88教案网

你的位置: 教案 > 高中教案 > 导航 > 2015年高一英语必修3必修4教学计划(人教版)

高中必修一英语教案

发表时间:2020-02-22

2015年高一英语必修3必修4教学计划(人教版)。

一名优秀的教师在教学时都会提前最好准备,准备好一份优秀的教案往往是必不可少的。教案可以让学生们能够在上课时充分理解所教内容,使高中教师有一个简单易懂的教学思路。优秀有创意的高中教案要怎样写呢?下面是小编精心为您整理的“2015年高一英语必修3必修4教学计划(人教版)”,希望能对您有所帮助,请收藏。

高一英语教学计划
一指导思想:
在英语教学中,要坚持以下理念的应用:
1、要面向全体学生,关注每个学生的情感,激发他们学习英语的兴趣,帮助他们建立学习的成就感和自信心,使他们在学习过程中发展综合语言运用能力,提高人文素养,增强实践能力,培养创新精神。
2、突出学生主体,尊重个体差异,让学生在老师的指导下构建知识,提高技能,磨练意志,活跃思维,展现个性,发展心智和拓展视野。
3、让学生在使用英语中学习英语,让学生成为GoodUser而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘,让他们在使用和学习英语的过程中,体味到轻松和成功的快乐,而不是无尽的担忧和恐惧。
二、教学目标
1、使学生明确学习英语的目的性;
2、优化学生的英语学习方法,使他们能通过观察、体验、探究等主动学习的方法,充分发挥自己的学习潜能,形成有效的学习策略,提高自主学习的能力
3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力;
三、课时安排
高一要学第三、四模块,供10个单元。每个单元我们会安排5-6个课时。每三周完成两个单元的教学和一次测验,给学生补充一些与课文有关的知识性、趣味性较强的阅读文章。增加学生学习外语的兴趣。并积极为高一段的英语书法比赛,词汇竞赛做好准备,为期中考、期末考做好积极的准备。
四、教学具体措施
1、为了使学生打牢基础不至于出现知识断层,本学期要有计划的把学生上学期学过的但掌握不好的时态、句式、定语从句、以及部分掌握不好的词汇、短语、句型分插于10单元的新课教学中。2、认真研究新课程标准,尤其与旧大纲不同的地方,清楚哪些内容是新增加的,哪些内容是已经删掉的,哪些内容初中已经学的。3、认真研究新教材,在集体备课的基础上认真备课、上课,认真进行自习辅导和批改作业。4、单词一直是学生的难点、薄弱点,直接影响学生综合能力的提高,在教学中要重视词汇教学,狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。5、坚持每周一次作文训练,训练题材、方法力求多样化,并能及时进行讲评。鼓励学生写英文日记,对个别英语特差的学生尽量多批改、多指导。6、阅读理解能力的培养是高中教学的重点,也是高考的重头戏。在单元教学中专门抽出一节课作为阅读课,材料为课外五篇课外阅读理解,并且有计划的指导学生掌握科学的阅读方法。7、集体备课是提高教学质量和整体教学水平的有力保证,有利于经验丰富的教师与年轻教师互为补充、共同提高。坚持每周一次的集体备课,集体备课前先确立一名中心发言人,由中心发言人先确定下周所教单元的重点、难点及在高考中的比重及为完成教学内容所用的教法,然后全组人员共同探讨,最后确定下来。中心发言人依次轮流。8、坚持教学研究和相互听课,年轻教师要向老教师学习如何把握重点、难点和考点,老教师要向年轻教师学习如何灵活运用先进的教法。教师之间互相听课本学期每人不少于30节。
高一英语教学共17周时间,内容必修三,必修四,十个单元,并含有月考,期中,和期末考试本学期的进度计划如下
第一周unit1(必修3)
第二周unit1andunit2
第三周unit2
第四周unit3月考及评卷
第五周unit3andunit4
第六周unit4
第七周unit5
第八周unit5andunit1(必修4)
第九周unit1期中考试及评卷
第十周unit2
第十一周unit2andunit3
第十二周unit3月考及评卷
第十三周unit4
第十四周unit4andunit5
第十五周unit5
第十六周复习备考
第十七周期末考试
备注:第1—4周时间3..1—3..28日
第5---8周时间3.29---4.25日
第9—12周时间4.26—5.23日
第13—17周时间5.24—6.27日(除去高考一周时间)
第18—19周时间6.28---7,11日
(除去高考一周时间与周末休息时间,实际教学时间至多十七周时间)
高一英语组
2015.3.1

延伸阅读

高中语文必修一第二单元教学计划(人教版)


高中语文必修一第二单元教学计划(人教版)

一、单元任务分析

1.本单元在整本教材中的地位作用及主要内容:

本单元学习的是古代记叙散文,有记政治、外交的风云变幻,有记杰出人物的嘉言懿行,学习本单元既可以从中领略古人的才华和品德,又可以欣赏和借鉴叙事的艺术。帮助学生掌握阅读古文的基本技巧及叙事艺术表现手法,引导学生思考、领悟,以便为后续学习应用性文章打基础,全面提高学生的语言运用能力。

2.本单元在整套教材体系中的地位与作用:

从整本教材来看,教材的编排侧重全面提高学生的语言运用能力。而本单元学习的这些文言基础知识与能力都是阅读鉴赏古文必不可少的装备,是学生学习整套高中语文教材中古文知识的基础部分,更是学生全面提高语言运用能力的重点学习任务。所以以本单元为突破口,锻炼学生提要钩玄的能力,加强学生语言运用能力,为以后学习各类文章奠定文学基础,从而提升学生的语文素养和语文能力。

3.学生情况分析:

对于初中到高中的过度问题我们一定要把握好,怎样引起学生学习古文的兴趣,突出重点、突破难点、达到教学目标。这需要老师站在学生的立场考虑问题,学生的实际情况是教学的出发点和起点。想办法把抽象繁琐的知识具体简单化,让学生多读、多思考、多总结。

二、教学目标

1.三维目标(总体目标):

(1)知识目标:了解《左转》《战国策》《史记》等的文学常识;掌握基本的文言文知识,比如:课文中出现的词类活用、一词多义、通假字、古今异义字、特殊句式等。

(2)能力目标:掌握提要钩玄的阅读方法,概括文章的故事情节;引导学生领会古代散文的语言魅力和叙事艺术。

(3)情感目标:让学生正确认识历史,客观评价人物性格特点。

2.具体实施(分目标):

《烛之武退秦师》:了解《左转》有关的文学常识;侧重学习本篇文章中精彩的人物语言——说理透辟,善于辞令,以及起伏跌宕,生动活泼的情节。让学生能够理清思路,简单概括故事情节。

《荆轲刺秦王》:了解《战国策》有关的文学常识;侧重分析荆轲这一英雄人物的性格特点。让学生掌握古代记叙散文塑造人物形象的手法。

《鸿门宴》:了解《史记》有关的文学常识;要求学生在对项羽、刘邦两个集团各人物性格特点把握的基础上,客观评价历史人物及准确概括故事情节。

三、重难点

重点:教会学生提要钩玄的阅读方法,即让学生学会抓住关键词语,概括文章的叙事脉络,提高学生的概括能力和表达能力。

难点:人物性格特点的把握与公正客观的评价历史人物。

四、教学方法

《烛之武退秦师》:以讲解法为主,辅以诵读法(分角色朗读),让学生体会精彩的人物语言。

《荆轲刺秦王》:以讲解法为主,辅以诵读法(分角色朗读),让学生领会荆轲的英雄精神。

《鸿门宴》:以讲解法为主,辅以讨论法,朗读法,让学生客观的评价历史人物。

五、教学资源

教材、多媒体课件、音频、视频等。

六、课时安排

《烛之武退秦师》:2课时。

《荆轲刺秦王》:2课时。

《鸿门宴》:2课时。

高一英语必修3Unit4教案


一名优秀的教师就要对每一课堂负责,作为高中教师就要精心准备好合适的教案。教案可以保证学生们在上课时能够更好的听课,帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢?下面是小编帮大家编辑的《高一英语必修3Unit4教案》,欢迎大家与身边的朋友分享吧!

Unit4Astronomy:thescienceofthestars

I教学内容分析
本单元的中心话题是“天文学”。本单元的两篇文章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衍后代,再之后诞生了哺乳动物,人类也随之诞生了。文章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是对文章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让学生找出文章中出现的连接词,检查学生对文章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,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
1.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(Workbook)Listening(Workbook)
第二课时:Pre-reading,ReadingComprehension
第三课时:LearningaboutLanguage
第四课时:UsingLanguage
第五课时:ReadingtaskSpeakingtask(Workbook)
第六课时:ListeningtaskWritingtask(Workbook)
IV.教学步骤:
新课标第一网
Period1
WarmingUp,Listening(Workbook)Talking(Workbook)
TeachingGoals:
1.ToarouseSs’interestintheknowledgeofastronomyandscience。.
2.TodevelopSs’abilityinlisteningandspeaking.
TeachingProcedures:
Step1.Leading-in
GiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.
(1.)Whoisthefirstmaninspace,doyouknow?
(2.)WhichspaceshipdidYangLiweitaketospace?
(3.)Doyouwanttogotospaceifyouaregivenachance?
Step2.WarmingUp
Purpose:TointroducethetopicofthisunittoSsintheformofaskingquestionsanddiscussion.
AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.
(1)Howmanysubjectsarewestudyingnow?
(2)Doyouhavesomescientificstudyingmethodstolearnthemwell?
(3)Asyousee,alargenumberofstudentswanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?
Step3.Talking(Workbook)
1.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.Makenotesofsomevaluableinformationandmakeaconclusionatlast.

(1)Whatnecessaryinstructionsshouldnewspacetravelersmake?
(2)Canyoumakealistofthem?

2.ShowSssomebeautifulpicturesoftheuniversityandsay,“Nowlookatthepictures.HowbeautifultheUniverseis!Itisalsofullofmysteries.HaveyoueverdreamedofflyingtothespacelikeYangLiweitounlockthemysteriesoftheuniverse?Ifyoucould,whatthingsshouldyoupayattentionto?”

3.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,writedownsomekeywordsandimportantexpressionsontheblackboardtohelpSstohavethesenseoftravelinginspace.
Conclusion:
Beforemakingatripintospace,we’dbettermakefullpreparations,suchas:collectingasmuchinformationaboutthespaceaspossible;checkingwhetheryouhavegottheproperspacesuitsornot;makingsureofallthesafetyrules;notleavingthespaceshipaloneunlessthespaceguidetellsyouto;payingattentiontorecordingsomeimportanttimeduringthespacetravelingandsoon.
Step3.Listening(Workbook)
Purpose:TodevelopSs’listeningability.
Togainsomeexperienceoftravelinginspace
1.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:astronaut,experience,instruments,pilot,airforce,rocket.
2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.

Period2Pre-reading,ReadingComprehending
TeachingGoals:
1.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearth—the“bigband”theory.
2.ToenableSstoconcernaboutthefutureoflifeontheearth.

Step1.Pre-reading
Purpose:ToarouseSs’interestinlearningaboutsomerelativeinformationabouttheuniverse.
1.ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscientifictheoriesaboutthetopic.
Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.

Theearth’satmosphere
Forreference:
Someideasaboutthebeginningoftheuniverse:
●PanGuturnsintoamyriadof(各种)things盘古化生万物
●PanGuseparatestheskyfromtheearth盘古开天地
●NuWamakesmen女娲造人
ConclusionandLeading-in:
Buttheseideasareallnotthecorrectandscientificideas.Doyouknowthescientificideaofthedevelopmentofthelifeontheearth?Thenwe’dbettercometothetext.

Step2.Fastreading
Purpose:Togetthegistofthepassage.
Tocorrectlyunderstandsomeinformationgiveninthetext.
1.AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.
SuggestedAnswer:
Themainideaofthetextisthetitle—Howlifebeganontheearth.
2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.
Step3.Intensivereading
Purpose:togetthestudentstolearnthedetailsofthetext.
(1)Answerthequestions:
Whendidthe“BigBang”happen?
Whatformwastheearththe“BigBang”?
Whatmadeuptheearth’satmosphereaftertheearthexploded?
Howdidwatercomeintobeingontheearth?
Whatwasimportanttothedevelopmentoffish?
Whatmadepossibletheriseofmammalsontheearth?
Whyaremammalsdifferentfromalllifeformsinthepast?
(2)Fillinthechartabouttheorderofdevelopmentoflife.

SuggestedAnswers:
①Smallplantsinwater②Shellfishandallsortsoffish③Greenplantsonland
④Insects(onland)⑤Amphibians(onlandandinwater)⑥forests⑦reptiles(onland)
⑧dinosaurs(onland)⑨mammals(onland)⑩humanbeings

Period3LearningaboutLanguage
TeachingGoals:
1.TogetSstoknowhowtousenewwordsandphrases.
2.TohelpSstomastersomenewwordsandexpressions.
3.TogetSstohavetheknowledgeofthisgrammarpoint:nounclausesasthesubject
TeachingProcedures:
Step1.Consolidation
Purpose:Toconsolidatethewordsandphrasesinthetext.
1.AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.
2.AskSstokeepthewordstheyfilledinEx1inheart.
3.AskSstofinishEx3andthenletthemcheckeachother’sanswers.

Step2.Grammar
Purpose:TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises.
1.DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbeforetheclass.
2.Afterthepresentation,explainthegrammarpointforSs.
3.LetSscompleteEx2onpage29afterlearningthegrammar.
Purpose:TogetSstounderstandtheusageofnounclausesasthesubject.
(1)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。
Howhewassuccessfulisstillapuzzle.
他是如何成功的仍然是个谜。
(2)连接词的选用
①that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。
②if和whether的选用
引导主语从句,不能用if,只能用whether。如:
Whetherwewillholdapartyintheopenairtomorrowdependsontheweather.
我们明天是否在户外开晚会要看天气而定。
③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.
你决定买哪一辆车都不会有任何区别。
④whatever/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)(=Nomatterwhobreaksthelaw,heshouldbepunished.)
(3)it构成的主语从句
①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,theUSwasundertheterroristattack.(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”。
②常见用it作形式主语的复合句结构
◆Itisafact(agoodidea/apity/ashame/nowonder/goodnews…)that…如:
It’sapitythatyoumissedthefilm.
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(should)masterthecomputer.
你很有必要掌握电脑。
ItisimportantthatastudentlearnEnglishwell.
学生学好英语很重要。
It’sclearthattheybadlyneedhelp.
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:
Itissaidthathewaskilledintheearthquake.据说他在地震中丧生了。
◆Itseems(happened/appears/doesn’tmatter/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
(4)主语从句不可位于句首的五种情况:
①if引导的主语从句不可居于复合句句首。
②Itissaid/reported…结构中的主语从句不可提前。例如:
ItissaidthatPresidentJiangwillvisitourschoolnextweek.√
ThatPresidentJiangwillvisitourschoolnextweekissaid.×
③Ithappens/occurs…结构中的主语从句不可提前。例如:
Itoccurredtohimthathefailedintheexamination.√
Thathefailedintheexaminationoccurredtohim.×
④Itdoesn’tmatterhow/whether…结构中的主语从句不可提前。例如:
Itdoesn’tmatterwhetherheiswrongornot.√
Whetherheiswrongornotdoesn’tmatter.×
⑤含主语从句的复合句是疑问句时,主语从句不可提前。例如:
Isitlikelythatitwillrainintheevening?√
Isthatwillrainintheeveninglikely?×
3.Practice
Purpose:togetthestudentstohavetheknowledgeofthegrammarthroughexercise.
(1)AskSstofindwhichofthefollowingsentencesaresubjectclauses.
Whathewantsisabook.
Itissonicethatwecanlearnthisgrammarpointtogether.
I’msogladthatIcanmakefriendswithyou.
Thisiswhyhedidit.
Doyouagreetothesuggestionthatwe(should)haveatripinTibet?
Thathewantsabookiscertain.
Isuggestedjustnowwe(should)takepartinthiscompetition.
Whetheryoulikehimornotdoesn’tmattertoomuch.
Hedoesn’tknowwhetheryoucansingitwell.
Theproblemiswhetheryoucansingitwell.
Theproblemwhetheritisrightorwronghasnotbeendecided.
Pleasetellmewhoyourmonitoris.
SuggestedAnswers:
主语从句是:①②⑥⑧,宾语从句为:③⑦⑨(12),而④⑩为表语从句,⑤(11)为同位语从句。

(2)AskSstochoosethebestanswerstothefollowingsentences.
①________makesmistakesmustcorrectthem.
A.What B.That C.Whoever D.Whatever
②Itworriedherabit____herhairwasturninggrey.
 A.while B.that C.if D.for
③Whenandwhyhecamehere________yet.
 A.isnotknownB.arenotknownC.hasnotknown D.havenotbeenknown
④_____surprisedmemostwas____suchalittleboyofsevencouldplaytheviolinsowell.A.That...whatB.What...thatC.That...which D.What...which
Thesubjectof"WhatisinterestingisthatIdonotevenknowhim."is_______.
 A.what B.interestingC.Whatisinteresting D.I
Whatapity_____is_____youdidn’tarrivebydaylight.
A.there,becauseB.it,thatC.he,whenD.that,for
⑦isafactthatEnglishisbeingacceptedasaninternationallanguage.
A.ThereB.ThisC.ThatD.It
Itisimportantthat______oureducationinallavailableways.
A.wemustdevelopB.weshalldevelopC.wewoulddevelopD.weshoulddevelop
Itisnecessarythat______bytheendoftheweek.
A.wegoteverythingreadyB.wehavegoteverythingready
C.WegeteverythingreadyD.wemustgeteverythingready
Itwasnaturalthat_______.
A.mypictureswouldsurprisethemB.mypicturessurprisedthem
C.mypicturesshouldsurprisethemD.mypictureswouldhavesurprisedthem
11.__________wecan’tgetseemsbetterthan_______wehave.
A.What;whatB.What;thatC.That;thatD.That;what
12.___________we’llgocampingtomorrowdependsontheweather.
 A.IfB.WhetherC.ThatD.Where
13.Itworriedherabit________herhairwasturninggrey.
 A.whileB.thatC.ifD.for
14.—IdrovetoZhuhaifortheairshowlastweek.
—Isthat______youhadafewdaysoff.
 A.whyB.whenC.whatD.where
15.Itwasamatterof_______wouldtaketheposition.
 A.whoB.whoeverC.whomD.whomever
16.Itisgenerallyconsideredunwisetogiveachild________heorshewants.
 A.howeverB.whateverC.whicheverD.whenever
17.________youdon’tlikehimisnoneofmybusiness.
 A.WhatB.WhoC.ThatD.Whether
18.Youcan’timagine________whentheyreceivedtheseniceChristmaspresents.
 A.howtheywereexcitedB.howexcitedtheywere
 C.howexcitedweretheyD.theywerehowexcited
19.Thereisnodoubt________.
 A.thatMr.HansenisingoodhealthB.whetherisMr.Hansenhealthy
 C.ifMr.HansenshealthwasreturningD.whetherMr.Hanseninhealth
SuggestedAnswers:
①~⑤CBABC⑥~⑩BDDCC
11~15ABBAA16~19BCBA
Step3.Homework
1.AskSstoreviewthenewwordsandphrases.
2.AskSstolearntherulesofnounclausesasthesubjectbyheart.
Period4UsingLanguage
TeachingGoals:
1.ToimproveSs’listeningability.
2.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.
TeachingProcedures:
Step1.Listening
Purpose:TohelpSsimprovethelisteningability.
1.Pre-listening
(1)AskSstolookatthephotosofthethreegreatscientistsonP30andsaysomethingaboutthem.Thenaskthemthefollowingquestions.
①Doyouknowaboutsomebackgroundknowledgeofthesethreegreatscientists?
②Canyousaysomethingaboutthem?
(2)AskSstolookthroughEx1andEx2onP30andgetfullypreparedforlisteningtothetape.
2.Listening
(1)AskSstolistentothetapeandfinishEx1onP30.
(2)PlaythetapeagainandaskSstochecktheanswersinpairs.
(3)AskSstolistentothetapeforthethirdtimeandfinishEx2onP30.Thenhavesomeofthemexplaintheiranswers.
Step2.Reading
Purpose:TogetSstoknowabouthumanbeing’sfeelingsofvisitingthemoon.
1.Fastreading
AskSstolookthroughthetextquicklyandchoosethebestanswertothefollowingquestion.
Thepassageismainlyabout____?
A.introductionofthemoonB.thegravitythatIfeltonmywaytothemoon
C.myvisittothemoonD.myfriendYanping,anastronomer
SuggestedAnswer:C.
2.Intensivereading
AskSstoreadthetextcarefullyandfinishthefollowingexercises.
(1)Accordingtothetext,weknowthattheforceofthegravitywouldchange_____times.
A.2B.3C.4D.5
(2)Whendidtheauthorfeelstrongestofthegravityoftheearth?
A.Onthemoon.B.Onthehalfwaytothemoon.
C.AttheverybeginningD.Ontheirleavingfromthemoon
(3)Whatcausesthewritertofeelthathebecomesweightlessonthemoon?
A.SpaceshipB.GravityC.HisfriendD.HisGoodfeelingsofthemoon
(4)Fromthetextwecanknowifamangrowsuponthemoon,_____.
A.hewillgrowtallerthanontheearthB.hewillgrowshorterthanontheearth
C.hewillbecomefatterD.hewillbecomeweightless
SuggestedAnswers:(1)B(2)C(3)B(4)A
Step3.Speakingandwriting
Purpose:TogetSstolearnhowtopreparealistofthingsusedforgoingtothemoon.
TopracticethewritingabilityofSs.

1.Dividethewholeclassinto6groups.LetSsdiscusswiththeirgroupmemberswhattheymightneedtogotothemoon.Meanwhile,askonestudentofeachgrouptowritedowntheimportantpartsoftheirdiscussion.

2.AfterthediscussionSshavehadsomeknowledgeofthethingstheywouldneediftheyweregoingtothemoon.GetthemtodescribethethreewaysinwhichgravitychangedforLiYanpingandhowhisweightchanged..
3.ThenSstowriteashortpassageexplainingthreeproblemstheymightmeetonthemoonaswellasthesolutionstothesedifficulties.Beforewriting,theycanhaveadiscussion.

Step4.Consolidation
1.AskSstofinishEx2andEx3onP63~P64andletthemchecktheanswerstogether.
2.AskSstofinishthefollowingexercises.
(1)Fillintheblankswithproperwordsaccordingtothegiveninformation.
①Thescientificstudyofthestarsiscalleda______________.
②EatingtoomuchduringtheSpringFestivalcandogreath_______toourhealth.
③Thepatient’shealthisg___________improvingwiththehelpofthedoctor.
④Themixtureofgasesthatsurroundtheearthiscalleda_____________.
⑤Peoplecanfindlotsofv___________scenesinsomeAmericanfilms.
⑥Hearingtheexcitingstory,almosteveryoneintheroom_____________(爆发)withlaughter.
⑦Theforest__________(延伸)asfarastheriverbank.
⑧Thewifewasmuch____________(失望的)atherhusband’sabsence.
⑨Marxwas_________(强迫)toleavehismotherlandforpoliticalreasons.
⑩Thereismuchdust__________(漂浮)intheair.
SuggestedAnswers:①astronomy②harm③gradually④atmosphere⑤violent⑥exploded⑦spreads⑧disappointed⑨forced⑩floating
(2)FinishthefollowingsentencesaccordingtotheChinese.
①______________________________________(使我苦恼的)isthatIhaventheardfromhimrecently.
②Donotreadbooksinthepoorlightasitis_____________________(对你的眼睛有害).
③_____________________(随着时间的推移),wearegettingbetterwitheachother.
④_____________________________________________(我过去在工厂工作了十年)hasagreatandactiveeffectonmylife.
⑤Pleasetrytocomebackearly_______________________________.(既然一切都安排好了)
SuggestedAnswers:
①Whatmakesmeupset/annoyed②harmfultoyoureyes③Astimegoesby④ThatonceIworkedinafactoryfortenyears⑤nowthateverythinghasbeenarranged
(3)Choosethebestanswertothefollowingsentences.
①TheAmericansareeating_____vegetablestodayastheydidbefore.
A.morethantwiceB.morethantwiceasmany
C.twiceoverasmanyD.overtwiceasmuch
②Ifyoualwaysworksohardlikethis,youwill____soonerorlater..
A.breakupB.breakoutCbreakdownD.breakin
③—WillyougooutforshoppingthisSunday?
—Well,___________.
A.Iwouldliketogo.B.italldependsC.IhavealotofworktodoD.certainlynot
④Beyond_____starstheastronautsawnothingbut_____space.
A.the;/B./;theC./;/D.the;the
⑤_____youhavegotachance,youmightaswellmakeuseofit.
A.AfterB.AlthoughC.AssoonasD.Nowthat
SuggestedAnswers:①B②C③B④A⑤D
Step5.Homework
1.AskSstousethewordsandphraseslearnedinthisunittowriteashortpassageabouttheirownopinionsontravelingtospace.
2.AskSstopreviewthenextperiod.

Period56Readingtask(Workbook),
Speakingtask(Workbook),Listeningtask(Workbook)Writingtask(Workbook)
TeachingGoals:
1.ToenlargeSs’visionofspacetravel
2.ToletSsgetmoreknowledgeaboutscienceandtechnology.
3.ToimproveSs’abilityinlisteningandwriting.
4.ToletSsknowmoreaboutspacetravel.
TeachingProcedures:
Step1.Readingtask(Workbook)
1.Fastreading
AskSstoreadthetextquicklyandsilentlyandanswerthefollowingquestion
Whatisthetextmainlyabout?
SuggestedAnswers:
Itismainlyaboutwhathappenedandwhattheysawroundthe“blackhole”.
2.Intensivereading
(1)AskSstoreadthetextcarefullyandexplainwhatthe“blackhole”isaccordingtothetext.Thenhavethemwriteitdown.
(2)AskSstoreadtheformonP67andwhichoftheoldideasaboutthe“blackhole”iswrong.
SuggestedAnswers:
Thefiftholdideaiswrong,becauseobjectscanbethrownfarfromthe“blackhole”bytheenergyinthe“blackhole”.Otheroldideasareright.
(3)AskSstoimprovetheirwritingsaboutthe“blackhole”accordingtotheformonP67andchoosesomeSstoreadoldtheirwritings.

Step2.Speakingtask(Workbook)
1.DivideSsintothreegroupsandaskeachgrouptothinkofaquestionwhichtheywanttoaskLiYanpingmost.Thenwritethethreequestionsthreegroupshavepresentedontheblackboard.
Possiblequestions:
Canwesee“blackholes”withoureyes?
Ifyoucantseea"blackhole",howdidyouknowyouhadgotclosetoit?
Haveourscientistsfoundoutwhether"blackholes"willdoharmtothehumanbeingsornot?
Whatwillhappenedifwegetclosetoa“blackhole”?
Whatwasthemostunexpectedthingyoufoundoutabout“blackholes”?
Whatwasthemostfrighteningthingthathappenedtoyouonthisjourney?
Possibleanswers:

No,wecant.
Youonlyknowyouareclosetoablackholebyseeingthingsdisappearintowhatappearstobeanemptyspace.Theblackholecantbeseen.
Sofarwehaventfoundouttheycancausedamagetotheearthorhumanbeings.
Allobjectsmustgointothe"blackhole"whentheyarecaughtbyitsgravity.
Themostunexpectedthingisthatthe"blackholes"threwoutmaterialaswellasswallowingobjects.
Themostfrighteningexperience:whenthegravityofthe"blackhole"waspullingusslowlyintoits"mouth",andthenthespaceshipmovedaroundtheholeandbegantogofasterandfasterintoit;IwasterrifiedbecauseIthoughtwewouldbeswallowedbythe"hole".

2.AskSstoreadthethreequestionsofSpeakingtaskonP67anddiscussallthesixquestions.
3.AskSstoworkinpairsandmakeaninterview.Onestudentasksthequestionsandtheotheranswers.Thenchangeroles.Theycanbeginthedialoguelikethis.

S1:Goodmorning,MrLi.
S2:Goodmorning.
S1:Sinceyoulikethisjob,wouldyoumindmeansweringsomequestions?
S2:Ofcoursenot.Justgoahead.
S1:Whatwasthemostunexpectedthingyoufoundoutabout“Blackholes”?

4.Choosesomepairstopresenttheirinterviewsbeforetheclass.

Step3.Listeningtask(Workbook)
1.Pre-reading
AskSstodiscussthefollowingquestions.
(1)Ifyouareareporter,howwillyouinterviewafamousastronomer?
(2)Whatkindofquestionswillyouaskhim?
(3)Doyouwanttoexperiencetheastronautslifeinspace?
2.Listening
(1)AskSstoreadEx2ofListeningtaskonP65andthenplaythetapeandletthemfinishEx1.
(2)AskSstoreadEx2ofListeningtaskonP65andmakesuretheyknowaboutthedifferentpartsofthespacesuit.PlaythetapeagainandaskSstofinishEx2.
(3)PlaythetapefrothethirdtimeandaskSstochecktheiranswerstoEx1andEx2inpairs.

Step4.Writingtask(Workbook)
1.AskSstodiscussthefollowingquestions.
(1)Ifyoucantravelinspace,whichstarorplanetdoyouwanttoexplore?
(2)Whatwillseeduringyourspacetravel?
(3)Ifpossible,doyouwanttoapproachthe“blackhole”?
(4)Howwillyoufeelinspace?
2.AskSstowriteanarticletotellabouttheirideasandhopesforspacetravel.Theycanmakemostoftheirimagination.Remindthemtomakeamainheadingandsmallerheading.TheycanrefertothepassageonP68.
3.AsksomeSstopresenttheirwritingstotheclass.
Step5.Homework
1.AskSstowritedowntheirinterviewsontheirnotebook..
2.AskSstosurftheInternettofindsomeinformationaboutthe“blackhole”.
AskSstoreviewthisunitandpreviewthenextunit.

高一英语必修3Unit3Period4教案


一名优秀的教师在每次教学前有自己的事先计划,准备好一份优秀的教案往往是必不可少的。教案可以让学生能够在课堂积极的参与互动,帮助教师能够井然有序的进行教学。那么怎么才能写出优秀的教案呢?以下是小编为大家收集的“高一英语必修3Unit3Period4教案”欢迎大家与身边的朋友分享吧!

Unit3 TheMillionPoundBankNote
Period4 Usinglanguage:Reading,actingandspeaking
一、教学目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.
2.Getstudentstoreadtheplay.
3.Letstudentslearntheexpressionsoforderingfood.
能力目标
1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.
2.Enablestudentstounderstandandactouttheplay.
3.Havestudentslearnhowtousetheexpressionstoorderfood.
情感目标
1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.
2.Developstudents’senseofgroupcooperationandteamwork.
二、教学重点
1.Developstudents’readingandspeakingskills.
2.Letstudentsreadandacttheplay.
3.Havestudentslearntousetheexpressionstoorderfood.
三、教学难点
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstoacttheplay.
3.Havestudentsmakeadialogueattherestaurant.
教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.AsktwostudentstoretellthecontentofActI,Scene3.intheirownwords.
→Step2Warmingup
WehavelearnedthatHenrygotaletterfromthetwooldbrothers,sopleasepredictwhatwillhappennext.
→Step3Reading
1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.
1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.
2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.
3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.
4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.

2.Readtheplaycarefullyanddothefollowing:
1)Answerthesequestionsinsmallgroups.
(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
(2)Whatkindofpersonistheowneroftherestaurant?
(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
2)PaymuchattentiontothedifferentattitudestowardsHenry.
BeforeHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
Thatone’sreserved.
Well,wewillhavetotakeachance.
...ifyoupaythebill...Mygoodness!Heeatslikeawolf.
It’llcostatinybit.
Again,everything?
What’stheretowaitfor?

AfterHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
I’msosorry,sir,sosorry.
Oh,please,don’tworry,sir.Doesn’tmatteratall.
Justhavingyousithereisagreathonor!...bow...Screams
Andyouputhiminthebackoftherestaurant!
bow
...bow...

3.Retellthestory:
Withtheenvelopeinhand,Henrydecidedtoenterarestaurantforameal.Heorderedsomehamandeggsandanicebigsteaktogetherwithatallglassofbeer.Thewaitertoldhimthemealwouldcosthimatinybit.Aftereatinghisfirstorder,Henryaskedformoreofthesame.
WhenHenryopenedtheletter,hefounditwasamillionpoundbanknote.Hewassurprisedbuttheownerandthewaiterwereshocked.Theownerwasnotsureifitwasgenuineorfake.Theycouldn’tbelieveHenrywhowasinragscouldbesorich.Atlast,thenotewasprovedtobereal.
Afterknowingthatthebillisgenuine,theownerthankedHenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthebill.Theowner,hostessandwaiterallbowedtogetherasHenryleft.

→Step4Languagepoints
1.ordern.要(叫)的菜eg.MayItakeyourorder?
n.顺序,次序eg.Thebooksarearrangedinorderofsize.
n.命令eg.Soldiersmustobeyorders
v.命令eg.Theofficerorderedhissoldierstomarch
v.预定,预购eg.Ihaveorderedasteak.
2.takeachance碰运气
Eg.Asforwhetherhewillwinthegameornot,wemusttakeachance.
Maybetrueloveisadecision,adecisiontotakeachancewithsomebody.
也许真爱只是一个决定,一个与某个人一起冒险的决定。
3.genuineadj1)真正的,真实的,名副其实的;非人造的,非伪造的
Eg.Herweddingringismadeofgenuinediamond.
她的结婚戒指是真正的钻石做得。
2)真诚的,真心的,诚实的
Mygenuinefriendisnotsuchright?
我真正的朋友不是这样的对吗?
3.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样,我觉得这不可能是假钞。
助动词do或其他形式does,did在肯定句中用于谓语动词前,表示强调。例如:
IdidtellhimwhatIthoughtof.
我的确告诉过他我的想法。
can表示推测,与主句中的not结合在一起,表示“不可能”。例如:
Itcan’tbeJim.Iknowhimtoowell.
不可能是吉姆,我太了解他了。
5.Buthe’sinrags!但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时,意思是“穿着;戴着”。例如:
Thegirlingreenisagoodfriendofmine.
穿绿衣服的女孩是我的一个好朋友。
inrags衣衫褴褛
Theoldmaninragsusedtobeveryrich.
衣着褴褛的那位老人过去很富有。
6.Asforthebill,sir,pleaseforgetit.
至于账单嘛,先生,请把他忘了吧。
asfor:withregardto至于;关于
Asforyou,yououghttobeashamedofyourself.
至于你,你应该感到惭愧。
Asforthehotel,itwasveryuncomfortableandmilesfromthesea.
至于旅馆呢,非常不舒服,而且离海边有好几里地
→Step5Acting
1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.
2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.
→Step6Speaking
1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.
2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...
I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?
2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.
3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.
→Step7Extension
Manypeoplearecrazyaboutbuyinglotterytickets(彩票).Whatdoyouthinkofit?
●Whatkindofroledoyouthinkmoneyplaysinourdailylife?
●Ismoneyeverything?
SuggestedAnswers:
Moneyisnoteverything.
Moneycanbuyahouse,butnotahome.
Moneycanbuyabed,butnotsleep.
Moneycanbuyaclock,butnottime.
Moneycanbuyabook,butnotknowledge.
Moneycanbuyyouaposition,butnotrespect.
Moneycanbuyyoumedicine,butnothealth.
Moneycanbuyafriend,butnotlove.
Moneycanbuyyoublood,butnotlife.
→Step8Homework
1.Learntheusefulnewwordsandexpressionsinthispartbyheart.
2.Actouttheplay.

教学反思
这节课的目的在于提高学生的阅读技巧,同时运用语言的能力,重点掌握在餐馆中可能遇到的口语交际语言。这堂课的效果不错,学生积极参与,但是,由于学生的语言储备不够,所以在口语训练环节不是很流畅。很多学生不敢开口说英语,因此在以后的教学中,应该尽量帮助学生开口说,帮助他们创造一定的语言环境。

高一英语必修3unit4教案设计


一名优秀负责的教师就要对每一位学生尽职尽责,教师要准备好教案,这是老师职责的一部分。教案可以让学生能够在教学期间跟着互动起来,帮助教师提前熟悉所教学的内容。写好一份优质的教案要怎么做呢?下面是小编为大家整理的“高一英语必修3unit4教案设计”,欢迎您阅读和收藏,并分享给身边的朋友!

高一英语必修3unit4教案设计

1.让学生了解地球的形成和发展

2.让学生体会并掌握各种阅读技能和技巧

3.通过文章学习使学生认识地球对人类的重要意义,增强保护地球的意识。

Keypointsanddifficulties:

1,通过阅读了解地球的发展历程

2,掌握不同的阅读技巧,提高阅读能力

Teachingprocedures:

Step1Lead-in

Letstudentsdoapuzzle---------theearth

Apuzzle

Itlookslikeaballbutyoucan’tplay,

Itisourhomebutsobig,

Itisroundbutweusuallythinkitisflat.

Itmovesanytimebutnoonefeels.

设计说明:展示该谜语,并让学生齐读,然后猜出答案--地球。利用齐读的方式使学生精神振奋,通过猜谜语激发学生的兴趣导入新课。

Step2Pre-reading

A.Letstudentsenjoythebeautyoftheearth.

B.Questions:

1,Howdidtheearthcomeintobeing?

2,InChina,therearesomestoriesaboutthebeginningoflife.

Doyouknow?

设计说明:通过图片让学生感受地球,产生热爱地球家园的体验,同时让学生产生了疑问,地球是怎么形成的,顺利过渡到下一部分。

Step3Fast-reading

1,Letstudentsreadthetextquicklyandthenanswerthefollowingquestions.

(1)Accordingtothetext,howdidtheuniversebegin?

(2)Whatisthefundamentaltothedevelopmentoflife?

(3)Wheredidlifefirstbegin,onthelandorinthesea?

(4)Whichkindofanimalhasbecomethemostimportantanimalsontheplanettoday?

设计说明:设计几个较为简单却有关全局的问题,让学生带着问题快速搜索所需信息,锻炼学生快速阅读的能力。让学生迅速把握文章的脉络,为接下来的仔细阅读活动打下基础。

2,Letthestudentsreadthetextagainandthenfinishthefollowingexercise

Para1a,thedevelopmentoflife

Para2b,theimportantofwater

Para3c,themostimportantanimalsontheplanet

Para4d,theformationoftheEarth

Para5e,the“BigBang”

设计说明:在上一活动的基础上,通过此连线题进一步考察学生在规定时间内把握语篇大意和各段中心大意的能力。

Step4Careful-reading

1,Analyzingreadthetextandfillintheblanks

Howlifebeganontheearth

设计说明:在学生对文章的内容已经有了比较全面的了解后,用图表的方式让学生重新构建文章的主要内容。形式简单、明了,便于知识的掌握和系统化。

2,Readingandanswerthefollowingquestions.

1.Whywastheearthdifferentfromotherplanets?

2.Whydidtheplantsgrowbeforetheanimalscame?

3.Whyisitwronginfilmsandstoriestoshowdinosaursandpeopletogether?

4.Whatproblemiscausedbyhumanbeings?

Step5Consolidation

Retellhowlifebeganontheearthaccordingtokeywords

设计目的;

根据所学的单词让学生来复述课文,并鼓励学生大胆尽可能多的用英语来表达课文的内容。