高中英语Unit4全单元教案必修三
Unit 4 Astronomy: the science of stars
Period 1 Warming up & Pre-reading
Teaching aims:
1.Learn the new words.
2.Talk about the science of stars
Step 1 Words
Learn the new words of this unit.
Step 2 Warming up & lead in
1.Talk about science subjects
T: 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 system
T: 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-reading
Get 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 Homework
1.Review the words of this unit.
2.Preview the passage of “Reading”.
3.Do page 27 Ex.3.
Unit 4 Astronomy: the science of stars
Period 2 Reading and Comprehending
Teaching Aims: Enable the Ss to say something about astronomy
Help the students to form a good habit of reading
Cultivate the Ss' awareness of protecting the earth.
Teaching Importance: How to improve the Ss'ability to understand how life began on the earth
Teaching Methods:
Task--based method
Teaching Procedure:
Step1. Warming up
1.Free talk
2.Review the words of Unit 4 by playing chess on the blackboard.
Step2 Leading-in
1.Talk about some pictures.
2.Watch a video and then ask the Ss to put the pictures on the screen into a right
order.
Step3 Reading
Task 1 Skimming
Read the passage quickly and join the main idea for each paragraph.
Para.1a)The arrival of humans and their impact on the earth
Para.2 b)The development of plants and animals on the earth
Para.3 c)A widely accepted theory about the formation of the universe
Para.4 d)The importance of water for life
Para.5 e)The formation of the earth
Task 2 Scanning
Read 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 Reading
Discuss 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 Homework
1. 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 Revision
1.Check up the homework.
2.Have a quiz of the words.
Step 2. Language points
1. It exploded loudly with fire and rock, which were in time to produce the water
vapour.
Which leads non-restrictive attributive clause.
in time: sooner or later; eventually
I will see him in time.
In time ( for sth/to do sth): not late
She will be back in time to prepare dinner.
In/out of time: in/not in the correct time
2. Whether life will continue on the earth for millions of years to come will depend
on whether this problem can be solved.
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.
3.…by laying eggs.
lay-laid-laid-laying 放, 把...... 放在......; 产卵
He laid his books on the desk.
4.give birth to
1) 生（孩子）She’s just given birth to a healthy baby girl.
她刚刚生了个健康的女婴。
2) 产生
The extraordinary experience gave birth to his latest novel.
这段奇特的经历促成了他的最新的一部小说的诞生。
5.They are putting too much carbon dioxide into the atmosphere, which prevents
heat from escaping from the earth into space.
prevent sth. / sb. (from) doing sth. 制止(防止)某人(某物)做某事
Nothing can prevent this plan from being carried out.
6.…the earth may become too hot to live on.
地球可能会因此变得太热而不适合生物的生存。
The question is too hard to understand.
Step 3 Homework
1.Recite Para 5 of this passage.
2.Do Ex.1 and 3 on page6
3.
3.Preview the grammar of this unit.
Period 4 Grammar
Teaching Aims:
To learn about Noun Clauses as the Subject
To discover useful structures.
Step 1 Revision
Check up the homework.
Step 2Preparation
Show some sentences on the blackboard.
a. A tree has fallen across the road.
b.You are a student.
c.To find your way can be a problem.
d.Smoking is bad for you.
e.“How do you do?” is a greeting.
f.What she said is not yet known.
g.That we shall be late is certain.
h.It’s certain that we shall be late .
T: What part does the underlined part serve as in each sentence? Or find its subject in each sentence.
Step 3 Grammar
1.Give the students some time to find the sentences in the passage. The collect
answers from the class.
2.Show typical examples of how to make a subject clause. Guide the Ss to find out
what changes we have to make when we make a sentence or combine two sentences using subject clause. Teacher shows the example and Ss write down the sentences. 3.Turn to page 64. Read the following passage quickly and finish the eight sentences. Step4 Homework
1.Do Ex.2 and 3 on page 29.
2.Finisg Ex.1 on page 64.
3. Preview “Using languge”.
Period 5 Using Language and speaking
Step 1 Revision
Check up the homework.
Step 2 Reading--- A visit to the moon
1.Play the tape for the Ss to listen.
2.Read the passage carefully and then describe the three ways in which gravity
changed for Li Yanping and how his weight changed.
3. Find out the key points.
Step 3 Speaking
Speaking on page 31
What do you need if you travel to the moon?
Sample:
S1: Let’s think about what we would need to protect our skin if we visited the Moon. S2: I’d take some skin cream. That works very well when we go to the sea.
S3: Yes, but it’s going to be much too hot to put cream on your skin on the Moon. S4: What’s more you get direct heat from the sun. There are no clouds on the Moon to protect you.
S3: Oh dear, and I also have to carry oxygen around with me everywhere because there’s no oxygen on the Moon.
S2: Why don’t we carry the oxygen on our backs in a tank?
S1: Good idea, but won’t that hurt our skin?
S4: I think it will. Why don’t we wear a spacesuit which has the possibility of protecting your skin and helping you carry the oxygen very easily?
S1: A very good idea. We also need some sunglasses as the sun will be as bad for our eyes as for our skin.
S3: That’s right. The helmet of the suit can have sunglasses you can use.
S2: How will the suit protect our skin?
S4: It’s so hot there so I suggest we design suit that can supply cold water so the wearer feels cool and hot water to warm us if we feel cold.
S2: Great! So I won’t need sun cream after all. That’s good!
Step4 Homework
Finish the exercises of 《English Learners’ Lighthouse》.
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人教版高中英语必修4《Unit5Themeparks》教案
人教版高中英语必修4《Unit5Themeparks》教案 教学准备 教学目标 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。 教学重难点 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。 教学过程 Step1Warming-upandlead-in(5mins) (1)导入
教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。 T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First ,Iwouldliketoaskyou: ①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark? ②Haveyoubeentoathemepark? ③Whatcanyoudoinathemepark? S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark. S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalot ofactivities. T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go- roundandsoon.Inaword,therearevariousrideswecantakeinathemep ark.Well,whatdoes“ride”mean? S3:游乐设施 T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”. (2)揭题 教师引导学生对课文题目进行预测。 T:Withtheserides,thereisnodoubtthatwewillhavegreatfunina themepark,right?Justlikethetitleofthisarticlesuggest:Themep arks– fun.Butwhatabout“morethanfun”?Whatdoesitmeaninyouropinion? S4:“morethanfun”meansyoucanalsogetalotofinformation.
人教版高一英语必修一unit4知识点及
必修I---unit 4 I---IV Earthquakes 一、知识点 1.Now imagine there has been a big earthquake.现在，假设有一次大地震。 “There +be +主语+其它成分”结构中there为引导词，本身无意义，谓语动词按照就近一致原则。其它相似句型还有： There happen to be碰巧有 There seems/appears to be好像有 There is likely to be可能有 There may/might be也许有 There must be一定有 不可能有 There can’t be There is said/reported to be据说/据报道有 There used to be曾经有 There is sure/certain to be一定有 2. happen to. It (so) happened that… Did you hear what happened to David last night?你听说大卫昨天晚上发生什么事了吗?What will happen to the children if Peter and Alice break up?如果彼得和爱丽丝离婚孩子们将怎么办?
I happened to see Peter on the way to the bookstore yesterday.昨天我去书店的路上碰巧遇见了彼得。 It so happened that I saw Peter on the way to the bookstore yesterday.昨天我去书店的路上碰巧遇见了彼得。 I happened to be out when he called.他来访时，恰巧我出去了。(= It happened that I was outwhen he called.) I happened on just the thing I had been looking for.我偶然发现了我所要找的东西。 3. right away毫不迟疑，立刻 He is ill; you should call in the doctor right away.他病了,你应该立即请大夫来。 4. A smelly gas came out of the cracks.裂缝里冒出臭气。 5. In the farmyards, the chickens and even the pigs were too nervous to eat.农家大院里，鸡甚至猪都紧张得不想吃食。 6. But the one million people of the city, who thought little of these events, were asleep as usualthat night.但是，这个城市的一百万居民都没有把这些情况当一回事，当天晚上照常睡着了。 7. It seemed as if the world was at an end.世界似乎到了末日。 从句表示“（ 在某人)看来好像；似乎” 看起来好像… ①It seems/looks/appears as if/though… ②Sb./Sth. looks as if/though…（ 不用seem/appear) 不用look) ③There seems/appears(to be)…（ There appears to have been a mistake. =It appears that there has been a mistake.
人教版英语必修1unit4知识点+练习
第四单元Earthquake 1.burst into +n =burst out doing 突然·····起来burst into tears =burst out crying 2.as is known to everybody总所周知 3.be/get injured 受伤 4.cut across穿过横穿 5.as usual像往常一样 6.give out散发出精疲力竭 7.instead of 代替 8.give a speech演讲9.put up shelters搭建避难 10.be pleased to do sth.乐意做某事11.be proud of 以·····而自豪=take pride in… 12.the number of ·····的数量13.in the open air 在户外 14.right away立刻15.in ruins破败不堪成废墟 16.dig out掘出17.at an end 终结 18.a number of 许多大量的19.too····· to·····太·····而不能 20.tens of thousands of 成千上万的21.be trapped in =be caught in 被困在·····中 22.all ····· not····· = not all·····并非所有·····都 23.to the north of =north of 在·····的北面24.be rescued from 被从·····解救出 25.be buried 被埋葬被埋藏26.bury oneself in =be buried in 专心于，埋头于 27.think little of 评价不高think highly of 赞许给予较高评价 28.as if 仿佛29. be/ get shocked 震惊30.at an end 终结 【重点词汇】 1、In the city, the water pipes in some buildings crashed and burst. 城市里，一些大楼里的水管爆裂。 burst爆裂,突发 用法归纳： I felt as if my heart would burst with joy. 我觉得自己高兴得心花怒放。 The police burst through the door. 警察破门而入。 There was a burst of laughter in the next room. 隔壁房间里突然爆发出一阵笑声。 联想扩展： (1) burst in on…突然打断 He burst in on our conversation. 他突然打断了我们的谈话。 (2)burst into +n.突然… The speaker burst into angry speech. 演讲者突然讲粗话。 (3) burst out + doing突然… The woman burst out crying like a child. 那个妇女突然像小孩一样哭了。 2. Two-thirds of them died or were injured during the earthquake. 地震中，有三分之二的人死亡或受伤。injury n. 伤害 易混辨析： injure ; hurt; wound; harm 伤害 injure比hurt 正式，hurt多指伤痛，而injure则指损害健康、成就、容貌等，强调功能的损失。