人教课标版必修3 Unit 4 How life began on the earth教学设计.docVIP

精品论文 参考文献 人教课标版必修3 Unit 4 How life began on the earth教学设计 文 / 宋永平 雷 宇 一、教学内容及学生情况分析： 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 amp; 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。 （2） 分组查阅有关全球变暖的资料。 （3） 部分学生排演地球上生命的发展历程。 五、教学过程： StepⅠ lead?鄄in Greet the students with the other 3 student teachers, and introduce the first student teacher to the rest students. （问候并介绍第一位学生老师） Step Ⅱ Reading 1. 整体理解 （杨卓负责） The first student teacher asks the students to skim the passage and create questions paragraph by paragraph. Then let the students race to be the first to answer the questions. 例如： Q1: Who knows how life began on the earth exactly? (Paragraph 1) Q2: Which gas is the most important for humans? (Paragraph 2) Q3: What does “small clever animals” refer to? (Paragraph 5) 【设计说明】 训练学生通过快速阅读捕捉信息的能力。抢答方式充分调动了学生的学习积极性，使学生主动参与课堂活动，积极思考。 2. 篇章理解 （English teacher负责） The teacher divides the students into 5 groups (10 students a group) and ask each group to read the text quickly to summarize the ma