Using LanguageⅡ教学内容概述

人教版模块八第五单元Meeting your ancestors

using language (speaking and writing) 教学设计

玉田一中高二I 部英语组

廖国平

一. 整体设计思路、指导依据说明

围绕本单元中心话题考古展开教学。人类历史对学生来说是一个生涩的话题，他们对历史的开端感到好奇，迫不及待地想揭开人类的面纱。本环节主要讲述三星堆遗址出土文物，在speaking 部分让学生就几个文物进行讨论，进而强化本单元的重点词汇、短语和句型，让学生学会表达与考古及文物相关的内容。最后通过writing把讨论的信息进行整合，形成一篇介绍文物的短文。在整个教学过程中主要采用任务型教学模式，引导学生通过四人一小组，进行合作学习，让他们围绕课堂任务分工合作，相互探讨、相互交流，从而获得知识、技能和情感体验，最终达成教学的目标：用英语介绍描写考古文物相关内容。

二. 教材分析：本单元的主题是考古学，涉及到历史和人类学。speaking and writing 设计了三个活动。活动一要求以一个博物馆讲解员的身份对三星堆遗址的文物进行介绍，说明其外形、颜色、形状、用途等。活动二要求在说的基础上落笔成文，为三星堆遗址的导游手册写四件文物的简介，而且已经给出四点具体的细节要求，明确指出在写作中所应包含的信息，同时列出了一些实用句型，供写作之前的讨论活动使用。活动三要求学生选择一种物品进行写作，在写作中注意语法、词汇拼写和标点符号等方面。为了让学生进行更加有效地写作，教材中还提供了范文。总之，三个活动环环相扣，层层递进。

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三. 学情分析：经过前面几部分的学习，学生对archaeology 有了一定的认识，积累了一定的相关词汇、短语和句式。但对三星堆遗址及其出土文物了解甚少。因此课前要布置学生搜索三星堆遗址的基本概况及其文物的材料，为课堂上的讨论做好准备。通过教师的逐步引导，学生从引导着说到自己独立说再到落笔成文。

四. Teaching aims 1. knowledge aim:

Words: ruins

bronze

archaeological site

date back

craftsmanship skillful

centimeter

primitive patterns: It looks like……

How large do you think it is?

It may be used as/for……

Is it in good/poor condition?

What did primitive people use it for? 2. Ability aims learn to describe relics and write a paragraph about the objects in Sanxingdui Ruins, according to the information they have talked about. 3. Emotion aims:

to improve archaeological knowledge; to arouse students interest in archaeology; to experience the civilization process of the early people.

五．教学重难点

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1. learn to describe relics，such as their appearance, shape and material. Guess what each object might be used for, and assume the life of the ancients according to the relics. 2. Write a paragraph about the objects in Sanxingdui Ruins with the useful expressions given on the book. 六．教学方法：1.情境教学法Situational teaching method

2.活动教学法

activity approach

3. 任务教学法task- based language teaching 4. 交际法

communicative approach 5. 小组合作交流

group cooperation

6. 评价法

assessment approach 七．

教学手段：1. 多媒体辅助

2. 非测试性评价

八．教学过程设计

step I Lead in (3分钟)

1) Show Ss a short video about Sanxingdui Ruins and its relics there.

设计意图: to arouse students’ curiosity and interest in this archaeological site, to let students have a basic understanding of this site. Step II Pre-Speaking （5分钟）

Task1. The teacher will use the multimedia to show the pictures and names of the four relics and Ss finish the match exercise. Answers: bronze sacred tree(青铜神树)

bronze animal-face image(青铜兽面具)

bird-shaped ornament (鸟型装饰品)

clay pot(淘杯) 设计意图：让学生根据图片与名称的匹配，了解每种文物的准确名称，这样做降低授课难度，同时能让所有学生参与到课堂。

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Purpose: to make the students know the correct names of the four objects. Each student will be involved in this activity in this easy teaching way. Task 2. Watch a video about each object (pay attention to the description of the objects, then fill in the chart) and this part is mainly used to answer the second question (description of each including appearance, shape and material) of part 2 on page 44. object Tree size 395cm shape Tree appearance with good condition Material bronze branches, fruit on each branch Mask Adult flat nose good bronze curled hair, condition smiling face Bird Not known The wing has good 3 feathers condition to bronze pointing the sky Pot Not known tall, thin poor clay body, 3 legs condition to stand on 设计意图：通过播放每种文物的视频，再就所到的内容填表的处理方

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法，既训练了学生的听力能力，又能让学生对文物的特点有较全面的准确了解，为接下来说的环节做好铺垫。这种方法难度要小于让学生参照图片直接描述物体，但最终达到的效果要更好。

Purpose: after watching the video, students fill in the chart. By this means, not only will they practice their listening ability, but they will get a complete and accurate understanding of the relics, which is a preparation for the following description part. Step III Speaking （18分钟）

Task 1: group discussion(6分钟)

(Use the following words and structures to assume the life of people at Sanxingdui and discuss what each might be used for) This task is mainly to answer the third and fourth question of part 2 on page 44. bronze

craftsmanship

standard of living

decoration

It seems that……

Perhaps there was……

We think that….. It is reasonable to assume that they might have religious meaning After the discussion, students present their results:

The people at Sanxingdui could make bronze. They had a high level of craftsmanship. The people had a quite high standard of living.

They could made objects for decoration.

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It might have religious purposes. Functions: religious meaning

decoration

drinking Purpose: This group discussion part is designed to assume the life of people at Sanxingdui and discuss what each might be used for. It is aimed to practice students’ thinking and language output ability. Task 2 description for the guidebook of Sanxingdui Ruins （12分钟）

Role play:

There are four members in each group. One acts as the presenter in Sanxingdui Museum, others as visitors. Then act out your dialogue to talk about the objects. Next, they exchange their roles to describe other objects respectively. (They can use the following sentence pattern.)

After the role play, a team or two will share their descriptions with other classmates. It looks like……

How large do you think it is?

It may be used as/for……

Is it in good/poor condition?

What did primitive people use it for?

设计意图：让学生进行口头表达的训练，将课前收集及以上所学到的信息，经过处理后转化为自己的，增加语素的积累，提高学生口语表达能力。同时又是对几种物品基本情况的加工整合，为接下来落笔成文做好充足准备。

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Purpose: this part is intended to improve students’ oral competence. In the meanwhile, students will integrate the information they have got from the activities above. The integrated contents will be their writing material.

Step IV Writing and revising (18分钟) Write a paragraph about one of the objects. Remember to check your own work for correct grammar, spelling and punctuation. Use headings to organize your writing. (10分钟) 设计意图：这个环节是本节课的重要环节之一，经过前面几个环节的层层铺垫和语言输入，来达到有效的语言输出。锻炼学生用地道、准确词汇写作的能力，要求学生把学到的语言知识应用到写作中，体现学以致用的原则。

Purpose: This part is meant to foster students’ writing with correct words and sentence structure. It is a language output part, which is the key of this class. Applying what they have learned will give them feeling of success.

After the writing: a. Revising the rough draft: show Ss the principles of revising the article.（3分钟）

评价内容

能正确使用标点符号

能正确使用字母的大小写

能正确拼写单词

能正确用地道、准确的词汇写作

成绩

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能巧用连词、关联词、过渡词、指代词等，使信息组织符合逻辑，上下文连贯

能用多种语言形式进行写作，尽量做到句型多样，长短交错，结构多变

主题句清楚，能引起读者兴趣

能通过细节或实例对主题句进一步阐述

文章逻辑顺序正确，条理清楚

书写规范、漂亮、卷面整洁

总评

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b. Editing and finalizing the paragraph (同学互改，师生全班一起批改)（5分钟）

设计意图：在学生写完作文后，现根据写作标准进行自我修改，对自己的作文做出评价，找出自己作文不足的地方，再在小组中让学生进行互改，通过

一起修改小组成员的作文。不过，在这个环节中由于学生的基础的差异性，有的小组估计完成任务有一定的困难。教师可以选班级的一些作文投影出来，全班一起修改。在修改过程中引导学生注意是否涵盖了题目要求的几项要点，语言运用是否正确，信息组织是否符合逻辑。这种自我评价和互评的方法，不仅符合新课程所倡导的合作、交流和探究的学习理念，而且有益于学生认识自我，树立

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自信；有助于学生反思和调控自己的学习过程，从而促进综合语言运用能力的不断发展。

Purpose：first, students should revise their paragraph themselves according to the principles. Second, they exchange their paragraphs among group members to make a revision. Third, the teacher will choose several paragraphs and give the exact and scientific evaluations with the help of multi-media. This assessment procedure is a good way for Ss to communicate, cooperate and is of great help to know and reflect themselves.

Step V Homework Correct the paragraph and rewrite it. 设计意图：让学生对自己的作文进行修改完善，通过重新抄写一遍，可以对本节课所学知识进行巩固复习。

Purpose: review and consolidate what they have learned. ⒈

课堂导入比较轻松，我认为要想激发学生的兴趣，就应该选择他们所喜爱的素材(视频、图片)

⒉本节课的讲授遵循了新课标的要求，强调教师不是作为教学的组织者，是学生学习的合作者，学生的主动学习是重中之重，让学生通过合作学习、讨论、表演对话等形式进行任务型教学和体验教学，采用

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学生自评，生生互评，教师评价等多种测评手段对学生的课堂表现进行评价。

⒊本节课在听、说、写三方面进行了训练，取得了一定效果。

⒋教学中实行多样化的教学组织形式，能利用好各种教学媒体，注重启发和引导，各环节衔接自如，结构安排合理。

5. 结合课本要求，本节课设计了两次说，两次写的环节，但由于课堂时间有限，只能将一次写作任务进行细致评价。

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板书设计

Unit 5 Meeting your ancestors

Using language: Speaking and Writing Step I

lead-in Step II Pre-speaking Task 1 match Task 2 fill in the chart Step III Speaking

Task 1 group discussion

Task 2 role play Step IV Writing

Task 1 a description for the guidebook

Task 2 write a paragraph Step V Homework Target language:

Words: ruins

bronze

archaeological site

date back

craftsmanship skilful

centimeter

primitive patterns: It looks like……

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How large do you think it is?

It may be used as/for……

Is it in good/poor condition?

What did primitive people use it for?

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