【正文】 解決問題的表達方法，并能就此寫出一篇表達合理清晰的短文。 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)。 READING 講述了地球上生命的起源?？茖W(xué)家認為，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。文章最后講了令人深省的問題： The earth may bee too hot for the lives on it. COMPREHENDING 通過四個選擇填空題檢 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)需要那些條件？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。 LEARNING ABOUT LANGUAGE 分詞匯和語法兩部分。 Grammar 是采用先發(fā)現(xiàn)后應(yīng)用的學(xué)習(xí)方法。最后設(shè)置情景來復(fù)習(xí)表語從句。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)。不僅通過聽力填表的形式訓(xùn)練學(xué)生捕捉細節(jié)的能力，還通過四選一的方式幫助學(xué)生找主題思想。 Reading 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。 Writing要求學(xué)生找出登月球可能遇到的三個困難并找出克服這些困難的方法。 2 教材重組 精讀 可將 Warming up、 Prereading、 Reading 和 Comprehending四部分整合在一起上一節(jié)閱讀課。 聽力 Using language 中的 Listening與 Workbook 中 Listening和 Listening task 三部分話題較為接近，其中 Listening 部分是介紹三位對地球引力的認識做出巨大貢獻的科學(xué)偉人。 Workbook中 Listening是關(guān)于轟動一時的航天英雄楊利偉 的故事。而 Listening task 中的聽力則是向?qū)W生展示 space travel 的潛在價值。 口語訓(xùn)練 是把 Using Language 中的 Speaking 和 Workbook 中的 Talking 和 Speaking task 放在一起。可以整合在一起上一堂口語課。這兩部分利用 science fiction story 向讀者解釋 gravity 和 black hole. 寫作練習(xí) 是把 Using language 中的 Writing 和 Workbook 中的 Writing Task 以及Project 整合在一起上一堂寫作練習(xí)課。 ways 教學(xué)過程與方式 Step I Presentation T: Hello, everyone! Today we’ll e to Unit4 Astronomy. Before that I have a question: Where do we e from? Or we can say: Who are our ancestors? S1: Monkeys! S2: Beijing Ren who lived many years ago. S3: Reptiles. S4: Mammals. S5: Amphibians. S6: Dinosaurs. T: Very good! Can you put them in right order? S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren T: Do you know what it was like before life appeared on earth? S8: It was full of water, perhaps. T: Before that, what was it like? S9: Sorry, I don’t know. T: Do you want to get more information? Today we’ll learn something about How Life Began on the Earth. Turn to Page25. Let’s e to Warming up first. Step II Warming up 1. Read the three questions, while the students listen and follow. 2. Give them some time to discuss the questions. 3. Collect answers from the whole class. 4. Check the answers while discuss.. T: I’ll read the three questions for you. You should listen to me carefully. (If students don’t know how to discuss, show them an example.) For example, medicine. When someone gets very serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature, measure his blood pressure and give him an Xray, or a CT. For the whole process of the examination, what kind of science has been used? S1: Biology. S2: Chemistry. T: So we can say medicine bines biology and chemistry. What about biochemistry and geophysics? S3: I think biochemistry bines biology and chemistry. S4: Geophysics bines geology and physics. T: What about astronomy? S5: Physics. S6: Mathematics. T: Very good. We should know that astronomy is a multidisciplinary subject and if we want to do some research on it, we should know many science subjects related to it. Now discuss the second question: What do we mean when we say we are studying a subject scientifically? Or what’s the correct attitude towards science? S7: We should be objective, not superstitious. T: What’s the correct way to prove a scientific idea? S8: We should design experiments to test it for several times. S9: Then we can analyze the results and draw a conclusion at last. T: Let’s sum up the answers. To study a subject scientifically, we must try to be objective. In order to test our idea, we should design experiments, then analyze the results and draw a conclusion. Now we talk about the third question. What are the most important skills we need to be real scientists? S10: We should be very careful. S11: Be objective and logical. S12: We should be wise enough to design an experiment and write the reports clearly. S13: We should be able to draw conclusions from the experiments and not impose conclusions on the data. T: I think you have done great work. From the discussion we know that it’s not easy to be a scientist. So you should work harder if you want to be a scientist. Step III Prereading Get the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’t know any, tell them some. T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some students to tell us their stories. Are you clear? Ss: Yes, sir/madam. you know each religion or culture has it’s own ideas about the beginning of the universe? Please give an example if you know. 2. Do you know what a scientific idea is? After the Ss’ discussion, teacher says the following. T: Now who’d like to tell us a story? Volunteer! S1: Let me try. In China, we have Pangu separates the sky from the earth. T: Can you describe the story in details? S1: Sorry, I can’t remember clearly. T: Who can? Nobody? Now I’ll tell you. Look at the screen. Pangu separates the sky from the earth. The sky and the earth were at first one blurred entity like an egg. Pangu was born into it. The separation of the sky and the earth took 18,000 years the yang which was light and pure rose to bee the sky, and the yin which was heavy and murky sank to form the earth. Between them was Pangu, who went through nine changes every day, his wisdom, greater than that of the sky and his ability greater than that of the earth. Every day the sky rose ten feet higher, the earth became ten feet thicker, and Pangu grew ten feet taller. Another 18,000 years passed, and there was an extremely high sky, an extremely thick earth, and an extremely tall Pangu. Then came the Three Emperors (the Emperor of the Sky, the Emperor of the Earth, the Emperor of the Men.) So these numbers came into existence and evolve like this. The number begins with one, bees established at three, is plete