-
How Life Began On the
Earth
阅读课案例
一、课型：
阅读课
二、教材分析：
（一）教学内容：
SEFC
BOOK3 UNIT 4 THE SCIENCE OF THE
STARS
——
How life began on
the earth
（二）教材处理：
本篇文章共
701
< br>个单词，
以时间为序，
记录了地球的形成和生命的起源与
繁衍的简单过程，
以及人类出现后给地球本身带来的问题—
Gl
obal warming.
笔者把整堂课分成五大步：
1
）阅
读前预热（
pre-
reading
）
2)
阅读过程（
while-reading
）
3)
阅读后（
post-
reading
）
4
）内
化实践（
practice&
internalization 5
）升华启迪
(enlig
htenment)
，阅读的同时，兼顾听，
说，读，写等英语
语言基本能力的渗透和培养。
三、学情分析：
（一）笔者参加比赛
面对的是鄞州区最优秀的学生，他们机智敏锐，思维活跃；英语语
言基础优良，语言表达
流畅而准确；创新能力强，文化素养好。
（二）这篇文章是讲
述太阳系中唯一有生命存在的地球的形成及地球生命演化过程。文
章最后一段重点提出在
人类出现以后，导致了“
Global
warming”等一
系列问题。旨在
教育读者保护地球，保护环境，保护自己的家园。语法功能意念是名词性
从句。
考虑到以上因素，笔者在课堂安排上，课堂容量较大，
挖掘问题较深，在教学步骤设
计上做到明晰紧凑，步步为营，以期启迪学生思考和保护家
园的情感共鸣。
四、教学目标
（一）
知识目标
：掌握相关阅读词汇；通过阅读让学生
掌握地球形成的各个阶段特征和大
概过程，了解并明确生命从海洋，到陆地，从动物到人
类进化过程。
（二）
能力目标
：培养学生快速搜索获取信息，跳读搜寻能力；增加学生口头描
述能力，
能熟练叙述地球生命史。
（
三）
情感目标
：引导学生认识到地球生命进化到今天的高度文明
是在来之不易的，激起
学生保护好自己的家园的热情，构建与自然和谐相处的情感共鸣。
五、教学过程
细节：
（课前，多媒体循环播放带有图片的今天要用到的一些重要阅读词汇让学生先
行了
解）
Step 1 Lead
in
T:
Well, boys and girls,
just now, we have seen several pictures of animals
on
the screen. I would like to ask you
a question. Who are their ancestors? I would
offer two choices (monkey? Small
plants in the sea?)
S:
Er.
Small plants in the sea
T:
Are you sure?
S
: Small
plants in the sea is the earliest life on the
earth
T:
So do you know how
the earliest life began on the earth ? any ancient
stories
about the beginning of life on
the earth?
S:
盘古开天辟地，女娲造人，上帝七日造人…
T:
yeah, very good. But
these are just legends and stories, do you believe
them?
Do you know any scientific idea
or theory on the beginning of the world?
S:
…
T:
You are not sure, right? Please turn
to page 25 and
…
【
设计说明
】
这是一个从“课前词汇预习”入手提问：动物的祖先是什么
?
引导学生思考生
物是怎么出现的？世界是怎么开始的？虽有古代
传说，但不足信，科学的生命起源学说又是
什么呢？同学们的好奇心和求知欲自然被撩起
。让学生带着好奇和问题，阅读课文。
Step 2
reading
(1) Fast reading
:
look through the passage quickly.
1)
Try to match each paragraph with its main idea.
2)
What’s
the
main idea of the whole passage?
A. how
did water begin? B. how did earth begin?
C. how did man begin? D. how
did life begin?
【
设计说明
】简要阅读文章，让学生了解文章大意，为
deta
iled reading
奠定基础。
(2) Detailed reading
1) How life began on the earth can be
divided into two stages
Stage 1 The
development of ____________(para.1-3)
Stage 2 The development of ____________(para.4-5)
2) Stage 1 the development of the
earth
Exploded with fire and
rock
Big bang
①
A
cloud of dust
②
A solid
globe
③
④
Produced
water, vapor, gases
⑤
Water ap
peared
Questions:
①
After the big bang, what was the earth
like?
③
what happened
next?
⑤
what did water, vapor
and gases form?
⑥
Form the
earth
’
s
atmosphere
【
设计说明<
/p>
】以图文并茂的方式，步步以设问引导学生了解地球形成史。
3) Group work 1
（见附图
1
）
Give
students a series of pictures of the development
of the earth, ask students
discuss in
group and try to move the pictures into the
correct blanks according to
what they
learned from para1-3 of the passage. Finally,
invite one or two students
to come to
blackboard and move the pictures to correct
blanks.
【
设计说明
】任务型
形式，学生小组讨论，然后上台操作体验的模式，巩固刚刚学到的地
球形成史。
4) Stage 2 the development of
life
Filling the blanks after reading
loudly together according to para.4-5.
____________ in water are considered to
be the earliest lives on the earth. The
O2
they supplied encouraged
the lives of______________. Slowly green plants
grew on
land,
which
were
followed
by
__________like
insects
&
________.
When
the
plants
grew
into______,
______
appeared.
Then
_______
developed
but
disappeared
later,
which
made
the rise of a totally different
animal,______, possible, and finally _____ spread
all over the world.
【
设计说明
】以填空形式了解地球生命演化史。
5) Group work 2
（见附图
< br>2
）
Give
students a series of pictures of the development
of the earth, ask students
discuss in
group and try to move the pictures into the
correct blanks according to
what they
learned from para1-3 of the passage. Finally,
invite one or two students
to come to
blackboard and move the pictures to correct
blanks.
【
设计说明
】任务型
形式，学生小组讨论，然后上台操作体验的模式，巩固所学的地球生
命演化史
Step 3 Summary for reading
（见附图
3
）
Give students 14 envelopes in which
there are 12 sentences and ask students to
put these sentences into correct order.
Four people as a group discuss and finish
the task.
【
设计说明
】承上启下的一步。
4
人小组讨论，并将信
封里的纸条按顺序排列。一方面是
对所学的球形成史和生命演化史的通过小组讨论和实践
操作内化为语言技能和能力。另一方
面，为下一步的课文复述打好伏笔。
Step 4 Post-reading
Suppose you were an instructor of earth
pavilion of Shanghai Expo. Now you are
introducing
“
how
life began on the earth
”
to
visitors. What will you tell them?
Ladies and gentleman, welcome to our
pavilion. What I am going to tell you is
how
life
began
on
the
earth.
The
universe
began
with
a
Big
Bang.
Several
billion
years
after the Big
Bang
…
Thank you
for attention.
【
设计说明
< br>】以时下非常热门的世博会地球馆讲解员为身份，引导学生以另一种形式复
述课文
,
学生兴趣盎然。
T:
after the arrival of
human beings, what kind of problems do they cause?
S:
global warming
T:
do you want to know how
serious it is?
S:
yes
T:
I would offer you a clip
of video about video
Think about
…
Step 5
Discussion
Suppose you would be the
few survivors of 2012
doomsday(
世界末日）
,
What would you want to say to people
who are living now? Please tell them what they
should do to prevent the coming of
doomsday?
Please tell them what
they should do to prevent the coming of doomsday?
1 It was obvious that people has put
too much carbon dioxide into the
atmosphere
…
2.
What I want to tell them is
that
…
3. What is
even more important is that
…
（
the above sentence patterns
are for students
’
reference
）
【
设计说明
】文章最后一段强调人类造成
Global
warming,
以电影
2012
为引子，引导学生思
考怎样避免<
/p>
doomsday
的发生，进行一场如何保护地球，保护环境的情
感交流。
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