Using LanguageⅡ名师教学设计

高中英语模块八第五单元第二课时教学设计

江门市培英高中

李海玲

课型：快速阅读，语言知识点

教材分析：

本单元紧扣“古人”这一中心话题，通过介绍周口店考古展开内容，在reading2部分是一个虚构的原始人生活场景，生动地描写了当时的家庭模式和男女分工。语言比较生活化，在表达上生词虽然较多，但长难句较少，学生理解起来还是比较容易的。

学情分析：

本班学生为本地和新疆混合，英语学习成绩差异较大，课堂气氛在几个同学的带动下还比较或缺。不足之处在于，有些同学的语言基础比较弱，阅读理解起来还是比较费劲的。

教法分析：

结合对教材和学情的分析，本课时主要采用任务型语言教学的方法，通过大量的语言输入，转化进而生成可理解性的输出。大量的语言输入主要通过阅读材料，听读材料及教师的引导来完成；转化的过程主要依赖对语篇的浏览阅读概括大意、细致阅读捕捉关键语汇；最后对阅读内容进行复述、重建语篇，生成可理解性的输出。整个过程结合“自上而下”、“交互作用”和“自下而上”的阅读模式，完成语言学习的任务。此外，引导学生通过自主学习和合作性学习，体验学习成功的乐趣。

学习目标：

语言知识目标:

掌握关键单词和词块的理解和应用。

语言技能目标：

提高预览、快速阅读和捕捉关键词的能力；长难句的理解方法。

学习策略目标：

尝试读前预测，更好地理解材料内容。

情感态度目标：

意识到远古人类的状态，珍惜现在的生活。

重点：

初步掌握运用本课重点单词和语块的理解和应用；快速阅读捕捉关键信息，理解课文。

难点：

概括总结文章大意，运用输入的信息进行语篇重建

教学步骤：

Step1

Revision and lead-in Present several pictures to present the topic—The feast:18,000BC Step2

Reading Task Pre-reading

Prediction From the title and the pictures in the text, what do you think the passage about? （通过对图片和标题的解读，既可以预测、推断进而理解材料信息，又可以制造悬念，引

1

起学生阅读的兴趣。）

Fast Reading

Mutiple-choice 1.Who are the main characters of this text?

A. Lala and Luna

B. Lala and Dahu C. Dahu and Luna

D. Lala’s mother and aunt

2.What ’s the main idea of this text?

A. The customs and the separate responsibility (分工) of the family groups.

B. The wedding of Lala and Dahu.

C. How they made tools.

D. How they collected food.ls.

（总体浏览全文，了解文章大意，先从宏观整体入手，自上而下的模式，侧重培养学生快速阅读理解能力。）

Skimming

Please decide whether the statements are true or false.

1 Lala’s family groups usually lived together.

2 Dahu was good at making tools. 3 The family groups lived on hunting. 4 Dahu went out to sharpen the scrapers to kill an enemy.

（侧重培养快速获取并处理细节信息的能力，

引导根据关键词寻找信息，并进行转化处理）

Step3语言知识点及长难句的理解

1.Worried about the preparations for her feast, Lala quickly turned for home with her collection of nuts, melons and other fruit.

be prepared to do sth、

for sth.

为……做好准备

她已准备好应付这一切。

She ______________ anything to happen.

我可不愿意在这儿受这种奇耻大辱。

_____________________ and listen to these outrageous insult

2. applaud v. 赞赏, 鼓掌向(某人或某物)

表示赞赏, 尤指鼓掌欢呼

eg:演出结束时, 大家都热烈鼓掌。

Everyone applauded when the play ended.

我赞成你的决定。

I applaud your decision. n.掌声，鼓掌

applause 3. If only she had looked ahead and planned better!

L4 要是她能为将来做更好的打算该多好啊！

if only 要是,只要是…

往往引起虚拟语气，用感叹句。用过去完成时表示对过去的虚拟，用一般过去时表示对现在的虚拟。

我要是能飞就好了！

___________________________ look ahead 向前看，做未来的打算

你是否想过五年后你要做些什么？

______________________to what you’ll be doing in five years’ time?

4. Having heard wolves howling in the forest, Lala accelerated her walk up the path to the caves fearing that there might be wild beasts lying in wait for her.

accelerate vi. / vt. 加速，促进

eg:她加快车速超过了前面的公共汽车。

2

She accelerated her car and passed the bus in front.

他决定加快他的课程进度。

He decided to accelerate his courses. 5. arrest vt. 逮捕；吸引；扣留；阻止，抑制

n. 逮捕；拘留；停止

eg:他被警察逮捕了。

_____________________________. 她警告的口吻引起了我的注意。

Her warning tone _________________. 罪犯已被捕。

The criminal is ____________. 6. dizzy

adj. 眩晕的, 昏乱的；

v. 使头晕目眩

eg:令人晕眩的高度

a dizzy height

那位老太太被风吹得头昏眼花。

The old woman was dizzied by the strong wind.

那场灾难弄得他头脑昏乱。

The disaster dizzied his brain. 7. Abruptly she sat down, only to be scooped up by her laughing, shouting sister, Luna. 8. Lala smiled with relief.

relief

n. [U](痛苦或忧虑的)减轻或解除

[U] 救济品

[C] 减轻痛苦的事物

eg:这药可以稍微减轻你的痛苦。

This medicine will _________________. 政府送救济品给在地震中失去家园的人们。

The government _____________________ who lost their homes in the earthquake.

见到你在这儿也就放心了。

______________ to find you here.

她把夹脚的鞋脱下时说：“可松快了！”

“___________ !” she said, as she took her tight shoes off. 9. Over his shoulder he carried several fish and some pieces of wood under his arm. Lala smiled and handed some stone scrapers over to Dahu, who smiled and went outside the cave to begin his task. 10.He chose one large stone and began to use it like a hammer striking the edge of the scraper that needed sharpening. Now and then Dahu would stop, look at it and try it against his hand before continuing his task. Step4

Summary and homework

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