一名优秀的教师在教学时都会提前最好准备,教师要准备好教案,这是老师职责的一部分。教案可以让学生能够听懂教师所讲的内容,帮助教师缓解教学的压力,提高教学质量。我们要如何写好一份值得称赞的教案呢?下面是由小编为大家整理的“Unit4Astronomy:thescienceofthestars(WarmingUp,”,仅供参考,大家一起来看看吧。
Unit4Astronomy:thescienceofthestars
WarmingUp,Pre-readingandReading
单元教学目标
技能目标SkillGoals
Talkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravity.
Practisegivinginstructions.
Practisetalkingaboutproblemsinstudyorlife.
LearntouseNounClausesasthesubject.
Learntowriteanessaytoshowyourproblemsandthewaytoovercomethem.
II.目标语言功
能
句
式
Talkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravity
Wheredowecomefrom?
Howdidtheuniversebegin?
Whyistheuniversethewayitwas?
Howwillitend?
Howmuchdoyouknowaboutuniverse?
Doyouwanttohaveaspacetravel?
Doyouknowsomethingaboutgravity?
Doyouknowsomethingaboutblackholes?
Practisegivinginstructions
Pleaselookat/listento...
Pleasecheckthat...
Youneed...
Pleasepayattentionto...
Don’tforgetto...
You’dbetter...
Makesureyou...
Watchoutfor...
Youmustn’t...
Practicetalkingaboutproblemsinstudyorlife
Myproblemis...
Thedifficultyis...
Mytroubleis...
Thequestionis...
Myadviceis...
WhatIthinkaboutitis...
Thefactis...
Mysuggestionis...词汇
1四会词汇
astronomy,system,religiontheoryatombillionglobeviolentcarbonatmosphereunlikefundamentalharmfulacidchainmultiplyoxygenexistthusdioxidepuzzlebiologybiologistgravitysatellitegentlephysicistclimatecrashspaceshippullfloatmass
2认读词汇
astronomer,biochemistry,geophysics,solar,BigBang,vapour,nitrogen,dissolve,amphibian,reptile,generally,mammal,global,comet,IssacNewton,AlbertEinstein,StephenHawking,lessen,weightlessly,cabin,exhaust,exclaim
3词组
solarsystem,intime,layeggs,givebirthto,inone’sturn,carbondioxide,prevent…from,blockout,cheerup,nowthat,breakout,watchout语法
NounClausesasthesubject
NounClausesasthesubjectisalsocalledtheSubjectClause.ThatmeansaNounClauseservesasSubjectinthesentence.ThewordswhichareusedinthisNounClauseare:that,whether,who,what,which,when,where,how,why,etc.
Example
1.Whatitwastobecomewasamystery.
2.Itwasnotclearwhetherthesolidshapewastolastornot.
Period1Warmingupreading(1)
Teachinggoals
1.Targetlanguage
a重点词汇和短语
astronomy,atmosphere,system,violent,solid,explode,carbon,dioxide,oxygen,surface,planet,harmful,development,spread,method,depend,solarsystem,intime,prevent…from,dependon
b重点句子
1.Whatitwastobecomewasamysteryuntilthedustbegantoslowlycombineintoaballmovingaroundthesun.P25
2.It’sexplodedloudlywithfireandrock,whichwereintimetoproducethewatervapour,carbondioxide,oxygen,nitrogenandothergases,whichweretomaketheearth’satmosphere.P25
3.Itallowedtheearthtodissolveharmfulgases,whichhadbecomepartoftheearth’satmosphere,intotheoceansandseas.P25
4.Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.P26
2.Abilitygoals
a.EnableSstotalkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravity
Wheredowecomefrom?
Howdidtheuniversebegin?
Whyistheuniversethewayitwas?
Howwillitend?
Howmuchdoyouknowaboutuniverse?
Doyouwanttohaveaspacetravel?
Doyouknowsomethingaboutgravity?
b.Understandthetextandanswerthefollowingquestions:
1.Whatwasthereontheearthbeforelifecouldbegin?
2.Whydoscientiststhinktherehasneverbeenlifeonthemoon?
3.Whydidanimalsfirstappearintheseas?
4.Whydidgreenplantshelplifetodevelop?
5.Whyweremammalsdifferentfromotheranimals?
c.EnabletheSstounderstandthedetailsaboutthepassage,choosingthecorrectansweraccordingtothetextandputtheorderofdevelopmentoflifeintoatimelineandanswerquestions.
d.Retellthepassageusingkeysentences.
3.Learningabilitygoals
EnableSslearnhowtotalkaboutthebeginningoflifeontheearth.
Teachingimportantpoints
a.Talkaboutthebeginningoflifeontheearth.
Whydidanimalsfirstappearintheseas?
Whydidgreenplantshelplifetodevelop?
b.Discusstheorderofdevelopmentoflife
Teachingdifficultpoints
a.Understandthebeginningoflifeontheearth.
b.Discussthequestions:
Whatwillourfuturebeiftheearthmaybecometoohotforthelivesonit?
Whyarehumansthecleverestanimalsontheearth?
Teachingmethods
a.Skimmingandscanning
b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.
c.Individual,pairorgroupworktofinisheachtask.
d.Discussion.
Teachingaids
acomputer
Teachingprocedures
Step1quiz
SomequestionsonPPT.
Step2leadin
Inoursolarsystemeightplanetscirclearoundthesun.Whatarethey?
(Note:Accordingtothepresentdayscientificstudy,thereareonlyeightplanets,withthePlutoexcluded.)
S:TheSun,Mercury,Venus,Earth,Mars,Jupiter,Saturn,Uranus,andNeptune.
T:Whichplanetdoweliveon?Canyoudescribewhatitlookslike?
S:Earth.Itsupportsavarietyoflifeand70%oftheearthiscoveredwithseasoroceans.
Step3discussion
Wheredowecomefrom?Orwecansay:Whoareourancestors?
Doyouknowanyancientideaaboutthebeginningoftheuniverse?
Panguseparatestheskyfromtheearth.
Theskyandtheearthwereatfirstoneblurredentitylikeanegg.Panguwasbornintoit.Theseparationoftheskyandtheearthtook18,000years-theyangwhichwaslightandpurerosetobecomethesky,andtheyinwhichwasheavyandmurkysanktoformtheearth.BetweenthemwasPangu,whowentthroughninechangeseveryday,hiswisdom,greaterthanthatoftheskyandhisabilitygreaterthanthatoftheearth.Everydaytheskyrosetenfeethigher,theearthbecametenfeetthicker,andPangugrewtenfeettaller.Another18,000yearspassed,andtherewasanextremelyhighsky,anextremelythickearth,andanextremelytallPangu.ThencametheThreeEmperors(theEmperoroftheSky,theEmperoroftheEarth,theEmperoroftheMen.)
Sothesenumberscameintoexistenceandevolvelikethis.Thenumberbeginswithone,becomesestablishedatthree,iscompletedatfive,prospersatseven,andendsinnine.Sotheskyisninetythousandlifromtheearth.
Otherlegendsaboutthebeginningofuniverse
TheBiblicalAccount
"InthebeginningGodcreatedtheheavensandtheearth.Nowtheearthwasformlessandempty,darknesswasoverthesurfaceofthedeep,andthespiritofGodwashoveringoverthewaters.AndGodsaid...."
Day1:GodspokeandseparatedlightfromdarknesscreatingDayandNight
Day2:Godspokeandseparatedthewatercreatingskyandocean
Day3:Godspokeandcreateddryland
Day4:Godspokeandcreatedthesun,moon,andstars
Day5:Godspokeandcreatedlivingcreaturesintheairandsea
Day6:Godspokeandcreatedthelandanimalsandman
Day7:GodrestedandblessedthisdaycallingitHoly
India
Brahmahascreatedtheworldmanytimes.Thiscreationisrepeatedeveryfouragesoryugas.Therearefouryugasinoneeonorkalpa.Inthebeginningofeachkalpatheworldisawaterychaos.
AsBrahmathoughtbeingswerecreated.Thedemonswerecreatedbyawindfromhisrectum.Aftercreatingthedemonshediscardedhisbodywhichbecamenight.Heassumedanewbodyandoutofhismouthcametheshininggodsordevas.Thisbodywasalsodiscardedandbecameday.Withhisnextbodyhecreatedancestorspirits.WithhisfourthbodyBrahmacreatedhumanbeingswerecreated.Thisdiscardedbodybecamethemoon.WiththefifthbodyBrahmahadastrangethoughtandhecreatedogres,terriblecreatures,thatwantedtodevourtheprimordialseaofchaos.Inshockatwhathehaddonehethencreatedghouls,orGandharvas.Finallyheregainedhissensesandcreatedbirds,mammals,plants,andalltheotherlifethatweseetoday.
Step4appreciation
Playavideoforthestudents
Howmanytypesoflifeontheearthhaveyouseeninthevideo?Namethem.
Studentstelleverythingtheyhaveseeninthevideo.(Presentontheblackboardthenewwordsandageneralpictureofthetopicofthislesson.)
BigBanguniverseacloudofdustglobeviolentatmospherewaterplantscellsshellfishfishlandanimalsinsectsamphibiansreptilesdinosaursmammalsapes(monkeys)humans
Step5fastreading
Howdidlifedevelopthroughhistory?
Readfastandfindouttheanswers.
Acloudofdust→asolidball→presenceofwater→smallplantsgrowonthewater→shellfishandotherfishappear→plantsbegintogrowondryland→insectsandamphibiansappear→retilesappear→dinosaursappear→mammalsappear
Q:Whywasitnecessaryforplantstogrowbeforeanimals?
(Plantsprovidedoxygenforanimalstobreathe.)
Step6Retelling
SupposeyouareDr.…whostudiesastronomy.Youareinvitedtogiveaspeechtotheschoolstudentsaboutthedevelopmentoflifeon“EarthDay”(April22nd).
Goodmorning/afternoon.IamDr….Iamgreatlyhonoredtobeheretogiveyouaspeechaboutthedevelopmentoflife”.…
Homework:
1.SearchtheInternetfortheinformationofthedevelopmentoflife.
2.Readandlearngoodwords,phrasesorstructuresfromReading.
Period2reading(2)
Step1Scanning
1What’sthestyleofthetext?
2What’sthemainideaofthetext?
Step2skimming
Findoutthemainideaofeachpara.
Step3carefulreading
1Whatwasthereontheearthbeforelifecouldbegin?
2.Whydoscientiststhinktherehasneverbeenlifeonthemoon?
3.Whydidanimalsfirstappearintheseas?
4.Whydidgreenplantshelplifetodevelop?
5.Whyweremammalsdifferentfromotheranimals?
Finishoffthechart.
1smallplantsinwater
2
3greenplantsonland
4insects(onland)5
6forests
789
2.shellfishandallsortsoffish5.amphibian(onlandandinwater)
7.reptiles(onland)8.dinosaurs(onland)9.mammals(onland)
T:That’sallforthispassage.Nowlet’sdealwithsomelanguagepoints.
Step4consolidation
TorF
1.Theearthwasacloudofdustbeforeitcombinedintoaballaroundthesun.
2.Thewatervapour,carbondioxide,oxygen,nitrogenformedtheearth’satmosphere.
3.Thecomingofsmallplantsgrowinginthewatermadetheearthdifferent.
4.Landanimalsappearedbeforethegreenplantsonland.
5.Dinosaursproducedtheiryoungbylayingeggs.
6.Theearthmaybecometoohotiftoomuchcarbondioxidewasputintotheatmosphere.
Step5Retelling
Retellthetextusingabout100words.
Notes:Usethetwoquestionsandthecharttoretellthepassage;
Thepossibleversionbelowcanbeusedasamaterialforbothretellinganddictation.
Retelling:
Theexplosionoftheearthproducedwatervapor,whichturnedintowaterwhentheearthcooleddown.Waterallowedtheearthtodissolveharmfulgasesintotheoceansandseas.Thatmadeitpossibleforlifetobegintodevelop.Thearrivalofsmallplantsencouragedthedevelopmentofearlyshellfishandallsortsoffish.Manymillionsofyearslaterthefirstgreenplantsbegantoappearonland.Laterlandanimalsappeared.Somewereinsects.Others,calledamphibians,wereabletoliveonlandaswellasinthesea.Whentheplantsgrewintoforests,reptilesappearedforthefirsttime.Later,dinosaursdeveloped.Theybecamethemostimportantanimalsontheearthformillionsofyears.Aftertheydisappeared,mammalsbecamemoreimportant.Theywerethelastgroupofanimalsandtheyweredifferentbecausetheyproducedtheiryoungfromwithintheirbodies.Smallcleveranimals,withhandsandfeet,appearedandspreadallovertheearth.Astimewentby,theycoveredtheearthandhavebecomethemostimportantanimalsontheplanet.
Step6discussion
1.Whatshouldwedowiththeglobalwarmingproblem?
Suppose:someofyouareofficialsofthegovernment/someofyouareordinarypeople
2.Supposeyouwereanexpertofastronomy,andnowyouandyourworkmatesarepreparingforameetingwhosetopicisthebeginningandtheprospect(展望)ofthelife/humanbeingontheearth.Workinyourgroup,andtrytodevelopyourspeech!
Homework
Retellthepassageaccordingtotheform..
Rememberimportantlanguagepoints.
Englishweeklypage4part2
Unit4Astronomy:thescienceofthestars(VocabularyandUsefulExpressions)
●三维目标
1.Knowledge:
(1)Words:
crack,burst,ruin,injure,destroy,shock,last的具体用法。
(2)Phrases:
atanend,rightaway,digout的用法
(3)Sentencepatterns:
Allhopewasnotlost.(部分否定句)
2.Ability:
(1)Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
(2)Learntheusageofsomedifficultwordsandexpressions.
(3)Trainthestudents’abilitytoremovethedifficultieswhilereading.
3.Emotion:
(1)Trainthestudents’abilitytocooperatewithothers.
(2)Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.
(3)LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.
●教学重点
(1)Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
(2)Trainthestudents’abilitytocooperatewithothers.
●教学难点
(1)Theexplanationofsomedifficultwordsandexpressions.
(2)Trainthestudents’abilitytoremovethedifficultieswhilereading.
●教具准备
(1)ataperecorder
(2)aprojector
(3)theblackboard
●教学过程
Step1Greetings
Greetthewholeclassasusual.
Step2Revision
T:Inthelastperiod,welearnedsomethingabouttheterribleTangshanEarthquakein1976,whichisthedeadliestearthquakeinChina’shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.
T:WhatdidpeopleinTangshanseeintheskybeforetheearthquake?
S1:Theysawbrightlightsinthesky.
T:Whatdidpeoplehear?
S2:TheyheardthesoundofplanesoutsideTangshanevenwhennoplaneswereinthesky.
T:Whatdidpeoplenoticeinthewells?
S3:Peoplenoticedthewellwallshaddeepcracks,andasmellygascameoutofthecracks.
T:Didpeoplepayanyattentiontotheseabnormalphenomena?
S4:No.Theywenttobedasusualthatnight.
T:Whendidtheearthquakebegin?
S5:At3:42inthemorningofJuly28.
T:Howmanypeoplewerekilledorinjuredinthequake?
S6:Morethan400000people.
T:Couldtheinjuredpeoplegotohospital?
S7:No,theycouldn’tbecauseallofthecity’shospitalsweregoneinthequake.
T:Werethereanyaftershocks?
S8:Yes.Laterthatafternoon,anotherbigquakeshookTangshan.Manyrescueworkersanddoctorsweretrappedundertheruins.
T:Didthesurvivorsdenythecityandgotoliveinotherplaces?
S9:No.Theydidtherescueworkwiththehelpof150000soldierssentbythearmy.SlowlythecityofTangshanbegantobreatheagain.
T:Iamverysatisfiedwithyourwork.
Step3LearningaboutNumbers
T:MaybeyouhavealreadynoticedthattherearealotofnumbersintheReadingpassage.Toreadthemcorrectlyisveryimportant.SometimesthereisatestonnumbersinListening.
T:NowturntoPage28andlookatPart3.Matcheachwordtothenumberthathasthesamemeaning.
(AllowSsseveralminutestofinishthetask.)
T:Nowlet’scheckyouranswers.
S:A.90%ninetypercent
B.10000tenthousand
C.1000000onemillion
D.150000onehundredandfiftythousand
E.75%seventy-fivepercent
F.1/3one-third
G.500000halfamillion
H.2/3two-thirds
Step4Importantpoints
T:IntheReadingpassageofthisunit,therearesomeimportantwordsandexpressions.Iwillfirstgiveyoufiveminutestopickoutthedifficultwords,expressionsandsentencepatterns.Youmayworkwithyourpartner.
(Afterfiveminutes.)
S1:Inthefirstparagraph,“...thewaterpipesinsomebuildingscrackedandburst.”Howcanweunderstand“burst”?
T:Ifsomethingburstsorifyouburstsit,itbreaksopenorapartsuddenlyandviolentlysothatitscontentscomeout.
e.g.Youaregoingtobursttheballoon,ifyouarenotcareful.
S2:Inthefirstparagraph,“Farmers’wivesnoticedthatthewellwallshaddeepcracksinthem.”andinthesecondparagraph“Ahugecrackthatwaseightkilometerslongandthirtymeterswide.”Dothetwo“cracks”havethesamemeaning?
T:Youareverycareful.Yes,theyhavethesamemeaning.Bothofthemarenouns.“Crack”meansaverynarrowspacebetweentwothingsortwopartsofsomething.“Crack”canalsobeaverb,meaningtobreakormakesomethingbreaksothatitgetsoneormorelinesonitssurface,asinthesentence“Inthecity,thewaterpipesinsomebuildingscrackedandburst.”
e.g.Shefelloffherbikeandcrackedaboneinherleg.
S3:Howcanweunderstandthissentenceinthesecondparagraph“Itseemedthattheworldwasatanend.”?
T:Inordertounderstandthissentence,youhavetoknowthemeaningofthephrase“beatanend”.Itreferstoasituationinwhichsomethingisfinishedornolongerexisted.
e.g.Thelonghotsummerwasatlastatanend.
Otherexamplesare“cometoanend”,“putanendtosth.”.
T:Sonowwhocanexplainthesentenceinourtext?
S4:Letmehaveatry.Theearthquakewassoterriblethatnearlyeverythingwasdestroyed.Sopeoplethoughtitwastheendoftheworld.
T:Excellent.Andthissentenceusesexaggeration.
S5:Inthesecondparagraph,“Infifteenterriblesecondsalargecitylayinruins.”Whydon’tweuse“ruin”insteadof“ruins”?
T:“Ruin”canbeanuncountablenoun,whichmeansasituationinwhichyouhavelostallyourmoney,yoursocialposition,orthegoodopinionthatpeoplehadaboutyou.
e.g.Withthecollapseofgrainprices,smallfarmersareonthebrinkoffinancialruin.
While“ruins”meansthepartofabuildingthatisleftaftertheresthasbeendestroyed.
e.g.theruinsofabombed-outofficeblock
S6:Inthesecondparagraph“Two-thirdsofthepeoplediedorwereinjuredduringtheearthquake.”Canweuse“wound”totaketheplaceof“injure”?
T:No.Toinjuresomeonemeanscausingphysicalharmtosomeone,forexampleinanaccidentoranattack.Towoundsomeonemeansinjuringsomeone,especiallybymakingacutorholeintheirskinusingaknife,gun,etc.
e.g.(1)Oneoftheplayersinjuredhiskneeandhadtobecarriedoff.
(2)Gunmenkilledtwopeopleandwoundedsixothersinanattacktoday.
S7:Inthethirdparagraph“Everywheretheylookednearlyeverythingwasdestroyed.”Canweusetheword“ruin”totaketheplaceof“destroy”?
T:No.“Destroy”meanstodamagesomethingsobadlythatitnolongerexistsorcannotberepaired.Ifyou“ruin”somethinggoodoruseful,itthenusuallyexists,butnolongerhasitsgoodqualitiesorfeatures.
e.g.(1)Theschoolwascompletelydestroyedinthebigfirelastnight.
(2)Toomuchsugarcanruinyourteeth.
S8:Inthethirdparagraph,“Peoplewereshocked.”What’sthemeaningofthesentence?
T:“Shock”heremeanstomakesomeonefeelverysurprisedandupsetandunabletobelievewhathashappened.
e.g.Themurderofsuchayoungchilddeeplyshockedthewholecommunity.
S9:Sothesentenceinourtextmeanspeopleweresurprised.
T:Yes.Butthereisaslightdifferencebetween“shock”and“surprise”.Ifsomethingis,comesas,orgivesyouashockitisunexpectedandoftenverybad.
e.g.Itcameasagreatshocktohearshewasleavinghome.
Butasurpriseissomethingthatisunexpected,butisnotnecessarilybad.
e.g.Whatanicesurprise!Ididn’teventhinkyouwereinthecountry!
S10:Inthethirdparagraph,“Peoplebegantowonderhowlongthedisasterwouldlast.”Whatdoestheword“last”meaninthissentence?Isitanadjective?
T:No,itisnotanadjectivebutaverb.“Last”heremeanstocontinueforaparticularlengthoftime.
e.g.ThehotweatherlastedforthewholemonthofJuly.
Asaverb,“last”couldalsomeantomanagetoremaininthesamesituation,evenwhenthisisdifficult.
e.g.Theywon’tbeabletolastmuchlongerwithoutfreshsupplies.
Theword“last”canalsobeusedasalinkingverb.Itmeansbeingenoughforsomeonetouse.
e.g.Weonlyhad$50tolastustherestofthemonth.
S11:Inthelastparagraph,“Allhopewasnotlost.”Whatisthemeaningofthissentence?
T:Thissentenceisapartialnegative.Ithasthesamemeaningwith“Notallhopewaslost.”
e.g.(1)Allthestudentsdonotagreetotheplan.
(2)Notallthestudentsagreetotheplan.
Thesetwosentencesmeansomeofthestudentsagreetotheplan,butsomedon’t.
Step5Consolidation
T:Nowaftertheexplanationsofthewords,expressionsandsentencepatterns,let’sdosomeexercises.PleaseturntoPage28andlookatPart2inLearningaboutLanguage.Completethepassagewithsomeofthewordsinthetext.
(Afterseveralminutesteacherasksoneofthestudentstoreadtheshortpassage.Correctanymistakesifthereareany.)
Step6Homework
T:Inordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.
●板书设计
Unit4Earthquakes
TheThirdPeriod
ImportantWords:
1.burst(v.)2.crack(n./v.)
3.ruin
4.injure/wound
5.destroy/ruin
6.shocked
7.last(vi.)
ImportantExpressions:
1.Itseemedthattheworldwasatanend.
2.Allhopewasnotlost.(部分否定句)
●活动与探究
Story-tellingCompetition:
Formostofhumanhistory,peoplecouldonlyimaginewhatcausedearthquakestohappen.Sostoriesweretoldtoexplainthisnaturaldisaster.AstoryfromIndiasaysthatfourverybigelephantsholeuptheearth.Theelephantsstandonthebackofabiggerturtle.Theturtlestandsonanevenbiggersnake.Whenanyofthesehugemagicalanimalsmove,theearthbeginstoshake!
1.Inpairsmakeupastorytoexplainhowanearthquakehappens.
2.Shareyourstorywithyourclassmates.
3.Choosewhichoneisthemostinteresting.Giveareason.
●备课资料
知识点归纳:
1.shake用法归纳(shake,shook,shaken)
(1)抖动,震动,常作不及物动词,也作及物动词。
Thehouseshookwhentheearthquakestarted.
当地震发生时,房子震动了。
Shewasshakingwithanger.
她气得发抖。
Hisheavystepsshooktheroom.
他沉重的脚步使房子都震动了。
Shewasbadlyshakenbythenews.
她对这个消息大为震惊。
(2)摇动,作及物动词
Shakethebottlebeforetakingthemedicine.
服药前摇匀。
(3)颤动,作不及物动词
Hishandsshookalittleashewrote.
他写字的时候手有点发抖。
Hisvoiceshookwithemotion.
他很激动,声音都有些颤抖了。
(4)shakeproofadj.防震的,抗震的
(5)常用短语:
①和某人握手
shakehandswithsb.
shakesb.’shand
shakesb.bythehand
Heshookhandswarmlywithme.
Heshookmyhandwarmly.
Heshookmewarmlybythehand.
他和我热情地握了手。
②摇头shakeone’shead
(6)辨析
shake系常用词,指“上下来回短促而急速地摇动”。
Shakebeforetaking.
(药瓶标签上)服前摇匀。
tremble指“由于恐惧、悲愤、兴奋等情绪或因寒冷、疲劳等引起无意识地颤抖”。
Shetrembledatthelion’sroar.
听到狮吼,她浑身发抖。
quake可与tremble换用,但较为正式,指“强烈地颤动”。
Theearthquaked.
地震了。
quiver指“轻微而急速地颤动、摇动”。
Theleavesquiveredwiththebreeze.
树叶随微风摆动。
shiver指“由于寒冷、恐惧或生病而发抖”。
Heshiveredwithcold.
他冻得发抖。
2.strike用法归纳(strike,struck,struck/stricken)
(1)打,击,敲,常表示用力打,可以是一次或多次。
Strikewhiletheironishot.
趁热打铁。
hit比strike稍弱,指一次性的打或击中。
beat指连续多次地打,也指有节奏的击打,心脏跳动用beat。
(2)触(礁),撞
Hisheadstruckthetableashefell.
他摔下时头撞在了桌子上。
(3)发起进攻,袭击
Ourtroopsstrucktheenemycampatdawn.
我们的部队在黎明时分袭击了敌营。
(4)擦(火柴)
Istruckamatchandheldittohiscigarette.
我擦着了一根火柴来点燃他的香烟。
(5)(钟)敲
Ileftimmediatelytheclockstrucktwelve.
钟一敲12下,我就离开了。
(6)(某种想法)突然出现,忽然想起
Itstruckmethatweoughttomakeanewplan.
我突然想起我们得制订个新计划了。
(7)给(人)某种印象或感觉,给人深刻的印象(常用于被动结构)
Howdoestheplanstrikeyou?
你觉得这个计划怎么样?
Iwasdeeplystruckbyherbeauty.
她的美给我留下了深刻的印象。
(8)罢工
Theyarestrikingforhigherpay.
他们在为争取高工资而罢工。
3.rise(rise,rose,risen)
(1)太阳、月亮、星星升起,出现
Thesunroseatseveno’clock.
太阳七点钟升起。
(2)升高
Theriverisrisingaftertherain.
雨后河水涨了。
Priceshaverisensteadilyduringthepastdecade.
过去十年间物价一直在上涨。
(3)起床;立起;站起来
(4)晋升
rise,raise和lift辨析:
三个词都有“升起、抬高”的意思。
lift举起,抬起。常指将物体,尤其是重物,从地面或较低的位置抬高或举起,是及物动词。
Heliftedtheheavyboxforme.
他帮我提起了那个重箱子。
raise举起,升起,抬高,提高。是及物动词。可与lift互换,但raise强调动作的姿势;此外它还有把某物“竖起来”的意思。还可用在抽象的譬喻性质的短语里。
raiseone’svoice提高嗓门
raiseprices提高价格
raiselivingstandards提高生活水平
Thenationalflagisraisedeverymorning.
每天早晨升国旗。
rise升起,上涨,站起来。是不及物动词。常指由低而高的变化过程。
ThenextmorningIwasthefirsttorise.
第二天早上,我是第一个起床的。
4.seem用法归纳
(1)似乎,好像(vi.)
①seem+不定式的一般形式
Heseemstolikethebirthdaypresentverymuch.
他似乎很喜欢这份生日礼物。
②seem+不定式的完成形式
Weseemtohaveseenyousomewherebefore.
我们似乎在哪里见到过你。
③seem+不定式的进行形式
Severalpeopleinthecrowdseemedtobefighting.
人群中似乎有几人正在打架。
(2)看来,似乎是(什么样子)(link-v.)
①seem+形容词
Thedoctorseemsverycapable.
看来这个医生很能干。
②seem+分词
Hisfirstmemoriesseemedconnectedwithwork.
他的第一记忆似乎与工作相连。
③seem+名词
Itseemsapleasantcity.
看来这是一个令人愉快的城市。
④seem+介词短语
Youseeminhighspiritstoday,Mary.
玛丽,看来你今天兴致挺高的。
(3)用于下面结构
①Itseems/seemedthat...
Itseemsthattheyarelookingforsomething.
他们仿佛在寻找什么东西。
Itseemedtohimthathehadneverworkedsohardinhislife.
他似乎一辈子都没有这么努力地工作过。
Itdoesn’tseemthatwecangetourmoneyback.
=Itseemsthatwecannotgetourmoneyback.
看来我们的钱弄不回来了。
②Itseems/seemedasif....
Itseemsasiftheweatherisimproving.看来天要好转了。
③Thereseems(tobe)....
Thereseemstobenoworkforyoutodohere.
看来这儿没有工作需要你做了。
5.injure
injure,hurt和wound辨析:
injure伤害,损害(感情),毁坏(名誉)。常指各种性质的身体上或精神上的伤害,常用于意外受伤。是及物动词。
IhopeIdidn’tinjureherfeelings.
我希望我没有伤害她的感情。
Thefootballplayerwasinjuredinhisrightleg.
那位足球选手的右腿受了伤。
hurt伤害。没有injure正式,常用于口语。可用于指大、小伤害,也可指精神上的痛苦或感情上的伤害,可用作及物或不及物动词。
Hehurthisfootwhenjumpingoverthefence.
他在跳篱笆时伤了脚。
Hiswordshurtme.
他的话伤了我的心。
Myheadhurtsbadly.
我头疼得厉害。
wound受伤,伤害,损害。一般指打伤、刀伤等外伤,尤指战场上负伤;还可用于比喻,指精神上的创伤。是及物动词。
Thesoldierswoundedinthebattleweretakencareofbythenurse.
战斗中受伤的战士们由护士在照料。
Hefeltwoundedinhishonour.
他觉得他的荣誉受到伤害。
Unit4Astronomy:thescienceofthestars
Period3 Learningaboutlanguage:Grammar
整体设计
教材分析
Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.
Thisteachingperiodmainlydealswiththefollowing:1.Reviewingnounclausesastheobjectandasthepredicative;2.Learningthenewgrammaritems:nounclausesasthesubject.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthepassageHOWLIFEBEGANONTHEEARTHagain,tickoutallthesentencesfromthepassagewherenounclausesareusedasthesubject,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage29andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesasthesubjectandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.
Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage64andmoreadditionalexercisesforconsolidation.
教学重点
Getstudentstounderstandandusenounclausesasthesubject.
教学难点
Enablestudentstolearnhowtousenounclausesasthesubjectcorrectly.
三维目标
知识目标
1.Getstudentstoknowmoreaboutnounclauses.
2.Letstudentslearnnounclausesasthesubject.
Whatitwastobecomewasamystery...
...itwasnotclearwhetherthesolidshapewastolastornot.
能力目标
Enablestudentstousenounclausesasthesubjectcorrectlyandproperlyaccordingtothecontext.
情感目标
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.
教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Translatethefollowingsentences.
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。
Suggestedanswers:
1)Youwillcomehereintime.
2)Mycarisdifferentfromyours.
3)Heisalwaysthefirsttocomeandthelasttogo.
4)Itisnotclearwhetherhecomesornot.
5)Oursuccessdependsonwhethereveryoneworkshardornot.
6)Wemusttakeactionstopreventthisdisease(from)spreading.
→Step2Preparation
Showsomesentencesonthescreen.Askstudentstoreadeachofthemandthenfindoutitssubject.
Atreehasfallenacrosstheroad.
Youareastudent.
Tofindyourwaycanbeaproblem.
Smokingisbadforyou.
“Howdoyoudo?”isagreeting.
Whatshesaidisnotyetknown.
Thatweshallbelateiscertain.
It’scertainthatweshallbelate.
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage25toreadthroughthereadingpassageandfindallthesentenceswherenounclausesareusedasthesubjectandunderlinethem.ThentranslatethemintoChinese.
Suggestedanswers:
1)Whatitwastobecomewasuncertainuntilbetween4.5and3.8billionyearsagowhenthedustsettledintoasolidglobe.
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)Theearthbecamesoviolentthatitwasnotclearwhethertheshapewouldlastornot.
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)Whatisevenmoreimportantisthatastheearthcooleddown,waterbegantoappearonitssurface.
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)Itwasnotimmediatelyobviousthatwaterwastobefundamentaltothedevelopmentoflife.
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)Whatmanyscientistsbelieveisthatthecontinuedpresenceofwaterallowedtheearthtodissolveharmfulgasesandacidsintotheoceansandseas.
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)Whytheysuddenlydisappearedstillremainsamystery.
为什么他们突然消失了,至今还是个谜。
7)Sowhetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.
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.Thinkinganddiscussing
Letstudentsreadaloudthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.
3.Summingup:nounclausesasthesubject.
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。
Thatshelefthimcuthimtotheheart.
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。
Whetheritwillpleasethemisnoteasytosay./Itisnoteasytosaywhetheritwillpleasethem.
很难说这会不会使他们高兴。
2)连接代词who,what,which,whoever,whatever,whichever等。
Whatseemseasytosomepeopleseemsdifficulttoothers.
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。
Whyhediditremainsamystery.
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
Itisstilluncertainwhetherheiscomingornot.
他是不是来还没有确定。
2)It+不及物动词+主语从句
Ithappensthattheywereabsent.
他们碰巧缺席了。
3)It+及物动词(被动语态)+主语从句
IthasbeendecidedthattheexhibitionwillnotopenonSundays.
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:Theyshouldlikeeachotherisnatural.
正:Thattheyshouldlikeeachotherisnatural.
正:Itisnatural(that)theyshouldlikeeachother.
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:IfMaryreallyheardhimisreallydoubtful.
正:WhetherMaryreallyheardhimisreallydoubtful.
正:Itwasdoubtfulwhether/ifMaryreallyheardhim.
→Step4Grammarpractice
1.TurntoPage29.AskstudentstodoExercise2andExercise3inDiscoveringusefulstructures.Firstletthemfinishthemindividually.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.
2.TurntoPage64.AskstudentstodoExercise1andExercise2.Checktheanswersaftermostofthemfinish.
→Step5Discussion
Letstudentshaveadiscussioningroups.Thetopicis“Myproblem”.Onetalksabouttheproblemsinhisstudyorlife.Theothersshouldgivesomeadviceorsuggestions.Remindstudentstousethefollowingstructures:
(Showthefollowingonthescreentohelpstudents.)
Thefactis/Itisafactthat...
Thedifficultyis.../WhatIfinddifficultis...
Thetroubleis.../Whatworriesmeis...
Mysuggestionis.../WhatIwouldsuggestis...
Myadviceis.../WhatIwouldadviseis...
Ithinkthat.../WhatIthinkis...
Iwanttotellyouthat.../WhatIwanttosayis...
→Step6Closingdownbyaquiz
Showthefollowingexercisesonthescreen.Letstudentsfinishthemwithinthreeminutes.Threeminuteslater,checktheanswerswiththewholeclass.
1.Ihavealwaysbeenhonestandstraightforward,anditdoesn’tmatter______________thatI’mtalkingto.
A.whoisitB.whoitisC.itiswhoD.itiswhom
2.Itisprettywellunderstood______________controlstheflowofcarbondioxideinandouttheatmospheretoday.
A.that
B.when
C.what
D.how
3.______________madetheschoolproudwas______________morethan90%ofstudentshadbeenadmittedtokeyuniversities.
A.What;because
B.What;that
C.That;what
D.That;because
4.______________teamwinsonSaturdaywillgothroughtothenationalchampionship.
A.Nomatterwhat
B.Nomatterwhich
C.Whatever
D.Whichever
5.______________isourbeliefthatimprovementsinhealthcarewillleadtoastronger,moreprosperouseconomy.
A.As
B.That
C.This
D.It
6.______________Ican’tunderstandis______________hechangedhismind.
A.That;that
B.What;why
C.Which;how
D.That;why
Suggestedanswers:BCBDDB
→Step7Homework
1.Finishofftheworkbookexercises.
2.PreviewthereadingpassageAVISITTOTHEMOONonPage30,findthesentencesinwhichnounclausesareused,andseeifyoucanunderstandthem.
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
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。
Suggestedanswers:
1)solarsystem
2)intime
3)layeggs
4)givebirthto
5)inone’sturn
6)I’llseehimintime.
7)Citylifeisquitedifferentfromcountrylife.
8)Theyshouldn’tallowparkinginthisstreet.It’stoonarrow.
9)Hishearttroubledidnotpreventhim(from)goingtoclassthenextday.
10)Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.
→Step2Warmingupbyagame
Letstudentsworkinpairs.Onetalksabouttheproblemsinhisstudyorlife.Theothershouldgivesomeadviceorsuggestions.Encouragethemtousewhat-clausesasthesubject.
Example:
S1:WhatIfinddifficultis.../Whatworriesmeis...
S2:WhatIwouldsuggestis.../WhatIwouldadviseis...
→Step3Discoveringusefulstructures
Askstudentstofindoutthesentencescontainingnounclausesasthesubjectinthereadingpassageandunderlinethem.ThentranslatethemintoChinese.
→Step4Learningtheuseofnounclausesasthesubject
1.AskstudentstoturntoPage92andlearnpart3TheSubjectClausebythemselves.
2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.
3.Letthemdosomeadditionalexercises.
4.Sumup.
→Step5Practice
Askstudentstofinishthefollowingexerciseswithin10minutes.Thenchecktheanswerswiththewholeclass.
1.Exercises2and3inDiscoveringusefulstructuresonPage13.
2.Exercise1inUsingstructuresonPage64.
→Step6Consolidation
Letstudentsworkinpairstomakesentenceswithnounclausesasthesubjecttofillintheblanks.
1.What_____________________________isastronomy.
2.When_____________________________hasn’tbeendecodedyet.
3.Whether_____________________________dependsonyourbehavior.
4.How_____________________________isapersonaldecision.
5.Why_____________________________apuzzletous.
6.It’sfunnythat_____________________________.
7.Itworriesusthat_____________________________.
8.Itappearsthat_____________________________.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.Makeuseofdifferentlearningresourcestohaveaninquirystudyofthesubjectclause,andsummarizetherulesofit.
板书设计
Unit4 Astronomy:thescienceofthestars
Grammar:nounclausesasthesubject
连接词例句
从属连词:that,whetherThatshelefthimcuthimtotheheart.
Whetheritwillpleasethemisnoteasytosay.
连接代词:who,what,which,whoever,whatever,whicheverWhatseemseasytosomepeopleseemsdifficulttoothers.
连接副词:when,where,how,whyWhyhediditremainsamystery.
it作形式主语
It+be+表语+主语从句Itisstilluncertainwhetherheiscomingornot.
It+不及物动词+主语从句Ithappensthattheywereabsent.
It+及物动词(被动语态)+主语从句IthasbeendecidedthattheexhibitionwillnotopenonSundays.
活动与探究
SupposeyouaretodesignanactivityforyourschoolonEarthDay,whichisintendedtocallonteachersandstudentstoprotecttheearth.Workingroupsandchooseareporterofyourgrouptoreportyourwork.Thefollowingpointsshouldbeincludedinthereportofyouractivity:
whattheactivityisabout;
whytheactivityisdesigned;
whenandwheretodotheactivity;
whotakespartintheactivity;
whattobedoneintheactivity.
一名优秀的教师在教学方面无论做什么事都有计划和准备,高中教师要准备好教案,这是老师职责的一部分。教案可以让学生们充分体会到学习的快乐,帮助高中教师掌握上课时的教学节奏。高中教案的内容具体要怎样写呢?以下是小编为大家精心整理的“Unit4Astronomy:thescienceofthestars(Period5 Using&nb”,大家不妨来参考。希望您能喜欢!
Unit4Astronomy:thescienceofthestars
Period5 Usinglanguage:Extensivereading
整体设计
教材分析
Thisisthefifthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.
Inthisperiod,theteachingemphasiswillbeputondevelopingstudents’readingabilitybyreadingextensively.Wewilldealwithtwoparts:AVISITTOTHEMOONinUsinglanguageonPages30-31andCAUGHTBYABLACKHOLEinReadingTaskonPage66.Whilereading,getstudentslearningtousesomereadingstrategiessuchasskimming,scanning,andsoon.Astonewwordsandphrases,theteachercanfirstfindthosestudentsfeelmostdifficultandhelpthemtounderstand.That’senoughhere.ThereadingpassageAVISITTOTHEMOONisasciencefictionstorywhichimagineswhatitmightbelikeifanastronautvisitedthemoon.Thepurposeofsciencefictionwritingistocombinefactswithastorytomakestudentsinterestedandexcitedabouttravelinspace.Itisalsotostimulateaweandwonderintothevastnessofspace.Asthisreadingusestheinformationstudentshavegainedfromthelistening,theteachercanfirstasksomestudentstoretellthelisteningtexttoleadinthetopicandthenaskstudentstoreadthepassageanddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Thisisanextensivereadinglesson,sotheteachingstepsshouldbesimple.AstothepassageCAUGHTBYABLACKHOLE,itistocontinuetheabovestory.Theastronomersinthestoryvisitaplaceinspace,whichseemsimpossibleforpeopletoreach,the“blackhole”.Itistohelpstudentsimaginewhatitislikeneara“blackhole”.Askstudentstoreadthroughthepassageandtrytoknowmoreaboutastronomyandgravity.
Attheendoftheclass,askstudentstoretellthetwopassages.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.
教学重点
1.Developstudents’readingskillsbyextensivereading.
2.Letstudentsreadandunderstandthetwopassages.
教学难点
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstounderstandthesciencefictionstoriesinthisunit.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart:spaceship,pull,float,mass,cheerup,nowthat,breakout
2.Getstudentstoreadthesciencefictionstories.
能力目标
1.Developstudents’readingskillsbyextensivereadingandenablethemtolearnhowtousedifferentreadingskillstoreaddifferentreadingmaterials.
2.Havestudentslearntousetheusefulnewwordsandexpressionscorrectly.
3.Enablestudentstounderstandthepassagesandknowmoreaboutastronomyandgravity.
情感目标
1.Stimulatestudents’interestinastronomyandspacetravel.
2.Developstudents’senseofgroupcooperationandteamwork.
教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomepairsofstudentstocometothefrontandactouttheirdialoguetoreviewtheexpressionsofgivinginstructions.
3.HavesomestudentstalkaboutIsaacNewton,AlbertEinsteinandStephenHawkingaswellastheirideasongravity.
→Step2Warmingup
Letstudentstobrainstormthefollowingquestions:
Whatcountryfirstsentpeopleintospace?
Howmanycountrieshavesucceededinsendingpeopleintospacesofar?
Whofirstlandedonthemoon?
WhoisthefirstChineseastronauttogointospace?
Doyouwanttovisitthemoon?
→Step3Reading
1.AskstudentstoreadthepassageandthendescribethethreewaysinwhichgravitychangedforLiYanpingandhowhisweightchanged.
1)WritedownthethreewaysinwhichgravitychangedforLiYanping.
Thewaygravitychanged
Lefttheearth
Inspace
Onthemoon
Suggestedanswers:
Thewaygravitychanged
LefttheearthThegravitybecameverystrong.
InspaceThegravitydisappeared.
OnthemoonThegravitybecameverylight.
2)Hisweightchangedthreetimes,too.Nowwritethemdown.
Howhisweightchanged
Lefttheearth
Inspace
Onthemoon
Suggestedanswers:
Howhisweightchanged
LefttheearthHebecameveryheavy.
InspaceHehadnoweightandcouldfloataroundlikeafeather.
OnthemoonHewasaboutone-sixthofhisweightontheearth.
2.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebookafterclassashomework.Trytokeeptheminmind.
Collocations:beluckyenoughtodo,haveachance,makeatripintospace,explainsth.tosb.,theforceofgravity,beoff,thepulloftheearth’sgravity,fallbacktotheearth,falltotheground,toofarfromtheearth,asif,atall,getcloseto,cheerup,comeon,lessthan,downthesteps,stepforward,twiceasfaras,fallover,abitof,nowthat,afterawhile,getthehangof,breakout,ontheoutsideof,bepushedinto
→Step4Importantlanguagepoints
1.Beforeweleft,LiYanpingexplainedtomethattheforceofgravitywouldchangethreetimesonourjourneyandthatthefirstchangewouldbethemostpowerful.
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thattheforceofgravitywouldchangethreetimesonourjourneyandthatthefirstchangewouldbethemostpowerful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:
Thegirlstoldhim(that)theywereonatraintripacrossCanadaandthattheyhadonlyonedayinMontreal.
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。
Iunderstandnotonly(that)youhavestudiedChinesebutalsothatyouhavewrittenChinesepoetry.
我知道,你不仅学了中文,而且还写中文诗。
2.Icheeredupimmediatelyandfloatedweightlesslyaroundinourspaceshipcabinwatchingtheearthbecomesmallerandthemoonlarger.
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。
watchingtheearthbecomesmallerandthemoonlarger是现在分词短语,在句中作状语。
cheer(sb.)up:(causesb.to)becomehappierormorecheerful欢呼;喝彩;感到高兴;使高兴
Tryandcheerupabit;lifeisn’tthatbad!
想办法高兴点,生活并不是那么糟!
Thecrowdcheeredupwhentheysawtheteamarrive.
当看到球队的到来,人群欢呼起来。
Hetookhertotheconcerttocheerherup.
他带她去听音乐会来使她高兴。
watch...do/doing观看,注视
Wewatchedthesunsettingbehindthetrees.
我们看着太阳正在树后面落下。
Everydayastheywatchedtheplantgrow,theirheartsfilledwithhope.
每一天当他们看到植物生长,他们的心里都充满了希望。
3.“Ohdear,”Icried,“walkingdoesneedabitofpracticenowthatgravityhaschanged.”
“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)...:becauseofthefact(that)...既然……;由于……
Now(that)everybodyishere,wecanbeginthemeeting.
既然每个人都到了,我们就可以开始会议。
Now(that)youareabigboyyoumustbehavebetter.
由于你是一个大男孩,你就必须行为表现得更好。
4.Wewatched,amazedasfirebrokeoutontheoutsideofthespaceshipastheearth’sgravityincreased.
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asfirebrokeoutontheoutsideofthespaceship和astheearth’sgravityincreased均为as引导的状语从句。
amazed是过去分词,在此处作状语。
Hecameinunnoticed.
他神不知鬼不觉地走了进来。
Manyheroeslieburiedinthechurchyard.
许多英雄埋葬在教堂的墓地里。
breakout:(ofviolentevents)startsuddenly(指激烈事件,如战争、火灾、疫情等)突然发生;爆发
Firebrokeoutduringthenight.
夜间突然发生了火灾。
Warbrokeoutin1939.
战争爆发于1939年。
Aquarrelbrokeoutsuddenlyatmidnight.
在深夜,突然有人吵架。
→Step5Readingtask
TurntoPage66.
1.Askstudentstoreadthepassageandanswerthetwoquestions.
1)Canablackholebeseen?Howdoyouknowit’sablackhole?
2)Whathappenedtothespaceshipfromthebeginningtotheend?
Suggestedanswers:
1)No,itcan’tbeseen.Youcanseethingsdisappearintowhatappearstobeemptyspace.
2)Atfirstthelightsonthespaceshipwentoutandthecomputerstoppedworking.Thenthespaceshipjumpedandbegantomovearoundtheedgeoftheoutsideofthehole.
Asthespaceshipmovedaroundthehole,itbegantogofasterandfaster.
Butthenthespaceshipjumpedagain,anditmovedsidewaysfromtheblackhole.Itbegantoincreaseitsspeeduntilitseemedtobegoingasfastaslight.
Atlastthespaceshipsloweddownandthecomputerstartedworkingagain.
2.Letstudentsreadthepassageagainanddothefollowing:
Supposeyouareascientistreadingthispassage.Usethischecklisttodiscoverthenewideasabout“blackholes”.Thenwritethemfortheotherscientiststoreadabout.
Oldideasabout“blackholes”Wasthiswhatwefound?Newideasabout“blackholes”
1.Blackholescannotbeseen.
2.Gravitypullsobjectstowardsthem.
3.Objectsgoroundoutsidetheedgeofthe“blackhole”.
4.Allobjectsmustgointothe“blackhole”whentheyarecaughtbyitsgravity.
3.Severalminuteslater,showtheanswersonthescreenandcheckthemwiththewholeclass.Atthesametime,dealwithanydifficultlanguagepointsthatstudentscan’tunderstand.
Suggestedanswers:
Oldideasabout“blackholes”Wasthiswhatwefound?Newideasabout“blackholes”
1.Blackholescannotbeseen.Yes
2.Gravitypullsobjectstowardsthem.Yes
3.Objectsgoroundoutsidetheedgeofthe“blackhole”.Yes
4.Allobjectsmustgointothe“blackhole”whentheyarecaughtbyitsgravity.YesTheycanbethrownfarfromthe“blackhole”bytheenergyinthe“blackhole”.
→Step6Consolidation
Askstudentstogobacktothetwopassages.Givethemseveralminutestobepreparedtoretellthewholestoryintheirownwords.Thenaskasmanystudentsaspossibletocometothefronttotellthestory.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.Learntheusefulnewwordsandexpressionsinthispartbyheart.
3.Tellthestorytoyourfriendsorfamily.
板书设计
Unit4 Astronomy:thescienceofthestars
ExtensiveReading
AVISITTOTHEMOON
1)WritedownthethreewaysinwhichgravitychangedforLiYanping.
Thewaygravitychanged
LefttheearthThegravitybecameverystrong.
InspaceThegravitydisappeared.
OnthemoonThegravitybecameverylight.
2)Hisweightchangedthreetimes,too.Nowwritethemdown.
Howhisweightchanged
LefttheearthHebecameveryheavy.
InspaceHehadnoweightandcouldfloataroundlikeafeather.
OnthemoonHewasaboutone-sixthofhisweightontheearth.
活动与探究
GotothelibraryandsurftheInternettofindasmuchinformationasyoucanaboutspaceandthemoon.Andyouareexpectedtopresentittoyourteacherandclassmatesinthenextclass.
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