Learning about Language名师教学设计1

课题:

Unit 5 Meeting your ancestors (Senior English for China Student’s Book 8)

I. Teaching Contents

教学内容

II. Design of Teaching Objectives

教学目标设计（三维目标）

1.Knowledge objectives 知识目标

Make the students master the following words, phrases and sentence pattern.(让学生掌握下列单词、短语和句型。) (1)Important words(重点单词)：

Pulse, applaud, accelerate, arrest, dizzy, gay (2) Important phrases(重点词组)：

look ahead, date back (3)Important sentence pattern(重点句型) If only ………….

2.Ability objective能力目标

Improve the students’ reading ability through reading activities.(通过系列阅读活动提高学生的阅读理解能力。) 3.Affective objectives 情感价值目标

After learning the passage, the students are expected to know about some primitive people’ life and train the students’ qualities of archaeology. （通过本节课的学习，让学生了解原始人的生活，培养学生的考古兴趣。）

III. Teaching Important Points (教学重点)

1. Learn the words and phrases listed above. (学习上列单词和短语。) 2. Enable the students to improve their reading comprehension. (提高学生的阅读理解能力。) IV. Teaching Difficult Points (教学难点)

1. Understand the following sentence correctly. (正确理解下面句子。) If only she had looked ahead and planned better this year! 2. How to help the students understand the passage better. (怎样帮助学生更好地理解这篇课文？) V. Teaching Methods (教学方法)

1. Task-based method to make students interested in what they will learn.(任务型教学法) 2. Fast reading to get the general idea of the passage. (略读法) 3. Careful reading to get some detailed information. (细读法) VI. Teaching Aids:

教学辅助手段)

1. A blackboard (黑板) 2. A projector and a computer for multimedia (投影仪、多媒体) VII. Teaching procedures (教学程序)

Step I Lead in (3 minutes)(引入，3分钟)

教师活动：呈现四幅原始人生活的图片让学生观察。

学生活动：Describe what you see in the picture. (描述你在图片中所看到的。) 设计目的：激发学生的学习兴趣，让学生主动参与。帮老师引入主题。

Step II. While-reading(14minutes)(阅读，14分钟)

1. Fast reading(4minutes)(快速阅读，4分钟) Ask the students to read the passage quickly and the two questions. (On the screen). 教师活动：教师用投影仪展示出下面问题：

1.

Which jobs did Lala do?

2．Which jobs did Dahu do ?

学生活动：学生快速浏览课文，了解课文大意。

设计意图：训练学生快速阅读，迅速查找主要问题的能力。

2. Careful reading (10minutes)(细读，10分钟) (1)教师活动：要求学生认真阅读课文，寻找相关信息：

1.What happened on the feast of last year?

2.What did lala’

mother and aunts do?

3.What is the description of Dahu?

4. How did Dahu make tools.

学生活动：认真阅读课文完成任务，然后向全班汇报。

设计意图：训练学生查读细节、捕捉信息的能力。（detailed information）

(2)教师活动：用多媒体演示整片阅读的总结

学生活动：填写空格

Not having __________ and planned better, Lala felt very worried about the preparations for her feast. So she turned for home quickly with her ______ of nuts and fruits. When she was near home, a delicious smell _____her progress and she became dizzy with hunger. She Saw her mother and aunts _______ the deer and pig Meat over the fire. Just then Dahu, her ______, as well as the best _______, came back with several ______.Later he began his task: he ________ his scrapers until they were sharp enough to _______ the meat and to scrape the fish. Soon, the first of the guests began to arrive. Lala hoped it was going to be just as _______as last year. 设计意图：训练学生如何总结阅读。

Step IV Post-reading（6minutes）(读后，6分钟)

教师活动：教师展示一些具有归纳总结性的问题：

Men’

tasks

Women’

tasks

学生活动：学生思考并讨论上述问题，然后向全班同学汇报。

设计意图：①帮助学生进行课堂反思，自己学到了些什么知识；

②学生收集课文中没有解决的问题，以便课后进一步讨论。

Step V Role play

教师活动：教师提供一个场景和信息让学生做一次采访

let’s do an interview

Suppose one of the students in the group acts as a primitive people

and the rest of the students act as modern people. Through a time tunnel, the modern people come to primitive society. They want to know something about primitive people’

life.

学生活动：根据提供信息，分角色完成采访原始人的活动

设计意图：培养学生将所学的知识应用于实践

Step VI Homework (作业布置)

1. Write down what you discussed in the group. 2. Log on the web site to know more about primitive people. VII、The Design of the Writing on the Blackboard（板书设计）