高中英語-how life began on the earth教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

《Howlifebeganontheearth》課標(biāo)分析《普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》要求：“發(fā)展學(xué)生自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語學(xué)習(xí)策略；培養(yǎng)學(xué)生的綜合語言運(yùn)用能力。綜合語言運(yùn)用能力的形成建立在語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識等素養(yǎng)整合發(fā)展的基礎(chǔ)上?！毙陆滩氖且栽掝}（topic）為線索編排的。本單元的中心話題是“bodylanguage”，此篇閱讀為單元內(nèi)重要的組成部分之一，主要介紹的是不同文化背景下的人在交際時(shí)由于肢體語言的文化差異而引發(fā)的文化沖突。因此通過對本文的學(xué)習(xí)，學(xué)生不僅能提高語言運(yùn)用能力，而且能提高對各國文化異同的敏感和鑒別能力，為發(fā)展他們的跨文化交際能力打下良好的基礎(chǔ)，這也符合《普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》中培養(yǎng)學(xué)生文化意識的要求。《HOWLIFEBEGANONTHEEARTH》教材分析本單元的中心話題是“天文學(xué)”，內(nèi)容涉及太陽系，地球上生命的起源，宇宙大爆炸，月球探秘，黑洞效應(yīng)等，主要內(nèi)容是圍繞地球上生命的起源展開的。教材通過對宇宙大爆炸理論進(jìn)行科學(xué)性分析，推斷出地球上生命的由來以及生物進(jìn)化的過程。另外通過一個(gè)虛構(gòu)的科幻故事介紹了地球引力和月球引力的不同，同時(shí)對“黑洞”效應(yīng)的描寫也是通過這樣的方式展開的。本單元的主閱讀篇章是本單元的亮點(diǎn)，江蘇了地球上生命的起源以及生物進(jìn)化的過程。這節(jié)課主要側(cè)重在閱讀部分的學(xué)習(xí)，這種對課文的理解，主要的閱讀目的是讓學(xué)生了解死囚上生命的起源和進(jìn)化過程，學(xué)習(xí)掌握本科的詞匯和語法結(jié)構(gòu)，訓(xùn)練學(xué)生的閱讀技巧，并且激發(fā)學(xué)生對天文知識的興趣，培養(yǎng)其科學(xué)探索精神。本節(jié)的閱讀采取了不同的方法，有默讀和朗讀，快讀和精讀，不同的閱讀方式的采用根據(jù)閱讀的目的，課堂的情景，學(xué)生的狀況，和教學(xué)的進(jìn)度來把握?！禜owlifebeganontheearth》學(xué)情分析我所教高一學(xué)生普遍年齡是16、17歲，他們已具備了之直覺思維和抽象思維能力，正處于發(fā)展、培養(yǎng)創(chuàng)造性思維能力的最佳時(shí)期和智力的向高水平發(fā)展的關(guān)鍵時(shí)期，他們又極強(qiáng)的好奇心和求知欲，但學(xué)生基礎(chǔ)知識相當(dāng)糟糕，因?yàn)樗麄兌鄶?shù)初中英語都沒有打好基礎(chǔ)，有的根本就沒學(xué)英語，另外他們認(rèn)為英語學(xué)習(xí)枯燥，學(xué)習(xí)英語的毅力和耐心都比較差，遇到困難退縮不前不做深入思考，大多不愿作長期艱苦的鉆研，很少反思自己的學(xué)習(xí)情況，對英語學(xué)習(xí)的熱情需要鼓勵(lì)，需要將強(qiáng)?！禜owlifebeganontheearth》教學(xué)設(shè)計(jì)Teachingaims:1.Thestudentscanknowhowlifebeganontheearth.2.Thestudentscanknowsomethingabouttheuniverse.3.Thestudentscanusereadingstrategies:skimming&guessing.Teachingkeypointsanddifficultpoints:Howtohelpthestudentsusewhattheyhaveleantinrealsituations;Howtohelpthestudentsdeveloparightattitudetohowlifebegan.Teachingmethods:Student-centered,teacher-assisted=1\*GB3①Task-basedteachingandlearningmethod.=2\*GB3②Groupworkandindividualstudymethod.Teachingprocedures:ProceduresActivitiesPurposesStepIPre-readingStudentsenjoyashortvideoaboutthedifferenttheoryabouthowlifebeganThenewwordsforthetext1.Drawstudents’attentiontothetopic2.konwtheusefulwordsforunderstandingStepIIWhile-reading3.

Studentsmatchthemainideawitheachpartbyskimming.4.Studentsreadthewholepassagepartbypartandfinishthefollowingtasks.Part1(para1)：Task1:FillintheblanksAwidelytheoryaboutthehowlifebeganTask2:thedevelopmentoftheearthPart2:Task1:Fillintheblanks(name,country,bodylanguage)Para3ComprehendingWhywastheearthdifferentfromotherplanets?AItproducedalotofheat.BThewaterremained.CWaterdisappeared.DItwastheoldestplanetWhywaslifeabletodevelopontheearthbutnotonotherplanets?A.Theearthhadasolidshape.B.TheearthdidnothaveharmfulgasesCThewaterstayedontheearthbutnotonotherplanets.DTheearthwasnottoohotandnottoocold.Para3:PleasetranslatethesentenceintoChinese.Whatmanyscientistsbelieveisthatthecontinuedpresenceofwaterallowedtheearthtodissolveharmfulgasesandacidsintotheoceansandseas.______________________________________________Para4:Puttheorderofdevelopmentoflifeintoatimeline.（）ALandanimals,insectsandamphibiansappeared.（）BDinosaursappeared.（）CSmallplantsgrewonthewater.（）DReptilesappeared.（）EPlantsbegantogrowondryland.（）FShellfishandotherfishappeared.（）GMammalsappeared.Para5:Answerthequestions1.Whoarethesmallcleveranimalswithhandsandfeet?2.Aretheytakinggoodcareoftheearth?Why?ntfromculturetoculture.3.Studentspracticethereadingskill–skimmingandgetthestructureofthepassage.4Readingfordetailsstepbystepcanmakethetaskalittleeasierandfacilitatelearning.Briefintroductionofv-ingasanadverbialPracticemakesperfect!Ithelpsstudentsknowthetextandclearly.Ithelpsstudentsknowsomeculturaldifferences.Makepreparationsforstudents’developingarightattitudetobodylanguageanddifferentcultures.StepIIIPost-reading4.

Studentslistentothetextsforreview5.

Studentsfillthesummaryofthetext.4.Ithelpsthestudentsdeveloparightattitudetobodylanguageandothercultures.5.Ithelpsthestudentsusewhattheyhaveleantinrealsituations.StepIVdiscussion6.

Arewehumanbeingmaketheearthbetterorworse?(1)Whathumansdeveloped?(2)Buttheyarenottakingcareoftheearthverywell.Whatproblemarehumanscausing?6.IthelpsstudentsreviewandtalkaboutthetopicStepVHomework7.

SearchtheInternettofindmoreaboutthetopic1.Readaloudthereadingpassageandunderlinetheusefulphrasesandsentencepatterns.2.FinishoffEx1andEx2onP.28.7.Toextendstudents’informationandtheabilitytolearnbythemselves.Teachingreflection:Givestudentsmorechancestoexpressthemselvesandinspirethemtolearn.《Howlifebeganontheearth》評測練習(xí)學(xué)習(xí)目標(biāo):Bytheendoftheclass,youwillbeableto:1.Knowhowlifebeganontheearth2.Knowtheimportanceofhowlifebeganontheearth3.Usereadingstrategies–skimming&guessing.學(xué)習(xí)重點(diǎn):1.Knowhowlifebeganontheearth2.Usereadingstrategies–skimming&guessing學(xué)習(xí)過程LeadinIdeasabouttheearthbegan?Step1WordforthetextTheoryharmfulatomacidglobechainviolentmultiplyintimeoxygencarbondioxideshellfishnitrogen amphibianvapo(u)rreptileatmospherelayeggsStep2FastreadingParagraph1:TheimportanceofwaterforlifeParagraph2:ThedevelopmentofplantsandanimalsontheearthParagraph3:TheformationoftheearthParagraph4:AtheoryaboutthebeginningoftheuniverseParagraph5:ThearrivalofhumansandtheirimpactontheearthStep3CarefulreadingPara1:HowtheuniversebeganThere’sthewidelyacceptedtheory_________________________________________Para2:ThedevelopmentoftheearthTimeTheearthis…..Para3ComprehendingWhywastheearthdifferentfromotherplanets?AItproducedalotofheat.BThewaterremained.CWaterdisappeared.DItwastheoldestplanetWhywaslifeabletodevelopontheearthbutnotonotherplanets?A.Theearthhadasolidshape.B.TheearthdidnothaveharmfulgasesCThewaterstayedontheearthbutnotonotherplanets.DTheearthwasnottoohotandnottoocold.Para3:PleasetranslatethesentenceintoChinese.Whatmanyscientistsbelieveisthatthecontinuedpresenceofwaterallowedtheearthtodissolveharmfulgasesandacidsintotheoceansandseas.______________________________________________Para4:Puttheorderofdevelopmentoflifeintoatimeline.（）ALandanimals,insectsandamphibiansappeared.（）BDinosaursappeared.（）CSmallplantsgrewonthewater.（）DReptilesappeared.（）EPlantsbegantogrowondryland.（）FShellfishandotherfishappeared.（）GMammalsappeared.Para5:Answerthequestions1.Whoarethesmallcleveranimalswithhandsandfeet?2.Aretheytakinggoodcareoftheearth?Why?Step4ListeningPleasereviewthetextbylisteningandtrytodothesummaryStep5summaryAfterthe“bigbang”,theearthwasstilljustacloudof_______,it_______loudlywithfireandrock,whichwere_____toproducethe_________,watervapourandothergases.Then________begantoappearontheearth.____________inwaterareconsideredtobetheearliestlivesontheearth.TheO2theysuppliedencouragedthelivesof______________.Slowlygreenplantsgrewonland,whichwerefollowedby__________likeinsects&________.Whentheplantsgrewinto______,______appeared.Then_______developedbutdisappearedlater,whichmadetheriseofatotallydifferentanimal,______,possible,andfinally_____spreadallovertheworld.Step6DiscussionArewehumanbeingmaketheearthbetterorworse?(1)Whathumansdeveloped?(2)Buttheyarenottakingcareoftheearthverywell.Whatproblemarehumanscausing?Step7Homework1.Readaloudthereadingpassageandunderlinetheusefulphrasesandsentencepatterns.2.FinishoffEx1andEx2onP.28.《Howlifebeganontheearth》效果分析本節(jié)課是新課標(biāo)，我將本節(jié)課設(shè)計(jì)為導(dǎo)入、個(gè)人探究