Reading 1 Life on another planet教案教学设计

Lifeonanotherplanet

TeachingMaterialPeriod1ReadingLifeonanotherplanet,Unit4LifeonMars,EnglishforthestudentsofJuniorThree,BookTwoCriteriaNotesThemaintask(Outcome)The

students

will

be

guided

to

learn

about

moreaboutlifeonanotherplanetinthefuturebased

on

their

mastering

of

the

expressions

related

to

this

topic.本节课主要任务是通过教学让学生了解未来在另一个行星上生活的情景并进行相关话题讨论。Teachingobjects1. KnowledgeobjectsReviewandlearnsomevocabularyaboutlearningabouttheworld：planet,rapid,increase,passenger,specially,compareto/with,ata(the)speedof,connectto(with)Cultivatestudents’abilityofguessingthemeaningsofnewwordsaccordingtothecontext; UnderstandthetextandknowaboutLifeonanotherplanetandthedifferencesbetweenthelifeonMarsandontheearth本节课的主题是MovingtoMars，所以了解如何在火星生活是本课的学习重点。语言要点就是根据这个定位，并结合学生实际解读、提取的。2. AbilityobjectsTrainthestudents’abilityofautomaticstudy.Cultivatethestudents’abilitiestodiscover,analyzeandsolveproblems.Trainthestudents’readingandcommunicativeabilities英语教学不是只是单纯地让学生记住一些语言点或语法点，而是更要引导学生去自主学习，培养学生跨文化交际意识和能力，从而把他们的所学运用于日常的交流。3.MoralobjectsEnablethestudentstohaveadeepthinkingaboutthepossibilityoflivingonanotherplanet,knowthedifferencesbetweenlifeonmarsandontheearth,andencouragethestudentstoexploretheunknownworldwithgreatenthusiasm.《义务教育英语课程标准》要求英语教学要重视对学生的情感教育。本节课的情感教育是引导学生了解地球生活与火星生活的不同之处以及科技对我们生活带来改变的深层含义，鼓励他们探索未知的生活方式。TeachingimportanceHelpstudentstogaininformationbyapplyingvariousreadingskills;Guidestudentstoexpresstheirintentiontoexplorethelifeonanotherplanet.这是本课教学大纲提出的重点。所以，本节课很多教学环节都会以此为目的。TeachingDifficultyEnablestudentstotalkaboutwhatproblemswewouldfaceifwemovetoMarsandwhatactioncanbetakentocleartheobstacles.把所学知识当堂运用于实践对学生来说有一定的难度。解决方法是老师创造多种情景帮助学生来训练。TeachingaidsBlackboard,Chalk,Computer,OverheadProjector

TeachingmethodsCommunicativeapproach;“Task-based”teachingmethod学习策略是在学习活动中得到体验的。因此根据了教学内容和教学对象的特征，把交际型教学和任务型教学作为了本节课教学方法。Setting36studentssitinpairsof2.这样的设计有利于学生的合作和有效学习。Procedures&ActivitiesTeachingProcedures&ActivitiesLearningProcedures&ActivitiesNotesI.=1\*ROMANI.Pre-taskphase:IdentityofMars1.TheteacherisgoingtodisplayavideoclipaboutMartian,andask:—WhydopeoplewanttogotoMarssobadly?2.Theteacherisgoingtocheckthepreview.(SomebasicinformationofMarsfromnewspapercalled21Century)ThestudentsaregoingtowatchthevideoclipaboutthemoviecalledMartian.‘Theyaregoingtohaveaninteractionwiththeteacher,answeringsomequestions.TheyaregoingtobeencouragedtosharesomebasicinformationofMarsandgettowarmthemselvesupforthefollowingactivities.教师播放轰动一时的电影Martian的片段，引出本节课主题MovingtoMars，激发学生对此话题的兴趣，培养学习情感。老师根据报刊内容设计有效问题以培养学生自主阅读能力。活动形式以师生活动为主。II.TeachingProcedures:PreparationsforMovingtoMarsTheteacherisgoingtocontinuetointroduce:_—Marsisthenextsurvivalofmankind.SendinghumanstoMarsisthenextbigtarget.Meanwhile,theteacherisgoingtodisplaythetitleofthearticle:“MovingtoMars”ontheblackboard:ööMovingtoMars1.Basedonthepreviewandintroductionabove,theteacherisgoingtoaskthestudentstoskimthewholetextandask:crowdedplanet,spacecraft,speedboots,spacehouses;robotonMars;onlineteachersForreference:

Thisarticleisaboutlifeonanotherplanetinthefuture.

TohelppeopleunderstandthedifferencesbetweenlifeontheEarthandlifeonMars.2.InordertoknowmoreinformationaboutmovingtoMars,theteacherisgoingtopresentthenewworldsofthetext.Firstly,theteacherwillguidethereadingofthenewwords,thentheteacherwillaskthestudentstoscanandsearchforthecontextsofthenewwords.Finally,theteacherwillaskthestudentstohaveaguessofthemeaningsofthenewwordsaccordingtothecontext.III.TeachingProcedures:ReasonsforMovingtoMars1.Afterpavingthewayforunderstanding,theteacherisgoingtoshowsomepicturesaboutourpollutedEarthandaskthestudentstoreadPara.1silentlyandtell:--WhyisourEarthbecomingmoreandmorecrowdedandpolluted?--WhencouldweliveontheplanetMars?Forreference:

Ourownplanet,theEarthisbecomingmoreandmorecrowdedandpollutedbecauseoftherapidincreaseinpopulation.

WecouldliveontheplanetMarsbytheyear2100.Meanwhile,theteacherwillhighlightthemeaningsof“therapidincreaseinpopulation”andwriteitontheblackboard.ötherapidincreaseinpopulationöstartalloveragainIV.TeachingProcedures:PossibilitiesofMovingtoMars1.Then,theteacherwillguidethestudentstofindoutthepossibilitiesandchangesitmightbringifwecouldliveonMar.Andtheteacherwillwritethefollowingexpressionsontheblackboard:öTransportöFoodöGravityöHouseöEducation2.Afterknowingthemainideaofthefollowingtext,thestudentswillreadPara.2bythemselvesandbeaskedtofinishtheexerciseonthescreen.3.AskthestudentstolistentoPara.3andPara.4tofindoutwhatthedifferencesonfoodandgravityifwecouldliveonMarsbyfillingtheblanketswiththehelpofthehintsdroppedbycertainexpressionsbetweenlines..4.TheteacherwillaskonestudenttoreadPara.5aloudwhiletheothersarerequiredtofollowthestudent’sreadingspeedsilently.Afterthereading,theteacherisgoingtoaskthestudentstoputthesentencesinthecorrectorderaccordingtothetext.5.Theteacherisgoingtoaskthestudentstoreadthewholepassagetogetherwiththeaudioclipandaskthestudentstogettoknowandunderstandthetextbetter.Thestudentsaregoingtobeencouragedtotalkaboutthewordsorsentencesaboutgrowingupinthispart.1.Skimming,scanningandevenvoicelessreadingarethebasicreadingskillswhicharenecessaryforthestudentstomasterwhilereading.Byskimming,thestudentscanquicklyidentifythemainideaofthetextandgetageneraloverviewofthecontent.Byscanning,thestudentscanlocatethespecificinformationtheyneed.Byvoicelessreading,thestudentswillnotmissanydetailedinformationaboutthetopic.2.Thestudentsisgoingtojoinintheguessinggame.Aftergettingtheresult,thestudentswillbetoldtopaymoreattentiontoreadingthenewwordsclearly.Then,thestudentsisgoingtobeguidedtomastertheuseofthenewwordsontheblackboard.1.ThestudentswillhaveageneralideaaboutthereasonforMovingtoMarsisbyreadingparagraph1.2.Interestcanalwaysbecomethemotivationtoexplorethetruth.Andthestudents’curiositywillbefulfilledaftertheyfindoutthetruthwiththeteachertogether.TheaimofthissegmentistocultivatethestudentsawarenessoftheprotectingtheEarthandmotivatetheirinterestinlifeonMars.1.Listeningtogaintheinformationisanintegratedsegmentforreading.Thestudentswillpracticetheirlisteningskillbydoingthis.2.Readingthewholepassageisaimedtohelpthestudentstohaveanoverviewaboutthestructureofthepassage.3.Thestudentswillimprovetheircommunicativeabilitybychanginginformationinpairs.4.ThestudentswillpracticetheiroralEnglishandlisteningskills.TheyarealsoaskedtopayattentiontounderstandingthecontentandknowthedifferencesonlivingconditionsifwecouldliveonMars.5.Thispartactslikethesummaryofthewholepassage.Bydoingthis,thestudentswilleasilylearnaboutthemainideaofthewholepassage阅读文本前，充分发挥学生的想象，激发学生的阅读兴趣，引导学生对文本内容进行预测和思考，读前有效的预测能使学生成为积极的阅读者。1.引导学生快速浏览课文，小组讨论，找出各段落关键词，从而把握文本的脉络，为理解火星上的生活做好铺垫。2.根据语境猜词也是学生在阅读时必不可少的能力。所以，教师特意在此设置了此环节。希望能由新词导出文本，并引导学生结合上下文去理解生词和词组的含义，努力培养学生在真正的阅读中猜词悟义的能力。本文的目标之一是学生了解人类移居火星的原因，激发学生对火星生活的好奇。故而，教师在此环节中展现相关视频和一系列的图片帮助学生了解。为最后情感目标的生成埋下伏笔。此环节都以师生活动为主。1.这个环节主要是操练学生通过的阅读方法。《义务教育英语课程标准》指出培养学生的阅读能力旨在培养他们良好的阅读习惯以为未来的学习之用。2.为了培养学生的思维能力，教师根据各段落内容设计了不一样的反馈练习。引导学生深层次多角度思考问题，指导学生立足文本，深入思考，从而理解句子之间的逻辑关系，让学生成为阅读的积极思考者。V.ProblemsofMovingtoMarsThroughtheinteractionwiththestudents,theteachertogetherwiththestudentswillanalyzethepossibilitiesofmovingtoMarsandsummarizethedifferencesbetweenthelifeontheEarthandthatonMars,discusstheproblemswemayfaceifwecanliveonMars.TheteacherwillguidethestudentstoreporttheiropinionsaboutlifeonMars.LifeonMarswouldbe_________aswellas________.1.Thispartactslikethesummaryofthewholepassage.Bydoingthis,thestudentswilleasilylearnaboutthemainideaofthewholepassage.本环节中，通过小组合作，引导学生回顾文章，获取文章核心信息并在组内交流谈论地球生活和未来火星生活的不同，培养学生辩证思维的能力。VI.MarsExplorationAfterthestudentsknowtheoutlineofthewholepassageandthedetailedinformation,Theteacherisgoingtoprovideaseriesofpicturestohelpthestudentsknowmoreaboutthemankind’sachievementsonMarsexplorationatpresent..T:In2012,NASA’scuriositymadethemostaccurateandsafestlandingonMars.Whoknowsitspurpose?S:…2.Secondly,theteacherisgoingtocreateastrongvisualandauditoryimpactonstudentswithavideotohaveadiscussion:CanweactuallyliveonMars?Canyoulisttheobstaclesmentionedinthevideo?3.Throughtheinteractionwiththestudents,theteachertogetherwiththestudentswillanalyzetheobstaclesoflifeonMars,Andthenewexpressionsinputhereare:öfood,transport,gravity,healthöradiationöHowtorepairourspacecraft…4.AfterunderstandinganddiscussingtheobstaclesaboutlifeonMars,theteacherisgoingtoorganizeagroupwork.Thewholeclasswillbedividedinto4groups.Firstly,theteacherwillstatethetaskclearly,namelytodiscuss:Topic:Topic:Howareyougoingtocleartheobstacles？Then,theteacherwillusesomeusefulexpressionstoinspirethestudentstocomeupwithinnovativeideas.Andthenewexpressionsinputhereare:ödependon…öbuildourbonesandmusclesöcutthejourneyshortöThree-Dprinterscouldhelpus…1.Theteacherisgoingtointroducefurtherinformationaboutmankind’sexplorationonMarswiththehelpofsomepictures.Thedesignintendstoenlargestudents’vocabularyoflifeonMarsandbroadentheirhorizons.Then,studentsareaskedtosomeotherinformationaboutMarswhichtheycollectedbeforeclass.ThepartenablesstudentstospeakEnglishfreelybasedonhowtoexpresstheirideasinanorganizedway.2.Thestudentsaregoingtolistentothetapeandanswerthequestionsindividuallytopracticetheirl