人教版选修8unit5 Meeting your ancestorsP1教学设计

第页Unit5Meetingyourancestors第一部分《金色教案》教学设计说明Aboutthetopicandthestructures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"周口店遗址的北京猿人"、"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”,达到最佳教学效果。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。《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"，达到最佳教学效果。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。《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”，达到最佳教学效果。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。《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”，达到最佳教学效果。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。Period1Reading阅读课WarmingUp课本在此阶段以四张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课本呈现了北京猿人的头盖骨图片,通过谈论我们今天使用的生活用品及生活方式,猜测几万年前北京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-readbygettingtoknowwhatarchaeologyorarcheologyis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。建议教师采用如下设计进行阅读教学：readingforformsoflanguage,copyingandmakingsentences,transforminginformation,readingthetextagainforthetypeofwritingandsummaryofAVISITTOZHOUKOUDIANCAVES,writingapassageoftheirown,closingdownbyreadingmoreaboutZhoukoudian.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。建议教师采用如下设计进行阅读教学:readingforformsoflanguage,copyingandmakingsentences,transforminginformation，readingthetextagainforthetypeofwritingandsummaryofAVISITTOZHOUKOUDIANCAVES，writingapassageoftheirown，closingdownbyreadingmoreaboutZhoukoudian.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。建议教师采用如下设计进行阅读教学：readingforformsoflanguage,copyingandmakingsentences,transforminginformation，readingthetextagainforthetypeofwritingandsummaryofAVISITTOZHOUKOUDIANCAVES，writingapassageoftheirown，closingdownbyreadingmoreaboutZhoukoudian.Period2Learningaboutlanguage知识课Learningaboutlanguage主要突出本单元的重点词汇和主要语法项目。通过warmingupbyrevisingtheverbtenses<includingthePresentPerfectContinuousTenses>,readingaloudtotherecording,discoveringusefulwordsandexpressions,readingmoreaboutDavidsonBlack,revisingthepresentperfectcontinuoustense,discoveringusefulstructuresandclosingdownbylookingandsaying等活动,帮助学生掌握theverbtenses<includingthePresentPerfectContinuousTenses>,的各种语用功能。Period3Usinglanguage运用课UsingLanguage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warmingupbygettingtoknowwheremyancestorlived,readingforforms,copyingusefulexpressionsandmakingsentences,readingmoreaboutmanof18,000BC,speakingandwritingaboutSanxingdui,writingastheydo,writinganadfortheSanxingduisite完成本节教学。实际教学过程课时划分建议Period1将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课"。Period2将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课"。Period3将Usinglanguage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）"。Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课"。Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）"。第二部分教学资源说明Section1Background背景围绕单元话题“Festivalaroundtheworld”,《金色教案》提供了几则语言规范、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。Section2Explanation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。Section3Vocabulary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,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。Part1TeachingDesign第一部分教学设计Period1Asamplelessonplanforreading(AVISITTOTHEZHOUKOUDIANCAVES)IntroductionInthisperiod,afterthewarmingup,studentswillfirstbeguidedtopre-readbygettingtoknowwhatarchaeologyorarcheologyis.Thentheyshallbereadingforformsoflanguage,copyingandmakingsentences,transforminginformation.StudentswillbereadingthetextagainforthetypeofwritingandsummaryofAVISITTOZHOUKOUDIANCAVES.Theywillbeaskedtowriteapassageoftheirown.TheperiodwillendbystudentsreadingmoreaboutZhoukoudian.ObjectivesTohelpstudentsunderstandthetext’sformsandcontentsandlearnaboutancestorsTohelpstudentscommunicateonthetopicinfocuswiththewords,expressionsandstructureslearnedinthisunitFocusWordsidentify,excavate,interrupt,assume,sharpen,scrape,preserve,applaud,accelerate,arrestCollocationsregardlessof,cutup,lookaheadPatterns1.Itisagreatpleasuretomeetyou,studentsfromEngland,whoareinterestedinarchaeology.2.Youmustbeawarethatit’sherethatwe’refoundevidenceofsomeoftheearliestpeoplewholivedinthispartoftheworld.3.Wehavebeenexcavatinghereformanyyearsand…4.Myhandsaredirty.Ihavebeenpaintingthewall.5.Itmusthavebeenveryuncomfortable.6.Doyoumeantosaytheymadetheirownclothes?6．Doyoumeantosaytheymadetheirownclothes?AidsMultimediafacilities,tape-recorder,photos,diagramsProcedures1.WarmingupbytalkingaboutancestorsAnancestorisaparentor(recursively)theparentofanancestor.Sothisincludesafatherormother,aswellasgrandparents,great-grandparents,andsoon,althoughthecorrectfemaleformofthewordis"ancestrix",pl:"ancestrixes"or"ancestrices".Twoindividualshaveageneticrelationshipifoneistheancestoroftheotheroriftheyshareacommonancestor;inacurioususeoflanguageinevolutionarytheory,thisiscalledcommondescent.(Strictlyspeakingthismaynotbetrueforsomebacteriaandsimilarorganismswhicharecapableofdirecthorizontalgenetransfer.)Somesocietieshavehadaformofancestorworship;mostmodernsocietiesseemtohavefocusedthisintogenealogy.2.Pre-readingbygettingtoknowwhatarchaeologyorarcheologyisArchaeologyorarcheologyisthestudyofhumanculturesthroughtherecovery,documentationandanalysisofmaterialremainsandenvironmentaldata,includingarchitecture,artifacts,biofacts,humanremains,andlandscapes.Thegoalsofarchaeologyaretodocumentandexplaintheoriginsanddevelopmentofhumanculture,understandculturehistory,chronicleculturalevolution,andstudyhumanbehaviourandecology,forbothprehistoricandhistoricsocieties.3.ReadingforformsoflanguageAtyourfirstreadingofthetextitisusuallybestnottostopandconsultyourdictionary.Thiswillinterruptyourprocessofreadingandunderstanding.Oftenthemeaningofunfamiliarwordsandphrasesbecomesclearasyoucontinuetoreadthroughthetext.Thedictionarycanbeusedatalaterstage.Readthetextto:cut/thesentenceintothoughtgroups,blackenthepredicates,darkentheconnectivesandunderlinealltheusefulexpressions.4.FindingcollocationsandmakingsentencesWhydowelearncollocations?• Yourlanguagewillbemorenaturalandmoreeasilyunderstood.• Youwillhavealternativeandricherwaysofexpressingyourself.• Itiseasierforourbrainstorememberanduselanguageinchunksorblocksratherthanassinglewords.Nowreadthetextandfindthecollocations.CollocationsfromAVISITTOTHEZHOUKOUDIANCAVEScometo…foravisit来……参观,show…around带领……参观,agreatpleasuretodo…非常乐意做……,beinterestedin…对……感兴趣,findevidenceof…找到……的证据,inthecaveshigherupthehill在高山上的洞穴里,regardlessofthecold不顾寒冷,keepwarm保暖,inthecenterof…在……的中心,constructfires生火,cookthefood做饭,scarewildanimalsaway吓跑野兽,excavatelayersof…挖掘一层层的……,keepthefireburning让火一直着着,allwinter整个冬季,atthecavemouth在洞口,tokeepoutthecold御寒,tell…about…告诉……关于……,showpicturesof…,展示……的照片,maketheholefor…挖一个……的洞,makeone’sownclothes做自己的衣服,wearclothesmadeentirelyof…穿着完全由……制成的衣服,usesharpenedstonetools使用尖利的石器,cutup…切碎,clean…from…把……从……去掉,rubanampleamountof…insidetheskin擦上大量的……在兽皮里,make…softenough使……足够柔软,aprimitivenecklace一条原始的项链,careabout…在意……,fromtheseaside从海边,lookverylike…看起来非常像……,partofalargeshallowlake一个很大的浅水湖的一部分,milesfromthesea,离海几英里远,travelto…去……旅行,onthejourneys在旅途中,followtheherdsofanimals跟着兽群,growowncrops种植谷物,pickfruit摘野果5.TransforminginformationWherewastheevidenceofsomeoftheearliestpeoplewholivedinthispartoftheworldfound?Howcouldtheylivehere?It'sherethatwe’vefoundevidenceofsomeoftheearliestpeoplewholivedinthispartoftheworld.Itisreasonabletoassumetheylivedinthesecaves,regardlessofthecold.Howdidtheykeepwarm?Fireplacesinthecentreofthecaveshavekeptthemwarn,cookedthefoodandscaredwildanimalsawayaswell.Whatwildanimalswerethereallthattimeago?Tigersandbearswerethemostdangerousenemies.Dotheyrepairthings?Yes,theydo.Wheredidtheygetthematerialformakingtheirclothes?Theydidindeedwearclothesmadefromanimalskins.Didearlypeoplereallycareabouttheirappearancelikewedo?Yestheydo.6.ReadingthetextforthetypeofwritingandsummaryofAVISITTOZHOUKOUDIANCAVESDeterminingthetypeofwritingwillhelpyoudeterminetheauthor’stopic(subject),purpose(whyheiswriting),style(howheshouldwrite)andtone(hisattitudetowardhissubject-supportive,condeming,objective,etc.)Itisimportanttofindmainideaswhenreading.Mainideashelpyourememberimportantinformation.Themainideaofaparagraphtellsthetopicoftheparagraph.Thetopictellswhatallormostofthesentencesareabout.Theothersentencesintheparagrapharecalleddetails.Detailsdescribeorexplainthemainidea.Readthetexttofindthemainidea.ADIALOGUEENTITLED:AVISITTOTHEZHOUKOUDIANCAVESMAINIDEASOFTHEDIALOGUE:AgroupofstudentsfromEnglandhascometotheZhoukoudianCavesforavisit.Anarchaeologistisshowingthemaround.DETAILEDINFORMATIONOFTHEDIALOGUE:●It'sherethatwe’vefoundevidenceofsomeoftheearliestpeoplewholivedinthispartoftheworld.Wehavefoundhumanandanimalbonesinthosecaveshigherupthehillaswellastoolsandornaments.●Wehavediscoveredfireplacesinthecentreofthecaveswheretheyconstructedfires.Wehavebeenexcavatinglayersofashalmostsixmetresthick,whichsuggeststhattheymighthavekeptthefireburningallwinter.●Wehavebeenfindingthebonesoftigersandbearsinthecavesandwethinktheseweretheirmostdangerousenemies.●Ourevidencesuggeststheydidindeedwearclothesmadefromanimalskins.●Perhapstherewastradebetweenearlypeoplesortheytraveledtotheseasideontheirjourneys.7.Writeastheydo.(仿写)Nowyouaretowriteapassageofyourownbasedonthetextyouleanedonpage38justnow.AVISITTOPINGYAOAgroupofstudents/fromJapan/hascometoPingyao/foravisit.Atouristguideisshowingthemaround.A:WelcometoPingyao/here/inShanxi,China.Itisagreatpleasure/tomeetyou,students/fromJapan/whoareinterestedintheancientShanxibusinessmen.Youmustbeawarethat/it'shere/thatwe’vefoundevidenceofsomeoftheearliestpeople/whostartedbanks/inthiscountryofChina.WehavebeenstudyingtheancientShanxibusiness/here/formanyyearsand…S1:I'msorry/tointerruptyou/buthowcouldtheystartbankshere?Thereareonlyfarmsandcoalmineshere.A:Wehavefoundbankhousesandmoneycaves/inthecitystreets/aswellasaccountbooks/andabacuses.So/wethink/itisreasonable/toassume/banksinChinawerestartedinthesestreetshere.S2:Howdidtheykeepmoney?Itmusthavebeenverydifficult.A:Wehavediscoveredcaves/inthecentreofthecourtyards/wheretheydugcaves.Thesecaveswouldhavekeptgoldandsilversafe,heldthecoins/andscaredrobbersaway/aswell.Wehavebeenexcavatinglayersofcoinsalmost/twometersthick,whichsuggeststhat/thePingyaobusinessesmenorbankersmighthavekeptthemoneyinthecaves/allyears.Wehaven'tyetfoundanydoors,but/wethink/theymighthaveplacedstones/atthecavemouth/tokeepouttherobbersandthieves.S3:Whatrobbersandthieveswerethere/allthattimeago?A:Well,wehavebeenfindingthebonesofrobbersandthieves/andtoolsusedbythem/inthecaves/andwethink/theserobbersandthieveswerethebanks’mostdangerousenemies.Now/whatdoyouthink/thistellsus/aboutthelifeoftheseearlybankers?(showsapictureoftheancientChinesecoins)S2:Thatisanoldcoin.Goodness,doesthatmean/theymadecoins?A:Whatelsedoyouthink/theymighthavemade?S4:Letmelookatit.Thediameterofthecoinisabout2meters.Ahyes,itseemstohavebeenmadeofbronze.Iwonderhowtheymadethehole/forthethread.S2:(interrupting)Doyoumeantosay/theymadetheirowncoins?Wheredidtheygetthematerial?A:Theydidn'thavematerial/likewehave/today.Canyouguesswhattheyused?S1:Wow!Didtheyusedcoins/madeentirelyofbronze?Whattechniquedidtheyuse/tomake?Bronzewouldbesodifficulttoshape/andmelt.A:Ourevidencesuggests/theydidindeedusebankchecks/madefrompaper.Wecontinuediscoveringtools/thathelpedthemcut/andcleanthepaper.Itseemsthattheymighthaveusedsharpenedirontools/tocutupthepaper/andprintthechecks.Then/smallerprintersmighthavebeenused/toprintthepictures/andnumbers.Afterthat/theywouldhavehadtorubanampleamountofsaltinsidethepaper/tomakeithardenough.Finally,theywouldhavecutit/andsewnthepiecestogether.Nowlookatthis.(showsabankcheck)S2:Why,it'saprimitivebankcheck.Didearlypeoplereallyusebankchecks/likewedo?It'ssurprising!A:Yes/and/sowellpreserved.Whatdoyouthink/it'smadeof?S4:Letmefeelit.Oh,Ithink/someofthemaremadeofanimalskins/butsomearemadeofpaper?A:Howclever/youare!Onecheckisactuallymadefromananimalskin/andthecoinsaremadeofgold.Canyouidentifyanyothercoins?S1:Thisonelooksverylikeaironcoin.Isthatreasonable?A:Yesindeed,asthelabanalyseshavebeenspecificallyshowingus,allthecoinsonthisdesk/here/usedtobeusedforbusinesses.Undoubtedly/therewere