Book3 unit4 How Life Began on the Earth

必修三Unit4 "How Life Began On The Earth"教学设计Teaching Aims ：To develop the students’ reading abilityTo learn something about astronomyTo arouse the students’ strong emotion of “Protecting our e arth”Teaching aid:A computer with Internet & the network coursewareTeaching procedure:Step 1 preparation before class & lead inTo get the students familiar with the knowledge about how the earth came into existence and how life began.There are three different opinions on this point. One is from Chinese fairy tale that Pangu separated the heaven from the earth and nvwa made the human beings, another is a religious idea from westerners which holds that it's God who created the world, the third is the scientific theory about "Big Bang" and the evolution of life from simple things.In this network courseware, I designed the part called " Knowledge Background"( 背景知识)。

M3U4 Reading How life began on the earth文本理解及教学设计邵志凌温州市第十五中一、设计指导思想：“学生是教学的本体，一切教育活动应为这个本体服务”。

本节课教学设计践行“学为中心”的教改理念。

学生的学要基于生本，即教师要根据学生的智力水平、兴趣爱好的具体情况，整合授课内容，激发学生主动、积极参与课堂的主动性。

此外，学生的学要激活文本，具体表现在教师根据学习内容的特点，通过一定的途径对学习者进行学习方法的传授、诱导，使学习者掌握科学方法，并灵活运用于学习。

二、教材分析：本课例“How life began on the earth”选自SEFC BOOK3 Unit 4中Reading部分。

前三段通过列举时间、数字和运用从句说明地球的形成，第四段用多样的时间副词讲述生命的起源与繁衍的简单过程，最后一段提出人类出现后给地球带来的问题。

从模块设计的目的以及学习活动和训练的侧重点来看，这一板块是将整个单元主题相关的语言知识采用相对集中的输入，重在训练学生的阅读能力，兼顾听说，并包括词汇、语法学习活动，最后能对文本所承载的内容和情感加以输出。

作为一篇典型的科普说明文，它以时间为顺序的框架一目了然，生命从非生物到生物，从水生到陆生，从卵生到胎生的进化过程十分清晰。

时间线的使用使得语篇中出现了大量的表示时间先后的词语和句子，如：First, next, later, after that, for several billion years after…, in time等等，它们使文本对生命起源的介绍有序、清楚。

从说明语言看，各种从句，如用“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”和“They were in time to produce carbon dioxide, nitrogen, water vapor and other gases, which were to make the earth’s atmosphere.”等使文本介绍生命起源所需的物质基础的过程显得非常精确、不繁琐。

Module3 Unit 4 How Life Began On the Earth教学设计教材内容：Reading部分讲述了地球上生命的起源，水的形成使得地球有别于其他星球，它使得地球上生命的诞生成为可能。

科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆西栖动物。

最初的动物卵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。

文章最后讲述的现象发人深省：The earth may become too hot for lives on it. 它关系到地球上生命的未来。

教学目标：1. 知识目标：To make the students get to know some knowledge about astr onomy, the universe, the solar system and some information about different id eas about how life began on the earth.2. 能力目标: To develop the students’reading ability.3. 情感目标：To stimulate the students’love for science and astronomy.教学重点：To help the students to master different reading skills, especially the reading ability of understanding implied meaning of the author.教学难点：1. Retell the whole passage according to the given chart.2. Learn different reading skills for different reading purposes.教学方法：Task-Based Teaching; heuristic teaching;Self-exploration combined with the cooperation and exchange ;Teaching procedures:。

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。

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。

Book 3 Unit 4 HOW LIFE BEGAN ON THE EARTH 根据课文改编的语法填空No one knows exactly ______ the earth began, as it happened so long ago. However, according to a widely ______(accept) theory, the universe began _____ a "Big Bang" that threw matter in all directions. After that, atoms began to form and combine to create stars and other bodies.For several billion years ______ the "Big Bang", the earth was still just a cloud of dust. ______ it was to become was uncertain until _____ 4.5 and 3.8 billion years ago when the dust settled into a solid globe. The earth became so violent ______ it was not clear ______ the shape would last or not. It exploded loudly with fire and rock. They were in time to produce carbon, nitrogen, water vapour and other gases, ______ were to make the earth's atmosphere. ______ is even more important is that ______ the earth cooled down, water began to appear on _____ surface.Water had also appeared on other planets like Mars ______but, unlike the earth, it had disappeared later. It was not immediately obvious _____ water was to be fundamental to the _____（develop）of life. What many ______(science) believe is that the continued presence of water allowed the earth to dissolve _____（harm）gases and acids into the oceans and seas. This produced______ chain reaction, which made_____ possible for life to develop.Many millions of years later, the first extremely small plants began to appear on the surface of the water. They _____（multiply）and filled the oceans and seas with oxygen, _____ encouraged the later development of early shellfish and all sorts of fish. Next, green plants began to grow on land. They _____(follow) in time by land animals. Some were insects. Others, called amphibians, were able to live on land as well as in the water. Later when the plants grew into forests, reptiles _____(appear) for the first time. They produced young generally by _____(lay) eggs. After that, some huge animals, called dinosaurs, developed. They _____(lay) eggs too and existed on the earth for more than 140 million years. However, 65 million years ago the age of the dinosaurs ended. _____ they suddenly disappeared still remains a mystery. This _____(disappear) made possible the rise of mammals on _____ earth. These animals were different _____ all life forms in the past, because they gave birth to young baby animals and _____(produce) milk to feed them.Finally about 2.6 million years ago some small clever animals, now with hands and feet,appeared and spread all _____ the earth. Thus they have, in their turn, become the most important animals on the planet. _____ they are not looking after the earth very well. They are putting too much carbon dioxide into the atmosphere, _____ prevents heat from _____(escape) from the earth into space. As _____ result of this, many _____(science) believe the earth may become too hot to live on. So _____ life will continue on the earth for millions of years to come will depend on whether this problem can _____(solve).。

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。