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視頻標簽：How Life,Began on,the Earth
所屬欄目：高中英語優質課視頻
視頻課題：Book 3 Unit 4 Reading How Life Began on the Earth中山大學附屬中學
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Book 3 Unit 4 Reading How Life Began on the Earth?
教學設計
課 題： Book 3 Unit 4
教學內容： How Life Began on the Earth? 課 型： Reading 教學時間： 40 minutes
I. Analysis of the teaching material
This unit is concerned with astronomy and how human beings first appeared on the earth. This part is the second period, whose theme is “How life began on the Earth?” It aims at developing the students’ reading skills, such as getting the main idea, reading for detailed information and analyzing the type of the passage as well as judging the author’s attitude. Through all the reading tasks, the students can have a good understanding of the evolution of life on the earth, become more enthusiastic about scientific exploration, pay more attention to people’s impact on the earth and realize the importance of stopping global warming.
II . Analysis of the students
The students have already had basic reading skills, but they don’t have an awareness of using reading strategies. Besides, as art students, they are lacking in the background knowledge of the origin of life and may not be interested in such kind of topic. Therefore, it is necessary for me to create an interesting and harmonious lesson for them. I will adopt task-based strategies and group competitions through the whole lesson and offer them more chances to show their abilities in the class.
III. Teaching Goals
Knowledge and Ability Objectives Students are able to:
1. understand how life began on the earth;
2. conclude the main idea of each paragraph through reading and communicating; 3. master the skill of putting the paragraphs into the right order; 4. identify the ordinal words or phrases in exposition;
5. judge the author’s attitude according to some key words;
6. speak out and write down some measures that are taken to stop global warming
海珠區高中第四屆“明珠杯”教師課堂教學競賽 英語科 人教新課標必修3 第四單元 閱讀課教學設計
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Moral Objectives Students are able to:
1. understand the life on the earth better and love the earth more 2. raise their awareness of starting out small to stop global warming
IV. Teaching important points and difficult points
1. Teaching important points
a. Enhance students’ abilities to read for information.
b. Enhance students’ abilities to process the information after reading 2. Teaching difficult points
Guide students to judge the author’s attitudes according to some key words.
V. Teaching strategies and Methods
1. Teaching Methods: Jigsaw Reading, Communicative Approach, Task-based Methods, Individual and Cooperative Methods
2. Teaching Aids: Blackboard, Computer-based Multi-media
VI. Teaching Procedure
The flowing chart:
Task 1: Lead in and Vocabulary Learning (T—Ss/S) Pre-Reading
Task 2: Prediction (T—Ss/S)
Task 1 Jigsaw Reading (S-Ss/S)
While-Reading
Task 2 Detailed Reading (S—Ss/S)
Task 3 Inferential Reading (Individual & S-Ss/S)
Task 4 Post Reading (S—Ss/S) Post-Reading
Homework A Letter of Suggestion
海珠區高中第四屆“明珠杯”教師課堂教學競賽 英語科 人教新課標必修3 第四單元 閱讀課教學設計
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The Detailed Process
Procedures Contents
Teacher’s Activities
Students’ Activities
Purposes
Pre-reading
（7 minutes）
Task 1 Lead in and vocabulary learning （5 minutes） Organize students to have a group competition Show students a clip of video with a question “Who is our ancestor?” Take part in the competition actively Watch the video carefully to learn
some difficult words and answer
the question.
To motivate students to get interested in the class. Also, it
aims to lead in the topic of the
class Task 2 Prediction (2 minutes)
Guide students to pay attention to the title and the picture to predict the context of the passage Pay attention to the title and the picture and predict the context of the passage
To guide students to master the reading skill --- Prediction
While-
reading （25minutes） Task 1 Jigsaw Reading (10 minutes)
（見附錄一) Guide students to get the main idea of each paragraph. Ask students to work in groups and put all
the paragraphs in the right order. Train students to pay attention to the first and last sentence of each paragraph and some key words that can help them get the right order. Get the main idea of each paragraph with the help of some key words. Work in groups to put the five paragraphs in the right order according to the first or last sentences and other key words. To guide students to get the main idea of each paragraph
and the passage
To train the student to focus
on the first and last sentences
or some key words to get the clue to arrange the paragraphs
correctly.
Task 2 Detailed Reading (10minutes) （見附錄二
&三）
Ask students to read Paragraph 1-3 and fill in the blanks individually. Ask students to read Paragraph 4-5 and work in groups to put all the pictures in the right order. Guide students to pay attention to ordinal words Read paragraphs 1-3 and fill in the blanks individually. Read paragraphs 4-5 and work in groups to put the pictures in the right order with the help of some ordinal words. Aim to train students to read for detailed facts and train them to process the
information in the activity through group work. Task 3
Ask students to judge the type of the passage After
reading the passage, To train students to master the 海珠區高中第四屆“明珠杯”教師課堂教學競賽 英語科 人教新課標必修3 第四單元 閱讀課教學設計
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Inferential Reading (5 minutes)
（見附錄四） after reading the whole passage. Guide students to focus on Paragraph 5 and
judge the author’s attitude according to the key words.
students get to know the style of the passage. Focus on paragraph 5 and get to know the author’s attitude according to key words. reading skill --- judging the style of the passage.
To guide students to know
what kind of words can show the author’s attitude.
Post- reading (8 minutes)
Task 1 Collecting measures to stop global warming (8 minutes)
Show students a video to show that global warming is becoming more and more serious. Create a salon to collect effective measures to make a poster, calling on more people to take action to stop global warming. Guide students to work in groups to brainstorm as many measures as possible and choose the best two and write them down on the card.
Guide students to share their suggestions with others and then paste their card on the poster.
Watch a video and know global warming is becoming worse. Brainstorm suggestions to stop
global warming, share with
others and choose the best two to
write down on the card, and then paste them on the poster. To raise the students’
awareness of environmental protection and call on them to
do something meaningful to
stop global warming.
To practise some n-clause sentence patters to put forward suggestions. Task 2 Writing practice
Ask students to search http://www.iucn.org to get more information about how to stop global warming. Guide students to write a letter of suggestion to call on more students in their school to stop global warming. Search http://www.iucn.org to get some useful information about how to stop global warming.
Based on the suggestions on the poster and the information from the website, write a letter of suggestion to call on more people to stop global warming.
To develop students’ ability to write with n-clause sentence patterns.
海珠區高中第四屆“明珠杯”教師課堂教學競賽 英語科 人教新課標必修3 第四單元 閱讀課教學設計
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板書設計：
OHP
Screen
How Life Began on the Earth?
the universe
the earth water
plants and animals human beings
附錄一：While-Reading Jigsaw reading (以第一段為例)
No one knows exactly how the earth began, as it happened so long ago. However, according to a widely accepted theory, the universe began with a “Big Bang” that threw matter in all directions. After that, atoms （原子）began to form and combine to create stars and other bodies.
Task 1: Main idea: A theory about how ______________ was formed.
Task 2: Share information with your group members and try to put all cards in the right order
to form a complete passage.
Tips: Pay attention to the first and the last sentence with some key words.
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