Using LanguageⅡ教学活动设计方案

选修八第五单元语言运用部分的阅读的教学设计

教学内容：THE FEAST: 18000BC 课型：READING 教材分析：

本单元的主题是考古学,涉及到历史和人类学, 语言知识和

语言技能都是围绕着这一主题设计的.具体涉及周口店遗址的北京猿人, 早期人类生活方式, 如何判断遗址年份等等,帮助学生增长考古学知识, 更好地了解早期人类的生活方式和人类文明的发展进程.

语言运用的阅读课文描述了早期人类的生活的一个侧面,包括人与人的关系, 男女分工的不同,家族之间的聚会等. 学情分析：

我所执教的二年级文科班的学生，上学期期末统考英语平均成绩在70分，学生的阅读能力较差，尤其是在阅读文章中扑捉信息的能力和猜测生词的能力差，但文科学生对历史非常熟悉，有利于此课的开展，所以我要充分利用这个特点，来训练学生在阅读文章中扑捉信息的能力和猜测生词的能力。

教学目标制定的依据：

1依据《普通高中英语课程标准》对using language阅读部分的要

而制定。

2依据学生的实际情况制定

Teaching goals: Knowledge aims:

1to remember eleven new words by guessing meanings in the pictures 2to know more about the lives and work division of upper cave men. Ability aims: 1to enable students to improve their reading ability by holding key words. 2 to understand and use some sentence patterns freely. Emotional aim: 1to be interested in human history. Teaching important points: to train their ability of finding key words

Teaching difficult points: How to use some sentence patterns freely. Teaching tools: Multimedia teaching equipment

Teaching methods: 1task-based teaching and learning 2cooperative learning

Teaching procedures: Step1: warming up Enjoy some pictures of upper cave man to lead students to the time 18000BC. Step2: pre-reading (learning new words) First show some pictures of new words to let the students guess the Chinese meaning.

Second students review new words by reading an article including new words. Third one student checks the meanings by rushing to answer. Step3: skimming First show four pictures of their jobs to cheer the students up at the same time describe the pictures with “from the picture, we can see that……”

Second show “Which jobs did a man named Dahu and other men do? ”

at the same time tell how to find the key words in order to hold the information quickly in the text, then ask the students to find men`s jobs by using doing. Third show “which jobs did a woman named Lala and other women do? ”

at the same time tell how to find the key words in order to hold the information quickly in the text, then ask the students to find men`s jobs by using doing. Forth ask the students to write out women`s and men`s jobs quickly. Step4: Describing Describe the jobs with these adjectives First learn the four difficult words “Co-operative, exhausting, skilful and individual”. Second use the adjectives to describe men`s and women`s jobs with “I think …..is/ are …...because……”

Step5: summary

First review Chinese meanings of new words: melon, arrest, howl, applaud, gaily, pulse, spear, hamme,r look ahead, accelerate, dizzy ,wrinkle Second review the sentence patterns when writing a picture composition, we can use

from the picture, we can see……

I think …..is/ are …...because……

Third sum the reading skills: hold the key words Forth repeat men`s jobs and women`s jobs in 18000BC in groups\ Homework: 1research work division between men and women in today`s society and fill in the chart. Men`s jobs Workers in the factory

Women`s jobs Workers in the factory

2 Which job do you want to do in the future? And give out your reason.

板书设计：

Step1: warming up

Step2: pre-reading Step3: skimming Men`s jobs 1 Making

tools

2

Fishing

3 Cutting down trees

Women`s jobs 1 Collecting nuts, melons and fruit

2Looking after children

3Preparing meat and cooking

4 Protecting

women and children 4Making clothes with animal skins 5 Hunting

animals Step4: Describing Step5: summary 课后反思：

(1)

备课后反思：备完课后，我仔细思考教学流程和学生的英语水平，并请几位中等水平的学生来回答问题，我发现描述四幅图片时必须给出关键词，这样学生可以清晰地知道人物在干什么；我还发现学生不知道怎样找关键词，我就加入找关键词的方法。

(2)

上完课后反思

5cooking