高二下册 Unit20 教学设计Reading Part.doc

Unit 20 Archaeology (Reading Part)教学设计Contents 目录教学内容分析 (Analysis of the teaching materials)一、 教学目标和要求 (Teaching aims and demands)二、 教学重点与难点 (Teaching difficult and important points)三、 教学课时安排 (Teaching arrangements)四、 教学设计步骤 (Teaching procedures)五、 评估与反馈 (Assessing) Archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries. This unit mainly talks about two important archaeological discoveries: the King of Stonehenge and the Sanxingdui Ruins Site and the Jinsha Ruins Site. The King of Stonehenge makes archaeologists think people in the Bronze Age had trade and cultural links with other parts in Europe. While the unearthed Jinsha Ruins again proved that it is likely that roots of Chinese culture are in Sichuan. 一教材内容分析(Analysis of the teaching materials) “读前”（Pre-reading）部分提供了三个与本单元的主题有关的问题，通过启发学生对中国皇帝陪葬的猜测和思考，运用自己已有的文化背景知识和语言知识，来猜测英国史前巨石柱王的情况，并且通过阅读验证自己的猜测。“阅读”（Reading）部分介绍了人类考古史上的一个重大发现the King of Stonehenge in England。这个发现使得考古学家相信那个时期的人们已经和欧洲其他地区有贸易和文化交往。“读后”（Post-reading）部分设计了三个问题。第一题考察学生对文章内容的理解，要求学生在课文中找出在坟墓里挖掘出来的objects 和 materials。第二题要求学生根据课文信息找出青铜器时代的英国人民和欧洲其他国家和地区的文化和贸易交往。第三题要学生讨论建造the Stonehenge所需的技术，科技，发明和工具。二 教学目标和要求(Teaching aims and demands)根据英语新课程标准（实验稿）关于总目标的具体描述，结合高二学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。1 语言知识 （Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词archaeology, archaeological, archaeologist, curiosity, decoration, unearth, artifact, emperor, arrow, technical, root, ivory, climate, mask, accompany, precious, site, jade, 短语(Phrases and expressions)：date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , belong to, look like, must have done, may have done, 功能(Functions)：学习掌握一些用于表达个人好奇和提出建议的句型，如：I wonder what/ who- I really want to know-Im curious to- Id love to know-I wonder if/ whether- What Id really like to find out is-Im curious about- Id like to know about more about-语法(Grammar)：掌握和运用it的用法I. Preparatory Subject1. It be+ p.p./ n./ adj. + that clause2. It seems /appears/ happens+ that clause3. It be +n./ adj./ +wh-/how clause4. It be +adj.+ for/ of sb. to do sth5. Its no use doing-II. Preparatory Object1. Subject + vt. +it +adj. +to do sth2. Subject + vt. + it + adj. +that clauseIII. The emphatic use It be +-+ who/ that-2. 语言技能 (Skills)听：能捕捉特定信息、抓关键词，听懂一篇介绍古代工具的文章。训练学生听力理解能力及技能，如从说话人的语气表情判断信息正误的能力等等。说：能熟练运用所学表达法来表明自己的观点，谈论不同喜好和好奇心，并给出建议；能就本单元相关话题表达看法；能较好地完成一些开放性的话题，以提高在真实语境中的英语交际能力。读：获取关于考古的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。写：*能有立场，有观点，实事求是地创作一张flow chart。 *写一篇论述利弊观点的小作文。充分想象，清楚地表达出挖掘古代文物的利弊，并且阐明自己的立场。3. 学习策略(Strategy)：认知策略：在学习过程中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳。调控策略：能够根据个人的特点和需要安排自己的学习，主动拓宽学习英语的渠道，总结有效的学习方法，能在一定程度上形成自主学习的能力。交际策略：能够在课内外活动中积极用英语和他人交流，利用各种机会用英语进行真实的有效的交际的能力。资源策略：能够有效地使用图书馆、网络等方式查阅有关考古的资料进行信息处理的能力，获得更广泛的英语信息，扩展所学知识。4. 情感态度(Affect)：l 让学生了解考古学的重要性。l 能在多种英语学习情境中感受、分享用英语交流的成功与喜悦l 培养学生正确的阅读观，和良好的阅读习惯。l 让学生学会用辨证和积极的态度对待文物挖掘。l 积极参与多种形式的合作学习，有较强的合作精神和互助精神。5. 文化意识 (Cultural awareness)：通过学习，了解一些中外著名的考古遗址，从而拓宽他们的文化视野，加深对中外文化遗产的理解和掌握。并且意识到是人民创造了历史，创造了奇迹。三教学重点与难点(Teaching difficult and important points)Important points:l Train the students listening ability.l Train the students speaking ability by talking about archaeological discoveries and practicing expressing curiosity.l Improve the students reading ability.l Master the use of “ it”.l Master the new words and expressions in this unit.Difficult points:l How to help the students understand the passage exactly.l The usage of “ it” used in the subject position to stand for an infinitive or a clause.l How to create a flow chart.四教学课时安排(Teaching arrangements)Period one-Warming up, speaking and listeningPeriod two and three- ReadingPeriod four-Language Study ( word study and grammar)Period five- Integrating Skills (reading and writing)五 教学设计步骤(Teaching procedures)Period two and three ReadingTeaching Aims:1. Learn and master the following:(1) words: emperor, pin, find, clay, arrow, bow, cushion, spare, technical(2) phrases: date back to, have a hand in, in terms of, in the eyes of(3) sentence patterns: It is certain that- It is thought that2. Train the students reading ability.3. Let the students learn about the King of the Stonehenge discovered by archaeologists.Teaching Important points:1. Improve the students reading ability.2. Help the students learn about the King of the Stonehenge by reading the passage.Teaching Difficult Points:How to help the students understand the passage exactly.Teaching Methods:1. Discussion before reading to make the students interested in what they will read.2. Fast reading and careful reading to understand the passage correctly.3. Pair or group work to make every student take an active part in the activities in class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step I Greetings Greet the whole class as usual.Step II Pre-readingIn the last period, we spoke of terracotta warriors and horses of Emperor Qin. Do you know why Emperor Qin built it? ( to continue being emperor. They are also funerary objects.)Q: 1. Describe the kind of objects kings and emperors in China were buried with. 2. Why were dead kings given these objects after they died?A: 1. weapons, tools , clothing, money, articles for daily life, jade, silk, jewellery, pottery ,china, servants, warriors, wives of emperors and kings and animals. 2. To show off their power and wealth.To continue their luxurious life in the nether world.To be given to him for his use in the next life.Step III ReadingLets read a passage about the mysterious Stonehenge and the King of Stonehenge. It must give you an unexpected surprise. Q: 1.Scan the passage and write down which objects were found in the grave. 2.Describe the materials found in the grave. 3. The discovery is important for variety of reasons:A: 1.tools, a bone pin, two copper knives, a cushion stone, two gold earrings, a bow, arrows, and two pots. 2.stone, clay, copper, gold, pottery, bone and fur. 3. His grave is the richest of any found from that period. The tow gold earrings buried with him are the oldest found in Britain. It shows that he was a member of a powerful class who may have organized the construction of the Stonehenge.Step IV ListeningListen to the tape. After listening, do the following exercises.1. From things that were found in the grave, archaeologists now believe that people in the Bronze Age had trade and cultural links with other parts in Europe. Give examples of such links and what was traded. Country or part of EuropeMaterial or object of trade A:Country or part of EuropeMaterial or object of tradeWest walesStoneSpain and Western FranceCopper knivesEuropeGold jewellery, copper, bronzeSome places far from EnglandArtifacts 2. For trade and cultural links as well as life in Britain and the construction of a building such as Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage. ActivityKnowledge, science, inventions, and toolsTravel to ScotlandRoads, maps, hotels, geographyConstruction of StonehengeArchitecture, physicsHunting Weapons, bows, arrowsTrade with EuropeMaps, ships, languages, geographyMaking copper knivesSkills, copper, models-Step V AppreciationShow some pictures of Stonehenge.What do you think of Stonehenge? (students maybe say that it is wonderful, beautiful, mysterious, etc.)Teachers should point out the fact:Construction took place in three phases, over 25 generations. Most of it was the result of human muscle and a system of ropes and wooden levers used to transport the massive stones. To drag the sarsen stones, weighing up to 45 tones, or the weight of six elephants, from Marlborough Downs, 30 kilometres to the south of Stonehenge, would have been quite a feat. The bluestones, in contrast, were about four tones but are believed to have come from much farther - the Preseli Mountains nearly 385 kilometres away. Popular theory suggests the stones were rolled to the Welsh shore, carried on raft around the coast and into the River Avon, at Bristol. They would have then been transported through local rivers and then back to land, where they were once again rolled to Salisbury Plain. Then draw a conclusion: The construction of Stonehenge is a process of blood, sweat, and tears.Step VI. Discussion 1. Why was the Stonehenge built or the purpose of the construction?The main theories of the purpose existed and accepted in the world today:Execution ground(刑场) space station（宇宙太空港）Hunting ground（狩猎场） an astronomical calendar（天文历法仪）temple（宗教寺庙）2. Suppose your hometown found an ancient grave, and some people suggest digging it up, while others have different opinions. Please make up a dialogue with your partner, express your idea.Step VII. ConsolidationClose your books, and finish the exercise on the screen. T or F exercises.1. ( )W