Using LanguageⅡppt课件课堂实录

教学设计(文字描述，并作相应解释)

Book3 unit4

Warming up and reading (45minutes)

一、教学要求：

（一）Knowledge Aims:

1. Get students to learn the knowledge of the development of life （二）Ability Aims:

1.Enable Ss to master the reading skills such as skimming and scanning. （三）

Emotional Aims：

1. Help students raise the awareness of the importance of protecting the earth and make up their minds to take action to protect the environment..

2. Cultivate students’ team spirit group work. 二、教学重点和难点：

1. Train students’ ability by describing, talking and discussing.

2. Master some important words and phrases in this unit. 三、教学方法: 1. Task-based teaching and learning. 2. Discussion and cooperative learning. 教学过程

Warming up（话题背景）

Task 1: Revision: 翻译：

1.

妈妈说我要早点回家。

My mother told me that I should come back home early. 2老师告诉我们说地球绕着太阳转。

The teacher told us that the earth travels around the sun.

设计意图：充分利用上节课知识巩固，激发学生已有知识，引出本单元话题“Astronomy:

the science of the stars”。阅读理解是一个构建的过程，是读者积极主动地将自己已有的知识和经验结合语篇中的信息而产生新的思想的过程。由此引发学生的阅读愿望。

Pre-reading

Task 2: Prediction

What are the names of the eight planets that circle the sun? 设计意图：通过图片的展示，学生能很直观的了解八大行星的排列和名称，形象地了解太空的知识，激发学生对行星的求知欲。

A Quiz

Game

1. How many planets are there in the Solar System?

A. 6

B. 7

C. 8

D. 9

2. What is the total population of humans on the earth?

A. About 3.5 billion

B.

About 4.5 billion

C. About 5.5 billion

D. About 6.5 billion

3. How long does the rotation (自转) of the earth take?

A. 12 hours

B. 24 hours

C. a month

D. 365 days 4. Which continent is the smallest?

A. Africa

B. North America

C. South America

D. Oceania

5.

______ of the earth surface is covered

by water.

A. 20%

B. 30%

C. 50%

D. 70%

设计意图：通过知识竞答，一步步接近主题地球是如何形成的？不仅符合学生的思维习惯。学生能很自然的进入主题，对接下来的内容保持兴趣。

How does the earth come into being ? Pangu separates the sky from the earth

Nuwa makes human beings God created the world

上帝创世论

Do you think the legends(传说) are true? The Big Bang

HOW LIFE BEGAN ON THE EARTH ? 设计意图

：通过传说到科学理论证明世界是如何形成，进入课文主题：生命是怎么发展的？

Listening for main idea The passage explains how _____began on the earth. At first, the universe began with a _________ and produced water. And then plants and _______including human beings appeared on the earth gradually because of water While- reading

Task 3: Fast Reading Fast Reading

Find out the main idea of each paragraph

Paragraph 1: Paragraph 2:

Paragraph 3:

Paragraph 4:

Paragraph 5 a.

The importance of water for life

b.

The development of plants and animals on the earth

c.

The formation of the earth

d. A widely accepted theory about

e.the formation of the universe

f.The arrival of humans and

g.their impact on the earth 设计意图：培养学生总结归纳信息的能力。

Task 5: Careful reading

1.Who knows how life began on the earth exactly? A. Scientists.

B. Astronomers.

C. No one.

D. Aliens(外星人). 2.What does “small clever animals” in the last paragraph refer to?

A. Insects.

B. Reptiles.

C. Dinosaurs.

D. Humans. 3.The earth was different from the other planets in that______. A. a cloud of dust was around the earth B. comfortable climate remained on the earth C. water remained on the earth D. carbon remained on the earth 4.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 breathe. C Animals could hide from hunters in forest. D It was easier for plants to grow. 5.From the last paragraph we can infer that

the author is a little＿

A

happy

B careless

C worried

D excited Careful reading II Read the passage carefully and put the order of development of life into a timeline. (

) 1 Insects and amphibians appeared (

)2. Dinosaurs appeared. (

)3. The earth became a solid ball. (

)4. Small plants grew on the water.

(

)5. Reptiles appeared. (

)6. Plants began to grow on dry land. (

)7.The earth was a cloud of dust. (

)8. Water appeared on the earth. (

)9. Shellfish and other fish appeared. (

)10. The universe began with a "Big Bang. (

)11.Clever animals with hands and feet appeared (

)12. Mammal

appeared 设计意图：

阅读了解更多细节内容，同时要看透作者的思想或者获取新的信息并整合到自己已有的知识中。通过对袁隆平对名利态度的认识，培养学生积极地价值取向

Summary

How does the life develop on the earth? 设计意图：学生的归纳能力，同时体现了读与说的结合。

Post-reading

1.

the earth is the only place for human and animals, but she is ill and have a fever now? why？What should we do? 1. Reduce carbon dioxide pollution by using less fossil fuels, like gas, coal and oil. 2.

Increase the use of renewable energy sources such as

wind, water and sun.

3.

Plant more trees and protect threatened forests

4.

Recycle rubbish ; save energy by turning off the running water and lights when leaving

5.

New laws should be established to stop polluting the environment. 设计意图：知识拓展以及资源策略的培养。围绕本话题引到课外阅读，丰富话题知识，发展阅读技能，培养学生口头表达能力。知识与技能的迁移，高尚道德情操及积极情感态度的培养。通过讨论，

深化理解，提升思想。

Homework: 1. Finish comprehending Exx. 2. Read the passage again and find out the difficult sentences. 设计意图：巩固所学，形成脉络。

教学反思：

这是一节阅读课，主要培养学生在阅读过程中获取和处理信息的能力。根据材料的形式及内容特点，挖掘文章内涵，考虑了不同层次学生的实际学习情况及学习能力，从学生的生活经验和兴趣为出发点，按照“语言接触---理解体验---语言聚焦---自主运用”的教学思路，采取在pre-reading, while-reading ,post-reading的各个环节上设计不同的学习任务,包括brainstorming, prediction, title exploration, text organization, scanning, skimming, detailed reading,阅读和小组合作讨论等活动形式，培养不同的阅读能力和学习策略，学生通过不同任务驱动，进一步获得用英语获取、处理信息的能力；加强了跳读、扫读、抓主旨，总结，预测等阅读能力；通过读说，说听技能训练的结合，提高综合语言运用能力，为真实语言交际打基础，促进情感动机发展，并在能力及知识方面得到拓展，在用英语解决实际问题方面得到锻炼。