初三英语Unit4 reading 新课标 人教版

人教版英语九年级全一册教案：Unit4 SectionA（3a-3c）Unit4 SectionA（3a-3c）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit4 I used to be afraid of the dark.【课时】Section A 3a-3c（第2课时）【课型】Reading（阅读课）第 2 页第 3 页教材分析第 4 页教学目标教学重难点教学重点：1.正确使用Section A 3a-3c所有重点单词，短语和句型；正确使用used to结构，包括肯定、否定、疑问及其回答。

2.学习用描述人的个性的词汇描述人的变化。

教学难点：学用描述人的个性的词汇描述人的变化。

建议教法以任务型教学作为课堂教学理念、利用引导法和三步阅读教学法完成相应阅读任务。

Pre-reading: lead in-PresentationWhile-reading: Skimming- Scanning– Intensive reading-Listening and readingPost-reading: Retelling-Discussion-Inference-Different activities第 5 页教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。

2.读中的活动设计遵循语言规律，符合阅读课目标，由浅入深，环环相扣，能兼顾边缘生。

3.读后的活动设计体现运用教材有创造性，补充内容有针对性，拓展知识有可行性，课后作业能体现知识的迁移性。

有利于对学生思维品格的训练与培养。

【本课时教学设计】步骤过程措施（教师活动与学生活动）目的持续性评价DELC4 1预备与激活先期知识Step 1Greeting andLeading in( 3mins)Greet the class as usual and ask Ss to reviewusing “used to” and “ now”. E.g.T:What did you use to be like？S: I used to be shy.T:Are you still now?S: No, I’m not.I am popuar..2.T asks Ss some students.(1) How have you changed since you was a child?(2) What does it help you with?利用IQEE策略,利用复习所学描述人物外貌和性格的方法及词汇，通过老师询问学生从小到大的转变的问题与本堂课的话题Candy的人生经历变化建立起记忆连接。

人教版选修2 Unit4 Journey across a vast land 读写课教学设计一、教学分析1.教学内容分析本科教学内容选自人教版高中英语第二册Unit 4 Journey across a vast land中reading and writing部分。

本单元阅读文本的话题是两名中国学生坐火车从西到东横跨加拿大的旅途见闻，旨在向学生介绍加拿大的一些基本情况，包括地理环境、自然风光、重要省市和地方，从而开拓学生视野，加深对加拿大的了解。

本单元的写作项目是写一封关于旅程方面的电子邮件。

电子邮件属于应用文，是高考写作常见的形式之一。

基本结构为第一部分，简要介绍你所去的地方；第二部分，具体列出见闻得内容；第三部分，对旅程的总结。

这一部分的主题是写一个关于旅行的电子邮件。

老师应该让学生利用地图梳理李戴予和刘倩的旅行路线，整理总结两姐妹的旅行经历。

学生可以利用李戴予的语气给家长写一封电子邮件。

文本以时空转换为线索，用优美流畅的语言描绘了一幅富有加拿大特色的丰富多彩的画面，包括当地的自然风光、城市风貌、文化和传统艺术生活。

它为学生的写作任务提供了重要的信息和生动的语言材料。

最后，学生可以将所学知识用于崭新的文本内容中，写一封电子邮件，来描述自己最难忘的一次旅行经历。

2.学情分析教学设计的对象是普通高校的高中生，这篇文章的难度适中。

主要谈论了加拿大的自然人文风光，学生们对于这一话题非常感兴趣，这为本课的学习提供了有利条件。

此外，经过了初中阶段的英语学习，他们已经有了一定的应用文写作的基础以及应用能力。

通过前三课时的学习，学生对本单元的话题有了充分的认知，对相关话题的词汇已有一定的掌握，语言的实际运用能力也有了一定的提高，能够根据话题表达自己的观点态度。

但是很多学生很少接触加拿大地理文化方面的知识，不熟悉电子邮件的格式、句式，较难将学到的词句转换成自己的语言写进应用文写作中。

因此，教师应采取读写结合教学法，指导学生从结构、语言和内容三个视角解读该教材文本。

2019-2020学年高中英语人教版必修三Unit 4 Astronomy: the science of the stars—Reading学案主编：审核：编号：3401班级：______ 姓名：________ 使用日期：_________【学习目标】：1. To learn some useful words and expressions in the text.2. To learn the development of life.3. To improve some reading skills, and learn the organization of the text.4. Train Ss’ interests in science and stimulate their love for astronomy.【教学重点】：1. Get the Ss to know the development of life.2. To improve the student s’ reading ability.【Teaching procedures】课前预习【Pre-Class】：Vocabulary learning. 【Write and Read】I.单词检测1．__________ n．天文学2．__________ n．系统；体系；制度3．__________ n．宗教；宗教信仰__________ adj.宗教的；信仰宗教的4．__________ n．学说；理论5．__________ adj.猛烈的；激烈的；强暴的__________ n．暴力6．__________ n．大气层；气氛7．__________ prep.与……不同；不像8．__________ adj.基本的；基础的9．__________ adj.有害的__________ n. &vt.伤害；损害10．__________ n．链子；连锁；锁链11．__________ vi.&vt.乘；增加12．__________ vi.生存；存在__________ n．存在13．__________ adv.因此；于是14．__________ n．迷；难题；vt.&vi.(使)迷惑；(使)为难II. 重点短语1．____________依靠；依赖；取决于2．___________ 及时；终于3．____________ 各种各样的4．_____________ 下蛋5. ________________ 产生；分娩6．_____________ 轮到某人7．________________ 阻止；制止【课堂探究】Step1 lead in-warming up1. In our solar system eight planets circle around the sun. What are they?(Note：According to the present day scientific study, there are only eight planets, with the Pluto excluded.) Keys: The Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.2. Each religion and culture has its own ideas about how life began on earth. What do you know?Step2 Pre-reading1.The origin of life on earth is a question that interests astronomers. What do you know about the scientific theory on the earth?2. Read the title and predict what the reading will be about, then check if you are right.Step3 Reading ComprehendingI. Skimming-Skim the passage and match the main idea with each paragraph.Para. 1 _____ A．The formation(形成) of the earth.Para. 2 _____ B．The importance of water for life.Para. 3 ______ C．A widely accepted theory about the formation of the universe.Para. 4 ______ D．The arrival of humans and their impact on the earth.Para. 5 _______ E．The development of plants and animals on the earth.Ⅱ. True(T) or False(F)．1．It was not until between 4. 5 and 3. 8 billion years ago that people knew what the earth was to become. ( ) 2．Water began to appear on the surface of the earth before gases were produced. ( )3．The global warming will have a great effect on human beings. ( )Ⅲ. Choose the best answer according to the text.1．What began to appear on the earth's surface when it cooled down?A．Water. B．Gases. C．Acids.2．From the last paragraph we can infer that the author is ________.A．confident B．sad C．concerned3．What does the word “they” in the sentences “It exploded loudly with fire and rock. They were in time to produce carbon dioxide，nitrogen，water vapour and. . .” refer to?A．Planets. B．Fire and rock. C．Gases.4．Which is the right order of the development of life?A．Small clever animals→shellfish→dinosaurs→mammals.B．Shellfish→dinosaurs→small clever animals→mammals.C．Shellfish→dinosaurs→mammals→small c lever animals.5．Why were mammals different from other life forms?A．Because they gave birth to young baby animals and produced milk to feed them.B．Because they produced young generally by laying eggs.C．Because they were able to live on land as well as in the water.IV. Fill in the blanks according to the text.【课堂巩固练习】Fill in the blanks according to the reading passage.For several billion years after the “Big Bang” ，the earth was just 1._____ cloud of dust. Between 4. 5 and 3. 8 billion years ago，the dust settled into a solid globe. The earth became so violent and it exploded loudly with fire and rock. They were in time 2. __________(produce) many things，which were to make the earth's atmosphere. As the earth cooled down，water began to appear on 3.______ surface. The continued presence of water allowed the earth to dissolve 4.__________ (harm) gases and acids into the oceans and seas. This produced a chain reaction，which made 5._________ possible for life to develop. Many millions of years later，the first extremely small plants multiplied and filled the oceans and seas 6. _________ oxygen. This encouraged the later 7.____________(develop) of early shellfish and all sorts of fish. Finally，some small clever animals，now with hands and feet ，appeared and spread all over the earth. They are putting too much carbon dioxide into the atmosphere, 8. _________ prevents heat from escaping from the earth into space. 9. _______ life will continue on the earth for millions of years to come will depend on whether this problem can 10. ____ ( solve ).Unit 4 Astronomy: the science of the stars—Reading学案参考答案Step1 Vocabulary learningⅠ. 单词检测1．astronomy n．天文学2．system n．系统；体系；制度3．religion n．宗教；宗教信仰religious adj. 宗教的；信仰宗教的4．theory n．学说；理论5．violent adj. 猛烈的；激烈的；强暴的violence n．暴力6．atmosphere n．大气层；气氛7．unlike prep. 与……不同；不像8．fundamental adj. 基本的；基础的9．harmful adj. 有害的harm n. &vt. 伤害；损害10．chain n．链子；连锁；锁链11．multiply vi. &vt. 乘；增加12．exist vi. 生存；存在existence n．存在13．thus adv. 因此；于是14．puzzle n．迷；难题；vt. &vi. (使)迷惑；(使)为难Ⅱ. 短语默写1．depend on依靠；依赖；取决于2．in time及时；终于3．all sorts of各种各样的4．lay eggs下蛋5．give birth to 产生；分娩6．in one's turn 轮到某人7．prevent. . . from 阻止；制止Step3 Reading ComprehendingⅠ. Match the main idea with each paragraph.Para. 1(C) A．The formation(形成) of the earth.Para. 2(A) B．The importance of water for life.Para. 3(B) C．A widely accepted theory about theformation of the universe.Para. 4(E) D．The arrival of humans and their impact on the earth.Para. 5(D) E．The development of plants and animals on the earth.Ⅱ. True(T) or False(F)．1．It was not until between 4. 5 and 3. 8 billion years ago that people knew what the earth was to become. (T) 2．Water began to appear on the surface of the earth before gases were produced. (F)3．The global warming will have a great effect on human beings. (T)Ⅲ. Choose the best answer according to the text.1．What began to appear on the earth's surface when it cooled down?A．Water. B．Gases. C．Acids.答案 A2．From the last paragraph we can infer that the author is ________.A．confident B．sad C．concerned答案 C3．What does the word “they” in the sentences “It exploded loudly with fire and rock. They were in time to produce carbon dioxide，nitrogen，water vapour and. . .” refer to?A．Planets. B．Fire and rock. C．Gases.答案 B4．Which is the right order of the development of life?A．Small clever animals→shellfish→dinosaurs→mammals.B．Shellfish→dinosaurs→small clever animals→mammals.C．Shellfish→dinosaurs→mammals→small clever animals.答案 C5．Why were mammals different from other life forms?A．Because they gave birth to young baby animals and produced milk to feed them.B．Because they produced young generally by laying eggs.C．Because they were able to live on land as well as in the water.答案 AIV．Fill in the blanks according to the text.【课堂巩固练习】Fill in the blanks according to the reading passage.For several billion years after the “Big Bang” ，the earth was just 1._____ cloud of dust. Between 4. 5 and 3. 8 billion years ago，the dust settled into a solid globe. The earth became so violent and it exploded loudly with fire and rock. They were in time 2. __________(produce) many things，which were to make the earth's atmosphere. As the earth cooleddown，water began to appear on 3.______ surface. The continued presence of water allowed the earth to dissolve 4.__________ (harm) gases and acids into the oceans and seas. This produced a chain reaction，which made 5._________ possible for life to develop. Many millions of years later，the first extremely small plants multiplied and filled the oceans and seas 6._________ oxygen. This encouraged the later 7.____________(develop) of early shellfish and all sorts of fish. Finally，some small clever animals，now with hands and feet ，appeared and spread all over the earth. They are putting too much carbon dioxide into the atmosphere, 8. _________ prevents heat from escaping from the earth into space. 9. _______ life will continue on the earth for millions of years to come will depend on whether this problem can10.____________( solve ).参考答案：1. a 2. to produce 3. its 4. harmful 5. it 6. with7. development 8. which 9. Whether 10. be solved。

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。

Period 5 (2a-2f )一、教学目标：1. 语言知识目标：1) 能掌握以下单词, influence, seldom, proud, be proud of, absent, fail, boardingschool, in person, exactly, pride, take pride in2) 能掌握以下重难句子：①Li We n’s unhappiness b egan to influence his schoolwork.②Sometimes he was absent from classes and failed his examinations.③She advised them to talk with their son in person.④They take pride in everything goo d that I do.I know my parents love me and they’re always proud of me.二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及用法。

2) 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点阅读2b部分的短文并完成相关要求。

三、教学步骤Step 1. Free talk.Show some pictures of stay-at-home children.a. Who are they?b. Can you say something about them?Step 2. Lead in1. Show a picture of a young student. Tell Ss that the boy is Li Wen. He’s a 15-year-old boy whose parents are working in the city. Look at the title of the passage and predict the problems he might have.He Studies Harder Than He Used to2. Now discuss them with your partner and guess the problems he might have.3. Ask some Ss guess the problems..e.g. S1. He used to break the school rules.S2: He used to hate studying and fail his exams.S3: He used to fight with his classmates.Step 3. Fast Reading1. T: Now let’s work on 2b. First, let Ss read the sentences and make sure they knowthe meanings of all the sentences. Then read the passage again and try to put the sentences into the correct places in the passage.Read the passage and put the sentences [A-D] in the correct places.A. They had a long talkB. Now Li Wen has really changedC. However, things began to change a few years agoD. His teacher was worried about him2. Give some good ways to the Ss.Paragraph 1: C3. Check the answers with the class.Step 4. Careful Reading1. Read and match the main idea with each paragraph.2. Read the last two paragraphs and then fill in the blanks.3. Work on 2ca. Read the passage again and try to underline the problems that Li Wen used to have.b. Check the answers with the Ss.①He became less interested in studying.②Sometimes he was absent from classes, and he failed his examinations.③Li Wen was shy and was not able to make friends quickly in school.4. Work on 2d1. Tell Ss that they have to use the clues from the passage to help them guess the meanings of the words in the box. Make sure Ss know what to do.1.influence 读“until a conversation with his parents influenced his way of thinking”2. Ss read the passage again and try to guess the meaning of the words.3. Let some Ss say their answers.4. Check their answers with the class and tell Ss why.Step 5. Post reading1.RevisionFill in the blanks with the proper words or phrases.2. Work on 2f:a. What do you think Li Wen and his parents talked about in their conversation?b. Write a conversation and role-play it with your group. Think of the following things:•Possible questions Li Wen might ask his parents•Questions his parents might ask Li Wen•Possible answers from Li Wen and his parentsStep 6. Homework1. Read the passage again after school.2. Finish 2e in page31.。

Unit4 I used to be afraid of the dark.教材分析、教学设想、重要知识点及语法解析单元教材分析本单元以“我们怎样改变(how we have changed)”为核心话题，在四年后老朋友见面的情景中，围绕本单元语言交际功能项目“谈论你过去是什么样”（talk about what you used to be like），逐步展开各项听、说、读、写活动，给人们一种有趣的体验和新鲜的感受。

教学从谈论人物过去的外貌、性格，进一步延伸到谈论人物过去的心理感受，以及人物过去的爱好等，最后延伸到谈论现在的变化，将过去和现在教学进行对比。

本单元在各项语言活动中，融入大量含used to结构的语句，由于教学内容与学生的实际生活密切相关，易于激发学生学习兴趣。

通过观察图片、听说训练、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，让学生在感受、理解、体验的基础上，很容易就能掌握这个结构。

并能运用used to do sth结构谈论自己与过去的不同，准确地描述人物过得外貌、性格和心理特征。

通过学习，让学生在交际活动中，学会正确地用英语谈论事物的发展和变化，明白事物是在不断发展变化的，培养学生积极向上的健康心态。

Section A：是基本认知部分。

主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。

教材通过学习描述人物外貌和性格的形容词，利用图片设置的情景导入本单元语言功能项目“谈论你过去是什么样”（talk about what you used to be like）和语法项目“used to”结构，然后通过听力和口语训练逐步落实这些语言功能项目。

活动1a介绍描述人物外貌和性格的重要词汇和used to句型。

让学生理解表格中的词汇，学习用其它的形容词描述人物的外貌和性格，并填在表格中。

利用描述图片上人物或班级内的同学，导入新的语言功能项目，学习used to句型。

Unit 4 Natural DisastersPeriod 2Reading and Thinking教材分析该板块以“描述自然灾害”(Describe a natural disaster)为活动主题，要求学生通过阅读文本，了解我国20世纪70年代发生在唐山的大地震，学习报告文学这种纪实性文体的语言特征，最后完成用自己的语言描述自然灾害的任务。

该语篇文本没有报告文学中常见的中心人物，但按地震前、中、后的顺序向读者整体描述了唐山大地震这场灾难。

全文描写生动、包含情感，体现了作者想要表达“灾害无情，人有情”的思想感情。

教学目标1. 能正确理解使用下列词汇：ruin, percent, brick, metal, shock, electricity, trap, bury, breathe, effort, wisdom, context, suffer等。

2. 阅读描述重大灾害的纪实性报告文学语篇，掌握该类语篇的语言特征和叙事要点，能分析阅读语篇的文本结构。

3. 掌握在阅读中根据上下文猜测词义的策略；巩固合成词的相关知识；能运用构词法知识推测词义。

4. 从历史事件的角度了解国内外发生过的一些重大自然灾害，树立防灾意识和自我保护意识。

5. 能够了解和掌握一些与自然灾害相关的安全常识和防范措施。

教学重难点【教学重点】帮助学生掌握报告文学兼具文学性和纪实性的语言特征，让学生学会欣赏文本中所运用的修辞方法和写作技巧，理解作者在作品中所表达的情感和写作意图。

【教学难点】掌握在阅读中根据上下文猜测词义的策略。

教学过程Step 1 Warming-upHave a brief review of the natural disasters mentioned in news reports in Period 1. Discuss ingroups what can happen to a city during a big earthquake.设计意图：回顾上节课的内容，激活关于自然灾害和地震的背景知识。