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视频标签：ancestors
所属栏目：高中英语优质课视频
视频课题：人教版高二英语选修八Unit 5 Meeting your ancestors reading内蒙古
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人教版高二英语选修八Unit 5 Meeting your ancestors reading内蒙古
新设计
Unit 5 Meeting your ancestors
Reading: A Visit to the Zhoukoudian Caves
教材:人教版《英语8[选修] New Senior English for China》
设计者:乌海市第十中学 贾春花
2新设计
3教学目标
(1)学生能够了解北京周口店遗址和早期人类的生活方式。
(2)学生能够掌握精读,略读等阅读技巧以及捕捉文章细节的能力。
(3)学生能够对考古和人类文明发展有所了解。
4学情分析
一、教学对象分析
本校高二年级的学生,已经掌握了略读、精读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读技能,形成了一定的阅读策略。他们求知欲强,思维比较活跃,能主动开口表达自己的意见,有着高中生独立、爱表现的特点。基于此,本课教学重在以生为本,设疑激趣,因材施教,以学促思。
二、教学内容分析
(人教版)本课是人教版高中英语Module 8 Unit 5 --- A Visit to the Zhoukoudian Caves的第一课时。
文章描述了一组英国学生到周口店遗址参观的场景,通过学生与考古学家的对话,旨在让学生了解早期人类的生活方式,增长考古学知识,感知人类文明发展的进程,同时激发学生对考古学的兴趣和对人类需求发展的思考。
5重点难点
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教学过程
6.1第一学时
6.1.1教学目标
1.To arouse students' interest in archaeology.
2.To develop students' sense of cooperative learning.
6.1.2学时重点
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学时难点
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教学活动
活动1【导入】Step1
Warming-up and lead-in (3 mins)
教师引导学生通过文章标题,猜测文章的大意和写作题材。然后教师通过对考古学和考古学家两个单词的认知及一段胡夫金字塔的视频自然引出北京猿人和周口店遗址的图片,激活学生已有的相关背景知识,让学生自由表述观点。
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…)
[意图说明]
教师通过让学生猜测文章大意,激发学生的学习热情和学习兴趣。利用图片和视频让学生进行描述,能激活学生已有的北京周口店遗址的相关知识,自然而然地进入本课内容。
活动2【讲授】Step2
Reading (18 mins)
(1)
1.教师展示北京周口店洞穴的图片,学生free talk后阅读文章第8-20行,回答以下两个问题:
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. 教师引导学生总结:情态动词+have done 表示对过去事情的推测。
T: Now please pay attention to “would have used “and “might have kept”
情态动词+have done 表示对过去事情的推测。
Now please make a sentence using this pattern:
S: Archaeologists must have excavated many skulls in the cave.
[意图说明]
教师通过让学生精读第8-20行,了解考古学家在北京周口店洞穴里的发现以及所做出的猜测,同时掌握“情态动词+have done ”表示对过去事情的推测这一语法项目。
(2)
1.学生根据教师展示的骨针图片,猜测骨针的作用,从而推断出原始人已经学会利用动物皮制作衣服。
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.学生带着原始人如何制作衣服这一问题,精读文章第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.学生思考问题: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.
[意图说明]
1.教师通过让学生精读文章第32-36行,了解原始人如何利用动物皮制作衣服。
2.教师通过让学生思考问题:Why did the early people wear clothes?,从而让学生理解早期人类在不断进化发展的过程中,已经学会利用动物皮制作衣服来御寒和遮羞,有了羞耻的意识。
(3)
1.学生精读文章第37-51行,寻找原始项链的相关信息。
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. 学生思考两个问题,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.
[意图说明]
1.教师通过让学生精读文章第37-51行,了解原始项链的相关信息。
2.教师通过问题引发学生思考:早期人类开始懂得用饰品来装饰自己可能是缘于美的意识之逐渐唤醒;以及在原始社会可能存在着早期的商品交易。
活动3【活动】Step3
Step 3 Activity: the Press Conference (10mins)
根据课文中考古学家和外国学生的对话,教师组织学生模拟新闻发布会,做一个现场的关于“周口店遗址的北京猿人”和“早期人类生活方式“的答记者问活动。
Step 4 Summary: Role-play (7mins)
学生根据教师提供的四个不同角色,(原始人,考古学家,游客和学生)进行分组讨论,然后以不同的身份对文章进行概述,概述内容包括周口店洞穴中的发现以及所做的推测。
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...
[意图说明]
教师通过让学生根据小组分配的角色身份,用自己的语言对整篇文章内容进行整理、组织、描述,让学生不仅更好地了解北京周口店遗址和早期人类的生活方式,感知人类文明发展的进程,而且发展了语言,提升了能力。
Step 5 Homework
Suppose you are a guide, how can you introduce ZhouKouDian Caves to foreign friends?
[意图说明]:
教师通过假设学生是一名导游,在本节课的学习后,能够用自己的语言组织,概述文章,向外国游客介绍中国关于人类起源的重大发现,从而巩固加深学生对文章的进一步理解和感悟。
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