Using LanguageⅡ教学目标设计

标题：人教版：Book 8 Unit5 Meeting Your Ancestors ------Period ５: Using Language：ReadingⅡThe feast, 18,000 BC

学科：英语

单位：辽宁省凌源市实验中学

姓名：张秋艳

邮箱：zqy8396@163.com

邮编：122500

1

人教版：Book 8 Unit5 Meeting Your Ancestors Period ５: Using Language：ReadingⅡThe feast, 18,000 BC

教学设计

一、教学理念与方法简介

本课例选自人教版高中英语教材选修八Unit5 Meeting Your Ancestors 中Using Language：ReadingⅡThe feast, 18,000 BC，主要培养学生的阅读能力和知识的初步体验。这是一堂以诱思探究教学理念为核心，并以小组合作学习和任务

型教学为教学方法的高中阅读分析活动课。预设核心问题有4个：1.通过小组任务展示和教师展示两部分让学生了解古代历史和人类学；2. 使用阅读技巧巧妙并深入地解析课文内容；3.讨论并激发学生学习古代祖先的优良品质；4. 通过竞赛的方式测试学生对知识的初步认识。

与传统课堂比较，这是一堂新颖别致以阅读技能为核心，模式清晰的智慧课堂。在高科技多媒体教室支持下，实现新型教学模式，行之有效地实施课堂教学，加强关注班级每一位学生的学习动机与学习成效。

学生的阅读能力是在语言运用的基础上的，所以对学生提高阅读能力的同时也不乏对语言知识的巩固与学习，从点滴入手，逐级深化，让学生能在轻松的环境和氛围下掌握阅读技巧和阅读能力。

二、教学目标分析

语言知识：学生阅读本文和教师的指导提示，学生能正确地理解本文内容；通过任务型教学和讨论式教学方式，让学生掌握史前文化、历史、人物以及考古学相关知识；解决难点问题，了解公元前18，000年前祖先的生活方式。

语言技能：通过Pre-reading, Skimming, Scanning, Post-reading, Summarizing等阅读技能的训练，提高学生的自主性阅读理解能力。同时加强听、说、读、写

2

的综合技能的培养。

学习策略：通过课前小组调查研究、课间自主性阅读、小组式讨论和互相问答，课后自我测评，训练学生自主探究和合作学习的学习策略。

情感态度：学生通过参与课堂教学活动，激发学习热情，产生学习英语的浓厚兴趣，加深对考古学文化历史的了解，是不同层次的学生都能体验到学习的成就感。

文化意识：了解考古学的相关知识与文化，学习我们祖先的高贵品质，提高学生的文化知识水平，使学生关注古代历史及考古学。

三、教学重点与难点

教学重点：

1.

培养学生独立思考并能独立完成具体任务的能力；培养学生协作的意识以及互帮互助的团结精神。

2.

良好的阅读思维的培养和阅读策略的运用，如利用预测远古时期人们生活状态，和现代人们生活进行时空对比，了解古人盛宴的具体内容；利用跳读和概括技巧解决本文段落大意和对文章具体信息的理解；利用细读深入理解文章、掌握重点语言知识。

教学难点：

1. 如何通过“文化初体验”让学生了解远古时期人们的生活。

2. 如何通过让学生“小组任务展示、回答问题、选择题自测、填写文章词汇信息以及学生讨论”来检测学生对课文的理解和所学词汇的运用程度。

3. 如何通过“英语知识竞赛”掌握和理解文章中重点词汇、短语、句型、语法等相关知识。

3

四、教学过程设计

The teaching procedures: Step1 Revision T：Good morning, everyone. Today we are going to learn ReadingⅡThe feast, 18,000 BC. Yesterday we learned the new words and expressions in readingⅠ

and some general knowledge about the archaeology. Now let’s go over them.

【任务探究1】Review the content of the last reading and consolidate the key words. ★A group of students from England, who are interested in ____________(考古学)，has come to the Zhoukoudian__ ______(洞穴) for a visit.

★An ________________(考古学家)showed them ________(带领…参观). He told them it was here ________(强调句) they found evidence of the earliest people and it was_____________(合情合理的) to assume they had lived caves, _______________(尽管) the cold. ★We discovered ____________(地炉)where they made fires and a _______(针) that they used to repair things.

★We continue to discover ___________(磨尖的) stone tools to cut up the animals and a __________(原始的)necklace made of animal bones. ★As the botanical

__________(分析) have shown us, all the fields around here used to be part of a large _________(浅的)lake. Keys:

archaeology, caves, archaeologist,

around,

that,

reasonable,

regardless of,

fireplaces,

needle,

sharpened,

primitive,

analyses, shallow

4

【任务探究2】The Arranged Assignment. Describe one ancient object that our ancestors created or invented, including time, feature, significance and so on.

◆Tips 1: The members of each group are advised to co-operate together to collect your relevant information by means of referring the references, consulting some people, or surfing the Internet…

◆Tips 2: In order to represent your survey, you are supposed to attach a picture. Step2 Lead-in: 【自学探究】Cultural Background of Primitive People T: Based on your own tasks, you have a rough knowledge about the objects in ancient times. Do you want to know more about primitive people? Let’s look through some pictures on the screen.

Step3: Pre-reading (读前预测) Ask students to answer the following questions. Q1: What can you see in the pictures in the reading material? Q2: Predict the main idea according to the title.

Q3: Can you guess how our ancestors celebrated the feast in the past? Step4: While-reading for comprehension Activity1

Skim the reading and draw the main idea of each Para. Para.1

A. The description of Dahu. Para.2

B. Lala worried about the preparations for the feast and she hoped the

5

feast could be as good as the one last year. Para.3

C. How did Dahu make tools Para.4

D. Lala and her families made preparations for the feast. .

Keys：Para.1(B), Para.2(D), Para.3(A), Para.4(C) Activity2

Scanning（跳读）

Task1: Have a quiz to see how much you understand the reading 1. This text is maily an imaginative story about a family feast of _______. A. a girl

B. a man

C. a girl of the earliest people

2. From the first paragraph, we can learn that the family groups lived on ____.

A. fish

B. crops

C. hunting

D. farming 3. Lala’s guests came to ____.

A. dance

B. talk about an important thing

C. enjoy a feat

D. see Lala

4. Dahu went out to sharpen the scrapers to ____.

A. kill an enemy

B. use them as weapons

C. scrape the fish

D. cut stones 5. From the text we can infer that family groups _____.

A. lived together B. lived far away C. lived in the same cave D. lived separately Keys：CCCCD Task2: Answering the following questions after reading the text: 1. Who works cooperatively and who does tasks alone? Keys: Men work cooperatively, and women also work cooperatively 2. Who does the most dangerous tasks?

6

Keys: Men do the most dangerous tasks. 3. Where does the danger come from? Maybe wild animals would kill the human being. Activity3

Detailed reading: Task1: Listening to the text and decide whether the following tasks are men’s tasks or women’s tasks.

•

(

) Making and repairing tools •

(

) Looking after children •

(

) Fishing

•

(

) Hunting animals •

(

) Collecting nuts, fruit and melons •

(

) Preparing food •

(

) Protecting the group from harm •

(

) Cutting down trees •

(

) Making clothes Keys: men, women, men, men, women, women, men, men, women Task2: According to the reading text, in order to test whether you master the detailed information, you can fill some key points in the blanks. ★Worried about the ____________ for the feast, Lala quickly turned home with he _____________ of nuts, melons and other fruit. It was the ________ of family groups to separate and the gather again at different sites for ________ as they followed the animal herds across the grasslands.

7

★Dahu was the best ________in the group, who chose Lala as the future mother of his children. Lala was so proud as the group shouted loudly to _______ his choice.

★Having heard wolves__________ in the forest, Lala __________ her walk up the path to the caves because she had no man with his _______ to protect her. When a smell ________ her progress, she had almost reached her __________.

The smell of cooking meat filled the air surrounding her, and her senses became _________ with hunger. She could see her mother and her aunts were doing their own tasks. ★Just then Dahu, with a large, square face, strongly pronounced_________ and cheekbones, came up behind her. Lala smiled and handed some stone _________over to him, who smiled and went to a corner of the cave and pulled out some more _________, including other sharp _________and stone axe-heads.

★Lala’s spirits _______ when the first of the guests from the neighboring caves began to arrive for dinner. She smiled to herself _______ and went out of the cave to welcome her friends and neighbors.

Keys: preparation, collection, custom, reunions, toolmaker, applaud, howling, accelerated, spear, arrested, dizzy, eyebrows, scrapers, tools, arrowheads, rose, gaily. Step5 Post-reading(课后讨论) 1. Discussion: Now look closely at the tasks before and discuss which

adjectives best describe each of them. Give your reasons. Suggested answers:

☆Caring

☆

tough

☆

protective

☆

dangerous

☆

safe

☆useful ☆

co-operative

☆

patient

☆

individual

☆

exhausting

☆

skilful

8

2. Some examples of tasks that can represent men’s and women’ unique qualities or features. T: Who can tell me the detailed qualities of men or women? Men’s tasks:

food making hunting animals tool making repairing tools of group women’s tasks:

cooking providing food collecting food making clothes T: In another way, we can know more information on whether our ancestors work separately or co-operatively.

Co-operative tasks:

men hunting animals;

women doing cooking and preparing food. Individual tasks :

men making or repairing tools;

women collecting fruit and nuts

9

Most dangerous tasks:

men hunting animals Step6 English language competition(知识初探):

Give each group an opportunity to choose which number questions they want to answer, and see how much they master in this lesson. Number1 Questions：

Translation：（翻译课文句子）

1.

Abruptly she sat down, only to be scooped up by her laughing, shouting sister, Luna. __________________________________________________________________ Keys: 她突然坐了下来，结果被爱吵闹的妹妹露娜一把抱了起来。

Exploration(深入探究)：

1.

She wanted to do a good deed, _________________(结果被惩罚) by her father. 2.

We hurried all the way to the airport, _____________(结果被告知)that the flight had been called off because of the foggy weather.

Keys: only to be published, only to be told Number2 Questions：

Important phrases(重点短语回顾):

1.

__________(要是…就好了) she had looked ahead and ___________ (为将来打算) and planned better! Keys: if only, looked ahead

10

Exploration(深入探究)：

2. 我要是能飞就好了！

________ I ______(can) fly! 3. 你是否想过五年后你要做些什么？

_____________________ to what you’ll be doing in five years’ time?

Keys: if only, could, Have you looked ahead Number3 Questions：

Practice adjectives(形容词精炼)

1.

The ______house smells as if it hasn’t been lived in for years.

A.

little white wooden

B. little wooden white C.

White wooden little

D. wooden white little 2. This ______ girl is Linda’s cousin.

A.

pretty little Spanish

B. Spanish little pretty C. Spanish pretty little

D. little pretty Spanish

3. _______ students are required to take part in the boat race. A.

Ten strong young Chinese

B. Chinese ten young strong

C.

Ten Chinese strong young

D. Young strong ten Chinese

Keys: AAA Number4 Questions：

Practice prepositions(介词精炼)

1.

be arrested _______ (因某事而被捕) 2.

________one’s relief (如释重负)

11

3.

be

worried ________(担心…)

4.

date back _________(追溯到) 5.

receive sb. _______ applause(鼓掌欢迎某

人) Keys: for, to, about, to, with Practice conjunctions：（连词精炼）

1.

It’s here ______ we have found evidence of some of earliest people who lived in this part of the world. 2.

It’s likely ______ such a question can’t be answered by any human beings.

Keys: that, that Step7 Summary and evaluation. (In this part, the teacher, together with students, sums up what they learn in this lesson and evaluate whether they learned well or not.) Think about what you have learned in this lesson. Then tick the boxes □. I have learned about:

I have learned this well.

I need to learn more. 1) primitive people celebrate the feast.

□

□

2) lifestyle about our ancestors in the past.

3) history of the ancestors.

4) men’s and women’s tasks in the old age.

□

□

□

□

□

□

5) qualities of our ancestors.

□

□

6) some useful skills of reading comprehension

□

□

Step8 Homework 1.

Review the key points that we have learned.

12

2.

Do the arranged paper to evaluate you. 3.

Surf the Internet to accumulate more information about our ancestors.

板书设计

Book 8 Unit5 Meeting Your Ancestors Using Language：ReadingⅡThe feast, 18,000 BC

Ⅰ. Pre-reading: Prediction.

Ⅱ. Skimming: Main idea of each Paragraph.

Ⅲ. Scanning: Have a quiz.

Ⅳ. Detailed reading:

1. Man’s tasks: repairing tools, making tools……

Women’s tasks: cooking, making clothes……

2. Some key points: preparation, collection……

Ⅴ. English language competition Ⅵ. Post-reading: Discussion

Topic: What’ unique qualities of our ancestors?(Give your reason.)

Ⅶ. Summary and evaluation.

13