Unit 4 Astronomy: the science of stars
Period 1 Warming up & Pre-reading
Teaching aims:
1. Learn the new words.
2. Talk about the science of stars
Step 1 Words
Learn the new words of this unit.
Step 2 Warming up & lead in
1. Talk about science subjects
T: Good morning/afternoon, everyone. What class do you have today?
S1: Maths, English, Chinese, physics, history, and geology.
T: What other subjects do you have in school?
S2: Computer, chemistry, biology, music, PE, and politics.
T: Which is your favourite? Why?
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S3: My favourite one is …because it’s very interesting/exciting/instructive/…
S4: I like …best because …
2.Talk about universe and solar system
T: Let’s follow this astronomer to learn about universe. How did the universe come into being?
S1: After the “Big Bang”, the universe came into being.
T: Do you know the solar system in the universe? What is it made up of?
S2: The solar system contains eight planets and many comets and other objects.
T: Can you name the eight planets?
S3: The Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
T: Which planet do we live on? Can you describe what it looks like?
S4: Earth. It supports a variety of life and 70% of the earth is covered with seas or oceans.
T: Why does life only exist on the earth?
S5: Because there is air and water on the earth.
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Step 3 Pre-reading
Get the students to discuss the questions on page 25 with their partners. Then ask the students to tell their stories. Encourage them to tell different stories, If they don’t know any, tell them some.
Read some stories to the students.
Pangu separates the sky from the earth;
The Biblical Account;
India;
Japan;
Europe;
Let them discuss in groups.
Step4 Homework
1. Review the words of this unit.
2. Preview the passage of “Reading”.
3. Do page 27 Ex.3.
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Unit 4 Astronomy: the science of stars
Period 2 Reading and Comprehending
Teaching Aims: Enable the Ss to say something about astronomy
Help the students to form a good habit of reading
Cultivate the Ss' awareness of protecting the earth.
Teaching Importance: How to improve the Ss'ability to understand how life began on the earth
Teaching Methods:
Task--based method
Teaching Procedure:
Step1. Warming up
1. Free talk
2. Review the words of Unit 4 by playing chess on the blackboard.
Step2 Leading-in
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1. Talk about some pictures.
2. Watch a video and then ask the Ss to put the pictures on the screen into a right order.
Step3 Reading
Task 1 Skimming
Read the passage quickly and join the main idea for each paragraph.
Para.1 a)The arrival of humans and their impact on the earth
Para.2 b)The development of plants and animals on the earth
Para.3 c)A widely accepted theory about the formation of the universe
Para.4 d)The importance of water for life
Para.5 e)The formation of the earth
Task 2 Scanning
Read the passage carefully and then fill in the blanks with different kinds of living things.
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Fill in the blanks with different kinds of living things.plantsanimals1________________Small plants in watershellfish and all sorts of fish2____________________insects4__________amphibians5__________7__________reptiles8__________dinosaurs9__________mammalsgreen plants on land3________________forests6_________ Task 3 Careful Reading:
Finish the summary according to the text:
After the “big bang”, the earth was still just a cloud of _______,it _______loudly with fire and rock, which were _____ to produce the_________, carbon dioxide and other gases. Then ________ grew. They multiplied and filled the oceans and seas with _____. Many millions of years later the first ________ began to appear on land. When the plants grew to forest, _____ appeared for the first time. They produced young generally by __________. When dinosaurs disappeared, ________ became more important.
Task 4 Post Reading
Discuss in groups.
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1.What problems have been caused by humans to the earth?
2.How to protect the earth and make it a better place to live on?
Step 4 Homework
1. Search the Internet for the imformation of the development of life.
2. Read the passage carefully and try to find out key points.
Period 3 Reading (2)
Teaching goals:
1. Learn the usage of some difficult words and expressions.
2. Train the students’ ability to remove the difficulties while reading.
Teaching important points:
Train the students’ ability to cooperate with others.
Step 1 Revision
1. Check up the homework.
2. Have a quiz of the words.
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Step 2. Language points
1. It exploded loudly with fire and rock, which were in time to produce the water vapour.
Which leads non-restrictive attributive clause.
in time: sooner or later; eventually
I will see him in time.
In time ( for sth/to do sth): not late
She will be back in time to prepare dinner.
In/out of time: in/not in the correct time
2. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
To come: serves as attributive
She is the last person to do such a thing.
Depend on: something might only happen or be true if the circumstances are right for it
Our success depends on whether everyone works hard or not.
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3. …by laying eggs.
lay-laid-laid-laying 放, 把...... 放在......; 产卵
He laid his books on the desk.
4. give birth to
1) 生（孩子） She’s just given birth to a healthy baby girl.
她刚刚生了个健康的女婴。
2) 产生
The extraordinary experience gave birth to his latest novel.
这段奇特的经历促成了他的最新的一部小说的诞生。
5. They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.
prevent sth. / sb. (from) doing sth. 制止(防止)某人(某物)做某事
Nothing can prevent this plan from being carried out.
6. …the earth may become too hot to live on.
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地球可能会因此变得太热而不适合生物的生存。
The question is too hard to understand.
Step 3 Homework
1. Recite Para 5 of this passage.
2. Do Ex.1 and 3 on page63.
3. Preview the grammar of this unit.
Period 4 Grammar
Teaching Aims:
To learn about Noun Clauses as the Subject
To discover useful structures.
Step 1 Revision
Check up the homework.
Step 2 Preparation
Show some sentences on the blackboard.
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a. A tree has fallen across the road.
b. You are a student.
c. To find your way can be a problem.
d. Smoking is bad for you.
e. “How do you do?” is a greeting.
f. What she said is not yet known.
g. That we shall be late is certain.
h. It’s certain that we shall be late .
T: What part does the underlined part serve as in each sentence? Or find its subject in each sentence.
Step 3 Grammar
1. Give the students some time to find the sentences in the passage. The collect answers from the class.
2. Show typical examples of how to make a subject clause. Guide the Ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause. Teacher shows the example and Ss write down the sentences.
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3. Turn to page 64. Read the following passage quickly and finish the eight sentences.
Step4 Homework
1. Do Ex.2 and 3 on page 29.
2. Finisg Ex.1 on page 64.
3. Preview “Using languge”.
Period 5 Using Language and speaking
Step 1 Revision
Check up the homework.
Step 2 Reading--- A visit to the moon
1. Play the tape for the Ss to listen.
2. Read the passage carefully and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.
3. Find out the key points.
Step 3 Speaking
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Speaking on page 31
What do you need if you travel to the moon?
Sample:
S1: Let’s think about what we would need to protect our skin if we visited the Moon.
S2: I’d take some skin cream. That works very well when we go to the sea.
S3: Yes, but it’s going to be much too hot to put cream on your skin on the Moon.
S4: What’s more you get direct heat from the sun. There are no clouds on the Moon to protect you.
S3: Oh dear, and I also have to carry oxygen around with me everywhere because there’s no oxygen on the Moon.
S2: Why don’t we carry the oxygen on our backs in a tank?
S1: Good idea, but won’t that hurt our skin?
S4: I think it will. Why don’t we wear a spacesuit which has the possibility of protecting your skin and helping you carry the oxygen very easily?
S1: A very good idea. We also need some sunglasses as the sun will be as bad for our eyes as for our skin.
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S3: That’s right. The helmet of the suit can have sunglasses you can use.
S2: How will the suit protect our skin?
S4: It’s so hot there so I suggest we design suit that can supply cold water so the wearer feels cool and hot water to warm us if we feel cold.
S2: Great! So I won’t need sun cream after all. That’s good!
Step4 Homework
Finish the exercises of 《English Learners’ Lighthouse》.
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