Unit 4Word文档格式.docx
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Unit 4Word文档格式.docx
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文章最后讲述的现象发人深省:
Theearthmaybecometoohotforthelivesonit.它关系到地球上生命的未来。
Comprehending部分通过五个练习题检测学生对本文核心内容的理解。
练习1是对文章结构的分析以及大意的概括;
练习2通过排序的方式帮助学生弄清本文的行文线索,也就是地球上生命的起源和发展历程;
练习3提出5个小问题,考查学生的深层理解和推断能力;
练习4让学生找出文章中出现的连接词,检查学生对文章中句型的熟悉和理解程度,同时还有助于学生在写作方面得到提高;
练习5让学生选择一个问题进行回答并向全班汇报,开拓学生的思维并锻炼他们的语言表达能力。
。
LearningaboutLanguage有词汇和语法两部分。
第一部分练习让学生学着去应用课文中出现的词语。
第二部分是针对主语从句的练习,其中第一题要求学生从课文中找出三个或更多的主语从句;
第二个练习以把主语从句改写成简单句的形式让学生能对此语法有深层的了解。
第三个练习则以完成句子的方式要求学生更进一步的运用复合句,此部分是对表语从句进行练习。
UsingLanguage包括“听力”、“阅读”、“说和写”三大块。
这三部分的话题都是有关科学的。
听力部分主要是介绍三位伟大的科学家。
阅读部分讲了一个科幻故事。
说和写的中心话题是登月旅行中必需的工具和可能遇到的问题。
该部分的设计由浅入深,层层递进,既练习了听力又丰富了知识,还能够锻炼同学们的想象力,拓展学生各方面能力。
SummingUp指导学生归纳和总结在本单元学到的知识——有用词汇、惯用表达和语法结构。
II.教学重点和难点
1.
教学重点
(1)本单元的生词、短语和句型结构;
(2)掌握主语从句并把它和表语从句进行区别;
(3)学会运用科学知识并能结合自己的想象力去解决现实中的问题。
2.教学难点
(1)通过学习相应的科学知识培养学生的创造性思维能力;
(2)学生应能够理解主语从句的用法和作用并能做到学以致用,举一反三。
III.教学计划
本单元建议分为六课时:
第一课时:
WarmingUp,Talking(Workbook)&
Listening(Workbook)
第二课时:
Pre-reading,Reading&
Comprehension
第三课时:
LearningaboutLanguage
第四课时:
UsingLanguage
第五课时:
Readingtask&
Speakingtask(Workbook)
第六课时:
Listeningtask&
Writingtask(Workbook)
IV.教学步骤:
新课标第一网xk
b1.com
Period1
WarmingUp,Listening(Workbook)&
Talking(Workbook)
TeachingGoals:
1.ToarouseSs’interestintheknowledgeofastronomyandscience。
.
2.TodevelopSs’abilityinlisteningandspeaking.
TeachingProcedures:
Step1.Leading-in
GiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.
(1.)Whoisthefirstmaninspace,doyouknow?
(2.)WhichspaceshipdidYangLiweitaketospace?
(3.)Doyouwanttogotospaceifyouaregivenachance?
Step2.WarmingUp
Purpose:
TointroducethetopicofthisunittoSsintheformofaskingquestionsanddiscussion.
AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.
(1)Howmanysubjectsarewestudyingnow?
(2)Doyouhavesomescientificstudyingmethodstolearnthemwell?
(3)Asyousee,alargenumberofstudentswanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?
Step3.Talking(Workbook)
1.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.Makenotesofsomevaluableinformationandmakeaconclusionatlast.
(1)Whatnecessaryinstructionsshouldnewspacetravelersmake?
(2)Canyoumakealistofthem?
2.ShowSssomebeautifulpicturesoftheuniversityandsay,“Nowlookatthepictures.HowbeautifultheUniverseis!
Itisalsofullofmysteries.HaveyoueverdreamedofflyingtothespacelikeYangLiweitounlockthemysteriesoftheuniverse?
Ifyoucould,whatthingsshouldyoupayattentionto?
”
3.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,writedownsomekeywordsandimportantexpressionsontheblackboardtohelpSstohavethesenseoftravelinginspace.
Conclusion:
Beforemakingatripintospace,we’dbettermakefullpreparations,suchas:
collectingasmuchinformationaboutthespaceaspossible;
checkingwhetheryouhavegottheproperspacesuitsornot;
makingsureofallthesafetyrules;
notleavingthespaceshipaloneunlessthespaceguidetellsyouto;
payingattentiontorecordingsomeimportanttimeduringthespacetravelingandsoon.
Step3.Listening(Workbook)
TodevelopSs’listeningability.
Togainsomeexperienceoftravelinginspace
1.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:
astronaut,experience,instruments,pilot,airforce,rocket.
2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.
Period2
Pre-reading,Reading&
Comprehending
1.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearth—the“bigband”theory.
2.ToenableSstoconcernaboutthefutureoflifeontheearth.
Step1.Pre-reading
ToarouseSs’interestinlearningaboutsomerelativeinformationabouttheuniverse.
1.ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscientifictheoriesaboutthetopic.
Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.
Theearth’satmosphere
Forreference:
Someideasaboutthebeginningoftheuniverse:
●PanGuturnsintoamyriadof(各种)things
盘古化生万物
●PanGuseparatestheskyfromtheearth
盘古开天地
●NuWamakesmen女娲造人
ConclusionandLeading-in:
Buttheseideasareallnotthecorrectandscientificideas.Doyouknowthescientificideaofthedevelopmentofthelifeontheearth?
Thenwe’dbettercometothetext.
Step2.Fastreading
Togetthegistofthepassage.
Tocorrectlyunderstandsomeinformationgiveninthetext.
1.AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.
SuggestedAnswer:
Themainideaofthetextisthetitle—Howlifebeganontheearth.
2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.
Step3.Intensivereading
togetthestudentstolearnthedetailsofthetext.
(1)Answerthequestions:
•
Whendidthe“BigBang”happen?
Whatformwastheearththe“BigBang”?
Whatmadeuptheearth’satmosphereaftertheearthexploded?
Howdidwatercomeintobeingontheearth?
Whatwasimportanttothedevelopmentoffish?
Whatmadepossibletheriseofmammalsontheearth?
Whyaremammalsdifferentfromalllifeformsinthepast?
(2)Fillinthechartabouttheorderofdevelopmentoflife.
SuggestedAnswers:
①Smallplantsinwater
②Shellfishandallsortsoffish
③Greenplantsonland
④Insects(onland)
⑤Amphibians(onlandandinwater)
⑥forests
⑦reptiles(onland)
⑧dinosaurs(onland)
⑨mammals(onland)
⑩humanbeings
Period3LearningaboutLanguage
1.TogetSstoknowhowtousenewwordsandphrases.
2.TohelpSstomastersomenewwordsandexpressions.
3.TogetSstohavetheknowledgeofthisgrammarpoint:
nounclausesasthesubject
Step1.Consolidation
Toconsolidatethewordsandphrasesinthetext.
1.AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.
2.AskSstokeepthewordstheyfilledinEx1inheart.
3.AskSstofinishEx3andthenletthemcheckeachother’sanswers.
Step2.Grammar
TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises.
1.DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbeforetheclass.
2.Afterthepresentation,explainthegrammarpointforSs.
3.LetSscompleteEx2onpage29afterlearningthegrammar.
TogetSstounderstandtheusageofnounclausesasthesubject.
(1)主语从句的语序
主语从句要求使用陈述句语序,而非一般疑问句语序。
如:
Whatsurprisedmemostwasthatthelittlegirlcouldplaytheviolinsowell.
使我感到惊讶的是这个小女孩的小提琴拉得太好了。
Howhewassuccessfulisstillapuzzle.
他是如何成功的仍然是个谜。
(2)连接词的选用
①that和what的选用
that和what都可引导主语从句。
what除起连接作用外,还在名词性从句中充当某些成分可作从句的主语、宾语或表语。
而that在名词性从句中不充当任何成分,无词义,只起连接词作用。
Whathewantsisabook.
他想要的是一本书。
Thatlighttravelsinstraightlinesisknowntoall.众所周知,光线沿直线运行。
②if和whether的选用
引导主语从句,不能用if,只能用whether。
Whetherwewillholdapartyintheopenairtomorrowdependsontheweather.
我们明天是否在户外开晚会要看天气而定。
③其它连接代词和副词的选用
根据主语从句的具体意义,正确的选择who,which,when,where,why,how等连接词,这些连接词既有疑问含义,又起连接作用,同时在从句中充当各种成分。
Whenweshallholdoursportsmeetisnotdecided.
我们何时举行运动会还没有决定。
Whobroketheglassyesterdayisnotclear.
还不清楚昨天谁打破了玻璃。
Whichcaryouwillchoosetobuymakesnodifference.
你决定买哪一辆车都不会有任何区别。
④whatever/whoever的功用
whatever,whoever在主语从句中不含疑问意义。
它引导主语从句,并在从句中作主语、宾语、表语等。
whatever=anythingthat;
whoever=anyonewho。
要注意和whatever,whoever引导的让步状语从句的区别。
Whoeverbreaksthelawshouldbepunished.(主语从句)(=Anyonewhobreaksthelawshouldbepunished.)
Whoeverbreaksthelaw,heshouldbepunished.(让步状语从句)(=Nomatterwhobreaksthelaw,heshouldbepunished.)
(3)it构成的主语从句
①由连词that引导的主语从句,在大多数情况下会放到句子的后面,而用代词it作形式主语。
Itiswell-knownthattheearthmovesaroundthesun.
众所周知,地球围绕太阳转。
需要注意的是,it作形式主语代替主语从句时,要注意和as引导的定语从句的区别。
试比较:
ItwasreportedthattheUSwasundertheterroristattack.(主语从句,有
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