Using LanguageⅡ教学设计

二、Teaching plan.

I. Teaching aims and demands.

Based on students’ current level in reading and characteristics of the text, the teaching aims are as follows: 1. Language ability:

By the end of the class, the majority of the students will be able to

a. Acquire the new words and phrases in the context: applaud, if only, look ahead, accelerate, with relief, arrest, dizzy. b. Understand some important sentence structures.

c. Grasp the main and detailed idea of the text by asking and answering questions which are developed by themselves. d. Express their own ideas about primitive people and their lives.

2. Learning strategy:

Under the direction of the teacher, 85％

students are able to a. Practice the roles of “Reading Circles” Strategy.

b. Improve the resources strategies through surfing the internet for target information.

c. Develop communicative strategies through group discussion. d. Make a summary using key words or a mind map.

3. Trait of thinking:

Through group discussion, 80％

students can develop their trait of thinking such as observing, analyzing, comparing, inferring, summarizing, criticizing, constructing, innovating, etc.

4. Culture awareness:

Most students can a. Be aware of the characteristics of primitive people and their lives. b. Realize that work division has already existed in early society. c. Tell the differences and similarities of tasks between men and women. II. Teaching Focus 1.Enable the students to know about the early people’s life and describe it. 2.Practice the roles of “ Reading circles” Strategy.

III. Teaching Difficulties

Cultivate the students to come up with innovative and meaningful questions that are related to the text to develop their thinking and reading ability. IV. Teaching and learning methods 1. Heuristic teaching

2. discovery learning

3. cooperative learning V. Teaching aids 1. The blackboard

2. the computer multimedia projector

3. Shiva’s teaching assistant

4. microphone

VI. Teaching procedures 设计说明：本节课中的各项任务需要学生在课前做充足的准备且课堂主要由学生主导，以培养学生的核心素养能力。小组成员间既各司其职，又合作学习。

Task 1 Lead in

1. A brief introduction of “ Reading Circles”.

2. Welcome the Culture Collector to share pictures or videos that are prepared before class.

设计意图：该任务旨在检查学生的预习情况，让学生养成预习习惯，把握本节课的主题和内容，并锻炼学生在课前上网查询相关资料及制作PPT等信息技术应用能力。

Task 2 Ask and answer.

Read the text by yourselves and have a group discussion to prepare questions related to the text as many as possible.The Discussion Leader should: guide the discussion call on each member to join the discussion prepare questions for others to answer.

设计意图：该环节不再是教师将相关问题准备好，让学生回答，而是学生通过阅读及讨论，就文章内容，提出问题，解决问题。学生们提出的问题中亦包含有开放式的问题类型，体现了学生们创新式的思维品质。同时，通过一问一答的提问模式，能够发展学生听及说的语言技能。

Task 3 Link with life

Look for connections between the text and our real life. ( Connector)

For example: Primitive people use stones to strike while we use hammers.

设计意图：综合文章及生活实际，将语篇内容与自身经历联系起来，并通过对比，从中感受社会的进步和变化。

Task 4 Summarize

Make a summary using key words or a mind map,etc. （Summarizer）

设计意图：学生可以利用关键词或者思维导图进行总结概括，有助于培养学生的逻辑思维能力、提取主要信息的能力和概括能力等综合素养。

Task 5 Add an ending

“Lala smiled to herself gaily and went out of the cave to welcome her friends and neighbors.”

Imagine what might happen next. Try to make a list of key words in the class and show it to the whole class. 设计意图：培养学生想象力及故事续写能力。若课堂时间不足，可留作家庭作业。

Homework: 1. Go on finishing adding an ending to the text.

2. Finish Extensive Reading on which is related to the lifestyle of primitive people. Blackboard design:

Unit 5 Meeting your ancestors

The feast: 18,000BC worried excited and proud scared dizzy tired and relieved happy and hopeful

1. If only/ only if 2. Arrest 3. With relief/to one’s relief

4. only to 5. lie in wait for 6. be dizzy with 7. look ahead