【教学设计】高中英语必修三U4 How life began on the earth Reading 课件

Lesson Plan of Unit 4How Life Began On The Earth(第1课时)一．教材内容分析覆盖内容：读前（Pre-reading）阅读(Reading) 理解（Comprehension）教材分析：“文。

二．教学目标1. Target language目标语言重点词语：theory, atom, billion, globe, violent, carbon, atmosphere, fundamental, harmful, acid, multiply, oxygen, exist, prevent, dioxide2. Ability goals 能力目标a. Enable Ss to talk about the development of life and space.Where do we come from?How did the universe begin?How much do you know about universe?b. Understand the text and answer the following questions:What was there on the earth before life could begin?Why do scientists think there has never been life on the moon?Why did animals first appear in the seas?Why did green plants help life to develop?Why were mammals different from other animals?c. Enable the Ss to understand the details about the passage, choosing the correct answer according to the text and put the order of development of life into a time line and answer questions.d. Retell the passage using key sentences.3. Learning ability goals 学能目标Enable Ss to learn how to talk about the beginning of life on the earth.Help Ss to realize the importance of protecting our earth.三．教学重点a. Talk about the beginning of life on the earth.Why did animals first appear in the seas?Why did green plants help life to develop?b. Discuss the order of development of life.四．教学难点a. Understand the beginning of life on the earth.b. Discuss the questions:What will our future be if the earth may become too hot for the lives on it?Why are humans the cleverest animals on the earth?五．教学方法a. Skimming and scanning.b. Asking-and-answering activity to check the Ss’ understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion.六．教具准备A recorder, a computer and a projector.七．教学过程与方式Step1 Pre-reading（5 minutes）1.Q：Do you know each religion or culture has its own ideas about how life began on earth? Please give an example if you know. (single work)Encourage Ss to give answers as many as possible.2. Play a video about some ideas on how life began on earth. (class work)Pangu separates the sky from the earth in ancient Chinese stories.Nvwa mended the heaven and created human beings from the clay.God created man and world in 7 days in western culture.The universe began from the Big Bang.Life was brought to the earth by ET from other space.Life came from a comet which hit the earth.【设计说明：本环节以问题和一段视频导入，让学生通过听，说，看的形式讨论宇宙和生命的起源。

单元（章品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。

2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

5、幸福，是一种人生的感悟，一种个人的体验。

也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。

关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。

这样，你才能感受到幸福。

6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。

7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。

读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。

8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。

把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。

在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。

9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。

33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。

Unit 4 How Life Began on the Earth人教版高一英语必修三第四单元第一课时一教学课型阅读课二教材分析这节课内容的中心话题是“天文学”。

这篇文章是一篇夹叙夹议的说明文。

讲述了地球上生命的起源，先从“宇宙大爆炸”讲起，具体介绍了各种生物的起源和出现的顺序。

文章脉络清晰，结构分明，“生命起源”这一话题对高中学生来说充满了趣味性，引人入胜，给学生留下很大的思考空间，能够激发学生的想象力，积极去阅读文章，了解生命的起源以及生物进化的过程。

接着文章就人类对地球的负面影响和地球是否能延续进行讨论。

学生通过略读、速读、摘记等，根据各环节设计的具体任务来学习理解这篇文章，帮助学生进一步了解保护地球的重要性。

通过任务型教学，促进学生进行小组合作学习。

三学情分析高一年级的同学经过上一学期的学习，对于高中学习方式以及培养的能力都有了一定的认识。

在阅读技巧方面，大都学生已经掌握了如略读、跳读、细读等阅读技巧，能在短时间内找到关键词和关键句；但是由于基础不一样，并且地球起源这个话题对于大部分学生来说是陌生的，特别是对于初中基础差暂时落后的学生，所以这也要求我们在设计学案的时候要难度设计要层层递进，区别对待基础不同的学生。

四教学目标 1 知识目标：通过阅读学习，使学生能读懂文章内容，理清文章脉络，让学生了解地球生命的由来以及生命进化的过程 2 能力目标：通过略读、速读、摘记等培养学生的文本解读能力帮助学生形成有效学习策略，提高自主阅读的能力；在质疑，小组探究，同伴互助学习过程中，培养学生独立思考，推理，判断和创造性思维的能力和合作学习策略。

3 情感目标：通过对文章的学习及课堂活动参与激发学习热情，产生学习英语的浓厚兴趣；了解地球上生命的起源及其发展过程，并学会用科学的眼光看待事物，激发学生探索科学的热情。

引起他们对地球未来的关注，对地球面临危机的思考，意识到爱护地球，关爱生命的重要性。

五教学重点难点1. 让学生了解地球生命进化的历程，培养学生获取，分析和处理信息的能力。

教学设计人教版英语阅读课教学设计必修三·Unit 4 How Life Began on the EarthⅠ. The type of the lesson---reading levelⅡ. Analysis of the teaching materialThis unit is mainly about astronomy, and the reading passage talks about the development of life on the earth. It shows how life began on the earth by explain a widely accepted theory that the universe started with a Big Bang. The text is well organized in the order of time, and clearly shows the process of how life developed on the earth. As a topic related to science and astronomy, the students have great interests in it. This will help the student to learn about the process of the development of life on the earth.Ⅲ. Analysis of the studentsThis is the second term for the students in Senior High School, so they have adapted to the study in High School. Although this passage is about science, students will be interested in the topic and eager to explore more. At the same time it is also a little hard for the students to understand. Lots of words&expressions about science and biology are involved.So, I will pay attention to the students in different levels, in order to make everyone experience the happiness of learning.Ⅳ. Teaching aimsKnowledge objectives:1.To learn about the key words and expressions in this passage use them in proper situations.2.To know how life began on the earth and try to talk about the process of the development of life on the earth.Ability objectives:1.To practice the students’ reading ability, especially their prediction skimming and scanning ability.2. Student are able to retell the process of the development of life on the earth in English.Emotional objectives:1. To arouse students’ desire of learning about science and astronomy.2. To encourage students to protect the earth.Ⅴ. Important points and difficult pointsKey points:1. The practice of improving students’ ability of reading skills.2. Get the students to catch the main idea of the passage and to know how life began on the earth..Difficult points:To use what have been learned to express how life began on the earth.Ⅵ. Teaching methodsTask-based Language LearningCommunicative language learningⅦ. Teaching aidsPPT multi-mediaⅧ. Teaching proceduresStep 1: Lead-inEnjoy some pictures and know different lives on the Earth.Students will discuss about how did humans come to the earth?Step 2: Scanning and SkimmingStudents will read the passage on quickly.Task1: Try to match the right main idea of each paragraph.Task2: How many parts can the passage be divided into?Paragraph 1 A Widely accepted theory about how the universe was formed. Paragraph 2 The formation of the earth.Paragraph 3 The importance of water for life.Paragraph 4 The development of plants and animals on the earth.Paragraph 5 The arrival of humans and their impact on the earth.Step 3: Detailed readingStudents will watch a short video about the origin of the Earty, then read part 1 carefully and complete different designed activities.Part 1(para1-3): The development of the earth.Task1. Let students read this part carefully and find out the answers.(1) After the Big Bang, what happened?(2) What happened to the solid globe next?(3) What did the water vapor and gases were to make?(4) What appeared after the earth cooled down?(5) What is the importance of water?Task2. Sum on The development of the earth.List what happened in the order of time.Task3. RetellingRetell the process of the development of the earth according to the passage and the picture I give.Part 2(4-5): The development of life.Students will watch a short video about the development of life on the Earty, then read this part 2 carefully and complete different designed activities.Task1.（1）What life developed after water appeared?（2）What life developed in water next?（3）What life developed after the life in water?（4）What life developed next on land?（5）The green plants grew into forests（6）What life developed after forests appeared?（7）What life developed after dinosaurs?（8）What life developed after mammals?Task2. Make a timeline of the development of lifeTask3. Read para. 5 carefully and find out the answer.(1).What problem is caused by human being?They caused global warmingStep 4. DiscussionStudents will watch a short video about Global Warmming.Suppose the end of the world would come. Think about how can we protect our planet? Tips:1. Stop putting too much carbon dioxide into the atmosphere.2. Save water.3. Don’t throw garbage everywhere.More... ...Step 5. AssignmentsWrite a report about how to make the Earth a better place to live.学情分析授课班级为高一学生，经过一个学期对高中生活的适应，已经储备了一定的高中英语词汇和基础知识，认知和分析水平相较初中阶段有了进一步提高，能就给出的话题进行讨论并发表自己的看法，具备了一些获取英语信息、处理信息、分析问题和解决问题的能力。

M3 U4 Astronomy: the science of the starsPeriod 1 Reading: How life began on the earth学校:开课班级:高一(12)班开课教师:指导教师:Ⅰ. Three Dimension objectives1. Knowledge and ability1) Help the students find out the main idea of each paragraph.2) Make sure the students fully understand the whole passage and can retell it.3) Enable the students to think and talk about what to protect for the earth.2. Process and MethodsReading and discussing.3. Emotion, attitude and valueStimulate the students’ interest in the science of the stars, the earth and the living things. Ⅱ. Teaching important pointsEnable the students to talk about the beginning of life on the earth.Ⅲ. Teaching difficult pointsHow to help the students to summarize the main idea of each paragraph.Ⅸ. Teaching method1. Task-based teaching2. Process-oriented teaching approach3. Students-oriented teaching and learningⅤ. Teaching resources1. The reading passage in Module3 Unit4, How life began on the earth.2. Multimedia and a computer.VII. Design on the blackboard and the screenModule3 Unit4 AstronomyPeriod 1 Reading: How life began on the earthA timeline with some key words.VIII. AssignmentWrite an article on what we can do to protect the earth according to the discussion (At least 3 aspects, about 150 words).IX. ReflectionIt is a difficult article, so the teacher had better try to make it easier for the student to understand by reading it paragraph by paragraph and get some details.And the passage tells the readers the scientific idea in order of time. So a timeline is helpful for the students to better grasp the main idea of it.The earth itself and the living things on it are all very important to us human beings. So we should protect the earth, but how? So the students are to discuss what we can do to protect the earth according the development of the earth and life. The students can brainstorm as many ideas as possible. The students’ performance will be evaluated after and according to their presentation.2。

water
1. small ________ in water
_2_. _______ and all sorts of fish
11.
3.green plants on land
small clever animals 10.with ______________
4. insects (on land) _5_. _________(on land and in water)
Write a report about how to make the Earth a better place to live.
Save
resources water energy
Do not waste hunt & kill pollute
We only have one earth ——The only home for human beings.
Please love our Mother Earth!
Assignments
While-Reading
The green plants grew into forests
forests
While-Reading
3. What life developed after forests appeared?
reptiles on land
dinosaurs on land
While-Reading
arrival of small plants in water
oxygen
While-Reading
2. What life developed in water next?
early shellfish

人教版必修三 Unit4 Astronomy教学设计How life began on the earthReadingTeaching aims:Get Ss to know the development of the earth and life on itImprove Ss’reading abilityArouse Ss’awareness of protecting the earth and improve sense of cooperationTeaching important points:Get Ss to know the development of the earth and life on itImprove Ss’reading ability and awareness of protecting the earth Teaching difficult points:How to help Ss understand the development of life on the earth easier and put the awareness of protecting the earth into actionTeaching methods:Task-based teaching and learning, cooperation, discussionTeaching aids:Multimedia, SLG some normal teaching toolsTeaching procedures:Step1 Greeting and leading inGreet and lead in the topic by playing a guessing game 设计意图：创设情境，引入话题，激活学生已有的相关知识和经验，形成阅读期待。

核心素养提升点：提升学生的创新思维品质Step2 Reading1.Skim to finish Task1 in SLG(student learning guidance)Get the main idea of each paragraph设计意图：概括、提取文本基本信息核心素养提升点：语言能力：获取概括信息的能力2.Read the text carefully and help the earth to hold her family meeting smoothlyPut the items in right order3.Answer the questions in Task 3 in SLG(student learning guidance)设计意图：进一步梳理细节信息，引导学生深入理解文本信息核心素养提升点：思维品质：启发学生的创新思维品质语言能力：自主及合作学习的能力Step3 DiscussingHow can we make the earth mother happy?(at least three suggestions)设计意图：引导学生深入理解文本信息神化主题意义核心素养提升点：文化意识：联系生活实际，思考人与自然环境的关系。

人教版必修三第四单元How Life Began on the Earth阅读课教学设计学情分析：本节课是一节阅读课，授课对象主要是高一平行班学生，学生大多来自农村，英语基础薄弱，通过本节课，让他们对宇宙乃至生命起源有个概貌性的了解，提升他们阅读理解的能力，进而提升整个语言运用能力。

Teaching Aims:Knowledge Goal: 1. To help students learn about how life began on the earth.2. To help students master some important words and phrases.Ability Goal: to improve the students’ reading skills and comprehension.Emotion and Value: to stimulate students’ curiosity about the world and their love of the science. Teaching Important Point: 1. To help students learn about how life began on the earth.2. To help students master some important words and phrases. Teaching Difficult Point: help students analyze the sentence structuresTeaching Methods:1, fast-reading & careful-reading2, group-discussionTeaching Aids: blackboard & projectorTeaching Procedures:Step1: Lead-in and greetings.（2分钟）（设计意图：解读标题，快速导入课堂）T: Good morning, class! Class begins! Today we will start unit 4. Please look at the title of the unit, “Astronomy: the science of the stars”.What is Astronomy? Let’s look at its definition. Astronomy is the scientific study of the universe and the heaven bodies (such as the sun, the moon, and stars), gas, and dust within it.Step2: Warming-up & Pre-reading.（5分钟）（设计意图：从八大行星引出生命起源，谈论世界各地关于生命起源的神话传说，激发学生兴趣，引出课文内容）T: How many planets are there in the solar system? What are they?Ss: Eight. They are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.T: On which planet are there lives at present ?Ss: Earth.T: Then, class, how life began on the earth?Where do we come from? Or we can say: Who are our ancestors? Each religion or culture has its own ideas about the origin of the universe or life? What do you know about them? Please have a discussion with your desk mate. Two minutes.(after a while...)Ss:Pangu separates the sky from the earth.His whole body then turns into all kinds of things in the universe.Ss: The goddess Nv Wa mended the heaven and created human beings from the clay.Ss: According to Bible , God created the world and the first man, Adam and the first woman, Eve . God created the world in seven days.T: Good! But after all they are all legends, lacking scientific evidence. Now let’s read the passage. After reading I believe you will have a better understanding of the question.Step3: Fast-reading.（5分钟）（设计意图：通过快速阅读，使学生对文章大意，结构有个概貌性的了解）T: Class, please read the passage quickly and finish the following questions. Four minutes. What’s the main idea of the text?A. A brief introduction on how human beings were born.B. A brief introduction on the birth of the universe and life on the earth.C. The“Big Bang”had a great effect on the birth of the earth.D. The appearance of human beings was a disaster to the earth.How life began on the earthPara.1 A________ about how the universe was formedPara.2 The__________ of the earthPara.3 The importance of______ for life Before life appeared.(Part1)Para.4 The_______________ of plants and animalsPara.5 The arrival of _________ and their effects on the earthDifferent lives developed.(Part2)1. The earth is different from other planets in that ______.A It produced a lot of heatB The water remindedC Water disappearedD It was the oldest planet2. Why was it necessary for plants to grow before animals?A Animals needed plants to protect them from the sunB Plants provided oxygen for animals to breatheC Animals could hide from hunters in forests.D It was easier for plants to grow.3. From the last paragraph we can infer that the author is ______.A. confidentB. sadC. concernedD.angryStep4: Careful-reading（7分钟）（设计意图：通过精细阅读，使学生对文章加深理解）T: Class, just now we have grasped the main idea of the passage. Now I’d like you to read the passage carefully and finish the following questions.1. How did water come into being on the earth ?2. Why water is important for the beginning of life?3. Why were mammals different from other animals?4. Why was it wrong in the film and stories to show dinosaurs and people together?Ss: The earth exploded loudly with fire and rock. After the earth cooled down, water vapor turned into water.Ss: Because water allowed the earth to dissolve harmful gases and acids into oceans and seas. This produced a chain reaction, which made it possible for life to develop.Ss: They were different because they gave birth to young baby animals and produced milk to feed them. (produced their young from within their bodies.)Ss: Because dinosaurs died out long before human beings came into being.Step5: Detailed reading（10分钟）（设计意图：通过细节性深阅读，使学生对生命的演化历程有个清晰的认识）T: Good, class, now let’s read the passage again and finish the detailed questions.First, read paragraph 1--3 quickly by yourselves.After the “Big Bang”,what happened on the earth ?How did the earth come into being? OK,let’s finish the following chart.1.1. Big Bang (a huge explosion2.Ss: a cloud of energetic dustaround 15 billion years ago)4.exploded with fire and rock3, Ss: a ball moving around thesun6.Ss: cooled down5, Ss: produce the water vapour,carbon dioxide…7. water appeared 8.Ss: harmful gases weredissolvedT: Read paragraph 4 and 5 quickly, and find out the order of development of lifeon the earth. Make a time line of the development of life .Ss: How life began on the earth1.small plants in water2. shellfish and all sorts of fish3.green plants on land4. insects (on land)5. amphibians (on land andin water)6.Forests7. reptiles (on land)8. dinosaurs (on land)9. mammals (on land)\10. small clever animalswith hands and feet 11. humanT: OK, class, now I believe you have had a better understanding of the passage. Let’s finish the following exercise.Put the order of development of life into a time line. 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.Ss: Answer: 10 7 3 8 4 9 6 1 5 2 12 11Step6: Summary（5分钟）（设计意图：通过填空，总结课文内容，加深学生印象）T:Now let’s finish the summary.The earth was just a cloud of dust whose future is _________ after the “Big Bang”. Then the dust began to settle into a _______ ball which is so ______ and _______ loudly with fire and rock, to be in time to produce many things, which make the earth’s ___________. As the earth cooled down, ______ began to appear and people think it is important for the beginning of life. It allowed the earth to dissolve ________ gases. Then life began to develop.Nobody understood plants were the start of changes. They ___________ and filled the first oceans and seas with oxygen. This encouraged the _____________ of early shellfish and fish. Land animals such as insects, amphibians, reptiles and dinosaurs and so on _________ after the first green plants appeared. Dinosaurs disappeared, which made possible the rise of _____________ on the earth. Then small clever animals ____________ all over the earth.Humans developed new ________ of growing, hunting and moving around. As time went by they covered the earth. Now _______ carbon dioxide has been putting into the __________, which ________ heat_____ escaping from the earth into space. As a result, the problem of ______________ occurs. Whether life will continue on the earth for millions of years to come will ___________ whether this problem can be solved.Step7: Group discussion（5分钟）（设计意图：通过讨论，拓宽课文内容，激发学生的环保意识）T: What will happen when we put too much CO2 into the atmosphere?Suppose you were the earth, what would you advise humans to do?Step8: Homework（1分钟）（设计意图：通过朗诵翻译提升学生英语基本功）T: After class, you should read the passage again and again and translate it into Chinese.Step9: Blackboard designHow Life Began on the EarthPangu goddess Nv WaGod created the world and the first man, Adam and the first woman, Eve .Fast-readingCareful-readingDetailed reading。

M3 U4 Astronomy: the science of the starsPeriod 1 Reading: How life began on the earth学校:开课班级:高一(12)班开课教师:指导教师:Ⅰ. Three Dimension objectives1. Knowledge and ability1) Help the students find out the main idea of each paragraph.2) Make sure the students fully understand the whole passage and can retell it.3) Enable the students to think and talk about what to protect for the earth.2. Process and MethodsReading and discussing.3. Emotion, attitude and valueStimulate the students’ interest in the science of the stars, the earth and the living things. Ⅱ. Teaching important pointsEnable the students to talk about the beginning of life on the earth.Ⅲ. Teaching difficult pointsHow to help the students to summarize the main idea of each paragraph.Ⅸ. Teaching method1. Task-based teaching2. Process-oriented teaching approach3. Students-oriented teaching and learningⅤ. Teaching resources1. The reading passage in Module3 Unit4, How life began on the earth.2. Multimedia and a computer.VII. Design on the blackboard and the screenModule3 Unit4 AstronomyPeriod 1 Reading: How life began on the earthA timeline with some key words.VIII. AssignmentWrite an article on what we can do to protect the earth according to the discussion (At least 3 aspects, about 150 words).IX. ReflectionIt is a difficult article, so the teacher had better try to make it easier for the student to understand by reading it paragraph by paragraph and get some details.And the passage tells the readers the scientific idea in order of time. So a timeline is helpful for the students to better grasp the main idea of it.The earth itself and the living things on it are all very important to us human beings. So we should protect the earth, but how? So the students are to discuss what we can do to protect the earth according the development of the earth and life. The students can brainstorm as many ideas as possible. The students’ performance will be evaluated after and according to their presentation.2。

Teaching approach:
Task-based teaching approach; inquiry teaching method;group cooperatin research approach.etc.
Teaching Aids
Blackboard, computer, projector
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StepVI. Homework
To train the students to get the main idea by skimming.
To encourage tg for key information and improve their ability of solving problems by themselves.
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StepV.
Discussion: (Group work)
Write something to call on us to protect our environment according to the sample
To arouse the students’ awareness of environment protection and develop their ability of writing.
Write something to call on people to protect the environment
2. Difficult point:
How to improvethe students’ abilities of obtaining and handling information by reading in English.
Teaching procedures:

人教版必修三Unit 4 How Life Began On The EarthReading 教学设计高中部I.Teaching aims1.Help the students to get to know the formation of the earth and the development of life.2.To develop students’ reading skills, such as making prediction and drawing inferencesfrom the context.3.To critically think how humans and the earth can live in harmony.II.Teaching aidsBlackboard; Pictures; ChartIII.Teaching proceduresStep 1. Lead-in1.With the help of the pictures, guide the students to think about the differentoriginsabout how life began.2.Make a prediction on what will be talked about in our new lesson.设计意图：借助形象，生动的图片去引出生命起源这个不太生活化的话题。

同时借助同学的讨论让学生学会看图思考，学会借意推测。

Step 2. ScanningLook through the whole passage to match the paragraph with the main idea.设计意图：帮助学生了解文章段落大意和写作的脉络。

借助寻找topic sentence的方式渗透学生阅读的基本技巧。

Step3. Detailed-reading1.Para 1-3Learn about the formation of the earth with the help of six vivid pictures.Then ask students to retell the process according to the following steps so that they can not only know what happened to the earth at that time, but also can express themselves well. After that a question is given to introduce what is fundamental to the development of life.2.Para 4According to the time clue, try to know more details about how life begins step by step. In addition，describe this process of development by making up a conversation.3.Para 5Read this paragraph and answer the question “What is humans’ effect on the earth?”设计意图：在对整个文章的主体进行细致处理的过程中，引导学生逐步了解如何阅读相对枯燥的说明文。

人教课标版必修3 Unit 4 How life began on the earth教学设计How life began on the earth讲述了地球上生命的起源，文章最后讲述的现象发人深省：The earth may become too hot to live on.它关系到地球上生命的未来。

授课对象是高一“神州班”的学生，全班学生英语基础较好，有较好的听说能力和极强的表演欲。

英语课上他们很积极主动，善于思考，对许多问题都有自己独到的见解，并且善于表达自己的思想。

本课的话题他们还是比较感兴趣。

二、教学目标：1. Get the students to perform the development of life on the earth.2. Let the students know the important of protecting our earth.3. Enable the students to talk about how to protect the earth.三、教学重点和难点：1. Improve the students?蒺 reading skills like skimming, scanning & summarizing.2. Get the students to think creatively and actively.3. Help the students to understand the order of development of life.四、教学策略：1．教学安排：（1）本节课由英语教师及3位学生老师（杨卓、杨宇霞、韩月）引导全班学生学习。

（2）每位（学生）老师负责不同的环节。

环节一：课文理解。

环节二：表演。

环节三：竞赛。

环节四：欣赏世博会主题曲Better city, Better life。

2．课前预习要求：（1）熟读生单词，预习课文。