HowLifeBeganOntheEarth閱讀課案例

1、How Life Began On the Earth 閱讀課案例一、課型：閱讀課二、教材分析：（一）教學(xué)內(nèi)容：SEFC BOOK3 UNIT 4 THE SCIENCE OF THE STARSHow life began on the earth（二）教材處理：本篇文章共701 個(gè)單詞， 以時(shí)間為序，記錄了地球的形成和生命的起源與繁衍的簡(jiǎn)單過(guò)程，以及人類(lèi)出現(xiàn)后給地球本身帶來(lái)的問(wèn)題Global warming. 筆者把整堂課分成五大步：1 ）閱讀前預(yù)熱（pre-reading ） 2） 閱讀過(guò)程（while-reading ） 3） 閱讀后（post-reading ） 4 ）內(nèi)化實(shí)踐（pr

2、actice& internalization 5 ）升華啟迪（enlightenment） ，閱讀的同時(shí)，兼顧聽(tīng)，說(shuō)，讀，寫(xiě)等英語(yǔ)語(yǔ)言基本能力的滲透和培養(yǎng)。三、學(xué)情分析：（一）筆者參加比賽面對(duì)的是鄞州區(qū)最優(yōu)秀的學(xué)生，他們機(jī)智敏銳，思維活躍；英語(yǔ)語(yǔ)言基礎(chǔ)優(yōu)良，語(yǔ)言表達(dá)流暢而準(zhǔn)確；創(chuàng)新能力強(qiáng)，文化素養(yǎng)好。（二）這篇文章是講述太陽(yáng)系中唯一有生命存在的地球的形成及地球生命演化過(guò)程。文章最后一段重點(diǎn)提出在人類(lèi)出現(xiàn)以后，導(dǎo)致了 “ Global warming”等一系列問(wèn)題。旨在 教育讀者保護(hù)地球，保護(hù)環(huán)境，保護(hù)自己的家園。語(yǔ)法功能意念是名詞性從句?？紤]到以上因素，筆者在課堂安排上，課堂容量較大，挖掘問(wèn)

3、題較深，在教學(xué)步驟設(shè)計(jì)上做到明晰緊湊，步步為營(yíng)，以期啟迪學(xué)生思考和保護(hù)家園的情感共鳴。四、教學(xué)目標(biāo)（1） 知識(shí)目標(biāo)：掌握相關(guān)閱讀詞匯；通過(guò)閱讀讓學(xué)生掌握地球形成的各個(gè)階段特征和大概過(guò)程，了解并明確生命從海洋，到陸地，從動(dòng)物到人類(lèi)進(jìn)化過(guò)程。（2） 能力目標(biāo)：培養(yǎng)學(xué)生快速搜索獲取信息，跳讀搜尋能力；增加學(xué)生口頭描述能力，能熟練敘述地球生命史。（3） 情感目標(biāo)：引導(dǎo)學(xué)生認(rèn)識(shí)到地球生命進(jìn)化到今天的高度文明是在來(lái)之不易的，激起學(xué)生保護(hù)好自己的家園的熱情，構(gòu)建與自然和諧相處的情感共鳴。五、教學(xué)過(guò)程細(xì)節(jié)： （課前，多媒體循環(huán)播放帶有圖片的今天要用到的一些重要閱讀詞匯讓學(xué)生先行了解）Step 1 Lead i

4、nT: Well, boys and girls, just now, we have seen several pictures of animals on the screen. I would like to ask you a question. Who are their ancestors? I would offer two choices （monkey? Small plants in the sea?）S: Er. Small plants in the seaT: Are you sure?S: Small plants in the sea is the earlies

5、t life on the earthT: So do you know how the earliest life began on the earth ? any ancient stories about the beginning of life on the earth?S:盤(pán)古開(kāi)天辟地，女蝸造人，上帝七日造人T: yeah, very good. But these are just legends and stories, do you believe them?Do you know any scientific idea or theory on the beginning

6、of the world?S:T: You are not sure, right? Please turn to page 25 and【設(shè)計(jì)說(shuō)明】 這是一個(gè)從“課前詞匯預(yù)習(xí)”入手提問(wèn)：動(dòng)物的祖先是什么？引導(dǎo)學(xué)生思考生物是怎么出現(xiàn)的？世界是怎么開(kāi)始的？雖有古代傳說(shuō)，但不足信，科學(xué)的生命起源學(xué)說(shuō)又是 什么呢？同學(xué)們的好奇心和求知欲自然被撩起。讓學(xué)生帶著好奇和問(wèn)題，閱讀課文。Step 2 reading Fast reading : look through the passage quickly.1) Try to match each paragraph with its main idea

7、.2) What s the main idea of the whole passage?A. how did water begin? B. how did earth begin?C. how did man begin? D. how did life begin?【設(shè)計(jì)說(shuō)明】簡(jiǎn)要閱讀文章，讓學(xué)生了解文章大意，為 detailed reading奠定基礎(chǔ)。(2) Detailed reading1) How life began on the earth can be divided into two stagesStage 1 The development of(para.1-3)

8、Stage 2 The development of(para.4-5)Exploded with fire and rock2) Stage 1 the development of the earthrT77 I IA Big bang A cloud of dust * A solid globeProduced water, vapor, gasesWater appearedForm the earth s atmosphereQuestions:CD After the big bang, what was the earth like? what happened next? w

9、hat did water, vapor and gases form?【設(shè)計(jì)說(shuō)明】以圖文并茂的方式，步步以設(shè)問(wèn)引導(dǎo)學(xué)生了解地球形成史。3) Group work 1 (見(jiàn)附圖 1)Give students a series of pictures of the development of the earth, ask students discuss in group and try to move the pictures into the correct blanks according to what they learned from para1-3 of the passage

10、. Finally, invite one or two students to come to blackboard and move the pictures to correct blanks.【設(shè)計(jì)說(shuō)明】任務(wù)型形式，學(xué)生小組討論，然后上臺(tái)操作體驗(yàn)的模式，鞏固剛剛學(xué)到的地 球形成史。4) Stage 2 the development of lifeFilling the blanks after reading loudly together according to para.4-5.in water are considered to be the earliest lives o

11、n the earth. TheO2 they supplied encouraged the lives of. Slowly green plants grew on land, which were followed by like insects &. Whenthe plants grewinto, appeared. Then developed but disappeared later, which madethe rise of a totally different animal, possible, and finally spreadall over the world

12、.【 設(shè)計(jì)說(shuō)明】以填空形式了解地球生命演化史。5) Group work 2 （見(jiàn)附圖2）Give students a series of pictures of the development of the earth, ask students discuss in group and try to move the pictures into the correct blanks according to what they learned from para1-3 of the passage. Finally, invite one or two students to come

13、to blackboard and move the pictures to correct blanks.【 設(shè)計(jì)說(shuō)明】任務(wù)型形式，學(xué)生小組討論，然后上臺(tái)操作體驗(yàn)的模式，鞏固所學(xué)的地球生命演化史Step 3 Summary for reading （見(jiàn)附圖3）Give students 14 envelopes in which there are 12 sentences and ask students to put these sentences into correct order. Four people as a group discuss and finish the task

14、.【 設(shè)計(jì)說(shuō)明】承上啟下的一步。4 人小組討論，并將信封里的紙條按順序排列。一方面是對(duì)所學(xué)的球形成史和生命演化史的通過(guò)小組討論和實(shí)踐操作內(nèi)化為語(yǔ)言技能和能力。另一方 面，為下一步的課文復(fù)述打好伏筆。Step 4 Post-readingSuppose you were an instructor of earth pavilion of Shanghai Expo. Now you are introducing “ how life began on the earth ” to visitors. What will you tell them?Ladies and gentleman,

15、welcome to our pavilion. What I am going to tell you is how life began on the earth. The universe began with a Big Bang. Several billion years after the Big Bang Thank you for attention.【 設(shè)計(jì)說(shuō)明】以時(shí)下非常熱門(mén)的世博會(huì)地球館講解員為身份，引導(dǎo)學(xué)生以另一種形式復(fù)述課文 , 學(xué)生興趣盎然。T: after the arrival of human beings, what kind of problems do

16、 they cause?S: global warmingT: do you want to know how serious it is?S: yesT: I would offer you a clip of video about videoThink about Step 5 DiscussionSuppose you would be the few survivors of 2012 doomsday（世界末日）,What would you want to say to people who are living now? Please tell them what they s

17、hould do to prevent the coming of doomsday?Please tell them what they should do to prevent the coming of doomsday?1. It was obvious that people has put too much carbon dioxide into the atmosphere2. What I want to tell them is that3. What is even more important is that（ the above sentence patterns ar

18、e for students reference ）【 設(shè)計(jì)說(shuō)明】文章最后一段強(qiáng)調(diào)人類(lèi)造成Global warming, 以電影 2012 為引子，引導(dǎo)學(xué)生思考怎樣避免doomsday的發(fā)生，進(jìn)行一場(chǎng)如何保護(hù)地球，保護(hù)環(huán)境的情感交流。We have only one earth, we should take good care of her!【 設(shè)計(jì)說(shuō)明】最后在討論基礎(chǔ)上進(jìn)行一個(gè)情感升華。六、課后反思1 “Tell me, I will forget; show me, I may remember; involve me, I will understand ”這句蒙氏教學(xué)法的名言令我印象深刻。雖說(shuō)是學(xué)前教育所推崇的方法，我覺(jué)得同樣適用于我們的高中英語(yǔ)教學(xué)。學(xué)生通過(guò)參與活動(dòng)，體驗(yàn)和實(shí)踐過(guò)的東西，總比教師課堂的講解和口頭傳授的效果好很多。運(yùn)動(dòng)學(xué)上有個(gè)“肌肉記憶（ Muscle Memory ） ”的概念，筆者經(jīng)常鼓勵(lì)學(xué)生在讀背單詞的同時(shí)，加上書(shū)寫(xiě)的這個(gè)動(dòng)作，那怕用手指在空中劃拉，效果會(huì)比較好，這是“肌肉記憶（ Muscle Memory） ”的作用。相信許多人有這么個(gè)體會(huì)，有人叫你拼寫(xiě)某一個(gè)單詞，你一