高中英语必修三unit4教案

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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Unit4全单元教案必修三

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。

教学设计必修三 unit 4 Astronomy

Unit 4 Astronomy教学设计reading 课时：1教学目标Teaching aims:1．能够辨认文中有关天文学的重点词汇和术语，如system, theory, atmosphere, fundamental, in time, give birth to, in one’s turn, prevent…from…等；2．理解文章结构和内容，理清地球上生命的起源和生物进化的过程。

3．运用top-down的阅读方法，先整体把握文章，再细化寻找信息；使用不同的阅读技巧，如predicting、skimming、scanning等获取相关信息，概括理解段落大意，完成流程图；4.掌握语言表述中需要的连接词语,使表达更有层次性。

5讨论生命进化的过程和保护环境的措施，深化阅读的同时锻炼思维能力和口头表达能力。

教学思路：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引出讨论话题，如：The earth may become too hot to live on, so what will our future be?and what can we do? 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，为下一课时的writing 做准备。

教学过程：Step one :preparationReview the new words and phrases.1.read and speak out2.read and match3.read and focus on4.read aloud with materialStep two: warming up and leading in1. talk about Astronomy2.predict what the text may tell us and talk about stories about the origin of life on the earth.3.try to put the right order of development of life ,arising the interest and leding in.Step three: reading1.Fast readinga.listen to the tape and match the main idea with each paragraphb.divid the text into two stagesStage 1 : The development of the earth (para 1—3)Stage 2 : The development of life(para 4—5)2.detailed reading( top-down),read,answer and talk with pictures.Stage 1: The development of the earthPara one:a.The universe began with a _______,an explosion that _____ matter inall directionsb.What appeared then?Para two:(1)After the Big Bang, what was the earth like?(2) What happened next?(3) What did the water vapour and gases form?(4) What appeared as the earth cooled dowPara three:the importance of waterRead and fill in the blanks.Stage 2 : The development of life1. Read para 4 and 5,leading the ss to pay attention to the words of orders,finish the taskFirst,______________________Next,___________________________Later,________After that,_______________________Finally,_____________2.Check the previor answer to see whether they put the right order at first.Step four: post-reading1.look back on the orders of the development of earth and lifea.watch the pictures and speak outb.read and speak out2.simple discussion(prepare for next class)a.Are human beings taking good care of the earth?b.Any solutions to the problem?3.Summarya. fill in passage One .b. fill in passage Two . (homework)Homework•Finish the other piece of summary.•Write a passage about what you will do to protect the earth.•Find out the useful expressions and language points in the text.•Underline the difficult sentences and analyze them.教学反思：。

必修三Unit4Grammar[subjectclause]示范课教案

Unit 4 Astronomy: the science of the starsLearning about language--Grammar :The Subject ClauseTeaching plan & design临泉田家炳实验中学周大磊Teaching analysis：This is the fourth teaching period of this unit.This teaching period mainly deals with the following: 1. Reviewing noun clausesas the object and as the predicative; 2. Learning the new grammar items: noun clauses as the subject. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily lifein order to let it easy to accept and understand. Firstly, the teacher can show some pictures about the topic of mother and ask them several questions .From these questions we know that noun clauses are used as the subject, . Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly,do the exercises in Discovering useful structures on Page 29 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the subject and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 64 (the workbook exercises) and more additional exercises for consolidation.Teaching important points：Get students to understand and use noun clauses as the subject.Teaching difficult points：Enable students to learn how to use noun clauses as the subject correctly.Teaching goals：Knowledge aims：1. Get students to know more about noun clauses.2. Let students learn noun clauses as the subject.What I want to say is that . . .It was not clear ---Ability aim：Enable students to use noun clauses as the subject correctly and properly according to the context.Emotional aims：1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.Teaching methods：Task-based teaching and learningCooperative learning and practiceDiscovering and SummarizingTeaching aids：The multimedia and other normal teaching tools.Teaching procedures→Step 1 Lead-in 5’Good afternoon,everyoneThis class，let’s deal with the grammar part：The Subject Clause.Show the students some pictures about the topic of mother and ask them the following questiong .(Because the time is limited ,this part should be given brifely )1.What I want to say is that---2.What I want to apologize is that---3.It is necessary that ---(should)---4.It is a pity that---Ask students to complete the sentence on their exercise.Ask them to discuss with their partners in group and then choose one sentence that they all think is the best.If students have some difficulty, give them a hand. Questions ：(what are the connectors (连接词)? How do we use them correctly ?) Suggested answers:1 What I want to say is that I love my mother very much2 What I want to apologize is that I brought a lot of trouble to my mother when I was a little child.3 It is necessary that we should trust and respect our mothers .4 It is a pity that I forget my mother’s birthday date .→Step 2 Grammar learning 35’Summing up: noun clauses as the subject.主语从句作主语用的名词性从句, 因其在复合句中作主语, 又称主语从句。

选择性必修三英语unit4教案

选择性必修三英语unit4教案教案标题：选择性必修三英语 Unit 4 教案教案目标：1. 通过本课的学习，学生将能够掌握有关环境保护和可持续发展的词汇和表达方式。

2. 学生将能够理解并运用本课所学的知识，参与到环境保护和可持续发展的讨论和行动中。

教学重点：1. 学习并掌握与环境保护和可持续发展相关的词汇和短语。

2. 学习并理解本课所涉及的文章和对话，并能够运用所学知识进行讨论和表达。

教学难点：1. 学生如何运用所学的知识参与到环境保护和可持续发展的讨论中。

2. 学生如何理解和运用本课所学的文章和对话中的词汇和表达方式。

教学准备：1. 教师准备相关的教学材料和多媒体设备。

2. 学生准备课前预习相关课文和词汇。

教学过程：Step 1: 导入新课1. 教师通过引入一些有关环境保护和可持续发展的图片或视频，激发学生对新课主题的兴趣。

2. 教师与学生一起讨论图片或视频中所呈现的环境问题，并引导学生提出相关的问题和观点。

Step 2: 新课呈现1. 教师通过多媒体设备呈现本课所涉及的文章和对话，并帮助学生理解其中的词汇和表达方式。

2. 教师鼓励学生积极参与讨论，并引导学生提出问题和观点。

Step 3: 词汇学习1. 教师将本课所涉及的词汇和短语呈现给学生，并进行解释和示范。

2. 教师帮助学生进行词汇记忆和巩固，可以采用词汇游戏、小组讨论等方式。

Step 4: 语法学习1. 教师引导学生学习本课所涉及的语法结构，并进行相关的练习和讨论。

2. 教师通过示范和操练，帮助学生掌握并运用所学的语法知识。

Step 5: 听力训练1. 教师设计相关的听力练习，帮助学生提高听力理解能力，并加深对本课所学内容的理解。

2. 教师提供听力材料并进行听力训练，可以采用听力填空、听力选择等方式。

Step 6: 阅读理解1. 教师设计相关的阅读理解练习，帮助学生提高阅读理解能力，并巩固对本课所学内容的理解。

2. 学生进行阅读理解练习，并进行答案讨论和解析。

人教新课标高中英语必修三Unit4Astronomy全单元详细教案

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。

2019新人教高中英语选择性必修三Unit4Discover Useful Structures教案

2019新人教高中英语选择性必修三Unit4 Adversity and CourageDiscover Useful Structures公开课教案Teaching aims：1.Enable students to master the usage of the present perfect continuous tense.2.Guide students to distinguish the present perfect continuous tense from the present perfect tense.3.Help students to use the present perfect continuous tense to express your own ideas in the real situations.Teaching key points:1.Help students identify the usage of the present perfect continuous tense.2.Instruct students to tell the present perfect continuous tense from the present perfect tense.3.Lead students to use the present perfect continuous tense in the context.Teaching difficult points:1.How to use the present perfect continuous tense in the real situations.2.Distinguish the present perfect continuous tense from the present perfect tense.Teaching procedures:StepⅠ Lead-inLook at the sentence in the present perfect continuous tense.Find more examples from the text and pay attention to the predicate verbs.Example:This is the adventure that I have been dreaming of.Suggested answers:1.We have been managing to survive.2.We have been struggling for days.Step Ⅰ Observe and analyseActivity 1Observe and summarise the function of the present perfect continuous tense.1.We have been waiting for you for half an hour.我们等了你半个小时。

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人教版英语必修三Unit 4(Reading)教学教案Unit 4: Astronomy - The Science of the StarsBy ______ Aims:1.Knowledge Aims:To help students ___ of the earth and the development of life on it.2.Ability Aims:___' ___.3.nal Aims:1) ___' ___.2) To make them realize ___ them to take good care of our earth.___ Difficult Points:To help students understand how life began on earth and enable them to discuss ___.___:___.Teaching re:Step 1: Lead-in1.Watch a video about "The Big Bang: A Brief History."1) ___.2) Right after the Big Bang。

___.3) Cooling ___ into a universe of atoms。

stars。

___.Note: ___。

___ and flow of the text.Step 2 Pre-Reading___: How Life Began on Earth1.n: Based on the picture and title。

what is the text mainly about?2.n: Insects。

reptiles。

amphibians。

and mammals are all different types of animals that have evolved over time。

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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 Wanrming 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 skills for
different 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-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
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?(P25)
2.What interests you in astronomy? Do you know any questions that astronomers
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’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】
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【教学反思】
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