学年高中英语 Unit 5Meeting your ancestors教学设计.docx

1、学年高中英语 Unit 5 Meeting your ancestors教学设计Unit 5 Meeting your ancestors第一部分金色教案教学设计说明About the topic and the structures单元话题和结构本单元的主题是考古学,涉及到历史和人类学；语文知识和语言技能都是围绕这一主题设计的。具体涉及“某某店遗址的猿人、“早期人类生活方式、“如何判断遗址年份、“秦始皇兵马俑、“埃及金字塔等，帮助学生增长考古学知识，更好地了解早期人类的生活方式和人类文明的发展进程。本单元语言功能项目是：“存在和“非存在“度量“特点。本单元语言结构项目是“复习动词时态。本单元

2、还要求学生学习写作“描写文：考古发现。金色教案教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对金色教案教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用，达到最正确教学效果。教师也可以参照金色教案提供的“实际教学过程课时划分建议进行教学。Period 1Reading阅读课Warming Up课本在此阶段以四X古文物照片导入新课，通过让学生鉴别照片中的物品、讨论物品的原材料及其用途，来激发学生了解古物的兴趣。Pre-reading 课本呈现了猿人的头盖骨图片，通过谈论

3、我们今天使用的生活用品及生活方式，猜测几万年前猿人可能使用的生活用品及生活方式，将学生的思维引入“史前人类生活，为下文阅读做好铺垫。教师也可以采用本书的Pre-read by getting to know what archaeology or archeology is进行预读/读前教学。Reading阅读课可以从介绍阅读技巧入手，重点引导学生使用正确的阅读方法，并适当地讲解语言难点， 然后进行及时的相关阅读训练。训练可限定时间，以集中学生注意力，培养学生的阅读意识。另外，在阅读训练时，应鼓励学生充分利用他们在阅读汉语时的经验，以帮助学生培养良好的英语阅读技能和习惯，不断提高阅读能力。建议

4、教师采用如下设计进行阅读教学：reading for forms of language, copying and making sentences, transforming information，reading the text again for the type of writing and summary of A VISIT TO ZHOUKOUDIAN CAVES，writing a passage of their own，closing down by reading more about Zhoukoudian. Period 2Learning about langua

5、ge知识课Learning about language 主要突出本单元的重点词汇和主要语法项目。通过warming up by revising the verb tenses , reading aloud to the recording, discovering useful words and expressions, reading more about Davidson Black, revising the present perfect continuous tense, discovering useful structures and closing down by lo

6、oking and saying等活动，帮助学生掌握the verb tenses ,的各种语用功能。Period 3Using language运用课Using Language 部分包括“听与说、“读与说和“说与写三个部分。听力课文介绍了考古学家判断遗址年份的两种方法；阅读课文描述了早期人类生活的一个侧面，包括人与人的关系、男女分工的不同、家庭之间的聚会等；“说与写部分提供了从三星堆发掘的古文物照片，让学生来描述，使学生进一步认识早期人类的生活方式，拓展考古知识。教师通过warming up by getting to know where my ancestor lived, readi

7、ng for forms， copyinguseful expressions and making sentences，reading more about man of 18,000 BC, speaking and writing about Sanxingdui, writing as they do， writing an ad for the Sanxingdui site 完成本节教学。实际教学过程课时划分建议Period 1将Warming Up、 Pre-reading、Reading和prehending整合在一起上一节“阅读课。Period 2将Learning abou

8、t language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课。Period 3将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课一。Period 4将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课。Period 5将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课二。第二部分教学资源说明Secti

9、on 1Background 背景围绕单元话题“Festival around the world，金色教案提供了几那么语言规X、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section 2Explanation解析重点针对“阅读课型中的课文难句，金色教案不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式的教学。Section 3Vocabulary词汇按照课本单元词汇表顺序，金色教案重点提供动词、短语搭配的讲解。所提供的例句

10、，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，金色教案提供了长短不一的“单元教学测评，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(A VISIT TO THE ZHOUKOUDIANCAVES)IntroductionIn this period, after the warming up, students will first be guided to pre-re

11、ad by getting to know what archaeology or archeology is. Then they shall be reading for forms of language, copying and making sentences, transforming information. Students will be reading the text again for the type of writing and summary of A VISIT TO ZHOUKOUDIAN CAVES. They will be asked to write

12、a passage of their own. The period will end by students reading more about Zhoukoudian. ObjectivesTo help students understand the texts forms and contentsand learn about ancestorsTo help students municate on the topic in focus with the words, expressions and structures learned in this unitFocusWords

13、identify, excavate, interrupt, assume, sharpen, scrape, preserve, applaud, accelerate, arrestCollocationsregardless of, cut up, look aheadPatterns1. It is a great pleasure to meet you, students from England, who are interested in archaeology.2. You must be aware that its here that were found evidenc

14、e of some of the earliest people who lived in this part of the world.3. We have been excavating here for many years and 4. My hands are dirty. I have been painting the wall.5.It must have been very unfortable.6Do you mean to say they made their own clothes?Aids Multimedia facilities, tape-recorder,

15、photos, diagramsProcedures 1. Warming up by talking about ancestorsAn ancestor is a parent or (recursively) the parent of an ancestor. So this includes a father or mother, as well as grandparents, great-grandparents, and so on, although the correct female form of the word is ancestrix, pl: ancestrix

16、es or ancestrices. Two individuals have a genetic relationship if one is the ancestor of the other or if they share a mon ancestor; in a curious use of language in evolutionary theory, this is called mon descent. (Strictly speaking this may not be true for some bacteria and similar organisms which a

17、re capable of direct horizontal gene transfer.) Some societies have had a form of ancestor worship; most modern societies seem to have focused this into genealogy.2. Pre-reading by getting to know what archaeology or archeology isArchaeology or archeologyis the study of human cultures through the re

18、covery, documentation and analysis of material remains and environmental data, including architecture, artifacts, biofacts, human remains, and landscapes. The goals of archaeology are to document and explain the origins and development of human culture, understand culture history, chronicle cultural

19、 evolution, and study human behaviour and ecology, for both prehistoric and historic societies.3. Reading for forms of languageAt your first reading of the text it is usually best not to stop and consult your dictionary. This will interrupt your process of reading and understanding. Often the meanin

20、g of unfamiliar words and phrases bees clear as you continue to read through the text. The dictionary can be used at a later stage. Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. 4. Finding collocation

21、s and making sentencesWhy do we learn collocations? Your language will be more natural and more easily understood. You will have alternative and richer ways of expressing yourself. It is easier for our brains to remember and use language in chunks or blocks rather than as single words.Now read the t

22、ext and find the collocations.Collocations from A VISIT TO THE ZHOUKOUDIANCAVESe tofor a visit 来参观，showaround 带领参观，a great pleasure to do 非常乐意做，be interested in 对感兴趣，find evidence of 找到的证据，in the caves higher up the hill 在高山上的洞穴里，regardless of the cold 不顾寒冷，keep warm 保暖，in the center of 在的中心，constru

23、ct fires 生火，cook the food 做饭， scare wild animals away 吓跑野兽，excavate layers of 挖掘一层层的，keep the fire burning 让火一直着着，all winter 整个冬季，at the cave mouth 在洞口，to keep out the cold 御寒， tellabout告诉关于， show pictures of , 展示的照片，make the hole for 挖一个的洞，make ones own clothes 做自己的衣服， wear clothes made entirely of

24、 穿着完全由制成的衣服， use sharpened stone tools 使用尖利的石器，cut up 切碎， cleanfrom 把从去掉， rub an ample amount ofinside the skin擦上大量的在兽皮里， make soft enough 使足够柔软，a primitive necklace一条原始的项链，care about 在意，from the seaside 从海边， look very like看起来非常像， part of a large shallow lake 一个很大的浅水湖的一部分， miles from the sea, 离海几英里远

25、 ，travel to 去旅行，on the journeys 在旅途中， follow the herds of animals跟着兽群， grow own crops 种植谷物， pick fruit 摘野果5. Transforming informationWhere was the evidence of some of the earliest people who lived in this part of the world found? Howcould they live here? Its here that weve found evidence of some of

26、the earliest people who lived in this part of the world. It is reasonable to assume they lived in these caves, regardless of the cold.Howdid they keep warm? Fireplaces in the centre of the caves have kept them warn, cooked the food and scared wild animals away as well. What wild animals were there a

27、ll that time ago?Tigers and bears were the most dangerous enemies.Do they repair things?Yes, they do.Where did they get the material for making their clothes?They did indeed wear clothes made from animal skins. Did early people really careabout their appearance like we do? Yes they do.6. Reading the

28、 text for the type of writing and summary of A VISIT TO ZHOUKOUDIANCAVESDetermining the type of writing will help you determine the authors topic (subject), purpose (why he is writing), style (howhe should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.)It i

29、s important to find main ideas when reading. Main ideas help you remember important information.The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or exp

30、lain the main idea.Read the text to find the main idea. A DIALOGUE ENTITLED: A VISIT TO THE ZHOUKOUDIANCAVESMAIN IDEAS OF THE DIALOGUE:A group of students from Englandhas e to the ZhoukoudianCaves for a visit. An archaeologist is showing them around.DETAILED INFORMATION OF THE DIALOGUE:Its here that

31、 weve found evidence of some of the earliest people who lived in this part of the world. We have found human and animal bones in those caves higher up the hill as well as tools and ornaments. We have discovered fireplaces in the centre of the caves where they constructed fires. We have been excavating layers of ash almost six metres thick, which suggests that they might have kept the fire burning all winter. We have been finding the bones of tigers and bears in the caves and we think these were their most dange