Using LanguageⅡ教学设计(教案)

Book3 unit 4

How life began on the earth

Reading 教学设计

- 陈剑玲

Learning goals：

1.

Language application（语言能力）：

to let students know how life developed on the earth; 2.

Learning abilities（学习能力）：

to let students know how the passage was organized; 3.

Cultural awareness （文化意识）：

to let students care about the earth and know different religions’ opinions on the earth; 4.

Thinking quality（思维品质）：

to let students put forward some effective measures to protect the earth.

Important & difficult points：

1.

To know some astronomic knowledge; 2.

To grasp the main idea and the structure of the passage; 3.

To know the right order of the development of life and the earth; 4.

To improve the reading ability.

Learning procedures: Pre-reading: ask students to read a piece of news and then think about why we should protect the earth and how much we know about the earth. (5m) News report:

The hit Chinese science fiction film “The Wandering Earth” dominated （领先）this year’s Lunar New Year box office. The movie currently has a score of 7.9 out of 10 on the review site Douban. It tells the story of a group of Chinese astronauts working to save the Earth from a dying and rapidly expanding sun by pushing the earth out of the solar system.

While-reading: Part 1: What is the passage about? Para1:

ask students to read para 1 and then answer the question (3m) Question: What is the wildly accepted theory?

Para 2：ask students to read para 1 and then fill the blanks (5m) Question: How did the earth come into being?

Flow chart:

The Big Bang

stars

Other bodies

Earth: a cloud of __________

Other ______

Water vapour

The earth’s ______________

Water :______________to the development of life

Para 3 : ask students to read para 1 and then answer the question (3m) Question:

Why was water fundamental to the development of life？

Para 4: ask students to read para 1 and then fill the blanks (5m) Question:

How did life begin on the earth? Flow chart:

Water

small ________ in water

_________ and all sorts of fish

___________on land

_____________________ (on land);

___________(on land and in water)

Forests

and

__________

dinosaurs (on land)

______________(on land)

small clever animals with ______________

Para 5:

ask students to read para 1 and then answer the question (3m) Question 1. What were those clever animals with hands and feet?

Question 2. What have “clever animals” done to the earth?

Part 2 : How was the passage organized? ask students to read para 1 and then answer the question (3m)

Question1:

What’s the writing style of this passage?

Question2:

In what order was the passage organized?

Part 3: Why did the writer write this passage? ask students to read para 1 and then answer the question (3m)

Question : What’s the purpose of this passage？

Post-reading:ask students to read a piece of news and then discuss what we can do to protect the earth. (5m) 1.

News report：Good news for green thumbs: The world is a greener place than it was 20 years ago. Data from @NASAEARTH satellites shows that human activity in China and India dominate this greening of the planet, thanks to tree planting and agriculture. 2.

Question: How can we protect our earth?

教学反思：___________________________________________________________

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