Using LanguageⅠ教学实录

The Feast:18000BC

本篇文章以远古时代的人类生活为背景，介绍了远古时代一个女孩家族的一次盛宴。在那个时代人类生活在远古的山洞里，还没有农业耕种，考打猎为生。过着群居生活。那时候人们不会制作粗布衣服，使用的工具都是用手工磨制成的石器工具。使用的是钻木取火等。文章开头写拉拉带着水果回家，然后穿过树林闻到烤肉的香味，最后回到家和家人准备盛宴并邀请邻居一起聚餐。

教学目标： 一. 知识目标： 1.掌握本节课中的重点生词melon,wrinkle,pulse,applaud,lookahead,accelerate,spear,arrest,dizzy,hammer,gaily 2.To master the main idea of each paragraph. 3.Master some useful expressions. 二．能力目标： 1. To improve the students’ reading ability. 2.How to find out the main idea of each paragraph. 3.To guess the meanings of some new words. 三．情感目标

1.让学生了解古人生活的艰辛，珍惜现有生活。

2.培养自力更生，吃苦耐劳，勤俭节约的优秀品质。

学习策略(Learning Strategy) 通过读前、读时和读后活动的参与,学生将独立解决一些问题,强化自主探究学习策略。同时通过同桌、小组讨论,进一步强化合作学习策略。通过师生交流和生生交流,学生将充分感受到交际学习策略在学习过程中的作用。

学情分析

本节授课对象为本校高三的学生,从学生的认知程度来看,已具备相当的词汇量,并且具备了一定的阅读能力,所以对于文本的字面理解和浅层内容应该不会有很大的困难。本课设计重在引导学生思维与老师一起去感知和体会文本内在的精髓。

重点难点

1.通过略读、细读、查读等方式培养学生全方位的阅读技巧。

2.帮助学生理解、分析、感悟文本信息并解读它们的寓意。

3.引导学生对文章明暗主线的把握和主题的探讨。

4.引导学生对文章优美语言的赏读。

教学过程

一．Lead-in Ask the students to look at some pictures on the board,the teacher asks them some questions about the pictures. 【设计说明】用相关图片引出本文主题,激活学生已有的背景知识,让学生联系自身实际有话可说,引起学生兴趣,奠定轻松活泼的课堂基调,也为快速阅读埋下了伏笔。

二 .Reading. Read the text quickly,then answer the following questions. 1 What is the text mainly about? 2 Why did Lala accelerated her walk up the path to the caves? 3 What did Lala give to Dahu? Then read the text carefully,finish the following exercises.

Choose the best answer. 1. This text is mainly an imaginative story about a family feast of ____ A.a girl B.a man C.a girl of the earliest people D.a modern girl 2.From the first paragraph,we can learn that the family groups lived on__ A.fish B.crops C.hunting D.farming 3.The guests came to______ A.dance B.talk about an important thing C.enjoy a feast D.see Lala 4.Dahu went out to sharpen the scrapers to________ A.kill an enermy B.use them as weapons C.scrape the fish D.cut stones 5. From the text we can infer that family groups_______ A.lived together B.lived far away C.lived in the same cave D.lived separately True or false 1. The family groups usually lived together. 2.Dahu was good at making tools. 3.The family groups lived on hunting. 4.Dahu went out to sharpen the scrapers to kill an enermy. 【设计说明】通过各种训练形式培养学生寻找细节信息的能力以及根据浅层信息进行推理分析、归纳总结的能力,通过文本片段解读引导学生深入挖掘故事背后隐含的深层次内涵。

三.Post-reading Read the second paragraph of the text fluently.Then fill in the blanks. Read and fill in the blanks. Having heard wolves _______ in the forest,Lala ____________her walk up the path to the caves fearing that there might be _______ _______lying in wait for her.She had no man with his ______ to protect her.She had

almost reached her _______________when a__________smell ________her progress and she stopped.So the men had ___________home the meat for the ________!The smell of cooking meat filled the air __________her,and her senses became ________with _______.She could see her mother and the older children preparing the deer the deer and pig meat over the fire.Her aunts were making clothes with animal ______._________she sat down________to be scooped up by her laughing,shouting sister,Luna.Lala smiled with_________ .It was good to have her family ________her. 【设计说明】在分析处理完文本之后,设计该讨论任务作为输出部分,既紧密结合了本文主题,基于文本,又让学生结合主题联系生活实际,跳出了文本,提升了主题,加深学生对文本的理解,培养学生的创造性、拓展性和评判性思维,更能让学生学以致用,有效输出,有利于德育渗透。同时学生能通过小组讨论学会合作探究和思考,通过结合文章主角事迹和自身实际,反思自己的情感体验和行为,也培养了口语表达能力。

四.Homework 1.Read the text fluently. 2.Retell the text. 【设计说明】文本内容巩固和文本外延伸阅读

板书设计

melon n. 西瓜，瓜 wrinkle n. 皱纹

pulse vi.强烈而有规律的跳动，搏动 n.脉搏，节拍

applaud v.鼓掌欢迎，赞赏 look ahead 向前看，为将来打算 howl v.叫喊，吼叫 accelerate v.加速，促进 spear n.矛，枪

arrest v.逮捕，吸引 dizzy adj.眩晕的，昏乱的

hammer n.铁锤，锤子 gaily adv.快乐地，轻松地