人教版高中英语优秀教案 32页

人教版高中英语优秀教案学好英语的主要目的便是交流，此处的交流便是“说”。对此，在学习期间，学生还应练好英语口语。这次我给大家整理了人教版高中英语优秀教案，供大家阅读参考，希望大家喜欢。人教版高中英语优秀教案1教学准备教学目标1.知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。2.过程与方法目标\n(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。(2)通过阅读课文利用Skimming和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。3.情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。教学重难点教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。教学过程(一)展示学习目标与小组评价规则(二)“导入”\n展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。(三)Fastreading快速扫读课文(四)DetailedReading:详细阅读(五)Challengeyourspeaking(口语能力提升)提供参考词汇：Welcometo…Thismuseumislocatedin…Itdisplays(展出)artworksin…centuriesof…countries,including…Itwillappealto…Youshouldn’tmiss…(六)Challengeyourwriting(英语写作能力提升)WatchthevideosandthenwriteanadvertisementtointroduceoneofthemuseumsinWeifang.within80words写作参考词汇：潍坊世界风筝博物馆(WeifangWorldKiteMuseum)杨家埠民间艺术大观园(YangjiabuFolkArtMuseum)kite风筝wood-printnewyearpictures木板年画belocatedin位于…isfamous/well-knownfor…因…而出名itdisplays/shows…展出\nHereyoucanenjoy…在这里你可以欣赏到…artist艺术家appealto吸引tourist游客it’swellworthavisit很值得参观(七)成果展示个别学生优秀作文展示(黑板展示)展示作文评分细则教师点评课后习题测评练习测评一：从文中找出相对应的短语和句子。(预习测评)1.宁愿做…2.对…偏爱3.值得一去4.吸引5.在于6.不仅仅是7.向…引进(介绍)8.生活方式9.贮存于10.入场费(门票)\n11.一个…的收藏12.每两年13.健在的艺术家14.亨利.克莱.弗利克是纽约的一位富豪，于1919年去世，把他的房子、家具和艺术收藏品全部留给了美国人民。15.这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。16.馆内没有永久展出，展品都是随时更换的。测评二Writing(写作测评)WriteanadvertisementtointroduceoneofthemuseumsinWeifang.within80words人教版高中英语优秀教案2教学目标一、Teachingaims了解英语中通知的书写格式，学习并掌握一般将来时的被动语态的用法。Teachingimportantanddifficultpoints二、Teachingimportantanddifficultpoints1.Wordsandphrasesas,supply,abroad,notice,spend,certain,takealookat,agreeon,doalotofwalking,atleast,\natthebeginning,alloverthecountry,plentyof,begin...with...,setup,atrainingcenter,faraway,asfollows,aSoundLab,putup,bysea2.DailyexpressionsHowlonghaveyouhad...?Isay,let’sgooutforadrive.We’llmeet...Don’tbelate.3.Grammar1.RevisionthePassiveVoiceofthePresentandPast.2.LearningthePassiveVoiceinthefuturetense.教学建议教材分析本单元的对话是以围绕新车的话题而展开，对话内容较简单，容易理解和掌握，如：howfar,howlong等同时也给学生们介绍关于通知的一篇文章，本单元的课文是以新工厂的建立为话题，了解新工厂的建立给人们的影响。在23课中学习到将来时的被动语态，课文中给出了将来时被动语态的例子与练习。教学建议对话建议\n1.教师采取对话练习、模仿对话和编造类似的对话，并将课文对话以第三人称进行转述。2.教师应设置与本课对话内容相关的情景，鼓励学生进行对话，以训练学生们的听说能力。课文建议1.教师组织学生针对课文内容进行问答对话练习，并能将课文内容进行缩写。2.教师要求学生通过对课文的整体阅读和快速阅读，提高阅读能力。3.教师组织学生进行针对当地某一新建工程，它对人民日常生活和经济生活的影响。教学重点难点build,putup,found和setup的区别1)build建造，建立，建设，常指建造较大的物体，如：Theybuilttheirhomesandmadetheirfarmsthere.他们在那儿建立了家园，办起了农场。在表示建立一个商店、企业时，也可用start和open.如：start/openafactory(shop,business)开办工厂(商店、公司)2)setup意为“开办，建立”，常和表示组织、机构、团体等意义的名词连用，与found基本相同，但found更着重打基础。\nsetupaschool(hospital,state,government,shop,business)建立学校(医院、国家、政府、商店、企业)foundacity(state,party,university,etc.)兴建城市(建立国家、党派;创办大学等)3)put着重指建造或搭起一个具有高度的具体的物体，口语中setup和build也有此意。例如：Theyputup(setup)anewhouse/tent.他们建了一座新房子/搭起一个帐篷。wear,puton,dress,haveon的区别1)wear是“穿着”，“戴着”的意思，可用于穿衣、穿鞋、戴帽子，戴手套、佩戴首饰等，强调状态。Idontwearglasses.我不戴眼镜。2)puton指“戴上”，“穿上”，表示穿衣服的动作，其反义词是takeoff。Putonyourcoat,itiscoldtoday.穿上外套吧，今天天气冷。3)dress可作及物动词，有“穿着”，“打扮”的意思，但只用于穿衣，它既表示动作，又表状态，常用于下列结构：dresssb/oneself(给某人穿衣服)、dresswell和bedressedin等Shealwaysdresseswell.她总是打扮得很漂亮。\n4)haveon和bein+颜色也是“穿着”的意思，都指穿的状态，但haveon不用于进行时态。Hehasabluecoaton.(=He’swearingabluecoat.)他穿着一件蓝衣服。Thebuildingofanewcarfactorywasagreedonlastmonth.建新汽车厂的协议已于上月达成，…句中的building为动名词。动名词既有名词的功能也有动词的功能，即其后可以跟宾语等。例如：Walkingisagoodexercise.agreeon表示双方就某件事取得一致意见或达成共识。例如：Finallytheyagreedonacease-fire.最后他们达成了停火协议。agreetoagreeto(接名词或动词不定式)意思是“赞同”某种提议、方法、计划，或“同意”做某事。Weagreedtoleaveatonce.我们同意立即离开。agreewith(接名词、代词)意思是“同意”某人的意见或看法。Mymotherdoesn’tagreewithmetomakefriendswithhim.我妈妈不同意我跟他交朋友。Intheafternoonwe’llvisitthefactorywhich\nmakesminibusesandtrucks.下午我们将要参观生产小型公共汽车和卡车的工厂。这是一个复合句，whichmakesminibusesandtrucks是宾语从句，修饰factory。此句的先行词factory，指地点，但由于引导词在从句中作主语，必须用which或that，不能用where，也不能省略，又如：ThehousewhichstandstenyardsfromtheroadbelongstoTom.离马路十码远的那座房子是汤姆的。定语从句的引导词指代先行词并在定语从句中作主语，如果先行词是单数，定语从句的谓语用单数;如果先行词是复数，定语从句的谓语则用复数。本句的引导词which指代先行词factory，由于factory是单数，所以定语从句的谓语makes用单数，又如：Theparkwhichisneartheseaisverybeautiful.位于海滨的那座公园很美。Thecarswillbesuppliedtopeoplealloverthecountry.汽车将向全国供应。supply作及物动词，意思为“供应、供给、提供”等。它常用于以下用法：supplysb.withsth.;supplysth.to/forsb.Thisriversupplieswaterto/forpeoplealongit.这条河流向沿岸人民供给饮用水。\nThebookshopsuppliestextbooksto/forstudents./Thebookshopsuppliesstudentswithtextbooks.这家商店供应学生教科书。Milkissuppliedtoeachhouseinbottlesbytheshop.这家商店供应各家各户瓶装牛奶。Theywillspendalmost100millionyuanontheproject.这个工程将耗资他们1亿元。“spend+表示钱的名词或短语+on+n.”结构的意思是“花多少钱买某物”。例如：Hespenttendollarsonthatjacket.买那件夹克他花了10美元。“spend+表示时间的名词或短语+on+n”结构表示“花费多少时间做某事”。例如：Theyspentfiveyearsonthebridge.他们建那座桥用了5年时间。“spend+表示时间的名词或短语+(in)doing”结构表示：“花费多少时间做某事”。例如：Shespentawholemorning(in)learningEnglish.她一早上都在学习英语。在英语中表示“约定时间做某事”的方法有：Are/Willyoubefreetonight?今晚你有空吗?Howabouttomorrowmorning?明天早晨怎么样?\nShallwemeetat1:00at...?我们一点钟在……见面，好吗?Iwonderifwecould…我想知道我们是否可以……We’llmeetat7：00at…我们将在7点钟时在……见面。Let’sgatheratthegateofourschoolat…让我们……钟在校门口见/聚齐。对于约定或预约的肯定应答语有：Yes,that’sallright.That’sfinewithme.I’llbewaitingforyouhere/there.OK.That’ssettledthen.对于约定或预约的否定应答语有：I’mafraidIcan’tmakeittonight.Idon’tthinkIcan.I’msorry,but…双方就约会时间、地点等达成一致后的告别用语：Allright.Seeyouthen.教学设计示例Lesson21TeachingAims1.Tolearnthefollowingwordsandexpressions:Howlonghaveyou...?Takealookat….Letsgooutforadrive.Don’tbelate.Doalotofwalking.\n2.Tolearnhowtowriteanoticeandmakeanoralnotice.TeachingProceduresStepIWarm--up1.DrawacarontheBborshowacarpicturetotheSs.2.Supposethatitbelongstooneofyourstudents.Totheclass:“Thisis___’snewcar.Now,everyone,Iwanttoaskhim/herafewquestions.T:Howlonghaveyouhadit?S:Forsixmonths.T:CanItakealookatit?S:Sure./Ofcourse./Certainly.T:It’sverynice.Howfarhaveyoubeeninit?S:...T:Isay,shallwegooutforadrivenextSunday?S:...(thestudentsmayhavedifferentanswers)StepIIListeningandreading1.GettheSstolistentothetapewithoutreferringtothebooks.T:WhataretheygoingtodonextSunday?\nS:TheyaregoingoutforadrivenextSundayforapicnic.2.Repeatitifnecessary.Thenreadthedialogueingroupsorinpairs.StepIIIPractice1.SBPart2,Lesson21.GettheSstodosimilardialogueswithhis/herpartner.Teach“minibus”.ExplaintotheSsthemeaningof“mini”2.Beforedoingthispractice,theteachercanaskhis/herSstodoEx.2onPage82first.Itmayhelpthemmakeuptheirowndialogues.Andtheteachermayalsoencouragethemtomakelongeronesbyadding“Howmuchdiditcost?Whoboughtitforyou?Doyoulikeit?etc.”3.Asksomepairstoactouttheirdialoguesinfrontoftheclass.StepⅣListeningandreading1.PlaythetapefortheSstolistentothenotice.Afterlistening,gettheSstoguessthemeaningsofprovince,company,raincoat,railway”.etc.2.Listentothetapeagain,askthestudentsto\ntrytocatchtheinformation.Visitto:placewherewemeet:Place:whatweshallsee:Date:Timewemeet:Whattobring:3.Afterthat.GettheSstoopentheSBandreadthenoticeandwritedowntheinformation.Getthemtochecktheiranswersinpairs.FinallycollecttheanswersfromtheclassandputthemontheBb.StepⅤOralpracticeAccordingtotheinformationwrittenontheBb,gettheSstomakeupdialoguesoftheirown.Forexample:A:WhatwillthestudentsofGrades2and3doonMonday,26thOctober?B:TheywillvisitthenewcarfactoryinHubeiprovince.A:Whenwasitopened?B:InlastMay.StepⅥLanguagepoints1.takealook(at)gooutforadriveExplaintotheSs:Herelookanddriveareused\nasnouns.2.noticen/v.TheTexplainstotheSsthatnoticecanbeusedasanounandaverb.LettheSsdotheexercise.3.doalotofwalking(reading,cooking,washing,shopping,sowing,etc.)4.wear,putonanddress.5.as,because,for,since.StepⅦFurtherpracticeFirstgettheSstomakeanoralnoticeingroups.Thenaskonegrouportwototelltheirsbeforetheclass.(Eachgroupcanhaveoneortwostudentsastheirrepresentatives)Iftimepermits,theteachermaydemandmorepractice.Forexample:1.Class6,GradeOne,seeamovie,theBohaiTheatre,thisafternoon,at4:30,bybike,meet,atthegateoftheschool,2.Class4,GradeTwo,gototheWestLake,the25thofthismonth,bytrain,meetinfrontofthedininghall.StepⅧWorkbookGettheSstodoEx.1,3onpage82.\nStepⅨHomeworkGettheSstodoEx.2onpage82.TheteachermaytelltheSsthattheyshouldactoutEx.2inpairsafterclass.教学设计示例Lesson221.TohelptheSstogaintheabilityoffastreading.2.TogettheSstoretellthepassagebyusingtheirownwords.3.Tolearnsomeusefulexpressions.StepIIntroduction1.Withbooksopen.RefertheSstothepicture.Ask:Whatcanyousee?Whatkindoffactoryisit?WherecanyoufindcarfactoriesinChina?(Wuhan,Shanghai,Beijing,etc.)2.TheTmaytelltheSsthepictureisaboutthecarfactorybuiltinWuhan,anditwasfinishedbytheyear2021.StepIIDiscussionGettheSstodiscussthisquestion.\n“Whatwillbeoneoftheresultsofthenewcarfactory?”Helpthemtoanswers:offeringnewjobs,bringingothernewbusiness,leadingtothegrowthofeconomy,etc.StepIIIPreparationforreadingPreparetheSsforreadingbyteachingthenewwordsinthepassage.GettheSstosaythenewwordsorphrasesafterhearingtheirteachersexplanation.1.inortoaforeigncountry(abroad)2.togivesb.thingsneeded(supply)3.apieceofwork(job)4.alotof;alargenumberof(plentyof)5.aplanforbuildingaschool,ahospitalorotherthings(project)6.nolessthan(atleast)7.personwhohasfinishedstudyingatschoolandwhowantstofindjobs(schoolleaver)StepⅣReadingGettheSstoreadthepassageagain.Andanswerthefollowingquestions.\n1.Astheresultofthenewcarfactory,therewillbe_____forworkers.A.agreatmanynewcarsB.AlotoftelephonesandcomputersC.alargenumberofnewjobs2.Howmanycarswillbeproducedeachyearatthebeginning?_____.A.300,000B.15,000C.150,003.Morenewcompanieswillproducethingslike_______.A.thelightsandthewindowsB.telephonesandcomputersC.newhousesandnewroads4.Carswillbetakentomanypartsofthecountry_______.A.byrailwayB.byseaC.byairWhiletheSsareansweringthem,theteacherwritestheanswersontheBb.1.C2.C3.B4.AStepⅤPracticeGettheSstoretellthepassageandusetheirownwords.Theycanusethepassivevoiceinthefuturetense.Atfirsttheycandoitwiththeir\npartnersandthenencouragesomeofthemtodoitinfrontoftheclass.StepⅥWorkbookPart2onPage83.LettheSsdoitalone.Beforedoingit,explainhowtodoit.StepⅦHomework1.Rewritethepassage,andtrytousethepassivevoice.2.Reviewthegrammar:LanguageStudy“ThePassiveVoice”3.GoovertheexpressionsonPage22.探究活动教师组织学生两人一组，从一个新汽车工厂的建立及它对整个城市及周边地区和国家带来的好处，进行讨论和发表自己的意见，比如：Therewillbeagreatmanynewjobsforworkersandschool—leaversinthiscity.Alotofnewcarswillbesuppliedtopeoplealloverthecountry.Atleastsomehouseswillbebuiltfortheworkers.Newroadswillbebuilttoo.Theportnearthecitywillbeopenedtoforeignshipssothatthecarswillbesentabroadbysea.Thecitywillbecome\nrich.Newbusinesswillbestatedinthecity.Forexample,factoriesandotherbuildingsformorenewcompanies;theywillproducethingsliketelephonesandcomputers.Thenewcarfactorycanbringmorejobstotheprovince.人教版高中英语优秀教案3教学准备教学目标知识目标:复习两个阅读技能---scanning,skimming;学习本单元的部分生词。能力目标:能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。情感目标:学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。教学重难点形成文章的图式,并在图式的帮助下复述文章的主要内容。教学工具\n课件教学过程StepsTeacher’sactivityStudents’activityAimsStep1ShowandtellthestudentsthelearninggoalsforthemandmakepossibleexplanationsStudentslistentotheteacherandhaveanideaofwhattheyaregoingtolearninthisclass.TomakethestudentsknowwhattheyaretolearninthisclassStep21).Showsomepictureswithbeautifulscenery2)Askthestudentstwoquestions:Aretheyattractive?Wheredoyouwanttotravel?–Idreamabouttraveling…1.)Studentsappreciatethosepictures2)Studentsanswerteacher’squestionsandpracticethesentencepattern“Idreamabout\ntravelingin/to…”1).Toarousestudents’interest2)TopracticeasentencepatternStep31).Showthetitleofthereadingpassage2).Askthestudentswhetherthispassageisaboutthewholeprocessofthejourney.3).Askthestudentshowtoskim.4)Tellthestudentstheskillofskimmingonthescreen1)Studentsanswerthequestionaftertheyreadthesubtitleofthispart.2).Studentstellhowtoskim.1)Tomakethestudentspayattentiontothesubtitle,whichcantellthemainideaofthepassage.2)ToreviewhowtoskimStep41)Askthestudentstoskimmore—tofindoutthemainideaofeachparagraph.1)Studentstellthemainideaofeachparagraph1)Topracticehowtoskim\nStep5Withfourquestions,teacherasksthestudentstoscanparagraph1AskstudentshowthescanShowtheskillsofscanningonthescreenStudentsscanparagraph1,andanswerthefourquestionsStudentstellhowtoscanToreviewhowtoscanTopracticehowtoscanStep61)Askthestudentstoscanparagraph2andfindoutwhatdifferentattitudesWangKunandWangWeihave,andthenfinishthetable1)Studentsscanparagraph2andfinishthetable1)TopracticehowtoscanStep71)ProvidethestudentswithapicturewhichdescribesageographicwordaswellasafewsentencesabouttheflowoftheMekongriveroneachslideandaskthemtoreadthesentences.2)Askthestudentstomatcheachgeographicword\ntothepropermeanings1)Studentsreadthesentencesloudlytogetherandlookatthepicturesandtherelatedgeographicwordsinthemeanwhile.2)Studentsdothematchingwork1)TobetterknowhowtheMekongriverflows2)Tohelpthestudentsbetterlearnthegeographicwordswhicharenewtothem3)TocheckhowthestudentsunderstandthenewwordsStep8ReviewthestructureofthepassagetogetherwiththestudentsandshowsomekeywordsonthescreenProvidethestudentswithsomewordsandphraseswhicharethenewwordsinthisunitAskthemtoretellthemaincontentofthepassageingroupsWiththeteacher,studentsreviewthestructureofthepassageRetellthemaincontentofthepassageingroupsTohelpstudentsformtheschemaofthepassagebyreviewingthestructureofit\nToknowthecontentofthepassagebetteraswellastocreatemorechancesforthestudentstousethenewwordsStep91)Askthestudentswhattheylearnfromthestory2)Givethestudentssomeusefulandrelatedproverbs1)Studentssharetheiropinionswiththegroupmemberswhattheyhavelearnedfromthestory.2)Studentsreadtheproverbsloudlytogether.1)Toencouragestudentstoformtheirownviewsandsharethemwithothers2)TolearnsomeusefulproverbsStep101)Summarizethisclassbyshowingthelearninggoalsagain2)Homework1)Studentsreviewwhattheyhavelearnedbyreadingthelearninggoalsonthescreen.1)Tohelpstudentsreviewwhattheyhavelearnedinthisclass\n人教版高中英语优秀教案4Period7-8GrammarGrammar一。动名词做主语的用法动名词做主语往往表示经常性、习惯性的动作，在口语中也可以表示具体的动作。如：Seeingisbelieving.Helpingherismyduty.Talkingmendsnoholes.空谈无济于事。Workingwithyouisapleasure.和你一起工作是一种乐趣。动名词做主语和不定式做主语一样，也可以用it作形式主语。如：Itsrathertiringwalkingaroundinacity.不定式做主语往往表示具体的特别是将来的动作。如：Itsnousecryingoverspiltmilk.覆水难收。Herealizedthattogoonlikethiswaswrong.二。动名词作宾语的用法1.有些动词或短语动词后常用动名词作宾语。如admit,appreciate,avoid,cantstand(不能忍受)，consider,delay,devote…to,dislikeenjoy,escape,excuse,feellike,finish,forgive,getdownto,\ngiveup,imagine.insiston,keep(on),lookforwardto,mention,mind,miss(错过)，payattentionto,practice,putoff,stickto,suggest等等。Doingmorningexercisesisgoodforyourhealth.做早操对你的健康有好处。Hershoeswantsmending.她的鞋该修理了。注意：当need,want,require,worth后面接doing也可以表示被动。Yourhairwantscutting.　你的头发该理了。Thefloorrequireswashing.地板需要冲洗。Ihavefinishedwritingthisbook.我已经写完这本书了。2.在allow,advise,forbid,permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit+名词/代词+不定式(宾语补足语)”之形式。如：Wedontallowsmokinghere.Wedontallowanybodytosmokehere.3.动词need,require,want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：Thewindowneeds/requires/wantscleaning/tobe\ncleaned.4.在begin,continue,love,like,hate,prefer,intend,start后用动名词和用不定式作宾语均可，意义没有多大区别。5.动词forget,goon,mean,regret,remember,stop,try,beusedto,canthelp后跟动名词和跟不定式区别较大，须注意。forget,regret,remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。Period9-10writingandcheckingtheanswersoftheexercises人教版高中英语优秀教案51.让学生了解地球的形成和发展2.让学生体会并掌握各种阅读技能和技巧3.通过文章学习使学生认识地球对人类的重要意义，增强保护地球的意识。Keypointsanddifficulties：1，通过阅读了解地球的发展历程2，掌握不同的阅读技巧，提高阅读能力Teachingprocedures：Step1Lead-inLetstudentsdoapuzzle---------theearth\nApuzzleItlookslikeaballbutyoucan’tplay,Itisourhomebutsobig,Itisroundbutweusuallythinkitisflat.Itmovesanytimebutnoonefeels.设计说明：展示该谜语，并让学生齐读，然后猜出答案--地球。利用齐读的方式使学生精神振奋，通过猜谜语激发学生的兴趣导入新课。Step2Pre-readingA.Letstudentsenjoythebeautyoftheearth.B.Questions:1,Howdidtheearthcomeintobeing?2,InChina,therearesomestoriesaboutthebeginningoflife.Doyouknow?设计说明：通过图片让学生感受地球，产生热爱地球家园的体验，同时让学生产生了疑问，地球是怎么形成的，顺利过渡到下一部分。Step3Fast-reading1,Letstudentsreadthetextquicklyandthenanswerthefollowingquestions.(1)Accordingtothetext,howdidtheuniverse\nbegin?(2)Whatisthefundamentaltothedevelopmentoflife?(3)Wheredidlifefirstbegin,onthelandorinthesea?(4)Whichkindofanimalhasbecomethemostimportantanimalsontheplanettoday?设计说明：设计几个较为简单却有关全局的问题，让学生带着问题快速搜索所需信息，锻炼学生快速阅读的能力。让学生迅速把握文章的脉络，为接下来的仔细阅读活动打下基础。2,LetthestudentsreadthetextagainandthenfinishthefollowingexercisePara1a,thedevelopmentoflifePara2b,theimportantofwaterPara3c,themostimportantanimalsontheplanetPara4d,theformationoftheEarthPara5e,the“BigBang”设计说明：在上一活动的基础上，通过此连线题进一步考察学生在规定时间内把握语篇大意和各段中心大意的能力。Step4Careful-reading1,Analyzingreadthetextandfillintheblanks\nHowlifebeganontheearth设计说明：在学生对文章的内容已经有了比较全面的了解后，用图表的方式让学生重新构建文章的主要内容。形式简单、明了，便于知识的掌握和系统化。2,Readingandanswerthefollowingquestions.1.Whywastheearthdifferentfromotherplanets?2.Whydidtheplantsgrowbeforetheanimalscame?3.Whyisitwronginfilmsandstoriestoshowdinosaursandpeopletogether?4.Whatproblemiscausedbyhumanbeings?Step5ConsolidationRetellhowlifebeganontheearthaccordingtokeywords