人教新课标高中英语必修三Unit4 Astronomy全单元详细教案
高中英语人教版必修三Unit4《Astronomythescienceofthestars》教案
Unit 4 Astronomy: the science of the stars方法。
提出问题的解决方案时，要求学生选用适当的“指示”用语。
教材重组 1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。
2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。
3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。
4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。
5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。
课时分配1st Period Reading2nd Period Language study3rd Period Integrating skills(Ⅰ)4th Period Listening and Speaking5th Period Integrating skills(Ⅱ)Part 1: Teaching Design(第一部分：教学设计)Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)AimsTo develop the students’ reading abilityTo learn something about astronomyProceduresI. Warming up by learning vocabularyGood morning, class! Today, w are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.Astronaut Yang LiweiII. Pre-reading1. Looking and sayingHave you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my科学家透露：宇宙可能有两个我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。
人教新课标高一英语必修三教案：Unit4Astronomy全单元.docx
Unit 4 Astronomy: The Science of The StarsTeaching aims:1.Enable students to improve their listening skills and reading ability.2.Enable students to understand the development of gravity and how gravityaffects us in different times and places.3.Arouse students ’ interest to search for the mystery of space.Emphasis:1.Words and expressions: gravity, float, cheer up, now that, break out, etc2.Astronomic knowledge like gravity and black hole.Difficulties:1.Help the students to understand the development of gravity.2.Help the students to know how gravity influences us.Teaching methods:skimming, scanning, discussing.Teaching aids: tape recorder, a projector and a computer.Teaching procedures:Period one ReadingStep 1. PresentationT:Hello, everyone!odayT we ’ ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from? Or we can say: Who are our ancestors?S1: Monkeys!S2: Beijing Ren who lived many years ago.S3: Reptiles.S4: Mammals.S5: Amphibians.S6: Dinosaurs.T: Very good! Can you put them in right order?S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.T:Do you know what it was like before life appeared on earth?S8: It was full of water, perhaps.T: Before that, what was it like?S9: Sorry, I don’ t know.T: Do you want to get more information? Today we’ ll learn something about How Life Began the Earth. Turn to Page 25. Let’ s come to Warming up first.Step 2. Warming up1.Read the three questions, while the students listen and follow.2.Give the Ss several minutes to discuss the questions.3.Collect answers from the whole class.4.Check the answers while discussing.T:I ’ ll read the three questions for you. You should listen to me carefully. (If students don howto discuss, show them an example.) For example, medicine. When someone gets seriousillness, he will go to the hospital. The doctor will examine him. He will take his temperature, measurehis blood pressureand give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used?S1: Biology.S2: Chemistry.T:So we can say medicinecombinesbiologyand chemistry.What aboutbiochemistryand geophysics?S3: I think biochemistry combines biology and chemistry.S4: Geophysics combines geology and physics.T:What about astronomy?S5: Physics.S6: Mathematics.T:Very good. We should know that astronomy is a multidisciplinary subject and if we want todo some researchon it, we shouldknow many sciencesubjectsrelatedto it. Now discussthesecond question:Whatdo we mean when we say we are studying a subject scientifically? Or what’ s t attitude towards science?S7: We should be objective, not superstitious.T: What ’ s the correct way to prove a scientific idea?S8: We should design experiments to test it for several times.S9: Then we can analyze the results and draw a conclusion at last.T:Let ’ s sum up the answers. To study a subject scientifically, we must try to be objective. Inorder to test our idea, we shoulddesign experiments,then analyzethe results and draw a conclusion. Now let’ s talk about the third question.What are the most important skills we need to be real scientists?S10: We should be very careful.S11: Be objective and logical.S12: We should be wise enough to design an experiment and write the reports clearly.S13: We should be able to draw conclusions from the experiments and not imposeconclusions on the data.T: I think you have done great work. From the discussion we know that it’ s not e scientist. So you should work harder if you want to be a scientist.Step 3. Pre-readingGet the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’ t know any, tell th T:Nowplease look at the slide show. And discuss these questions with your partners. ThenI ask some students to tell us their stories. Are you clear?Ss: Yes, Sir/Madam.1. Do you know each religion or culture has its own ideas about the beginning of the universe? Please give an example if you know.2. Do you know what a scientific idea is?After the Ss ’ discussion, teacher says the following.T:Now who ’ d like to tell us a story? Volunteer!S1: Let me try. In China, we all know that Pangu separates the sky from the earth.T:Can you describe the story in details?S1: Sorry, I can’ t remember clearly.T:Who can? Nobody? Now I ’ ll tell you. Look at the screen.Step 4. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile helpSs thetoform agood habit of reading.Teachergives the Ss a coupleof minutesto look throughthe wholepassage. Tell the Ss to read the text silently and then ask some detailed questions aboutthe text on the slide show with their partners. Teacher shouldencourage the Ss to expresstheir ideas.T: We ’ re going to learn a passage about how life began on the earth. Now let ’ s show. Read the text quickly and find answers to the following questions. Show the questions on the screen.1.What was there on the earth before life could begin?2.Why do scientists think there has never been life on the moon?3.Why did animals first appear in the seas?4.Why did green plants help life to develop?5.Why were mammals different from other animals?T: Now who can answer the first one?S1: Water vapour, carbon dioxide, oxygen, nitrogen and other gases.T: What about the second one?S2: Because there is no water on the moon.T: What about the third one?S3: Because water allowed the earth to dissolve harmful gases into the oceans and seas.T: The fourth one?S4: Becausegreenplants can takecarbondioxidefrom the atmosphereand fill the airwith oxygen.T: What about the last one?S5: They were different because they produced their young from within their bodies.T: Well done! Now turn to Page 26 Comprehending1, I think you may continue to read it againto get more details.SkimmingIn this part, Ss will read the text again and then finish Part1, 2 and 3.T:Now please skim the passage fast to finish Part1. Then we will check the answer.Key to Part1: BCBBT:Skim Paragraph 2, 3 and 4, and finish Part 2 and 3.Key: DBIGEHACFJT:For Part 3, discuss them with your partner.T:Why is it wrong in films and stories to show dinosaurs and people together?S:Because dinosaurs died out long before human beings developed on the earth.T:Do you agree with him?S:Yes.T:What about the answer to the second question?S:They are the cleverest animals because they have larger brains than any other creatures on the earth so far.T:Excellent job! I ’ ll check how much you have learned about the passage. Step 5. ListeningListen to the tape for the students to follow and have further understanding of the passage. T:Read after the tape, then answer me some questions with your book closed.Play the tapeT:How did water come into being on the earth?If one student can’ t answer completely, ask two or three or more students.Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.T:Why is water important on the earth?Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas. T:No.3, finish the following form.1 small plants in2water3 green plants on land4insects(on land)576 forests89Key to the exercise:2.shellfish and all sorts of fish5.amphibian(on land and in water)7.reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)T: That’ s all for this passage. Now let’ s deal with some language points. ExplanationT: Turn to Page 25. Let’ s look at the sentences: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 ’ ll 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 time Theaudience clapped in time to the music.2.Nobody knew that it was going to be different from other planets going around the sun. be different from: not like someone or something else in one or more waysNote: We can use very, much, quite, entirely, totally to modifydifferent City life is quite different from country life.going around the sun is-ing form that serves as attributive.Men breaking the law will be punished.Can you see the girl dancing with your boyfriend?3.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 attributiveShe 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.4. Walking does need a bit of practice now that gravity has changed.now that: because of the fact thatNow that I’ m free, I can enjoy music for a while.Nowthat you’ ve grown up you can decide it yourself.Passage AnalyzingChart of the textHow life began on the earthwater 1 small plants in water2 shellfish and all sorts of fish4 insects (on land)4 insects(on land)5 amphibians (on land and in5 amphibians(on land and inwater)7 reptiles (on land)8 dinosaurs (on land)9 mammals (on land)Text RetellingRetell the text using about 100 words.Step 6. HomeworkRetell the passage according to the form.Remember important language points.3 green plants on land6forests10.small clever animalswith hands and feet11.humanPeriod two Extensive reading Step 1Show some pictures of the astronauts in the spaceStep 2Read the passage and fill in the formStep 3 Language pointsst month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer.He couldn ’ t run quickly enough to catch up with the cat.2. Then we were off.be off = set offI am off today.We are off today.3get close to靠近，接近，指动态变化be close to距 ......近，指状态4.But when I tried to step forward I found I was carried twice as far as on the earth andfell over.1). “ A + be倍数+ + as +形容词原级 + as + B ” .This tree is three times as tall as that one.2).“ A + be倍数+ +形容词比较级+ than + B”The number of students in our school is three times larger than that in theirs.3).“ A + be倍数+ + the +名词(size, length, amount) + of + B”The newly broadened square is four times the size of the previous one.6.We watched, amazed as fire broke out on the outside of the spaceship as theearth increased.break out1)战争爆发2)发生争吵3)(火灾 )发生7.cheer up; cheer sb. up感到高兴振奋8.masses of 许多，大量9.get the hang of熟悉 ,掌握 ,理解10.exhausting (sth); exhausted (sb)Step 4 HomeworkCollect passages about gravity.Prepare for speaking.Period three Language Study Step 1. RevisionTranslate the following sentences1.你迟早会成功的。
高中英语Unit4Astronomy新人教版必修3教案
新课标人教版 Unit 4Astronomy ：the science of the stars——天文学：恒星科学中心词汇1． Do you think our education____________(制度 )needs improving?2． The____________( 天气 )of southern Florida attracts thousands of tourists eachwinter.3． Without practice there would be no____________(理论)．4． The hen was old and it stopped____________(下蛋 )eggs.5. The idea____________( 存在 )only in the minds of us young people.6． Professor Li has solved the____________(难题 )and everyone is cheering.7． Mars’ __________( 万有引力 )is only about 38% of Earth’ s.8． Raising your child to tell the difference between right and wrong is one of thef____________tasks of parenthood.9．用 harm 的适合形式填空(1)Air pollution will get worse and this will be____to people ， for example ， it can cause cancer.(2)Rubbish can be changed into____________things.(3)Don ’t____________your eyes by reading in the dim light.10． Last night we had a discussion，which became more and more____________.Finally we reached an agreement that we will never use____________whatever happens.(violent)1.system2.climate3.theoryying5.exists6.puzzle7.gravity8.fundamental9.(1)harmful,(2)harmless(3)harm10.violent ； violence高频短语1． ________________实时，终于2． ________________下蛋3． ________________产生；临盆4． ________________轮到某人；接着5． ________________阻挡；遏止6． ________________挡住(光芒 )7． ________________感觉快乐；感觉振奋8． ________________既然9． ________________突发；迸发10． ________________亲密凝视；当心；防备1.in timey eggs3.give birth to4.in one’s turn5.prevent...from6.block out7.cheer up8.now that,9.break out10.watch out要点句式1． ________________was uncertain until between 4.5 and 3.8 billion years ago whenthe dust settled into a solid globe.随后它会变为什么没有人知道，直到38～ 45 亿年前，这团灰尘才慢慢地形成一个固体的球状物。
人教英语新课标必修3全册教案Unit 4 Astronomy- The Science Of The Stars
人教英语新课标必修3全册精品教案(Unit 4 Astronomy: The Science Of TheStars)Unit 4 A: TThe StarsTeaching aims:able studvlistening skills and reading ability.2. Enable studunderstand the develgravity and how gravity affects us in dand plaArousestudents’aaasis:Words and ex: gravity, floaup, now that, break ou2. Awledge like gravity and black hole. Difficulties:Heludunderstand the develgravity.2. Heludw how gravity influences us.Teaching methods:g, scanning, discussing.Teaching aids: a tader, aand a computer. Teaching procedures:Td readingStep I PresentationT: Hello, everyone! Today we’llUnit 4 ABat I havea question: Where do w? Or we can say: Who are our a?S1:!S2: Beijing Ren who lived many years ago.S3: Reptiles.S4: Mammals.S5: Amphibians.S6: Dinosaurs.T: Very good! Can you pught order?S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.T: Do you know what it was like before life appeared on earth?S8: It was full of waaps.T: Bat, what was it like?S9:I don’t know.T: Do you want to gation? Today we’ll leag about How Life Begaarth. Turn to Page 25. Let’Warming uII Warming up1. Readquwhiludents listen and follow.2. Givveral minutes to discuss the qullect answwhole claanswers while discussing.T: I’ll readquu. You should larefully. (If students don’t know how to discuss, show them an example.) For example, medicine. Wgus illwill gal. The doctorwill exaHe will taature, measure his blood pressure and give him an X-ray, or a CT. For the wholxamination, what kindas been used?S1: Biology.S2:T: So we can say medbines biology andWhat about band g?S3: I think bbines biology and: Gbines geology andT: What about a?S5: P: Mathematics.T: Very good. We should know that aa multidisciplinary subject and if we want to dawe should know maublatedNow discud question:What do we mean when we say we are studying a subally? Or what’attitude toward?S7: We should be objectivuus.T: What’wave adea?S8: We should design exveral: Then we can analults and draw a conclusion at last.T: Let’s sum up the answers. To study a subally, we mube objective. In ordur idea, we should design exanalults and draw a conclusion. Now let’s talk aboud quWhat aant skills we need to be real?S10: We should be very careful.S11: Be objective and logical.S12: We should be wise enough to design an exand wlearly.S13: We should be able to draw concluxandludata. T: Iu have done great work. Fdiscussion we know that it’s not easy to be au should wo rk hardu want to be aⅢ Pre-readingGdiscuss the quPage 25 waThen alluragll dIf they don’t know any, tellT: Now please look at the slide show. And discuquwith your paThen I’ll audll uAre you clear?Ss:/Madam.1. Do you know each religulture has its own ideas about the beginninguniverse? Please give an example if you know.2. Do you know what adea is?A’ discuacher sallowing.T: Now who’d lll us a story? Volunteer!S1: LIn China, we all know that Pangu separaarth. T: Can you describdetails?S1:I can’t remembe r clearly.T: Who can? Nobody? Now I’ll tell you. Look aⅣ ReadingScanningGad the passage quickly and accurately and meanwhile hela good habading. Teacher giva couplutes to lugh the whole passage. Tellad the text silently and then adetailed quabouxlide show waTeauld encouragxdeas. T: We’re going to learn a passage about how life begaarth. Now let’s look at the slide show. Read the text quickly and find answllowing quw the quWhat waarth before life could begin?2. Why das never been l?3. Why did animalappeaas?4. Why did green plants help life to develop?5. Why were mammals danimals?T: Now who can answ?S1: Water vapour, carbon dioxide, oxyggen and other gases.T: What aboud one?S2: BecauwaT: What aboud one?S3: Because water allowed the earth to dissolve harmful gaans and seas.T: The fourth one?S4: Because green plants can take carbon dioxidaand fill the air with oxygen.T: What about the last one?S5: They were dbecauducedung from wbodies.T: Well done! Now turn to Page 2ding1, Iu maue to read it again to gdetailgIart, Ss will read the text again andPart1, 2 and 3. T: Now pleaassage faPart1. Then we willanswPart1: BCBBT: Skim Paragraph 2, 3 and 4, andPart 2 and 3. Key: DBIGEHACFJT: For Part 3, discuwith your partner.T: Wwrong in films andw dinosaurs and people together? S: Because dinosaurs died out long before human beings developedarth.T: Do you agree with him?S: Yes.T: What about the answd question?S: They aleverest animals becauave larger brains than aatuaar.T: Excellent job! I’llw much you have learned aboutthe passagV ListeningLaudllow and have further understandingassage. T: Read aaanswquwith your book closed.Play the tapeT: How did wabeingarth?Iudent can’t answer completely, ask twud: The explarth produced water vapor, which turned into water warth cooled down.T: Why is waaarth?Ss: Because water allowed the earth to dissolve harmful gaans and seas.T: Nllowing form.</v:ovalxercise:2. shellfish and allamphibian(on land and in water)les (on land) 8.dinosaurs(on land)9.mammals(on land)T: That’s allassage. Now let’s deal wlanguagxplanationT: Turn to Page 25. Let’s look a:1. It exploded loudly wand rock, which wduce the water vapour.which leads non-ve attributive clau:later;eventuallyI’ll(/to do sth.): not lateShe will be baare d/ ou: in/The audience clappedusic.2. Nobody knew that it was going to be dlanets going around the sun.be d: not lg elwaysNote: We can use very, much, quly, totally to modify dlife is quite duntry life.going around the sun is-ingat serves as attributive. Men breaking the law will be punished.Can yougirl dancing with your boyfriend?3. Whether life will continuallawill depend on wblem can be solved: serves as attributivlado such a thing. depend on:g might only habe truumstances are rigur success depends on wveryone works hardWalking does need a baw that gravity has changed.now that: becauact thatNow that I’I caua while.Now that you’ve grown up you can decide it yourself. Passage AnalyzingChaxtHow life begaarth</v:(on land) 5 amphibians (on land and in water)Text RetellingRetell the text using about 100 wordⅥ Homework Retell the passage accordingRemembant languagTd period Extensive readingwuastronaua2Read the passage and fillLanguagLaI was lucky enough to have a chaake aace wd Li Yanping, an augh: pron adj advThe boy is old enough to dl.He couldn’t run quickly enough to catch up wat. 2. Then we wbI aday.We aday.3 get cl靠近，接近，指动态变化be cl距......近，指状态Tl is clBut when I triedward I found I was carried twice as far aarth and fell over.1). “A + be + 倍数 + as +形容词原级 + as +B”.Tas tall as thaHis fawice as old as he.2). “A + be + 倍数 +形容词比较级 + than +B ”The Yangtze River is almost twice longer than thePearl River.The numbudur schoollarger than tha). “A + be + 倍数 + the +名词 (size, length, amount) + of + B”The newly broadened squauviouWe watched, amazed as fire broke ouutsidaceship as the earth’s gravased. break out1) 战争爆发2) 发生争吵3) (火灾)发生up;b. up感到高兴振奋8. ma许多，大量9. gang of 熟悉,掌握,理解10. exhausting (sth); exhausted (sb)Homework Collect passages about gravity.Prepaaking.The third period Language StudRevision Translallowing你迟早会成功的。
必修3Unit4Astronomythescienceofthestars[全套教案]
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Unit4 Astronomy: the science of the stars I单元教学目标技能目标GoalsTalk about the science of the stars, the development of life and space travel and gravity Practise giving instructionsPractise talking abut problems in study or lifeLearn to use Noun Clauses as the subjectLearn to write an essay to show your problems and the way to overcome them.II. 目标语言功能句式Talk about the science of the stars, the development of life and space travel and gravity Where do we come from?How did the universe begin?Why is the universe the way it was?How will it end?How much do you know about universe?Do you want to have a space travel?Do you know something about gravity?Do you know something about black holes?Practise giving instructionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…Practice 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…词 1 四会词汇astronomy, atmosphere, system, violent, solid, explode, carbon, dioxide, oxygen, surface, planet, harmful, development, spread, method, depend, exist, presence, telescope, disappoint, disappointed, publish, publishing, gravity, force, gradually, cheer, float, mass2认读词汇astronomer, biochemistry, geophysics, solar, Big Bang, vapour, nitrogen, dissolve, amphibian, reptile, generally, mammal, global, comet, Issac Newton, Albert Einstein,汇Stephen Hawking, lessen, weightlessly, cabin, exhaust, exclaim3 词组solar system, in time, prevent…from, depend on, cheer up, now that, get the hang of, break out语法Noun Clauses as the subjectNoun Clauses as the subject is also called the Subject Clause. That means a Noun Clause serves as Subject in the sentence. The words which are used in this Noun Clause are: that, whether, who, what, which, when, where, how, why, etc..Example1.What it was to become was a mystery.2.It was not clear whether the solid shape was to last or not.重点句子1.What it was to become was a mystery until the dust began to slowly combine into a ballmoving around the sun. P252.It’s 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. P253.It allowed the earth to dissolve harmful gases, which had become part of the earth’satmosphere, into the oceans and seas. P254.Whether life will continue on the earth for millions of years to come will depend onwhether this problem can be solved. P265.When we get closer to the moon, we shall feel its gravity pulling us but it will not be asstrong a pull as the earth’s. P306.Walking does need a bit of practice now that gravity has changed. P317.We watched, amazed as fire broke out on the outside of the spaceship the earth’s gravityincreased. P318.Seen from space, the earth appears to be a water ball.9.But the answers have always seemed well beyond our reach, until now.10.Huge questions remain to be answered, before we can hope to have a complete pictureof the universe we live in.III.教材分析和教材重组：1.教材分析：本单元以astronomy: the science of the stars, the development of life, space travel and gravity为话题，通过本单元的几篇阅读材料使学生对以上问题有所了解，并通过文章中的一些探讨性的问题，比如，The earth may become too hot for the lives on it. Then what will our future be? 使学生更好地了解我们的地球和我们的生活环境，并引发对“地球的将来如何”的热烈讨论，通过这些讨论会激发学生对天文学了解和探究的强烈兴趣。
高中英语必修3 Unit4 Astronomy 教案、课件
1.How many planets circle around the
sun in the solar system now?
A. 9
B. 10
C. 8
The Solar System
A.地球 _E__a_r_t_h
E.海王星 _N__e_p__t_u_ne
B. 木星 _J__u_p_i_t_er
本单元的中心话题是“天文学”，内容涉及太阳系、
地球生命的起源、宇宙大爆炸、月球探秘、黑洞效应等。 这些话题较抽象、较难理解，因此，如何通过第一课时 的设计，把抽象的内容形象化，基本扫清学生阅读和表 达等障碍，显得尤为重要。Reading部分主要是通过对 宇宙大爆炸理论进行科学性分析，推断出地球上生命的 起源以及生物进化的过程。学生能够结合已有知识和生 活常识来理解相关问题，并针对文章中的一些发人深省 的探讨性问题展开讨论，如：The earth may become too hot to live on, so what will our future be? 通过这些讨论， 学生能更好地了解我们生活的地球环境，同时也能激起 了解和探究科学的兴趣与热情。
settle into
Big Bang a cloud of dust a solid globe
water
cool down
atmosphere
explode
Where there is water, there is life. Water is f_un_d__a_m_e_n_t_a_l to the development of life.
首先，用听本单元的单词录音进行导入，让学生从整体
上感知下单词。然后，对重点单词进行讲解，既有对单词用 法的拓展，又有对短语释义的延伸。讲解和巩固练习结合， 让学生加深理解词汇用法并当堂掌握。而且，练习形式多样 化，有翻译，有填空，有选择，从各个角度来对词汇关进行 突破。除此之外，加入的图片更是恰到好处，和例句相结合， 加深了学生对词汇的印象和理解。
人教新课标高中英语必修三Unit 4 Astronomy_ the science of the stars教案(4)
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preparation, instruction, unexpected, a set of, pay attention to, as well asb交际用语Practice giving instructionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…2 Ability goals 能力目标a. Enable the Ss to make a list of things that they need.b. Enable the Ss to talk about giving instructions.c.. Enable the Ss to play different roles in a conversation.3Learning ability goals 学能目标a. Learn how to make a list of things that they needb Help the Ss learn how to talk about giving instructionsc. Enable the Ss learn how to play different roles in a conversation. Teaching important and difficult points教学重点难点a. Teach the Ss how to how to talk about giving instructionsb. Help the Ss to learn how to play different roles in a conversation. Teaching methods教学方法a. Pairs work and group workb. Discussion and cooperative learningTeaching aids教具准备1 A computer2 A projectorTeaching procedures & ways教学过程与方式Step I RevisionAsk some of the Ss to read his / her passage about gravity.One possible passage:Sir Isaac Newton: The Universal Law of GravitationThere is a popular story that Newton was sitting under an appletree, an apple fell on his head, and he suddenly thought of theUniversal Law of Gravitation. As in all such legends, this isalmost certainly not true in its details, but the story containselements of what actually happened.What Really Happened with theApple?Probably the more correct version of the story is that Newton,upon observing an apple fall from a tree, began to think alongthe following lines: The apple is accelerated, since its velocity changes from zero as it is hanging on the tree and moves toward the ground. Thus, by Newton's 2nd Law there must be a force that acts on the apple to cause this acceleration. Let's call this force "gravity", and the associated acceleration the "accleration due to gravity". Then imagine the apple tree is twice as high. Again, we expect the apple to be accelerated toward the ground, so this suggests that this force that we call gravity reaches to the top of the tallest apple tree.Sir Isaac's Most Excellent IdeaNow came Newton's truly brilliant insight: if the force of gravity reaches to the top of the highest tree, might it not reach even further; in particular, might it not reach all the way to the orbit of the Moon! Then, the orbit of the Moon about the Earth could be a consequence of the gravitational force, because the acceleration due to gravity could change the velocity of the Moon in just such a way that it followed an orbit around the earth.This can be illustrated with the thought experiment shown in the following figure. Suppose we fire a cannon horizontally from a high mountain; the projectile will eventually fall to earth, as indicated by the shortest trajectory in the figure, because of the gravitational force directed toward the center of the Earth and the associated acceleration. (Remember that an acceleration is a change in velocity and that velocity is a vector, so it has both a magnitude and a direction. Thus, an acceleration occurs if either or both the magnitude and the direction of the velocity change.)But as we increase the muzzle velocity for our imaginary cannon, the projectile will travel further and further before returning to earth. Finally, Newton reasoned that if the cannon projected the cannon ball with exactly the right velocity, the projectile would travel completely around the Earth, always falling in the gravitational field but never reaching the Earth, which is curving away at the same rate that the projectile falls. That is, the cannon ball would have been put into orbit around the Earth. Newton concluded that the orbit of the Moon was of exactly the same nature: the Moon continuously "fell" in its path around the Earth because of the acceleration due to gravity, thus producing its orbit.By such reasoning, Newton came to the conclusion that any two objects in the Universe exert gravitational attraction on each other, with the force having a universal form:The constant of proportionality G is known as the universal gravitational constant. It is termed a "universal constant" because it is thought to be the same at all places and all times, and thus universally characterizes the intrinsic strength of the gravitational force.Step II PresentationT: Do you remember the conversation between Li Yanping and Professor Wallis?S1: Yes.T: We all know that space walk is difficult and dangerous. What should an astronaut take with him? S2: oxygen can.S3: spacesuit.S4: gravity boots.S5: water system.S6: special food.S7: special ropes.T: Great! Do you know the usage of them? Now discuss them with your partner according to the form on Page31. You can refer to our listening material on Page65.When Ss discuss. Teacher walk around the classroom to give them some help.Step III Speaking (Page31)(After a few minutes.)T: Have you finished? Now speak one or two sentences for each equipment you should take.Sa: I will take water with me in my spacesuit in order to warm or cool me if it’s too cold or too hot. Sb: I will take oxygen can on my back in order to help me breathe oxygen in space.Sc: I’ll wear spacesuit. t can protect me from many dangers. It can carry many necessary things in or on it.Sd: I’ll take space buggy in order to travel on the moon.Se: I’ll take a rope to tie me to the spaceship, or I’ll fly away.Sf: I’ll take special food so that I can eat easily, because the food will float in space.Sg: I’ll wear special sunglasses in order to protect my eyes.Sh:I’ll take space camera in order to take photos.T: Wonderful! Anything else?Si: I’ll wear space boots in order to walk there.T: Very good. You’ve done an excellent job! Do you know how to fill in the form now?Ss: Yes.T: Now look at the screen and check your answer.Sample answer:Step IV Talking (Page62)The task asks the students to work in pairs and give a friend a number of “does” and “don’ts” for going into space. They need to make suggestions using the phrases that they have been given to help them. When they have worked out the advice they can write the suggestions down and read them out to the class.Show the useful expressionsPlease look at/ listen to…Please check that…You need…Please pay attention to…Don’t forget to…You’d better…Make sure you…Watch out for…You mustn’t…T: Now discuss it in pairs. Then I will ask some pairs to read out their instructions.Sample dialogue:S1: I’m going to visit a comet. I’m leaving tomorrow.S2: How exciting! Please check that you have got the correct sort of spacesuit. You need the kind that will keep you warm if it’s too cold.S1: Of course!S2: Make sure you know all the safety rules. It’s not safe to stand on a comet or get too close.There is always a strong wind in space.S1: I won’t leave the spaceship except that I take photos.S2: Photos? Just think of the dust in the air. It will make taking photos very difficult.S1: Well, I’ll take some anyway.S2: Watch out for the space wind! It can be very dangerous.S1: Yes, I know that.S2: Don’t forget to watch the time as you leave the earth. Please pay attention to everything your space guide says. Don’t go off on your own. Look at your temperature on your spacesuit all the time. If it’s too low you need to warm it up and if it’s too high you need to cool it down. Anyway, have a good trip!S1: Thank you. I will.Step V Speaking Task (Page67)The purpose of this task is to use the information the students have gained from the listening text and reading passage in a new situation. They are going to interview the astronomer in our story, Li Yanping, for a newspaper. So in pairs the need to work out some questions to ask him. Each of the pairs needs to think of three different questions. And try to find the answers.Questions and answers:1.What was the most unexpected thing you found out about black holes?The black hole threw out material as well as ate objects.2.How did you know you had got close to a black hole?You can see things disappear into what appears to be an empty space. That’s a black hole.3.What was the most frightening thing that happened to you on this journey?When the gravity of the black hole was pulling us to it’s mouth, and then the spaceship moved round the hole and began to go faster and faster into it; I was terrified because I thought we would be eaten by the hole.4.Why did your watch move slower when your spaceship moved around the hole?I’m not clear yet.5.Have you found something new about black holes?Yes. I thought black holes only eat some objects, but in fact they also spit objects out.Step VI Homework:Prepare for writing a passage about your idea or hopes for traveling in space.。
高中英语 unit4 Astronomy listening教案 新人教版必修3 教案
5.We should find some ways to prevent the harmful gas from spreading.
6.He is already exhausted. We should lessen his pain instead of disappointing him.
教
学
设
计
重点难点分析
Listen to the material about thedetailed information aboutdifferentscientists and their ideas.plete theform , make True or False judgementandanswer questions.
S1:He’s English.
S2:He set up an idea which is called“gravity”.
T:What’s his idea about?
S3:Gravity made everything fall back to the earth.
T:Have you heard of Albert Einstein?
过程
与
方法
a. Discussion
b.Listening
c Cooperative learning
d. Debating
情感
态度
与
价值观
Enable the Ss toappreciate that the science fiction stories are imaginary but based on fact.
人教高中英语必修三unit4-Astronomy教学设计.docx
教学设计基本信息名称Language point执教者课1 时所属教材口录必修三 unit4 Astronomy: the scienceof the stars教材分析木单元的语言技能和知识几乎都围绕“the science of the stars"这一中心话题设计的。
内容上从天文学谈到地球，及去太空旅行的目的，困难和准备。
有一系列的相关单词短语需要掌握。
学情分析学生对本单元的主题不太熟悉，了解的不多，所以要增加这方面的阅读材料，训练阅读能力的同时扩大知识面。
教学目标知识与能力目标可以熟练运用重点单词短语过程与方法目标提高学生参与积极性，让学生在轻松的氛围中完成教学情感态度与价值观冃标了解太空宇宙知识的相关词汇，培养学生对天文学的热爱教学重难点重点考纲要求的重点词语结构的复习运用难点做题方法的训练和语言综合运用能力的提高教学策略与设计说明主要采用任务型教学方法，给学生布置任务让他们自己交流研讨再由老师提问，其他学生进行补充，全班进行补充说明的方法。
这样可以让学生动起来，同吋作为高中学生基本上具有一定的总结分析能力，要让他们在课堂充分动起来。
教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图Stepl. Re vision 1 ask some students to recall theclevelopment of life on the earth.Make summaryabout the text回忆课文phrases1.天文学2•大气层3.太阳系 4.猛烈的5爆炸6固体7及时8表面9有害的10发展11仲展12出席13阻止14依靠new words inthis unit主题及重点单词，可以简单表达关于天文学的观点Step2 Discover ing usefulwords and expressions (8min) 1. Open the book and read the text. Atfirst let students finish theexercise on page 28 • Then checkthe answer with the whole class.This par t isconsolidationof the wordslearnt in thisunit. Ask thestudents to dothe exercisesindividually.培养学生的能力,引出本节课内容。
人教版高中英语必修3Unit4 Astronomythe science of stars 教案15新
Unit4Astronomy:the science of stars教案Teaching aims:1. Talk about the science of stars2. Practise giving instructionsTeaching difficulties:1. Learn to use noun clauses as the subject2. Learn to write an essay to show your problems and the way to overcome them.3. Vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, prevent …from… depend on, now that, get the hang of, break out Teaching procedures:The first period Intensive readingStep Ⅰ PresentationT: Hello, everyone! Today we will come to Unit 4, Astronomy. Before that I have a question: where do we come from? Or we can say: Who are our ancestors?S1: Monkeys!S2: Beijing Ren who lived many years ago.S3: dinosaurs…T: Very good! Do you know what it was like before life appeared on earth?S4: Full of water…Bs: I don’t know.T: Do you want to get more information?Ss: Yes, we do.T: Today we will learn something about how life began on earth. Turn to page 25. Let’s come to Warming up first.Step Ⅱ Warming up1. Read the three questions, while the students listen and follow.2. Give the students several minutes to discuss the questions.3. Collect answers from the class.4. Check answers while discussing.Step Ⅲ 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.T: Now discuss these questions with your partners. Then I will ask some of you to tell us your stories. Are you clear?Ss: Yes.a. Do you know each religion or culture has its own ideas about the beginning of the universe? Give an example if you know.b. Do you know what a scientific idea is?Read some stories to the students.Pangu separates the sky from the earth;The Biblical Account;India;Japan;Europe;…Step Ⅳ Reading1. ScanningGet the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look throuth the whole passage. Tell them to read silently and then ask some detailed questions about the text. Encourage them to express their ideas.T: We are going to learn a passage about how life began on the earth. Now read the text quickly and then answer my questions.a. What was there on the earth before life began?b. Why do scientist think there has never been life on the moon?c. Why do animals first appear in the sea?d. Why do green plants help life to develop?e. Why were mammals different from other animals?Discuss the answers with the whole class.2. SkimmingIn this part, students will read the text again and finish part 1,2,3T: Now skim the passage fast to finish part1,2,3,4 Then we will check the answers together. Key to part 1: DBIGEHACFJDiscuss the rest with the students.Step Ⅴ ListeningListen to the tape for the students to follow and have further understanding of the passage. T: Read after the tape, then answer me some questions with your book closed.a. How did water come into being on the earth?b. Why is water important on earth?Step Ⅵ Language pointsT: Turn to page 25. Let’s look at the sentences:a. 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; 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 timeThe audience clapped in time to the music.b. Nobody knew that it was going to be different from other planets going around the sun.Be different from: not like someone or something else in one or more waysCity life is quite different from country life.c. 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 attributiveShe is the last person to do such a thing.Depend on: something might only happen or be true if the circumstances are right for itOur success depends on whether everyone works hard or not.d. Walking does need a bit of practice now that gravity has changed.Now that: because of the fact thatNow that I am free, I can enjoy music for a while.Now that you have grown up, you can decide it by yourself.Step Ⅶ Homework1. Retell the passage2. Remember important language pointsThe second period Language studyStep Ⅰ Revision1. Check retelling of the passage2. Translate the following sentences.a. 你迟早会成功的.b. 我的车与你的不一样.c. 站在门旁边的那个人是谁?d. 他总是第一个来,最后一个走.e. 既然你已经长大了,你自己决定吧.Suggested answers:a. You will succeed in time.b. My car is different from yours.c. Who is the person standing by the door?d. He is always the first to come and the last to go.e. Now that you have grown up you can decide it yourself.Step Ⅱ Word studyThis part is a consolidation of the words learnt in this unit. Ask the students to do the exercises individually.a. Page 27. First let students finish part 1,2b. Check the answers with the whole class.c. Give students 3minutes to finish part 3.d. Let the students read part 4 for a while and finish it.e. Turn to page 63. First let the students finish 1and 2 and check the answers.Step Ⅲ PreparationShow 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 gr eeting.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 Ⅳ Grammar1. 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.4. Have a discussion in pairs. The topic is My dream. One talks about the problems in his study or life, another gives some advice. Remind the students to use the following structuresa. My problem is…b. My trouble is…c. The question is…d. My advice is…e. What I think about it is…f. The fact is…g. My suggestion is…Step ⅤHomework1. Finish part 3(P23)2. Finish part 3(P64)Added material:什么是黑洞？就是在宇宙中有那么一些点，这些点的体积趋向于零而密度变得无穷大，由于具有强大的吸引力，物体只要进入离这个点一定距离的范围内，就会被这个强大的引力吸收掉，连光线也不例外。
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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。
如：1. What is needed for the space trip is careful preparation.2. Why there is gravity is hard to understand.2．语言技能(Skills)听：能通过听前预测，抓关键词来捕捉特定信息从而听懂理解文章。
说：能熟练掌握与话题相关的常用词汇与表达，如：如何通过英语来正确客观地表述问题及给予意见，同时使学生能就话题较好地完成一些开放性话题，以提高在真实语境中的英语交际能力。
读：获取关于astronomy的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。
写：能通过输入对本单元内容有一个较好的输出。
3学习策略(Strategy)：学生能在一定程度上形成合作学习、自主学习、有效交际、信息处理和英语思维的能力。
如：培养学生使用图书馆、网络查阅有关星球的资料。
4．情感态度(Affect)：(1)让学生了解生命的起源，增强其保护地球的意识。
(2)培养学生正确的阅读观，和良好的阅读习惯，加强其自主阅读的能力。
(3)培养学生科学探索的精神。
(4)培养学生合作和共享的学习态度。
5文化意识(Cultural awareness)：通过学生自主探究来认识各国对太空，对星球的研究，以及他们对世界航天事业不同的影响。
二、教材内容分析（Analysis of the teaching materials）“热身”(Warming up)部分共有三组问题，第一组问题引导学生讨论什么是边缘科学（frontier science），即以两种或多种学科为基础而发展起来的科学。
如，生物化学是以生物和化学发展起来的科学。
第二组问题探讨科学研究的方法。
第三组问题引导学生要成为真正科学家所必须掌握的技能。
“读前”（Pre—reading）部分主要是让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。
学生总喜欢听故事或者讲故事，在探讨生命起源之前，让学生探讨一下关于宇宙起源的种种传说，既有趣味性，又能调动学生的相关知识，激发他们的思维。
“阅读”（Reading）部分讲述了地球生命的起源，水的形成使得地球有别于其他星球，它使得地球上生命的诞生成为可能。
科学家认为，地球上的生命首先诞生于水中，然后通过上百万年后，陆地上才长出绿色植物，然后出现陆栖动物和水陆两栖动物。
最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之产生了。
文章最后讲述的现象发人省醒：The earth may become too hot for the lives on it.它关系到地球上生命的未来。
“理解”（Comprehending）部分通过四个选择体检测学生对本文核心问题的理解：地球上生命的起源和延续需要哪些条件？随后通过排序的方式帮助学生理解本文的行文线索，也就是地球上生命起源和发展历程。
最后提出两个问题，考察学生深层理解和推断能力。
“语言学习”（Learning about language）部分首先通过英文解释帮助理解课文中的生词，然后通过短文填空，词语分类的形式将这些词语运用到相关的语境当中。
语法部分也是通过先发现后应用的学习方法。
先通过课文中找句子，让学生认识主语从句，然后设置一个用手机发短信息的情景，让学生进行简单句与主语从句之间的转换练习。
最后设置情景来复习第三单元出现过的表语从句。
“语言运用”（Using language）部分训练听说读写的能力。
听力部分介绍三位科学巨匠，不仅通过填表的形式训练学生捕捉细节的能力，还通过四选一的形式帮助学生找主题思想。
在解释对与错的过程当中，老师可以适当地介绍一下概括主题的方法。
阅读部分是一个科幻小故事，通过“我”和“我的朋友”乘坐宇宙飞船登月球的经历，介绍了重量，失重和地球引力等科学道理。
说和写部分以“Visiting the moon”为话题，要求学生讨论登月球要携带的物品，月球上可能会碰到的困难，以及找出解决这些困难的办法。
教师可以根据课本上的提示，向学生介绍“先分述后总结”的写作方法。
提出问题的解决方案时，要求学生使用适当的“指示”用语。
“小结”（Summary up）部分要求学生就内容，生词和习惯用语以及语法结构方面进行总结。
“学习建议”（Learning tip）部分要求学生运用诸如百科全书，互联网络等资源，进一步探索宇宙的奥秘。
并通过记日记，看新闻的方式了解最新研究与发现。
晚上，遥望星空感受一下宇宙的魅力。
本单元所涉及的要点有：1．了解边缘科学，地球上生命的起源，了解万有引力，黑洞和太空旅行等天文学知识。
培养学生对科学的兴趣，激发学生探究科学的热情。
2．了解作者的写作特点，培养学生的创作性思维，为学生开拓广阔的想象空间。
3．学会在日常交际中正确地使用指示语。
4．掌握名词性从句中主语从句的用法。
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。
四、教学安排(Teaching arrangements)本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。
新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。
但新教材也应与学生的实际相结合，我们不能全盘照搬。
同时在教学过程中，为了对教学有个即使的反馈和有效的改进，我们还进行了“形成性评价”。
本单元的语言技能和语言知识几乎都围绕“The science of the stars”这一中心话题设计的。
我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。
整个单元的备课思路是这样的：从天文学谈到地球（地球上生命的起源，如何去保护地球）----其他星球及太空物质（月球及黑洞）----去太空旅行的目的，可能会碰到哪些困难，需要做哪些准备---科学家进行探索需要准备什么以及需要怎样的素质。
因此，具体安排是这样的：Period one: Warming up and readingPeriod two: Using language and reading(wb)Period three: Listening, talking, listening and writingPeriod four: GrammarPeriod five: Language Point这样要说明的是我们在第二三课时教学中，特别穿插了对写作的辅导，符合了先输入后输出的教学理念。