人教版必修三第4单元教案

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英语人教必修版第三册教案 Unit4

二、教学方法建议（一）主题任务（Core task）根据本单元的中心话题，建议设计以下三个任务供教师参考，并根据实际情况运用任务。

任务一：收集植物活动时间：完成热身、听力及口语之后语言知识要求：与本单元有关的词汇语言技能要求：听、说活动形式：1．个人活动：搜索有关植物的知识，记录整理：2．小组活动：四至五人一组，小组同学互相介绍自己搜集的植物，然后推选一至两人到班上展示。

3．班级活动：各组学生代表用表格、图片或课件等形式向同学介绍该植物。

其他同学做记录，尽可能多地了解植物。

任务目的：1．熟悉、认识更多的植物；2．更多地了解植物的特性、象征意义等；3．在实践中运用所学语言及知识，解决生活中的问题。

任务二：小小花卉展(小小生物角)活动时间：贯穿整个单元语言知识要求：与本单元相关的词汇语言技能要求：听、说，读、写活动形式：1．班级活动：本单元一开始，教师布置每个同学(或两人一组)准备一种或一种以上花盆植物，可以是家里现成的，也可以是自己去山上采挖、然后种植于花盆的。

2．个人或两人小组活动：同学分头准备花盆植物，并用英语记录花卉名称、产地、用途、花卉形状、象征涵义等。

3．个人或两人小组活动：记录、观察花卉的生长过程，做观察日记：如土壤要求、气候要求、用水要求、成长变化等。

4．分组活动：6-8人一组，同学之间互相介绍自己所准备的植物，用英语描述、介绍该植物的特性等；然后贴上标签，注明植物名称、标明植物特性，挂上自己做的观察日记。

小组同学互相提出修改意见。

5．班级活动：植物展览，同学互相学习，评出最佳花卉、最佳植物描述、最佳观察日记等。

任务目的：1．培养、激发学生对大自然的热爱；2．尽可能多熟悉、解植物特别是花卉的有关知识；3．培养学生仔细观察、认真记录的习惯，并注意准确记录；4．将所学语言和知识用于实践，学以致用；5．美化、爱护环境。

任务三：生物科学家论坛活动时间：学完“读前”、“阅读”、“读后”、“综合技能”之后语言知识要求：本单元有关词汇语言技能要求：读、写、说、听活动形式：1小组活动：以4-6人为一小组，讨论确定将要介绍的生物科学家。

人教版英语必修三Unit4（Reading）教学教案

⼈教版英语必修三Unit4（Reading）教学教案Unit 4 Astronomy: the science of the starsReadingBy Chen YanlingTeaching aims:1.Knowledge aims:Help students understand the formation of the earth and the development of life on earth2.Ability aims:Develop students’ reading ability of skimming and scanning3.Emotional aims(1)Activate students’ interest in Astronomy and develop their awareness of scientificexploration(2)Get them realize the danger of global warming and encourage them to take goodcare of our earth.Teaching important and difficult points:Get students understand how life began on earth and enable them to discuss possible ways to prevent global warming. Teachings method: Task-based teaching method DiscussionTeaching procedure:Step 1 Lead in.1.Enjoy a video about “The Big Bang: A brief big history”.(1)_____ billion years ago, the big bang happened.(2) Right after the big bang, things were extremely _______.(3) Cool turns the primal (原始) energy into a universe of _______(原⼦), stars andplanets.(4) In a sense, the story of the universe is a story of __________ down.(5) Billions of years later, the ________________（太阳系）takes shape.(成形) andthe prerequisite(先决条件) for life ----_______ appears on the earth.2. Since water appeared, ___________has developed on the earth.Step2 Pre-readingTitle: How life began on the earth1.Predicting: According to the picture and the title, what the text is mainly about?2.Give a brief introduction to insect, reptiles, amphibians and mammals.Step 3 ReadingTask 1 Skimming: match and complete the main idea of each paragraphPara1 A. The importance of water for life.Para2 B. The formation(形成) of the earthPara3 C. It is widely accepted that the universe began with a “Big Bang”Para4 D. The evolution of plants and animals on the earth.Para5 E.The arrival of and their effects on the earth.Task 2 Scanning1. How life began on the earth2. Find out the development of plants and animals according to the time theyappeared on earth.Task3 Group discussion1. What problem is caused by human beings? Why?Problem: The earth may become ________________________Reason: Because we human beings are putting too much __________________intothe atmosphere, heat is prevented from_____________________________________As students, what can we do to prevent the earth from becoming hotter andhotter?模板There are a lot we students can do to prevent the earth from becoming hotter andhotter.To begin with, we can . Inaddition, it would be a good idea if we .What’s more important is that we are supposed to Task 4 Game (Make a choice)1. It exploded loudly with fire and rock. They were in time to produce carbon dioxide,nitrogen, water vapour and …. What does the word “They” refer to?As the earth cooled down Between 4.5 and 3.8 billion years ago Many millions of years later Several billion years laterA.PlanetsB. StarsC. GasesD. Fire and rock2. According to the 2nd paragraph, the atmosphere is formed by all the following except .A. CO2B. N?C. H2O(g)D. rock and fire3. T/F (1) Water has only appeared on the earth.(2) Mammals produced young by laying eggs4Translate the words in Chinese.(1)It was not immediately obvious that water was to be fundamental to the development of life.(2)Others, called amphibians, were able to live on land as well as in the water. 5From the last paragraph we can infer that the author isA.confidentB. sadC. concernedD. angryStep 4 Homework (writing)写作内容：请以约120词谈谈你对global warming 的看法，要点如下:1.造成⽓候变暖的原因2.⽓候变暖可能带来的后果3.如何防⽌⽓候变暖4.。

人教版英语必修第三册 unit 4教案

教案纸
课题
Unit 4 Space Exploration
课时数
2
课型
Listening and speaking &
Speaking and Talking
多媒体使用
ppt
教学目标
1.Guide students tolisten for numbers concerning dates, years and ages etc.
5.Mr Yang became China's first astronaut when hewas_______________years old.
1. 22 2. 10 3. 14 4. 172 70 5. 38
Listeningtip:Listen for numbers
Number questions are typically relatedto: time, telephone numbers, addresses,prices, weights, distances, etc. Whenyou listen for numbers, you need to payspecial attention to big numbers aswell as those that sound quite similar,such as thirteen and thirty, fourteenand forty, etc.
√口5 Astronauts not only had to learn how to use space equipment, but also had to do a lot
of mental and physical training.

(完整版)人教版高中英语必修三Unit4Reading教学设计

Unit4 Reading practice 名师教学设计1. Teaching Analysis 教情分析1.1 Teaching objectives-教学目标1.1.1 Language target语言目标1.1.1.1 Key words & expressions重点词汇和短语1.1.1.1.1 For applying: theory, billion, violent, atmosphere, unlike, fundamental, harmful, chain, thus, puzzle, biology, biologist，in time, give birth to, in one’s turn, prevent...from;1.1.1.1.2 For comprehending: atom, globe, global, carbon, vapour, presence, dissolve, acid, reaction, multiply, oxygen, mammal, dioxide，lay eggs, carbon dioxide;1.1.1.1.3 For recognizing: Big Bang, nitrogen, shellfish, amphibian;1.1.1.2 Sentence structures:① What it was to become was uncertain until between 4.5 and 3.8 billion yearsago when the dust settled into a solid globe.② It was not immediately obvious that water was fundamental to thedevelopment of life .③ After that, some huge animals, called dinosaurs, developed.④So whether life will continue on the earth for millions of years to come willdepend on whether this problem can be solved.⑤They were in time to produce carbon, nitrogen, water vapour and other gases.⑥As a result of this, many scientists believe that the earth may become too hotto live on.⑦The earth became so violent that it was not clear whether the shape would lastor not.1.1.2 Ability goals能力目标1.1.2.1 Enable Ss to know how to guess the new words according to the passage. 1.1.2.2 Enable Ss to talk about the science of the stars, the development of life . 1.1.2.3 Enable the Ss to understand the details about the passage.1.1.2.4 Enable the Ss to retell the passage using key sentences.1.1.3 Emotion goals情感目标Enable Ss to think about the origin of life on the earth and learn how to protect the earth.1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点How to talk about talk about the origin of life on the earth.1.2.2 Difficult teaching points-教学难点How to understand the origin of life on the earth .2. Student analysis学情分析2.1 Fundamental state基本情况通过第1课时的listening and speaking，学生对本单元的话题Astronomy: the science of the stars已有所了解，并进一步丰富了一些有关天文学的信息和知识，同时激活了学生的思维，为本节课进行短文的阅读和理解提供了支撑。

人教新课标高中英语必修三Unit4Astronomy全单元详细教案

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。

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。

第三册第四单元复习教案(人教版必修) 教案教学设计共3篇

第三册第四单元复习教案(人教版必修) 教案教学设计共3篇第三册第四单元复习教案(人教版必修) 教案教学设计1第三册第四单元复习教案(人教版必修) 教案教学设计教学目标：1.了解经典诗歌《赋得古莲》的创作背景及意蕴。

2.能够对《赋得古莲》这首诗歌进行准确理解和把握。

3.练习运用诗歌分析的方法，进一步提高文学鉴赏能力。

教学内容：1.《赋得古莲》的创作背景及意蕴。

2.《赋得古莲》的诗歌分析。

3.运用分析方法，分析其他经典诗歌作品。

教学方法：1.讲授法：通过讲授《赋得古莲》的创作背景及意蕴，提醒学生在阅读诗歌时要注意抓住主旨，理清逻辑关系。

2.互动讨论法：通过开展小组讨论、学生自主讨论等互动交流方式，让学生对诗歌进行深入剖析和探究。

3.对比分析法：利用对比分析的方法，让学生对比各种诗歌作品的风格和特点，进一步提高其文学鉴赏能力。

教学过程：一、导入环节教师介绍《赋得古莲》的背景，引导学生体会这首诗歌所表达的情感。

二、学习环节1.学生自主阅读《赋得古莲》，并交流各自的理解和感受。

2.教师对《赋得古莲》的具体表现形式、文学艺术手法等进行分析讲解，使学生能够准确理解该诗歌的意蕴。

3.开展分组讨论，让学生自由讨论其他经典诗歌作品，提高学生对文学作品的理解能力。

三、总结环节回顾本节课的教学内容，并提醒学生在平时的学习中重视对经典文学作品的阅读和分析。

四、作业布置1.要求学生在家读更多的经典文学作品，进一步提高其文学鉴赏能力。

2.要求学生写一篇关于自己最喜欢的诗歌作品的读后感，可以结合自己的感受及理解进行写作。

教学反思：本堂课通过多种教学方法，如讲授法、互动讨论法、对比分析法等，使学生对《赋得古莲》这首经典诗歌有了更深入的理解和认识，提高了其对诗歌分析的能力和文学鉴赏能力。

同时，本节课还通过让学生自主性讨论和交流，增强了学生的互动交流和合作精神，促进了学生的全面发展通过对比分析不同诗歌作品的风格和特点，可以进一步提高学生的文学鉴赏能力，让他们更好地理解和欣赏诗歌艺术。

人教版英语必修三Unit 4(Reading)教案(反思)

How Life Began on The Earth教学内容：人教版高中英语必修3第四单元阅读Ⅰ. Teaching important and difficult points:1. Enable the Ss to master the main idea of the text.2. Get the Ss to understand how to finish the exercises of the text.Ⅱ. Teaching aims:Knowledge aims:1. Let the Ss master the key words.2. Lead Ss to learn the usage of useful sentence structures.Ability aim:Develop the Ss’reading ability and let them use some reading strategies such as skimming, scanning, and so on.Emotional aims:1. Enable the Ss to understand how life began on the earth.2. Get the Ss to be aware of the importance of protecting our earth.渗透法制教育: 在上课过程中给学生渗透与《中华人民共和国环境保护法》相关的内容。

Ⅲ. Teaching methods:Task-based teachingDiscussionCooperative learningⅣ. Teaching procedureStep 1 LeadingUse a short film to lead the Ss to understand the origin of life on the earth.Step 2 Pre-readingAccording to the development of life, let the Ss divide the text into several parts, then ask them to finish the following questions.1. How many parts are there in the passage?2. What dose each part mainly talk about?Step 3 While-reading1. How many steps are there before the earth formed?2. How many steps are there during the development of life?3. Read the whole text and fill the following blanks.Nobody knows how the earth , however, there are a widely accepted , the universe began with a which threw matter in all directions. At that time, the earth was still a cloud of ,after that, the earth had become with its atmosphere, which formed with dioxide, nitrogen and so on. And thenalso appeared on the earth, which was fundamental to development of life.After many millions of years, the first extremely small began to appear, later the early and all sorts of fish also appeared in the water. And then different plants and animalson land. Later the huge animals, called , appeared.Finally some clever animals with and feet appeared, they become the most important animals on the . However, they may let the earth become too to live on.4. Finish the following exercises according to the whole text.(1) why was life able to develop on the earth but not on other planet?A. The earth had a solid shapeB. The earth did not have harmful gases in its atmosphere.C. The water stayed on the earth but not on other planets.D. The earth was not too hot.(2) why was it necessary for plants to grow before animals?A. Animals needed plants to protect them from the sun.B. Plants provided oxygen for animals to breath.C. Animals could hide from hunters in the forest.D. It was easier for plants to grow.(3) what is the correct order according to the text?①The clever animals with hands and feet appeared andspread to grow.②The “Big Bang”.③Small plants began to appear on the surface of the water.④65 million years ago of the dinosaurs ended.A. 2 1 3 4B. 4 3 1 2C. 2 4 3 1D. 2 3 4 1(4)What is the main idea of the text?A. The formation of the earth.B. The humans let the earth become too hot to live on.C. The development of dinosaurs.D. The origin of life on the earth.Step 4 Post -readingRead the text and do the true-or-false questions.(1) Human beings have known the origin of the earth clearly so far. ( )(2) the appearance of water made it possible for plants and animals to live on the earth.( )(3) Plants first appeared on land and then in the water.( )(4) Dinosaurs existed on the earth for over 140 thousand years. ( )(5) It is human beings that are not looking after the earth very well and have caused global warming.( )Step 5 Summary1. How the earth formed .2. The development of life on the earth.3. The earth needs us to take care of it.Step 6 Homework1. Please retell the passage in your own words.2. Finish the exercises in your books.教学反思：本堂课总体达到了预期的教学效果，有不少亮点，但是其中也有许多的不足。

高中语文必修三第四单元教学设计 (人教版高一必修三)

高中语文必修三第四单元教学设计 (人教版高一必修三)三维目标一、知识和能力1．理清课文层次结构，体会科普说明文描写和说明相结合的写作方法。

2．注意说明文文体的特点，还要注意科普文自身的特点。

二、过程和方法1．巧妙生动的说明文写作方法。

2．注意将科学与生活联系起来，增加科普文学习的乐趣。

三、情感态度价值观1．培养学生勤于探索、勇于钻研的科学精神。

2．领悟文中蕴含的丰富的人文内涵，形成健康的情感态度价值观。

重点体会科普说明文描写和说明相结合的写作方法。

难点巧妙生动的说明文写作方法。

教学方法、手段讨论法、点拨法课时1课时教学过程教学步骤、内容个性设计一、谈话引入，建构话题黑板上书写“游戏”。

同学们，儿时你玩的游戏有哪些呢？你从中收获了什么呢？大家喜欢游戏吗？为什么那么喜欢游戏呢？（学生齐声回答）看来，游戏让我们的童年充满了快乐，那么，动物呢？他们会游戏吗，它们的童年又是怎样度过的？今天。

就让我们一起走进动物的王国，去探寻动物游戏的秘密。

二、介绍文体特征及科普文的阅读方法学生回忆说明文的有关知识：说明顺序：时间空间逻辑说明文结构：总分式并列式递进式科普说明文：介绍科学领域某方面的探索、研究的文章。

语言准确、全面。

在宣传科普知识的同时，注重激发人们对科学知识的兴趣，培养人们的科学探索精神。

阅读步骤1．略读课文，整体把握：了解信息：从语句,语段中找出事物的特征；明确说明顺序，简析课文结构。

2．品读课文，深入感知：筛选、概括信息：分析文章重点内容，从文章中概括,提炼出事物的特征，掌握说明文所介绍的知识。

分析说明方法，体会语言特征等。

3．深入探究、拓展视野运用、组合信息：探究文中蕴含的科学精神，感受科学思维，培养我们追求真理的思想。

三、初读课文，整体把握1．科学研究的思维过程一般是：提出问题——分析问题——解决问题。

请同学们快速浏览文章，看本篇文章中作者提出了怎样一个问题，从文本中找出。

【明确】动物为什么游戏。

人教版高一英语必修三 unit 4 _教案

教学过程一、课堂导入Play a game to learn the names and positions of the planets:Venus is next to Mercury.Earth is the third planet.Mars is between Earth and Jupiter.Neptune is the furthest planet from the sun.Saturn is between Uranus and Jupiter.Mercury is closest to the sun.二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对主语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。

三、知识讲解考点/易错点1 重点单词与短语学习violent adj. 暴力的；猛烈的(回归课本P25)The earth became so violent that it was not clear whether the shape would last or not.[归纳拓展]violent criminals: 使用暴力的罪犯a violent attack: 猛烈的攻击a violent protest：强烈的抗议a violent struggle；激烈的斗争violent winds and storms 狂风暴雨violent toothache: 剧烈的牙痛in time 及时；最后(回归课本P25)It exploded loudly with fire and rock. They were in time to produce carbon dioxide，nitrogen water vapor and other gases，which were to make the earth’s atmosphere.它（地球）巨大的爆炸喷出了烈火与岩石，最终产生了水蒸汽、二氧化碳、氧、氮和其他多种气体，从而形成了地球的大气层。

人教版必修三第四单元教案

Unit 4 Astronomy: the science of the starsHow life began on the earth (reading)Teaching Aims:Knowledge aims: 1. To get Ss to know something new words and structures about the astronomy.2. To grasp the idea of the passage ….Ability aims: 1.To dev elop Ss’ basic skills of speaking and reading. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2.To retell the story according to the time orderEmotional aims: To develop the students’ responsibility to protect the earth.Lesson type:period 1Lesson time: 45 minutesTeaching important points:1. Let ss. learn some related words ,expressions and structures in this part;2. Improve ss. reading skills (predicting, skimming, scanning, guessing difficult words, topic sentences)3. Help ss. understand the development of the creatures according to the time order Teaching difficult points:To retell the development of the creatures according to the time orderTeaching methods: Task-based teaching and Cooperative learningTeaching Aids: a multi-media computer and a blackboardTeaching Procedure:Step 1. Warming-up & lead-inTask 1 (class work)To show some pictures about eight planets on PPT and get the students to match the pictures with their English names.Task 2 (individually)Brain-storm some topics that are about astronomy. If the students can’t think of much, I will list some of them.Task 3 (group work)To offer some questions about astronomy and get the students to choose what they are the mostinterested in to answer. Then tell the ideas to the group members. The following questions are included.1.How did the universe begin?2.How did the life on the earth begin?3.What is the “black whole”?4.Is there life on other planets besides the earth?5.What happened to all the matter after the “Big Bang”?Step 2. Pre-readingTask 1 to tell the story (class work)To show the pictures about that Nvwa ,God and Darwin, and to get the students to answerQ: Can you tell something about the pictures?Task2 predicting (individually)Read the title of the passage and predict what the passage is about.Step 3. While-readingTask 1(individually) Teaching the new words and structuresStudents are encouraged to preview the text and find out the new words and structures. They should try to work out the meaning of the new words through context. If necessary, they can look up in the dictionary or turn to the teacher for help.Task2 skimming (individually)Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)Task 3 scanning (group work)1.When did the “big bang” happen?2.What form was the earth after the “big bang” ?3.How did water come into being on the earth?4.what made up the earth’s atmosphere after the earth exploded?5.what’s the significance of the presence of water on the earth?6.what was important to the development of fish?7.what made possible the rise of mammals on the earth?8.why are mammals different from all life forms in the past?Task 4 careful reading (group work)Encourage Ss to read the passage again. According to the time order, students are encouraged to exchange their understanding of the passage with their group members and work together to fill in the following form:Step 4. Post-readingTask1 retell (pair work)look at the picture on the page of 26 of the text book and retell the procedure of the development of the creatures.Task2 Discussion (Group work)Reread the sentence “The earth may become too hot to live on” a nd discussWhat can we do to protect the earth?Step 5. HomeworkTask1 consolidate the new words and structures they have learned.Task 2 Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites to search for more information about the origin of life on the earth and find out more evidence to support the theory on the internet.Blackboard-design for this period:TitleHere are some new words for SsHere is the form 1 23 5 46 789。

人教版新教材选择性必修第三册Unit4 Reading and Thinking教学设计

人教版选择性必修三Unit 4 Adversity and CourageReading and ThinkingA Successful Failure【单元学习主题】人与自然——逆境与勇气【语篇类型】日记【设计思路】学生通过阅读这次南极探险历程中的几个重要事件，理解Ernest Shackleton与船员们面临的挑战和困境，分析不同人物的言行，了解主要人物的情感变化和性格品质，培养学生的分析和推理能力。

探讨探险家的冒险精神，鼓励学生勇于挑战自我，以乐观和坚毅的态度面对人生的逆境和挫折。

【文本分析】这篇文本分成两部分，第一部分是人员招募广告，第二部分是三篇日记，以第一人称叙事。

第一篇日记讲述了Perce Blackborow加入南极探险队，展现了他对冒险充满渴望的内心世界；第二篇日记讲述了Ernest Shackleton弃船时如何冷静地组织船员应对危机，以身作则抛弃黄金，对船员的个人爱好给予鼓励，从侧面反应了他的领导者气质和探险家品质；第三篇日记描写了Perce在象岛上的日常生活，当他对未知的命运感到惶恐，对艰苦的客观环境感到不满、情绪低落时，队友的安慰和乐观让他重拾希望。

【教学重点】引导学生通过阅读抓住“坚忍号”南极探险历程中的重要事件，理解主人公所面临的困境；启发学生透过表象的言行来分析人物的情感变化和性格品质。

【教学目标】（1）语言能力目标：阅读三篇南极探险日记，积累本单元的重点词汇，梳理“坚忍号”南极探险的艰险历程，分析主要人物的性格特点和心理变化，了解日记的叙事风格和语言特点。

（2）学习能力目标：能够根据主要人物的具体言行分析其情感变化，解读其性格品质。

（3）文化意识目标：了解南极探险的历史背景、典型人物的故事和探险精神；培养自己坚毅的品质和乐观的人生态度，勇于面对挑战、挫折与逆境。

（4）思维品质目标：能够根据不同角度的叙事整理出“坚忍号”南极探险的大致历程；能够对文本中的细节进行推理分析，判断主要人物的心理状态和性格品质。

人教版英语必修三 Unit 4 教案

人教版英语必修三 Unit 4 教案教学目标1. 了解并掌握本单元的词汇和词组。

2. 能够正确运用所学的语法知识构造符合语境的句子。

3. 了解并理解单元主题，培养学生的阅读理解能力。

4. 提高学生的听说能力，能够用英语进行简单的交流和表达。

教学准备1. 教材：人教版英语必修三 Unit 4。

2. 多媒体设备，如电脑、投影仪等。

3. 教学辅助材料：练题、图片、录音等。

教学内容1. 词汇和词组的研究：通过课堂展示和练，让学生掌握本单元的关键词汇和词组，如"environmental issues"、"pollution"等。

2. 语法知识的讲解：通过示范和练，教授学生本单元的语法知识，如不定式的用法和宾语从句的构造。

3. 阅读理解训练：通过教材中的阅读理解部分，让学生阅读并理解文章内容，培养他们的阅读理解能力。

4. 听说能力的提高：通过听力训练和口语练，提高学生的听说能力，让他们能够用英语进行简单的交流和表达。

5. 综合练：通过综合练题，巩固学生对本单元知识的掌握程度，评估他们的研究效果。

教学步骤1. 导入：通过引入一幅关于环境问题的图片，引起学生的兴趣，并提出问题引发讨论。

2. 词汇研究：呈现本单元的关键词汇和词组，让学生通过图片、例句等进行研究和掌握。

3. 语法知识讲解：通过示范和练，讲解不定式的用法和宾语从句的构造。

4. 阅读理解训练：学生阅读教材中的文章，理解文章内容，并回答相关问题。

5. 听说能力提高：通过听力练和口语练，提高学生的听说能力，让他们能够用英语进行简单的交流和表达。

6. 综合练：布置综合练题，让学生巩固所学知识，并评估他们的研究效果。

7. 小结：对本节课的主要内容进行总结和回顾，强化学生对所学知识的记忆。

教学评价1. 教师观察法：通过观察学生在课堂上的表现和回答问题的能力，评估他们对所学内容的掌握程度。

2. 练题评价法：通过布置练题，收集学生的答题情况，评估他们的研究效果。

【公开课教案】人教版《英语》必修三unit4阅读课教学设计

人教版《英语》必修三Unit 4阅读课教学设计一、教材分析本单元的中心话题是“天文学”，内容涉及太阳系、地球上的生命起源、宇宙大爆炸、月球探秘、黑洞效应等，主要内容是围绕地球上生命的起源展开。

本课时整合了Warming up、Pre?reading和Reading三部分的内容, 通过动画和思维导图等方法使学生对地球上生命的起源和生物的进化有更直观的了解，并在Post?reading 部分设计了关于global warming的讨论，将阅读技能和口语技能结合在了一起。

二、教学对象分析我所任教班级学生的基础普遍薄弱，词汇量少，学习习惯不佳且课堂参与度低。

因此，在教学设计中，我结合学生的实际情况，调整教材中的知识考查方式及检测难度，使更多的学生能在教师的引导下参与到课堂活动中来，让他们经过自己的努力有效地获取信息，以增强自信心及学习英语的兴趣。

三、教学目标1. 知识技能目标通过“头脑风暴”来激发学生对太阳系、地球起源、生物进化等天文学相关问题的兴趣；通过阅读和动画设计，使学生对地球起源有基本和直观的了解；通过思维导图的设计，帮助学生理清本文的行文线索——地球上生命的起源和发展历程；通过小组竞赛的方式，让学生积极思考并回答阅读理解中的问题；通过小组讨论，使学生思考并表达自己的想法，提高说的技能。

2. 情感态度价值观通过学习本篇文章，让学生了解地球上生命的起源及生物进化的过程，培养学生对科学的兴趣，激发学生探索科学的热情，并增强学生保护地球的意识。

四、教学重点与难点1. 熟悉与天文学相关的一些单词和短语，特别是要能认读表示八大行星的单词及与地球生命起源相关的重点词汇。

2. 阅读文章，了解地球生命的起源。

五、教学过程Step 1 Warming?up （3 mins）What science subjects do you know?What is Astronomy？Astronomy is the scientific study of the universe and the heaven bodies (such as the sun, the moon, and stars), gas, and dust within it.In solar system there are eight planets, can you name them?Mercury Venus Earth MarsJupiter Saturn Uranus Neptune【设计意图】通过“头脑风暴”的形式引入该单元话题，让学生了解太阳系及其八大行星，激发学生进一步了解天文学的兴趣。

人教高中英语必修三第四单元-教学设计

2。核心内容的功能和价值
本节内容是语法学习，旨在通过本节语法载体，激励学生体验英语学习之乐，引导学生形成语法学习策略、提高学习能力和语言运用能力。
学情分析
1．学情了解：通过学生访谈和预习观察，了解到学生对语法学习方式有初步认识,但对语法运用和体验还需加强，英语运用能力尚待进一步培养。
2．学生认知发展分析:学生经过半年的高中英语学习，已经初步适应了高中教材，初步形成一些英语思维能力和学习能力，英语运用能力初步形成，但还薄弱，而且对于主语从句的概念和运用还陌生，需要进一步培养。本节课旨在通过该项语法学习，对学生的学习策略进一步引导，继续培养学生的自主探究能力，为学生终身学习能力的培养打下结实的基础.
To encourage students to apply grammar knowledge and experience joy from learning English。
激励学生体验英语语法学习之乐，培养英语语法学习策略
Step6
Summary and assessment(5m)
环节6
总结评价
火眼金睛
发现破绽
Inspire and instruct students to find out the mistakes in the sentences.
激励学生找出句子中的错误
Find out the mistakes using the knowledge learned in the class。
教学设计方案
课题
人教版高中英语必修三第四单元
话题
Astronomy：the science of the stars
课型
自主探究、合作体验式语法课
设计人

新人教版必修三Unit 4 Listening and Speaking教案

2.Train the students’ ability to pronunciation and listening.
3.Enable the students know about the procedure of being an astronaut.
4.Encourage students to learn more about astronauts and space exploration.
Students are expected to get insight into knowledge about astronauts.
The teachers would inspire students to practice listening skill.
教学目标与核心素养
1.Learn and master the key words and phrases.
-He is 1 meter 80 centimeters tall.
-A rocket was fired at the moon.
-The force of gravity makes things fall to earth.
-Teach the meaning of new words.
Step 5
3.Mr. Yang was selected to attend pilot training with 13 other people.
4.To become an astronaut in China, you have to have 1350 hour of flying experience.
5.Astronauts not only had to learn how to use space equipment, but also had to do a lot of mental and physical training.

高中英语人教版必修三unit4 Wanrming Up and Reading 教案

课题：Unit4 Astronomy: the science of the starsPeriod 1 Wanrming Up and Reading教学目标：1. Develop students’ reading ability and let them learn differentreading 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 aboutthe development of the earth.2. Let students learn how to use different reading skills fordifferent 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-inHave 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 toPage 25. Let’s come to Warming Up first.Step2: Warming up ArrayLet students think about the following questions and then discuss themwith their partners.1.In our solar system eight planets circle around the sun. What are they? Canyou match the names with the planets?(P25)2.What interests you in astronomy? Do you know any questions that astronomersare interested in?Step3: Pre-reading1. Get students to discuss the questions with their partners.1) The origin of life on earth is a question that interests astronomers.Whatdo you know about it?2) Each religion and culture has its own ideas about how life beganon earth.What do you know about them?2. Ask them to read the title and look at the pictures. Predict what the readingwill be about.Step4 : Reading1. Fast reading :ScanningGet the students to read the passage quickly . Give ten minutes to lookthrough the whole text and answer questions:1). What is the passage about?2). What’s the main idea of the text?2. Detail readingChoose 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】_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________【教学反思】_____________________________________________________ _____________________________________________________ ____________________________________________________。

人教版必修三第4单元教案

英语 人教必修版 第三册教案 Unit4

人教版英语必修三Unit4（Reading）教学教案

人教版英语必修第三册 unit 4教案

(完整版)人教版高中英语必修三Unit4Reading教学设计

人教新课标高中英语必修三Unit4Astronomy全单元详细教案

人教新课标高中英语必修三Unit4Astronomy全单元详细教案

第三册第四单元复习教案(人教版必修) 教案教学设计共3篇

人教版英语必修三Unit 4(Reading)教案(反思)

高中语文必修三第四单元教学设计 (人教版高一必修三)

人教版高一英语必修三 unit 4 _教案

人教版必修三第四单元教案

人教版新教材选择性必修第三册Unit4 Reading and Thinking教学设计

人教版英语必修三 Unit 4 教案

【公开课教案】人教版《英语》必修三unit4阅读课教学设计

人教高中英语必修三第四单元-教学设计

新人教版必修三Unit 4 Listening and Speaking教案

高中英语人教版必修三unit4 Wanrming Up and Reading 教案

英语人教必修版第三册教案 Unit4