人教高中英语-必修3-unit4教案(共18页).doc

精选优质文档-倾情为你奉上 高中英语课时教案班级高一教师时间周一课题Book3 Unit 4 Period1 Warming up &pre-reading 教学目标Get students to learn about the development of the earth and making a space trip.重点Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.难点Enable students to use the expressions of instructions correctly in daily life. 教具Multimedia & Teaching and learning plans教学过程教学步骤教学步骤课堂导入Lead-inLead-in:1.Look at the picture on your book. Do you know the topic of this unit?教师介绍Presentation 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?VenusEarthMarsMercuryJupiterNeptuneSaturn2. What interests you in astronomy? Do you know any questions that astronomers are interested in?Step 3 Pre-reading1. 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 dont 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.师生互动drillsVI. Practice1. Ask some students to share their description of the development of the earth and making a space trip.2. The teacher can make a conclusion to the whole class.作业布置Finish the exercises of 世纪金榜P45-46教学思考高中英语课时教案班级高一教师时间周二课题 Unit 4 Period 2 Reading :HOW LIFE BEGAN ON THE EARTH 教学目标1. Develop students reading ability and let them learn different reading skills.2. Enable students to know about the development of the earth.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.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.教具PPT and Multimedia & Teaching and learning plans教学过程教学步骤教学步骤复习巩固RevisionFirstly review the topic learned last period, review the key words and expressions. 教师介绍PresentationI. SkimmingTask1: Skim the passage and match the main idea with each paragraph. Para. 1 The formation(形成) of the earthPara.2 The importance of water for lifePara.3 A widely accepted theory about the formation of the universePara.4 The arrival of humans and their effects on the earth Para.5 The development of plants and animals on the earthII. Scanning Task2: Read the reading passage quickly and finish the following. 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.Task3. Reading and discussionRead 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. )师生互动drills 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? 学生练习Exercises Ask students to retell the passage with the help of the following.a cloud of dusta solid ballpresence of watersmall plants grow on the watershellfish and other fish appearplants begin to grow on dry landinsects and amphibians appearretiles appeardinosaurs appearmammals appear 作业布置Finish the exercises1,2,3, of BOOK3 on p27教学思考高中英语课时教案班级高一教师时间周三课题Unit 4 Period 3 Language points 1 in reading 教学目标 1. Try to remember the key words and expressions. 2. Try to master the usage of some key words and expressions.重点The explanation of the text important words & expressions难点 Put into use of the words in this text教具Multimedia & Teaching and learning plans教学过程教学步骤教学步骤复习巩固RevisionTeacher together with all the students to retell the content of the text to review what are learned in the text.教师介绍PresentationTeacher explain language points1. spreadvt.&vi. 展开,铺开;散布;扩大;延伸常用结构:spread sth. with sth. 用抹/涂/铺spread .on .把抹/涂/铺在spread out张开，伸开，铺开，展开，伸长 2. method n. 方法by this means=in this way=with this method用这种方法3. harmfuladj. 有害的常用结构:do sb. harm/do harm to sb. 对某人有害mean no harm 无意伤害别人;没有恶意harm ones image/reputation 损害某人的形象/名声do more harm than good 弊大于利be harmful to 对有害harm n.&v. 损害，伤害4. mass n. 质量；团；块；大量；(前加the) 群众常用结构:be a mass of 遍体是; 充满了in mass 全部, 全体; 整个地 in the mass 总体上;总的说来 the (great) mass of 大多数, 大部分masses of sth.大量的东西5. pull v. 拉，拖，拔；移动n.拉，拖；牵(引)力常用结构:pull ahead (of sb./sth.) 领先于（某人/物）pull (sb.) back（使某人）退却；撤回（某人）pull off (sth.)（指机动车辆）驶离（道路至路侧停车处停下）pull out (sth.) 拉掉；使分离；掏出；驶离（车站）pull on 穿，戴上（袜子、手套等）pull together 同心协力；通力合作6. cheervt. & vi. (使)高兴、振奋；(对)欢呼常用结构:cheer sb. on为某人加油cheer (sb.) up（使某人）更高兴；（使）振奋起来词性变化（旨在提供语法填空所需材料）1. violent adj.强暴的，猛烈的violence n.暴力，强暴；猛烈violently adv. 强暴地；猛烈地2. fundamental adj.基本(础)的n.pl.基本原则(法则) fundamentally adv. 基本地；根本地 fundament n. 基础；根本3. development n.生长，发展；新情况develop vt.发展；产生 vi.生长；发展developed adj. 发达的developing adj. 发展的4. lay vt.放下；摆设；产(蛋) lay-laid-laid-layinglie vi. 躺，平放；位于lie-lay-lain-lyinglie n.&vi. 谎话；说谎lie-lied-lied-lying5. prevent vt. 预防，防止prevention n.预防；阻止；妨碍preventable adj.可防止的，可预防的6. gentle adj.和蔼的；轻柔的gently adv.温和地；静静地7. physics n.物理，物理学physicist n.物理学家physical adj.身体的；物理(学)的；物质的 作业布置Finish the exercises1,2,3, of BOOK3 on p28教学思考高中英语课时教案班级高一教师时间周三课题Unit 4 Period 4 Language points 2 in reading 教学目标 1. Try to remember the key words and expressions. 2. Try to master the usage of some key words and expressions.重点The explanation of the text important words & expressions难点 Put into use of the words in this text教具Multimedia & Teaching and learning plans教学过程教学步骤教学步骤复习巩固RevisionTeacher together with all the students to retell the content of the text to review what are learned in the text.教师介绍PresentationTeacher explain language points1. puzzle vt.&vi.（使）迷惑；（使）苦思n.迷；难题puzzled adj. 无法了解的；困惑的puzzling adj. 令人费解的Her reply puzzled me.她的回答把我弄糊涂了。Their reason for doing it is still a puzzle to me.他们为什么要那样做此事我仍感到莫名其妙。常用结构：sb. be puzzled by sth.某人对感到迷惑puzzle about/over sth.对某事感到迷惑puzzle ones brain冥思苦想；绞尽脑汁solve a puzzle解决一个难题2. exist vi. 存在，生存existence n. 存在Does life exist on Mars?火星上有生命吗？I can hardly exist on the wage Im getting.我靠自己挣的工资简直难以糊口。常用结构：exist+prep. 存在于某地方exist on sth. 靠某物生存3. in time意为“及时”时相当于early enough, soon enough;意为“终于，早晚”时相当于sooner or later。We got to the station just in time to catch the bus.=We got to the station just in time for the bus.我们到达车站时，刚好赶上了那班汽车。The doctor came in time to save her life. 医生及时赶来救了她的命。Youll succeed in time if you keep on working hard.假若坚持努力下去，你迟早会成功的。4. prevent .from 阻止；制止The heavy rain prevented us from going there.这场大雨使我们没能到那里去。易混辨析prevent/stop/keep/protectprevent, stop, keep与protect四者的常见结构为：prevent .(from) doing sth.；stop .(from) doing sth.；keep .from doing sth.; 均表示“阻止做某事”。上述三个结构中，在主动语态中stop 与prevent后可省去from，但在被动语态中不可省略; 而keep .from .中的from在任何情况下都不能省略。另外，protect .from .表示“保护不受侵袭；阻挡；防御”。from后接能带来伤害或损害的事物。This plan will be kept from being carried out.这个计划将被阻止实施。5. break out 突发；爆发（无被动语态）Trouble may break out at any moment.灾难在任何时候都可能突然发生。When did the war break out? 战争什么时候爆发的？It was at midnight that a fire broke out.在午夜时分发生了一起大火。6. block out 挡住（光线）That wall blocks out all the light.那堵墙把光线都遮住了。 作业布置Finish the exercises of 世纪金榜P46-49教学思考高中英语课时教案班级高一教师时间周日课题Unit 4 Period 5 Important sentences in reading passage 教学目标To explain and summarize some important sentencesTo make sentences with some certain structures.To train students skill of writing sentences重点some important sentence难点the usage of some important sentence教具Paper and PC教学过程教学步骤教学步骤教师介绍Presentation重点句子 1. It exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth s atmosphere. 解释“be + 不定式”结构通常用来表示“按计划或安排将要做的事情”，或表示上级对下级、父母对子女下命令，“应该做某事”或表示某事“将必然发生”。例如：1). Here is a message for you from your head teacher: you are to go to her office after class. 你的班主任给你一个口信，要你下课后到她的办公室去。2). The worst is still to come. 更糟糕的事情还会发生。3). We ll hold a meeting tomorrow. = We are to hold a meeting tomorrow. = A meeting is to be held tomorrow. 我们明天将开会。4). The train is to arrive in Beijing at 10: 25 am. 这趟火车将于上午10: 25到达北京。2. That made it possible for life to begin to develop. 解释 此句中的made后跟带形式宾语it的复合结构，其中it是形式宾语，真正宾语是不定式复合结构，“for live to begin to develop”，宾语补足语是possible。再如：She made it her business to find out who was responsible. 她非要弄清楚是谁的责任不可。提示：常用于此结构的动词还有think，feel，find，consider等。例如：1). We make it a rule to get up at 6 o clock every morning.2). I find it hard to get along with him.3). He found it impossible to leave Germany for the USA. 他发现不可能离开德国去美国了。4). I think/find/feel/consider it my duty to help you.我觉得我有责任帮助你。3. But when I tried to step forward I found I was carried twice as far as on the earth and fell over. 解释 twice as.as. “是的两倍”，英语常见倍数的表示句型：1). 倍数+ as + adj./adv. + as “是的几倍” My room is twice as large as his.2). 倍数+ adj./adv.比较级+ than “比(多/大)几倍”My room is twice larger than his. 3). 倍数+ the +表示长度/高度/宽度等的名词+ of “是的长度/高度/宽度几倍” My room is twice the size of his. 注意：此结构中常用的名词有：size, height, weight, length, width depth等。例如：1). This ruler is three times as long as that one. = This ruler is three times longer than that one. = This ruler is three times the length of that one. 这把尺子是那把的三倍那么长。2). There are four times as many students as we expected. 到的学生是我们预计的五倍。解释 twice as . as. 是的两倍，英语常见倍数的表示句型：1). 倍数 + as + adj./adv. + as “是的几倍” My room is twice as large as his.2). 倍数 + adj./adv.比较级 + than “比(多/大)几倍”My room is twice larger than his. 3). 倍数+ the +表示长度/高度/宽度等的名词+ of “是的长度/高度/宽度几倍” My room is twice the size of his. 注意：此结构中常用的名词有：size, height, weight, length, width depth 等。 作业布置1. Finish off the workbook exercises.2. Preview the Grammar of this unit 教学思考 高中英语课时教案班级高一教师时间周四课题Unit 4 Period 6 Learning about language: Grammar教学目标1.Enable students to use noun clauses as the subject correctly and properly according to the context.2.Get students to become interested in grammar learning.重点Get students to understand and use noun clauses as the subject.难点Enable students to learn how to use noun clauses as the subject correctly.教具Multimedia & Teaching and learning plans教学过程教学步骤教 学步骤复习巩固RevisionThe words and expressions of last period then ask the students to translate some sentences by using the important words and expressions.主语从句作主语用的名词性从句, 因其在复合句中作主语, 又称主语从句。（1）连接词:1) 从属连词 that, whether等。that 引导主语从句只起引导作用, 本身无实际意义, 在主语从句中不充当任何成分, 但不能省略。That she left him cut him to the heart.她的离开使他很伤心。由whether引导的主语从句放在句首、句末都可。Whether it will please them is not easy to say. /It is not easy to say whether it will please them.很难说这会不会使他们高兴。2) 连接代词 who, what, which, whoever, whatever, whichever等。What seems easy to some people seems difficult to others.对某些人看来很容易的事, 对另外一些人可能很困难。3) 连接副词 when, where, how, why等。Why he did it remains a mystery.他为什么做那件事依然是个谜。（2）位置主语从句可以前置, 也可以后置。用it作形式主语, 而把主语从句放在句末, 常用下面几种句型:1) It+be+表语+主语从句It is still uncertain whether he is coming or not.他是不是来还没有确定。2) It+不及物动词+主语从句It happens that they were absent.他们碰巧缺席了。3) It+及物动词（被动语态）+主语从句It has been decided that the exhibition will not open on Sundays.现经决定展览会星期日不开放。注意:1) 主语从句在句首时, 必须由连接词引导, 不能省略这些连接词; 但是如果用it作形式主语, 而把主语从句放在句末时, 从属连词that可以省略。他们相互喜爱是很自然的。误: They should like each other is natural.正: That they should like each other is natural.正: It is natural (that) they should like each other.2) 如果主语从句放在句首, 不能用if引导; 但是如果用it 作形式主语, 而把主语从句放在句末时, 也可以用if引导。玛丽是不是真听见他了, 很值得怀疑。误: If Mary really heard him is really doubtful.正: Whether Mary really heard him is really doubtful.正: It was doubtful whether/if Mary really heard him.作业布置1. Finish off the workbook exercises.2. Preview the reading passage A VISIT TO THE MOON on Page 30, find the sentences in which noun clauses are used, and see if you can understand them.教学思考高中英语课时教案班级高一教师时间周六课题Unit 4 Period 7 Using language: A VISIT TO THE MOON教学目标1. Get students to learn some useful new words