高中英语必修三第四单元教案

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 have 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 it’s very interesting/exciting/instructive/…S4: I like …best because …2.Talk about universe and solar systemT: Let’s 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 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 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-readingGet 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 don’t 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 starsPeriod 2 Reading and ComprehendingTeaching Aims: Enable the Ss to say something about astronomyHelp the students to form a good habit of readingCultivate the Ss' awareness of protecting the earth.Teaching Importance: How to improve the Ss'ability to understand how life began on the earthTeaching Methods:Task--based methodTeaching 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 rightorder.Step3 ReadingTask 1 SkimmingRead the passage quickly and join the main idea for each paragraph.Para.1a)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 lifePara.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, which 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 dinosaurs 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 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 Revision1.Check up the homework.2.Have a quiz of the words.Step 2. Language points1. It exploded loudly with fire and rock, which were in time to produce the watervapour.Which leads non-restrictive attributive clause.in time: sooner or later; eventuallyI will see him in time.In time ( for sth/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 dependon 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 rightfor itOur success depends on whether everyone works hard or not.3.…by laying eggs.lay-laid-laid-laying 放, 把...... 放在......; 产卵He laid his books on the desk.4.give birth to1) 生（孩子）She’s just given birth to a healthy baby girl.她刚刚生了个健康的女婴。

二、教学方法建议（一）主题任务（Core task）根据本单元的中心话题，建议设计以下三个任务供教师参考，并根据实际情况运用任务。

任务一：收集植物活动时间：完成热身、听力及口语之后语言知识要求：与本单元有关的词汇语言技能要求：听、说活动形式：1．个人活动：搜索有关植物的知识，记录整理：2．小组活动：四至五人一组，小组同学互相介绍自己搜集的植物，然后推选一至两人到班上展示。

3．班级活动：各组学生代表用表格、图片或课件等形式向同学介绍该植物。

其他同学做记录，尽可能多地了解植物。

任务目的：1．熟悉、认识更多的植物；2．更多地了解植物的特性、象征意义等；3．在实践中运用所学语言及知识，解决生活中的问题。

任务二：小小花卉展(小小生物角)活动时间：贯穿整个单元语言知识要求：与本单元相关的词汇语言技能要求：听、说，读、写活动形式：1．班级活动：本单元一开始，教师布置每个同学(或两人一组)准备一种或一种以上花盆植物，可以是家里现成的，也可以是自己去山上采挖、然后种植于花盆的。

2．个人或两人小组活动：同学分头准备花盆植物，并用英语记录花卉名称、产地、用途、花卉形状、象征涵义等。

3．个人或两人小组活动：记录、观察花卉的生长过程，做观察日记：如土壤要求、气候要求、用水要求、成长变化等。

4．分组活动：6-8人一组，同学之间互相介绍自己所准备的植物，用英语描述、介绍该植物的特性等；然后贴上标签，注明植物名称、标明植物特性，挂上自己做的观察日记。

小组同学互相提出修改意见。

5．班级活动：植物展览，同学互相学习，评出最佳花卉、最佳植物描述、最佳观察日记等。

任务目的：1．培养、激发学生对大自然的热爱；2．尽可能多熟悉、解植物特别是花卉的有关知识；3．培养学生仔细观察、认真记录的习惯，并注意准确记录；4．将所学语言和知识用于实践，学以致用；5．美化、爱护环境。

任务三：生物科学家论坛活动时间：学完“读前”、“阅读”、“读后”、“综合技能”之后语言知识要求：本单元有关词汇语言技能要求：读、写、说、听活动形式：1小组活动：以4-6人为一小组，讨论确定将要介绍的生物科学家。

⼈教版英语必修三Unit4（Reading）教学教案Unit 4 Astronomy: the science of the starsReadingBy Chen YanlingTeaching aims:1.Knowledge aims:Help students understand the formation of the earth and the development of life on earth2.Ability aims:Develop students’ reading ability of skimming and scanning3.Emotional aims(1)Activate students’ interest in Astronomy and develop their awareness of scientificexploration(2)Get them realize the danger of global warming and encourage them to take goodcare of our earth.Teaching important and difficult points:Get students understand how life began on earth and enable them to discuss possible ways to prevent global warming. Teachings method: Task-based teaching method DiscussionTeaching procedure:Step 1 Lead in.1.Enjoy a video about “The Big Bang: A brief big history”.(1)_____ billion years ago, the big bang happened.(2) Right after the big bang, things were extremely _______.(3) Cool turns the primal (原始) energy into a universe of _______(原⼦), stars andplanets.(4) In a sense, the story of the universe is a story of __________ down.(5) Billions of years later, the ________________（太阳系）takes shape.(成形) andthe prerequisite(先决条件) for life ----_______ appears on the earth.2. Since water appeared, ___________has developed on the earth.Step2 Pre-readingTitle: How life began on the earth1.Predicting: According to the picture and the title, what the text is mainly about?2.Give a brief introduction to insect, reptiles, amphibians and mammals.Step 3 ReadingTask 1 Skimming: match and complete the main idea of each paragraphPara1 A. The importance of water for life.Para2 B. The formation(形成) of the earthPara3 C. It is widely accepted that the universe began with a “Big Bang”Para4 D. The evolution of plants and animals on the earth.Para5 E.The arrival of and their effects on the earth.Task 2 Scanning1. How life began on the earth2. Find out the development of plants and animals according to the time theyappeared on earth.Task3 Group discussion1. What problem is caused by human beings? Why?Problem: The earth may become ________________________Reason: Because we human beings are putting too much __________________intothe atmosphere, heat is prevented from_____________________________________As students, what can we do to prevent the earth from becoming hotter andhotter?模板There are a lot we students can do to prevent the earth from becoming hotter andhotter.To begin with, we can . Inaddition, it would be a good idea if we .What’s more important is that we are supposed to Task 4 Game (Make a choice)1. It exploded loudly with fire and rock. They were in time to produce carbon dioxide,nitrogen, water vapour and …. What does the word “They” refer to?As the earth cooled down Between 4.5 and 3.8 billion years ago Many millions of years later Several billion years laterA.PlanetsB. StarsC. GasesD. Fire and rock2. According to the 2nd paragraph, the atmosphere is formed by all the following except .A. CO2B. N?C. H2O(g)D. rock and fire3. T/F (1) Water has only appeared on the earth.(2) Mammals produced young by laying eggs4Translate the words in Chinese.(1)It was not immediately obvious that water was to be fundamental to the development of life.(2)Others, called amphibians, were able to live on land as well as in the water. 5From the last paragraph we can infer that the author isA.confidentB. sadC. concernedD. angryStep 4 Homework (writing)写作内容：请以约120词谈谈你对global warming 的看法，要点如下:1.造成⽓候变暖的原因2.⽓候变暖可能带来的后果3.如何防⽌⽓候变暖4.。

Unit 4 How Life Began on the Earth人教版高一英语必修三第四单元第一课时一教学课型阅读课二教材分析这节课内容的中心话题是“天文学”。

这篇文章是一篇夹叙夹议的说明文。

讲述了地球上生命的起源，先从“宇宙大爆炸”讲起，具体介绍了各种生物的起源和出现的顺序。

文章脉络清晰，结构分明，“生命起源”这一话题对高中学生来说充满了趣味性，引人入胜，给学生留下很大的思考空间，能够激发学生的想象力，积极去阅读文章，了解生命的起源以及生物进化的过程。

接着文章就人类对地球的负面影响和地球是否能延续进行讨论。

学生通过略读、速读、摘记等，根据各环节设计的具体任务来学习理解这篇文章，帮助学生进一步了解保护地球的重要性。

通过任务型教学，促进学生进行小组合作学习。

三学情分析高一年级的同学经过上一学期的学习，对于高中学习方式以及培养的能力都有了一定的认识。

在阅读技巧方面，大都学生已经掌握了如略读、跳读、细读等阅读技巧，能在短时间内找到关键词和关键句；但是由于基础不一样，并且地球起源这个话题对于大部分学生来说是陌生的，特别是对于初中基础差暂时落后的学生，所以这也要求我们在设计学案的时候要难度设计要层层递进，区别对待基础不同的学生。

四教学目标 1 知识目标：通过阅读学习，使学生能读懂文章内容，理清文章脉络，让学生了解地球生命的由来以及生命进化的过程 2 能力目标：通过略读、速读、摘记等培养学生的文本解读能力帮助学生形成有效学习策略，提高自主阅读的能力；在质疑，小组探究，同伴互助学习过程中，培养学生独立思考，推理，判断和创造性思维的能力和合作学习策略。

3 情感目标：通过对文章的学习及课堂活动参与激发学习热情，产生学习英语的浓厚兴趣；了解地球上生命的起源及其发展过程，并学会用科学的眼光看待事物，激发学生探索科学的热情。

引起他们对地球未来的关注，对地球面临危机的思考，意识到爱护地球，关爱生命的重要性。

五教学重点难点1. 让学生了解地球生命进化的历程，培养学生获取，分析和处理信息的能力。

Unit4 Reading practice 名师教学设计1. Teaching Analysis 教情分析1.1 Teaching objectives-教学目标1.1.1 Language target语言目标1.1.1.1 Key words & expressions重点词汇和短语1.1.1.1.1 For applying: theory, billion, violent, atmosphere, unlike, fundamental, harmful, chain, thus, puzzle, biology, biologist，in time, give birth to, in one’s turn, prevent...from;1.1.1.1.2 For comprehending: atom, globe, global, carbon, vapour, presence, dissolve, acid, reaction, multiply, oxygen, mammal, dioxide，lay eggs, carbon dioxide;1.1.1.1.3 For recognizing: Big Bang, nitrogen, shellfish, amphibian;1.1.1.2 Sentence structures:① What it was to become was uncertain until between 4.5 and 3.8 billion yearsago when the dust settled into a solid globe.② It was not immediately obvious that water was fundamental to thedevelopment of life .③ After that, some huge animals, called dinosaurs, developed.④So whether life will continue on the earth for millions of years to come willdepend on whether this problem can be solved.⑤They were in time to produce carbon, nitrogen, water vapour and other gases.⑥As a result of this, many scientists believe that the earth may become too hotto live on.⑦The earth became so violent that it was not clear whether the shape would lastor not.1.1.2 Ability goals能力目标1.1.2.1 Enable Ss to know how to guess the new words according to the passage. 1.1.2.2 Enable Ss to talk about the science of the stars, the development of life . 1.1.2.3 Enable the Ss to understand the details about the passage.1.1.2.4 Enable the Ss to retell the passage using key sentences.1.1.3 Emotion goals情感目标Enable Ss to think about the origin of life on the earth and learn how to protect the earth.1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点How to talk about talk about the origin of life on the earth.1.2.2 Difficult teaching points-教学难点How to understand the origin of life on the earth .2. Student analysis学情分析2.1 Fundamental state基本情况通过第1课时的listening and speaking，学生对本单元的话题Astronomy: the science of the stars已有所了解，并进一步丰富了一些有关天文学的信息和知识，同时激活了学生的思维，为本节课进行短文的阅读和理解提供了支撑。

Unit 4 Astronomy: thescience of the starsContents 目录一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析(Analysis of the teaching materials)三、单元预习任务(Pre-unit task）四、教学安排(Teaching arrangements)五、教学步骤(Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)一、教学目标和要求(Teaching aims and demands)根据《英语新课程标准》（实验稿）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1．语言知识（Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词--atmosphere, violent--violence, solid, explode, oxygen, surface, planet, harmful—harm, development—develop, spread, method, presence, telescope, disappointed, force, gradually, float, mass,短语(Phrases and expressions)：the solar system, in time, carbon dioxide, prevent… from, depend on, cheer up, now that, break out,功能(Functions)：学习掌握一些用于陈述问题及给予意见的结构，如：My problem/ trouble is……? The difficulty / question is…My advice/ suggestion is…What I think about it is…Please pay attention to…Make sure you …Watch out for…语法(Grammar)：掌握和运用主语从句。

Unit 4 Astronomy: the science of the stars三、单元预习任务（Pre-unit task）1. 根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。

2. 预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。

鼓励学生勤查字典。

3. 多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。

第一课时前：1、根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。

鼓励学生勤查字典。

2、预习阅读材料，掌握文章的中心思想和基本脉络。

3、通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。

（学生可以通过以下问题来自我检查预习情况）Questionnaire:1.What does astronomy deal with?2.What do we call people who study astronomy?3.How did the universe come into being?4.Can you name the eight planets?5.Do you know the solar system in the universe? What is it made up of？6.How did life come into being on the earth?第二课时前：1、复习阅读课文，预习所给的词汇、相关星球知识等材料；2、预习Using language.第三课时前：1、预习所给的词汇，和相关知识。

2、查找并阅读一篇关于黑洞的文章。

第四课时前：1、预习语言点和语法点。

第五课时前：1、复习上一课时所学的语言点和语法。

2、通过本单元的输入，罗列写故事的写作方法。

How Life Began on The Earth教学内容：人教版高中英语必修3第四单元阅读Ⅰ. Teaching important and difficult points:1. Enable the Ss to master the main idea of the text.2. Get the Ss to understand how to finish the exercises of the text.Ⅱ. Teaching aims:Knowledge aims:1. Let the Ss master the key words.2. Lead Ss to learn the usage of useful sentence structures.Ability aim:Develop the Ss’reading ability and let them use some reading strategies such as skimming, scanning, and so on.Emotional aims:1. Enable the Ss to understand how life began on the earth.2. Get the Ss to be aware of the importance of protecting our earth.渗透法制教育: 在上课过程中给学生渗透与《中华人民共和国环境保护法》相关的内容。

Ⅲ. Teaching methods:Task-based teachingDiscussionCooperative learningⅣ. Teaching procedureStep 1 LeadingUse a short film to lead the Ss to understand the origin of life on the earth.Step 2 Pre-readingAccording to the development of life, let the Ss divide the text into several parts, then ask them to finish the following questions.1. How many parts are there in the passage?2. What dose each part mainly talk about?Step 3 While-reading1. How many steps are there before the earth formed?2. How many steps are there during the development of life?3. Read the whole text and fill the following blanks.Nobody knows how the earth , however, there are a widely accepted , the universe began with a which threw matter in all directions. At that time, the earth was still a cloud of ,after that, the earth had become with its atmosphere, which formed with dioxide, nitrogen and so on. And thenalso appeared on the earth, which was fundamental to development of life.After many millions of years, the first extremely small began to appear, later the early and all sorts of fish also appeared in the water. And then different plants and animalson land. Later the huge animals, called , appeared.Finally some clever animals with and feet appeared, they become the most important animals on the . However, they may let the earth become too to live on.4. Finish the following exercises according to the whole text.(1) why was life able to develop on the earth but not on other planet?A. The earth had a solid shapeB. The earth did not have harmful gases in its atmosphere.C. The water stayed on the earth but not on other planets.D. The earth was not too hot.(2) why was it necessary for plants to grow before animals?A. Animals needed plants to protect them from the sun.B. Plants provided oxygen for animals to breath.C. Animals could hide from hunters in the forest.D. It was easier for plants to grow.(3) what is the correct order according to the text?①The clever animals with hands and feet appeared andspread to grow.②The “Big Bang”.③Small plants began to appear on the surface of the water.④65 million years ago of the dinosaurs ended.A. 2 1 3 4B. 4 3 1 2C. 2 4 3 1D. 2 3 4 1(4)What is the main idea of the text?A. The formation of the earth.B. The humans let the earth become too hot to live on.C. The development of dinosaurs.D. The origin of life on the earth.Step 4 Post -readingRead the text and do the true-or-false questions.(1) Human beings have known the origin of the earth clearly so far. ( )(2) the appearance of water made it possible for plants and animals to live on the earth.( )(3) Plants first appeared on land and then in the water.( )(4) Dinosaurs existed on the earth for over 140 thousand years. ( )(5) It is human beings that are not looking after the earth very well and have caused global warming.( )Step 5 Summary1. How the earth formed .2. The development of life on the earth.3. The earth needs us to take care of it.Step 6 Homework1. Please retell the passage in your own words.2. Finish the exercises in your books.教学反思：本堂课总体达到了预期的教学效果，有不少亮点，但是其中也有许多的不足。

Unit 4 Astronomy: the science of the starsTeaching goals 教学目标1 Target language目标语言a重点词汇和短语suffer, settle , realize , worry about , have got to, tie upb重点句子：He was very disappointed.What it was to become was a mystery.To save money, you must use as few words as possible.c. Practise talking about problems in study or lifeMy problem is…The difficulty is…My trouble is…The question is…My advice is…What I think about it is…The fact is…My suggestion is…2 Ability goals 能力目标Learn to use Noun Clauses as the subject..3 Learning ability goals 学能目标Let Ss learn how to use Noun Clauses as the subjectTeaching important points教学重点the use of Noun Clauses as the subjectTeaching difficult points教学难点How to teach the Ss to learn to use Noun Clauses as the subjectTeaching methods教学方法Learn grammar through practiceTeaching aids教具准备A projectorA blackboardTeaching procedures & ways教学过程与方式Step I Revision1. Check retelling of the passage.The explosion of the earth produced water vapor, which turned into water when the earth cooled down. Water allowed the earth to dissolve harmful gases into the oceans and seas. That made it possible for life to begin to develop. The arrival of small plants encouraged the development of early shellfish and all sorts of fish. Many millions of years later the first green plants began to appear on land. Later land animals appeared. Some were insects. Others, called amphibians,were able to live on land as well as in the sea. When the plants grew into forests, reptiles appeared for the first time. Later, dinosaurs developed. They became the most important animals on the earth for millions of years. After they disappeared, mammals became more important. They were the last group of animals and they were different because they produced their young from within their bodies. Small clever animals, with hands and feet, appeared and spread all over the earth. As time went by, they covered the earth and have become the most important animals on the planet.2. Translate the following sentences.1. 你迟早会成功的。

人教版英语必修三 Unit 4 教案教学目标1. 了解并掌握本单元的词汇和词组。

2. 能够正确运用所学的语法知识构造符合语境的句子。

3. 了解并理解单元主题，培养学生的阅读理解能力。

4. 提高学生的听说能力，能够用英语进行简单的交流和表达。

教学准备1. 教材：人教版英语必修三 Unit 4。

2. 多媒体设备，如电脑、投影仪等。

3. 教学辅助材料：练题、图片、录音等。

教学内容1. 词汇和词组的研究：通过课堂展示和练，让学生掌握本单元的关键词汇和词组，如"environmental issues"、"pollution"等。

2. 语法知识的讲解：通过示范和练，教授学生本单元的语法知识，如不定式的用法和宾语从句的构造。

3. 阅读理解训练：通过教材中的阅读理解部分，让学生阅读并理解文章内容，培养他们的阅读理解能力。

4. 听说能力的提高：通过听力训练和口语练，提高学生的听说能力，让他们能够用英语进行简单的交流和表达。

5. 综合练：通过综合练题，巩固学生对本单元知识的掌握程度，评估他们的研究效果。

教学步骤1. 导入：通过引入一幅关于环境问题的图片，引起学生的兴趣，并提出问题引发讨论。

2. 词汇研究：呈现本单元的关键词汇和词组，让学生通过图片、例句等进行研究和掌握。

3. 语法知识讲解：通过示范和练，讲解不定式的用法和宾语从句的构造。

4. 阅读理解训练：学生阅读教材中的文章，理解文章内容，并回答相关问题。

5. 听说能力提高：通过听力练和口语练，提高学生的听说能力，让他们能够用英语进行简单的交流和表达。

6. 综合练：布置综合练题，让学生巩固所学知识，并评估他们的研究效果。

7. 小结：对本节课的主要内容进行总结和回顾，强化学生对所学知识的记忆。

教学评价1. 教师观察法：通过观察学生在课堂上的表现和回答问题的能力，评估他们对所学内容的掌握程度。

2. 练题评价法：通过布置练题，收集学生的答题情况，评估他们的研究效果。

课题：Unit4 Astronomy: the science of the starsPeriod 1 Wanrming Up and Reading教学目标：1. Develop students’ reading ability and let them learn differentreading skills.2. Enable students to know about the development of the earth.教学难点：1. Enable students to understand the passage and know aboutthe development of the earth.2. Let students learn how to use different reading skills fordifferent reading purposes.教学方法: Skimming, discussion, individual work and group work.教学过程：【自研课导学】1.Let students learn the useful words and expressions in this part:astronomy, system, religion,theory, atom, billion, globe, violent, atmosphere.2.Get students to learn about the development of the earth.【展示课导学】Step1: Leading-inHave a free talk with students.1. Let students discuss 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 toPage 25. Let’s come to Warming Up first.Step2: Warming up ArrayLet students think about the following questions and then discuss themwith their partners.1.In our solar system eight planets circle around the sun. What are they? Canyou match the names with the planets?(P25)2.What interests you in astronomy? Do you know any questions that astronomersare interested in?Step3: Pre-reading1. Get students to discuss the questions with their partners.1) The origin of life on earth is a question that interests astronomers.Whatdo you know about it?2) Each religion and culture has its own ideas about how life beganon earth.What do you know about them?2. Ask them to read the title and look at the pictures. Predict what the readingwill be about.Step4 : Reading1. Fast reading :ScanningGet the students to read the passage quickly . Give ten minutes to lookthrough the whole text and answer questions:1). What is the passage about?2). What’s the main idea of the text?2. Detail readingChoose 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 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 begings caused global warming.Suggested answers:(1) A (2) D (3) D (4) A【板书设计】_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________【教学反思】_____________________________________________________ _____________________________________________________ ____________________________________________________。

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 have 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 it’s very interesting/exciting/instructive/…S4: I like …best because …2.Talk about universe and solar systemT: Let’s 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 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 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-readingGet 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 don’t 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 starsPeriod 2 Reading and ComprehendingTeaching Aims: Enable the Ss to say something about astronomyHelp the students to form a good habit of readingCultivate the Ss' awareness of protecting the earth.Teaching Importance: How to improve the Ss'ability to understand how life began on the earthTeaching Methods:Task--based methodTeaching 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 rightorder.Step3 ReadingTask 1 SkimmingRead the passage quickly and join the main idea for each paragraph.Para.1a)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 lifePara.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, which 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 dinosaurs 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 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 Revision1.Check up the homework.2.Have a quiz of the words.Step 2. Language points1. It exploded loudly with fire and rock, which were in time to produce the watervapour.Which leads non-restrictive attributive clause.in time: sooner or later; eventuallyI will see him in time.In time ( for sth/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 dependon 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 rightfor itOur success depends on whether everyone works hard or not.3.…by laying eggs.lay-laid-laid-laying 放, 把...... 放在......; 产卵He laid his books on the desk.4.give birth to1) 生（孩子）She’s just given birth to a healthy baby girl.她刚刚生了个健康的女婴。

高中英语必修三第四单元教案一、教学目标1.知识目标：（1）掌握本单元的核心词汇和短语。

（2）掌握本单元的语法知识点：现在进行时态和过去进行时态。

2.能力目标：（1）能运用本单元的知识进行简单的口语交流。

（2）能运用所学语法知识进行句子仿写和改写。

3.情感目标：（1）培养学生热爱生活，关注生活的良好品质。

（2）培养学生团结协作，共同进步的精神。

二、教学内容1.课文内容：《生活的色彩》2.语法知识点：现在进行时态和过去进行时态3.词汇和短语：colorful,activity,routine,characteristic,scene,capture,mood ,memory等。

三、教学重点与难点1.教学重点：（1）掌握本单元的核心词汇和短语。

（3）运用现在进行时态和过去进行时态进行句子仿写和改写。

2.教学难点：（1）现在进行时态和过去进行时态的区分。

（2）课文中的长难句理解。

四、教学过程1.导入新课（1）教师通过展示一些生活中的彩色图片，引导学生谈论图片中的内容，激发学生对颜色的兴趣。

（2）教师提问：你们认为生活中哪种颜色最能代表快乐？为什么？2.学习课文（1）学生自主阅读课文，理解课文大意。

（2）教师通过问题引导学生对课文进行深入理解，如：课文中的主人公为什么喜欢彩色？她如何用颜色记录生活？3.学习词汇和短语（1）教师通过图片和实物展示，帮助学生理解并记忆词汇和短语。

（2）学生进行词汇和短语的复习和巩固。

4.学习语法知识点（1）教师通过讲解和例句，帮助学生理解现在进行时态和过去进行时态。

（2）学生进行语法练习，巩固所学知识。

5.口语练习（1）教师给出一些场景，学生运用所学知识进行口语交流。

（2）学生自由组合，进行角色扮演，模拟生活中的场景。

6.课堂小结（2）学生分享学习心得和体会。

五、作业布置1.复习本节课所学词汇和短语。

2.用现在进行时态和过去进行时态各写一篇小作文。

3.预习下一课内容。

六、教学反思本节课通过生动的实例和有趣的口语练习，帮助学生掌握了本单元的核心知识。

Unit 4 Reading教学案Learning aims:I Knowledge aims(知识目标)1.Understanding the general idea of the text2.Remembering key words and phrasesII Ability aim(能力目标)Training and improving the reading abilityIII Moral aim(情感目标)Knowing basic knowledge of the origin of life on earth and raise the awareness of protecting our earth.Procedures:Step1 : RevisionWords: (由学生带领学生复习词汇，扫清词汇障碍) 1.n.学说;理论______________ 2.n.原子______________3.n.pron.万亿;十亿_____________4.n.地球仪;地球___________5.n.大气层;气氛______________6.adj. 基本(础)的______________7.adj.有害的______________8.n.链子;连锁______________9.vt&vi.乘;增加______________10.n.氧______________ 11. vi.存在;生存______________12.adv.因此;于是______________13.n.二氧化碳______________Phrases：1.及时;终于______________2.下蛋______________3. 产生;分娩______________4. 轮到某人______________5. 阻止;制止______________Step 2 :Lead-in （问题导入通过观看视频大体了解相关内容）Do you know some old stories about how life began on the earth? Step3 : Skimming(略读)Read the passage quickly and silently ,then answer the following question.1. What’s the main idea of the text?____________________________________________________________.Step4 : Scanning（细读）（任务阅读，深入掌握）Task 1 Find out the main idea for each paragraph.Para 1 A. How humans appeared and their impact on the earth.Para 2 B.Water is very important for life on the earth.Para 3 C. How the earth formed.Para 4 D.The development of plants and animals on the earth. Para 5 E.It is widely accepted that universe began with a “Big Bang”.Task 2 Put the order of development of life into a timeline.a.Insects and amphibians appearedb.Dinosaurs appearedc.The earth became a solid balld.Small plants grew on the watere.Reptiles appearedf.Plants began to grow on dry landg.The earth was a cloud of dusth.Water appeared on the earthi.Shellfish and other fish appearedj.The universe began with a “Big Bang”k.Clever animals with hands and feet appearedl.Mammals appearedThe right order is_______________________________________________.Enjoy two sentences （重点句子把握）1.What is even more important is that as the earth cooled down,water began to appear on its surface.2.It was not immediately obvious that water was to be fundamentalto the development of life.Step 5 Consolidation (当堂巩固)The universe began with a Big Bang._______began to form and combine to create stars and other bodies, but the earth was just a cloud of dust. Between 4.5 and 3.8 _______years ago the dust settled into a solid______.As the earth cooled down, water, which was to be ___________to the development of life, began to appear on its surface. Small plants grew on the water. They _________and filled the oceansand seas with _________and then shellfish and other fish appeared. Green plants began to grow on land and then insects and __________appeared. When the plants grew into forests reptiles, which produced young by ______eggs, appeared. 65 million years ago the age of the dinosaurs ended, which made__________, which gave______to young baby, rise on the earth.About 26 million years ago some small clever animals with hands and feet, appeared and spread all over the earth.Step 6 Group work （小组活动，情感升华）Have a discussion with your group members:1.Have you heard of global warming ?2.Do you know what has caused it?3.As a student, what shoud you do to protect our earth?Step 7 SummaryStep 8 HomeworkWrite a short composition about the topic you just talked about.学情分析一、语言知识基础：因本篇文章属于说明文，较为抽象，不太好理解，另外，所设计词汇很多也不太常用，因此，在课堂上，老师要先对本单元有本节可内容相关的单词多复习一下，多读，多记，反复呈现几次，这样，有了这些知识铺垫，在课堂学习中他们的学习之路会顺畅一些。