广州市第三中学

广州市第三中学 Teaching Plan for Module 3 Unit 4 Reading 广州市第三中学 Teaching aims: (1) Train reading skills: skimming, scanning, and reading for the organization of the text..... Teaching Plan for Module 3 Unit 4 Reading: 1 Teaching Plan for Module 3 Unit 4 Reading How Life Began On The Earth Teaching aims: (1) Train reading skills: skimming, scanning, and reading for the organization of the text.. (2) Arouse and strengthen students’ sense of environmental protection by inferential reading (3) Cultivate students’ ability of stylistic analysis. (4) Enlarge students’ knowledge on the evolvement of the life on the earth Teaching important and difficult point: To get the inferential meaning of the text Teaching main points: Teaching aims No. 2 Teaching aids: PowerPoint；a computer Teaching methods: Task-based teaching and learning Teaching procedure I. Leading-in (5-7mins) 1) How did the universe come into being? Students may have the answers, like “Pangu separates the sky”, or the story in the Bible. Some of them may have the idea of the “Big Bang”. 2) Do you know anything about “Big Bang”? ----Let’s welcome our little astronomer to give us a speech on it. 3) One student give a speech to introduce the Big Bang. And this is how our universe began. 4) Which one is more scientific? The legends or the Big Bang? Students may answer it’s the Big Bang. 5) After the “Big Bang”, what happened to the earth? Now let’s read the passage on P25 How Life Began On The Earth. II. reading (28-30mins) Give some reading rules for the Ss: 1) please take out a pencil, and underline some words or sentences while necessary. 2) don’t turn back to the word list to get the Chinese meanings, even though you don’t know them. “vapour; carbon dioxide; oxygen; nitrogen; amphibian; reptile; mammal, etc.” 1. Task1: Skimming (Pay attention to the key words in red) (8mins) Some key words are in red, which draws Ss’ attention to skimming and scanning the key information. 1). What was the earth like just after the “Big Bang”? 2). What did the earth produce when it exploded? 3). What’s the special qualities of the earth? 4). Why did the shellfish and fish appear after the small plants? 2 Teaching Plan for Module 3 Unit 4 Reading 5) Why mammals are different? 2. Task 2: Inferential Reading (10mins) Work out the following questions in groups. 1). “It allowed the earth to dissolve harmful gases”. What does “it” here refer to? 2). “That made it possible for life to begin to develop.” What does “that” here refer to? 3). In the fourth paragraph, what does “small clever animals” refer to? 4). What is the writer’s attitude towards the clever animals? 3. Task 3: Read for the organization & logic (10mins) 1. What is Para.1 about ? (the importance of water) 2. What is Para.2-4 about? (the development of life) 3. What is the main idea of the passage? (How life began on the earth) 4. How did life begin on the earth? Ask the Ss to work out the evolvement of the life in the shape of a procedure chart. 5. What order is the passage organized in? (Time order/ chronological order) . Post-reading (5-7mins) Task 4: Write a short passage about the development of life according to the time line. After the “Big Bang”, the dust, combine… When it exploded, it produced, atmosphere… As the earth cooled down, water, appear; dissolve, into seas… After the arrival of small plants, the early shellfish… Many millions of years later, the first green plants… Later, land animals, insects, amphibians… When the plants grew into forests, reptiles…dinosaurs, mammals, … As time went by, small clever animals (human beings)… 1. Finish the writing (120words) 2. Review the words 优点： 1. 引入自然，各部分内容衔接流畅; 2. 问题设置简练、清晰易懂，不同颜色字体突出关键词有利于训练学生快速阅 读，搜寻; 3. 问题的设置注重引导学生在文本阅读中，进行深层思考及发现文本结构，学 习文本结构写作; 4. 学生参与性强，小组合作，思考、讨论较热烈。 不足： 1. Task 3 Read for organization and logic 这一环节的第二问：What is paragraph 2-4 about? 学生能答出“life”这一关键词，但对二三四自然段 各自的主要内容及脉络并无明确意识，因此很困难得到“development”。 在此问题前加上以下问题作为引导将有帮助：what is paragraph 2 about? What is paragraph 3 about? What is paragraph 4 about? 3 Teaching Plan for Module 3 Unit 4 Reading 2. 填生命发展图时，许多学生把第一自然段中出现的氧气等气体也填 进去，说明学生还未掌握第一段与剩下部分的关系。如果在上一环节问 题What is paragraph 1 about? 之后加上一问：What is the key sentence of paragraph 1? 并且老师给予更多的引导，帮助学生梳理文章结构，可能避 免此局面。 4 Teaching Plan for Module 3 Unit 4 Reading 本文系牛档搜索（Niudown.COM）根据用户的指令自动搜索的结果，文中内涉及到的资料均来 自互联网，用于学习交流经验，作品其著作权归原作者所有。不代牛档搜索（Niudown.COM）赞成本文的内容或立场，牛档搜索（Niudown.COM）不对其付相应的法律责任！ 5