选修8 Unit 5 Meeting your ancestors
Reading
教学设计
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
archaeology, tentative, accuracy, excavate, interrupt, ornament, assume, regardless, sharpen, cut up, scrape, ample, primitive, prerve, bead, botany, botanical, analysis, specific, ashell, specifically
b. 重点句型
I’m sorry to interrupt you but how could they live here?
We have been excavating layers of ash almost six meters thick, which suggests that they might have kept the fire burning all winter.
Yes, indeed, as the botanical analys have shown us, all the fields around here ud to be part of a large shallow lake.
That’s why they are called hunters and gatherers.
2. Ability goals 能力目标
Enable the students to tell the differences between modern people and Peking man and learn how Peking man lived their lives.
3. Learning ability goals 学能目标
Help the students learn how to tell the differences between modern people and Peking man and learn how Peking man lived their lives.
Teaching important points 教学重点
Talk about Peking man in Zhoukoudian Caves.
Teaching difficult points 教学难点
How to express onelf clearly and correctly.
Teaching methods教学方法
Listening, reading and discussion.
Teaching aids 教具准备
The multi media
Teaching procedures & ways教学过程与方式
Step ⅠLead-in
T: In the last period, we learned about the life of ancient Egypt. But what about the life of ancient Chine? Look at the picture on page 37, and guess what it is.
Step ⅡReading
1.Skimming
Tell the 3 topics that the archaeologist talked about.
Topic 1 Life in the______
Topic 2 What can we learn from a_______
Topic 3 What can we learn from a_________
2.Scanning
Part1: Read the text again and get the information of the life in the cave. Then answer the following questions
Questions:
1. Where did early people live?
2. How did early people keep warm?
3. What did they u for doors?
4. What animals are their most dangerous enemies?
Part2:the information about the needle
Object | What can be discovered from it? |
Needle | 1. It was made of _____. 2. They ud the __________ stone tools to________ the animals and _______ their skin. Then ___ and ___ were removed from the skin . After they ud the ____ to make the skin soft, they____ it and ___ the pieces together. Guess: So early people probably ______ animal skins. |
| |
Part3:the information about the necklace.
Object | What can be discovered from it? |
necklace | 1. They cared about their ____________. 2. Some of the beads were made of ___________. Guess: So early people killed, _______ and most probably ate animals 3. Some of the bead were made of __________. Guess: So early people ________ and probably _____ fish in the _______ lake 4. Some of the beads were made of _________. Guess: So early people may have ________ to the a or ________ with people who had ashells. |
| |
Step ⅢPost-reading
Task 1: The life of early people differs from your own. U the information from the reading passage to help you with each category.
| Modern people | Peking Man |
Place for living | | |
Furniture | | |
Entertain-ment | | |
Food | | |
Clothing | | |
| | |
Task 2:What’s your attitude to your life ? Why?
Step Ⅳ Summary and homework
Today we learned about Zhoukoudian Caves and the life of Peking Man.
Homework:
You can choo either assignment you like.
1. 1. U different resources to learn more about Zhoukoudian caves.
/english
/index.html
2. Write an article with a title “ We should treasure our life”
学情分析
我校高二学生的英语学习情况如下：
1. 基础知识较为薄弱
2. 虽然经过一年多的高中英语学习，运用英语进行交际活动的能力还是比较差。
3. 对于疏通语句，理清文章大意还存在一些困难，
4. 良好的阅读习惯和技巧还没充分掌握。
5. 部分学生还没学会合作学习。
6. 不会跳读抓大意。
7. 对于文章细节的理解力还不够。
8. 对于生词的猜测能力还有待提高。
9. 学英语的兴趣有所下降。
效果分析
在课堂上，我采用了分组教学。绝大多数学生，课堂环境几乎是外语学习的唯一场所。教师如何在有限的时间内有效地利用积极因素，避免或消除消极因素，采用更适合于学习者
语言发展的课堂教学方法，是外语教学是否成功的关键之一。小组活动在英语课堂教学中始终起着积极作用。
1. 小组活动在课堂上起到操练语言、有目地实践语言项目的作用，从而达到当堂巩固的效果。
2.小组活动提供了大量的向其他同学学习的机会。
教师应当使学生明白，学习第二外语，不仅要从教师那里学，还可以从其他同学那里学。学生们明白了学习是互相的、平等的，就可以克服不愿与比自己水平差的同学操练的心理，从而充分调动学生学习的主动性和积极性。
3. 小组活动增加了课堂的密度和广度。
在课堂教学中，教师要通过灵活多变的教学形式对学生的学习动机、课堂学习环境和语言的输入产生积极的影响，使课堂教学摆脱应试教育的枷锁，课堂小组活动不失为一种较好的、简便易行的教学形式。课堂小组活动组织得好与坏，在某种程度上决定着一堂英语课的成败，它来自于师生的共同创造，在课堂上的作用是不容忽视的。
学生在活动时都被一种积极的情感所支配，将大大激发参与课堂教学的热情，调动积极性。学生们想在课堂上有好的表现，他们在课前、课后就有兴致去积极准备，互相对话，大大激发了学习英语的兴趣。
教材分析
本单元以General knowledge of archaeology and Anthropology as well as history为话题，通过学习周口店洞穴北京人遗址、埃及古墓等古代文明，使学生了解一些考古学及人类发展变迁历史等方面的知识；激发学生热爱人类、热爱历史、热爱考古的兴趣，进而使学生懂得保护文化遗产的重要意义。通过对一些古文物的识别、鉴定和描述，使学生学会鉴别、描述事物（考古现象）特征的方法。
1.1 Warming Up 给出了四幅图片，要求学生通过识别、描述古代中国、希腊、埃及的文物，使学生了解古代文明在人类社会发展史上的重大意义.
