Using LanguageⅠ板书设计

读写结合课教学设计

绍兴鲁迅高级中学

王淑琴

授课内容：Module 8 Unit 5 using language—The Feast: 18,000 BC

一、教学材料分析

The Feast: 18,000BC是高中英语人教版2007版教材第五单元Meeting Your Ancestors的第二篇阅读文章，介绍了早期人类生活的一个侧面，包括人与人的关系、男女分工、家族聚会等。文章脉络清晰，

基本按照男女分工来安排段落内容，并且语言优美，大量的细节描绘生动形象地展示了主人公在准备家庭聚会时情感的层层变化，在阅读过程中学生了解早期人类的生活方式，欣赏语言的妙趣横生。

二、学情分析

“会晤祖先”这一话题对于学生而言相对比较陌生，由于古今生活方式的巨大变化，学生惯性思维中现代便捷的生活方式使得学生在阅读文本的过程中会无法理解早期人类原始的生活模式，因此文章的导入中应渗透相关的背景资料作为铺垫。类似的话题曾经在模块三第四单元Astronomy: the science of the stars有所涉及，可以在一定程度上帮助学生理解本单元的话题，降低阅读难度。同时，本课的语言是典型的记叙文语言，形象生动，能充分调动学生的阅读和听讲积极性，词汇难度适中，能够契合绝大部分学生的阅读能力。

三、教学设计思路

本节课为读写结合课，前半节课为阅读课，拟以男女分工对比为主线，以文本为基础，引导与鼓励学生通过略读和寻读找出文章人物关系以及早期人类男女分工的情况，在此基础上引导学生思考主人公在接受任务——准备家庭聚会后心理感受的变化。后半节课为语言仿写课，本文最大的语言特色就是大量的情绪描写贯穿于文章始终，通过前半节课的寻读鼓励学生找到这些表达情感的句子，引导学生自觉意识到情感的描写以及细节的补充让文章有血有肉，帮助学生形成一种写作策略意识：运用情感和细节描写来丰富文章。在此基础上，进行适量的填空和翻译练习的操练使学生生成类似句型仿写的能力，为最后的写作任务做好铺垫。

四、教学目标

At the end of the lesson, Ss will be able to

1.

figure out the structure of the passage and pick out the tasks women and men did in the ancient times; 2.

find out the main character and understand her feelings’ growth from the beginning to the end; 3.

try to imitate the emotional and detailed expressions in the passage and apply three tips:

a.apply adjectives as adverbials

b.involve non-finite verbs

c.use detailed description

五、教学重难点

1.理解主人公在准备家庭聚会时心理的系列变化；

2.模仿运用文章中表达情感的结构和细节描写：形容词做状语；非谓语动词使用；细节描绘。

六、教学过程

1.

Step 1：Introducing students to the topic of the feast in the ancient times

教师由两张满汉全席的图片引入话题词汇feast，引发学生自由讨论早期人类如果要准备盛宴，需要做哪些准备，让学生初步了解早期人类的生存方式，并熟悉部分话题词汇，如spear, hammer等。

T: When you see these two pictures, what word will jump into your mind? 教师引导学生自己说出话题词汇feast，并将该词写在黑板上，为后面写标题服务。

T: Have you ever imagined the feast long long ago? For example, in 18,000BC. How did people get food at that time? 教师引导学生看图说话，了解早期人类从狩猎到切割猎物到烹饪享用的系列过程。

【设计意图】

由学生所熟悉的满汉全席图片导入话题，提高学生对话题的亲切感，以时间轴为设问的维度，由今论古，可以更容易地让学生进行联想对比，从而有话可说；鼓励学生在课堂上多思考多表述，增强学生的课堂参与度，可以激发学生的阅读兴趣，顺利引入文章。于此同时，feast, spear, hammer 等文本中的新词得以首次呈现。

2.

Step 2：Finding out the characters and figuring out the structure of the passage 教师引导学生通过略读找出文章人物，并根据所给提示将文章划分为两部分。

T: Go through the passage and here are two tasks for you. Try to find out all the characters appearing in the passage. Who are they? And try to divide the passage into two parts. To make it easier, I will give you a hint, from the perspective of women’s and men’s tasks. 【设计意图】

略读以及划分文章结构是文本阅读的一项重要能力，本文是一篇记叙文，人物是文本核心要素之一，学生在寻找信息的过程中可以更容易的理清文章脉络，也为第二个任务——划分段落做好铺垫，学生在完成两项任务后对文章的整体结构和思路可以有一个比较好的宏观掌握。

3.

Step 3：Getting to know what people’s tasks were in ancient times 教师引导学生阅读一、二两段，通过寻读找出早期女人的家庭分工的相关信息，并完成表格填空。

T: Read para.1 and 2 carefully and find out what women’s tasks were in ancient times. After reading, try to fill in these blanks. Women’s task

1.Collecting nuts,_melons_ and other fruit 2.Cooking and preparing _meat(deer and pigs)__ 3. Making clothes with animal skins 4. Looking after___children___ 教师引导学生阅读三、四两段，通过寻读找出早期男人的家庭分工的相关信息，并完成表格填空。

T: Read para.3 and 4 carefully and find out what men’s tasks were in ancient times. After reading, try to fill in these blanks. Men’s task 1.

Carrying fish and some pieces of

wood to his home 2. Using a large _stone_ like a hammer _striking_the edge of the scraper 3. cutting up

the meat and _scraping_ the fish 【设计意图】

寻读是文本阅读的一项重要能力，通过寻读可以培养学生寻找细节的能力，该文本中男女分工是贯穿文章的主要信息，是阅读部分的一项重要任务。此部分问题的设计采用挖空的形式进行，一方面给予学生定位信息一定的提示，帮助学生扫除理解障碍，同时，也可以突出文本中的一些重要词汇，为后文的写作服务。

4.

Step 4：Analyzing Lala’s feelings’ growth when preparing for the feast 教师引导学生思考作为主人公的LaLa在文本中的任务，以及引导学生思考深层次的问题：在准备过程中，她的感受如何？

Women's tasks Men's tasks

1.Collecting nuts, fruit and water 2.Cooking and preparing meat (deer/ pigs) 3. Making clothes with animal skins 4. Looking after children 1. Carrying fish and some pieces of wood to his home (fishing)

2. Using a large stone like a hammer striking the edge of the scraper (making tools) 3. Cutting up the meat and scraping the fish 4. Bringing home the meat for the feast (hunting)

T: From the table above, we can see women and men had different tasks in ancient times. Q1: Who is the main character in this passage? Q2: What is his/ her task? Q3: How did she feel when doing this task? Follow-up questions: (1)

Did her feelings remain same from the beginning to the end? (2)

How do you know that she is feeling...? (locate the evidence) 教师给予学生3分钟时间定位信息，并将答案写在黑板上。

·feeling nervous/worried ·feeling scared/ frightened ·feeling happy/ delighted T: It seems that Lala’s feeling grew. If we wanted to express our feelings, we will express like this “I am/ feel ......” But the author used a lot of emotional and detailed

expressions. It is easy to draw a conclusion that emotional and detailed expressions make the writing vivid. Follow-up questions: Do you want to make your writing vivid? 【设计意图】

学生在寻读了解早期人类不同男女分工的基础上，由宏观至微观，鼓励学生思考本文中主人公LaLa的任务，由此切入另一个问题：Lala在整一过程中情感态度的变化。教师与学生一起探讨LaLa不同阶段不同感受，从feeling worried→scared→delighted，鼓励学生找出文中依据支持论点，挖掘文本中大量精彩的情感细节描写，让学生自己分析细节描写的好处，在教师的引导下归纳出一个写作技巧：Emotional and detailed expressions make the writing vivid. 有了前面的铺垫，学生会增强对这一技巧的认同感，也为后面的写作埋下伏笔。

5.

Step 5：Appreciating the language of emotional and detailed expressions

教师引导学生自主归纳文本中细节描写的三个小技巧：运用形容词做状语结构；非谓语动词的使用；细节描绘。鼓励学生模仿句型，完成填空、连线、翻译等不同形式的练习。

(1)

Worried about

the preparations for her feast, Lala quickly turned for home...(P1L1) T: We can use adj.s as adverbials to express our feelings. Here are more exercises. _Excited and delighted_(既兴奋又高兴), we set a campfire and danced around it.

_Nervous and anxious_(紧张焦虑的), I stood on the platform with my legs trembling and mind blank. _Afraid of difficulties_ (害怕困难), he prefers to do the easy task. Translation ①露西既紧张又害怕，蹑手蹑脚地溜进了房间。

Nervous and scared, Lucy crept into her room. ②我的朋友欣喜若狂地告诉我她通过考试了。

Wild with joy, my friend told me that she had passed the exam. (2)

... Lala accelerated her walk up the path to the caves fearing that there might be wild beasts lying in wait for her.(P2L1) T: We can involve non-finite forms to express our feelings. Here are more exercises. The sheep was attacked by a wolf.

The sheep was attacked by a wolf, feeling quite scared. The sheep felt quite sacred. The sheep was haunted(萦绕) by a strong sense of fear.

Haunted by a strong sense of fear, the sheep

kept running. The sheep kept running. _Letting__(let) out a scream of joy, the little boy anounced the good news. Greatly _touched_ (touch) by the teachers' words, he did a great deal to help others. 【翻译】一看到狼，我站在那儿两腿颤抖，极其焦虑。

Feeling extremely anxious, I stood there with my legs trembling at the sight of the wolf. (3)

A wrinkle appeared on her forehead.(P1L13) Lala smiled with relief.(P2L10) Lala's spirits rose.(P4L7) She remembered the blood pulsing through her veins.(P1L8)

T: We can apply more detailed description to our writing. When I saw a snake, I _was scared to death_.(吓死了) My face turned _pale_.

脸色苍白/面如土色

like a dog with two tails

with one's hair standing on end

delighted

His eyebrows danced; his spirits soared(猛增)

It brought a wide smile to his face and laughter to his eyes. 眉开眼笑

nervous/ scared I was rooted to the ground 呆若木鸡

be so pleased that one’s heart sang

心花怒放

【设计意图】

本文一大特色是大量的情感描写贯穿文本始终，并且这些情感描写句式多样，表达高级，细节描写生动形象，而学生的***的一个问题正是句型单一，情感表达欠缺，因此在作文新题型——读后续写中常见的问题，写不长，不生动。作为一堂读后续写课，本课写作立意在情感表达的细节描写，通过文本句子的引入，引导学生模仿句子结构，提高书面表达的能力。

6.

Step 6：Writing 教师引导学生在所给段落的基础上进行情感细节的拓展，给予学生五分钟的操练时间，鼓励学生在学案上进行段落拓展，并利用白板设备欣赏学生习作，指出优点，改进不足之处，并共同欣赏范文。

T: The passage ends in the textbook, but the story goes on.

After they arrived, the dinner began. They sat around. All the members toasted for the reunion. Dahu cut off a big piece of meat they hunted this morning and put it into his mouth. Men shared their thrilling experience that they were hunting a deer when a tiger jumped out. They crept past it and successfully escaped. Everyone enjoyed the meal and appreciated Lala’s preparation. After dinner, everyone fell sound asleep around the campfire.

T: This paragraph is good. But we can make it better involving what we have learnt. Now you have five minutes to polish this paragraph and I’ll some of you to share your versions with us. Here we go. 【设计意图】

写作是四项语言技能中不可分割的一个重要部分，更是语言生成能力的重要表现形式。此环节教师引导和鼓励学生根据所给段落进行段落拓展，拓展要求为运用此前教授的写作技巧——情感细节补充，在学生所学基础上，马上进行操练巩固，有利于加深学生对该技巧的理解掌握，同时提升学生语言运用的能力。

7.

Step 7：Making a summary

教师引导学生在操练的基础上进行总结回顾本节课的重要：写作技巧之情感细节拓展，帮助学生升华文章主题：文明源远流长。

T: In this class, we learn three tips: a. apply adjectives as adverbials b. involve non-finite verbs c. use detailed description. We can see emotional and detailed expressions make perfect. I hope your writing will be better. 【设计意图】

小结环节，可以使知识得以概括、深化；可以使整个课堂教学结构严谨，浑然一体，显示出课堂教学的和谐和完美。学生在学习整堂课后能及时回顾课堂内容，达到有效的教学效果。

Homework 1. Review what we’ve learnt in this lesson. 2. Polish your writing following the instructions given.

板书设计

The Feast: 18,000BC

1. Characters: Lala/ Luna/ mother/ aunts

Dahu Tips: (women)

(men)

New words:

1.

adj.s

2. Structure:

spear

n. 矛

2.

non-finite verbs Part 1: Para 1-2:

women’s task

hammer n. 榔头

3.

detailed description Parr 2: Para 3-4:

men’s task

creep

v. 悄悄地行进

(crept-crept)