高中英语人教版必修3教案：Unit 4 Period 1 Warming up and reading
Unit 4 Astronomy: the science of the stars
单元要览
类别课程标准要求掌握的项目
话题Science of the stars; the development of life; space travel and gravity
词汇astronomy n. 天文学exist vi. 存在; 生存system n. 系统; 体系; 制度thus adv. 因此; 于是
religion n. 宗教; 宗教信仰dioxide n. 二氧化物
theory n. 学说; 理论biology n. 生物学
atom n. 原子biologist n. 生物学家
billion pron. & n. & adj. （英）
万亿; （美）十亿puzzle n. 迷; 难题vt. &
vi. （使）迷惑; （使）
为难
globe n. 球体; 地球仪; 地
球
gravity n. 万有引力; 重力
violent adj. 猛烈的; 激烈的;
强暴的float vt. & vi. （使）浮动;
（使）漂浮n. 漂浮
物
carbon n. 碳gentle adj. 温和的; 文雅
的
atmosphere n. 大气层; 气氛physicist n. 物理学家
unlike prep. 不同; 不像climate n. 气候fundamental adj. 基本的; 基础的crash vt. & vi. 碰撞; 坠落
harmful adj. 有害的spaceship n. 宇宙飞船
acid n. 酸pull n. & vt. 拉; 拖; 牵
引力
chain n. 链子; 连锁; 锁链satellite n. 卫星; 人造卫星
multiply vt. & vi. 乘; 增加mass n. 质量; 团; 块; 大
量
oxygen n. 氧exhaust vt. 用尽; 耗尽
短语solar system太阳系block out挡住（光线）
in time及时; 终于cheer up感到高兴; 感到振奋
lay eggs下蛋now that既然
give birth to产生; 分娩break out突发; 爆发
in one’s turn轮到某人; 接着watch out密切注视; 当心; 提防
carbon dioxide二氧化碳prevent. . . from阻止; 制止
重要句型 1. What it was to become was uncertain until between 4. 5 and 3. 8 billion years ago when the dust
settled into a solid globe. (be to do; what-clause as the subject)
2. The earth became so violent that it was not clear whether the shape would last or not. (so. . .
that; it is/was not+adj. +whether-clause)
3. What is even more important is that as the earth cooled down, water began to appear on its
surface. (what-clause as the subject; that-clause as the predicative)
4. It was not immediately obvious that water was to be fundamental to the development of life. \[it
is/was (not)+adj. +that \]
5. So whether life will continue on the earth for millions of years to come will depend on whether
this problem can be solved. (whether-clause as the subject; depend on+whether-clause as the
object)
功能Instructions:
Please pay attention to. . . Please check that. . . . You need. . .
Don’t forget to. . .
You’d better. . .
语法Noun clauses as the subject
What it was to become was uncertain. . .
. . . it was not clear whether the solid shape was to last or not.
教学重点
2. Have students learn some useful new words and expressions and let them learn effective
ways to remember English vocabulary.
3. Enable students to use the expressions of instructions correctly in daily life.
4. Let students learn the new grammar item: noun clauses as the subject.
5. Develop students’ listening, speaking, reading and writing abilities.
教学难点 1. Enable students to master the use of noun clauses as the subject.
2. Let students learn to write a short article to show their problems and the ways to overcome
them.
3. Develop students’ integrative skills.
课时安排Periods needed: 7
Period 1 Warming up and reading
Period 2 Learning about language: Important language points
Period 3 Learning about language: Grammar
Period 4 Using language: Listening and speaking
Period 5 Using language: Extensive reading
Period 6 Using language: Speaking and writing
Period 7 Revision: Summing up and learning tip
Period 1Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about some famous scientists and what they have discovered. Then turn to Warming Up. It is intended to have students think about and then discuss these two groups of questions:
1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets?
2. What interests you in astronomy? Do you know any questions that astronomers are interested in?
Pre-reading is to remind students that the origin of life on the earth is a question that interests astronomers and each religion and culture has its own ideas about how life began on the earth. The teacher should ask students what they know about these and then let them predict what kind of information will be introduced in the next part Reading.
The reading passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it is factual. Students are encouraged to preview the text and find out the useful new words, expressions and structures themselves. They should try to work out the meanings of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help. Also encourage them to look at the pictures and read the title to guess what the text might be about. Then let them skim for the general idea, and scan for further understanding. In order not to let them feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the five exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.
To consolidate the contents of the reading passage, students should be required to retell the passage. In order to arouse the students’ interest, the teacher can hold a competition.
教学重点
1. Let students read the passage and learn about the development of the earth.
2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.
教学难点
1. Enable students to understand the passage and know about the development of the earth.
2. Let students learn how to use different reading skills for different reading purposes.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmful, acid, chain, multiply, oxygen, exist, thus, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one’s turn, carbon dioxide, prevent. . . from
2. Let students learn about the development of the earth.
能力目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to know about the development of the earth.
情感目标
1. Train students’ interest in science and stimulate their love for astronomy.
2. Develop students’ s ense of cooperative learning.
教学过程
设计方案（一）
→Step 1 Presentation
Have a free talk with students.
1. Let students brainstorm the following questions:
Who are our ancestors?
Do you know what it was like before life appeared on the earth?
Do you know how life began on the earth?
Do you want to get more information?
2. Tell students:
Today we will learn something about how life began on the earth. Turn to Page 25. Let’s come to Warming Up first.
→Step 2 Warming up
Let students think about the following questions and then discuss them with their partners.
1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets?
Venus
Earth
Mars
Mercury
Jupiter
Neptune
Saturn
2. What interests you in astronomy? Do you know any questions that astronomers are interested in?
→Step 3 Pre-reading
1. Get students to discuss the questions with their partners.
1) The origin of life on earth is a question that interests astronomers. What do you know about it?
2) Each religion and culture has its own ideas about how life began on earth. What do you know about them?
2. Let them tell their stories. Encourage them to tell different stories. If they don’t know any, tell them some, for example, Pangu separated the sky from the earth, Pangu turned into a myriad of things, Nuwa made men, and so on.
3. Ask them to read the title and look at the pictures. Predict what the reading will be about.
→Step 4 Reading
1. Fast reading
Get students to read the passage quickly and then write down the main idea for each paragraph and the whole passage in the following chart.
HOW LIFE BEGAN ON THE EARTH
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
The passage
Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class.
2. Intensive reading
Allow students to read the passage carefully this time to get the important details, and then finish the following:
1) Put the order of development of life into a timeline.
(1) Insects and amphibians appeared.
(2) Dinosaurs appeared.
(3) The earth became a solid ball.
(4) Small plants grow on the water.
(5) Reptiles appeared.
(6) Plants begin to grow on dry land.
(7) The earth was a cloud of dust.
(8) Water appeared on the earth.
(9) Shellfish and other fish appeared.
(10) The universe began with a “Big Bang”.
(11) Clever animals with hands and feet appeared.
(12) Mammals appeared.
2) Choose the best answer to each question according to the text.
(1) What is important for the beginning of life?
A. The water on the earth.
B. The earth’s atmosphere.
C. The form of forests.
D. Dissolving harmful gases.
(2) Which of the following appeared on the earth first?
A. Insects.
B. Reptiles.
C. Amphibians.
D. Shellfish and fish.
(3) Which of the following statements is true?
A. Water still exists on Mars.
B. The earth’s atmosphere is made up of oxygen and nitrogen.
C. The earth had dissolved the harmful atmosphere into the oceans and seas.
D. Plants provide oxygen to the earth.
(4) What is the passage mainly about?
A. The appearance and development of life on the earth.
B. The birth of the earth.
C. Why dinosaurs died out.
D. The fact that human beings caused global warming.
Suggested answers: (1)A(2)D(3)D(4)A
3. Reading and discussion
Read the text a third time and then work in pairs to discuss the following questions.
1) Why was the earth different from the other planets?
2) Why did the plants grow before the animals came?
3) Why is it wrong to show films with dinosaurs and people together?
4) There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet? Do you know why they removed it?
5) What problem is caused by human beings?
(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to express their own ideas. )
4. Explanation
Help students analyze some difficult, long and complex sentences and guess the meaning of some new words. Encourage them to try to deal with the language points in the context.
Discuss the following important sentences and phrases in the passage.
1) What it was to become was uncertain until between 4. 5 and 3. 8 billion years ago when the dust settled into a solid globe.
2) The earth became so violent that it was not clear whether the shape would last or not.
3) They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earth’s atmosphere.
4) So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
Suggested explanations:
1) What leads a noun clause as the subject and when leads an attributive clause.
2) Here “whether the shape would last or not” is a noun clause as the subject.
3) Here “which were to make the earth’s atmosphere” is a non-restrictive attributive clause.
in time: 1) sooner or later; eventually 2) in time (for sth. /to do sth. ): not late
I will see him in time.
She will be back in time to prepare dinner.
4) In this sentence, there are two clauses led by whether. The first one is a noun clause as the subject and the second as the object.
to come: serves as attributive
She is the last person to do such a thing.
depend on: something might only happen or be true if the circumstances are right for it
Our success depends on whether everyone works hard or not.
5. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.
Collocations: on the earth, according to, a cloud of dust, so. . . that, whether. . . or not, in time, water vapor, cool down, on one’s surface, allow. . . to do. . . , a chain reaction, millions of, on the surface of, be able to, as well as, by doing. . . . , lay eggs, be different from, give birth to, spread all over the earth, in one’s turn, prevent. . . from, as a result of, too. . . to. . . , depend on →Step 5 Discussion
After reading the passage, let students discuss the following questions.
1. Why do you think that humans are the cleverest animals on the earth?
2. Do you believe that there is life on other planets? Why or why not?
3. Do you think it is possible that one day people will move their houses to other planets?
→Step 6 Consolidation
Ask students to retell the passage with the help of the following.
a cloud of dust→a solid ball→presence of water→small plants grow on the water→shellfish and other fish appear→plants begin to grow on dry land→insects and amphibians appear→retiles appear→dinosaurs appear→mammals appear
→Step 7 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and try to talk about how life began on the earth in your own words.
设计方案（二）
→Step 1 Leading in the topic
Show students a picture about solar system. Let them match the names with the planets.
→Step 2 Warming up
Each religion and culture has its own ideas about the origin of life on the earth. Let students tell different stories that they know.
→Step 3 Predicting by looking and discussing
1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.
2. Two or three students will give their opinions.
3. Let them read the passage quickly to see if they are right.
→Step 4 Reading
1. Give students 3 minutes, and ask them to skim the passage to get the general idea for each paragraph and the passage.
2. Give students 5 minutes to read the passage carefully, and then answer the following questions.
1) What was there on the earth before life began?
2) Why do scientists think there has never been life on the moon?
3) Why did animals first appear in the sea?
4) Why do green plants help life to develop?
5) Why were mammals different from other animals?
3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations if necessary.
4. Listening and reading aloud
Let students listen to the tape. Remind them to pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.
→Step 5 Extension
Let students think about and discuss the following questions.
1. Do you believe that there is life on other planets? Why or why not?
2. Do you think it is possible that one day people will move their houses to other planets?
→Step 6 Closing down
1. Have students get prepared in 3 minutes or so and then ask them to retell how life began on the earth.
2. Ask as many students as possible to have a try in front of the class.
→Step 8 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 27.
板书设计
Unit 4Astronomy: the science of the stars
Warming up and reading
HOW LIFE BEGAN ON THE EARTH
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
The passage
活动与探究
Suppose you are an expert who studies astronomy. You are invited to give a speech to the school students about the development of life on Earth Day (April 22).
Read the passage HOW LIFE BEGAN ON THE EARTH again and go to the library or surf the Internet to find more information and be ready to present your speech to the class.
You may begin like this:
Good morning/afternoon. I am greatly honored to be here to give you a speech about the development of life.
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German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
外研版高中英语必修三全册重要知识点归纳
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高中英语必修三3单元教案
Unit 3The Million Pound Bank Note 本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。 集宁一中2011年高一下学期第 1 页共11 页编制：李彦东 1
1. To talk about short stories and plays. 2. To develop S s’ reading skills. 3. To arouse Ss’ interest in acting out a play and writing a play 4. To get Ss to know how to use new words and phrases. 5. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative. 6. To enable Ss to develop their imagination to continue the story. 7. To develop S s’ ability in speaking and listening. 8. To give Ss the chance to finish a play or a story. 学案一： The first period W arming up and reading Aims To talk about short stories and plays. To develop S s’ reading skills. Step ⅠW arming up What do you know about Mark Twain? Do you know any of his works? Read the short passage quickly and fill in the chart. Then give an introduction of Mark Twain(1835—1910): 集宁一中2011年高一下学期第 2 页共11 页编制：李彦东 2
外研版高中英语必修三module3教案
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人教版高中英语必修一全册教案
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
最新高中英语必修三知识点外研版
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人教版高中英语必修3阅读课教案
Lesson plan --- reading course(Unit 4) Background information: School: Changshou senior middle school, Grade 1 Class: 4 Students: 50 Lesson duration: 45mins Time: 8:00—8:45am Date: March 14, 2014 Methods: setting the scene, predicting, skimming, scanning Teaching aids: black board, PPT. Type of lesson: reading Teaching objectives: 1.Instructional aims (language knowledge and language skills) 1) By the end of the class, students should be able to know some information about the beginning of universe at the end of the class. 2) By the end of the class, students should be able to learn some new words about the universe and animals and phrases. 2. Educational aims (affect, learning strategy and cultural awareness) 1)By the end of the class, students should be able to build up the interest of reading. 2) By the end of the class, students should be able to develop their ability to find and summarize main ideas and information through reading at the end of the class. 3) By the end of the class, students should be able to develop the ability to predict in pre-reading at the end of the class. 4) By the end of the class, students should be able to raise the awareness of protecting our earth. Teaching contents: 1.V ocabulary + phrase: astronomy, globe, atmosphere, atom, Solid, globe, nitrogen, vapour…. 2.Pre-reading, predicting exercise, reading, reading exercise, post-reading, homework. Presentation: T: Good morning, class! Ss: Good morning. T: How are you today? Ss: I’m fine, thank you! And you?
高中英语必修三教案
【今日任务知会于心】 1.检查上次作业，查漏补缺； 2.复习必修三Unit 2 词汇与课文； 3.复习英语词类——名词与冠词； 4.掌握英语词类——数词； 5.熟练语法填空题型与解题技巧。 【课前热身小试牛刀】 1、考查必修三Unit 1的词汇。 （见附页——测试题） 【知识精讲讲练结合】 一、数词（详见思维导图） 二、必修三Unit 2精讲： （见《中学教材全解》） 三、语法填空。 Cloze 1 A very tall, old tree had been growing quite slowly for a number of years. It was nearly the 1 (old) tree in the forest, and it raised its head high above the others toward the sky 2 a king of trees. One spring day the wind brought a 3 (pride) little seed and dropped it at the root of the tree. Soon it grew into a plant. “I’ll climb to the top of the tree,” said 4 little plant. “They’ll see how quickly I can grow.” So it held tightly to the tree and climbed 5 it was up to the top branch. It said to the tree, ”You have grown for a great many years, and I only 6 (begin) this summer and see where I have come to. ” But the old tree just said 7 at all. After a while a great storm
最新外研版高中英语必修一教案模板
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
人教版高中英语必修三重点词组归纳
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