2017-2018學(xué)年人教課標(biāo)高一英語必修3教案Unit4Astronomy

Unit4Astronomy:thescienceofthestarsＩ．單元教學(xué)目標(biāo)技能目標(biāo)SkillGoalsTalkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravity.Practisegivinginstructions.Practisetalkingabutproblemsinstudyorlife.LearntouseNounClausesasthesubject.Learntowriteanessaytoshowyourproblemsandthewaytooverethem.II．目標(biāo)語言功 能 句 式Talkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravityWheredoweefrom?Howdidtheuniversebegin?Whyistheuniversethewayitwas?Howwillitend?Howmuchdoyouknowaboutuniverse?Doyouwanttohaveaspacetravel?Doyouknowsomethingaboutgravity?Doyouknowsomethingaboutblackholes?PractisegivinginstructionsPleaselookat/listento...Pleasecheckthat...Youneed...Pleasepayattentionto...Don’tforgetto...You’dbetter...Makesureyou...Watchoutfor...Youmustn’t...PracticetalkingaboutproblemsinstudyorlifeMyproblemis...Thedifficultyis...Mytroubleis...Thequestionis...Myadviceis...WhatIthinkaboutitis...Thefactis...Mysuggestionis...詞 匯1四會(huì)詞匯astronomy,system,religiontheoryatombillionglobeviolentcarbonatmosphereunlikefundamentalharmfulacidchainmultiplyoxygenexistthusdioxidepuzzlebiologybiologistgravitysatellitegentlephysicistclimatecrashspaceshippullfloatmass2認(rèn)讀詞匯astronomer,biochemistry,geophysics,solar,BigBang,vapour,nitrogen,dissolve,amphibian,reptile,generally,mammal,global,et,IssacNewton,AlbertEinstein,StephenHawking,lessen,weightlessly,cabin,exhaust,exclaim3詞組solarsystem,intime,layeggs,givebirthto,inone’sturn,carbondioxide,prevent…from,blockout,cheerup,nowthat,breakout,watchout語法NounClausesasthesubjectNounClausesasthesubjectisalsocalledtheSubjectClause.ThatmeansaNounClauseservesasSubjectinthesentence.ThewordswhichareusedinthisNounClauseare:that,whether,who,what,which,when,where,how,why,etc.Example1.Whatitwastobeewasamystery.2.Itwasnotclearwhetherthesolidshapewastolastornot.III．教材分析與教材重組1.教材分析本單元以astronomy:thescienceofthestars,thedevelopmentoflife,spacetravelandgravity為話題，通過本單元的幾篇閱讀材料使學(xué)生對(duì)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，Theearthmaybeetoohotforthelivesonit.Thenwhatwillourfuturebe?使學(xué)生更好地了解我們的地球和我們的生活環(huán)境，并引發(fā)對(duì)“地球的將來如何”的熱烈討論，通過這些討論激發(fā)學(xué)生對(duì)天文學(xué)了解和探究的強(qiáng)烈興趣。通過討論登月球需要的物品和可能遇到的困難學(xué)會(huì)提出問題和解決問題的表達(dá)方法，并能就此寫出一篇表達(dá)合理思路清晰的短文。 1.1 WARMINGUP以討論的形式通過三組問題引導(dǎo)學(xué)生討論邊緣科學(xué)，討論科學(xué)的方法以及要成為真正的科學(xué)家所必須掌握的技能。 1.2 PREREADING主要讓學(xué)生弄清楚什么是科學(xué)思想，什么是宗教信仰或文化傳統(tǒng)。在探討生命起源的科學(xué)道理之前，讓學(xué)生以聽故事或講故事的方式，交流有關(guān)宇宙的起源的種種傳說，既有趣味性，又能調(diào)動(dòng)學(xué)生的相關(guān)知識(shí)，激活學(xué)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?？茖W(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(dòng)物和水陸兩棲動(dòng)物。最初的動(dòng)物靠孵化繁衍后代，后來出現(xiàn)了哺乳動(dòng)物，人類也隨之誕生了。文章最后講了令人深省的問題：Theearthmaybeetoohotforthelivesonit. 1.4 PREHENDING通過四個(gè)選擇填空題檢測(cè)學(xué)生對(duì)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？隨后通過排序的方式幫助學(xué)生弄清本文的行文線索，也就是地球上生命的起源和發(fā)展歷程。最后提出兩個(gè)問題，考查學(xué)生的深層理解和推斷能力。 1.5 LEARNINGABOUTLANGUAGE分詞匯和語法兩部分。其中，Discoveringusefulwordsandexpressions通過英文釋意，短文填空，詞語分類和單項(xiàng)選擇等練習(xí)讓學(xué)生在語境中掌握和運(yùn)用詞匯。Grammar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(shí)主語從句，然后，設(shè)置一個(gè)用一發(fā)短信息的情景，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)置情景來復(fù)習(xí)表語從句。 1.6 USINGLANGUAGE由Listening、Reading和SpeakingandWriting三部分交互組合而成。指導(dǎo)學(xué)生在聽和讀的輸入性學(xué)習(xí)之后，完成說和寫的輸出性應(yīng)用練習(xí)。Listening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，還通過四選一的方式幫助學(xué)生找主題思想。在解釋對(duì)與錯(cuò)的過程中，教師可以適當(dāng)?shù)慕榻B一下概括主題的方法。Reading是一個(gè)科幻小故事，通過作者和作者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。Speaking以Visitingthemoon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。Writing要求學(xué)生找出登月球可能遇到的三個(gè)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(shí)，培養(yǎng)了學(xué)生的創(chuàng)新意識(shí)和實(shí)踐能力。 2.教材重組2.1將Warmingup、Prereading、Reading和prehending四部分整合在一起上一節(jié)閱讀課。2.2Reading中的languagepoints上一節(jié)語言點(diǎn)講解課。2.3將Leaningaboutlanguage中的Discoveringusefulwordsandexpressions上一節(jié)練習(xí)課。2.4將Leaningaboutlanguage中的Discoveringusefulstructure上一節(jié)語法課。2.5將Usinglanguage中的Listening和reading總合為一節(jié)聽讀訓(xùn)練課。其中Listening部分是介紹三位對(duì)地球引力的認(rèn)識(shí)做出巨大貢獻(xiàn)的科學(xué)偉人。在提高聽力的同時(shí)，為下文的Reading部分作了鋪墊。Reading部分向讀者解釋gravity。 2.6寫作練習(xí)是把Usinglanguage中的Writing單獨(dú)做一堂寫作課。 3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用6課時(shí)教完） 1stperiod IntensiveReading 2ndperiod Languagepoints3rdperiodLanguagepractice4thperiod Grammar 5thperiod Languageuse 6thperiod WritingIV.分課時(shí)教案TheFirstPeriodIntensiveReadingTeachinggoals教學(xué)目標(biāo)1.Abilitygoals能力目標(biāo)a.EnableSstotalkaboutthescienceofthestars,thedevelopmentoflifeandspacetravelandgravity.Wheredoweefrom?Howdidtheuniversebegin?Whyistheuniversethewayitwas?Howwillitend?Howmuchdoyouknowaboutuniverse?Doyouwanttohaveaspacetravel?Doyouknowsomethingaboutgravity?b.Understandthetextandanswerthefollowingquestions:Whatwasthereontheearthbeforelifecouldbegin?Whydoscientiststhinktherehasneverbeenlifeonthemoon?Whydidanimalsfirstappearintheseas?Whydidgreenplantshelplifetodevelop?Whyweremammalsdifferentfromotheranimals?c.EnabletheSstounderstandthedetailsaboutthepassage,choosingthecorrectansweraccordingtothetextandputtheorderofdevelopmentoflifeintoatimelineandanswerquestions.d.Retellthepassageusingkeysentences.2.Learningabilitygoals學(xué)能目標(biāo)EnableSstolearnhowtotalkaboutthebeginningoflifeontheearth.Teachingimportantpoints教學(xué)重點(diǎn)a.Talkaboutthebeginningoflifeontheearth.Whydidanimalsfirstappearintheseas?Whydidgreenplantshelplifetodevelop?b.Discusstheorderofdevelopmentoflife.Teachingdifficultpoints教學(xué)難點(diǎn)a.Understandthebeginningoflifeontheearth.b.Discussthequestions:Whatwillourfuturebeiftheearthmaybeetoohotforthelivesonit?Whyarehumansthecleverestanimalsontheearth?Teachingmethods教學(xué)方法a.Skimmingandscanning.b.AskingandansweringactivitytochecktheSs’understandingofthetext.c.Individual,pairorgroupworktofinisheachtask.d.Discussion.Teachingaids教具準(zhǔn)備Arecorder,aputerandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepIPresentationT:Hello,everyone!Todaywe’lletoUnit4Astronomy.BeforethatIhaveaquestion:Wheredoweefrom?Orwecansay:Whoareourancestors?S1:Monkeys!S2:BeijingRenwholivedmanyyearsago.S3:Reptiles.S4:Mammals.S5:Amphibians.S6:Dinosaurs.T:Verygood!Canyouputtheminrightorder?S7:Amphibians,Reptiles,Dinosaurs,Mammals,BeijingRen.T:Doyouknowwhatitwaslikebeforelifeappearedonearth?S8:Itwasfullofwater,perhaps.T:Beforethat,whatwasitlike?S9:Sorry,Idon’tknow.T:Doyouwanttogetmoreinformation?Todaywe’lllearnsomethingaboutHowLifeBeganontheEarth.TurntoPage25.Let’setoWarmingupfirst.StepIIWarmingup1.Readthethreequestions,whilethestudentslistenandfollow.2.GivetheSsseveralminutestodiscussthequestions.3.Collectanswersfromthewholeclass.4.Checktheanswerswhilediscussing.T:I’llreadthethreequestionsforyou.Youshouldlistentomecarefully.(Ifstudentsdon’tknowhowtodiscuss,showthemanexample.)Forexample,medicine.Whensomeonegetsseriousillness,hewillgotothehospital.Thedoctorwillexaminehim.Hewilltakehistemperature,measurehisbloodpressureandgivehimanXray,oraCT.Forthewholeprocessoftheexamination,whatkindofsciencehasbeenused?S1:Biology.S2:Chemistry.T:Sowecansaymedicinebinesbiologyandchemistry.Whataboutbiochemistryandgeophysics?S3:Ithinkbiochemistrybinesbiologyandchemistry.S4:Geophysicsbinesgeologyandphysics.T:Whataboutastronomy?S5:Physics.S6:Mathematics.T:Verygood.Weshouldknowthatastronomyisamultidisciplinarysubjectandifwewanttodosomeresearchonit,weshouldknowmanysciencesubjectsrelatedtoit.Nowdiscussthesecondquestion:Whatdowemeanwhenwesaywearestudyingasubjectscientifically?Orwhat’sthecorrectattitudetowardsscience?S7:Weshouldbeobjective,notsuperstitious.T:What’sthecorrectwaytoproveascientificidea?S8:Weshoulddesignexperimentstotestitforseveraltimes.S9:Thenwecananalyzetheresultsanddrawaconclusionatlast.T:Let’ssumuptheanswers.Tostudyasubjectscientifically,wemusttrytobeobjective.Inordertotestouridea,weshoulddesignexperiments,thenanalyzetheresultsanddrawaconclusion.Nowlet’stalkaboutthethirdquestion.Whatarethemostimportantskillsweneedtoberealscientists?S10:Weshouldbeverycareful.S11:Beobjectiveandlogical.S12:Weshouldbewiseenoughtodesignanexperimentandwritethereportsclearly.S13:Weshouldbeabletodrawconclusionsfromtheexperimentsandnotimposeconclusionsonthedata.T:Ithinkyouhavedonegreatwork.Fromthediscussionweknowthatit’snoteasytobeascientist.Soyoushouldworkharderifyouwanttobeascientist.StepⅢPrereadingGettheSstodiscussthequestionsonPage25withtheirpartners.ThenasktheSstotelltheirstories.EncouragetheSstotelldifferentstories.Iftheydon’tknowany,tellthemsome.T:Nowpleaselookattheslideshow.Anddiscussthesequestionswithyourpartners.ThenI’llasksomestudentstotellustheirstories.Areyouclear?Ss:Yes,Sir/Madam.1.Doyouknoweachreligionorculturehasitsownideasaboutthebeginningoftheuniverse?Pleasegiveanexampleifyouknow.2.Doyouknowwhatascientificideais?AftertheSs’discussion,teachersaysthefollowing.T:Nowwho’dliketotellusastory?Volunteer!S1:Letmetry.InChina,weallknowthatPanguseparatestheskyfromtheearth.T:Canyoudescribethestoryindetails?S1:Sorry,Ican’trememberclearly.T:Whocan?Nobody?NowI’lltellyou.Lookatthescreen.Panguseparatestheskyfromtheearth Theskyandtheearthwereatfirstoneblurredentitylikeanegg.Panguwasbornintoit.Theseparationoftheskyandtheearthtook18,000yearstheYangwhichwaslightandpurerosetobeethesky,andtheYinwhichwasheavyandmurkysanktoformtheearth.BetweenthemwasPangu,whowentthroughninechangeseveryday,hiswisdom,greaterthanthatoftheskyandhisabilitygreaterthanthatoftheearth.Everydaytheskyrosetenfeethigher,theearthbecametenfeetthicker,andPangugrewtenfeettaller.Another18,000yearspassed,andtherewasanextremelyhighsky,anextremelythickearth,andanextremelytallPangu.ThencametheThreeEmperors(theEmperoroftheSky,theEmperoroftheEarth,andtheEmperoroftheMen.) Sothesenumberscameintoexistenceandevolvelikethis.Thenumberbeginswithone,beesestablishedatthree,ispletedatfive,prospersatseven,andendsinnine.Sotheskyisninetythousandlifromtheearth.OtherlegendsaboutthebeginningofuniverseTheBiblicalAccount “InthebeginningGodcreatedtheheavensandtheearth.Theearthwasformlessandempty,darknesswasoverthesurfaceofthedeep,andthespiritofGodwashoveringoverthewaters.AndGodsaid”Day1:GodspokeandseparatedlightfromdarknesscreatingDayandNightDay2:GodspokeandseparatedthewatercreatingskyandoceanDay3:GodspokeandcreateddrylandDay4:Godspokeandcreatedthesun,moonandstarsDay5:GodspokeandcreatedlivingcreaturesintheairandseaDay6:GodspokeandcreatedthelandanimalsandmanDay7:GodrestedandblessedthisdaycallingitHolyIndia Brahmahascreatedtheworldmanytimes.Thiscreationisrepeatedeveryfouragesoryugas.Therearefouryugasinoneeonorkalpa.Inthebeginningofeachkalpatheworldisawaterychaos. AsBrahmathoughtbeingswerecreated.Thedemonswerecreatedbyawindfromhisrectum.Aftercreatingthedemonshediscardedhisbodywhichbecamenight.Heassumedanewbodyandoutofhismouthcametheshininggodsordevas.Thisbodywasalsodiscardedandbecameday.Withhisnextbodyhecreatedancestorspirits.WithhisfourthbodyBrahmacreatedhumanbeings.Thisdiscardedbodybecamethemoon.WiththefifthbodyBrahmahadastrangethoughtandhecreatedogres,terriblecreaturesthatwantedtodevourtheprimordialseaofchaos.Inshockatwhathehaddonehethencreatedghouls.Finallyheregainedhissensesandcreatedbirds,mammals,plantsandalltheotherlifethatweseetoday.Japan Inthebeginningtheworldwaschaosuntiltheheavenandearthseparated.WhenthisseparationoccurredtheThreeHighDeitiescreatedtwoprinciples,thepassive,IzanamiortheFemale,andtheactive,IzanagiortheMale.Itwasthesetwopeoplewhoareourancestors. Inthebeginningtheheavenandtheearthwereone.TheIn(Yin)andYo(Yang)hadnotbeenseparated.Allthatexistedwaschaosintheformofanegg.Thiseggcontainedtheseedsofthecreation.Heaven,beingmadeofthepurerportionofthesubstanceroseandtheearthbeingheavierdidnot.Astheheavenrose，theislandsbegantobeformed.Laterastrangeplantgrewbetweenheavenandearthwhichbecameagreatmalegod.Twoadditionalmalegodsfollowed.Thesethreewereformedbythewillofheaven.FollowingthissixdeifieswereformedandthenIzanagi(themale)andIzanami(thefemale).IzanagiandIzanamiwerethefirstancestors.Theythrustdownthejeweledspearofheavenintothesea.AstheyliftedthespeartheliquidonthetipformedtheislandsofJapan.T:Aretheyinteresting?Thoughtheyareinteresting,theyareonlylegends.Weshouldbelieveascientificidea.What’sascientificidea?S2:Itshouldbeanideaingfromscientifictheory.T:Quiteright.Nowwe’lletoReading.That’sascientificidea.StepⅣReadingReadthepassagecarefullyandanalyseitsstructure.Writedownthemainideaforeachparagraph.Para.1:AwidelyacceptedtheoryabouttheformationoftheuniversePara2:TheformationoftheearthPara.3:TheimportanceofwaterforlifePara.4:ThedevelopmentofplantsandanimalsontheearthPara.5:ThearrivalofhumansandtheirimpactontheearthReadingandanswerthequestions.1.Whywastheearthdifferentfromotherplanets?Thewaterremained.2.Whywaslifeabletodevelopontheearthbutnotonotherplanets?Thewaterstayedontheearthbutnotonotherplanets.3.Whywasitnecessaryforplantstogrowbeforeanimals?Plantsprovidedoxygenforanimalstobreathe.4.Whatproblemiscausedbyhumanbeings?Theycauseglobalwarming.5.Whyisitwronginfilmsandstoriestoshowdinosaursandpeopletogether?Becausedinosaursdiedoutlongbeforehumanbeingsdevelopedontheearth.6.Whydoyouthinkthathumansarethecleverestanimalsontheearth?Theyarethecleverestanimalsbecausetheyhavelargerbrainsthananyothercreatureontheearthsofar.7.Whyisitwronginfilmsandstoriestoshowdinosaursandpeopletogether?Becausedinosaursdiedoutlongbeforehumanbeingsdevelopedontheearth.8.Thereusedtobenineplanetsinthesolarsystem.Recentlyscientistshavedecidedthatoneofthemcannolongerbeconsideredaplanet.Doyouknowthenameofthatplanet?Doyouknowwhytheyremovedit?Pluto.Scientistsnowthinkitistoosmalltobecalledaplanet.Analyzehowlifebeganonearth.ListeningListentothetapeforthestudentstofollowandhavefurtherunderstandingofthepassage.T:Readafterthetape,thenanswermesomequestionswithyourbookclosed.PlaythetapeT:Howdidwatereintobeingontheearth?Ifonestudentcan’tanswerpletely,asktwoorthreeormorestudents.Ss:Theexplosionoftheearthproducedwatervapor,whichturnedintowaterwhentheearthcooleddown.T:Whyiswaterimportantontheearth?Ss:Becausewaterallowedtheearthtodissolveharmfulgasesintotheoceansandseas.T:No.3,finishthefollowingform.2121smallplantsinwater3greenplantsonland43greenplantsonland4insects(onland)577896forest6forestsKeytotheexercise:2.shellfishandallsortsoffish5.amphibian(onlandandinwater)7.reptiles(onland)8.dinosaurs(onland)9.mammals(onland)T:That’sallforthispassage.Nowlet’sdealwithsomelanguagepoints.PassageAnalyzingChartofthetextHowlifebeganontheearthwater1smallplantsinwaterwater1smallplantsinwater2shellfishandallsortsoffish3greenplantsonland2shellfishandallsortsoffish3greenplantsonland6forests4insects(onland)5amphibians(onlandandinwater)6forests4insects(onland)5amphibians(onlandandinwater)7reptiles(onland)7reptiles(onland)8dinosaurs(onland)9mammals(onland)10.smallcleveranimalswithhandsandfeet10.smallcleveranimalswithhandsandfeet11.human11.humanStepⅥHomeworkRetellthepassageaccordingtotheform.SecondperiodLanguagepointsTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言重點(diǎn)詞語：theory,atom,billion,globe,violent,carbon,atmosphere,fundamental,harmful,acid,multiply,oxygen,exist,prevent,dioxide2.Abilitygoals能力目標(biāo)a.EnableSstomasterthelanguagepointsinReadingpart.3.Teachingimportantpoints教學(xué)重點(diǎn)violentatmospherelayintimeprevent…from…givebirthto…Teachingdifficultpoints教學(xué)難點(diǎn)UnderstandthedifficultsentencesTeachingcontent教學(xué)內(nèi)容1.Whatitwastobeewasuncertainuntilbetween4.5and3.8billionyearsagowhenthedustsettledintoasolidglobe.隨后它會(huì)變成什么沒人能知道，直到3845億年前，這團(tuán)塵埃才慢慢地形成一個(gè)固體的球狀物?！痉治觥縜.此復(fù)合句的主句為Whatitwastobeewasuncertain；從句為_____引導(dǎo)的定語從句。whenb.主句中包含一個(gè)由what引導(dǎo)的主語從句Whatitwastobee。c.until是介詞，與其前帶否定前綴的形容詞uncertain構(gòu)成not...until句式，表示“到……才，在……之前”，引導(dǎo)between4.5and3.8billionyearsago作時(shí)間狀語。這句話還可以這樣表述：Nobodyknewwhatthecloudofdustwouldbeebeforeitturnedintoasolidglobebetween4.5and3.8billionyearsago.2.Theearthbecamesoviolentthatitwasnotclearwhethertheshapewouldlastornot.a.此復(fù)合句的主句為Theearthbecamesoviolent；從句為_____引導(dǎo)的結(jié)果狀語從句。thatb.so...that...如此……以致……，其中that可以省略。c.結(jié)果狀語從句中包含一個(gè)由whether引導(dǎo)的主語從句，____是形式主語。it這句話還可以這樣表述：Peopledidn’tknowwhetherthesolidglobewouldkeeptheshapeornot,becausetheearthdidn’tstopexploding.violencen.暴力；猛烈；強(qiáng)烈；狂熱。e.g.Hestronglyopposesviolenceandwar.他強(qiáng)烈反對(duì)暴力和戰(zhàn)爭。Theviolenceofherfeelingssurprisedhermother.她感情之強(qiáng)烈使她媽媽很吃驚。[鏈接]violentadj.暴力的；強(qiáng)暴的；強(qiáng)烈的；鮮艷奪目的。e.g.Childrenshouldnotbeallowedtowatchviolentmovies.不應(yīng)該讓小孩看暴力電影。Therewasaviolentreactionfromthepublic.公眾的反應(yīng)很強(qiáng)烈。Herdresswasaviolentpink.她的連衣裙是非常鮮艷的粉紅色。violentlyadv.強(qiáng)烈地；激烈地；厲害地。e.g.Sheshookherheadviolently.她拼命搖頭。Shewasviolentlysick.她病得厲害。3.Theywereintimetoproducecarbon,...,whichweretomaketheearth’satmosphere.intime:soonerorlater;eventuallye.g.I’llseehimintime.intime(forsth./todosth.):notlatee.g.Shewillbebackintimetopreparedinner.與time相關(guān)的短語:innotime立刻,馬上attimes有時(shí)atatime每次;依次onceuponatime從前ontime按時(shí);準(zhǔn)時(shí)atonetime從前forthetimebeing暫時(shí)fromtimetotime不時(shí)地atmosphere意為“大氣，氣氛等”。e.g.Therewasanatmosphereofviolenceandinsecurity.他們之間以前有種相互信任的氣氛。4.Whatisevenmoreimportantisthatastheearthcooleddown,waterbegantoappearonitssurface.【分析】a.本句的結(jié)構(gòu)是：主語從句（Whatisevenmoreimportant）+系動(dòng)詞（is）+表語從句（thatastheearth...onitssurface.）b.表語從句中含有一個(gè)由___引導(dǎo)的時(shí)間狀語從句。這句話還可以這樣表述：Waterbegantoappearontheearthbecauseitcooleddown,andthisismoreimportant.5.Thisproducedachainreaction,whichmadeitpossibleforlifetodevelop.【考點(diǎn)】it作形式賓語，真正賓語常為不定式或從句?！究祭?】Wefeel_____ourdutytomakeourcountryabetterplace.AA.it

B.this

C.that

D.one【考例2】Whydon’tyoubring_____tohisattentionthatyou’retooilltoworkon? BA.that

B.it

C.his

D.him【點(diǎn)撥】都選it。都考查it作形式賓語。考例1中，it指代tomakeourcountryabetterplace；考例2中，it指代_________________________。thatyou’retooilltoworkon6.Theyproducedyounggenerallybylayingeggs.laylaidlaidlaying放,把放在;產(chǎn)卵e.g.Helaidhisbooksonthedesk.注意:lay(laid;laid;laying)放置;產(chǎn)卵lie(lay;lain;lying)躺;位于lie(lied;lied;lying)說謊7.…,becausetheygavebirthtoyoungbabyanimals...【寓詞于境】仔細(xì)閱讀下列句子，并試著總結(jié)givebirthto的含義及用法。1)Mrs.Whitegavebirthtoafinehealthybabyinherlatethirties.2)Marygavebirthtoahealthybabygirl.3)Itwasthiseventthatgavebirthtothepeacemovement.【歸納】givebirthto后可直接跟名詞，意為“_____”（句1和句2），也可意為“_____”（句3）。分娩產(chǎn)生【拓展】atbirth出生時(shí)

since/frombirth自出生后

dateofbirth出生日期8.Theyareputtingtoomuchcarbondioxideintotheatmosphere,whichpreventsheatfromescapingfromtheearthintospace.他們把太多的二氧化碳釋放到大氣層中,這就使得熱量不能從地球上散發(fā)到太空中去。 閱讀下列句子,注意prevent...from的意思和用法。1)Therewasnothingtopreventherfromdoingso.2)Wemustpreventthewaterfrombeingpolluted.3)Theemperororderedhisportersto preventthespeakerenteringthebuilding.[歸納]prevent...from的意思是___________________________。from后多跟動(dòng)詞ing形式(句1、句2)；有時(shí)可省略from(句3)。制止、阻止、使……不做某事[拓展]近義短語有:stop...from阻止……干某事;keep...from阻止……干某事。注意:prevent和stop后的from都可以省略,而keep...from中的from則不能省略，如果省略了,其意義將發(fā)生改變。ThirdperiodLanguagepracticeTeachinggoals教學(xué)目標(biāo)1.Abilitygoals能力目標(biāo)a.EnableSstorevisetheimportantwordsandphrasesofreadingpartTeachingmethods教學(xué)方法DoingexerciseTeachingcontent教學(xué)內(nèi)容1.Exercise1onpage282.Exercise2onpage283.Exercise3onpage284.Exercise4onpage285.Moreexercises.HomeworkFinishUsingWordsandExpressionsonPage63oftheWorkbook.FourthperiodGrammarTeachinggoals教學(xué)目標(biāo)1.Abilitygoals能力目標(biāo)EnableSstounderstand“Nounclausesassubject”2.Learningabilitygoals學(xué)能目標(biāo)EnableSstousethenounclausestomakesentences.Teachingimportantpoints教學(xué)重點(diǎn)引導(dǎo)主語從句的連詞的掌握Teachingdifficultpoints教學(xué)難點(diǎn)it作形式主語的句型that和what引導(dǎo)主語從句時(shí)的用法區(qū)別whether和if引導(dǎo)主語從句時(shí)的用法區(qū)別Teachingcontent教學(xué)內(nèi)容Whatpartdoestheunderlinedpartserveasineachsentence?Atreehasfallenacrosstheroad.Youareastudent.Tofindyourwaycanbeaproblem.Smokingisbadforyou.“Howdoyoudo?”isagreeting.Whatshesaidisnotyetknown.Thatweshallbelateiscertain.Itiscertainthatweshallbelate.Wecanseefromthesesentencesthatasentenceservesassubject,sowecallitSubjectClause.主語從句

（NounClausesastheSubject）定義：用作主語的從句叫主語從句，它是名詞性從句之一。引導(dǎo)主語從句的連接詞有：連詞that,whether；連接代詞who,what和which；連接副詞when,where,how和why。1)由what等代詞引起的主語從句：what在從句中的作用為：作句子成分；除了起到引導(dǎo)從句的作用外還要承擔(dān)具體的意義。Whattheteachersaidtodaywasquiteright.

老師今天說的話是十分正確的。2)由連詞that引起的主語從句：that引導(dǎo)主語從句時(shí)，在句中具有“兩不”原則：不作句子成分；沒有實(shí)際意義。當(dāng)它引導(dǎo)的主語從句置于句首時(shí)，that不能省略；如果用it作形式主語，而把主語從句放在句末時(shí)，that可以省略。Thattheyarebadlyinneedofhelpisquiteclear.他們急需幫助，這是十分明顯的。3)由whether引起的主語從句。如果主語從句置于句首，不能用if引導(dǎo)，此時(shí)，需用whether。但如果用it作形式主語，而把主語從句放在句末時(shí)，也可以用if引導(dǎo)。Whethertheywillsellthehouseisnotyetdecided.他們是否賣掉這所房子還沒有決定。4)連接代詞who,which,whom,whose有各自的具體意義，起連接作用，同時(shí)在從句中充當(dāng)主語、賓語、表語、定語等；whoever,whatever,whichever在意義上更為強(qiáng)調(diào)，常譯為“無論……”；連接副詞when,where,why,how等也有各自的意義，起連接作用，并在從句中作狀語。Whateverwassaidheremustbekeptsecret.這里說的話都應(yīng)當(dāng)保密。Whoevermakesmistakesmustcorrectthem.凡犯了錯(cuò)誤的人都必須改正。注意:上述例句中的主語從句都是放在句首,但有時(shí)為了使句子結(jié)構(gòu)平衡,避免“頭重腳輕”,常用it作形式主語,而把從句放在后面。例如:Itisapitythatshehasmadesuchamistake.她犯了這樣一個(gè)錯(cuò)誤,真是遺憾。這樣就構(gòu)成了下面一些常用句型:1)Itis+adj./n.+從句Itisapity/shamethat...遺憾的是……Itispossiblethat...很可能……Itisunlikelythat...不可能……2)It+不及物動(dòng)詞+從句Itseems/appearsthat...似乎……Ithappenedthat...碰巧……3)It+be+過去分詞+從句Itissaidthat...據(jù)說……Itisknowntoallthat...眾所周知……Itisreportedthat...據(jù)報(bào)道……Itisbelievedthat...據(jù)信……;人們相信……Itissuggestedthat...有人建議……Itmustbepointedoutthat...必須指出……Ithasbeenprovedthat...已證明…….如:Itisbelievedthatatleastascoreofbuildingsweredamagedordestroyed.據(jù)信,至少有二十座樓房遭到破壞或徹底毀掉。4)用于Itisimportant/natural/necessary/impossiblethat...句型中,主語從句應(yīng)使用虛擬語氣,謂語動(dòng)詞用\“should+動(dòng)詞原形\”的形式,should有時(shí)有感情色彩。[高考鏈接]從A、B、C、D四個(gè)選項(xiàng)中，選出可 以填入空白處的最佳選項(xiàng)。1.Itremainstobeseen_____thenewlyformedmittee’spolicycanbeputintopractice.

(陜西2013)A.that

B.which

C.what

D.whether2._____IwanttotellyouisthedeeploveandrespectIhaveformyparents.

(天津2013)A.That

B.Which

C.Whether

D.What3._____makesthebooksoextraordinaryisthecreativeimaginationofthewriter.

(北京2013)A.That

B.What

C.Who

D.Which4.Itisbynomeansclear_____thepresidentcandotoendthestrike.

(2012大綱全國卷I)A.how

B.which

C.that

D.whatKeys:DDBDThefifthperiodLanguageuseTeachinggoals教學(xué)目標(biāo)1.Abilitygoals能力目標(biāo)PracticeSs’sabiltyoflisteningandreading2.Learningabilitygoals學(xué)能目標(biāo)EnableSstogetknowledgeofgreatscientistsandscienceTeachingimportantpoints教學(xué)重點(diǎn)a.thethreescientists’differentideasandtheresultoftheirworkb.theexperienceofLiYaping’svisittothemoonTeachingdifficultpoints教學(xué)難點(diǎn)Understandthelisteningtext.Teachingaids教具準(zhǔn)備Arecorder,aputerandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepILeadinT:Wehavelearntalotaboutastronomy,haveyougotinterestedinit?Ifyouaregoingtostudyastronomy,whatproblemwillyoufacemost?S2:Gravity.T:Whatisgravity?S3:Everythingwillfallbacktotheearthifitisdroppedorthrownaway.Thepulloftheearthiscalledgravity.T:Quiteright.Whofirstgottheideaofgravity?S4:IsaacNewton.T:Howdidhegettheidea?S5:Onedayhewassittingunderthetree.Hesawanapplefall,whichmadehimgettheidea.BesidesNewton,arethereanyotherscientistswhomadeagreatcontributiontotheideaofgravity?S6:AlbertEinstein,StephenHawking.T:Howdideachofthemthinkofgravity?Ordidtheysharethesameideaofgravity?eon,thetapewilltellyou.StepIIListeningListentothetapeandchoosethebestmainideaofthelisteningpassage(Ex.2P30).Mainidea:AThetextisabouthowthreescientistswantedtofindoutaboutthebeginningoftheuniverse.BThetextisabouthowtheideaofgravityhasdevelopedoveralongperiodoftime.CThetextisabouttheimportanceofthreescientistsandtheirworkThebestanswer:SummaryBiscorrectbecauseitgivesaclearideaofwhatthelisteningpassageisabout.SummaryAisnottrue.Thethreescientistswantedtoexplainhowtheuniverseworkedandnothowitbegan.SummaryCistoogeneralanddoesnotgiveenoughdetailaboutwhatthelisteningpassageisabout.ListentothetapeagainandfillinthechartinEx.3onP30.IsaacNewtonAlbertEinsteinStephenHawkingIdeaLargebodieshaveaforcewhichpullsthingstowardsthem.Inspacelargeobjectsmakespaceandtimebend;thelargertheobject,thefurtherspaceandtimebend.Blackholeshaveaverylargemassandpullthingstowardsthem.DevelopmentThebiggertheobjectthestrongerthegravity.Timegoes