人教版高中英语必修三Unit4Readingforusing教学设计正式版.docx

Unit4 Reading for using 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, gentle, in time, give birth to, in one 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, gravity, satellite; 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 years ago when the dust settled into a solid globe. P25 (2) The earth became so violent that it was not clear whether the shape would last or not. P25 What is even more important is thatas the earth cooled down, water began to appear on its surface. P26 They were in time to produce carbon dioxide, nitrogen, water vapour and other gases, which were to make the earth ’ s atmosphere-26.P25 It was not immediately obvious that water was to be fundamental to the development of life.P26 After that, some huge animals, called dinosaurs, developed.P26 Why they suddenly disappeared still remains a mystery. P26 What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas. P26 So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. P26 As a result of this, many scientists believe the earth may become too hot to live on. P26 How life began on earth is one of the biggest puzzles thatscientists found hard to solve. P27 1.1.2 Ability goals 能力目标 1.1.2.1 Enable Ss to know how to pronounce the new words correctly. 1.1.2.2 Enable Ss to know about some word formations. 1.1.2.3 Enable the Ss to grasp the usage some important words and expressions. 1.1