Using LanguageⅠppt课件教学实录

Module 8 Unit 5 The Feast: 18,000 BC Teaching objectives: 1.

Knowledge objectives: 1)

Students will be able to master new words and expressions through various contexts and vivid pictures. 2)

Students will be able to get the structure and details of the passage through a series of questions. 2.

Ability objectives: 1)

Students will be able to develop reading skills by skimming, scanning and careful reading. 2)

Students will be able to develop critical thinking by analyzing and inferring. 3)

Students will be able to improve cooperating ability through discussion. 4)

Students will be able to develop continuation writing skills after reading and writing. 3.

Moral objectives: 1)

Students will be able to know primitive life styles by reading the passage. 2)

Students will be able to understand the eternal theme of life: love. Teaching key points: To develop students’ reading ability by asking students relevant questions and enrich their language knowledge. Teaching difficult points: To develop students’ critical thinking and writing ability. Teaching aids: 1.

Blackboard 2.

PowerPoint 3.

Mind map 4.

Teaching Assistant (timer, photography, random selection etc.) Teaching procedures: Step 1: Lead-in Invite students to appreciate a video clip and ask: How do we prepare a feast today? 【设计意图】让学生观看宴会视频一方面吸引学生快速进入课堂，提高兴趣；另一方面自然导入到课文主题：feast。通过回答问题，激发学生背景知识图式，促使其对所学单词、词组更好的理解与记忆。

【技术运用】视频剪辑与合并；思维导图呈现问题答案。

Step 2: Skimming After summarizing activities of today’s feast, ask students: ① How about the feast in 18000 BC? ② What are the main characters of the passage? Step 3: Scanning Ask students to scan the passage for 2 minutes and complete the main idea of each part. Part 1 (Para. 1): Lala wished________________________________

Part 2 (Para.2 ): Lala saw ___________________________________ Part 3(Para. 3-4): Dahu _____________________________________ Show pictures of “scraper” to help students understand the word better.

Step 4: Careful reading 1. Ask students to look at the passage carefully and answer the following questions: What did Lala and Dahu do for the feast according to the passage? 2. Inference: Can you find out the possible work division between men and women in the primitive society? Men’s tasks 1.

2.

3.

4.

5.

Fishing

Women’s tasks 1. 2. 3. 4. Preparing food 5. 3. How did Lala feel when preparing the feast? 【设计意图】本课为读写结合课例。解构文本是读后续写的第一步。从文本看，原始人Lala准备宴会是文章很明显的主线；另一方面，Lala在归途中的心理变化成为文章的一条暗线。同时，从Lala的所见所闻所想中，读者可以推测出原始社会男女分工及生活风貌，为探索文章主题做铺垫。

【技术运用】教学助手：移动讲台中的“计时器”，“随机挑人”等。

Step 5: Discussion Why did her feeling change? 【设计意图】“思维品质”、“文化品格”是英语学科核心素养的重要组成部分。识记、理解、应用是低阶段的思维品质，分析、综合、评价才是高品质的思维表现。通过讨论，学生既能发展合作学习意识，同时能广泛交流意见，通过分析、评价主人公情感变化，共同探寻文章主题，使文本阅读不仅仅停留在细节信息的查找上，更是深入思维本质，发展文化品格！

【技术运用】教学助手：移动讲台中的“计时器”，“分组挑人”等。

Step 6: Appreciation Can you find out the beauty of the following expressions? 1. If only it could be just like last year! If only she had looked ahead and planned…

2. She remembered the blood pulsing through her veins 3. She had almost reached her destination when a delicious smell arrested her progress.. 4. The smell of cooking meat filled the air surrounding her and her senses became dizzy with hunger. 5. Abruptly she sat down, only to be scooped up by her laughing, shouting sister, Luna. 【设计意图】“语言能力”、“学习能力”也是英语学科核心素养的其余重要组成部分。通过句子赏析，让学生上台划出优美表达，一方面，促进学生对语言的审美、品鉴能力，另一方面，让学生把握丰富句式，为读后续写做准备！

【技术运用】互动课堂中的“画笔”，“颜色”。

Step 7: Writing 1. Continuation writing: How would the feast be?

Para. 1: “Glad to see you again. Come in, please.” Lala greeted happily. _______ _________________________________________________________________ ________________________________________________________________ Para. 2: Though it was getting darker and darker outside, no one was willing to leave. ____________________________________________________________ _________________________________________________________________ 2. Assessment standards scores 1. The passage has logical and interesting plots. (6 at

most) 2. The passage covers at least 5 key words. (2 at most)

3. The writer is able to use various words, phrases and

sentences. (9 at most) 4. The writer is able to use proper linking words . (2 at

most) 5. There is few grammar mistakes. (4 at most)

6. Handwriting (2 at most)

【设计意图】“读后续写”是高考改革后出现的新题型，旨在考查学生的语言、逻辑、创新、思辨等能力。“读后续写”基础在“读”，关键在“写”。本步骤中的

“续写”环节在解读文本内容，赏析文本语言与分析写作手法的基础上，搭建

“续写”支架，让学生在文本输入的前提下，运用课堂习得水到渠成地输出。设置写作评分标准旨在让学生在写作时重难点把握更清晰,目标更明确；也让学生在现场点评环节理解更清楚。

【技术运用】互动课堂中的

“拍照上传”,“画笔”，“颜色”。

Step 8: Homework Polish the writing and swap your writing with your partner before handing in.