Using LanguageⅠ优秀教学设计

Teaching Design for Module 8 Unit 5 “THE FEAST: 18,000BC”

Analysis of the Teaching Material 本节课的教学内容选自人教版《英语》选修八第五单元Meeting Your Ancestors 的Using language板块中的阅读文本THE FEAST:18,000BC。该文本是叙事类文体，描绘的是公元前18000年山顶洞人如何准备盛宴的生活场景，由此折射出早期人类的生活价值观。其内涵丰富，语言生动，是学生理想的语言学习素材。通过阅读，学生能感受到故事主人公的情绪，扩大自己的人生体验，学生欣赏故事的过程也是学习语言的过程。因此，文本阅读时可以关注两条主线：一条是早期人类准备盛宴时的男女分工，另一条是女主人公Lala的情感变化线，通过这两条线，进而使学生了解古人类的生活场景和生活价值观，帮助学生塑造文化品格，从而促使英语学科核心素养的形式与发展。

Analysis of the Learners 授课对象为稽山中学创新班的学生。大部分学生英语基础知识较为扎实，思维活跃，愿意尝试用英语表达自己的观点，他们的语篇阅读速度和对语篇的理解程度在同年级的学生中处于较高的水平。但缺乏相关词汇储备，尤其是对于文中出现的一些表明主人公情感和态度变化的词汇，缺乏基于文本的概括与挖掘能力。此外，学生对考古知识了解甚少，但是学生对于早期人类的生活感到比较好奇，所以在备课过程中教师尽量围绕学生的认知水平展开教学，充分调动他们的好奇心和积极性，激发他们的学习兴趣。由于是借班上课，师生间互不熟悉，教师对事先想到的各种可能性做好了预案。

Teaching Objectives 1.

Language competence: Students will be able to appreciate some specific words and the sentence-pattern in this article, such as “wrinkle, howl, accelerate, arrest, dizzy, gaily, if only” to make the general statements more specific.

2.

Learning capacity: Students will be able to

--- apply two basic reading skills: skimming and scanning while reading the article in this class.

--- experience the main character’s emotional changes.

--- use what they have learned and practiced in this class to write a review with the help of their work-sheet and note. 3.

Thinking trait:

Students will be able to understand the theme by comparing different tasks and summarizing primitive the life values reflected in their preparation for a feast. 4.

Cultural character: Students will be able to

--- acknowledge the unique contribution our ancestors made to social progress. --- acquire a life attitude: preserving good customs and values and passing them forward. Teaching Key Points 1.学生对核心词汇的掌握, 能欣赏生动语言并挖掘语言背后深层内涵。

2.学生基于综合视野的阅读能力的进一步训练和巩固，尤其是基于文本维度解析的思维能力。

3.学生对于早期人类人际关系、男女分工的信息找寻以及生活价值观的判断和理解。

Teaching Difficult Points 1. 学生对文章当中早期人类准备盛宴时的生活场景所折射出的生活价值观的深度理解。

2. 学生对文中出现的对Lala情感变化的语言表达的欣赏和理解，如

“A wrinkle appeared on her forehead”, “She remembered the blood pulsing through her veins.”等。

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3. 以读后感的形式将本节课学到的知识表达成文。

Teaching Procedure:

Step 0：Pre-class movie appreciation

课前把电影《疯狂原始人》放置在校园

教学资源网上，告知学生在课前观看。

【设计意图】

充分利用校园网络资源辅助教师提高教学效率并促进学生自我有效的学习。好莱坞动画大片《疯狂原始人》故事情节独特，语言简练、人物生动，能激发学生的学习兴趣和探究愿望。

Step1:

Warming-up 激发兴趣

导入主题

师生互致问候之后，教师提问学生Do you like the film “The Croods”. Did you notice where they lived? 接着教师呈现电影中山顶洞人的图片并作简要介绍，同时将关键词呈现在课件上，如：cavemen，lived in 18,000 BC，primitive people，left their footprints，ancestors等。

然后，从电影片段过渡到图片，教师设问：Here is a picture of cavemen. What were they doing? 引导学生描述早期人类的生活场景。在三个学生分享之后，教师作如下总结：It seemed that they were preparing for a feast. 趁机对feast一词进行释义，并巧妙设问：Why do we have the custom to have a feast on special custom?

以此导入话题。

【设计意图】

从电影片段到图片，进一步引导学生描述早期人类的生活场景，同时为新课的教学做好语言和相关信息的铺垫。紧接着设下悬疑，巧妙设问，抓住学生的注意力，顺利导入话题，开启阅读新旅程。

Step2：Interpreting the writing style

解读体裁，培养阅读技能

教师导入话题后，直接引导学生关注文体，先提问: What’s the writing style of the writing passage? 并用who-what-how 这三个问题引领学生解读文本。之后，学生快速阅读文本，整体把握故事情节，并完成表格：

（注：斜体词为师生填写的内容。下同）

【设计意图】

关注文体特点，不同文体的文本，应该采取不同的阅读姿态和方式。故事类文本以人物、事件为中心，引导学生带着who-what-how这三个问题进行阅读，可以较快地获取篇章的主要信息，提高阅读的主动性和有效性。

Step 3：Listing different tasks for comparison 聚焦男女分工，了解古人类的生活场景和价值观

教师首先布置阅读任务：Please read the passage again to list different tasks of the family members. 接着学生默读课文, 寻找男女家庭成员不同的责任分工并完成以下表格。

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教师适当点拨，通过追问来引导学生继续关注未获取的信息。依次提出以下问题：What can you infer from the sentence —She had no man with his spear to protect her？Don’t forget Lala herself was a mother. What’s the task of a mother? 然后,教师追问：Is there any difference between men’s and women’s tasks? 引导学生深入思考古人类男女之间的不同分工并得出结论：In primitive societies, there existed different work divisions between men and women. But we can still feel the equality and our ancestors’ valued family

cooperation. 【设计意图】

这部分是整体阅读，把几个分散的问题整合为一个任务——聚焦古人类男女之间的不同分工，学生在这过程中可以一边安静地阅读，一边仔细划出证据支持答案。虽然几位学生的回答并不全面，但通过引导学生对散碎的信息加以梳理，实现获取、加工、整合信息一气呵成。此外，学生在了解原始人男女之间的分工差异的同时，也懂得了其背后的古人类的生活价值观——他们重视合作，答案的形成过程也是对早期人类文化了解的过程。

Step 4：Exploring Lala’s emotional changes

梳理故事情节，分析人物情感变化，关注情感描述语言

为了让学生把握Lala的情感变化，教师先组织学生以小组合作的方式揣摩Lala的心理变化历程，找寻有关人物动作、心理描写的词汇和表达。在文本处理阶段，教师利用问题群步步推进教学，引导学生关注人物心理变化的同时，关注语言、句式并赏析写作技巧。

Exploring Lala’s emotional changes Occasions Questions

Lala’s feelings

Expressions you find to support To show more your ideas than tell

Worried

about the preparations …

A wrinkle

appeared on her forehead. If only it could be just like last year! If only

she had looked ahead and planned better this year! Having heard about 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 The smell of cooking meat filled the air surrounding her and her senses became dizzy

with hunger. using vivid description and “if only” sentence pattern to stress Lala’s worry. On the way How did Lala feel on her way home? worried home

Can you find some supporting sentences to

show Lala was worried? Can you find another sentence pattern to show Lala’s worry? In the forest

Then Lala went into the forest, what was scared her feeling? Which sentence tells you that she was scared? using vivid verbs to create a fearful scene in readers’ mind

Approaching the home

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Did she feel hungry? secure What do you mean by dizzy?

Since there were no wild beasts but delicious food, how did she feel?

using more specific details to show Lala was hungry

At home

Then what about her feeling at home?

relieved Lala smiled with

relief. It was …

/cheerful

good to have her family around her. 【设计意图】

通过故事情节的梳理，教师提炼一条描绘主人公情感变化的主线worried—scared—secure—relieved/cheerful。人物情感变化是故事推进的重要因素，通过分析人物情感变化，能更好地帮助学生感知主人公在盛宴准备前的焦虑情绪、对盛宴的重视程度、作为家庭女主人肩负的责任以及她对家庭投入的满腔热情。此外，引导学生关注“to show more than tell”

写作技巧，使学生获取情感与语言融合的学习体验。

Step 5：Assessing the significance of the feast

评价feast的重要性，理解标题含义

完成了对文本的理解后，再回归到文章标题，重新思考feast的含义和重要性。

教师设问：Lala put a lot of effort and experienced many emotional changes, because the feast was very important to Lala. In fact, the feast was very important to the whole family, do you know why? Read para1 again to find the answer. 再次带领学生进入文本的第一段阅读，学生从文中找出“It was the custom of family groups to separate

and then gather again at different site for reunions as they followed the animal herds across the grasslands.”

这个句子，由此可见家人的团聚是原始人的风俗习惯。教师与学生一起分析讨论并得出结论：The feast was of great importance to the whole family, including Lala、Dahu and the family members. That’s why the title is THE FEAST: 18,000BC.

【设计意图】

文章的标题通常暗示文本主题内容，因此解读文本标题相当于解读文本的文眼。首先通过设问让学生能够根据文章内容进行联想，然后形成自己的思考、判断和分析，进而得出feast对整个家庭来讲意义非凡这一结论。

Step 6：Summarizing the theme &Extending views 概括归纳主题，拓展思维宽度

在学生回答上一环节的问题后，教师启发学生思考文章内容是否全面地阐释了标题：The title is THE FEAST: 18,000BC. But the passage mainly focuses on the preparations for the feast? Why? 之后，教师做出如下归纳：

最后，教师引导学生回归课前设下的悬疑—Why do we have the custom to have a feast on special 4

occasions? 学生能基于文本内容分享自己的观点，教师也分享自己对于讨论话题的观点：The custom dates back to 18,000 BC. The feast was more than a family dinner. It could strengthen the family bond. It gives us a sense of ritual. Our ancestors created splendid civilization for humans. Good customs and values should never be changed.

【设计意图】

在课堂结束环节，教师对文本再次进行总结和情感升华，旨在引导学生挖掘文本思想内涵，了解作者的写作意图，从而达到本节课的情感教育目标，再次触动学生内心深处的责任感，并拓展学生的思维宽度。

Step 7：Homework

Write an article review of “THE FEAST: 18,000BC”.

Your review will be set up from the following aspects:

1. Summarize the article. Focus on what the main character did, how she did it and what her emotional changes were.

2. Discuss the positive aspects of the article. Think about what the author wants to stress.

3. Share your views related to the theme in the article.

【设计意图】

读后作业是课堂学习的延伸和巩固，是对所学知识的反馈，使学生能在阅读的基础上将与阅读材料相关的主题内容、所学语言知识结合起来，进行语言输出。读后感由三个部分组成：1.复述故事内容

2.关注之前提到过的写作技巧

3. 由话题引发的深切感触。让学生完成一篇读后感，既可以检测学生的课堂学习效果，又能促使学生对已学知识进行内化和迁移。

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