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Lesson Plan-How life began on the earth


Draft plan I. Teaching aims: The main task for this lesson is to dub a video introducing how life began on the earth. ? Language: To accomplish the main task, the students will be able to und

erstand the new vocabulary in this text and pronounce them correctly. religion theory billion globe violent carbon atmosphere unlike fundamental harmful acid chain multiplied oxygen lay exist give birth to thus in their turn prevent… from ? Language skills: Students will be able to get the information they want from the text through skimming and scanning. Students will be able to organize information logically they get from the text. ? Learning strategy: Students will be able to do a project through teamwork with others. ? Culture awareness: Students will be able to know better of the Big Bang theory and Evolution. II. Teaching procedure: ? Pre-reading: Introduce the topic of the lesson to the students T: What is the end of the world? It’s “D”. Then what is the beginning of the world? “W”? I wish it was that easy. T: There are different theories of the beginning of the world. Show pictures of different concepts of the “beginning” on PPT. (show the Pan Gu and the Creation) T: What do you know? ?Teacher point at the pictures and get the students to tell the general idea of them. T: Each religion and culture has its own ideas about how life began on earth. Today we are going to talk about it in a scientific way instead of religions. ?Play a video for the students and ask them to bare this question in mind: Questions to choose from according to the students’ level: Tell me what impressed you most after you have watched the video? What is the most important thing for all types of life on the earth? How many types of life on the earth have you seen in the video? Name them. T: Now please allow me to show you a video. And bare this question in mind: ___________. ?Students tell everything they have seen in the video. (Present on the blackboard the new words and a general picture of the topic of this lesson.) Big Bang universe a cloud of dust globe violent atmosphere water plants cells shellfish fish land animals insects amphibians reptiles dinosaurs mammals apes(monkeys) humans T: Do you like this video clip? Yes, what are shown in the video is really amazing. Later, we will do something for this video. And now we are going read an article about the same topic.

? While reading: Step 1: Skimming: Main idea of each paragraph T: Let’s take out our textbook and turn to page 25. In this text, there are 5 paragraphs. Please take a quick look at the first paragraph. There are 3 sentences here. Which one is the topic sentence? (S: … the universe began with a “Big Bang”…) T: Great! In the 2nd paragraph, there are many sentences. Does the first sentence tell the main idea of this paragraph? How about the last sentences? No? In this case, in order to get the main of the paragraph, we have to get information from every sentence. T: Please read through and match the general idea of the rest paragraphs.

Students are given 2 minutes to read. Show the main idea for the paragraphs in a wrong order on PPT. The importance of water for life (Why water was important) The development of plants and animals on the earth (How life developed on the earth) The arrival of humans and their impact on the earth (Human beings on the earth) The formation of the earth (How the earth formed) A widely accepted theory about the formation of the universe (How the universe formed) ?Answer: Paragraph 1: E Paragraph 2: D Paragraph 3: A Paragraph 4: B Paragraph 5: C Step 2: Scanning: Order of the development of the text T: Please take out the pieces of paper in the envelop on your desk. Read the text carefully and put them in a logical order. The following sentences will be printed on small pieces of paper and given to the students. The students are required to put the pieces into the correct order according to the text. Pair work. ? Insects and amphibians appeared ? The earth became a solid ball ? Reptiles appeared ? The earth was a cloud of dust ? Shellfish and other fish appeared ? Clever animals with hands and feet appeared ? Dinosaurs appeared ? The earth’s atmosphere formed a. b. c. d. e.

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Small plants grew on the surface of the water Plants began to grew on dry land Water appeared on the earth The universe began with a “Big Bang” Mammals appeared

?Correct order: 1. The universe began with a “Big Bang” 2. The earth was a cloud of dust 3. The earth became a solid ball 4. Water appeared on the earth 5. Small plants grew on the surface of the water 6. Shellfish and other fish appeared 7. Plants began to grew on dry land 8. Insects and amphibians appeared 9. Reptiles appeared 10. Dinosaurs appeared 11. Mammals appeared 12. Clever animals with hands and feet appeared Step 3: Reading for details: comprehension questions. T: So far we have gotten the general idea of the development of life for the past billions of years. But I am still not quite sure about some questions: ? Why was the earth different from the other planets? ? What made it possible for life to begin to develop? ? What are the differences between reptiles and mammals? ? How did dinosaurs disappear? Are there any widely accepted theories? ? Who are not taking care of the earth? ? ? ? ? How was the earth different from the other planets? Water disappeared on other planets like Mars. What made it possible for life to begin to develop? The continued presence of water made it possible for life to begin to develop. What are the differences between reptiles and mammals? Mammals give birth to young baby animals and produced milk to feed them. How did dinosaurs disappear? (Are there any widely accepted theories? optional) Why they suddenly disappeared still remains a mystery. (What does this sentence mean? There are some similar sentences. Can you find them?) Who are not taking care of the earth? The humans are putting too much carbon dioxide into the atmosphere.

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Post-reading:

Step 1: Group work and present dubbing T: Now everybody, let’s put everything we have got together. Here are the snapshots from the video we watch at the beginning. Let’s use the sentences in the text to describe them. T: I think it’s time to try something special: put a sound track into the video – dubbing. T: Let’s work in groups. You may use all the information we have here (teacher pointing at the material just mentioned). It is even better if you put in your comments and questions. T: Here are the snapshots and time of the video. I hope they are helpful. T: Remember, the video is 2 minute 7 seconds. Prepare your notes for just 2 minute 7 seconds. ?Teacher gives the students a piece of paper with the snapshots of the video to help them organize their notes into a script for the video. ?Students work in groups and prepare a script for the video. They may use the material they just used and are encouraged to add creative ideas. ?Teacher chooses 2 groups to present their work with the video together. (If time permits, ask more groups to do it) T: I am so proud of you guys. You have done such a great job in so short a notice. Let’s give ourselves a big hand.

Step 2: ? Follow up: Read between the lines T: In the end of the text, the writer has raised a question for us. What is it? Teacher writes on the blackboard: 1. Can this problem be solved? 2. What can we do to deal with this problem caused by human beings? ?Students discuss this problem in groups and list the answers they think. After 2 minutes’ discussion, students share their ideas with the whole class. Teacher gives the conclusion: (Present in noun clauses as a hint for the grammar of this unit) T: From what you have just said, I notice that most of you agree that: What we can do is to slow down the problem getting worse. What we can’t do is to prevent the earth from getting hotter and hotter. What we can do is to… T: In this lesson we have learnt that: It is amazing how life began on the earth. What I hope at this moment is that we will create a better future for the earth and the mankind. Homework:

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1. 2.

Perfect your language of the script for the video Record the script and reedit the video with the sound track to make a new video file


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