Using LanguageⅠ公开课教学设计模版

教学设计

普通高中课程标准实验教科书

人教版

英语选修8

Unit 5 Meeting your ancestors

Using Language

作者：程晶

职称:中教一级

单位全称：北方民族大学附属中学

邮编：750021

Unit 5 Meeting your ancestors

Using Language

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone arrowhead, axe, division, affection, affectionate, patient, skilful, exhausting b. 重点句型

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 five. 2. Ability goals 能力目标

Students can describe the life of early people. 3. Learning ability goals 学能目标

Students learn how to describe early people’s life.

Teaching important & difficult points 教学重难点

Students know more about the early people’s life and describe it.

Teaching methods 教学方法

Task-based teaching method, Listening , reading, cooperative learning. Teaching aids 教具准备

A recorder, a projector and a computer. Teaching procedures & ways 教学过程与方式

Step Ⅰ Lead-in

Lead-in by talking about the ancient civilizations.

T: Good morning, boys and girls! You must have learned history in the past years, haven’t you?

S: Yes. T: Have you ever heard “Four Great Ancient Civilizations”?

S: Yes, they are Ancient China, Ancient Greece, Ancient Egypt and Ancient India.

T: What do you know about them? Step Ⅱ Listening

Give the students one minute to scan the questions first.

1.

Listen to Part 1 of the tape and fill in the layers in the “wastepaper basket”

diagram below.

2.

Listen to Part 2 and complete the passage. 3.

Look at this archaeological drawing of a section showing buildings at different times and work out the order in which they were built.

Check the answers with the class.

4. Invite students to say what they have learnt from the tape. Sample answers: I think the chronological order is B-C-A. I reached the conclusion by looking at the layers on the ground. From the picture, we can see B has no layers, which suggests it is built primitively; C has thin layers of ash, which suggests the building is built a bit later than B. A has the thickest layers, which suggests that the ground has been developing for many years and building A is built later than C. So my chronological order is B-C-A. Step Ⅲ Reading 1.

Lead-in: Can you guess what would be eaten on the feast in 18,000 BC? 2.

Skimming: Students read the passage quickly to find out the answer to the question. What kind of food did Lala’s family prepare for the feast? 3.

Scanning: Read the passage again to decide whether the statements are true or false. 1. Lala’ s 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 enemy. 4. Careful reading:

Students read the passage carefully to find the answers to the following questions. 1. Which jobs did Dahu do? 2. Which jobs did Lala do? 3. Who works cooperatively and who does tasks alone? 4. Who does the most dangerous tasks? 5. Where does the danger come from? Step Ⅳ Post-reading T: From the reading passage, we can see that long ago men and women had quite separate responsibilities. In groups discuss what the possible work division was between men and women at that time. After a few minutes, check the answers.

Sample answers:

Men’s tasks: making tools, fishing, making fire, protecting the family from wild animals, cutting up meat. Women’s tasks: collecting nuts and fruit, making and sewing clothes, looking after baby, preparing food, doing housework. Step Ⅴ Group work Some people say: “It is women that should stay at home and take care of the family.”

Do you agree or not? Please give your reasons. The expressions may help you.

In my opinion,…

I (don’t) agree because…

I support …

because …

No, I can’t agree with …because…

No, that’s not reasonable because…

Step VI Homework Remember the new words and expressions. Preview the next lesson.