Warming up、Pre-reading、Reading、Comprehending教学设计内容推荐

Unit 4

How life began on the earth教学设计

【教学内容】

How life began on the earth

(人教新课标)·英语·高一(必修3) ·Unit 4 Astronomy:The science of the stars·Reading

【教材分析】

本单元的中心话题是“天文学”，内容涉及太阳系、地球上生命的起源、宇宙大爆炸、月球探秘、黑洞效应等，主要内容是围绕地球上生命的起源展开的。

How life began on the earth这篇阅读文章讲述了地球上生命的起源，所使用的文体是说明文。文章通过对宇宙大爆炸理论进行科学性分析，推断出地球上生命的由来以及生物进化的过程。

【学情分析】

教学对象为高一的学生。经过高一上学期的英语学习，他们已经储备了一定的高中英语词汇和基础知识，认知和分析水平比初中阶段有了进一步的提高，能就给出的话题展开讨论，发表自己的看法，渐渐具备了用英语获取信息、处理信息、分析问题和解决问题的能力。

学生对“天文学”这一话题并不是很陌生，由于本篇阅读文章的脉络清晰、结构分明，读起来很有趣味，引人入胜，给学生留下了很大的思考空

间，能够激发学生的想象力，积极去探索文意，了解生命的起源以及生物进化的过程。所以在设计这堂课时，我重点从学生对“天文学”这一话题的兴趣出发，设计探究点，借助电影片段创设情景。在合作探究的基础上，感悟、体验生命起源及生物进化过程的科学性。

【教学目标】

1、能力目标：

通过学习，使学生能读懂文章内容，理清文章脉络，总结地球上生命的由来以及生物进化的过程。

通过速读、细读和设计问题的引导，培养学生获取、分析和处理信息的

能力。创设问题情境，在质疑、探究的学习过程中，培养学生独立思考、推理、判断和创造性思维能力。

2、情感目标：

通过学习本篇文章，让学生了解地球上生命的起源以及生物进化的过程，培养学生对科学的兴趣，激发学生探索科学的热情，以及增强学生保护地球的意识。

【教学重点】

1、让学生了解地球上生命的起源及生命进化的过程。

2、在了解课文内容的基础上，重视阅读方法和技巧的点拨，培养学生良好的阅读习惯。

【教学难点】

了解文章写作风格，感悟、体验课文主要内容，理清地球生命发展的顺序。

【教学理念】

根据《新课标》的教学理念，结合当前的素质教育实际，把过去只注重教师讲的传统的教学模式转变成教师引导、学生积极参与并自己发现问题、解决问题的教学模式，从而体现“以学生为主体”的教学新理念。

为了保证让后进生能够听懂，中等生有所收获，尖子生有所启发，体现“以学生为主体”的教学理念，本堂课采用合作学习与任务型阅读相结合的学习方式，使全体学生能够积极主动的参与到课堂中来，成为课堂的主体，使他们的自主性得到加强，让他们体验到学英语其实是一件非常快乐的事情。

【教学准备】

多媒体课件，相关资料及习题

【教学过程】

一、

情景导入

Good morning, boys and girls! We are living on the earth. Do you think it is beautiful? However, do you know how life began on the earth? Please look at the screen.

Play a short video about some beliefs of the beginning of the earth:

(1) Chinese legends: Pangu separates the sky from the earth; Nvwa the sky.

(2) Religious beliefs: According to Bible (圣经), God created the world and the first man, Adam (亚当) and the first woman, Eve (夏娃).

(3) Scientific Theories: The universe began from the Big Bang.

(4) Other beliefs: Life first began in the sea on the earth; Life was brought to the earth by ET from outer space.; Life came from a comet which hit the earth.

Which one do you think is reliable and scientific? Now let’s come into the passage HOW LIFE BEGAN ON THE EARTH to find out the truth.

播放电影片段，导入新课。

（设计意图：问题导入能激发学生的想象力。电影欣赏能调动学生的积极性，达到激疑生趣的目的.）

二、理解文意

I. Fast reading速读

Ask the students to read the passage quickly and match the main idea with each paragraph. （

让学生速读课文，掌握段落大意。）:

Para1

The formation of the earth

Para2

The importance of water for life

Para3

The arrival of humans and their impact on the earth

Para4

The development of plants and animals on the earth

Para5

A widely accepted theory about the formation of the universe

(设计意图：掌握文章大意，培养学生自主探究及概括总结的能力。)

II. Careful reading细读

Task I: Ask the students to read the passage carefully and answer the questions.(让学生仔细阅读文章，筛选或概括文中信息，相互之间低声讨论，解决问题。)

1.When did the Earth settle into a solid globe?

2. Why do scientists think there has never been life on other planets?

3. Why did animals first appear in the seas?

4. Why were mammals different from other animals?

5.What made possible the rise of mammals on the earth?

Suggested answers:

1.Between 4.5 and 3.8 billion years ago.

2.Because there is no water on other planets?

3.Because water allowed the earth to dissolve harmful gases into the oceans and seas.

4.They were different because they produced their young from within their bodies.

5.That dinosaurs disappeared made possible the rise of mammals on the earth

Task II: Put the following events in correct order.（让学生按照行文线索，对下列句子进行排序。）

Put the order of development of life into a timeline. Use the reading passage to help you.

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 Mammals appeared.

Suggested answer: 10 7 3 8 4 9 6 1 5 2 12 11

（设计意图：培养学生在理解文意的基础上，梳理文章结构的能力。）

三、合作探索

Task I The development of the earth

____________(a huge explosion around 15 billion years ago)；

a cloud of _____________；

_________ moving around the sun;

exploded with ____and ____;

produce the _______,______, __________…;

cooled down;

____

appeared;

harmful _____were dissolved;

Earth. Task II Analyze the development of life

water; water plants; _________; land plants; _____; _______; forest s; _____;

dinosaurs; ______; clever animals(_____).

(设计意图：让学生弄清文章的行文线索，即地球上生命的起源和发展历程。)

四、拓展探究

1.What does the writer try to tell us through such a passage?

(设计意图：把握本文的主旨并引导学生树立探索科学的意识。)

2. Many scientists believe that the Earth will become too hot to live on. What can we do to protect our land from becoming too hot?

(设计意图：增强学生的环保意识，树立正确的价值观、人生观。)

五、课堂延伸

How can we protect the earth and make it a better place to live on?

Design an activity on Earth Day

Tips: What is the activity is about?

Why is the activity is designed?

When and where is the activity?

Who takes part in the activity?

What is to be done in the activity?

…

(设计意图：培养学生的联想、想象能力。)