The science of the stars（通用3篇）

The science of the stars 篇1

　　unit 4 astronomy: the science of the stars

　　part 1 teaching design

　　第一部分 教學(xué)設(shè)計

　　period 2 a sample lesson plan for learning about language

　　(noun clauses as the subject)

　　introduction

　　in this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: noun clauses as the subject. the following steps of teaching may be taken: warming up by discove ring useful words and expressions，learn ing about grammar，reading more on subject clause，and closing down by doing exercises.

　　objectives

　　to learn about noun clauses as the subject

　　to discover and learn to use some useful words and expressions

　　to  discover and learn to use some useful structures

　　procedures

　　1. warming up by discovering useful words and expressions

　　turn to page 28 and do exercises 1, 2 ，3 and 4 first. check your answers against your classmates’.                                                            

　　2. learning about grammar

　　introduction to noun clauses

　　a noun clause is a clause which does the work of a noun in a sentence. it is a group of words containing a subject and a verb of its own. it can be used as a subject, predicate no minative, direct object, appositive, indirect object, or object of the preposition.

　　usually noun clauses begin with that, what, where, when, who, whom, which, whose, how, why, whether, etc.

　　examples:

　　• he said that he would not come.

　　• we were all curious to know what he had done.

　　• nobody knows when the registration will begin.

　　• we all wanted to find out who the  winner was.

　　• whom they were in contact with on the day of the robbery is of great interest to the police.

　　• jane is not sure which university she should apply for.

　　• the judges had a hard time deciding whose painting was the best.

　　• how the baby fell from the window is a mystery.

　　• they asked the boy why he had hit his classmate.

　　• whether you like it or not is not the issue.

　　uses of noun clauses

　　noun clauses can be used in the following ways:

　　a.a s the subject of a verb

　　why she kept on crying  puzzled  every one.

　　noun clause main verb 

　　b. as the object

　　nobody  knows   how he got involved in gangland activities

　　verb noun clause

　　c. as the complement of the verb "to be" or predicative

　　what we are worried about is that he may have another heart attack.

　　the question is why they could escape through the front door when there were so many guards there.

　　find the noun clauses in the following sentences and tell how they are used. (subject, predicate nominative, direct object, appositive, indirect object, or object of the preposition)

　　1. how the prisoner escaped is a mystery.

　　2. my feeling is that the robbery was an inside job.

　　3. everyone is wondering how he could just disappear.

　　4. the news that he had escaped frightened the whole town.

　　5. the police have offered whoever finds the stolen diamonds a reward.

　　6. the family has had no word about where he might be.

　　7. that we were ready to go was a miracle.

　　8. give whoever wants to go a ride to the game.

　　9. that you are losing ground was evident from the polls.

　　10. whoever injured the handicapped woman must be feeling guilty.

　　keys:

　　1. how the prisoner escaped →subject

　　2. that the robbery was an inside job → predicate nominative

　　3. how he could just disappear → direct object

　　4. that  he had escaped →  appositive

　　5. whoever finds the stolen diamonds → indirect object

　　6. where he might be → object of the preposition

　　7. that we were ready to go → subject

　　8. whoever wants to go →  indirect object

　　9. that you are losing ground → subject

　　10. whoever injured the handicapped woman → subject

　　3. 學(xué)習(xí)主語從句

　　一、由what（whatever，whoever）等代詞引導(dǎo)的主語從句。

　　what they are after is money.  他們追求的是金錢。

　　whatever was said here must be kept secret.  這里說的話都應(yīng)當(dāng)保密。

　　二、由連詞that引導(dǎo)的主語從句。其中that一般不可省略，但若用it作形式主語， that從句后置時，則可省略。為避免頭重腳輕，我們傾向用it開頭，后接be，seem等。如果句子是疑問形式，就只能用帶it的結(jié)構(gòu)。

　　that money doesn't grow on trees should be obvious.

　　金錢不能從樹上長出來是顯而易見的。

　　it is obvious（that）money doesn't grow on trees .顯而易見，金錢是不能從樹上長出來的。

　　has it been announced when the planes are to take off？飛 機(jī)什么時候起飛宣布了沒有？

　　注意：

　　1）選用what還是用that引導(dǎo)主語從句要根據(jù)關(guān)聯(lián)詞在從句中是否擔(dān)任成分而定。且what（以及whatever，whoever等）引導(dǎo)的主語從句一般不用it作形式主語。

　　what he said is true.他說的是真的。（what在其引導(dǎo)的主語從句中作賓語。）

　　that china is a great socialist country is well known.（=it’s well known that…）眾所周知，中國是一個偉大的社會主義國家。（that在其引導(dǎo)的主語從句中不作任何成分， 也無詞義，只起連接作用。）

　　2）it引導(dǎo)的強(qiáng)調(diào)句與it作形式主語的復(fù)合句不可混淆。it引導(dǎo)的強(qiáng)調(diào)句是用來對句中某一成分加以強(qiáng)調(diào)，其結(jié)構(gòu)為：“it is（或was）+強(qiáng)調(diào)部分+that（或who）…”強(qiáng)調(diào)句去掉it is（或was）…that（或who）…框架后，剩余部分為一個完整的句子。

　　it was i that(who) met mary in the street yesterday.是我昨天在街上遇見了瑪麗。(強(qiáng)調(diào)主語)

　　3）常見的用it作形式主語的復(fù)合句結(jié)構(gòu)：

　　*it is+形容詞（nec essar y，strange，important，wonderful，possible，likely，等）+that從句，從句中常用虛擬語氣。

　　it’s necessary that he write something in english.他用英語寫點(diǎn)東西是必要的。

　　it’s strange that she did not go to school yesterday.奇怪的是她昨天沒去上學(xué)。

　　*it is+名詞（a fact，a pity ，no  wonder，good news，等）+that從句

　　it's a pity that she should have said so.真遺憾她竟然會這么說。

　　*it is+過去分詞（said，reported，decided，unknown等）+that從句

　　its said that our english teacher will go abroad next week.據(jù)說我們英語老師下周要去出國。

　　*it +不及物動詞（ seems，appears，happens， matters等）+that從句

　　it seems that she is in great need of help.看來她急幫忙。

　　4）主語為從句時，一般要用單數(shù)謂語動詞形式；但如果引導(dǎo)的從句作主語、代表復(fù)數(shù)概念（常可從表語上看出）時，謂語動詞則常用復(fù)數(shù)形式：

　　what we need is water.  我們需要的是水。

　　what we need are useful books. 我們需要的是有用的書。

　　三、由連接代詞或連接副詞（或if, whether）引導(dǎo)的主語從句。

　　when they will come hasn't been made public.他們什么時候回來還沒有宣布。

　　whether i’ll attend the meeting hasn’t been decided.=it hasn’t been decided whether(if) i’ll attend the meeting.我是否參加會議還未決定。

　　4.closing down by doing an quiz

　　1. noun clause practice quiz

　　1) i had an accident and took my car to the garage. my husband asked  me where ________.

　　a.  is my car    b. my car was  c. my car is   d. was my car

　　2) is it true all of the computers will shut down in the year ? _______ is unbelievable!

　　a. that all the computers could shut down  b. all computers could shut down

　　c. it is that all computers could shut down  d. shutting down of all computers

　　3) is it true __________ people are saying about y2k?

　　a . that what b. that c. whether or not d. what

　　4)  _______________ an old "date" chip is im portant.

　　a. a computer has                b. if a compute r have 

　　c. whether or not a computer has    d. has a computer

　　5) what are you going to do with your old computer? nothing! _________ is too expensive.

　　a. that i want to do b. what i want to do c. that what i want to do d. if what i want to do

　　keys: b a d c b

The science of the stars 篇2

　　unit 4 astronomy: the science of the stars

　　part 1 teaching design

　　第一部分 教學(xué)設(shè)計

　　period 1 a sample lesson plan for reading

　　(how life began on the earth)

　　introduction

　　in this period, after the warming up, students will first be guided to talk and share. then they will be helped to read an exposition（說明文）entitled how life began on the earth. then the students may be asked to listen and read aloud，read and underline，read and understand difficult sentences，read and transfer information，read and translate, read to decide on the type of writing and summary of the text and finally read to draw a tree diagram of the text and retell the story with the help of the diagram. the period will end in students having a discussion—how did the uni verse begin?

　　objectives

　　to help students understand the text’s forms and contents and learn about festival astronomy

　　to help students communicate on the topic in focus with the words, expression s and structures learned in this unit

　　focus

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

　　expressions in time, lay eggs, give birth to, block out, cheer up, now that, break out, watch out

　　patterns 1. it exploded loudly with fire and rock, which were in time to produce the water vapor, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s atmosphere.

　　2. nobody knew that it was going to be different from other planets going round the sun.

　　3.  it allowed the earth to dissolve harmful gases, which had become part of the earth’s atmosphere, into the oceans and seas.

　　4. this encouraged the development of early shellfish and all sorts of fish.

　　5. they produced young generally by laying eggs.

　　6. they are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.

　　7. whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.

　　aids

　　multimedia faciliti es, tape-recorder, photos, diagrams

　　procedures

　　i. warming up by learning vocabulary

　　good morning, class! today, we are going to take unit 4 astronomy: the science of the stars. before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. pay attention to the making of the word. study the prefixes, roots and suffixes in the words.

　　ii. pre-reading

　　1. looking and saying

　　have you ever wondere d how the universe began? well i'm sure you may have many answers to this question, but i have one that perhaps, you may not have heard of yet. i will be giving you my theory on this subject. now look at the screen and listen to me telling you something exciting.

　　科學(xué)家透露：宇宙可能有兩個

　　我們的宇宙和一個"隱藏的"宇宙共同"鑲嵌"在"五維空間"中。在我們的宇宙早期，這兩個宇宙發(fā)生了一次相撞事故，相撞產(chǎn)生的能量生成了我們宇宙中的物質(zhì)和能量。 　　 　　

　　2. t alking and sharing

　　do you know how the universe began?

　　i n the 1920s in california, astronomer edwin hubble observed distant galaxies using an extremely powerful telescope. he made two mind-boggling (unbelievable) discoveries.

　　first, hubble figured out that the milky way isn’t the only galaxy. he realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. the milky way is just one of billions of galaxies.

　　second, hubble discovered that the g alaxies are constantly moving away from each other. in other words, the universe is expanding. the biggest thing that we know about is getting bigger all the time.

　　a few years later, belgian astronomer georges lemaître used hubble‘s amazing discoveries to suggest an  answer to a big astronomy question: “how did the universe begin?”

　　3.listening and reading aloud

　　now please listen to the recording and then read the text aloud. pay attention to how the native speaker is reading along and where the pauses are within each sentence. i will play the tape twice and you shall read aloud twice, too.

　　4. reading and underlining

　　next you are to read and underline all the useful expressions or collocations in the passage. copy them into your notebook after class as homework.

　　collocations from how life began on the earth

　　a cloud of energetic dust（具有能量的塵埃）, combine into…（合成……）, move around the sun（環(huán)繞太陽運(yùn)轉(zhuǎn)）, become violent（變得激烈）, the solid surface（固體表面）, explode loudly（猛烈爆炸）, in time（及時，最終）, produce the water vapor（產(chǎn)生水蒸汽）, make the earth’s atmosphere（構(gòu)成了地球的大氣層）, cool down（冷卻）, on the surface（在表面）, be different from…（與……不同）, go round the sun（環(huán)繞太陽運(yùn)轉(zhuǎn)）, disappear from…（從……消失）, stay on…（存留在……）, show one’s quality（顯現(xiàn)某人的特性）, dissolve harmful gases（分解，溶解有害氣體）, become part of…（變成……的一部分）, develop life（發(fā)展生命）, grow in the water（在水里生長）, fill… with…（用……來填充……，充滿了……）, encourage the development of…（鼓勵……的發(fā)展）, millions of years later（幾萬年以后）, live on land（在陸地上生活）, live in the sea（在海里生存）, grow into forests（長成森林）, produce young（生出幼仔）, lay eggs（下蛋）, animals with hands and feet（長著手腳的動物）, spread all over the earth（遍布全世界）, develop new methods（發(fā)展了新的方法）, grow food（種植）, move around（遷徙）, go by（過去，推移）, take care of…（在意……，照看好……）, put…into…（把……帶入，放入……）, prevent…from…（防止……做……）, escape from… into…（從……逃離到……）, become hot（變熱）, depen d on….（依靠，依賴，取決與…… ）, solve a problem（解決一個問題）

　　3. reading and understanding difficult sentences

　　skim the text and identify the difficult sentences of each paragraph. you may put your hand up if you have any questions.

　　4. reading and transferring information

　　read the text again to complete the table below,

　　how life began on the earth

　　what was the earth like after the “big bang”? 

　　why was the earth different? 

　　how was life developed on earth? 

　　what did small clever animals do?  

　　how life began on the earth

　　what was the earth like after the “big bang”? a cloud of energetic dust at first and then a ball around the sun. in time as a result of its explosion, water vapor and many other gases were produced to make the earth’s atmosphere. water then appeared when it cooled down, offering the possibility for the beginning of life.

　　why was the earth different? the arrival of small plants growing in the water filled the oceans and seas with oxygen, encouraging the development of small living things.

　　how was life developed on earth? carbon dioxide and air with oxygen helped life developed. first were insects and amphibians, and then appeared reptiles and dinosaurs, producing young by laying eggs. at first, came mammals producing young from within their bodies.

　　what did small clever animals do?  with hands and feet, they spread all over the earth, developing new methods of growing food, hunting and moving around, yet neglecting the environment protection, causing new problems for human being’s existence for good.

　　5. reading the text once again to decide on the type of writing and summary of the text

　　type of writing this is a descriptive writing.

　　main idea of the passage

　　the earth came i nto being after the “big bang”. then small plants came growing in the water, followed by green plants appearing on land. in the end a ppeared small clever animals.

　　topic sentence of 1st paragraph after the “big bang”, the earth was just a cloud of energetic dust.

　　topic sentence of 2nd paragraph the earth was different because of the arrival of small plants growing in the water.

　　topic sentence of 3rd paragraph many millions of years later the first green plants began to appear on land.

　　topic sentence of 4th paragraph small clever animals appeared and spread all over the earth.

　　6. going over the text to make a tree diagram and retell the story with its help

　　7. reading and translating

　　as y ou have read the text times, you can surely put it into chinese. wang hongqin, will you be the first to have a try, of putting the first paragraph into chinese.

　　8. closing down by watching a movie entitled from the earth to the moon《從地球到月球》

　　through dramatization, this series relates the story of the conquest of the moon by the americans, from the mercury and gemini projects to the legendary apollo missions.

　　“這是我的一小步，卻是人類的一大步。”美國太空人尼爾阿姆斯壯在1969年踏上月球的那一刻留下了這句名言。這句話代表人類文明的躍進(jìn)，宣告了太空時代的到來。在阿姆斯壯登月近三十年后，好萊塢巨星湯姆漢克斯、金獎導(dǎo)演朗霍華與王牌製作人布萊恩葛瑟三人斥資6800萬美金將美國登陸月球的太空計畫拍攝成迷你影集【飛向月球】，重現(xiàn)當(dāng)年太空人的奮斗歷程，并在充滿史詩的氣魄中紀(jì)錄了所有的艱辛、驕傲、失敗與悲壯的犧牲，為人類的文明寫下了精彩的一頁。

The science of the stars 篇3

　　unit 4 astronomy: the science of the stars第一部分

　　《金色教案》教學(xué)設(shè)計說明about the topic and the structures單元話題和結(jié)構(gòu)本單元以節(jié)日為話題，介紹了世界各地的一些節(jié)日的含義、由來和民俗。通過本單元的學(xué)習(xí)，可以幫助學(xué)生更多地了解節(jié)日、體味文化；同時又可以引導(dǎo)學(xué)生理解、尊重不同的文化和習(xí)俗。本單元語言功能項(xiàng)目是：發(fā)出指令。本單元語言結(jié)構(gòu)項(xiàng)目是“名詞從句做主語”。本單元還要求學(xué)生學(xué)習(xí)寫作“說明文：解決問題”。《金色教案》教學(xué)設(shè)計在單元課時劃分上與課本保持一致，即“閱讀課、知識課、運(yùn)用課三課時/三課型劃分”。但在實(shí)際教學(xué)過程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對課本、對《金色教案》教學(xué)設(shè)計重新劃分課時，裁剪、拼接使用提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照《金色教案》提供的“實(shí)際教學(xué)過程課時劃分建議”進(jìn)行教學(xué)。pe riod 1reading  閱讀課warming up  課本上的導(dǎo)入共有兩組問題，第一組問題引導(dǎo)學(xué)生討論太陽系。第二組問題探討天文學(xué)。教師也可采用本書提供的by learning vocabulary 導(dǎo)入新課。pre-reading部分主要引導(dǎo)學(xué)生討論地球上的生命起源、世界各地的宗教和文化生命起源的看法，然后觀察課文標(biāo)題、預(yù)測文章內(nèi)容。reading 部分講述了地球上生命的起源。水的形成使得地球有別與其他星球，它使得地球上生命的誕生成為可能。科學(xué)家認(rèn)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(xiàn)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(xiàn)了哺乳動物，人類也隨之誕生了。文章最后講述的現(xiàn)象發(fā)人深省：the earth may become too hot for the lives on it.它關(guān)系到地球上生命的未來。建議采用talking and sharing—do you know how the universe began? listening and reading aloud，reading and underlining，reading and understanding difficult sentences，reading and transferring information，reading and translating， reading to decide on the type of writing and summary of the text， reading to draw a tree diagram of the text and retell the story with the help of the diagram等步驟進(jìn)行教學(xué)。而結(jié)課可以采納closing down by having a discussion—how did the universe begin? comprehending部分通過篇章學(xué)習(xí)、句子順序重組、口頭討論等六個活動檢測學(xué)生對本文核心問題的理解：地球上生命的起源和延續(xù)需要哪些條件? period 2learning about language 知識課learning about language課本要求首先通過英文解釋幫助理解課文中的生詞，然后，通過短文填空、詞語分類等形式將這些詞語用于一個相關(guān)的情境中。語法部分也是采用先發(fā)現(xiàn)后應(yīng)用的學(xué)習(xí)方法。先通過到課文中找句子，讓學(xué)生認(rèn)識主語從句，然后，設(shè)置一個用手機(jī)發(fā)短信息的情境，讓學(xué)生進(jìn)行簡單句與主語從句之間的轉(zhuǎn)換練習(xí)。最后設(shè)置情境來復(fù)習(xí)第三單元出現(xiàn)的表語從句。教師也可以本書如下設(shè)計進(jìn)行教學(xué)：warming up by discovering useful words and expressions，learning about grammar，reading more on subject clause，closing down by doing exercises。 period 3using language運(yùn)用課using language為綜合教學(xué)，訓(xùn)練聽說讀寫能力。聽力部分的內(nèi)容介紹三位科學(xué)巨匠，不僅通過聽力填表的形式訓(xùn)練學(xué)生捕捉細(xì)節(jié)的能力，還通過四選一的形式幫助學(xué)生找主題思想。在解釋對與錯的過程中，教師可以適當(dāng)?shù)亟榻B一下概括主題的方法。閱讀部分是一個科幻小故事，通過“我”和“我的朋友”乘宇宙飛船登月球的經(jīng)歷，介紹了重量、失重和地球引力等科學(xué)道理。說和寫部分以visiting the moon為話題，要求學(xué)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，并要求學(xué)生找出克服這些困難的方法。教師可以根據(jù)課本上的提示，向?qū)W生介紹“先分述后總結(jié)”的寫作方法。提出問題的解決方案時，要求學(xué)生選用適當(dāng)?shù)摹爸甘尽庇谜Z。教師可以參考使用本書提供的教學(xué)步驟：warming up by listening and reading aloud，understanding difficult sentences，reading and underlining，doing reading comprehension exercises，discussing，guided writing，acting a text play 和closing down by filling a form

　　實(shí)際教學(xué)過程課時劃分建議period 1將warming up、 pre-reading、reading和comprehending整合在一起上一節(jié)“閱讀課”。period 2將learning about language 和workbook中的 using words and expressions、using structures 整合在一起上一節(jié)“語言知識課”。period 3將using language 設(shè)計為一節(jié)包括聽說讀寫單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。period 4將workbook 的reading and listening和talking整合在一起上一節(jié)“聽說課”。period 5將workbook 的listening task、reading and writing task和  speaking task整合為一節(jié)“綜合技能課（二）”。

　　第二部分

　　教學(xué)資源說明section 1background 背景圍繞單元話題“festival around the world”，《金色教案》提供了幾則語言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。section 2explanation解析重點(diǎn)針對“閱讀課型”中的課文難句，《金色教案》不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點(diǎn)話題為線索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語言形式”的教學(xué)。section 3vocabulary詞匯按照課本單元詞匯表順序，《金色教案》重點(diǎn)提供動詞、短語搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完全可以直接用于教學(xué)。

　　第三部分

　　教學(xué)測評說明圍繞單元詞法、句法項(xiàng)目，《金色教案》提供了長短不一的“單元教學(xué)測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實(shí)用性。