第一篇：平顶山市理工学校高一英语复习教案4
平顶山市理工学校高一英语学案
Model twoUnit Four2010.11
牛刀小试: 比比看,谁记得快!
1.make up 2.come true 3.be pessimistic about 4.get into 5.be optimistic about 6.as if / as though 7.such as8.get in touch(with sb)9.hang on/hold on 10.pay attention to 11.be up to 12.go camping 13.what’s more 14.be able to do 15.in the flesh 16.have a population of 17.go back/date back to /date from 18.plenty of 19.carry out experiments 20.consist of 21.cut off 22.be known for 23.be known as 24.look forward to doing 25.keep contact with 26.A is connected to B 27.in the future 28.be located on一展身手：根据汉语提示用下列短语填空。
1.In 1983, there were only 200 computers ______________________________ the Internet.在1983年，仅有200台计算机连接到因特网上。
2.She also believes that, ____________________, we will get entertainment from the Net and that television will probably disappear.她还确信，我们将来可以在网上进行娱乐活动，而且那时电视很可能不复存在了。
3．_______________, we wouldn’t have to spend a long time traveling on planes to get to our holiday destination.而且，我们也不必坐很长时间的飞机去度假目的地。
4.Which of the prediction in them do you think will ___________________ in your lifetime?你认为它们当中哪一个预测在你的生活中将会实现？ 5．You would ______________study in such a world—famous university without going out of your room!不用走出房间你就能在这样世界闻名的大学里学习。
6.It has a population of just under a million people and ____________________ North Island.这座城市人口不到100万，位于北岛。
7．The history of the city _________________ 650 years when the Maoris settled in the area.这座城市的历史可追溯到650年前，那时毛利人在奥克兰定居。
8．_______________________ receiving your replies。盼望收到你的答复。9．What do you think are some of the reasons that people __________________ experiments in space?你认为哪些是人们在太空进行实验的原因？ 直击高考之重点词汇： 1.可能的likely
主语+ be likely to do sth It is likely that—clause
例句：很可能他今晚会给我打电话。He’s very likely to ring me tonight.It’s very likely that he’ll ring me tonight.翻译：他不见得会来。
________________________________________________
________________________________________________ 2.break/damage/destroy/ruin
break指有形的或无形的东西被“打破，弄碎”；damage破坏，还能修复；destroy彻底地毁坏，不能修复；
而ruin指彻底摧毁一件事物，特别是摧毁美好、珍贵的事物，并使其无法修复。例如：She broke a vase carelessly．她不小心打破了一只花瓶。
His mother's heart will break if he leaves her．如果他离开母亲，她的心会碎的。The bus was badly damaged when it hit the wall．大客车撞到墙上，损坏得很厉害。
He hates his little sister because she destroyed all his toys．他讨厌他小妹妹，因为她损坏了他所有玩具。You will ruin your prospects if you continue to be so foolish．如果你继续这种愚蠢行为，你会自毁前程的。3.in the future：将来，表示的是长远的打算。in future：从今开始，表示的是近期的打算。
He does not carewhat will happen in the future.他对以后发生什么事一点也不在乎。I'll be more careful in future.以后我会小心些。4.affect = have an effect on = have an influence on
This drug has an effect on your whole system.这种药对你的全身机体都有作用。_______________________________________________ _______________________________________________ 5． used to do sth./ be used to doing sth./ be used to do sth.used to do sth.意为“过去常常”，表示过去的习惯、经常发生的动作或状态。如：He used to be a teacher in our school.他曾经是我们学校的一位老师。
There used to be an old temple near the village.过去村子的附近有一座古庙。
be used to doing sth.表示“习惯于做某事”，其中to是介词，后接名词或动名词。如：
The old man and his wife have been used to living a simple life.这对老夫妇已经过惯了简朴的生活。I am not used to my new job.我不习惯我的新工作。
be used to还可用get used to表示“渐渐习惯于……”。如：You'll get used to your new job.你很快就会习惯新工作的。be used to do sth.表示“被用来做某事”。如：
This computer is used to control all the machines.这台电脑是用来控制所有机器的。6.population常与定冠词the连用，作主语用时，谓语动词常用第三人称单数形式。例如： The world’s population is increasing faster and faster.全世界的人口增长得越来越快。当主语是表示“人口的百分之几、几分之几”时,谓语动词用复数形式。例如：
About seventy percent of the population in China are farmers.中国大约有百分之七十的人口是农民。表示人口的“多”或“少”，不用“much”或“little”，而要用“large”或“small”。例如:India has a large population.印度人口众多。
询问某国、某地有多少人口时,不用“How much...?”,而用“How large...?”;在问具体人口时用“What...?”。例如：
How large is the population of your hometown? 你们家乡有多少人口?What is the population of Canada? 加拿大的人口有多少?7.no longer和no more有什么区别和联系，越细越好哦
no more=not...any more，表示数量和程度的“不再”增加。例如： We have no more money to give you.我们没有更多的钱给你。
The baby watched and listened, and she didn't cry any more.那个婴儿看着、听着，不再哭了。no longer=not...any longer，表示时间或距离的“不再”延长。例如：
The picnic basket was no longer under the tree.装有野餐的篮子不再在树下了。
They can't stay here any longer.他们不能再留在这里了。直击高考之重点语法：
1．疑问词+ to do
不定式可以和疑问代词who, what, which及疑问副词when, how, where等连用，构成不定式短语，在句子中作主语、宾语、表语等。现将这种用法归纳如下。“疑问词＋动词不定式”结构有两种形式：1.“疑问词＋to＋动词原形”
I don’t know what to say.我不知道说什么。
Can you tell me how to make a paper boat？ 你能告诉我怎样做一只纸船吗？2.“疑问词＋名词＋to＋动词原形”
I don’t know which topic to choose.我不知道选哪个题目。
这些疑问词和不定式一起构成了不定式短语，可在句子中作以下成分：
1.主语 Where to stay for the night is a problem.晚上在哪儿过夜还是个问题。
2.宾语 We must know how to operate the machine.我们必须弄懂如何操作这机器。
In one of his books, Marx gave some advice on how to learn a foreign language.在马克思的一本书中，他对如何学习一门外语提出了一些建议。（作介词on的宾语）3.表语 The question is which to choose.问题是选哪个。
4.同位语 The problem what to send them is unknown.送什么给他们这个问题还不知道。
此结构经常放在tell, show, teach, learn, know, wonder, discuss, remember, forget, find out等动词（词组）之后作宾语。例如：
The teacher told the students how to do the experiment.老师教学生如何做实验。The young woman doesn’t know what to do.那位年轻女子不知道怎么办。（句中what不能改换成how）
He tells me how to answer all the questions in English.他告诉我怎样用英语回答所有的问题。[巩固练习]I.单项填空。
()1.I’m going on a field trip but I haven’t decided__________.(2007年河南)A.what to doB.to do whatC.where to goD.to go where
()2.—This physics problem is too difficult.Can you show me ________，Wang Lin？—Sure.(2008年陕西)
A.what to work it outB.what to work out itC.how to work it outD.how to work out it()3.Excuse me.Would you please tell me ________ buy a digital camera？(2007年安徽)A.what toB.where toC.what I canD.where can III.用“疑问词＋不定式”改写下列句子。
4.How we should do it was discussed last night.__________ was discussed last night.5.I didn’t know where I should go.I didn’t know ____________.6.The difficulty was how we should cross the river.The difficulty was ____________.III.根据汉语补全下列英语译文。
7.何时动身还不知道。________________________ is unknown.8.我忘了该怎么办。I forgot____________________________ 9.我可以告诉你哪里可以买到此书。I can tell you_________.反意疑问句，也叫附加疑问句，是一种常用的疑问形式，也是高考重点考查的语法项目之一。一般来讲，在反意疑问句中如果前面的陈述部分用肯定形式，反意疑问句部分要用否定形式；若前面部分为否定形式，则后面问句部分要用肯定形式。
纵观近年的高考试题，反意疑问句主要涉及以下几个考点。
一、考查反意疑问句的主语一致
1． 陈述句如果是there be...句型，则反意疑问句部份要用...there形式（而不用it或they）以与前面的陈述句保持一致。
考题1： There’s not much news in today’s paper, ___________?(1981全国)A.isn’t it B.are thereC.is there D.aren’t there
考题2： There was a loud scream from the backstage immediately after the concert ended, _____________?（2005上海)A.wasn’t there B.was thereC.didn’t it D.did it
2． 陈述句的主语如果是this，that，不定式短语、名词、名词短语、动名词短语或从句，则反意疑问句中的主语要用it；陈述句的主语是these，those时，反意疑问句的主语用they。
考题3： Bill’s aim is to inform the viewers that cigarette advertising on TV is illegal,________?(2004上海)
A.isn’t it B.is itC.isn’t he D.is he
解析： A。句中的主语是Bill’s aim，应选择isn’t it与此对应。
3． 陈述句的主语如果是everyone(everybody), someone(somebody), anyone(anybody), no one, nobody, 则反意疑问句通常使用they。
考题4： I don’t suppose anyone will volunteer, ___________?(2001上海)A.do I B.don’t I
C.will they D.won’t they
解析： C。句中的主语是anyone并且考虑否定转移，则选择will they与此对应。
4． 陈述部分以let’s开头表示建议或请求，反意疑问句部分用shall we；当陈述部分以let us(me)开头，其含义是allow us / me to do something，即不包括听话人在内，反意疑问句部分用will you。考题5： It’s a fine day.Let’s go fishing,___________ ?(1990全国)A.won’t we B.will weC.don’t we D.shall we
考题6： We forgot to bring out tickets, but please let us enter, __________ ?(2006全国Ⅱ)A.do you B.can weC.will you D.shall we
考题7： If you want help—money or anything, let me know,_____________ you?(2003上海春)A.don’tB.willC.shallD.do
二、考查否定转移句的反意疑问句
反意疑问句通常要重复复合句中的主语，但在主句中如果含有 think, suppose, expect, believe, imagine, fancy等动词，并且后面接宾语从句构成复合句时，其反意疑问句有两种不同的构成方式。1． 当主句的主语为第一人称时，其反意疑问句部分的主语与宾语从句保持一致（这时应特别注意否定转移）。
考题8： I’m sure you’d rather she went to school by bus,___________ ?(2006福建)A.hadn’t you B.wouldn’t youC.aren’t I D.didn’t she
考题9： I don’t suppose anyone will volunteer,___________?(2001上海)A.do I B.don’t I
C.will they D.won’t they
2． 当主句的主语为第二、第三人称时，其后面的反意疑问句则应与主句的主语一致。考题10： Mrs.Black doesn’t believe her son is able to design a digital camera,_________ ?(2002上海)
A.is he B.isn’t he
C.doesn’t she D.does she
三、考查反意疑问句的助动词
1． 反意疑问句是由助动词和代词构成。使用助动词的一般原则是：使用陈述句中的助动词或连系动词be。如果陈述句中没有助动词，则应添加一个助动词do(does, did)。
考题11： Sarah had her washing machine repaired the day before yesterday,_________ she?(2006广东)
A.had B.did C.hadn’t D.didn’t
解析： D。had为实义动词，借助助动词do，又因为the day before yesterday为过去时，因此选择didn’t。
考题12： His wife had the front door painted green yesterday, _____ she?(1994上海)A.did B.had C.didn’t D.hadn’t解析： C。分析同上。
考题13： You had one of your teeth pulled out yesterday,__________?(2004上海)A.had you B.hadn’t youC.did you D.didn’t you
解析： D。此题考查have的反意疑问句。have作实义动词，have something done意为“请某人做某事”，因此要借助助动词do。2． 陈述句中谓语动词是must have done时，如果强调对过去情况的推测（句中有过去的时间状语），反意疑问句根据动词用 didn’t / wasn’t / weren’t +主语。陈述句中谓语动词是must have done时，如果只强调动作的完成，反意疑问句用haven’t / hasn’t +主语。
考题14： There is no light in the dormitory.They must have gone to the lecture, ________?(2004上海春)A.didn’t they B.don’t theyC.mustn’t they D.haven’t they
解析： D。句中谓语动词must have gone强调动作的完成，反意疑问句用haven’t + 主语。
四、考查含否定副词陈述句的反意疑问句
陈述部分含有little，few，never，hardly，seldom等否定意义的副词时，反意疑问句用肯定形式。考题15： She never tells a lie, _________ ?(1984全国)A.does she B.doesn’t sheC.does not she D.isn’t it
五、考查祈使句的反意疑问句
祈使句为肯定句时，反意疑问句可使用will you / won’t you, can you / can’t you；祈使句为否定句时，反意疑问句用will you / can you。
考题16： —Alice, you feed the bird today,_________?—But I fed it yesterday.(1999全国)A.do you B.will you
C.didn’t you D.don’t you
考题17： Be sure to write to us,__________?(1993全国)A.will you B.won’t youC.can you D.mustn’t you考题18： When you’ve finished with that book, don’t forget to put it back on the shelf,_________?(2007北京)
A.do you B.don’t youC.will you D.won’t you
六、考查反意疑问句的回答
对反意疑问句的回答，应依照事实回答。如果事实是肯定的，就用yes回答；如果事实是否定的，就用no回答。当陈述部分为肯定句，疑问部分为否定句时，其回答yes或no与汉语基本一致；但当陈述句部分是否定结构，反意疑问句部分用肯定式提问时，回答yes或no与汉语正好相反。这时省略回答的yes要译成“不”，no要译成“是”。【考题回放】
考题19： —Write to me when you get home.—I ___________.(2001全国)A.must B.shouldC.willD.can
解析： C。反意疑问句部分一般用will you？回答部分则用（Yes）I will.或(No)I won’t.。考题20：
—Don’t forget to come to my birthday party tomorrow.—_____________.(1994全国)
A.I don’t B.I won’tC.I can’t D.I haven’t
解析： B。反意疑问句部分一般用will you?，回答部分则用(No)I won’t，表示“是的，我不会忘记的”。
考题21：
—Mr.Gordan asked me to remind you of the meeting this afternoon.Don’t you forget it!—Ok, I _____________.(2006重庆)A.won’t B.don’t C.will D.do
解析： A。反意疑问句部分一般用will you?，回答部分则用(No)I won’t，表示“是的，我不会的”。
巧用with复合结构
with复合结构是学生学习英语时经常接触的句型，也是高考考查的热点。在高三课本第六、第十单元的Reading部分中，出现了下面的句子。
There was an electric bell that did not work，with a card next to it bearing the name“Mr.James Dillingham Young”。（第十单元）
在这个句子中，with+名词+介词短语构成复合结构在句子中作状语。
Now we were on our feet with another 500 miles to go.（第六单元）在这个句子中，with+名词+to do构成复合结构在句子中作状语。
1.with复合结构的构成with+宾语+宾语补足语，构成with复合结构，宾语可以是名词或是代词，宾语补足语可以是介词短语、过去分词、现在分词、形容词、动词不定式、副词。且with后面的宾语与其后的宾语补足语有逻辑上的主谓关系。1）With+宾语+介词短语
He was asleep with his head on his arms.2）with+宾语+过去分词（宾语与宾补之间是被动关系）
All the afternoon he worked with the door locked.He lay in bed with his head covered.3）with+宾语+现在分词（宾语与宾补之间是主动关系）
With winter coming on，it's time to buy warm clothes.4）with+宾语+todo（不定式做宾补有“将来”的含义）
I can't go out with all these dishes to wash.5）with+宾语+形容词/副词
With John away，we've got more room.Anderson was lying on the bed with all his clothes on.2.with复合结构的作用
with复合结构在句子中作状语，表示原因、时间、条件、伴随、方式等。请阅读下面的句子。1）We sat on the dry grass with our backs to the wall.（作伴随状语）2）She could not leave with her painful duty unfulfilled.（作原因状语）3）He lay in bed with his head covered.（作方式状语）
4）Jack soon fell asleep with the light still burning.（作伴随状语）5）I won't be able to go on holiday with my mother being ill.（作原因状语）6）He sat with his arms clasped around his knees.（作方式状语）注：with复合结构在句子中还可以作定语，阅读下面的句子。
1）There was a letter for Lanny with a Swiss stamp on it.（作定语修饰letter）2）It was a vast stretch of country with cities in the distance.（作定语修饰a stretch
of country）
练习1：请选择最佳答案
1）With nothing_______to burn，the fire became weak and finally died out.A.leavingB.left C.leaveD.toleave
2）The girl sat there quite silent and still with her eyes_______on the wall.A.fixingB.fixed C.to be fixingD.to be fixed
3）I live in the house with its door_________to the south.（这里with结构作定语）
A.facingB.faces C.facedD.being faced
4）They pretended to be working hard all night with their lights____.A.burnB.burnt
C.burningD.to burn
练习2：用with复合结构完成下列句子
1）_____________（有很多工作要做），I couldn't go to see the doctor.2）She sat__________（低着头）。3）The day was bright_____.（微风吹拂）
4）_________________________，（心存梦想）he went to Hollywood.练习3：把下列句子中的划线部分改写成with复合结构。
1）Because our lessons were over，we went to play football._____________________________.2）The children came running towards us and held some flowers in their hands._____________________________.3）My mother is ill，so I won't be able to go on holiday._____________________________.4）An exam will be held tomorrow，so I couldn't go to the cinema tonight._____________________________.答案及分析
答案（练习1）：
1）答案是B.with的宾语nothing和动词leave是被动关系，所以用过去分词形式作宾语补足语。
2）答案是B.短语fix one's eyes on
sth是“盯着„„看”的意思，所以句中hereyes和动词fix是被动关系，所以用过去分词。3）答案是A.face“朝、向”，是不及物动词，所以和itsdoor是主动关系，所以用现在分词形式。
4）答案是C.burn“点燃、发亮、发光”，是不及物动词，所以和theirlights是主动关系，所以用现在分词。
答案（练习2）：
1）With a lot of work to do 2）with her head bent
3）with a fresh breeze blowing 4）With a dream in heart
答案（练习3）：
1）With our lessons over，we went to play football.2）The children came running towards us with the flowers in their hands.3）With my mother being will，I won't be able to go on holiday.4）With the exam to be held tomorrow，I couldn't go to the cinema tonight.
第二篇：高一英语必修三模块4教案
Giants and storm hit northern China 如果你生活在北方,你可曾目睹过沙尘暴袭来时天地昏黄、日月无光的景象呢？你可曾想过谁是造成这种灾害的罪魁祸首呢？其实就是我们人类自己。
On March 10, 2004, strong winds from Russia’s Siberia kicked up clouds of dust and sand.Thus northern China was hit by the season’s first major sandstorm.The thick yellow glooms lowed traffic and forced airports and schools to close, giving the sky a yellow appearance.Northwestern Gansu Province was the worst affected area.One villager said, “There’s nothing to do but dig away the sand nonstop and wait to see what happens.Sometimes I dream of the sand falling around me faster than I can dig away.I worry that in real life, the sand will win.”
His worry is understandable.Every year, about 110 million people suffer from desertification and another 2,500 sq km turns to desert each year.Few people think of China as a desert nation, but it is among the world’s largest.What causes the terrible sandstorm? The answer is obvious.Years of heavy farming and animal grazing in the northern China are the major reasons.Due to this, the land of vegetation that protects the soil is disappearing.The exposed earth becomes a dust bowl easily swept up by the strong winds.As early as in the 4th century B.C., our ancestors began to notice the environmental problem.Chinese philosopher Mencius(孟子)once wrote about desertification and its human causes, including tree-cutting and overgrazing.Our former Premier Zhu Rongji also called it “an alarm for the entire nation”.He called on the whole nation to plant trees to fight the growing desertification.However, Chinese deserts are still on the move.Sandstorm threatens even Beijing.Beijing, which will host the 2008 Olympic Games, has told the world it will hold a “Green Olympics”.The government has promised to make the capital into a “garden city”for the Games by creating belts of trees.So a great project named “Green Wall”is in process.The green wall, like the Great Wall, will block invasion of the enemy.However, the enemy are not foreign invaders, but sand.小字典
gloom n.阴沉nonstop adv.不断地grazing n.放牧vegetation n.植被dust bowl 干旱尘暴区ancestor n.祖先invasion n.入侵
Open question:
As a student, what will you do for the “Green Olympics”?
重点短语透视
------------
【词条1】be caught in 【课文原句】“To have been caught in a sandstorm was a terrible experience,”...(Page 32)【点拨】be caught in 此处意为“遭遇上”。如: I was caught in the downpour on the way home from school.【拓展】catch 构成的常见短语: 1.catch sb doing 偶然发觉某人做某事。如: The teacher caught him sleeping in class.2.catch up with 赶上。如: You’ll have to work harder to catch up with the top students.【词条2】take in,give out 【课文原句】Trees take in carbon dioxide and give out oxygen.(Page 35)【点拨1】take in 此处意为“吸收,吸入(空气、水等)”。如: Take in a deep breath.【拓展】take in的常见意思还有: 1.take in 把……拿进。如: Please take your clothes in in case it rains.2.take in 收容(留)某人住宿。如: The teacher took in several students.【点拨2】give out 此处意为“放出,散发出”, 多指气味、热量等的释放。如: The rotating machine gave out a lot of heat.【拓展】give out的常见意思还有: 1.发(书、报)等。如: The teacher gave out the exam papers.2.用完,耗尽。如: After five months, their food supply finally gave out.【词条3】cut down,dig up 【课文原句】This is a process that happens when land becomes desert because of climate changes and because people cut down trees and dig up trees.(Page 32)【点拨1】cut down此处意为“砍倒”。如: They cut down many old trees and planted some young trees.【拓展】cut down还有“削减,删减”的意思。如: Your article is too long, so please cut it down to 500 words.【点拨2】dig up此处意为“从地里挖出(某物)”。如: We dug up the tree by its roots.【拓展】dig up 还有“掘到,掘出”的意思。如: An old vase was dug up here last month.请根据首字母或汉语提示完成单词。
1.As we know, s_______ are strong, dry winds that carry sand and dust around.2.What can we do to p______ this disease from spreading in this district? 3.Though it was late, they didn’t feel tired and c______ the work.4.The old man lives in Gansu Province.He has e_______ many terrible sandstorms.5.Unfortunately, only two children s_____ in the traffic accident.6.The weatherman has ______(预报)that it is going to be sunny tomorrow.7.This is an important decision that will ______(影响)the future of the company.8.When I was at school, my good friend always helped me ____(解决)any problem I met.9.Reforming the education system is a very difficult _____(过程)for the Chinese government.10.She ______(抱怨)to me about his bad manners 1.sandstorms2.prevent 3.continued 4.experienced 5.survived 6.forecast 7.affect 8.solve 9.process 10.complained
第三篇：六年级英语总复习教案4
《英语》(新标准)（供三年级起始用）第八册Module4
第一课时（40分钟）教学内容：
SB（学生用书）与AB（课堂活动用书）Unit 1 I’m making Daming’s birthday card.教学目标：
1、学习语句：
I’m making Daming’s birthday card.单词：card, careful, balloon, fly away 2.能口头运用I’m making Daming’s birthday card.说明自己正在做某事因此不能做另外的事。
3、识别单词：card, careful, balloon, fly away 书写单词：card, cake 重难点：
1、.能口头运用I’m making Daming’s birthday card.说明自己正在做某事因此不能做另外的事。
2、识别单词：card, careful, balloon, fly away 书写单词：card, cake 功能：讲述正在发生的事情；
向他人寻求帮助；
根据客观情况说明自己能否向他人提供帮助。教学程序：
一、热身复习
1、教师与学生热情问候。复习演唱歌曲“I can’t do it.”
2、教师和学生进行自由交谈，主要运用句型“Can you …?” 以及“Yes, I can../No, I can’t.”
二．任务呈现与课文导入
1、教师告诉学生：“我们每个人在生活中都可能遇到困难，有时我们需要寻求别人帮助，有时我们能帮到别人，但是有时我们也有可能因为这样那样的原因不能给别人提供帮助。今天我们就来学习如何用英语来表达这些。然后，要求大家能运用这些表达来编排一个帮助别人的小短句。”
2、教师向学生简单介绍课问的背景。提示学生注意看在Daming 的生日party上发生了什么事。
三、课文教学
1、呈现第一单元活动1。先请学生听录音，结合课文插图来理解课文。2再次播放录音，要求学生边听边在书上划出带有“ing”的词语，如：making, falling, flying等。引导学生回顾“be +v-ing”的结构表示正在发生的事情。
3、教师可以利用单词卡片来教授新词“card, careful, balloon, fly away”，当然教师可以在课前准备一个氢气球来教授单词“balloon”以及词组“fly away”，这样有助于学生理解新词。然后，教师要求学生跟读单词，操练时可以采用小组读，开火车等多种形式进行，注意学生的发音是否正确。要求学生能书写单词“card, cake”。
4、教师再次播放录音，要求学生可以以小组讨论的形式完成AB第一单元练习
1。然后请学生进行回答，教师可以通过学生的回答发现学生理解的困难，从而可以有针对性地进行课文重难点的讲解。
5、播放课文录音，逐句停顿，请学生跟读。
6、请学生两人一组，完成SB第一单元活动2的练习。学生可以先听录音再进行模仿朗读。
四、任务完成
1、完成SB第一单元活动3。先请学生看活动3中的图片，然后教师指导学生按例句的模式进行情景短句的表演。该活动建议三人小组内进行，最后请学生向全班进行展示。教师注意进行及时鼓励和指导。
五、课后作业
1、完成AB第一单元练习3。请学生从字谜游戏表格中找出单词。
第二课时（40分钟）学习内容：
SB（学生用书）与AB（课堂活动用书）Unit2 The apples are falling down the stairs.教学目标：
1、学习语句：
The apples are falling down the stairs.单词：stairs, mess
2、能口头运用The apples are falling down the stairs.说明正在发生的事。
3、识别单词：stairs 书写单词：apple
4、学习本单元的一首歌谣。重难点：
1、能口头运用The apples are falling down the stairs.说明正在发生的事。
2、识别单词：stairs 书写单词：apple 功能: 讲述正在发生的事情；
使用“can”谈论能力和向他人提供帮助。教学程序：
一、热身复习
教师进教室的时候可以有意创设一个求助的情景。例如，教师可以抱很多作业本走进教室，结果书掉了一地，然后说：“Who can help me?”从而引导学生在真实的情景中使用英语与教师进行交流。另外，在部分学生帮助教师的过程中，教师可以就正在发生的情景询问其余的同学，例如：“What is he/she doing?”，有意识地加强了学生对现在进行时的运用。
二、任务呈现与课文导入
教师告诉学生：“在今天的学习中，我们要完成一个现场解说的活动，那作为一名现场解说员，应该怎样进行现场解说呢，通过接一来的学习你们应该有所了解了。等一会儿，我们就来看看谁是我们班的最佳解说员。”
三、课文教学
1、请学生看SB第二单元活动1中的图，然后听录音。提醒学生注意”falling”,可以有学生就自己的理解困难提出问题，教师进行有针对性地解答。
2、再次播放录音，要求学生完成AB第二单元练习1，提示学生可以从括号提示的三个答案中选其一。然后集体订正答案。重点教授单词“stairs，mess”,要求学生跟读。并要求学生能书写单词“apple”。
3、向学生说明：“活动1中的小女孩发生了这样的意外，我们来听听活动2的录音，看看谁能帮助她。”请学生根据录音内容，把活动2中的人物及他们所将要做的事情进行连线。然后再次播放录音，请学生进行自己检查答案。然后在小组中，按SB第二单元活动3中的范例对话开展小组讨论。教师进行现场指导。
例如：A: Can he help?
B: Yes, he can..He will pick up the apples.最后请个别学生展示讨论结果。
四、任务完成
1、完成SB第二单元活动5。学生以小组为单位开展活动。在开始活动之前，教师先从活动5中范例入手，提醒学生注意如何表达正在发生的动作。然后教师进行现场指导。最后请学生进行展示，评出“最佳解说员”。
五、课文学习
1、播放SB第二单元活动4诗歌的录音。引导学生根据插图来理解韵诗的大意。再次播放录音，请学生边听边跟读，也可以请学生进行现场表演。然后鼓励学生集体朗诵。提示学生注意诗歌中人称的变化。
2、教师带领学生完成AB第二单元练习2，引导学生感受韵诗中押韵的单词。
六、课后作业
1、请学生完成AB第二单元练习2。
2、AB第二单元练习3可以作为课后阅读材料学生自己进行阅读。
3、完成AB第二单元练习4，请学生根据录音中的要求制作生日贺卡。
第四篇：高一英语必修3 Unit 4教案
高一英语必修3 Unit 4教案
Unit4
Astronomy：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。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让学生找出中出现的连接词，检查学生对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
．
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&Listening（workbook）
第二课时：Pre-reading,Reading&comprehension
第三课时：LearningaboutLanguage
第四课时：UsingLanguage
第五课时：Readingtask&Speakingtask
第六课时：Listeningtask&writingtask
IV.教学步骤：
新课标第一网xk
b1.com
Period1
warmingUp,Listening（workbook）&Talking
TeachingGoals:
.ToarouseSs
’interestintheknowledgeofastronomyandscience。.2.TodevelopSs’abilityinlisteningandspeaking.TeachingProcedures:
Step1.Leading-in
GiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.（1.）whoisthefirstmaninspace，doyouknow？
（2.）whichspaceshipdidyangLiweitaketospace？
（3.）Doyouwanttogotospaceifyouaregivenachance?
Step2.warmingUp
Purpose:TointroducethetopicofthisunittoSsintheformofaskingquestionsanddiscussion.AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.Howmanysubjectsarewestudyingnow?
（2）Doyouhavesomescientificstudyingmethodstolearnthemwell?
Asyousee,alargenumberofstudentswanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?
Step3.Talking
.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.makenotesofsomevaluableinformationandmakeaconclusionatlast.whatnecessaryinstructionsshouldnewspacetravelersmake?
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
Purpose:TodevelopSs’listeningability.Togainsomeexperienceoftravelinginspace
.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:astronaut,experience,instruments,pilot,airforce,rocket.2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.Period2
Pre-reading,Reading&comprehending
TeachingGoals:
.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearth—the“bigband”theory.2.ToenableSstoconcernaboutthefutureoflifeontheearth.Step1.Pre-reading
Purpose:ToarouseSs
’interestinlearningaboutsomerelativeinformationabouttheuniverse..ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscientifictheoriesaboutthetopic.Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.Theearth’satmosphere
Forreference:
Someideasaboutthebeginningoftheuniverse:
●PanGuturnsintoamyriadofthings
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..AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.SuggestedAnswer:
Themainideaofthetextisthetitle
—Howlifebeganontheearth.2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.Step3.Intensivereading
Purpose:togetthestudentstolearnthedetailsofthetext.Answerthequestions:
whendidthe“BigBang”happen?
whatformwastheearththe“BigBang”?
whatmadeuptheearth
’satmosphereaftertheearthexploded?
Howdidwatercomeintobeingontheearth?
whatwasimportanttothedevelopmentoffish?
whatmadepossibletheriseofmammalsontheearth?
whyaremammalsdifferentfromalllifeformsinthepast?
（2）Fillinthechartabouttheorderofdevelopmentoflife.SuggestedAnswers:
①Smallplantsinwater
②Shellfishandallsortsoffish
③Greenplantsonland
④Insects
⑤Amphibians
⑥forests
⑦reptiles
⑧dinosaurs
⑨mammals
⑩humanbeings
Period3LearningaboutLanguage
TeachingGoals:
.TogetSstoknowhowtousenewwordsandphrases.2.TohelpSstomastersomenewwordsandexpressions.3.TogetSstohavetheknowledgeofthisgrammarpoint:nounclausesasthesubject
TeachingProcedures:
Step1.consolidation
Purpose:Toconsolidatethewordsandphrasesinthetext..AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.2.AskSstokeepthewordstheyfilledinEx1inheart.3.AskSstofinishEx3andthenletthemcheckeachother’sanswers.Step2.Grammar
Purpose:TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises..DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbeforetheclass.2.Afterthepresentation,explainthegrammarpointforSs.3.LetSscompleteEx2onpage29afterlearningthegrammar.Purpose:TogetSstounderstandtheusageofnounclausesasthesubject.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。
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.）
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
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.AskSstofindwhichofthefollowingsentencesaresubjectclauses.whathewantsisabook.Itissonicethatwecanlearnthisgrammarpointtogether.I’msogladthatIcanmakefriendswithyou.Thisiswhyhedidit.DoyouagreetothesuggestionthatwehaveatripinTibet?
Thathewantsabookiscertain.Isuggestedjustnowwetakepartinthiscompetition.whetheryoulikehimornotdoesn’tmattertoomuch.Hedoesn’tknowwhetheryoucansingitwell.Theproblemiswhetheryoucansingitwell.Theproblemwhetheritisrightorwronghasnotbeendecided.Pleasetellmewhoyourmonitoris.SuggestedAnswers:
主语从句是:①②⑥⑧,宾语从句为:③⑦⑨,而④⑩为表语从句，⑤为同位语从句。
AskSstochoosethebestanswerstothefollowingsentences.①________makesmistakesmustcorrectthem.A.what B.That c.whoever D.whatever
②Itworriedherabit____herhairwasturninggrey.A.while B.that c.if D.for
③whenandwhyhecamehere________yet.A.isnotknown B.arenotknown
c.hasnotknown D.havenotbeenknown
④_____surprisedmemostwas____suchalittleboyofsevencouldplaytheviolinso
well.A.That...what
B.what...that
c.That...which D.what...which
Thesubjectof“whatisinterestingisthatIdonotevenknowhim.”is_______.A.what
B.interesting
c.whatisinteresting
D.I
whatapity_____is_____youdidn’tarrivebydaylight.A.there,because
B.it,that
c.he,when
D.that,for
⑦
isafactthatEnglishisbeingacceptedasaninternationallanguage.A.There
B.This
c.That
D.It
Itisimportantthat______oureducationinallavailableways.A.wemustdevelop
B.weshalldevelopc.wewoulddevelop
D.weshoulddevelop
Itisnecessarythat______bytheendoftheweek.A.wegoteverythingready
B.wehavegoteverythingready
c.wegeteverythingready
D.wemustgeteverythingready
Itwasnaturalthat_______.A.mypictureswouldsurprisethem
B.mypicturessurprisedthem
c.mypicturesshouldsurprisethem
D.mypictureswouldhavesurprisedthem
1.__________wecan
’tgetseemsbetterthan_______wehave.A.what;what
B.what;that
c.That;that
D.That;what
2.___________we
’llgocampingtomorrowdependsontheweather.A.If
B.whether
c.That
D.where
3.Itworriedherabit________herhairwasturninggrey.A.while
B.that
c.if
D.for
4.—IdrovetoZhuhaifortheairshowlastweek.—Isthat______youhadafewdaysoff.A.why
B.when
c.what
D.where
5.Itwasamatterof_______wouldtaketheposition.A.who
B.whoever
c.whom
D.whomever
6.Itisgenerallyconsideredunwisetogiveachild________heorshewants.A.however
B.whatever
c.whichever
D.whenever
7.________youdon’tlikehimisnoneofmybusiness.A.what
B.who
c.That
D.whether
8.youcan
’timagine________whentheyreceivedthesenicechristmaspresents.A.howtheywereexcited
B.howexcitedtheywere
c.howexcitedwerethey
D.theywerehowexcited
9.Thereisnodoubt________.A.thatmr.Hansenisingoodhealth
B.whetherismr.Hansenhealthy
c.ifmr.Hansen'shealthwasreturning
D.whethermr.Hanseninhealth
SuggestedAnswers:
①～⑤cBABc
⑥～⑩BDDcc
1～15ABBAA
6～19BcBA
Step3.Homework
.AskSstoreviewthenewwordsandphrases.2.AskSstolearntherulesofnounclausesasthesubjectbyheart.Period4UsingLanguage
TeachingGoals:
.ToimproveSs’listeningability.2.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.TeachingProcedures:
Step1.Listening
Purpose:TohelpSsimprovethelisteningability..Pre-listening
AskSstolookatthephotosofthethreegreatscientistsonP30andsaysomethingaboutthem.Thenaskthemthefollowingquestions.①
Doyouknowaboutsomebackgroundknowledgeofthesethreegreatscientists?
②
canyousaysomethingaboutthem?
AskSstolookthroughEx1andEx2onP30andgetfullypreparedforlisteningtothetape.2.Listening
AskSstolistentothetapeandfinishEx1onP30.PlaythetapeagainandaskSstochecktheanswersinpairs.AskSstolistentothetapeforthethirdtimeandfinishEx2onP30.Thenhavesomeofthemexplaintheiranswers.Step2.Reading Purpose:TogetSstoknowabouthumanbeing
’sfeelingsofvisitingthemoon..Fastreading
AskSstolookthroughthetextquicklyandchoosethebestanswertothefollowingquestion.Thepassageismainlyabout____?
A.introductionofthemoon
B.thegravitythatIfeltonmywaytothemoon
c.myvisittothemoon
D.myfriendyanping,anastronomer
SuggestedAnswer:
c.2.Intensivereading
AskSstoreadthetextcarefullyandfinishthefollowingexercises.Accordingtothetext,weknowthattheforceofthegravitywouldchange_____times.A.2
B.3
c.4
D.5
whendidtheauthorfeelstrongestofthegravityoftheearth?
A.onthemoon.B.onthehalfwaytothemoon.c.Attheverybeginning
D.ontheirleavingfromthemoon whatcausesthewritertofeelthathebecomesweightlessonthemoon?
A.Spaceship
B.Gravity
c.Hisfriend
D.HisGoodfeelingsofthemoon
Fromthetextwecanknowifamangrowsuponthemoon,_____.A.hewillgrowtallerthanontheearth
B.hewillgrowshorterthanontheearth
c.hewillbecomefatter
D.hewillbecomeweightless
SuggestedAnswers:
B
c
B
A
Step3.Speakingandwriting
Purpose:TogetSstolearnhowtopreparealistofthingsusedforgoingtothemoon.TopracticethewritingabilityofSs.1.Dividethewholeclassinto6groups.LetSsdiscusswiththeirgroupmemberswhattheymightneedtogotothemoon.meanwhile,askonestudentofeachgrouptowritedowntheimportantpartsoftheirdiscussion.2.AfterthediscussionSshavehadsomeknowledgeofthethingstheywouldneediftheyweregoingtothemoon.GetthemtodescribethethreewaysinwhichgravitychangedforLiyanpingandhowhisweightchanged..3.ThenSstowriteashortpassageexplainingthreeproblemstheymightmeetonthemoonaswellasthesolutionstothesedifficulties.Beforewriting,theycanhaveadiscussion.Step4.consolidation
.AskSstofinishEx2andEx3onP63
～P64andletthemchecktheanswerstogether.2.AskSstofinishthefollowingexercises.Fillintheblankswithproperwordsaccordingtothegiveninformation.①Thescientificstudyofthestarsiscalleda______________.②EatingtoomuchduringtheSpringFestivalcandogreath_______toourhealth.③
Thepatient
’shealthisg___________improvingwiththehelpofthedoctor.④Themixtureofgasesthatsurroundtheearthiscalleda_____________.⑤Peoplecanfindlotsofv___________scenesinsomeAmericanfilms.⑥Hearingtheexcitingstory,almosteveryoneintheroom_____________withlaughter.⑦Theforest__________asfarastheriverbank.⑧Thewifewasmuch____________atherhusband’sabsence.⑨marxwas_________toleavehismotherlandforpoliticalreasons.⑩Thereismuchdust__________intheair.SuggestedAnswers:①astronomy
②harm
③gradually
④atmosphere
⑤violent⑥exploded
⑦spreads
⑧disappointed
⑨forced
⑩floating
Finishthefollowingsentencesaccordingtothechinese.①______________________________________isthatIhaven'theardfromhimrecently.②Donotreadbooksinthepoorlightasitis_____________________.③_____________________,wearegettingbetterwitheachother.④_____________________________________________hasagreatandactiveeffectonmylife.⑤Pleasetrytocomebackearly_______________________________.SuggestedAnswers:
①whatmakesmeupset/annoyed
②harmfultoyoureyes
③Astimegoesby
④ThatonceIworkedinafactoryfortenyears
⑤nowthateverythinghasbeenarranged
choosethebestanswertothefollowingsentences.①TheAmericansareeating_____vegetablestodayastheydidbefore.A.morethantwice
B.morethantwiceasmany
c.twiceoverasmany
D.overtwiceasmuch
②Ifyoualwaysworksohardlikethis,youwill____soonerorlater..A.breakup
B.breakout
cbreakdown
D.breakin
③—willyougooutforshoppingthisSunday?
—well,___________.A.Iwouldliketogo.B.italldepends
c.Ihavealotofworktodo
D.certainlynot
④Beyond_____starstheastronautsawnothingbut_____space.A.the;/
B./;the
c./;/
D.the;the
⑤_____youhavegotachance,youmightaswellmakeuseofit.A.After
B.Although
c.Assoonas
D.Nowthat
SuggestedAnswers:①B
②c
③B
④A
⑤D
Step5.Homework
.AskSstousethewordsandphraseslearnedinthisunittowriteashortpassageabouttheirownopinionsontravelingtospace.2.AskSstopreviewthenextperiod.Period5&6Readingtask，Speakingtask,Listeningtask&writingtask
TeachingGoals:
.ToenlargeSs’visionofspacetravel
2.ToletSsgetmoreknowledgeaboutscienceandtechnology.3.ToimproveSs’abilityinlisteningandwriting.4.ToletSsknowmoreaboutspacetravel.TeachingProcedures:
Step1.Readingtask
.Fastreading
AskSstoreadthetextquicklyandsilentlyandanswerthefollowingquestion
whatisthetextmainlyabout?
SuggestedAnswers:
Itismainlyaboutwhathappenedandwhattheysawroundthe“blackhole”.2.Intensivereading “ AskSstoreadthetextcarefullyandexplainwhatthe
blackhole
”isaccordingtothetext.Thenhavethemwriteitdown.AskSstoreadtheformonP67andwhichoftheoldideasaboutthe“blackhole”iswrong.SuggestedAnswers:
Thefiftholdideaiswrong,becauseobjectscanbethrownfarfromthe“
blackhole
”
bytheenergyinthe“blackhole”.otheroldideasareright.AskSstoimprovetheirwritingsaboutthe“blackhole”accordingtotheformonP67andchoosesomeSstoreadoldtheirwritings.Step2.Speakingtask
.DivideSsintothreegroupsandaskeachgrouptothinkofaquestionwhichtheywanttoaskLiyanpingmost.Thenwritethethreequestionsthreegroupshavepresentedontheblackboard.Possiblequestions:
canwesee“blackholes”withoureyes?
Ifyoucan'tseea“blackhole”,howdidyouknowyouhadgotclosetoit?
Haveourscientistsfoundoutwhether“blackholes”willdoharmtothehumanbeingsornot?
whatwillhappenedifwegetclosetoa“blackhole”?
whatwasthemostunexpectedthingyoufoundoutabout“blackholes”?
whatwasthemostfrighteningthingthathappenedtoyouonthisjourney?
Possibleanswers:
No,wecan't.
youonlyknowyouareclosetoablackholebyseeingthingsdisappearintowhatappearstobeanemptyspace.Theblackholecan'tbeseen.
Sofarwehaven'tfoundouttheycancausedamagetotheearthorhumanbeings.
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
.Pre-reading
AskSstodiscussthefollowingquestions.Ifyouareareporter,howwillyouinterviewafamousastronomer?
whatkindofquestionswillyouaskhim?
Doyouwanttoexperiencetheastronaut'slifeinspace?
2.Listening
AskSstoreadEx2ofListeningtaskonP65andthenplaythetapeandletthemfinishEx1.AskSstoreadEx2ofListeningtaskonP65andmakesuretheyknowaboutthedifferentpartsofthespacesuit.PlaythetapeagainandaskSstofinishEx2.PlaythetapefrothethirdtimeandaskSstochecktheiranswerstoEx1andEx2inpairs.Step4.writingtask
.AskSstodiscussthefollowingquestions.Ifyoucantravelinspace,whichstarorplanetdoyouwanttoexplore?
whatwillseeduringyourspacetravel?
Ifpossible,doyouwanttoapproachthe“blackhole”?
Howwillyoufeelinspace?
2.AskSstowriteanarticletotellabouttheirideasandhopesforspacetravel.Theycanmakemostoftheirimagination.Remindthemtomakeamainheadingandsmallerheading.TheycanrefertothepassageonP68.3.AsksomeSstopresenttheirwritingstotheclass.Step5.Homework
.AskSstowritedowntheirinterviewsontheirnotebook..2.AskSstosurftheInternettofindsomeinformationaboutthe“blackhole”.AskSstoreviewthisunitandpreviewthenextunit.
第五篇：高一经典指数函数复习教案
复习课
刘广莹
从前有一个数学家，他和一位商人做一单交易，商人要数学家帮他，但,数学家知道他是奸的,就玩弄他.最后，数学家答应了帮他，但前提是要那为商人第一天给他1钱，第二天给他2钱，第三天给他4钱……如此类推，要给足20年。商人想到只是一钱两钱而已，便答应了。于是，便造成了一个指数函数,翻倍而上.最后,那为商人就破产了.他万万没想到,害到他家产没了的是他自己呀！
同时根据指数函数图象来看,简直可以说是直线增长的,比爆炸的威力还要大.所以,指数函数也称为爆炸函数.2、知识要点梳理：
（1）指数函数、对数函数的定义；
一般地，函数
叫做指数函数，其中是自变量，函数的定义域是.一般地，我们把函数
叫做对数函数，其中其中是自变量，函数的定义域是。
注意：函数的底数的限制条件；
函数的定义域；
函数的值域。
（2）指数函数的图像和性质；
图
象
0 a>1 定义域 值 域 性 质 过定点（，） 奇 偶 在R上是 函数 在R上是 函数 例1 已知指数函数的图象经过点，求的值。 例2 当函数y=ax－(b+1)(a＞0，a≠1)的图象在第一、三、四象限时，对应的取值是多少。 例3已知函数满足，且，则与的大小关系是。 过手训练： 1.下列函数是指数函数的是 （填序号） （1） （2） （3） （4）。 2、函数的图象必过定点。 3、比较下列各组数大小： （1） （2） （3） 强化训练： 1.已知是定义在R上的奇函数，且当时，求此函数的解析式。 设，求函数的最大值和最小值。 课后练习： 1.（1）若指数函数在R上是增函数，求实数的取值范围。 （2）如果指数函数是R上的单调减函数，那么取值范围是 （） A、B、C、D、（3）下列关系中，正确的是 （） A、B、C、D、2.已知函数=是奇函数，求的值。 3.回忆指数函数的图象并写出其性质：
点击咨询 