成都市新都區第二中學 熊友林
高二下冊第20單元考古之綜合技能教學設計
Teaching Design for Integrating Skills, Untit20 Archaeology, Book 2B
教材內容分析
Integrating skills仍然圍繞本單元的中心話題“考古學”展開的，由閱讀和寫作兩方面內容組成。閱讀部分探尋了中華文明的源頭，介紹了四川的考古發現-金沙和三星堆兩個古文化遺址。兩個遺址中所發現的大量文化遺跡，對研究古蜀國的地貌﹑氣候﹑環境和歷史文化都具有極其深遠的意義。我國擁有神秘而又博大精深的文明，很能激發學生的民族自豪感。作為古蜀人的后代，我們更為先人所創造的燦爛文明而驕傲。通過學習，討論考古發現，激發學生的好奇心和求知欲望。寫作部分讓學生們討論在發現古文物時，該做什么，不該做什么。要求學生編流程圖并增強學生保護文物的意識。學生分析
1． 經過前面幾個課時的學習，學生對考古學方面的知識有了一定的了解和興趣，但對我們的身邊的考古文化和古老文明了解還比較有限；
2． 學生多數來自農村，雖然離金沙遺址和三星堆遺址很近，但很少有學生去參觀過，加之信息渠道很有限，對其了解不多；
3． 學生具備一定的閱讀理解能力，但在有限的時間內查找特定的信息和分析處理的能力還有待提高；
4． 以前接觸過流程圖，有一定的基礎，但自己編寫流程圖還是第一次；
5． 課堂上學生活動積極，但人數多，調控有一定的困難。
教學目標(Teaching aims)
1. Learn and master the following:
quantity, serve as, mask, dig up, accompany, vast, square, triangle
2. Help the students to read a passage using the skills of fast reading and careful reading and create a flow chart.
3. Help the students to build up their integrating skills.
4. Help them to build up the ability to make use of information and process it according the demand and cooperate in a team and enjoy learning English
5. Help students realize the importance of the relics , inspire their pride of our country for her rich ancient culture and have correct sense to protect them.
其中，第1點為語言知識目標，第2點為語言技能目標，第3點和第4點是能力目標，第5點為德育目標。
設計思想
根據《高中英語教學大綱》的要求，在課堂教學中，必須以學生為主體，為中心進行教學，教師在教學中起主導作用。因此我采用任務型教學方式，每一部分都設有一定的任務，引導學生自主或者合作完成。教學過程由兩張文物圖片開始，引入本課閱讀文章，進行所設計的快速閱讀和仔細閱讀活動，對文章進行相應要求的理解。閱讀活動由整體入手，由易到難，步步推進，層層深入。接著進行聽力活動，并觀看三星堆的視頻資料，旨在讓學生對古蜀文明有一個更直觀的了解，增強他們對家鄉和祖國的自豪感。討論部分旨在引導學生有正確的文物保護觀和做法，并為寫作流程圖打下鋪墊。在討論的基礎上進行流程圖的寫作指導便是水到渠成的事了。整個教學活動以教材為載體，以學生為中心。學生參與活動貫穿始終。學生既有個人活動，又有小組活動和班級活動。
在課堂教學中，學生應該跟老師學學習方法，提高閱讀速度和閱讀技巧,查找﹑分析﹑處理信息的能力以及寫作能力。積極參與小組的各項活動，展現自己和小組的能力，并培養團隊協作能力。在整個教學活動中，學生充分調動其各個感官進行聽、說、讀、寫，積極主動的學習。
教學媒體1.the multimedia teaching system
2.the blackboard
教學過程(Teaching Procedures )(40 ms)
教師活動內容﹑方式 活動內容﹑方式 備注
Step 1 Leading in
Good morning, class. We’ve learned the rich culture in England . As you know, we Chinese have a long history with a rich and colorful culture, too, which we are take pride in. Let look at two pictures of unearthed objects somewhere in China.
Show students the pictures of unearthed objects in Sanxingdui and Jinsha Village, and ask them questions:
1. Have you seen the pictures?
2. What do you know about them?
3. When and where were they found?
Step2. Fast reading
China has a brilliant culture of about 5 000 years. Do you know the roots of Chinese culture? Now, let’s turn to page 78 and read the passage about roots of Chinese culture. Ask the students to read the text quickly and answer the questions
1. What cultural relics sites are talked in the text?
2. What objects have been dug up in the sites?
Show the first form on the screenShow the pictures of the objections for Q2
Step3. Careful reading
Just now we learnt something about the two sites. At present let’s read the passage carefully and learn more about them.
1. Where are the two sites located in?
2. When were they discovered?
3. Who discovered them?
4. What places did Sichuan have trade links with?
5. What do archaeologists hope to discover at the Sanxingdui site?
Show the second form on the screenShow the location of Sanxingdui and Jinsha
Ask the students to pay attention to the new words and phrases:
quantity, serve as, mask, dig up, accompany, vast, square
(write them down on the blackboard)
Step4 Listening & watch
A. Listening
Let’s listen to the text and decide which of the following statements are true and which false.
1. The relics found at Jinsha are a bit alike those at Sanxingdui, so it gives archaeologists a good chance to study the Chinese culture.
2. Ivory and animal bones can serve as materials to study climate and the environment in ancient times in Sichuan.
3. It is believed that Sichuan had trades with Japan 3000 years ago.
4. Cong, a piece of jade found at Jinsha was made in Chengdu.
5. It is said that many relics found at Jinsha date back to between 5,000 BC and 3,000 BC.
6. The Sanxingdui Site covers so large an area that the digging work will last until 2010.
Step 5 Discussion
1. Yan Kaizong accompanying his grandfather gave the precious relics to the government in 1953. Is it foolish of him to do so? Why?/Why not?
Suppose you were construction workers working at Jinsha Village, and you discovered some jade or gold objects in the field, what action would you take and what decision would you make?Ask students to discuss it and write down the important steps and decisions
Step6. Writing
After construction workers found ivory and jade in the mud when they were building roads there. What steps and decisions did they take?
Ask three groups to write down their steps on the blackboard and then collect all the steps and decisions on the blackboard. (write down)
1. Ask the students to decide in which order steps and decisions are taken.
2. Ask the students to create different shapes for different types of action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.
3. Then ask the students to draw the arrows to show the direction of the flow.
4. Ask the students to check for missing steps.
Show the example on the screen
Step 7. Homework
Chengdu Plains has a long history. The ground contains cultural relics and important archaeological objects almost everywhere. Make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.
Individual activity. Enjoy the pictures and answer the questions
Individual activity.
Read quickly and fill in the form. Enjoy the pictures
Individual activity.
Read quickly and fill in the form. Look at the map and make it sure where they are.
Listen and finish the task
Watch the video.
Group activity.
Discuss in a group and share the information
Group activity.
Discuss in a group ,write down the steps and report to the class
Group leaders write down their steps on the blackboard.
Group activity.
Discuss and finish the task step by step following the tips
板書
如果已過15分鐘，就把語言點留到下堂課
承上啟下，關系寫作進行，根據學生反饋機動調整
板書
評價與反思(assessment and reflection)
教師反思
1. Have all the teaching aims been reached? _________________
1． Have all the students learnt something in the lesson? ________________
2． What can be improved? _______________________
學生反思
1. What impressed me most in the class? ________________
2. what haven’t I understood yet? ________________
3. In what aspect do I need improvement? ________________
學生課堂活動評價
Class: Name: Score:
Items Understandable 5 4 3 2 1
Logical 5 4 3 2 1
Creative 5 4 3 2 1
Active 5 4 3 2 1
Cooperative 5 4 3 2 1
Others 5 4 3 2 1