Using LanguageⅡ课时教案

教学设计基本信息

所用教科书

普通高中课程标准实验教科书（人教版）

书名

所教册次、

所教年级

高二

选修八

第五单元

单元

设计主题

Using language

Ⅱ

Reading

1.整体设计思路、指导依据说明

1运用任务型语言教学模式，训练培养学生对解题技巧的综合运用，实现目标，感受成功。

2课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。

3在教学中，注重阅读的实用性，进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

4课后访谈调查，重视知识运用。

5正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。

2.教学背景分析

教学内容分析：

本节课是选修八第五单元Using language 部分的阅读课。本课标题为The feast:18000BC。讲述的是主人公大胡和拉拉为了准备一场盛宴而做的准备。本课强调男女的分工与工作性质。该节课教学抛开传统的教师教学生学的教学方法，让学生通过双人合作、多人合作解决疑难问题，并在课堂上开展了大量的任务型活动从而让学生主动参与习得知识，培养了学生自主学习和合作互助的精神，激发了学生学习英语的热情。

学生情况分析：

阅读理解是对学生综合语言能力的的考查。经过长期训练，学生已经掌握了一定词汇量，所以能够基本理解文章的含义，但仍有很多同学对于文章细节的理解有偏差，因而要加强此方面的训练。他们学习比较认真，求知欲旺盛，思维比较活跃，同时表现欲也很强。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现，张扬个性的特点。因此，一旦因材施教，设置他们感兴趣的活动，就能让他们投入到课堂活动中来，按照设计要求学会知识，提高成绩。

3.教学目标分析

knowledge and ability知识与技能

get students know about the wok divisions in primitive society. process and method过程与方法

improve students’ reading ability by scanning and skimming. Emotion, attitude and values情感态度与价值观

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let students express their views about the work divisions in modern society. 4.教学重点、难点分析

Know about general idea and detailed information of the passage. Work out the questions related to the passage.

5.教学过程设计

Step one: preparations before class 课前准备

1. 将学生合理分成多个小组，确定组长、发言人、监督员并明确职责。

2. 下发导学篇使学生明确授课内容，根据学法指导完成课前自学部分。

设计意图：学生通过对导学篇内容的课前学习了解本节课讲授内容。

Step two: lead-in 导入

Show a picture on the screen. Ask the students to describe what they can see.

Tell the Chinese meaning of the words“When men and women work together, there is no such thing as being tired.”

Then show the questions: Who do you think do more housework in a family, the husband or the wife? What is the possible work division (分工) between them? Today we are going to read a passage. It is a story happened in 18,000BC.The main character is Dahu(the husband) and Lala (the wife). They wanted to make preparations for their feast. The husband is in charge of

…, while the wife is in charge of….

设计意图：由现在的男女分工推至公元前18000年进入话题。 Step three: students activity 学生活动

1.

Fast-reading:

Listen to the tape and scan the text to get a general idea. Try to finish the exercise questions after reading. Fast-reading questions: In pairs work out which jobs Dahu did and Lala did. Dahu

catching fish

preparing food Lala

making and repairing stone tools

collecting fruit and nuts 2.

Careful-reading Read the text again and try to discuss with partners and group members about the

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answers to the questions.

(1) In groups discuss whether they were men’s tasks or women’s tasks at that time .

______1

Making and repairing tools

2

Collecting nuts, fruit and water

3

Protecting the group from harm

4

Cutting down trees

5

Cutting up meat and fish for cooking

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Preparing skins to make clothes

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Hunting animals

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Looking after children

(2) Fill in the blanks. Men’s tasks 1. 2. Fishing 3. 4. 5. 1. 2. 3. 4. Preparing food 5. Women’s tasks (3) Discuss which adjectives best describe men’s tasks and women’s tasks.

caring

tough

protective

dangerous

safe

useful

co-operative

patient

individual

exhausting

skilful men’s tasks:1._______ 2. _________.3.__________

4.__________ 5. __________ 6. _________ women’s tasks:1._______ 2. _________.3.__________

4.__________ 5. _____________ (4). Consolidation

①.Which was the most dangerous work? A. Fishing by men B. Hunting animals by men C. Making clothes by women D. Looking after children by women

②. What does the underlined word “arrested” in paragraph 2 mean?

A. caught

B. continued

C. stopped

D. attracted

③. Which of the following is NOT TRUE? A. When men went hunting, they worked co-operatively. B. When men made or repaired tools, they worked alone. C. When women cooked and prepared food, they worked alone. D. When women collected fruit and nuts, they worked alone.

④. What can we infer from the passage? A. The danger came from wild animals living near the caves. B. Men and women did not have clearly divided tasks. C. Hunting animals needed to be done everyday. D. Both men’s and women’s tasks were done everyday.

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⑤. What is the main idea of the passage? A. The marriage life of Lala and Dahu. B. The separate responsibility of men and women. C. The difference between early life and modern life. D. The preparation work for a feast. 设计意图：通过连线题、排序题、填空题、单项选择题深入挖掘，理解全文。

Step four: consolidation 巩固练习

Summary

Not having looked ahead ①_______ planned better, Lala felt very worried ②_______ the preparations for her feast. So she turned for home ③________ (quick) with her collection of nuts and fruit. When she was near home, a delicious smell arrested her progress and she

④_________ (become) dizzy with hunger. She saw her mother and the old children

⑤__________ (prepare) the deer and pig meat over the fire. Just then Dahu, her husband, as well as the best toolmaker, came back with several ⑥_______ (fish). Later he began

⑦_______ (he) task: he sharpened his scrapers until they were sharp enough ⑧________ (cut) up the meat and scrape the fish. Soon, ⑨_______ first of the guests began to arrive. Lala hoped the feast was going to be just as ⑩___________ (wonder) as last year.

设计意图：利用一篇根据文章内容编写的语法填空题来总结概括整篇文章内容，同时训练学生的解答高考题型的能力。

Step Five: Discussion Some people say: “It is women that should stay at home and take care of the family.” Do you agree or not? Please give your reasons. The expressions may help you.

In my opinion,…

I (don’t) agree because…

I support … because …

No, I can’t agree with …because…

No, that’s not reasonable because…

设计意图：利用讨论环节使学生对于本课的知识能够得以运用。

Step six: assignments 课后作业

1.

填写非测试型评价表。

The things I can do

I have mastered the general idea of the passage. Evaluation ☆

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I can tell the differences between men’s tasks and women’s ☆

tasks in ancient times. I can use the adjectives I have learnt in the passage. I can use the new words and expressions of this passage. I have mastered the writing style of the passage. I can write a passage to conclude the content. I can use various reading methods to comprehend the passage. ☆

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2. Write a composition to conclude today’s discussion. Blackboard design 板书设计

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The feast: 18000BC Men’s tasks

Women’s tasks

6.教学评价设计

评价内容：

1.

学生课堂答题得分。

2.

小组合作情况评价得分。

评价方法：

小组合作评价量规

小组合作评价表

小组内学生分工明确

小组内学生的参与程度

认真倾听、互助互学

合作交流中能解决问题

自主、合作、探究的氛围

评价等级

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