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【2012浙江】人教版必修三第四单元第一课时
  作者:何智勇  发布时间:2012-06-14

课题
人教版必修三第四单元
课时
第一课时
授课对象
高一(下)
 
教学目标
In this period students will
1.   learn new words: theory, billion, globe, violent, carbon, atmosphere, fundamental, harmful, acid, multiply, oxygen, exist, prevent, dioxide;
2.   read and learn about the science of astronomy, the development of life on the earth;
3.   be aware of what man has done to the earth and what man has to do to protect it.
 
 
 
教学重难点
1.       Involve the students in the discussion about what astronomy is and arouse their interest in the puzzle about how life began on the earth.
2.       Guide the students to read the text and find answers in the passage: how did the universe and the earth came into being; how did life begin and develop on the earth.
3.       Cultivate the students’ consciousness of caring about the planet.
 
 
 
教学准备
1. PPT.
2. (students) Consult the Internet about what astronomy is and find information about the Galaxy, the solar system and the eight planets.
 
教学过程(本部分为重点,包括导入过程和教学步骤)
 
导入过程
Activity 1: Checking pre-class work.
Talk about what they have learned about astronomy: what is asronomy / astronomer / astronaut? What is the Glaxy / solar system / the eight planets? (use pictures to ask about their before-class work)
Activity 2: Free talk.
Arouse the students’ interest in the puzzle about how life began on the earth. Guiding questionsWhat has man always wanted to know about the universe? What do we know about us human beings? Where do we come from? Who are our ancestors? (briefly introduces a few Chinese and western myths about the beginning of the world)
 
教学步骤
(重难点突破的过程、巩固方法)
Activity 3: Reading for main idea and structure.
Scan the passage to find the main idea of each paragraph.
Title: How life began on the earh
Para 1: A theory about the beginning of the universe
Para 2: The formation of the earth
Para 3: The importance of water for life
Para 4: The development of life on the earth
Para 5: The arrival of humans and their influence on the earth
Activity 4: Reading for understanding.
Read the passage for detailed information.
1. Read para 2 and discuss how the earth came into being.
(A cloud of dust→Combine into a solid globe→Explode…with fire & rock→produce H2O, CO2,O2, N2, other gases→atmosphere→Cool down→water appeared )
2. Read Para 3 and discuss why water is fundamental to the beginning of life.
(Because it allowed the earth to dissolve harmful gases into the oceans and seaswhich made it possible for life to develop.)
3. Read para 4 and discuss how life began and developed on the earth.
(extremely small plants in the sea→shellfish and other fish→green plants →forests→land animals→reptiles→dinosaurs →mammals)
4. Read para 5 and think who are the clever animals that appeared 2.6 million years ago? Are they taking care of the earth well?
Activity 5: Reading for speaking .
Group workwhat harm have human beings done to the earth? What should we do to protect the planet?
(using solar energy instead of fossil fuels / save water / stop using plastic bags / recycling / planting trees, etc)
Activity 5: Reading for vocabulary.
Learning new wordspronunciation and explanationtheory, billion, globe, violent, carbon, atmosphere, fundamental, harmful, acid, multiply, oxygen, exist, prevent, dioxide;
Assignment
1.      Reread the text and get a better understanding of the passage.
2.      prepare to retell how the earth came into being and how life began and developed on it.
 
板书设计
How Life Began on the Earth
(new words)
theory, billion, globe, violent, carbon dioxide, atmosphere,
 fundamental,harmful, acid, multiply, oxygen, exist, prevent,;
 
教学反思
1、本课设置的教学目标基本达成,教学重难点也通过自由发言、略读、详读、小组讨论、代表发言等课堂活动得以突破,教学环节紧凑,教学活动主要思想为问题引领,注重引导学生积极思维,效果不错。
2、经过这段时间的学习交流,对于教学设计有所感悟。尤其是结合自己的教学心得,对阅读课教学有了新的认识。那就是任何阅读必须是有目的的,盲目和无任务的阅读是无效的。因此,本课在教学设计中突出了每个环节阅读的不同任务,如Reading for main idea and structure. Reading for understanding. Reading for speaking. Reading for vocabulary
3、不足之处在于词汇教学方法陈旧,将词汇脱离语境单独教学绝不是语言学习之道。以后如果再上这节课,一定要设计好教学环节,将课文核心词汇放入“宇宙及生命起源”的情境中,使学生能够将所学词汇直接用于课堂任务,如自由发言、小组讨论等,达到在用中学,学以致用的目的。
4、这节课使用的是导学案教学,但可能对学生学法的指导比较少,更多的是令课堂教学环节按照教师的预设“流畅”地进行。如何真正突出学生的主体作用,使学生融入到语言学习的环境中,而不是被老师牵着鼻子走,还请指导老师及各位同行多多指教。

 
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