Using LanguageⅠ教学设计案例

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Teaching design for book 8 unit 5 using language

Chen Di from Yueqi High School

I.

An analysis of the teaching content:

本单元是一些关于考古学、人类学和人类史的基础知识。学生需要了解早期人类的生活方式，增长考古学知识，体验人类文明发展的进程，从而激发对考古学的兴趣和研究古代史的欲望。而这篇课文则是描述了早期人类生活的一个侧面，包括人与人的关系、男女不同分工和责任的、家族之间的聚会等。

II.

Teaching Aims: 1. Students will be able to describe how early people shared different tasks and made preparations for the feast for reunion. 2. Students will be able to analyze the organization of a narration and the how the passage is developed. 3. Students will be able to acquire some skills in finding the key points in summary writing and apply the strategies into writing the summary of a narration. 4. important words and expressions look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone arrowhead, axe, division, affection, affectionate, patient, skilful, exhausting 5. important sentences If only she had looked ahead and planned better! She could see her mother and aunts preparing the meat of deer and

pig over the fire.

III.

Teaching important points and difficult points:

1. How to enable the students to know more about the early people’s life，relationship and describe their different tasks and preparations for a feast. 2. How to improve the students’ ability of finding the key points and organize them.

V.

Teaching method:

Task-based teaching method; Communicative Teaching & Learning; Cognitive learning; Cooperative learning;

VI.

Detailed teaching procedure：

Step 1 Lead in 1.

Before class, show students a video clip to let them have a glimpse of what ancient people’s life is about.

2.

Show students a picture and ask them the following question. What does feast mean to you? It’s time to__________________.

for __________________. 3.

Let students imagine what the feast for people from 18,000 BC was like.

Show students 2 pictures and let them describe them and ask them to give the

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pictures good names. Ask them their impression about the man (appearance)? 【设计意图】课前借助电影《疯狂原始人》的片段，

使学生对原始人生存的方法有所了解。课堂话题从现代社会盛宴的图片开始，讲到其意义，引导学生想象古代人准备盛宴的方式。描述课文的2张插图，给2张插取名字，提问学生对第二张图片中男人外形的印象，告诉学生情人眼里出西施的道理，为课文中描述的拉拉与丈夫深厚、美好的感情埋下伏笔。

Step II Skimming

Task 1: What’s the order of the passage?

Task 2: Match the main ideas

Para. 1

Lala met her family members and made preparations

for the feast together.(e) Para. 2

Lala was worried about the preparations for the feast

and hoped it would be as good as last year.(f) Para. 3

Dahu sharpened a tool( a scraper)(st) Para. 4

The appearance of Dahu(a) 【设计意图】通过浏览文章，掌握本文写作的顺序，即时间顺序。而这种方法也是记叙文常用的写作顺序。为减低难度，文章段落大意用配对的方法。而每个段落中大意的关键词的首字母刚好组成了FEAST这个单词中的5个字母，恰好也是文章的中心，有利于学生记忆。

Step III Scanning Task 1: Who enjoyed the feast?

追问：their relationship? Who is Dahu? Dahu, who chose Lala as the_________________________(?), was good at __________ , and he sharpened a

________.(why?) 继续追问：What is the future mother of his children? Why did Dahu sharpen a scraper? Task 2: What’s the custom of family groups 18,000 BC? People made it a rule to _______ and then ______

again at different sites for reunions as they followed _____________ across the grassland. 追问：Do they usually they live separately or together? What do they live on? 【设计意图】通过查阅、追问文章细节性的信息，了解参加盛宴的人物和他们之间的关系，以及古人为了参加盛宴而形成的习俗。

Step IV

Detailed reading Feast time Para 1. Worried about the Para. 2 Meeting family feast and hoped…

members and prepared…

What did he/she do?

Lala…Mother & elder collect_____________

children…aunts … sister…

__________

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Her feelings?

How do you know? (body language,

facial expression) Why ? Your deeper

understanding? A ________appeared …

If only …last year!

If only …this year!

____________ her walk _________________________ Sit down, Smile

_________________________

Feast time Para. 3

The appearance of Dahu What did he/she do?

Carry

________________

Para. 4

Sharpen a tool(a scraper) _________a scraper Look, choose, use, sop look try, stop, feel, pass

__________ Yes, it’s going to be just as wonderful as last year!

Her feelings? How do you know? (body language,

facial expression) Why ? Your deeper

understanding?

Lala: Smiled…handed

Dahu: Smiled…went out of..

【设计意图】通过细读课文，补充表格信息，让学生了解古人为了盛宴、聚会所作的不同分工，以及在此过程中主要人物拉拉的情绪变化。引导学生从人物面部表情，肢体语言中分析人物的情感和情绪。并追问学生从这些信息中推断出更深层次的信息，即：团聚对古人的重要性，时而分工、时而合作的生活方式，拉拉和大胡，以及家人之间和谐相处的生活场景等。因学生对信息的理解不同，最后一行内容需要借助教学助手，书写在屏幕上。

Step V post reading 1.

What tasks are mentioned in the text?

2.

Which adjectives best describe each task?

3.

How would they celebrate the feast? 【设计意图】读后，通过再次列举古人为准备盛宴而作的男女之间的不同分工，用不同的形容词来描述这些工作，以及准备完毕，古人要如何庆祝团聚。

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Step VI Summary

Task 1 The style of the passage A. Narration

B. argumentation

C. exposition

Task 2 How to write it? 6 elements: 5W1H (who, when, where, what, how, why)

Sample _____________(when), ______(who) and ___________(who_) ______________(what) for the feast after separation as usual. __________(feeling), Lala ___________________________(what task), and

accelerated her walk home _____________________(why). Later, ______________(feeling)she found ______________________________(who) were _________________(what task) hunted by Dahu, her proud . ____________(who) were _____________(what task). While ___________(who), a skilled toolmaker, ___________(what task) a scraper after hunting and fishing. They shared tasks and co-operated well and would enjoy the feast in the cave.(79字) 【设计意图】分析文章的文体（记叙文），和该文体的写作方法（记叙文六要素：时间，地点，人物，事情的起因，经过，结果），通过小组合作和讨论的形式写一篇summary。其中，提示词已给出。（时间来得及的情况下，可以使用教学助手，把学生讨论情况进行投影，当堂批改。）

Step VII Homework

Write a summary writing

by yourself. 【设计意图】针对课堂对文本内容的分析和记叙文概括写要注意的要点，自己写一篇。

BB Design

Summary of a narration 5W1H

What: the feast When: 18,000 BC Who: Lala, Dahu, her mother, her children, her aunts, her sister Where: in the cave How: different people have different tasks Why: for reunion

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