高中英语_Unit4 How life began on the earth 教学设计学情分析教材分析课后反思

教学设计
Learning aims: (学习目标)
1. Knowledge aim(知识目标): To learn some useful words and expressions.
2. Ability aim（能力目标）：To develop the reading skills ( fast reading, careful
reading ….).
3. Emotional aim（情感目标）: Be interested in science and know the importance of protection of the earth.
预习案
1. Surf the Internet to collect some materials to prepare for making a poster.
2. Preview new words and phrases : astronomy …… puzzle
(设计意图)让学生课前上网收集保护地球的图片及标语，为课上制作海报做好充分准备。

另外让学生课前预习单词和短语为课上理解课文扫除生词障碍。

探究案
Learning procedures
Step 1. Lead –in
1. Do you know want to know the origin of life on earth ?
2. Each religion or culture has its own ideas about how life began on
earth.
In Chinese culture ……
In western countries ……
Are they true or just some legends(传说)?
3. Do you know what a scientific idea is ?
(设计意图) 先让学生观看几幅含有植物，动物和人的图片，然后告知学生我们人类和动植物有一个共同的家-地球。

然后询问学生是否想了解地球上生命的起源。

以这种方式很自然就过渡到本课话题上来。

然后再让学生通过了解不同文化和宗教对人类起源的说法，最终引到根据科学理论-宇宙开始于大爆炸，这样就很自然过渡到要学的课文内容上来。

Step 2 While reading
Task1. Predicting possible information
Read the title and look at the pictures and predict:
What may the passage be about?
(设计意图) 让学生学会通过文章标题和一些有用的的图片来学会预测文章大意。

Task2. Skimming for structure and main ideas.
1. What’s the passage about？
2. What is the main idea of each paragraph?
Para.1_________________________________________________
Para2 _________________________________________________ Para.3 _________________________________________________ Para.4_________________________________________________ Para.5_________________________________________________
3. How many parts is the passage divided?
4. How is the passage developed?
A: by time B: by space C: by comparison (比较)
(设计意图) 学生通过尝试归纳文章大意、段落大意及划分文章结构对文章整体有所了解。

尤其在归纳段落大意时，方法的指导不但让学生明白了如何归纳而且为写作业中的文章概要奠定了基础。

Task 3. Scanning for Detailed Reading
1.Judge whether the statements are true or false.
① Atoms began to form to create stars and other bodies before the
“Big Bang”. ( )
① When the earth cooled down，water began to appear on its surface .
（）
① The earth was different from the other planets.（）
① Life can also appear on the earth without water.（）
① It was water that allowed the earth to dissolve harmful gases.
( )
2. Choose the best answer
(1) 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.
(2) Why is it wrong to show films with dinosaurs and people together?
A. Because dinosaurs died out long before human beings developed
on the earth.
B. Because dinosaurs died out long after human beings developed on
the earth
C. Because dinosaurs are fierce (凶猛的)while human beings aren’t.
(3) What problem is caused by human beings?
A. They exist everywhere on the earth.
B. They cause global warming.
C. They find new methods of growing crops.
D. They enjoy hunting and fishing.
(4) In the sentence “Thus they have , in their turn , become
the most important animals on the planet (paragraph 5 )”
What does “they ”refer to ?
A. All sorts of fish
B. Reptiles
C. Mammals
D. Some small clever animals
(设计意图) 在本环节通过设计与考试题型一致的阅读理解题目，不但让学生理解了文章细节内容，而且训练了学生的阅读能力。

Task 4 Listening and Retelling.
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. Mammals appeared.
Retell the development of life
The universe began with a “Big Bang”. For several billion years after the “Big Bang”, the earth was still just a cloud of dust ……
(设计意图) 先让学生听与课文有关的视频材料，然后做生命发展过程的排序题。

以上两个环节为学生最后的复述文章大意奠定了基础。

Step 3 Post—reading : Discussion＆Speaking
1. What problems have been caused by humans to the earth?
2. what can we students do to protect the earth and make it a better
place to live on?
(设计意图) 结合文章最后一段中提到我们人类现在没能好好保护地球引出本环节的讨论话题。

在讨论第二个话题时，不但引导学生知道自己如何保护地球，还通过让学生做海报的方式来告知其他人要保护地球。

此环节设计使情感目标得到了极好地达成。

Step 4 Class Summary：What have we learned from this class？
(设计意图) 在本节课快要结束时引导学生总结本节所学内容，以此让他们了解本节课的学习重点。

Step 5 Homework:
1. Filling in the blanks according to the text .
2. Write a summary about the passage. ( 80-100字)
(设计意图) 在本环节结合课文内容与高考考试题型创作了语法填空和概要写作。

这样就在平时教学中把教材内容与高考紧密结合在一起。

巩固案
Filling in the blanks
The earth is 1________special planet in the solar system. The 2__________(explode) of the earth produced carbon dioxide , nitrogen ,
water vapor and other gases, 3________(make) the earth’s atmosphere. As the earth cooled down, water, which was fundamental 4.________the development of life, appeared and stayed on the surface. The continued presence of water allowed the earth to dissolve 5._________(harm) gases and acids into the oceans and seas , and this produced a chain 6.__________(react) , which made it possible for life to develop.
Many millions of years later , the 7.___________(appear) of small plants encouraged the later development of early shellfish and all sorts of fish . Then , with the green plants growing on land , land animals appeared and dinosaurs developed and existed on the earth for more than 140 million years .Then dinosaurs’ sudden disappearance made possible the rise of mammals on the earth . They were different from all life forms 8._________ ever existed in the past because they produced young from within their bodies.
Finally , some small clever animals with hands and feet 9.________(appear) and spread all over the earth. Thus they have , in their turn , become the most important animals on the earth. However, they are putting too much carbon dioxide into the atmosphere. So for millions of years to come, whether life will continue on the earth will depend on whether the problem can 10.__________(solve ) .
学情分析
教学对象为高一优秀学生。

他们思维活跃、学习热情高、表现欲强并且具有良好的合作精神。

根据这些特点，本人采用与新课标要求相一致的新的教学方式，即自主学习与合作探究相结合的方式，让学生在自主、合作和探究中完成学习任务。

这样充分调动了全班学生学习的积极性，在师生互动、生生互动中实现教学任务和目标。

为了让学生在课堂上更有效地进行自主、合作、探究，本人让学生把学案中预习部分——预习本篇课文的生词和短语；上网收集保护地球的图片和标语，为课堂学习做好了充分准备。

效果分析
根据整节课学生参与度来看，大多数学生能积极参与到课堂活动中来；另外，从当堂达标来看，达标率比较高。

这足以说明学生在本节课的学习中达到了较好的学习效果。

此效果的获得与老师的精心备课和学生的积极配合有着密切的关系。

课前，让学生通过上网收集保护地球的图片及标语，为课上制作海报做好充分准备。

另外让学生课前预习单词和短语为课上理解课文扫除生词障碍。

课中，学生在教师的引导下通过快读了解了文章大意，段落大意及文章结构；通过细读了解了文章细节内容。

在了解了文章大意和细节信息之后，学生利用阅读中掌握的关键信息进行了一个有效的输出-复述课文。

在复述课文之后，学生根据老师提出的
话题进行了热烈讨论并在小组活动之后进行了有效展示。

总之，一堂效果较好的阅读课离不开老师的精心备课和学生的积极参与。

教材分析
本课为人民教育出版社出版的NSEFC高中教材“必修三”第四单元Warming up , Pre-reading ,Reading . 三部分。

“热身（Warming up）”部分共有两个问题，第一个问题让学生说出八大行星的名称。

第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。

“读前（Pre-reading ）”部分提供了三个问题。

第一个问题：地球上生命的起源这一问题一直是文学家所关注的，你对此了解多少？第二个问题：不同的宗教和文化都对地球的起源有各自的观点，你知道那些？第三个问题是让学生读标题、看图来预测是否准确。

这几个问题都是针对阅读内容安排的，目的是让学生对阅读短文产生一种心理期待，并通过问题的形式让学生思考，激活学生的思维，从而导入阅读内容。

“阅读”（Reading）部分讲述了地球上生命的起源，所使用的文体是说明文。

正文共分五段，前三段讲了地球的形成，四和五段讲了地球上生命的发展。

文章介绍了“宇宙大爆炸”使得宇宙中的物质四分五裂，进而形成原子，原子的形成与结合就形成了各种星球以及固态物体。

在这个过程中地球产生了，但是水的形成使得地球有别于其他星球，他使得地球上的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陆两栖动物。

最初的动物靠孵化卵繁衍后代，
后来出现了哺乳动物。

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。

评测练习
Filling in the blanks
The earth is 1________special planet in the solar system. The 2__________(explode) of the earth produced carbon dioxide , nitrogen , water vapor and other gases, 3________(make) the earth’s atmosphere. As the earth cooled down, water, which was fundamental 4.________the development of life, appeared and stayed on the surface. The continued presence of water allowed the earth to dissolve 5._________(harm) gases and acids into the oceans and seas , and this produced a chain 6.__________(react) , which made it possible for life to develop.
Many millions of years later , the 7.___________(appear) of small plants encouraged the later development of early shellfish and all sorts of fish . Then , with the green plants growing on land , land animals appeared and dinosaurs developed and existed on the earth for more than 140 million years .Then dinosaurs’ sudden disappearance made possible the rise of mammals on the earth . They were different from all life forms 8._________ ever existed in the past because they produced young from within their bodies.
Finally , some small clever animals with hands and feet 9.________(appear) and spread all over the earth. Thus they have , in their turn , become the most important animals on the earth. However, they are putting too much carbon dioxide into the atmosphere. So for millions of years to come, whether life will continue on the earth will depend on whether the problem can 10.__________(solve ) . Answers:
1.a
2. explosion
3. making
4. to
5. harmful
6. reaction
7. appearance 8. that 9. appeared 10. be solved
课后反思
本节课从教学设计和教学观念上都充分体现了新课标的理念。

总体感觉课程进程比较自然、顺利，学生始终处于主动参与和积极配合的状态中，达到了预期的设想，真正的体现“以学生为主体”的课程理念。

阅读课最重要的是培养学生阅读理解、表达能力，这节课基本上达到了这样的目的。

课堂上通过师生，生生的交流，合作，探究，较全面的训练了学生听、说、读、写的能力。

在整节课上，学生在教师的引导下学会了独立思考、学会了和同学交流合作、学会了表达，较好的发挥了学生的主体作用和教师的主导作用。

但本节课也存在着不足之处。

比如在调动全体学生学习积极性上做的还不够，导致部分学生不能非常积极地参与到课堂活动上来。

课标分析
高中英语课程的总目标是使学生在义务教育阶段学习英语的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生综合语言运用能力。

综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。

依据高中英语课程的总目标，本节课围绕人民教育出版社出版的NSEFC高一教材“必修三”的第四单元进行的阅读教学。

本节课通过快读和细读，既让学生掌握了一定的语言知识又培养了学生听、说、读、写的技能；并且在此过程中进行了如何归纳段落大意及解决代词指代的问题的方法指导，这样做在一定程度让学生形成了有效的英语学习策略。

尤其在Post—reading : Discussion＆Speaking这个环节，通过让学生讨论目前我们人类给地球带来的问题和作为学生我们如何保护地球这一话题，提高了学生的环保意识。

此外，学习过程中的自学及小组合作探究培养发展了学生自主学习和合作学习的能力。