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1、Unit 4 Astronomy: the science of starsPeriod 1 Warming up & Pre-readingTeaching aims:1. Learn the new words.2. Talk about the science of starsStep 1 WordsLearn the new words of this unit.Step 2 Warming up & lead in1. Talk about science subjectsT: Good morning/afternoon, everyone. What class do you h
2、ave 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? S3: My favourite one is because its very interesting/exciting/instructive/S4: I like best beca
3、use 2.Talk about universe and solar systemT: Lets 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
4、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
5、 seas or oceans. T: Why does life only exist on the earth?S5: Because there is air and water on the earth. 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 dont
6、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 Homework1. Review the words of this unit.2. Preview the passage of “Reading”.3. Do page 27 Ex.3.Unit 4 Astronomy: the science of
7、starsPeriod 2 Reading and ComprehendingTeaching 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 Ssability to understand how life began on the earthTeachin
8、g Methods: Task-based method Teaching Procedure:Step1. Warming up1. Free talk2. Review the words of Unit 4 by playing chess on the blackboard.Step2 Leading-in1. 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 ReadingTask 1 Skim
9、mingRead the passage quickly and join the main idea for each paragraph.Para.1 a)The arrival of humans and their impact on the earthPara.2 b)The development of plants and animals on the earthPara.3 c)A widely accepted theory about the formation of the universePara.4 d)The importance of water for life
10、Para.5 e)The formation of the earthTask 2 ScanningRead the passage carefully and then fill in the blanks with different kinds of living things.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, wh
11、ich 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 di
12、nosaurs disappeared, _ became more important.Task 4 Post ReadingDiscuss in groups.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 Homework1. Search the Internet for the imformation of the development of life.2. Read the
13、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
14、Revision1. Check up the homework.2. Have a quiz of the words.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 st
15、h/to do sth): not lateShe will be back in time to prepare dinner.In/out of time: in/not in the correct time2. 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 attributiveShe is the last person to do such a thing.Depend on: something might only happen or be true if the circumstances are right for itOur success depends on whether everyone works hard or not.
