Using LanguageⅠ教学目标设计

Teaching design for Speaking and writing

人教版高中英语选修八第五单元说写课教学设计

玉田县第一中学：吴洪月

I

Analysis of the teaching materials（教学内容分析）

该单元的学习目的是让学生了解考古学方面的有关知识,同时对人类文明和古代人的生活有所知晓

. 本课的课型是说写课。体裁是说明文，描写出土文物。对于学生来说这是一个比较生疏的话题，从词汇到知识储备都是比较贫乏的。因此在准备这节课的时候，我考虑到对学生知识输入的环节很重要。选修8第5单元的听、

说、读、写，尤其是读和写联系不是很紧密，可以说读的材料没有给写的内容提供支持，因此，我将本单元的教学内容进行重组，我选用了Warming up 部分对文物的介绍作为阅读材料，首先对学生进行充足的语言输入，为下一步的说和写做好准备，引导学生从中吸收有效的词汇，语句支持。这也是新课程标准所提倡的。

II

Teaching Aims: （教学目标) 1．Target language 目标语言：Ss can master some useful words and expressions

archeology, accurate, radioactivity, chronological, excavation, identity, alternative, household, date back to 功能句式：

1）

It looks like …

2）

It may be used for/as…

3）

It could be made from…

4）

We can learn from…

5）

It is in good/bad condition. 6）

What do you think it is? 2.

Ability goals能力目标

Learn to describe objects and practice giving opinions. III

Teaching important & difficult points教学重难点

1 .to stimulate Ss’ vocabulary of description

2..Learn how to give opinions and describe objects IV

Teaching methods教学方法

Process approach （过程教学法）and cooperative learning（合作学习）

设计意图：

写作采用过程教学法与小组合作相结合的方法。学生可以通过不同的阅读策略吸收和内化语言知识、语篇知识和文化知识等，然后通过说和写输出语言和表达情感，那么完成写作任务和发展写作能力应当成为课堂教学的主要目标，这种两种教学法相结合重视学生与教师、学生与同伴之间的不断交流，整个写作是在一种轻松愉快的合作氛围里进行的，有利于培养学生的自主意识，最大限度地调动学生写作的主动性和自觉性，而且充分发展学生的思维能力与合作精

神，正符合中国新《英语课程标准》所倡导的体验、实践、参与、合作交流的学

习方式。

V

Teaching aids教具准备

computer,and a projector

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Unit 5

Meeting your ancestors

（Speaking and writing）

Teaching procedures

Step I: lead-in (通过视频“国宝档案”介绍出土文物曾侯乙墓铜冰鉴导入新课) One day, your friend Peter from Britain came for a visit. He happened to see a Chinese antique documentary program“国宝档案”

on TV. He’s particularly excited about that object曾侯乙墓铜冰鉴

设计意图: 通过视频对出土文物曾侯乙墓铜冰鉴

的介绍，导入本课的话题，描写出土文物，激发学生的学习兴趣

After watching the video try to help the students fill in the following forms

▲

Name:

Bronze Cooler Jian (青铜冰鉴)

▲

Date:

Warring

States

Period (475B.C.～221B.C.)

▲

Place:

__________ at Zenghou Yi Tomb, in Suizhou, Hubei Province in 1978; now __________ in National Museum of China ▲

Use：the most ancient ___________ .

▲

Description:

a square bronze vessel; 76cm in _________ , 76cm in _________, and 63.2cm in depth, 170kg in __________; thousands of vivid dragons and clouds, in good condition; double layers, ___________ can be put into the space between the two layers.

▲

Importance: amazing, clever ; wisdom…

设计意图: 通过填写表格，首先让学生了解介绍文物从哪些方面入手包括说明其外形，颜色，形状，用途等

Step II Reading

Through reading，let students know how to describe a treasure . First :（用Warming up 部分对文物的介绍，让学生进一步了解怎样介绍文物，积累词汇及表达，进一步地进行语言输入）

Picture 1. A household object from Greece

This is an oil lamp that was used to give light at night. It was possibly used for parties, housework or study. Olive oil was placed in the body of the lamp to make the light. There was a thread that went from inside the lamp, and when it was lit it provided light. It was made of clay or pottery. It looks like a kettle. Picture 2. A musical instrument This is a musical instrument which was played when a person hit the bronze or brass bells. Different notes could be made by making the bells larger or smaller. People composed music to be played in a large house, temple or palace. It was made of metal, possibly bronze or brass. Picture 3. A stone tool This tool is made of jade stone which is hard and very beautiful. It has a sharp edge so it could be used to break other pieces of stone. The hole on the top of the tool shows where it was joined to a wooden handle, so it could be used like an axe today. Picture 4. A face of an Egyptian Pharaoh This is a mask which was placed over the pharaoh’s face after he died. Sometimes they were also buried with the dead pharaoh. They were made of gold and decorated in beautiful colors. It shows that the pharaoh expected his objects to have the best of material and workmanship. Second :After reading,help students sum up the use words and expressions,prepare

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for speaking and writing

Material clay 粘土

pottery 陶器

chinaware 瓷器

bronze 青铜

steel

gold

silver

stone

Use household 家用

worship 祭祀

decoration 装饰

religious 宗教的

ball 舞会

funeral 葬礼

wedding

War 设计意图:

通过阅读进行充足的语言输入，为下一步的说和写做好准备，引导学生从中吸收有效的词汇，语句支持.

Step III speaking

1. Show the pictures on page 44. Tell the Ss they were found during an excavation in Sanxindui Ruins.

2. Ask them if they know anything about SanXindui Ruins. 3. Introduce some background information to them. 4. Show a series of objects to them and ask them to complete the tasks shown on the screen. 5. Give the following questions, let students discuss in groups 1).Guess what they are. 2). Discuss what these objects are possibly used for 3). Describe these objects (including appearance, shape and a guess about the material,. During their discussion,ask them to fill in a empty chart ,with words and phrases that occur to them when they look at the subjects (头脑风暴) Object

Size

Shape

Appearance

Material

tree

395 cm tree with branches ;fruits on each branch

good condition bronze mask

adult

sylized half face;flat nose ;curled hair growing good condition bronze from ears ; eyesfilled in bird

not realisticbird withstylized wing thatpoint up into the good condition bronze known sky ; may be three feathers

pot

not tall ,thin body with fitted lid and handle; poor condition

clay

known

3 legs to stang on

needsto be restored

They can try to use one or two sentences express themselves.构建写作素材,（从单词→短语→句式）

设计意图:

小组合作加工学习阶段。学生仔细观察教师所给图片，教师可以根据具体的写作要求让学生围绕写作主题交流、观点看法、体会以激发学生的思维。在学生已有词汇基础上，教师引导学生激活已有知识储存量，学会应用于适合的情景。

Step IV Writing Write a clear description of

the treasure including its material, use and appearance and what we can learn from it (80-90 w1

Draft writing:（连句成篇）

ords).First teacher help students draft their writing

1

Draft writing:（连句成篇）

Paragraph

1 (When and where was it found? )

3

Paragraph

2 (A brief description of the object, including size, weight, shape, design ) Paragraph

3 (Why is this impressive or important ? ) 2 Give the following sentences patternsto help them finish their writing 功能句式：

1）

It looks like …

2）

It may be used for/as…

3）

It could be made from…

4）

We can learn from…

5）

It is in good/bad condition. 6）

What do you think it is? 设计意图:

用所学词汇语言组织描述，使用经过训练的句式尝试写出类似的文章。阅读后的写作可以促进语言的巩固吸收，使语言达到有效的输出和运用，让学生提升能力，体验成功。

Step V Revising and evaluating

Let sudents evaluate their own compositions. provide a chance for students to cooperate with each other. Students will be beneficial from revising other’s passage. First teachers should give the assessment standard to help them to evaluate Assessment 评价内容

书写规范、漂亮、工整

能使用地道、准确的词汇写作

文章逻辑顺序正确，

条理清楚

能描述细节或实例

能巧用连词、关联词

过渡词，使上下文连贯

成绩

设计意图:学生互评阶段，学生互评是合作学习理论和过程教学法的产物。同伴互评作文不仅增加了学生之间的信息交流而且也节省了教师批改作文的时间。在修改同伴作文的过程中不仅可以有意识地提醒自己避免犯类似的错误，并且更有效的去发现自己作文中的错误，同时也是锻炼短文改错的好机会；还可以吸收同伴作文中优秀之处，同伴互评对高中英语写作有积极的影响。在学生互评之前，教师要给出明确的评判标准，让学生有据可依。并要求学生找出至少一个用词优美表达流畅的语句，还要找出错误并加以修改，可以和同组同学讨论不能达成一致的内容。

Step VI Display

After the students’ evaluation,find out the best composition from each group and display in the projector,let students evaluate together .through cooperation, make a summary about how o describe an objects and give pinions. 设计意图:

展示阶段, 每组选出一位同学的作文，全班评论。通过大量的语言输入，完成

4

语言输出，实现本节课的教学目标：完成写作任务和发展写作能力。

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