Learning about Language优秀公开课教案

Book 8 Unit 5 Meeting Your Ancestors

Learning about Language

学校：西安市第二十五中学

姓名：金蕊

学科：英语

年级：高二

课题名称：Unit 5 Meeting your ancestors

教材版本：人教版高中英语选修8

Contents

Ⅰ. Analysis of the teaching contents(教学内容分析): ............................................................... - 3 -

A. Position and effect of the teaching contents（地位和作用）: ....................................... - 3 -

B.

Important points(教学重点): ....................................................................................... - 3 -

C.

Difficult points (教学难点):......................................................................................... - 3 -

Ⅱ. Analysis of characteristics of the learners(学情分析)： ....................................................... - 4 -

A. Cognitive characteristics（认知特点）: ........................................................................ - 4 -

1.

Thinking’s way:

.................................................................................................... - 4 -

2.

Attention: ............................................................................................................. - 4 -

B. Knowledge base (知识基础): .......................................................................................... - 4 -

C. Nonintellectual factor（非智力因素）: ......................................................................... - 5 -

Ⅲ. Teaching aims(教学目标)：

.................................................................................................. - 5 -

A. Knowledge aims（知识目标）: ..................................................................................... - 5 -

B. Ability aims（能力目标）: ............................................................................................ - 6 -

C. Emotional aims（情感目标）: ....................................................................................... - 6 -

Ⅳ. Teaching methodology (教学方法) ....................................................................................... - 6 -

Ⅴ. Teaching aids(教学辅助)： ................................................................................................... - 7 -

Ⅵ. Learning strategy(学习策略)：

............................................................................................. - 7 -

A. Cooperative learning (合作学习)：

................................................................................ - 7 -

B. Autonomous learning (自主学习) ................................................................................... - 7 -

Ⅶ. Teaching procedures(教学过程)：

........................................................................................ - 7 -

A. Learning about language (discovering useful words and expressions): .......................... - 7 -

1. Complete the passage and learning: ......................................................................... - 7 -

2. Complete the sentences .......................................................................................... - 10 -

B.

Learning about language (discovering useful structures):.......................................... - 11 -

1. Lead in: (scan and summarize)............................................................................... - 11 -

2. Explanation ............................................................................................................ - 11 -

3.

Differences between the present perfect continuous tense and the present perfect tense(现在完成时与现在完成进行时的区别) ......................................................... - 13 -

4.

Exercises ............................................................................................................ - 16 -

C.

Summary: ................................................................................................................... - 17 -

D.

Homework:................................................................................................................. - 18 -

Ⅷ. Blackboard design(板书设计)： ......................................................................................... - 18 -

Ⅸ. Classroom assessment scale: ................................................................................................ - 19 -

Ⅹ. Teaching flow chart .............................................................................................................. - 20 -

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Ⅰ. Analysis of the teaching contents(教学内容分析): A. Position and effect of the teaching contents（地位和作用）: Tenses are a very important grammar item in senior high school English. And the present perfect continuous tense is one of the most important parts in all tenses. Its structure is complex and it is easy to confuse with the present perfect tense. So it is placed in the last unit and aims to get the students to go over all tenses. Besides, it is often tested in exam. Moreover, students should use it properly in writing. B. Important points(教学重点): 1.

Enable the students to know the useful words and expressions. 2.

Foster the students’ ability of summary. 3.

Mater the usage, structure and characteristics of the present perfect continuous tense. C. Difficult points (教学难点): 1.

Tell the present perfect continuous tense and the present perfect tense. 2.

Use tenses properly in writing.

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Ⅱ. Analysis of characteristics of the learners(学情分析)：

A. Cognitive characteristics（认知特点）: 1.

Thinking’s way: At this period, the students are not good at abstract thinking but concrete thinking. So as teachers, we should use some concrete materials to help them comprehend the short passage and learn useful structure. What’s more, the students are willing to think at this period and we should often encourage them to think more. 2.

Attention: As we all know, students cannot focus on one thing for a long time, so in the teaching process, we should keep the class actively and then to draw the students’ attention. B. Knowledge base (知识基础): Students at this period have learned senior English for almost teo years, so they have gained some basic reading skills and accumulated some knowledge in class. It is not too difficult for them to understand useful expressions and structure. But their English levels are different, so we should take into the different account when we teach, and encourage all of them to be active in the class.

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C. Nonintellectual factor（非智力因素）: As we all know, learning model is different from reading learning and the contents are more difficult, some students may think that English course contains too much knowledge points and is too difficult to learn. And they just have been learning for one or two classes so that most of them still don’t adapt to that. Thus it is very important that the teacher should control the difficulty of lessons well in order to try to foster the students’ interest and skills patiently. However, they are teenagers so they are restless, curious and eager to learn new things. Therefore, this is very beneficial to arousing their enthusiasm of learning.

Ⅲ. Teaching aims(教学目标)：

After the lesson, students will be able to: A. Knowledge aims（知识目标）: 1.

discover and learn some key words and useful expressions in this unit. 2.

further understand the text and enlarge their vocabulary. 3.

grasp the Present Perfect Continuous tense.

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B. Ability aims（能力目标）: 1.

foster their ability of summary the usage of the Present Perfect Continuous tense. 2.

learn how to complete a passage and discover useful words and expressions. 3.

improve their ability of distinguishing the meaning of some similar phrases, such as on behalf of, in spite of, regardless of, etc. C. Emotional aims（情感目标）: 1.

learn the knowledge of this unit and stimulate students’

interest in English learning. 2.

help them cooperate with each other and understand integration and informational cooperation. 3.

understand western culture by learning their grammar.

Ⅳ. Teaching methodology (教学方法) Task-based Language Teaching Adopt the TBLT method(任务型教学法) offering students an opportunity to complete the tasks in which students use language to achieve a specific outcome.

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Ⅴ. Teaching aids(教学辅助)：

Use blackboard and computer to show the PowerPoint. Ⅵ. Learning strategy(学习策略)：

A. Cooperative learning (合作学习)：

In the teaching process, let the students work in groups, especially in activity and discussion parts. Students will learn to cooperate with others. B. Autonomous learning (自主学习) Ⅶ. Teaching procedures(教学过程)：

A. Learning about language (discovering useful words and expressions): 1. Complete the passage and learning: I will divide the whole class into some groups. But at first, Every student is needed to finish the blanks. If his or her answer is right, then his or her group will score one point.

alternative sharpen

identify

regardless of

aware

excavation

assume

ample

primitive

due

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Davidson Black was a Canadian doctor who organized the excavation

that led to the discovery of the bones in the Zhoukoudian caves near Beijing. He was a specialist in the study of bones and it was his ambition to find and identify

bones of early humans. His university was aware of the significance of his work.

At first they gave him ample

time to do this research, but later they realized he was prepared to pursue it regardless of

his students’ needs and his teaching career, so they forbade him to travel there anymore. It was his assistant, Pei Wenzhong, who made the discovery of these primitive

bones and sharpened

stone tools.

Somehow he cycled thirty miles to Dr Black because there was no alternative

means of transport. Dr Black assumed

this discovery would change the way academics thought about early people in China. He knew that his success was almost entirely due

to his assistant’s systematic hard work.

a. identify vt. 确认，识别，鉴别 （1）identify …as …确认，证明某人/某物系某人/某物 She identified the man as her attacker. （2）identify …with…认为某事物与另一事物等同 One can’t ~ happiness with wealth. b. alternative adj. 供选择的，其他的 The way was so blocked that we had to go by alternative road.

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这条路阻塞，我们只能走其他路。

c. interrupt vt. 1) 打断，中断，阻碍 The war interrupted the trade between the 2 countries. 战争打断了两国间的贸易。 (2) interrupt sb. with sth 用某事打扰某人

He interrupted his teacher with a question. 他用一个问题打断了他的老师。 d. assume vt. 假定，设想；担任，承担 (1)assume后多跟 1) 名词，

2)宾语+ to be + n. / adj., 3) that 从句 The scientist assumed that there no animals on the moon. 科学家设想月球上没有动物． I assumed the responsibility. 我来承担责任。 He assumed a great man. 他假装是伟人． (2) assuming放在句首，表一种猜测。 Assuming it rains tomorrow, what shall we do?

(This way can impel the students to be active in class and develop their team consciousness.)

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2. Complete the sentences



Nobody has the right to spit in the street regardless of their social position or age. 

On spite of

the song’s popularity, the band deleted it from their new album as they failed to find one who could sing it well enough.



Sophie got a bad scratch from her cat because of

her carelessness while playing with it. 

Sam made a tentative guess that six months of his flying course lay ahead of him.



The vice president gave a welcome speech on behalf of the Academy of Arts at the exhibition.



The guest waited patiently at the receptionist’s desk

instead of interrupting the meeting. on behalf of in spite of regardless of ahead of

because of instead of

(This can train their summary ability and cooperation.) 代表

不管不顾

不管不顾

在…前面

因为

由于

代替

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B. Learning about language (discovering useful structures): 1. Lead in: (scan and summarize) a.

Scan the passage and point out the sentences that contain the structure such as “We have been excavating here for many years…”

Sample sentences: 1)

We have been finding the bones of tigers and bears in the caves and we think these were their most dangerous enemies. 2)

We have been excavating layers of ash almost six meters thick, which suggest that these were their most dangerous enemies. 3)

As the botanical analyses have been specifically showing us, all the fields around here used to be part of a large shallow lake. b.

Discover the similarity Have/has been + doing

(This part is to train the students’ scanning and inductive ability.)

2. Explanation

a.

Review

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一般

一般现在时

一般过去时

一般将来时

一般过去将来时

进行

现在进行时

过去进行时

将来进行时

过去将来进行时

完成

现在完成时

过去完成时

将来完成时

过去将来完成时

完成进行

现在完成进行时

过去完成进行时

将来完成进行时

过去将来完成

进行时

b.

Definition and structure:

现在完成时表示动作从某一时间开始，一直持续到现在，或者刚刚终止，或者可能仍然要继续下去。

Structure: 主语+have/has+been+doing

c.

Usage

1)

表示一个动作从过去开始但仍在进行，还未结束。

通常与“for、since＋一段时间”连用

Eg:

I have been waiting for a letter from my parents. It has been raining for three hours. We have been studying here since last year. 2)

表示在一段持续的时间内动作的多次重复，而这个重复的动作在

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说话时并不一定在进行。

Eg: He has been playing football for eight years. I have been getting early since this year. 3)

感情色彩: 现在完成进行时比较生动,有时含有明显的感情色彩

Eg: Who has been eating my apples? 谁一直在吃我的苹果?

(有感情色彩,表示不满) Who has eaten my apples? 谁吃了我的苹果?

(只是希望得到一个回答) (This part is to help students understand the usage of the tense)

3.

Differences between the present perfect continuous tense and the present perfect tense(现在完成时与现在完成进行时的区别) Divide students into groups and discuss Write down the differences between the the present perfect continuous tense and the present perfect tense

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Present perfect tense

（完成时）

Action happened in the past

√

（发生在过去）

Action is completed

√

（已完成）

Action is still happening（仍持续）

Action connected to the present

（与现在有关）

Verb

（动词）

Repeated actions √

（重复动作）

a.

相同点：

行为动词&静态√

√

Present perfect

continuous tense

（完成进行时）

√

√

静态动词

√

行为动词

动词



谓语动词都是延续性的，如live，learn，study，wait, work, rain等。

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

都与“一段时间”连用。

如for，

since等。

Eg：

I have worked in this school since 2017. ＝I have been working here since 2017.

Mr. Smith has lived here for 20 years. =Mr. Smith has been living here for 20 years. b.

不同点：



现在完成进行时带有一定的感情色彩。



现在完成时——结果，现在完成进行时——过程。

现在完成时(have done)表示的是已经完成的动作或者状态，常常与already“已经”或ever “曾经”连用，如

We have already learnt Unit 2. She is the most beautiful girl I have ever seen.

而现在完成进行时则表示的是从过去某一时刻开始一直延续到现在，并且还要进行下去的动作，具有正在持续的特点。如

Eg：

I have read the novel.

（已读完）

I have been reading the novel.

（一直在看，未完）

Who has eaten my dinner?

（全吃光了）

Who has been eating my dinner? （还剩下一些）

(This part can train the students’ ability of summary and

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cooperation.)

4.

Exercises

a. Correct the following sentences. It's a long time since you come to see me. (came) Alice didn't see much of Henry lately.(hasn’t seen) I'm glad to tell you that you passed the exam. (have passed)

All these years they are contributing articles to our magazine.

(have been contributing)

I have been drinking five cups of coffee this afternoon.

(have drunk)

What have you been doing before you left Oxford? (had) It's a good job. Have you done it all by yourself?

(Did you go)

A. Complete the following sentences with the right form of the verbs given 

You know, I have been looking

(look) for a job for three months, and this is my first formal interview. 

The little boy is dirty all over because he has been playing/has played (play) in the mud all the morning. 

Here he is! We have been waiting

(wait) anxiously for him

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since last night. 

(15陕西)Marty have been working

(work)really hard on his book and he thinks he'll have finished it by Friday. 

(10重庆)—Why do you want to work for our company? —This is the job that I have been looking（look）for. 

(10湖南)I’m tired out. I

have been shopping

(shop) all afternoon and I don’t seem to have finished anything.



(15福建)—Where is Peter? I can’t find him anywhere.

—He went to the library after breakfast and has been writing (write) his essay there ever since. 

(14湖南)Since the time humankind started gardening, we have been trying(try)to make our environment more beautiful.

(After practicing, the students have further grasp the usage of the tense.) C. Summary:

After this class, we’ll sum up what we have learned. We not only master the useful words and expressions by the means of using the correct form but also make a summary about the present perfect continuous tense. It’s a very interesting way and it adopts a short passage to make students

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not only master the usage but also have a deep understanding of the main topic in this unit better.

(This part can review what they had learned in this class and strengthen their knowledge.) D. Homework: 1. Review the usage of present perfect continuous tense. 2. Finish the exercise 2 and 3 on page 41 Ⅷ. Blackboard design(板书设计)：

Unit 5

Learning about language Part 1

Part 2 Useful expressions

the present perfect continuous A.. vocabulary

1. definition 1. identify…with…/as…

2. Structure: 2.

interrupt sb with sth

have/has + been doing 3.

assume+ 名词/that

3. Usage

+宾语

to be + n./adj

B. expressions

4. have been doing-过程

1. on behalf of

have done-结果

2. in spite of=regardless of

3. instead of

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Ⅸ. Classroom assessment scale: 第 组

小组课堂合作学习评价表

优

所有的学生都组员的参与状况

积极参与小组活动，为小组活动献计献策

任务被平均分合作策略的技能

配给组内诸成员，不同的见解能妥善处理

小组成员显示出了极好的倾交互的

质量

听能力和领导能力，成员通过讨论的方式共享他人的观点和想法 服从领导，勤于小组活动的秩序

思考，不随便打断别人发言，说话声音轻

优势互补，积极探究，出色完成任务

每个成员都有小组成员的角色扮演 自己明确的角色，有效的行使自己的角色 小组成员显示出了娴熟的交互能力，能够围绕中心任务进行生动的讨论 良

3/4的学生积极参与小组活动，为小组活动献计献策

中

一半的学生参与小组活动，为小组活动献计献策

任务仅被小组中的1/2成员分担，不同的见解基本能处理

小组成员显示出一定的交互能力，能认真的倾听他人的观点，显示出一定的讨论和选择能力

组长 发言人 记录员 操作员 差

仅有1、2个人参与小组活动，活动时有时无

小组自评

任务被小组的大部分成员分担，不同的见解能处理

任务仅由组中一人承担，不同见解吵闹不休

小组成员间很少进行交互，仅进行简短的会谈，部分学生对交互不感兴趣

勤于思考，偶尔打断别人发言，说话声音较轻

勤于思考，经常打断别人发言，说话声音重

不服从组长领导，大声喧哗，乱哄哄处于无序状态

组员学习效果

优势互补，虚心学习，基本完成任务

每个成员都被分配特定的角色，但角色不明确或没有坚持行使自己的角色

敢于发言、质疑，发言声音宏亮，思路清晰，基本能突出重点

优势互补，虚心学习，完成任务1/2

两极分化，未完成任务

小组成员被分配了一定的角色，但是没有坚持行使自己的角色

小组成员并没有进行角色分配或1人统揽所有任务

敢于发言、质活动结果的汇报水平

疑，发言声音宏亮，思路清晰、简练，突出重点

能主动发言，发言声音一般，思路清晰

没有疑问，发言声音一般，语无伦次，不能突出重点

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Ⅹ. Teaching flow chart

The begin Play

The teacher read the words for the

Music

students before the new lesson The students complete the passage by the form of words The teacher teach them the usage of new words and expressions

、

Play

showing

answers. PPT The students find one more example from the reading passage. Play the

showing them in the computer ppt The students discover the structure of this tense The teacher teaches the usage of the tense - 20 -

Symbols:

The students doing the exercise The teacher assesses the answers

summary homework The end

The teaching contents and the teacher’s activities

The students’ activities

The use of the multimedia

The teacher’s assessments

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