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視頻標簽：Astronomy
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語必修三Book3 Unit4 Astronomy the science of the stars 吉林省級優課
教學設計、課堂實錄及教案：人教版高中英語必修三Book3 Unit4 Astronomy the science of the stars 吉林省級優課
Teaching Design
Unit4 Astronomy: the science of the stars
I單元教學目標
技能目標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. 目標語言 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…
詞 1 四會詞匯
匯 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認讀詞匯
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 詞組
solar system, in time, prevent…from, depend on, cheer up, now that, get the hang of, break out
語 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 點 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.教材分析和教材重組：
1.教材分析：
本單元以astronomy: the science of the stars, the development of life, space travel and gravity為話題，通過本單元的幾篇閱讀材料使學生對以上問題有所了解，并通過文章中的一些探討性的問題，比如，The earth may become too hot for the lives on it. Then what will our future be? 使學生更好地了解我們的地球和我們的生活環境，并引發對“地球的將來如何”的熱烈討論，通過這些討論會激發學生對天文學了解和探究的強
烈興趣。通過討論登月球需要的物品和可能遇到的困難學會提出問題和解決問題的表達方法，并能就此寫出一篇表達合理清晰的短文。
1.1 WARMING UP以討論的形式通過三組問題引導學生討論邊緣科學，討論科學研究
的方法以及要成為真正的科學家所必須掌握的技能。 1.2 PRE-READING 主要讓學生弄清楚什么是科學思想，什么是宗教信仰或文化傳統。
在探討生命的起源的科學道理之前，讓學生以聽故事或講故事的方式，交流一下有關宇宙的起源的種種傳說，既有趣味性，又能調動學生的相關知識，激活學生的思維。
1.3 READING 講述了地球上生命的起源。水的形成使得地球有別于其他星球，它使得
地球上生命的誕生成為可能。科學家認為，地球上的生命首先誕生于水中，上百萬年后，陸地上才長出綠色植物，隨后出現了陸棲動物和水陸兩棲動物。最初的動物靠孵化繁衍后代，后來出現了哺乳動物，人類也隨之誕生了。文章最后講了令人深省的問題：The earth may become too hot for the lives on it.
1.4 COMPREHENDING通過四個選擇填空題檢測學生對本文核心問題的理解：地球
上生命的起源和延續需要那些條件？隨后通過排序的方式幫助學生弄清本文的行文線索，也就是地球上生命的起源和發展歷程。最后提出兩個問題，考察學生的深層理解和推斷能力。
1.5 LEARNING ABOUT LANGUAGE分詞匯和語法兩部分。其中，Discovering useful
words and expressions是通過英文釋意，短文填空，詞語分類和單項選擇等練習在語境中掌握和運用詞匯。Grammar是采用先發現后應用的學習方法。先通過到課文中找句子，讓學生認識主語從句，然后，設置一個用一手機發短信息的情景，讓學生進行簡單句與主語從句之間的轉換練習。最后設置情景來復習表語從句。 1.6 USING LANGUAGE由Listening、Reading和Speaking and Writing三部分交互組合
而成。指導學生在聽和讀的輸入性學習之后，完成說和寫的輸出性應用練習。Listening的內容介紹三位科學巨匠。不僅通過聽力填表的形式訓練學生捕捉細節的能力，還通過四選一的方式幫助學生找主題思想。在解釋對與錯的過程中，教師可以適當的介紹一下概括主題的方法。Reading是一個科幻小故事，通過我和我的朋友乘宇宙飛船登月球的經歷，介紹了重量、失重和地球引力等科學道理。Speaking 以Visiting the moon為話題，要求學生討論登月球需要攜帶的物品和在月球上可能遇到的困難。Writing要求學生找出登月球可能遇到的三個困難并找出克服這些困難的方法。在聽說讀寫綜合提高的同時，培養了學生的創新意識和實踐能力。
2教材重組
2.1 精讀可將 Warming up、Pre-reading、Reading 和Comprehending四部分整合在一起上一節閱讀課。
2.2 語言學習包括Leaning about language和 Workbook中的 Using Words and expressions以及 Using Structures。
2.3 聽力Using language中的 Listening與 Workbook中 Listening和Listening task三部分話題較為接近，其中Listening部分是介紹三位對地球引力的認識做出巨大貢獻的科學偉人。在提高聽力的同時，為下文的Reading部分作了鋪墊。Workbook中 Listening是關于轟動一時的航天英雄楊利偉的故事。通過聽力練習，讓學生了解作為宇航員所需要哪些素質。而Listening task中的聽力則是向學生展示space travel 的潛在價值。既然三部分都在談論與Astronomy有關的內容，所以放在一起處理比較合適。
2.4 口語訓練是把Using Language 中的Speaking 和 Workbook 中的 Talking 和Speaking task放在一起。這幾部分涉及到本單元的功能句，指導學生學會如何思考需要的東西，怎樣給別人以指示以及如何向別人問問題。可以整合在一起上一堂口語課。
2.5 泛讀 是把Using language中的Reading和Workbook中的Reading task 整合在一起。這兩部分利用science fiction story向讀者解釋gravity和black hole.
2.6 寫作練習是把Using language中的Writing 和Workbook中的Writing Task以及Project整合在一起上一堂寫作練習課。
我參加“一師一優課”大賽的作品選取第三課時，即聽力部分：
2.3 聽力Using language中的 Listening與 Workbook中 Listening和Listening task三部分話題較為接近，其中Listening部分是介紹三位對地球引力的認識做出巨大貢獻的科學偉人。在提高聽力的同時，為下文的Reading部分作了鋪墊。Workbook中 Listening是關于轟動一時的航天英雄楊利偉的故事。通過聽力練習，讓學生了解作為宇航員所需要哪些素質。而Listening task中的聽力則是向學生展示space travel 的潛在價值。既然三部分都在談論與Astronomy有關的內容，所以放在一起處理比較合適。
The Third Period Using language& Listening
Teaching goals 教學目標 1 Target language目標語言 a重點詞匯和短語 gravity, by chance b重點句子
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 能力目標
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 學能目標
Enable the Ss to appreciate that the science fiction stories are imaginary but based on fact. Teaching important points教學重點
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教學難點
Discuss with partners and have a debate to find out ways to solve the problems about what a spacesuit should be like.
Teaching methods教學方法 a. Discussion b. Listening
c Cooperative learning
d. Debating
Teaching aids教具準備 A recorder
Teaching procedures & ways教學過程與方式 Step I. Warming up
1. 首先邀請兩名同學彈唱與單元主題相關的歌曲Fly me to the moon，通過身邊同學的 精彩才藝展示，既能激發同學們的學習熱情，又能調動同學們的積極性，會起到極好的暖場效果，為新課的引入做好的充分的鋪墊。 2. 組織學生進行聽前“熱身”，讓學生先看練習1的圖片 1，引導全班討論圖片1的內容。一般來講，學生能夠很順利地用中文說出“牛頓”。接下來讓學生兩人一組用英文交流各自所了解的有關牛頓的信息，然后讓小組向全班匯報。
3. 學生兩人小組活動，按照討論圖片1的方式繼續討論圖片2和圖片3，完成后由各個小組向全班匯報，可以采用讓小組代表擔任“小老師”的角色，邊口頭匯報 邊板書，以免其他學生看不清楚，也有助于其他學生看到黑板上的詞匯，可以加深記憶。
設計意圖：充分調動學生已有的知識，并引入聽力 話題，激發學生的好奇心。給學生提供共享交流知識和信息的機會，讓他們增進了解和友誼，擴大彼此的知識面，同時也為后續的聽力活動熱身。
Step II. Pre-listening (Using language) 讓學 生快速閱讀練習2的三個選項，猜測哪個 最能概括聽力文章的大意，其他兩個選項為什么不能，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?
設計意圖：讓學生猜測聽力文章的主旨大意，調動學生認知參與，讓學生有目的地去聽錄音，提高聽的效率。
Step II. Listening (Using language)
1. 教師提示學生聽錄音，驗證推測是否正確，并給出理由。要求學生在聽的過程中做筆記，捕捉有用的信息。筆記要簡練并且盡量使用縮寫。這樣可以提高效率，也可以避免在記的過程中漏聽了其后的內容。
2. 播放 第一遍錄音，聽完后全班核對答案。如果大部分 學生都答對了可以分組討論為什么其他兩個答案是錯誤的。如果這一環節有困難可讓學生再聽一遍錄音。
3. 教師再次播放錄音中的Part 1，讓學生填寫有關牛頓的 引力思想及其發展的表格。要求學生獨立完成這一練 習。完成之后讓學生兩人小組討論，研究答案，然后全班交流，教師適當引導學生完善自己歸納的信息，提供參考答案供學生核對。如果學生完成任務有困難，可讓學生再聽錄音。
4. 教師播放Part 2，讓學生以同樣的方式完成有關愛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. 設計意圖：訓練學生抓主要信息的能力，讓學生帶著聽力任務有針對性地捕捉相關的細節信息，化整為零，各個突破。在討論和分享的過程中，培養合作學習和探究學習精神。 Step III Post-listening
讓學生兩人一組根據上面填寫的表格互相給對方講述引力的理論及其發展。 設計意圖：訓練學生的口語表達能力，進一步強化
學生的聽力能力，鞏固所聽內容，讓學生把所聽內容用自己的語言組成完整篇章 。學生在講 和聽的過程中能明白自己的不足和同伴的長處，取長補短，不斷進步。
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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