視頻標簽:ancestors
所屬欄目:高中英語優質課視頻
視頻課題:人教版高二英語選修八Unit 5 Meeting your ancestors reading內蒙古
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人教版高二英語選修八Unit 5 Meeting your ancestors reading內蒙古
新設計
Unit 5 Meeting your ancestors
Reading: A Visit to the Zhoukoudian Caves
教材:人教版《英語8[選修] New Senior English for China》
設計者:烏海市第十中學 賈春花
2新設計
3教學目標
(1)學生能夠了解北京周口店遺址和早期人類的生活方式。
(2)學生能夠掌握精讀,略讀等閱讀技巧以及捕捉文章細節的能力。
(3)學生能夠對考古和人類文明發展有所了解。
4學情分析
一、教學對象分析
本校高二年級的學生,已經掌握了略讀、精讀等一定的閱讀技巧以及識別關鍵詞、確定主題句、預測等閱讀技能,形成了一定的閱讀策略。他們求知欲強,思維比較活躍,能主動開口表達自己的意見,有著高中生獨立、愛表現的特點。基于此,本課教學重在以生為本,設疑激趣,因材施教,以學促思。
二、教學內容分析
(人教版)本課是人教版高中英語Module 8 Unit 5 --- A Visit to the Zhoukoudian Caves的第一課時。
文章描述了一組英國學生到周口店遺址參觀的場景,通過學生與考古學家的對話,旨在讓學生了解早期人類的生活方式,增長考古學知識,感知人類文明發展的進程,同時激發學生對考古學的興趣和對人類需求發展的思考。
5重點難點
1.To enable the students to learn about the life that early people lived and to develop their reading ability.
2.To enable the students to describe an archaeological object.
6教學過程
6.1第一學時
6.1.1教學目標
1.To arouse students' interest in archaeology.
2.To develop students' sense of cooperative learning.
6.1.2學時重點
1.To enable the students to learn about the life that early people lived and to develop their reading ability.
2.To enable the students to describe an archaeological object.
6.1.3學時難點
1.To enable the students to learn about the life that early people lived and to develop their reading ability.
2.To enable the students to describe an archaeological object.
6.1.4教學活動
活動1【導入】Step1
Warming-up and lead-in (3 mins)
教師引導學生通過文章標題,猜測文章的大意和寫作題材。然后教師通過對考古學和考古學家兩個單詞的認知及一段胡夫金字塔的視頻自然引出北京猿人和周口店遺址的圖片,激活學生已有的相關背景知識,讓學生自由表述觀點。
T: Hello, everyone! First of all, I would like you to have a guess about the main idea of this text according to the title-- A Visit to the Zhoukoudian Caves. ( archaeologist, something about archaeology.)
T: These are the Zhoukoudian Caves. Do you have some information about them? ( It lies in Beijing…)
[意圖說明]
教師通過讓學生猜測文章大意,激發學生的學習熱情和學習興趣。利用圖片和視頻讓學生進行描述,能激活學生已有的北京周口店遺址的相關知識,自然而然地進入本課內容。
活動2【講授】Step2
Reading (18 mins)
(1)
1.教師展示北京周口店洞穴的圖片,學生free talk后閱讀文章第8-20行,回答以下兩個問題:
①What did archaeologists discover in this cave?
②What did archaeologist assume from discoveries.
T: Now please look at this picture carefully. What can you find in this cave?
S: Rocks and trees.
T: So how did Peking Man live here? Please read the L8-23of the passage, and then answer the questions.
T: What did archaeologists discover in this cave?
S1: They discovered human and animal bones in those caves, as well as tools and other objects.
S2: They found fireplaces in the centre of the caves.
S3: They discovered layers of ash.
T: Quite good. You are all acute observers. So what did archaeologists assume from discoveries?
S1: They assumed that they lived in these caves, and they could use tools. S2: They guessed they would have used fire to keep them warm, cooked the food and scared wild beasts away.
S3: They might have kept the fire burning all winter.
2. 教師引導學生總結:情態動詞+have done 表示對過去事情的推測。
T: Now please pay attention to “would have used “and “might have kept”
情態動詞+have done 表示對過去事情的推測。
Now please make a sentence using this pattern:
S: Archaeologists must have excavated many skulls in the cave.
[意圖說明]
教師通過讓學生精讀第8-20行,了解考古學家在北京周口店洞穴里的發現以及所做出的猜測,同時掌握“情態動詞+have done ”表示對過去事情的推測這一語法項目。
(2)
1.學生根據教師展示的骨針圖片,猜測骨針的作用,從而推斷出原始人已經學會利用動物皮制作衣服。
T: Have you ever seen it? Do you know what it is?
S: Needle.
T: What is it used to do?
S: Make clothes.
T: So you mean that the Peking Man have known how to make clothes?
2.學生帶著原始人如何制作衣服這一問題,精讀文章第32-36行,然后填空。
T: Now please read the L32-36 of the passage and fill in the blanks.
S1: Firstly, they used the sharpened stone tools to cut up animals and remove their skin.
S2: Then smaller scrapers were probable used to remove the fat and meat form the skin.
S3: After that they would rub an ample amount of salt onto the skin to make it soft.
S4: Finally, they would cut it and sew the pieces together.
3.學生思考問題:Why did the early people wear clothes?并做出回答。
T: Making clothes is quite a difficult and messy task. However, why did the early people wear clothes?
S: They wore clothes to keep warm.
S: The sense of shame became to form and develop.
[意圖說明]
1.教師通過讓學生精讀文章第32-36行,了解原始人如何利用動物皮制作衣服。
2.教師通過讓學生思考問題:Why did the early people wear clothes?,從而讓學生理解早期人類在不斷進化發展的過程中,已經學會利用動物皮制作衣服來御寒和遮羞,有了羞恥的意識。
(3)
1.學生精讀文章第37-51行,尋找原始項鏈的相關信息。
T: Ok, it is a primitive necklace excavated in the cave. Very beautiful and special, right? What is it made of?
S: Fish bones, sea shells.
T: Now please read the L37-51 of the passage and fill in the blanks as well as assume what happened at that time.
S1: The necklace is made of an animal tooth and shells from the seaside.
S2: As the botanical analyses have shown us, all the fields around here used to be part of a large shallow lake.
(2). Assume:
T: What did archaeologists assume what had happened at that time?
S1: Early people might have cared about their appearance.
S2: There might have been trade between early people or they might have travelled to the seaside on their journey.
2. 學生思考兩個問題,并作出回答。
①What did the early people wear necklaces?
②How did the seashells get to the Zhoukoudian Caves?
T: Good job. I have a question. Why did the early people wear necklaces?
S1: Early people really cared about their appearance.
S2: The sense of beauty became to develop.
T: Quite good. As the botanical analyses have shown us, all the fields around here used to be part of a large shallow lake. How did the seashells get to the Zhoukoudian Caves?
S: There might have been trade between early people or they might have travelled to the seaside on their journey.
[意圖說明]
1.教師通過讓學生精讀文章第37-51行,了解原始項鏈的相關信息。
2.教師通過問題引發學生思考:早期人類開始懂得用飾品來裝飾自己可能是緣于美的意識之逐漸喚醒;以及在原始社會可能存在著早期的商品交易。
活動3【活動】Step3
Step 3 Activity: the Press Conference (10mins)
根據課文中考古學家和外國學生的對話,教師組織學生模擬新聞發布會,做一個現場的關于“周口店遺址的北京猿人”和“早期人類生活方式“的答記者問活動。
Step 4 Summary: Role-play (7mins)
學生根據教師提供的四個不同角色,(原始人,考古學家,游客和學生)進行分組討論,然后以不同的身份對文章進行概述,概述內容包括周口店洞穴中的發現以及所做的推測。
T: From three parts of the text, you have a better understanding of early people. Now, it is time for role-play. I would like you introduce this text according to the different roles provided for you, including the discoveries in the caves and assumptions.
S1: Hello, I am a Peking man from Zhoukoudian cave. I live in...
S2: Welcome to Zhoukoudian cave, I am an archaeologist. Let me introduce something about life of Peking man...
S3: I was so excited to visit Zhoukoudian cave, from which I learn more about life of Peking man...
S4: From this article, I have a better knowledge of Peking Man...
[意圖說明]
教師通過讓學生根據小組分配的角色身份,用自己的語言對整篇文章內容進行整理、組織、描述,讓學生不僅更好地了解北京周口店遺址和早期人類的生活方式,感知人類文明發展的進程,而且發展了語言,提升了能力。
Step 5 Homework
Suppose you are a guide, how can you introduce ZhouKouDian Caves to foreign friends?
[意圖說明]:
教師通過假設學生是一名導游,在本節課的學習后,能夠用自己的語言組織,概述文章,向外國游客介紹中國關于人類起源的重大發現,從而鞏固加深學生對文章的進一步理解和感悟。
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