Using LanguageⅠ优质课教学设计

Unite 5 Meeting your ancestors

period 1 reading

A visit to Zhoukoudian Caves

濉溪中学

刘娟

1.整体设计思路、指导依据说明

本课时为阅读课。我依据图式理论，遵从学生的认知规律设计了读前，读中，读后三部分活动。图式（Schema）原是认知心理学的一个术语，最早由Immannel Kant(1781)提出，其大意是人们在理解新事物时，需要将新事物与已知的知识经历联系起来，对新事物的理解在一定程度上依赖与头脑中已经存在的图式。读前活动中，我设计了2个任务，一是引导学生去正确理解标题Meeting your Ancestors 从而引导学生去思考我们如何才能了解古代甚至是远古时期人们的生活。二是进行头脑风暴活动，让学生小组讨论，分享一些著名的考古遗址和出土文物的知识，信息，从而达到整合已知信息的目的，为阅读内容作铺垫。然后让学生讨论为什么这些遗址和文物如此重要，从而让学生大体了解什么是考古学，以及考古遗址的重要性，进而对学生进行情感教育，要保护遗址和文物。阅读活动中，我设计了三个任务，一是略读（Skimming）,要求学生快速阅读文章，总结文章主旨大意，在此过程中渗透记叙文的几大要素：who,when,where,what,why,how.二是

寻读(Scanning),要求学生从文章中找出特定的需要的信息。三是拓展阅读(Extensive reading),我选择了一篇与课文内容有关的说明文，作为对课本内容的扩充，同时我设计了一些题目，意在训练和提高学生的阅读能力和技巧。读后活动中，我设计了一个任务，就是让学生观看一段短片，作为对周口店洞穴遗址的信息补充，然后让学生写一个关于周口店洞穴的报道，这是训练学生从信息输入到信息输出的过程。最后我结合本课时的内容和学生的实际情况，设计了自我评价，意在帮助学生和老师了解学生的学习情况尤其是不足之处。遵循让学生自主学***知识面的原则，我让学生课后去查找更多关于人类发展史的信息，并要求他们下次课中分享信息。

2.教学背景分析

教学内容分析：

阅读部分设计了一组英国学生到周口店遗址参观的场景，通过学生与考古学家的对话，了解早期人

类的生活方式，增长考古学知识，让学生体验人类发展的进程，同时激发学生对考古学的兴趣和研究古代史的欲望。，阅读课文不是以一篇简介文章的形式出现，而是通过问答形式呈现了史前文明，体裁新颖，易激发学生的好奇和兴趣。本节内容在整个单元中起着导入和铺垫的作用，例如通过本节课的学习，学生对于Learning about Language中练习1的文章内容就容易理解，而且对于Using Language 听力内容作了铺垫，有助与学生了解比较抽象的考古日期鉴定。

学生情况分析：

经过高一高二两年的英语学习，学生已经基本掌握了大纲要求的词汇，且本文中出现的词汇不多也不难，所以我没有刻意去处理词汇问题，这应该不会影响学生的阅读和理解，而且也能锻炼学生的猜词能力。另外，学生虽然掌握了一些阅读技能，如略读和寻读技能，但总结能力和对文章的整体结构，发展脉络的把握还有待提高。学生课业较重，课外阅读这方面做的不够，所以本节课，我特意设计了书本外的阅读训练。

3.教学目标分析

新课程标准要求在培养学生的语言知识，语言技能，情感态度，学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，于是我把让学生了解考古学及了解北京人的生活方式作为本节课的知识目标，把训练和提高学生的阅读技能，描述北京人和描述遗址文物作为能力目标，把培养学生的合作意识和激发学生对于遗址文物的保护意识作为情感目标。

4.教学重点、难点分析

教学重点：如何提高阅读技能

如何帮助学生更好的理解文章内容

教学难点：如何帮助学生学会抓取关键的有效信息

如何帮助学生去完成从信息输入到信息输出的转化

5.教学过程设计

步骤1：Lead—in and Brainstorm 首先我给学生提出一个问题What does the title Meeting Your Ancestors mean? 引导学生去思考我们如何才能了解古代甚至是远古时期人们的生活。然后进行头脑风暴活动，给出问题Do you know some famous archaeological sites? Can you tell me what objects were discovered from the sites?让学生小组讨论，分享一些著名的考古遗址和出土文物的知识，信息，从而达到整合已知信息的目的，为阅读内容作铺垫。然后让学生讨论Why are the archaeological sites and the objects discovered so valuable?从而让学生大体了解什么是考古学，以及考古遗址的重要性。

设计意图：就阅读而言，图式分为3种类型：语言图式，内容图式和形式图式。内容图式是指对阅读材料主题的熟悉程度即狭义的背景知识。在这个步骤中，借助层层递进的话题引导，激或学生头脑中的内容图式，通过师生互动，将学生的思维引导到课文内容来。同时，通过讨论，表达等活动锻炼提高学生的表达能力。激发学生的兴趣。

步骤2：Skimming 我让学生迅速阅读文章总结文章主旨大意

设计意图：略读旨在培养学生的归纳和概括能力，同时也为下一步确定阅读的框架做好铺垫。

步骤3：Scanning

我根据文章内容设计了一个任务型阅读的练习。要求学生寻读文章，找出完成任务所需要的信息。

Title:

1 Visiting/Visit

the Zhoukoudian Caves Topics

2 LIfe

in

the caves

Finding

3 Fires were made in the caves to keep warm, cook food and

4 scare wild beasts. Animal skins might have been hung at the cave mouth to 5prevent

the cold during the freezing winter. Assumption: Early people lived 6 uncomfortably.

Needle

A needle, 7made of bone, was used to 8 make

clothes. Tools have been found to cut and clean animal skins. Assumption: Early people probably 9wore animal skins.

Necklace They 10minded

their appearance. Some of the beads were made of 11 animal bones, 12fish

bones and 13seashells

.

Assumption: Early people caught and ate animal and fish .

Early people 14traded with people who had seashells

设计意图

：通过对文章的寻读，培养学生搜寻重点词汇和信息的能力，有利于及时获得和巩固关键内容，帮助学生进一步理解文章的篇章结构。丰富学生的语言图式（学习者具备的语言知识即语音，词汇及语法方面的知识）

步骤4：.

Extensive Reading

我选择了一篇课外阅读材料，并根据学生的情况设计了一些题目

.....

T: We know Peking Man lived in caves, and so did Cave Man. But did they always live in caves and set up homes in caves?

S:…

T: Read another passage , find out the answer and finish the exercises below.

From the bestselling novel “Clan of the Cave Bear” to the 1981 movie “Caveman” pop-culture tends to misrepresent prehistoric people as cave dwelling brutes. But even the most speculative recreations of early

human society are based on a few essential facts. For instance, cavemen made their homes in caves, right?

Well, not exactly. According to archeological evidence, prehistoric human ancestors such as Homo habilis, Homo erectus, and Homo erg aster were nomadic .Rather than settle in one place for long periods of time, they were constantly on the move in search of food and shelter. In other words, the term“caveman” is a bit misleading, since our stone age ancestors did not set up permanent homes in caves.

Then why are prehistoric people so often referred to as cavemen? There are several reasons. First, much evidence of prehistoric civilization is found in caves because the natural shelter helps preserve artifacts.

The earliest cave dwellers date to the Paleolithic period, around 2.5 million years ago, and evidence suggests that these ancient nomads used caves as temporary shelters during their seasonal wanderings. The caves often lay on valley slopes and provided excellent views of animal migration routes.

Even Neanderthals, who lived in relatively cold regions of ancient Europe, used caves only for temporary shelter.

But permanent dwellings came about only with the invention of agriculture and animal husbandry. Before those world-changing inventions, prehistoric people were forced to follow their food away from the warmth and shelter of the cave.

1.The underlined word “nomadic” in paragraph 2 can be best explained as

?

A: wandering from place to place

B: living together in one place C: travelling around the world

D: wild

2: which of the following is not the reason for prehistoric people so often being referred to as cavemen? A: Much evidence of prehistoric civilization is found in caves

B: Ancient nomads used caves as temporary shelters during their seasonal wanderings. C: Ancient people lived in caves permanently 3: The text is mainly developed by

A: giving examples

B: offering explanations

C: presenting figures

D: making comparisons 4: Choose proper sentence to complete paragragh5 and paragraph 6

A: Ancient nomads did live in many different caves to gather food and hunt animals. B: Our more immediate ancestors did, of course, eventually move indoors. C: But there is no evidence that Stone Age peoples set up home in caves for very long. 设计意图：扩大学生的知识面，纠正一些理解误区。提高学生的理解能力，猜词能力及从整体上把握文章脉络能力。体会记叙文与说明文的不同。

步骤5：Practice Watch a short video to get more information Write a report on the Zhoukoudian caves

设计意图：学生通过对文本的阅读，梳理和思考，具备了更丰富的知识，此时我设计了写报告的活动，目的在于帮助学生完成信息输入到信息输出的转化，从而提升各方面的能力。

步骤6：Homework Surf the Internet and find more information to complete the report..

设计意图：完善学生的知识体系，培养学生自主学习的能力及分享的意识。

6.教学评价设计

评价内容：

Can you talk about archaeology and excavation?

Did you take an active part in the discussion?

Can you give a description of archaeologil caartifacts? Can you write a passage to describe an excavation site?

Would you like to protect archaeological ruins?

评价方法：注重过程评价，对学生在学习过程中的表现，所取得的成绩，以及所反映出的情感态度，

策略等方面的发展作出评价，以激发学生学习的积极性和自信心，促进学生的发展。