Using LanguageⅠ教学设计方案

The feast: 18000BC教学设计

教学课型：读写课

教学目标

在本节课，中学生能够：

1. 通过速读来获取文章的基本信息；

2. 通过精读来梳理文章细节，理清文章主人公的情绪变化；

3. 通过阅读了解文章中细节描写的方法；

4. 通过模仿文章中细节描写的方法自己进行段落写作。

教学重难点

1. 寻找和鉴赏文中细节描写的语句；

2. 把文中细节描写的方法模仿运用到自己的写作中。

教学思路

话题导入 快速阅读获取基本信息 精读文章理清文章细节，并体会文章中的细节描写 模仿文章细节描写的方法进行写作 点评，

总结和作业

教学过程

Step1: Lead-in and warming up Begin the class with the question “what would people always do to celebrate a festival?” to lead in the topic—a feast. Then ask the students the following questions: What was a feast in 18000BC like? What did our ancestors eat in the feast? [设计说明] 本环节采用与学生自由交谈的方式，旨在直接导入课堂主题——the feast in 18000BC, 为下一步阅读做好准备。

Step 2: Reading ACTIVITY1：Read for basic information Scan the passage to figure out the main idea. This passage is mainly about . A. what was people’s life like in 18000bc

B. Lala and her family were enjoying a feast C. how Dahu made tools D. Lala and her family were preparing for a feast [设计说明]

本环节旨在通过引导学生快速阅读获取文章大意。

ACTIVITY2：Read carefully to get detailed information. (Para1) What kind of food did Lala prepare for the feast? (nuts, melons and other fruit) Why did they have a feast? ((a custom for reunions)

How did Lala feel about the feast? (worried /regretful )

Read for vivid description

A wrinkle appeared on her forehead. (frown) (facial expression)

If only she had looked ahead and planned better this year! Then she wouldn’t have been feeling

so worried now.(mental activities)

remembered the blood pulsing through her veins. She felt so proud as the group shouted She

to applaud his choice. (action) loudly

(Para2) What happened to Lala on her way home and how did she feel? She heard wolves howling in the forest. feared / helpless Read for vivid description

Lala accelerated her walk up the path to the caves fearing that there might be wild

beasts lying in wait for her. (action)

What was Lala’s feeling after she arrived home? relieved/ smiled with relief

Read for vivid description

The smell of the cooking meat filled the air surrounding her, and her senses became

dizzy with hunger. (surroundings)

She saw her mother and the older children preparing the deer and pig meat over the

fire. Her aunts were making clothes with animal skins. (action)

(Para.3-4) What did Dahu do for the feast? He carried back some fish and wood as well as made some tools (scrapers). Read for vivid description

Now and then Dahu would stop, look at

it and try

it against his hand before

continuing his task. He stopped when he felt the scrapers were sharp enough to cut up

the meat and scrape the fish. (action)

What was Lala’s feeling when the guests came? (delighted / gay) Read for vivid description

Lala's spirits rose.

She smiled to herself gaily.

[设计说明]

本环节旨在培养学生细读文章获取信息的能力。通过引导学生细读各个段落从而找出更多细节信息，理清主人公在各个阶段的心理变化过程，并在阅读的同时引导学生鉴赏细节描写的相关语言，为下一步写作打好基础。

ACTIVITY3：Make a conclusion According to the passage, a vivid description should include more details. (appearance, action, surroundings, facial expressions, mental activities, thoughts……)

[设计说明] 本环节对文章采用的文本细节描写的不同方式进行总结回顾，旨在引导学生在写文章时能尽量多地进行细节描写，使自己的文章“可见、可闻、可触、可感”，从而提高学生的写作水平。

Step3: Writing ACTIVITY1: Give a description of the wonderful scene of the feast after all the guests arrived (add as much details as possible). As night fell, all their friends and neighbors arrived at the cave for dinner. ………...

[设计说明] 本环节旨在引导学生针对前面讲到的细节描写方法进行模仿运用，从而提高写作语言的文学性。

ACTIVITY2: ask some students to share their writing to the class and then show a sample

As night fell, all their friends and neighbors arrived at the cave for dinner. Everyone was thrilled

with joy at the sight of each other. With everyone seated around the fire, Lala and her family

served them the delicious food they had prepared. Instantly, the smell of the dishes filled the air

and the guests could hardly wait to have a taste. They ate every mouthful with great enjoyment.

After dinner, they danced around the fire and everyone was in high spirits, singing , laughing and

applauding. The cave rang with cheers and laughter.

[设计说明] 本环节旨在通过对比让学生认识自己写作中有待提高的地方，从而更主动地改进自己的段落，进一步提高自己的写作水平。

Step 4: Assignment:

Polish the writing.

板书设计

Vivid writing action surroundings details Facial expression Mental activities(thoughts)