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高中英语book3unit4reading教案

时间:2016-04-19 来源:唯才教育网 本文已影响

篇一:人教版新课标高中英语必修3unit4reading电子教案

课堂教学设计

课 题:

eading: How Life Began on the Earth 授课时数 2

1

2

3

4

篇二:高中英语必修三unit4教案

河南省淮阳县实验高中教案

主备教师:雷欣二次备课教师: 编号: 19

课 题:Unit4 Astronomy: the science of the stars

Period 1 Waming Up and Reading

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.

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 skil((来自于:www.hN1C.coM 唯才 教育 网:高中英语book3unit4reading教案)ls for

different reading purposes.

教学方法:Skimming, discussion, individual work and group work.

教学过程:

1. Let students learn the useful words and expressions in this part:

2. Get students to learn about the development of the earth.

【展示课导学】

Step1: Leading-in

Have 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 to Page 25. Let’s come to Warming Up first.

Step2: Warming up

1 【自研课导学】

with their partners.

1. you match the names with the planets?(P25)

2. are interested in?

Step3: Pre-reading

1. Get students to discuss the questions with their partners.

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. will be about.

Step4 : Reading

1. Fast reading :Scanning

through the whole text and answer questions:

1). What is the passage about?

2). What’s the main idea of the text?

2. Detail reading

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’C. The form of forests.

D. Dissolving harmful gases.

2) Which of the following appeared on the earth first?

A. Insects.

B. Reptiles.

2

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】

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【教学反思】

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篇三:英语必修3新人教版Unit4精品教案

类别

话题

词汇

短语

重要句型

Unit 4 Astronomy: the science of the stars 单元要览 课程标准要求掌握的项目 Science of the stars; the development of life; space travel and gravity astronomy n. 天文学 exist vi. 存在; 生存 system n. 系统; 体系; 制thus adv. 因此; 于是 度 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. puzzle n. 迷; 难题 vt. (英)万亿; (美)& vi. (使)迷惑; 十亿 (使)为难 globe n. 球体; 地球仪; gravity n. 万有引力; 重地球 力 violent adj. 猛烈的; 激烈float vt. & vi. (使)浮的; 强暴的 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crash vt. & vi. 碰撞; 坠的 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satellite n. 卫星; 人造卫链 星 multiply vt. & vi. 乘; 增加 mass n. 质量; 团; 块; 大量 oxygen n. 氧 exhaust vt. 用尽; 耗尽 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 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) 3.

功能

语法

教学重点

教学难点

课时安排 4. 5. So will depend on whether this problem can be solved. (whether-clause as the subject; depend on+whether-clause as the object) Instructions: Please pay attention to. . . Please check that. . . . You need. . . Don’t forget to. . .Make sure that. . . . Watch out for. . . You’d better. . .You must/mustn’t. . . Please look at. . . Noun clauses as the subject 1. Get students to learn about the development of the earth and making a space trip. 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. 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. Periods needed: 4

Period 1 Warming up and reading

Period 2 Learning about language: Important language points

Period 3 Learning about language: Grammar

Period 4 Using language: Extensive reading

Period 1 Warming 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’ sense of cooperative learning.

教学过程

→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.