高中英语_必修三 Unit 4教学设计学情分析教材分析课后反思

合集下载

高中英语_Book3 Module4 Reading教学设计学情分析教材分析课后反思

教学设计教材分析介绍沙尘暴、环保方面的知识并学习相关词汇。

培养与沙尘暴有关的语言技能和学生的环保意识。

三维目标1. 知识与技能1) Enable students to gain knowledge about the sandstorm.2)Make students know the cause and result of .sandstorm.3)Make sure students know what to do in sandstorm and to foster their sense of responsibility of protecting the environment.2. 过程与方法Train students reading and speaking ability through individual and pair work.3. 情感与价值Help students to learn how to describe a phenomenon and express their feelings.教学重点1.Learn some characteristics and result of sandstorm..2.Ask students to think ways to protect the environment.教学难点1.Discuss the answers to the questions.2.Generalize the characteristics of sandstorm.教学方法1.Fast reading and deal with comprehension questions.2.Intensive reading.3.Discussion.4.Student-centered vocabulary.教学过程Step 1. RevisionAsk students to give the English name of the disasters according to some pictures.Step 2. Pair workPage 33, Exercise 2, ask the students to read the words in the box for each other and discuss to make clear their meanings. After a while, check the answers. Exercise 3, in pairs, students discuss first and then check the answers.DiscussionPage 32：Discuss the picture together with the students according to the questions at the top of the text.Answers to these questions:1 There is a sandstorm blowing.2 She is wearing hoods, masks and glasses.3 The traffic moves slowly. Because it’s not clear to see everything on the road and people must take great care.4 Experts advise people to stay at home in this situation.Step 3. SkimmingShow some questions on the screen or hand out a piece of paper with the questions on it. Ask the students to read the text fast to find the answers.Questions:1 What are sandstorms?2 In what places do they often happen?3 What does Ren Jianbo’s example tell us?4 Are there sandstorms in China? Where?5 Have sandstorms in China increased or decreased recently? Why?6 Why does traffic move slowly during the sandstorm?7 What’s the expert’s advice when a sandstorm arrives?8 What does the government do to protect Beijing from sandstorms?Step 4. ScanningPage 33,Exercise 4 and 5: Allow the students enough time to read the text carefully and then do the two exercises. When most of them have finished, check the answers. (The answers can be found in the Teacher’s Book.)Step 5. Language pointsType the language points on the computer and show them on the screen.1 mass adj. 大规模的a mass campaign 一场大规模的战役n. 团，块，堆a mass of clouds /hot aira mass of =masses of 许多，大量the masses 群众2 be caught in 被困于…,遇到…He was late for work yesterday afternoon because he was caught in the traffic jam.Charles Chaplin was once caught in a snowstorm for several days.3 appear v. 1）出现，出版，发行His book will appear in the bookshop next week.A smile appeared on his face when he heard the good news.2) 看起来，似乎。

高中英语_高中英语必修3Unit 4 Reading教学设计学情分析教材分析课后反思

Unit 4 Astronomy: the science of the starsHow Life Began on the Earth 课后巩固学案Read the passage again in your spare time and then try to write down as much information as you can about the text in the paper,_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Unit 4 Astronomy: the science of the starsHow Life Began on the Earth 阅读课中探究学案学习内容:Reading and comprehendingTeaching aims(教学目标)：1.Knowledge aims：（知识目标）Let students learn about the development of the earth.2.Ability aims：（能力目标）1). Develop students’ reading abilities and let them learn different reading skills.2). Enable students to know the development of the earth.3. Emotional aims：（情感价值目标）1). Train students’ interest in science and stimulate their love for astronomy.2). Develop students’ sense of cooperative learning.Teaching difficult and important points(教学重难点):1.Enable students to understand the passage and know the development of the earth.2.Get students to use different reading skills for different purpose.Teaching methods（教学方法）：1. Task-based teaching method (任务型教学法)2. Students-centered method (学生为中心学习法)3. Group cooperation (小组合作学习)Teaching procedures（教学步骤）：Step I. Lead-in（设计意图：让学生watch a short video,然后通过问题what is it about?引出地球上生命的起源这个话题，激发学生的想象力，引起学生的兴趣。

人教版英语必修三Unit4（Reading）教案（反思）

人教版英语必修三Unit4（Reading）教案（反思）How Life Began on The Earth教学内容：人教版高中英语必修3第四单元阅读Ⅰ. Teaching important and difficult points:1. Enable the Ss to master the main idea of the text.2. Get the Ss to understand how to finish the exercises of the text.Ⅱ. Teaching aims:Knowledge aims:1. Let the Ss master the key words.2. Lead Ss to learn the usage of useful sentence structures.Ability aim:Develop the Ss’reading ability and let them use som e reading strategies such as skimming, scanning, and so on.Emotional aims:1. Enable the Ss to understand how life began on the earth.2. Get the Ss to be aware of the importance of protecting our earth.渗透法制教育: 在上课过程中给学生渗透与《中华人民共和国环境保护法》相关的内容。

Ⅲ. Teachin g methods:Task-based teachingDiscussionCooperative learningⅣ. Teaching procedureStep 1 LeadingUse a short film to lead the Ss to understand the origin of life on the earth.Step 2 Pre-readingAccording to the development of life, let the Ss divide thetext into several parts, then ask them to finish the following questions.1. How many parts are there in the passage?2. What dose each part mainly talk about?Step 3 While-reading1. How many steps are there before the earth formed?2. How many steps are there during the development of life?3. Read the whole text and fill the following blanks.Nobody knows how the earth , however, there are a widely accepted , the universe began with a which threw matter in all directions. At that time, the earth was still a cloud of ,after that, the earth had become with its atmosphere, which formed with dioxide, nitrogen and so on. And thenalso appeared on the earth, which was fundamental to development of life.After many millions of years, the first extremely small began to appear, later the early and all sorts of fish also appeared in the water. And then different plants and animalson land. Later the huge animals, called , appeared.Finally some clever animals with and feet appeared, they become the most important animals on the . However, they may let the earth become too to live on.4. Finish the following exercises according to the whole text.(1) why was life able to develop on the earth but not on other planet?A. The earth had a solid shapeB. The earth did not have harmful gases in its atmosphere.C. The water stayed on the earth but not on other planets.D. The earth was not too hot.(2) 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 breath.C. Animals could hide from hunters in the forest.D. It was easier for plants to grow.(3) what is the correct order according to the text?①The clever animals with hands and feet appeared andspread to grow.②The “Big Bang”.③Small plants began to appear on the surface of the water.④65 million years ago of the dinosaurs ended.A. 2 1 3 4B. 4 3 1 2C. 2 4 3 1D. 2 3 4 1(4)What is the main idea of the text?A. The formation of the earth.B. The humans let the earth become too hot to live on.C. The development of dinosaurs.D. The origin of life on the earth.Step 4 Post -readingRead the text and do the true-or-false questions.(1) Human beings have known the origin of the earth clearly so far. ( )(2) the appearance of water made it possible for plants and animals to live on the earth.( )(3) Plants first appeared on land and then in the water.( )(4) Dinosaurs existed on the earth for over 140 thousand years. ( )(5) It is human beings that are not looking after the earth very well and have caused global warming.( )Step 5 Summary1. How the earth formed .2. The development of life on the earth.3. The earth needs us to take care of it.Step 6 Homework1. Please retell the passage in your own words.2. Finish the exercises in your books.教学反思：本堂课总体达到了预期的教学效果，有不少亮点，但是其中也有许多的不足。

(完整版)人教版高中英语必修三Unit4Reading教学设计

Unit4 Reading practice 名师教学设计1. Teaching Analysis 教情分析1.1 Teaching objectives-教学目标1.1.1 Language target语言目标1.1.1.1 Key words & expressions重点词汇和短语1.1.1.1.1 For applying: theory, billion, violent, atmosphere, unlike, fundamental, harmful, chain, thus, puzzle, biology, biologist，in time, give birth to, in one’s turn, prevent...from;1.1.1.1.2 For comprehending: atom, globe, global, carbon, vapour, presence, dissolve, acid, reaction, multiply, oxygen, mammal, dioxide，lay eggs, carbon dioxide;1.1.1.1.3 For recognizing: Big Bang, nitrogen, shellfish, amphibian;1.1.1.2 Sentence structures:① What it was to become was uncertain until between 4.5 and 3.8 billion yearsago when the dust settled into a solid globe.② It was not immediately obvious that water was fundamental to thedevelopment of life .③ After that, some huge animals, called dinosaurs, developed.④So whether life will continue on the earth for millions of years to come willdepend on whether this problem can be solved.⑤They were in time to produce carbon, nitrogen, water vapour and other gases.⑥As a result of this, many scientists believe that the earth may become too hotto live on.⑦The earth became so violent that it was not clear whether the shape would lastor not.1.1.2 Ability goals能力目标1.1.2.1 Enable Ss to know how to guess the new words according to the passage. 1.1.2.2 Enable Ss to talk about the science of the stars, the development of life . 1.1.2.3 Enable the Ss to understand the details about the passage.1.1.2.4 Enable the Ss to retell the passage using key sentences.1.1.3 Emotion goals情感目标Enable Ss to think about the origin of life on the earth and learn how to protect the earth.1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点How to talk about talk about the origin of life on the earth.1.2.2 Difficult teaching points-教学难点How to understand the origin of life on the earth .2. Student analysis学情分析2.1 Fundamental state基本情况通过第1课时的listening and speaking，学生对本单元的话题Astronomy: the science of the stars已有所了解，并进一步丰富了一些有关天文学的信息和知识，同时激活了学生的思维，为本节课进行短文的阅读和理解提供了支撑。

人教版英语必修三Unit 4(Reading)教案(反思)

How Life Began on The Earth教学内容：人教版高中英语必修3第四单元阅读Ⅰ. Teaching important and difficult points:1. Enable the Ss to master the main idea of the text.2. Get the Ss to understand how to finish the exercises of the text.Ⅱ. Teaching aims:Knowledge aims:1. Let the Ss master the key words.2. Lead Ss to learn the usage of useful sentence structures.Ability aim:Develop the Ss’reading ability and let them use some reading strategies such as skimming, scanning, and so on.Emotional aims:1. Enable the Ss to understand how life began on the earth.2. Get the Ss to be aware of the importance of protecting our earth.渗透法制教育: 在上课过程中给学生渗透与《中华人民共和国环境保护法》相关的内容。

Ⅲ. Teaching methods:Task-based teachingDiscussionCooperative learningⅣ. Teaching procedureStep 1 LeadingUse a short film to lead the Ss to understand the origin of life on the earth.Step 2 Pre-readingAccording to the development of life, let the Ss divide the text into several parts, then ask them to finish the following questions.1. How many parts are there in the passage?2. What dose each part mainly talk about?Step 3 While-reading1. How many steps are there before the earth formed?2. How many steps are there during the development of life?3. Read the whole text and fill the following blanks.Nobody knows how the earth , however, there are a widely accepted , the universe began with a which threw matter in all directions. At that time, the earth was still a cloud of ,after that, the earth had become with its atmosphere, which formed with dioxide, nitrogen and so on. And thenalso appeared on the earth, which was fundamental to development of life.After many millions of years, the first extremely small began to appear, later the early and all sorts of fish also appeared in the water. And then different plants and animalson land. Later the huge animals, called , appeared.Finally some clever animals with and feet appeared, they become the most important animals on the . However, they may let the earth become too to live on.4. Finish the following exercises according to the whole text.(1) why was life able to develop on the earth but not on other planet?A. The earth had a solid shapeB. The earth did not have harmful gases in its atmosphere.C. The water stayed on the earth but not on other planets.D. The earth was not too hot.(2) 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 breath.C. Animals could hide from hunters in the forest.D. It was easier for plants to grow.(3) what is the correct order according to the text?①The clever animals with hands and feet appeared andspread to grow.②The “Big Bang”.③Small plants began to appear on the surface of the water.④65 million years ago of the dinosaurs ended.A. 2 1 3 4B. 4 3 1 2C. 2 4 3 1D. 2 3 4 1(4)What is the main idea of the text?A. The formation of the earth.B. The humans let the earth become too hot to live on.C. The development of dinosaurs.D. The origin of life on the earth.Step 4 Post -readingRead the text and do the true-or-false questions.(1) Human beings have known the origin of the earth clearly so far. ( )(2) the appearance of water made it possible for plants and animals to live on the earth.( )(3) Plants first appeared on land and then in the water.( )(4) Dinosaurs existed on the earth for over 140 thousand years. ( )(5) It is human beings that are not looking after the earth very well and have caused global warming.( )Step 5 Summary1. How the earth formed .2. The development of life on the earth.3. The earth needs us to take care of it.Step 6 Homework1. Please retell the passage in your own words.2. Finish the exercises in your books.教学反思：本堂课总体达到了预期的教学效果，有不少亮点，但是其中也有许多的不足。

高中英语_Unit 4 How Life Began on the Earth教学设计学情分析教材分析课后反思

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。

高中英语_外研版必修三Module4 Sandstorms in Asia Reading教学设计学情分析教材分析课后反思

Book3 Module 4 Sandstorms in Asia Reading（教学设计）（一）教学目标的设计1．知识目标：结合本课内容让学生谈论沙漠化的原因。

2.学习方法能力目标：培养学生的阅读能力—速读和细读。

3.情感目标：让学生感受保护生态环境的重要性。

（二）教学策略的设计：1．教学重点：培养学生的阅读能力。

2．教学难点：运用英语谈论如何保护“生态环境”。

3. 突破方法：对于重点的突破：设计出快速阅读和精读的问题，让学生阅读后做出回答。

4.不同层次学生的引导方法：略读问题的答案一般容易找出，可让中下等水平的学生来回答。

精读，对话题的谈论可以找中上等学生来完成。

5．全体学生主动参与教学活动的引导方法：不同的环节或教学活动既采用集体回答，又采用个人或小组活动形式，让全体学生都乐于、主动的参与课堂教学活动。

（三）教学媒体的设计：课件制作:1．在导入部分引用沙尘暴的视频。

2．在结尾让学生欣赏Michael Jackson的“heal the world”歌词倡导人们保护和珍惜我们的环境，让学生们在轻松愉快的环境中结束本节课。

（四）教学过程的设计【teaching content】Book3 Module 4 Sandstorms in Asia Reading 【teaching aims】To let students master the main words and expressions;To improve student’s reading skills by reading;To train students to protect our environment.【difficult and important points】To comprehend the passage through exercises;To express students’ ideas in fluent English.【before-class activity】课前活动What disasters have you learned?【while-class activity】课中活动Step I: lead-inReview the natural disaster we learned in last module, then watch a video about sandstorms.设计意图：通过视频，激发学生的好奇心和求知欲，并引出本节课学习的有关沙尘暴话题。

高中英语_ 必修三第四单元语法教学设计学情分析教材分析课后反思

主语从句新授课课题名称主语从句新授课Subject Clause一、教材依据：普通高中课程标准试验教科书英语3（必修）人民教育出版社。

二、设计思路指导思想:通过填表和写作活动，培养学生自主学习和探究的学习技巧；使知识与技能得以提高。

设计理念:通过小组合作，探究互动，质疑解惑，培养学生问题、解决问题的能力以及团队合作精神。

教材分析：名词性从句之主语从句对高中英语是一个十分重要的，它在高考的比例中也是举足轻重的，无论单选完形还是阅读，改错，无所不在。

尤其是作文中，如果能漂亮地使用几个名词性从句，就能为你的文章大添光彩。

因此，我们要对它着重讲解。

学情分析：这是一个普通班，学生基础不很好，词汇量不足，但是有很多同学学习认真，求知欲强。

三、教学目标知识与能力：让学生在学会主语从句的基础上，提高学生的听说读写用等技能。

方法与途径：运用观察法和填表法等任务型教学法和综合运用型教学法，让学生自主观察归纳总结该语法的节本结构和基本规则，最后通过写作来记忆语法的基本形式完成这节教学。

情感与评价：让学生在轻松愉悦的气氛中学会主语从句，同时培养学生小组合作和竞争等意识。

现代教学手段的运用：使用多媒体辅助教学，呈现一些幽默搞笑的图画四、教学重点掌握主语从句的引导词的分析和确定，及主语从句的使用五、教学难点如何选用正确的引导词六、教学准备针对上述情况，我决定重新整合教材内容，进行优化教学设计和课件的制作，并提前进行分组分工等活动以便高效地进行课堂教学。

七、教学过程Step 1. Lead -inActivity 1: Sentence MakingChoose one group through the Fortune to make a complete sentence.【设计意图】开课伊始，用幸运转盘选出一组同学，分别拿着一个带有单词的卡片，迅速排列组成正确的句子，引出本节课的主题—主语从句。

Step 2:Reading and discoveringLet students read the following sentences and try to discover the subject of each sentence.Then ask some students to read them and tell others the subjects.1.Wang Peng sat in his empty restaurant feeling very frustrated.2.They began to talk about menus and balanced diets.3.To see is to believe.4.Having you sit here is a great honour.5.What is even more important is that as the earth cooled down, water began to appear on its surface.6.What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.【设计意图】让学生从观察例句找出主语入手，旨在让学生从充当词方面，明白了主语不仅仅可以由名词/代词/动名词/不定式还可以由句子充当。

高中英语_ 必修三第四单元语法教学设计学情分析教材分析课后反思

主语从句新授课课题名称主语从句新授课Subject Clause一、教材依据：普通高中课程标准试验教科书英语3（必修）人民教育出版社。

二、设计思路指导思想:通过填表和写作活动，培养学生自主学习和探究的学习技巧；使知识与技能得以提高。

设计理念:通过小组合作，探究互动，质疑解惑，培养学生问题、解决问题的能力以及团队合作精神。

教材分析：名词性从句之主语从句对高中英语是一个十分重要的，它在高考的比例中也是举足轻重的，无论单选完形还是阅读，改错，无所不在。

尤其是作文中，如果能漂亮地使用几个名词性从句，就能为你的文章大添光彩。

因此，我们要对它着重讲解。

学情分析：这是一个普通班，学生基础不很好，词汇量不足，但是有很多同学学习认真，求知欲强。

三、教学目标知识与能力：让学生在学会主语从句的基础上，提高学生的听说读写用等技能。

情感与评价：让学生在轻松愉悦的气氛中学会主语从句，同时培养学生小组合作和竞争等意识。

【公开课教案】人教版《英语》必修三unit4阅读课教学设计

人教版《英语》必修三Unit 4阅读课教学设计一、教材分析本单元的中心话题是“天文学”，内容涉及太阳系、地球上的生命起源、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。

本课时整合了Warming up、Pre?reading和Reading三部分的内容, 通过动画和思维导图等方法使学生对地球上生命的起源和生物的进化有更直观的了解，并在Post?reading 部分设计了关于global warming的讨论，将阅读技能和口语技能结合在了一起。

二、教学对象分析我所任教班级学生的基础普遍薄弱，词汇量少，学习习惯不佳且课堂参与度低。

因此，在教学设计中，我结合学生的实际情况，调整教材中的知识考查方式及检测难度，使更多的学生能在教师的引导下参与到课堂活动中来，让他们经过自己的努力有效地获取信息，以增强自信心及学习英语的兴趣。

三、教学目标1. 知识技能目标通过“头脑风暴”来激发学生对太阳系、地球起源、生物进化等天文学相关问题的兴趣；通过阅读和动画设计，使学生对地球起源有基本和直观的了解；通过思维导图的设计，帮助学生理清本文的行文线索——地球上生命的起源和发展历程；通过小组竞赛的方式，让学生积极思考并回答阅读理解中的问题；通过小组讨论，使学生思考并表达自己的想法，提高说的技能。

2. 情感态度价值观通过学习本篇文章，让学生了解地球上生命的起源及生物进化的过程，培养学生对科学的兴趣，激发学生探索科学的热情，并增强学生保护地球的意识。

四、教学重点与难点1. 熟悉与天文学相关的一些单词和短语，特别是要能认读表示八大行星的单词及与地球生命起源相关的重点词汇。

2. 阅读文章，了解地球生命的起源。

五、教学过程Step 1 Warming?up （3 mins）What science subjects do you know?What is Astronomy？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.In solar system there are eight planets, can you name them?Mercury Venus Earth MarsJupiter Saturn Uranus Neptune【设计意图】通过“头脑风暴”的形式引入该单元话题，让学生了解太阳系及其八大行星，激发学生进一步了解天文学的兴趣。

人教高中英语必修三第四单元-教学设计

2。核心内容的功能和价值
本节内容是语法学习，旨在通过本节语法载体，激励学生体验英语学习之乐，引导学生形成语法学习策略、提高学习能力和语言运用能力。
学情分析
1．学情了解：通过学生访谈和预习观察，了解到学生对语法学习方式有初步认识,但对语法运用和体验还需加强，英语运用能力尚待进一步培养。
2．学生认知发展分析:学生经过半年的高中英语学习，已经初步适应了高中教材，初步形成一些英语思维能力和学习能力，英语运用能力初步形成，但还薄弱，而且对于主语从句的概念和运用还陌生，需要进一步培养。本节课旨在通过该项语法学习，对学生的学习策略进一步引导，继续培养学生的自主探究能力，为学生终身学习能力的培养打下结实的基础.
To encourage students to apply grammar knowledge and experience joy from learning English。
激励学生体验英语语法学习之乐，培养英语语法学习策略
Step6
Summary and assessment(5m)
环节6
总结评价
火眼金睛
发现破绽
Inspire and instruct students to find out the mistakes in the sentences.
激励学生找出句子中的错误
Find out the mistakes using the knowledge learned in the class。
教学设计方案
课题
人教版高中英语必修三第四单元
话题
Astronomy：the science of the stars
课型
自主探究、合作体验式语法课
设计人

高中英语_必修三 Unit 4教学设计学情分析教材分析课后反思

Unit 4 Reading教学案Learning aims:I Knowledge aims(知识目标)1.Understanding the general idea of the text2.Remembering key words and phrasesII Ability aim(能力目标)Training and improving the reading abilityIII Moral aim(情感目标)Knowing basic knowledge of the origin of life on earth and raise the awareness of protecting our earth.Procedures:Step1 : RevisionWords: (由学生带领学生复习词汇，扫清词汇障碍) 1.n.学说;理论______________ 2.n.原子______________3.n.pron.万亿;十亿_____________4.n.地球仪;地球___________5.n.大气层;气氛______________6.adj. 基本(础)的______________7.adj.有害的______________8.n.链子;连锁______________9.vt&vi.乘;增加______________10.n.氧______________ 11. vi.存在;生存______________12.adv.因此;于是______________13.n.二氧化碳______________Phrases：1.及时;终于______________2.下蛋______________3. 产生;分娩______________4. 轮到某人______________5. 阻止;制止______________Step 2 :Lead-in （问题导入通过观看视频大体了解相关内容）Do you know some old stories about how life began on the earth? Step3 : Skimming(略读)Read the passage quickly and silently ,then answer the following question.1. What’s the main idea of the text?____________________________________________________________.Step4 : Scanning（细读）（任务阅读，深入掌握）Task 1 Find out the main idea for each paragraph.Para 1 A. How humans appeared and their impact on the earth.Para 2 B.Water is very important for life on the earth.Para 3 C. How the earth formed.Para 4 D.The development of plants and animals on the earth. Para 5 E.It is widely accepted that universe began with a “Big Bang”.Task 2 Put the order of development of life into a timeline.a.Insects and amphibians appearedb.Dinosaurs appearedc.The earth became a solid balld.Small plants grew on the watere.Reptiles appearedf.Plants began to grow on dry landg.The earth was a cloud of dusth.Water appeared on the earthi.Shellfish and other fish appearedj.The universe began with a “Big Bang”k.Clever animals with hands and feet appearedl.Mammals appearedThe right order is_______________________________________________.Enjoy two sentences （重点句子把握）1.What is even more important is that as the earth cooled down,water began to appear on its surface.2.It was not immediately obvious that water was to be fundamentalto the development of life.Step 5 Consolidation (当堂巩固)The universe began with a Big Bang._______began to form and combine to create stars and other bodies, but the earth was just a cloud of dust. Between 4.5 and 3.8 _______years ago the dust settled into a solid______.As the earth cooled down, water, which was to be ___________to the development of life, began to appear on its surface. Small plants grew on the water. They _________and filled the oceansand seas with _________and then shellfish and other fish appeared. Green plants began to grow on land and then insects and __________appeared. When the plants grew into forests reptiles, which produced young by ______eggs, appeared. 65 million years ago the age of the dinosaurs ended, which made__________, which gave______to young baby, rise on the earth.About 26 million years ago some small clever animals with hands and feet, appeared and spread all over the earth.Step 6 Group work （小组活动，情感升华）Have a discussion with your group members:1.Have you heard of global warming ?2.Do you know what has caused it?3.As a student, what shoud you do to protect our earth?Step 7 SummaryStep 8 HomeworkWrite a short composition about the topic you just talked about.学情分析一、语言知识基础：因本篇文章属于说明文，较为抽象，不太好理解，另外，所设计词汇很多也不太常用，因此，在课堂上，老师要先对本单元有本节可内容相关的单词多复习一下，多读，多记，反复呈现几次，这样，有了这些知识铺垫，在课堂学习中他们的学习之路会顺畅一些。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

还有，由于人们行为的作用，人们对环境、地球的影响有非常大的影响，破坏了环境，危害了地球，这些是于学生的生活息息相关的，这也是课堂升华部分，让学生结合生活实际，谈如何保护环境和地球。

让学生小组讨论，然后展示成果的方式去进行。

因此，在设计本课时的课堂教学活动时我们根据学生的情况，采用情景教学法、任务型教学法等教学方法配合多媒体手段来吸引学生的注意，努力营造适宜的教学情境。

二、年龄及认知特点：高一15班的学生，整体看英语基础较为薄弱，学生词汇量小而且特别不善于阅读，理解力也不太强，也有一部分学生对学习信心不足，怕英语，怕上英语课，课堂教学中，只有学生乐于参与，主动参与，学生的思维才会处于活跃状态，吸收知识才会迅速，学习英语才不会让学生觉得是“苦差事”。

基于以上原因，在教学设计中，多设计些直观形象的图示或视频，提高学生的兴趣；老师要对学生积极鼓励，无论从语言还是通过身式语，肯定学生的点滴进步，对于一些小错误，没有每次都指出，以免挫伤学生的学习积极性。

效果分析一、教学目标的达成通过精心的学生主体性学习的设计，基本实现了本节课设定的目标。

学生通过小组合作学习，了解了文章的大意，识记了重要短语和句子，了解了地球发展的进程，提高了阅读理解的能力，另外也激发了学生保护环境的意识，二、学生主体地位的体现通过学生引导学生复习，问题引领、小组合作等方式，绝大部分学生能够参与，主体性体现很明显。

三、课堂气氛课堂气氛活跃，学生积极回答问题，踊跃融入小组活动，集体荣誉感强。

四、检测效果当堂检测，90%的学生可以掌握本节课内容。

教材分析一、教材内容分析：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。

阅读部分讲述了地球上生命的起源，文体是说明文。

全文分5段，除第一段“引入”和最后一段结语外，其余都集中在生命的起源这个问题上。

二、教学设计的整体思路和依据：依据《新英语课程标准》，“强调教学紧密联系学生的生活实际，创设较为真实的语言情境，组织具有交际意义实践活动”这一要求，精心设计了一系列的任务型教学的学习情境，来激发学生的学习热情，积极地投入到学习中去，释放学生的创造潜能。

从学生为主体扫除词汇障碍开始，到设计问题、观看视频引导学生阅读，在此基础上对课文进行深层次学习，最后从文章提及的地球上生命的未来的担忧，引发学生对保护地球的思考、讨论，提升价值观。