高中必修三unit4教案
I 教学内容分析
本单元的中心话题是“天文学”。本单元的两篇文章都采用了叙述性文体。第一篇阅读短文按照时间顺序主要叙述了地球上生命的起源和发展过程。第二篇阅读短文中作者用第一人称的口吻讲述了他和朋友的登月经历。可以说本单元科学知识含量较高，更能激发学生的学习兴趣和好奇心。
Warming Up 部分共有两个问题,第一个问题让学生说出八大行星并看图指出各个行星的名称；第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也一直做着将来能成为科学家的梦。所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。
Pre-reading 部分也提出了三个问题，主要是让学生区分宗教信仰、文化传统和科学思想之间的不同。可以以讲故事的方式让学生彼此之间分享一些有关宇宙和地球起源方面的传说或故事，这样既能激活他们的思维也能为阅读部分打下基础。
Reading 部分描写了地球上生命的起源和发展过程，具体写了由于水的形成才使得地球上生命的诞生成为可能。科学家认为，地球上的生命最初诞生于水中。数万年后，陆地上才长出了绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代， 再之后诞生了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深省：The earth may become too hot for the lives on it.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。。
Learning about Language 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。
Using Language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。
Summing Up 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：Warming Up, Talking (Workbook) & Listening（Workbook）
第二课时：Pre-reading, Reading & Comprehension
第三课时：Learning about Language
第四课时：Using Language
第五课时：Reading task & Speaking task (Workbook)
第六课时：Listening task & Writing task (Workbook)
IV. 教学步骤：
Period 1
Warming Up, Listening（Workbook）& Talking (Workbook)
Teaching Goals:
1. To arouse Ss’ interest in the knowledge of astronomy and science。.
2. To develop Ss’ ability in listening and speaking.
Teaching Procedures:
Step 1. Leading- in
Give Ss a few minutes to say something about science by asking the following questions.
（1.）Who is the first man in space，do you know？
（2.）Which spaceship did Yang Liwei take to space？
（3.）Do you want to go to space if you are given a chance?
Step 2. Warming Up
Purpose: To introduce the topic of this unit to Ss in the form of asking questions and discussion.
Ask some Ss the questions first and then get Ss to discuss with each other. If time permits, have one or two groups present their answers to the whole class.
(1) How many subjects are we studying now?
（2）Do you have some scientific studying methods to learn them well?
(3) As you see, a large number of students want to become scientists in the future. But what kind of qualities and skills do we need to be real scientists?
Step 3. Talking (Workbook)
1. Divide Ss into six groups, and ask them to talk about the request of Talking on P62 and answer the following questions. Different students will give different answers. Make notes of some valuable information and make a conclusion at last.
(1) What necessary instructions should new space travelers make?
(2) Can you make a list of them?
2. Show Ss some beautiful pictures of the university and say, “Now look at the pictures. How beautiful the Universe is! It is also full of mysteries. Have you ever dreamed of flying to the space like Yang Liwei to unlock the mysteries of the universe? If you could, what things should you pay attention to?”
3. Encourage Ss to give as much information as possible. After the discussion, write down some key words and important expressions on the blackboard to help Ss to have the sense of traveling in space .
Conclusion:
Before making a trip into space, we’d better make full preparations, such as : collecting as much information about the space as possible; checking whether you have got the proper spacesuits or not; making sure of all the safety rules; not leaving the spaceship alone unless the space guide tells you to; paying attention to recording some important time during the space traveling and so on.
Step 3. Listening (Workbook)
Purpose: To develop Ss’ listening ability.
To gain some experience of traveling in space
1. Get Ss to look through the exercises before giving them the listening material. At the same time remind them of the new and key words: astronaut, experience, instruments, pilot, air force, rocket.
2. Ask Ss to look through the questions of the first part and listen to the tape carefully. Play the tape twice. For the first time, just ask Ss to listen for the gist. For the second time, ask Ss to prepare to do the exercises. If time permits, play again in order to give the class a chance to check or complete their exercises.
Period 2 Pre-reading, Reading & Comprehending
Teaching Goals:
1. To enable Ss to better understand the theory about the origin of the universe and life on the earth — the “big band” theory.
2. To enable Ss to concern about the future of life on the earth.
Step 1. Pre-reading
Purpose: To arouse Ss’ interest in learning about some relative information about the universe.
1. Show some pictures to the class and encourage Ss to say some information about how life began on the earth. They can say some relative legends, folk tales or scientific theories about the topic.
The solar system is made up of the sun and the objects that orbit it.
The earth’s atmosphere
For reference:
Some ideas about the beginning of the universe:
● Pan Gu turns into a myriad of (各种) things 盘古化生万物
● Pan Gu separates the sky from the earth 盘古开天地
● Nu Wa makes men 女娲造人
Conclusion and Leading-in:
But these ideas are all not the correct and scientific ideas. Do you know the scientific idea of the development of the life on the earth? Then we’d better come to the text.
Step 2. Fast reading
Purpose: To get the gist of the passage.
To correctly understand some information given in the text.
1. Ask Ss to read the text quickly and try to get the main idea of the text.
Suggested Answer:
The main idea of the text is the title — How life began on the earth.
2. Ask Ss to work in pairs and discuss the questions of Ex1 on P27. And then let them check the answers in pairs.
Step 3. Intensive reading
Purpose: to get the students to learn the details of the text.
(1) Answer the questions:
When did the “Big Bang” happen?
What form was the earth the “Big Bang”?
What made up the earth’s atmosphere after the earth exploded?
How did water come into being on the earth?
What was important to the development of fish?
What made possible the rise of mammals on the earth?
Why are mammals different from all life forms in the past?
（2）Fill in the chart about the order of development of life.
Suggested Answers:
① Small plants in water ② Shellfish and all sorts of fish ③ Green plants on land
④ Insects(on land) ⑤ Amphibians(on land and in water) ⑥ forests ⑦ reptiles(on land)
⑧ dinosaurs(on land) ⑨ mammals(on land) ⑩ human beings
Period 3 Learning about Language
Teaching Goals:
1. To get Ss to know how to use new words and phrases.
2. To help Ss to master some new words and expressions.
3. To get Ss to have the knowledge of this grammar point: noun clauses as the subject
Teaching Procedures:
Step 1. Consolidation
Purpose: To consolidate the words and phrases in the text.
1. Ask Ss to work in groups and read the text again, and then finish Ex1 and Ex2 on P28 and check the answers in groups.
2. Ask Ss to keep the words they filled in Ex1 in heart.
3. Ask Ss to finish Ex3 and then let them check each other’s answers.
Step 2. Grammar
Purpose: To get Ss to recognize noun clauses as the subject and to make sure that they can do some simple exercises.
1. Divide Ss into four groups and ask them to finish Ex1 of Discovering Useful Structures on P29. And then let them draw a conclusion about the grammar point. See which group understand it best and have a member of the group present before the class.
2. After the presentation, explain the grammar point for Ss.
3.Let Ss complete Ex2 on page 29 after learning the grammar.
Purpose: To get Ss to understand the usage of noun clauses as the subject.
(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：
What surprised me most was that the little girl could play the violin so well.
使我感到惊讶的是这个小女孩的小提琴拉得太好了。
How he was successful is still a puzzle.
他是如何成功的仍然是个谜。
(2) 连接词的选用
① that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。如：
What he wants is a book. 他想要的是一本书。
That light travels in straight lines is known to all. 众所周知，光线沿直线运行。
② if和whether的'选用
引导主语从句，不能用if，只能用whether。如：
Whether we will hold a party in the open air tomorrow depends on the weather.
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。如：
When we shall hold our sports meet is not decided.
我们何时举行运动会还没有决定。
Who broke the glass yesterday is not clear.
还不清楚昨天谁打破了玻璃。
Which car you will choose to buy makes no difference.
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 = anything that; whoever = anyone who。要注意和whatever,whoever引导的让步状语从句的区别。如：
Whoever breaks the law should be punished. （主语从句）（＝Anyone who breaks the law should be punished. ）
Whoever breaks the law, he should be punished. （让步状语从句）（＝No matter who breaks the law, he should be punished.）
(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。如：
It is well-known that the earth moves around the sun.
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：
It was reported that the US was under the terrorist attack. （主语从句，有that，无逗号）
As was reported, the US was under the terrorist attack. （定语从句，无that，有逗号）
② 常见用it作形式主语的复合句结构
◆ It is a fact （a good idea / a pity / a shame / no wonder / good news…）that…如：
It’s a pity that you missed the film.
你没有看那部电影真是太遗憾了。
◆ It is necessary （clear / true / strange/ important /wonderful / possible / likely…）that…
需要注意的是，这类主语从句中，谓语动词很多为“（should）＋动词原形”，即要用虚拟语气。如：
It is necessary that you （should）master the computer.
你很有必要掌握电脑。
It is important that a student learn English well.
学生学好英语很重要。
It’s clear that they badly need help.
很明显，他们急需援助。
It is likely that a hurricane will arrive soon.
飓风很可能马上就要到达了。
◆ It is reported （well-known / hoped / thought / expected /said /believed/decided /suggested /order-ed…）that…如：
It is said that he was killed in the earthquake. 据说他在地震中丧生了。
◆ It seems （happened / appears / doesn’t matter / makes no difference / …）that …如：
It seems that they will win the game.
看起来他们好像会赢得这场比赛。
It makes no difference whether he will attend the meeting or not.
他是否会参加会议都无关紧要
(4) 主语从句不可位于句首的五种情况：
① if 引导的主语从句不可居于复合句句首。
② It is said /reported…结构中的主语从句不可提前。例如：
It is said that President Jiang will visit our school next week. √
That President Jiang will visit our school next week is said. ×
③ It happens/occurs…结构中的主语从句不可提前。例如：
It occurred to him that he failed in the examination. √
That he failed in the examination occurred to him. ×
④ It doesn’t matter how/whether …结构中的主语从句不可提前。例如：
It doesn’t matter whether he is wrong or not. √
Whether he is wrong or not doesn’t matter. ×
⑤ 含主语从句的复合句是疑问句时，主语从句不可提前。例如：
Is it likely that it will rain in the evening? √
Is that will rain in the evening likely? ×
3. Practice
Purpose: to get the students to have the knowledge of the grammar through exercise.
(1) Ask Ss to find which of the following sentences are subject clauses.
What he wants is a book.
It is so nice that we can learn this grammar point together.
I’m so glad that I can make friends with you.
This is why he did it.
Do you agree to the suggestion that we (should) have a trip in Tibet?
That he wants a book is certain.
I suggested just now we (should) take part in this competition.
Whether you like him or not doesn’t matter too much.
He doesn’t know whether you can sing it well.
The problem is whether you can sing it well.
The problem whether it is right or wrong has not been decided.
Please tell me who your monitor is.
Suggested Answers:
主语从句是: ① ② ⑥ ⑧, 宾语从句为: ③ ⑦ ⑨ (12),而④ ⑩为表语从句，⑤ (11)为同位语从句。
(2) Ask Ss to choose the best answers to the following sentences.
① ________ makes mistakes must correct them.
A. What B. That C. Whoever D. Whatever
② It worried her a bit ____ her hair was turning grey.
A. while B. that C. if D. for
③ When and why he came here ________ yet.
A. is not known B. are not known C. has not known D. have not been known
④ _____ surprised me most was ____ such a little boy of seven could play the violin so well. A. That...what B. What...that C. That...which D. What...which
The subject of "What is interesting is that I do not even know him." is_______.
A. what B. interesting C. What is interesting D. I
What a pity _____is _____you didn’t arrive by daylight.
A. there, because B. it, that C. he, when D. that, for
⑦ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
It is important that ______ our education in all available ways.
A. we must develop B. we shall develop C. we would develop D. we should develop
It is necessary that ______ by the end of the week.
A. we got everything ready B. we have got everything ready
C. We get everything ready D. we must get everything ready
It was natural that _______.
A. my pictures would surprise them B. my pictures surprised them
C. my pictures should surprise them D. my pictures would have surprised them
11. __________we can’t get seems better than _______we have.
A. What; what B. What; that C. That; that D. That; what
12. ___________we’ll go camping tomorrow depends on the weather.
A. If B. Whether C. That D. Where
13. It worried her a bit ________her hair was turning grey.
A. while B. that C. if D. for
14. — I drove to Zhuhai for the air show last week.
—Is that ______you had a few days off.
A. why B. when C. what D. where
15. It was a matter of _______ would take the position.
A. who B. whoever C. whom D. whomever
16. It is generally considered unwise to give a child ________ he or she wants.
A. however B. whatever C. whichever D. whenever
17. ________you don’t like him is none of my business.
A. What B. Who C. That D. Whether
18. You can’t imagine ________ when they received these nice Christmas presents.
A. how they were excited B. how excited they were
C. how excited were they D. they were how excited
19. There is no doubt ________.
A. that Mr. Hansen is in good health B. whether is Mr. Hansen healthy
C. if Mr. Hansen's health was returning D. whether Mr. Hansen in health
Suggested Answers:
①～⑤ CBABC ⑥～⑩ BDDCC
11～15 ABBAA 16～19 BCBA
Step 3. Homework
1. Ask Ss to review the new words and phrases.
2. Ask Ss to learn the rules of noun clauses as the subject by heart.
Period 4 Using Language
Teaching Goals:
1. To improve Ss’ listening ability.
2. To ensure Ss have really grasped the important words and phrases of the unit.
Teaching Procedures:
Step 1. Listening
Purpose: To help Ss improve the listening ability.
1. Pre-listening
(1) Ask Ss to look at the photos of the three great scientists on P30 and say something about them. Then ask them the following questions.
① Do you know about some background knowledge of these three great scientists ?
② Can you say something about them?
(2) Ask Ss to look through Ex1 and Ex2 on P30 and get fully prepared for listening to the tape.
2. Listening
(1) Ask Ss to listen to the tape and finish Ex1 on P30.
(2) Play the tape again and ask Ss to check the answers in pairs.
(3) Ask Ss to listen to the tape for the third time and finish Ex2 on P30. Then have some of them explain their answers.
Step 2. Reading
Purpose : To get Ss to know about human being’s feelings of visiting the moon.
1. Fast reading
Ask Ss to look through the text quickly and choose the best answer to the following question.
The passage is mainly about ____?
A. introduction of the moon B. the gravity that I felt on my way to the moon
C. my visit to the moon D. my friend Yanping, an astronomer
Suggested Answer: C.
2. Intensive reading
Ask Ss to read the text carefully and finish the following exercises.
(1) According to the text, we know that the force of the gravity would change _____ times.
A. 2 B. 3 C. 4 D. 5
(2) When did the author feel strongest of the gravity of the earth?
A. On the moon. B. On the half way to the moon.
C. At the very beginning D. On their leaving from the moon
(3) What causes the writer to feel that he becomes weightless on the moon?
A. Spaceship B. Gravity C. His friend D. His Good feelings of the moon
(4) From the text we can know if a man grows up on the moon, _____.
A. he will grow taller than on the earth B. he will grow shorter than on the earth
C. he will become fatter D. he will become weightless
Suggested Answers: (1) B (2) C (3) B (4) A
Step 3. Speaking and writing
Purpose: To get Ss to learn how to prepare a list of things used for going to the moon.
To practice the writing ability of Ss.
1. Divide the whole class into 6 groups. Let Ss discuss with their group members what they might need to go to the moon. Meanwhile, ask one student of each group to write down the important parts of their discussion.
2. After the discussion Ss have had some knowledge of the things they would need if they were going to the moon. Get them to describe the three ways in which gravity changed for Li Yanping and how his weight changed..
3. Then Ss to write a short passage explaining three problems they might meet on the moon as well as the solutions to these difficulties. Before writing, they can have a discussion.
Step 4. Consolidation
1. Ask Ss to finish Ex2 and Ex3 on P63～P64 and let them check the answers together.
2. Ask Ss to finish the following exercises.
(1) Fill in the blanks with proper words according to the given information.
① The scientific study of the stars is called a______________.
② Eating too much during the Spring Festival can do great h_______ to our health.
③ The patient’s health is g___________ improving with the help of the doctor.
④ The mixture of gases that surround the earth is called a_____________.
⑤ People can find lots of v___________ scenes in some American films.
⑥ Hearing the exciting story, almost everyone in the room _____________(爆发) with laughter.
⑦ The forest __________(延伸) as far as the river bank.
⑧ The wife was much ____________ (失望的) at her husband’s absence.
⑨ Marx was _________ (强迫) to leave his motherland for political reasons.
⑩ There is much dust __________ (漂浮) in the air.
Suggested Answers: ① astronomy ② harm ③ gradually ④ atmosphere ⑤ violent ⑥exploded ⑦ spreads ⑧ disappointed ⑨ forced ⑩ floating
(2) Finish the following sentences according to the Chinese.
① ______________________________________ (使我苦恼的) is that I haven't heard from him recently.
② Do not read books in the poor light as it is _____________________ (对你的眼睛有害).
③ _____________________ (随着时间的推移), we are getting better with each other.
④ _____________________________________________ (我过去在工厂工作了十年) has a great and active effect on my life.
⑤ Please try to come back early _______________________________. (既然一切都安排好了)
Suggested Answers:
① What makes me upset / annoyed ② harmful to your eyes ③ As time goes by ④ That once I worked in a factory for ten years ⑤ now that everything has been arranged
(3) Choose the best answer to the following sentences.
① The Americans are eating _____ vegetables today as they did before.
A. more than twice B. more than twice as many
C. twice over as many D. over twice as much
② If you always work so hard like this, you will ____ sooner or later..
A. break up B. break out C break down D. break in
③ — Will you go out for shopping this Sunday?
— Well, ___________.
A. I would like to go. B. it all depends C. I have a lot of work to do D. certainly not
④ Beyond _____ stars the astronaut saw nothing but _____ space.
A. the; / B. /; the C. /; / D. the; the
⑤ _____ you have got a chance, you might as well make use of it.
A. After B. Although C. As soon as D. Now that
Suggested Answers: ① B ② C ③ B ④ A ⑤ D
Step 5. Homework
1. Ask Ss to use the words and phrases learned in this unit to write a short passage about their own opinions on traveling to space.
2. Ask Ss to preview the next period.
Period 5 &6 Reading task (Workbook),
Speaking task (Workbook), Listening task (Workbook) & Writing task (Workbook)
Teaching Goals:
1. To enlarge Ss’ vision of space travel
2. To let Ss get more knowledge about science and technology.
3. To improve Ss’ ability in listening and writing.
4. To let Ss know more about space travel.
Teaching Procedures:
Step 1. Reading task (Workbook)
1. Fast reading
Ask Ss to read the text quickly and silently and answer the following question
What is the text mainly about?
Suggested Answers:
It is mainly about what happened and what they saw round the “black hole”.
2. Intensive reading
(1) Ask Ss to read the text carefully and explain what the “black hole” is according to the text. Then have them write it down.
(2) Ask Ss to read the form on P67 and which of the old ideas about the “black hole” is wrong.
Suggested Answers:
The fifth old idea is wrong, because objects can be thrown far from the “black hole” by the energy in the “black hole”. Other old ideas are right.
(3) Ask Ss to improve their writings about the “black hole” according to the form on P67 and choose some Ss to read old their writings.
Step 2. Speaking task (Workbook)
1. Divide Ss into three groups and ask each group to think of a question which they want to ask Li Yanping most. Then write the three questions three groups have presented on the blackboard.
Possible questions:
Can we see “black holes” with our eyes?
If you can't see a "black hole", how did you know you had got close to it?
Have our scientists found out whether "black holes" will do harm to the human beings or not?
What will happened if we get close to a “black hole”?
What was the most unexpected thing you found out about “black holes”?
What was the most frightening thing that happened to you on this journey?
Possible answers:
No, we can't.
You only know you are close to a black hole by seeing things disappear into what appears to be an empty space. The black hole can't be seen.
So far we haven't found out they can cause damage to the earth or human beings.
All objects must go into the "black hole" when they are caught by its gravity.
The most unexpected thing is that the "black holes" threw out material as well as swallowing objects.
The most frightening experience : when the gravity of the "black hole" was pulling us slowly into its "mouth", and then the spaceship moved around the hole and began to go faster and faster into it; I was terrified because I thought we would be swallowed by the "hole".
2. Ask Ss to read the three questions of Speaking task on P67 and discuss all the six questions.
3. Ask Ss to work in pairs and make an interview. One student asks the questions and the other answers. Then change roles. They can begin the dialogue like this.
S1: Good morning, Mr Li.
S2: Good morning.
S1: Since you like this job, would you mind me answering some questions?
S2: Of course not. Just go ahead.
S1: What was the most unexpected thing you found out about “Black holes”?
4. Choose some pairs to present their interviews before the class.
Step 3. Listening task (Workbook)
1. Pre-reading
Ask Ss to discuss the following questions.
(1) If you are a reporter, how will you interview a famous astronomer?
(2) What kind of questions will you ask him?
(3) Do you want to experience the astronaut's life in space?
2. Listening
(1) Ask Ss to read Ex2 of Listening task on P65 and then play the tape and let them finish Ex1.
(2) Ask Ss to read Ex2 of Listening task on P65 and make sure they know about the different parts of the spacesuit. Play the tape again and ask Ss to finish Ex2.
(3) Play the tape fro the third time and ask Ss to check their answers to Ex1 and Ex2 in pairs.
Step 4. Writing task (Workbook)
1. Ask Ss to discuss the following questions.
(1) If you can travel in space, which star or planet do you want to explore?
(2) What will see during your space travel?
(3) If possible, do you want to approach the “black hole”?
(4) How will you feel in space?
2. Ask Ss to write an article to tell about their ideas and hopes for space travel. They can make most of their imagination. Remind them to make a main heading and smaller heading. They can refer to the passage on P68.
3. Ask some Ss to present their writings to the class.
Step 5. Homework
1. Ask Ss to write down their interviews on their notebook..
2. Ask Ss to surf the Internet to find some information about the “black hole”.
Ask Ss to review this unit and preview the next unit.
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