1、范文高一英语必修3 Unit 4教案高一英语必修3 Unit 4教案Unit4Astronomy：thescienceofthestarsI教学内容分析本单元的中心话题是“天文学”。本单元的两篇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。warmingUp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
2、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
3、衍后代，再之后诞生了哺乳动物，人类也随之诞生了。最后讲述的现象发人深省：Theearthmaybecometoohotforthelivesonit.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让学生找出中出现的连接词，检查学生对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
4、达能力。LearningaboutLanguage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。UsingLanguage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
5、，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。SummingUp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：warmingUp,Talking&Listening（workbook）第二课时：Pr
6、e-reading,Reading&comprehension第三课时：LearningaboutLanguage第四课时：UsingLanguage第五课时：Readingtask&Speakingtask第六课时：Listeningtask&writingtaskIV.教学步骤：新课标第一网xkPeriod1warmingUp,Listening（workbook）&TalkingTeachingGoals:.ToarouseSsinterestintheknowledgeofastronomyandscience。.2.TodevelopSsability
7、inlisteningandspeaking.TeachingProcedures:Step1.Leading-inGiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.（1.）whoisthefirstmaninspace，doyouknow？（2.）whichspaceshipdidyangLiweitaketospace？（3.）Doyouwanttogotospaceifyouaregivenachance?Step2.warmingUpPurpose:Tointroducethetopicof
8、thisunittoSsintheformofaskingquestionsanddiscussion.AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.Howmanysubjectsarewestudyingnow?（2）Doyouhavesomescientificstudyingmethodstolearnthemwell?Asyousee,alargenumberofstudents
9、wanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?Step3.Talking.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.makenotesofsomevaluableinformationandmakeaconclusionat
10、last.whatnecessaryinstructionsshouldnewspacetravelersmake?canyoumakealistofthem?2.ShowSssomebeautifulpicturesoftheuniversityandsay,“Nowlookatthepictures.HowbeautifultheUniverseis!Itisalsofullofmysteries.HaveyoueverdreamedofflyingtothespacelikeyangLiweitounlockthemysteriesoftheuniverse?Ifyoucould,wha
11、tthingsshouldyoupayattentionto?”3.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,writedownsomekeywordsandimportantexpressionsontheblackboardtohelpSstohavethesenseoftravelinginspace.conclusion:Beforemakingatripintospace,wedbettermakefullpreparations,suchas:collectingasmuchinformation
12、aboutthespaceaspossible;checkingwhetheryouhavegottheproperspacesuitsornot;makingsureofallthesafetyrules;notleavingthespaceshipaloneunlessthespaceguidetellsyouto;payingattentiontorecordingsomeimportanttimeduringthespacetravelingandsoon.Step3.ListeningPurpose:TodevelopSslisteningability.Togainsomeexpe
13、rienceoftravelinginspace.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:astronaut,experience,instruments,pilot,airforce,rocket.2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,jus
14、taskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.Period2Pre-reading,Reading&comprehendingTeachingGoals:.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearththe“
15、bigband”theory.2.ToenableSstoconcernaboutthefutureoflifeontheearth.Step1.Pre-readingPurpose:ToarouseSsinterestinlearningaboutsomerelativeinformationabouttheuniverse.ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscient
16、ifictheoriesaboutthetopic.Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.TheearthsatmosphereForreference:Someideasaboutthebeginningoftheuniverse:PanGuturnsintoamyriadofthings盘古化生万物PanGuseparatestheskyfromtheearth盘古开天地Nuwamakesmen女娲造人conclusionandLeading-in:Buttheseideasareallnotthecorrectand
17、scientificideas.Doyouknowthescientificideaofthedevelopmentofthelifeontheearth?Thenwedbettercometothetext.Step2.FastreadingPurpose:Togetthegistofthepassage.Tocorrectlyunderstandsomeinformationgiveninthetext.AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.SuggestedAnswer:Themainideaofthetexti
18、sthetitleHowlifebeganontheearth.2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.Step3.IntensivereadingPurpose:togetthestudentstolearnthedetailsofthetext.Answerthequestions:•whendidthe“BigBang”happen?•whatformwastheearththe“BigBang”?•whatmad
19、euptheearthsatmosphereaftertheearthexploded?•Howdidwatercomeintobeingontheearth?•whatwasimportanttothedevelopmentoffish?•whatmadepossibletheriseofmammalsontheearth?•whyaremammalsdifferentfromalllifeformsinthepast?（2）Fillinthechartabouttheorderofdevelopmentoflife.SuggestedAnsw
20、ers:SmallplantsinwaterShellfishandallsortsoffishGreenplantsonlandInsectsAmphibiansforestsreptilesdinosaursmammalshumanbeingsPeriod3LearningaboutLanguageTeachingGoals:.TogetSstoknowhowtousenewwordsandphrases.2.TohelpSstomastersomenewwordsandexpressions.3.TogetSstohavetheknowledgeofthisgrammarpoint:no
21、unclausesasthesubjectTeachingProcedures:Step1.consolidationPurpose:Toconsolidatethewordsandphrasesinthetext.AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.2.AskSstokeepthewordstheyfilledinEx1inheart.3.AskSstofinishEx3andthenletthemcheckeachothersanswers.
22、Step2.GrammarPurpose:TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises.DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbefo
23、retheclass.2.Afterthepresentation,explainthegrammarpointforSs.3.LetSscompleteEx2onpage29afterlearningthegrammar.Purpose:TogetSstounderstandtheusageofnounclausesasthesubject.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：whatsurprisedmemostwasthatthelittlegirlcouldplaytheviolinsowell.使我感到惊讶的是这个小女孩的小提琴拉得太好了。Howhewa
24、ssuccessfulisstillapuzzle.他是如何成功的仍然是个谜。连接词的选用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：whathewantsisabook.他想要的是一本书。Thatlighttravelsinstraightlinesisknowntoall.众所周知，光线沿直线运行。if和whether的选用引导主语从句，不能用if，只能用whether。如：whetherwewillholdapartyinth
25、eopenairtomorrowdependsontheweather.我们明天是否在户外开晚会要看天气而定。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：whenweshallholdoursportsmeetisnotdecided.我们何时举行运动会还没有决定。whobroketheglassyesterdayisnotclear.还不清楚昨天谁打破了玻璃。whichcaryouwillchoosetobuymakesnodifference.
26、你决定买哪一辆车都不会有任何区别。whatever/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=anythingthat;whoever=anyonewho。要注意和whatever,whoever引导的让步状语从句的区别。如：whoeverbreaksthelawshouldbepunished.（主语从句）（Anyonewhobreaksthelawshouldbepunished.）whoeverbreaksthelaw,heshouldbepunished.（让步状语从句）（Nomatt
27、erwhobreaksthelaw,heshouldbepunished.）it构成的主语从句由连词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：Itiswell-knownthattheearthmovesaroundthesun.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：ItwasreportedthattheUSwasundertheterroristattack.（主语从句，有that，无逗号）Aswasreported,theUSwasundertheterroristatta
28、ck.（定语从句，无that，有逗号）上两句意为“据报道，美国遭到恐怖分子的袭击”。常见用it作形式主语的复合句结构Itisafact（agoodidea/apity/ashame/nowonder/goodnews）that如：Itsapitythatyoumissedthefilm.你没有看那部电影真是太遗憾了。Itisnecessary（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：Itisnecessarythatyou（
29、should）masterthecomputer.你很有必要掌握电脑。ItisimportantthatastudentlearnEnglishwell.学生学好英语很重要。Itsclearthattheybadlyneedhelp.很明显，他们急需援助。Itislikelythatahurricanewillarrivesoon.飓风很可能马上就要到达了。Itisreported（well-known/hoped/thought/expected/said/believed/decided/suggested/order-ed）that如：Itissaidthathewaskilledint
30、heearthquake.据说他在地震中丧生了。Itseems（happened/appears/doesntmatter/makesnodifference/）that如：Itseemsthattheywillwinthegame.看起来他们好像会赢得这场比赛。Itmakesnodifferencewhetherhewillattendthemeetingornot.他是否会参加会议都无关紧要主语从句不可位于句首的五种情况：if引导的主语从句不可居于复合句句首。Itissaid/reported结构中的主语从句不可提前。例如：ItissaidthatPresidentjiangwillvisitourschoolnextweek.ThatPresidentjiangwillvisitourschoolnextweekissaid.Ithappens/occurs结构中的主语从句不可提前。例如：Itoccurredtohim
