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发表时间：2021-07-10

高二英语教案：《HOW LIFE BEGAN ON THE EARTH》教学设计。

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高二英语教案：《HOW LIFE BEGAN ON THE EARTH》教学设计

Unit4 Astronomy: the science of the stars

Reading: HOW LIFE BEGAN ON THE EARTH

Teaching Plan

天津市大港第一中学刘继登

I. Teaching aims:

1. Knowledge aim：

To teach the students some new words and expressions about the origin of the earth and life.

2. Ability aim：

To improve the students' abilities of obtaining and handling information by reading in English.

3. Emotional aim：

To teach the students to love and protect our earth.

II. Important and difficult points：

1. Important point：

To improve the students' abilities of obtaining and handling information by reading in English.

2. Difficult point:

How to improve the students' abilities of obtaining and handling information by reading in English.

III. Teaching approach:

task-based teaching approach; inquiry teaching method; etc.

IV. Teaching procedures:StepsActivitiesIntentionsTimeStepI.Lead in:

Lead in the topic by asking the students to describe the MTV(Earth Song) they watched before class.

To star the topic and arouse the students' interest.2'StepII. Warming-up

Warm up by a quiz game of knowledge of the earth.

To get the students to know some knowledge of the earth and3'StepIII. Pre-reading

Lead the students to learn the new words and phrases by showing them pictures.

To get the students familiar with new words and phrases which will appear in the reading material.2'StepIV. While-reading

1. Skimming

The students skim the text and match the main ideas with the paragraphs.

To train the students to get the main idea by skimming.5'2. Scanning

The students scan the text and generalize:

1.)How did the earth form?

2.)How did life began and develop on the earth.

To make the students practice scanning with purpose for detailed information, using some reading strategies.10'3. Careful reading

The students read the text carefully and put the order of development of life into a timeline.

To encourage the students to practice reading for key information.5'StepV. Post-reading

1. Discussion: (Group work)

The students discuss in groups to list the causes of global warming.2. SpeechMake a speech on what we should do for the earth.

To encourage the students to research and arouse the students' awareness of environment protection.5'8'

StepVI. Summary

The teacher summarizes the lesson.1'StepVII. Homework

Develop the speech into a passage on what we should do for the earth

To arouse the students' awareness of environment protection and develop their ability of writing.

Appendices:

Supplementary Exercises in class

I. Skim the text and match the main ideas with the paragraphs:

Para1. A. The arrival of humans and their effect on the earth

Para2. B. A widely accepted theory about the formation of the universe

Para3. C. The development of plants and animals on the earth

Para4. D. The formation of the earth.

Para5. E. The importance of water for life.

KEYS: 1-B 2-D 3-E 4-C 5-A

II. Read the text and put the order of development of life into a timeline.

1. Insects and amphibians appeared.

2. Dinosaurs appeared.

3. The earth became a soil ball.

4. Small plants grew on the water.

5. Reptiles appeared.

6. Plants began to grow on the dry land.

7. The earth was a cloud of dust.

8. Water appeared on the earth.

9. Shellfish and other fish appeared.

10. The universe began with a "Big Bang".

11. Clever animals with hands and feet appeared.

12. Mammals appeared.

KEYS: 10 7 3 8 4 9 6 1 5 2 12 11

扩展阅读

高二英语教案：《Unit 9 Saving the earth》优秀教学设计（二）

I. Teaching Aims and Demands:

1. Have a brief revision of this unit.

2. Do the listening practice in Part 1.

3. Do the writing in Part 4.

4. Sum up as in Checkpoint 8

II. Teaching Importance:

Listening practice

III. Teaching procedure:

Step 1 Revision

1.Check the homework exercises.

2. A few questions for revising Lesson 35.

How many types of tiger are there in China?

Is the number of tigers in China getting bigger or smaller?

Why are there fewer tigers now than before?

What was done in 1970 to protect tigers?

Step 2 Listening

After studying Lesson 35, we know that we must take measures to protect tigers, which are already in danger. But can you tell me what are other animals in danger? [---pandas. ]

Yes. Pandas are very rare in the world. That's part of the reason why our government has sent a few pandas to some foreign countries as gifts or for research purposes. Actually experts have been trying every means to increase the number of pandas in china. Now we are going to listen to an expert talking about this problem.

Please turn to page 153. First let's go over the questions.

[Explain the questions briefly to make sure the students understand what to do. Play the tape, then let the, students discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class. ]

Step 3 Practice

1. Revise the Past Participle.

2. Page 54, Part 2. Read the instructions aloud. Get the students to find the correct translation.

Step 4 Discussion

(Part 3.) Present the four subjects on the Bb.

Keeping the air clean

Keeping the water clean

Keeping the soil in good condition

Looking after wildlife

Present situation

Things need to be done.

[Divide the class into groups of four. Each group can choose a subject. Then discuss the two questions in-"relation the chosen subject. Collect some group reports.] Please compose a paragraph with the help of the reports.

Step 5 Grammar

1. Grammar - The Past Participle as Predicative and Attribute

2. Go over the useful expressions of this unit.

Step 6 Homework

1. Write down the past Participle of the verbs in Ex. 1.

2. Revise the language items in the unit.

高二英语教案：《Unit 9 Saving the earth》教学设计（二）

I. Teaching Aims and demands:

1. Realize the damage caused to the world and figure out the reasons.

2. Learn how to do the note making.

II. Teaching Importance:

(1) cattle,

(2) fail to do sth

(3) one suggested answer

(4) hold the soil in place

(5) It is said that

(6) the adj. /pp

(7) the number of

III. Teaching procedure:

Step 1 Revision

1. Check the homework exercises.

2. Revise the content of Lesson 33 by asking the question "What have we learned from last lesson?"

Step 2 Presentation

1. Hold a brief discussion.

Now I have a few questions for your discussion:

What kinds of pollution have you observed around you?

What caused the pollution?

Have you noted any other causes of damage?

[Divide the class into the groups of four. Get them to discuss the questions with each other. Ss are to report their ideas. ]

2. What does the map tell?

Read the map together with the class. Make sure they get the right locations of the countries and places mentioned in the text. They are also going to know that the world map shows the polluted areas, which locate in almost every part of the world. Therefore, the demands for saving the earth are urgently called.

Step 3 Fast reading

Now read the three passages. Find the places on the map of the world where the damage has happened. [Allow the Students enough time to do this task and check their answers in pairs.]

Step 4 Careful reading

Read the three passages again to answer the questions Part. 1. [Ss to find out the answers. The teacher can help them understand the meaning of some difficult sentences and deal with any other language items. ]

Step 5 Note making

[Explain to the students: ]

What is note making? What are the differences between notes and complete sentences? [Notes often do not have a main verb, and other small words may be left out. Do the first one as an example: Earth: not enough rain, too many cattle]

Please go over the passages again and write your note first. [Ss to come to the front and write down their notes on the Bb.]

Some suggested notes:

Earth: not enough rain, too many cattle, cutting down trees, strong winds

Air: smoke from factories, power stations, cars, chemical rain, accidents at nuclear power stations and factories.

Water: waste from factories and cities.

Step 6 Language points

1. Language points

(1) cattle

(2) fail to do sth

fail in (doing) sth

(3) one suggested answer

a polluted river

a fallen tree

(4) hold the soil in place

hold sth. in secret if......

hold sth. tight

hold one's head high

(5) It is said that

It is believed/reported/recorded/thought/heard that .

(6) the adj. /pp

the injured = the injured people

the wounded

the rich/poor/blind

(7) the number of

a number of

The number of the students in the school has increased rapidly.

A number of students like sports.

2. Retell the text

Ask Ss to retell the text with the help of the note - making. Then the whole class do the retelling together.

Step 7 Homework

1. Find out and pollution locally. Work out the questions like: Is the water/air clean? Is the river safe to swim in? Prepare a brief report.

2. Finish off the Workbook exercises.

高二英语教案：《Unit 9 Saving the earth》教学设计（一）

Teaching Aims

1. Ss will develop their inner "expectancy rules" that enable them to develop their schemata regarding the topic of pollution.

2. Ss will increase their understanding about problems with the earth in part.

3. Ss will develop their skills in the functional items of agreement and supposition.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching procedures

Step I Lead-in

1. T: What do you think damages the earth? Is it a machine that makes holes in the earth?

S: (No.)

T: What are they, then?

S: (...)

[Pictures: agriculture; nuclear waste; radiation; pollution and so on.]

2. T: (show: village and smoke.) Look! This is a beautiful mountain village. It‘s not polluted. But now there’s a chemical factory there. Look! What‘s happened?

S: (Cloud? Smoke. Pollution.)

T: Yes. If the village is so polluted, they have to live in such heavy smoke and breathe such bad air; they should not live there any longer. The village will no longer be good enough for them to live in. The village won’t be fit for them to live in.

3. Introducing the students to the new vocabulary items and more about the topic today.

StepⅡDialogue

1. Let the Ss listen to the tape or watch the video once or twice.

2. After listening and ask students to do the questions.

1.What do you think they are talking about?

2. Do you think this conferences is a good things?

Step Ⅲ Reading

1. Activity: Read the dialogue and tell how many kinds of damage are mentioned in the dialogue.

2. Read and answer. Read the part of the dialogue that you haven’t carefully read. Get yourselves prepared to answer my questions after you have finished reading.

1) What was the conference about?

2) What did Jackie do at the meeting?

3) What opinion did Jackie have after attending the conference?

4) What do we Chinese have to do for nature?

3. Language points explanation and study, including:

1) It was called that --- 2) damage 3)waste 4) fit 5) we’ve got to ---(we have to do ---) 　6) hear about 7) standing room 8) pay attention to

Step Ⅳ Practice

1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible.

2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion.

Sentence Patterns like:1 ) Well, I think it is necessary for --- 2) I don’t agree with you. I think we need --- etc?)

2. Ask one group of the Ss to perform the discussion to the class. (if time permitting)

Step V Acting out

1.The teacher deposits a scene by showing a pollution scene. Divide the students into groups of 4. Make up a conversation, and then ask 1 or 2 groups for demonstration.

2.The 4 Ss in a group will act as head of a village, scientist, journalist and villager. The head of the village is planning to build/has already built a factory...

3.The Ss are encouraged to use the words and expressions like pollution, damage, be fit for, turn into, the if-clause and expressions of agreement, etc.

Step VI Summary

1)Vocabulary.

2)Comprehension (Ex. 1).

3)Functional items (a. Agreement; b. Supposition).

Step ⅥI Homework:

1.Revise the vocabulary items.

2.A good preparation of key words of Lesson 34.

高二英语教案：《Unit 9 Saving the earth》优秀教学设计（一）

Teaching Aims

1. Through the study of Lesson 35 students should have a clear comprehension of the close relation between the animals and human beings.

2. Study the language items in the lesson.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching Procedures

Step I Lead-in

1.T show a picture of Tiger or movie clips of Northeastern Tiger in Northeast. Ask them some questions as follows:

What are these? (2) Where can you find them? (3) Do you think it is good for them to be in the cage of the zoo? (4) Do you like the tigers in the circus?

2.Write the following words on the Bb,

FACTS: (5-10 million, one per one year, one per one day, 1/2 million )

REASONS: first, second.

EXAMPLE: tigers

StepⅡWatching and Listening

1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the answers or key words for the topics on the Bb.

1).What happened three billion years ago?

2).What happened between the years 1550 and 1950?

3).What about by the year 1985?

4).Why is the tiger in China in danger?

5).Why is the number of tigers in India growing now?

Key:

1). There are many different kinds of living things.

2). An average of one kind of living thing died out each year.

3). This had risen to one per day .

4). Many of the forests where they lived were destroyed and tigers were hunted and killed.

5). Because the shooting of tigers was topped in 1970.

Step III Reading

Check the Ss the reading ability. Ask students main idea for each part.

Part 1: animals dying out

Part 2: Reasons for animals dying out

Part 3: Examples of animals dying out

Part 4: Progress made in protecting animals

Step IV Language points

1. Deal with some difficult points, T teaches the Ss the languages like the following: 1) die out 2) in danger 3) no more than 4) go on an organized trip to 5) purpose 6) go off 7) be busy measuring 8) to one’s joy

Step V Practice

1. Get Ss to do Ex 2 P115. Tell them to fill in the blanks without looking back at the text.

2. Ask one student to act as a librarian in national museum of nature history. And other students to ask some questions about some certain animal, such as Panda:

How many Pandas are in the World? Why they are few? What can we do to protect them? and so on.

Step VI Reading comprehension

A Day in the Forest

Ss come to the blackboard to write down all the past participle they can find from the passage and then are asked to pick out those that can be used as adjectives

Step VII Watching and Listening

Please answer these questions after that.

1.What was the purpose of the trip of the students to the forest?

2. What were the students given when they arrived and what did they have to do with them?

3. What did the monitor and the writer decide to find in the forest?

4. Why did they put some water into a bottle after lunch?

5. What was Sun Yao doing when his classmates found him?

Key:

1.The students record all the wildlife and plants that they could find in the forest.

2.They were give n printed question papers and they had to fill in the answers in their notebooks.

3.They decided to find a plant that had recently been discovered.

4. In order to test if the water was polluted.