了地球的大气层）,cooldown（冷却）,onthesurface（在表面）,bedifferentfrom…（与……不同）,goroundthesun（环绕太阳运转）,disappearfrom…（从……消失）,stayon…（存留在……）,showone’squality（显现某人的特性）,dissolveharmfulgases（分解，溶解有害气体）,becomepartof…（变成……的一部分）,developlife（发展生命）,growinthewater（在水里生长）,fill…with…（用……来填充……，充满了……）,encouragethedevelopmentof…（鼓励……的发展）,millionsofyearslater（几万年以后）,liveonland（在陆地上生活）,liveinthesea（在海里生存）,growintoforests（长成森林）,produceyoung（生出幼仔）,layeggs（下蛋）,animalswithhandsandfeet（长着手脚的动物）,spreadallovertheearth（遍布全世界）,developnewmethods（发展了新的方法）,growfood（种植）,movearound（迁徙）,goby（过去，推移）,takecareof…（在意……，照看好……）,put…into…（把……带入，放入……）,prevent…from…（防止……做……）,escapefrom…into…（从……逃离到……）,becomehot（变热）,dependon….（依靠，依赖，取决与……）,solveaproblem（解决一个问题）

3.readingandunderstandingdifficultsentences

skimthetextandidentifythedifficultsentencesofeachparagraph.youmayputyourhandupifyouhaveanyquestions.

4.readingandtransferringinformation

readthetextagaintocompletethetablebelow,

howlifebeganontheearth

whatwastheearthlikeafterthe“bigbang”? 

whywastheearthdifferent? 

howwaslifedevelopedonearth? 

whatdidsmallcleveranimalsdo? 

howlifebeganontheearth

whatwastheearthlikeafterthe“bigbang”? acloudofenergeticdustatfirstandthenaballaroundthesun.intimeasaresultofitsexplosion,watervaporandmanyothergaseswereproducedtomaketheearth’satmosphere.waterthenappearedwhenitcooleddown,offeringthepossibilityforthebeginningoflife.

whywastheearthdifferent? thearrivalofsmallplantsgrowinginthewaterfilledtheoceansandseaswithoxygen,encouragingthedevelopmentofsmalllivingthings.

howwaslifedevelopedonearth? carbondioxideandairwithoxygenhelpedlifedeveloped.firstwereinsectsandamphibians,andthenappearedreptilesanddinosaurs,producingyoungbylayingeggs.atfirst,camemammalsproducingyoungfromwithintheirbodies.

whatdidsmallcleveranimalsdo? withhandsandfeet,theyspreadallovertheearth,developingnewmethodsofgrowingfood,huntingandmovingaround,yetneglectingtheenvironmentprotection,causingnewproblemsforhumanbeing’sexistenceforgood.

5.readingthetextonceagaintodecideonthetypeofwritingandsummaryofthetext

typeofwriting thisisadescriptivewriting.

mainideaofthepassage

theearthcameintobeingafterthe“bigbang”.thensmallplantscamegrowinginthewater,followedbygreenplantsappearingonland.intheendappearedsmallcleveranimals.

topicsentenceof1stparagraph afterthe“bigbang”,theearthwasjustacloudofenergeticdust.

topicsentenceof2ndparagraph theearthwasdifferentbecauseofthearrivalofsmallplantsgrowinginthewater.

topicsentenceof3rdparagraph manymillionsofyearslaterthefirstgreenplantsbegantoappearonland.

topicsentenceof4thparagraph smallcleveranimalsappearedandspreadallovertheearth.

6.goingoverthetexttomakeatreediagramandretellthestorywithitshelp

7. readingandtranslating

asyouhavereadthetexttimes,youcansurelyputitintochinese.wanghongqin,willyoubethefirsttohaveatry,ofputtingthefirstparagraphintochinese.

8. closingdownbywatchingamovieentitledfromtheearthtothemoon《从地球到月球》

throughdramatization,thisseriesrelatesthestoryoftheconquestofthemoonbytheamericans,fromthemercuryandgeminiprojectstothelegendaryapollomissions.

“这是我的一小步，却是人类的一大步。”美国太空人尼尔阿姆斯壮在1969年踏上月球的那一刻留下了这句名言。这句话代表人类文明的跃进，宣告了太空时代的到来。在阿姆斯壮登月近三十年后，好莱坞巨星汤姆汉克斯、金奖导演朗霍华与王牌製作人布莱恩葛瑟三人斥资6800万美金将美国登陆月球的太空计画拍摄成迷你影集【飞向月球】，重现当年太空人的奋斗历程，并在充满史诗的气魄中纪录了所有的艰辛、骄傲、失败与悲壮的牺牲，为人类的文明写下了精彩的一页。

Thescienceofthestars篇3

unit4astronomy:thescienceofthestars第一部分

《金色教案》教学设计说明aboutthetopicandthestructures单元话题和结构本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：发出指令。本单元语言结构项目是“名词从句做主语”。本单元还要求学生学习写作“说明文：解决问题”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。period1reading 阅读课warmingup 课本上的导入共有两组问题，第一组问题引导学生讨论太阳系。第二组问题探讨天文学。教师也可采用本书提供的bylearningvocabulary导入新课。pre-reading部分主要引导学生讨论地球上的生命起源、世界各地的宗教和文化生命起源的看法，然后观察课文标题、预测文章内容。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，后来出现了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深省：theearthmaybecometoohotforthelivesonit.它关系到地球上生命的未来。建议采用talkingandsharing—doyouknowhowtheuniversebegan?listeningandreadingaloud，readingandunderlining，readingandunderstandingdifficultsentences，readingandtransferringinformation，readingandtranslating，readingtodecideonthetypeofwritingandsummaryofthetext，readingtodrawatreediagramofthetextandretellthestorywiththehelpofthediagram等步骤进行教学。而结课可以采纳closingdownbyhavingadiscussion—howdidtheuniversebegin?comprehending部分通过篇章学习、句子顺序重组、口头讨论等六个活动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?period2learningaboutlanguage知识课learningaboutlanguage课本要求首先通过英文解释帮助理解课文中的生词，然后，通过短文填空、词语分类等形式将这些词语用于一个相关的情境中。语法部分也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，设置一个用手机发短信息的情境，让学生进行简单句与主语从句之间的转换练习。最后设置情境来复习第三单元出现的表语从句。教师也可以本书如下设计进行教学：warmingupbydiscoveringusefulwordsandexpressions，learningaboutgrammar，readingmoreonsubjectclause，closingdownbydoingexercises。period3usinglanguage运用课usinglanguage为综合教学，训练听说读写能力。听力部分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，还通过四选一的形式帮助学生找主题思想。在解释对与错的过程中，教师可以适当地介绍一下概括主题的方法。阅读部分是一个科幻小故事，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。说和写部分以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，并要求学生找出克服这些困难的方法。教师可以根据课本上的提示，向学生介绍“先分述后总结”的写作方法。提出问题的解决方案时，要求学生选用适当的“指示”用语。教师可以参考使用本书提供的教学步骤：warmingupbylisteningandreadingaloud，understandingdifficultsentences，readingandunderlining，doingreadingcomprehensionexercises，discussing，guidedwriting，actingatextplay和closingdownbyfillingaform

实际教学过程课时划分建议period1将warmingup、pre-reading、reading和comprehending整合在一起上一节“阅读课”。period2将learningaboutlanguage和workbook中的usingwordsandexpressions、usingstructures整合在一起上一节“语言知识课”。period3将usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。period4将workbook的readingandlistening和talking整合在一起上一节“听说课”。period5将workbook的listeningtask、readingandwritingtask和 speakingtask整合为一节“综合技能课（二）”。

第二部分

教学资源说明section1background背景围绕单元话题“festivalaroundtheworld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。section2explanation解析重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。section3vocabulary词汇按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。

第三部分

教学测评说明围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。