Using LanguageⅠ板书设计及设计说明

Unit 5 Meeting your ancestors Ⅰ. 单元教学目标

技能目标Skill Goals ▲Take about archaeological evidence and knowledge

▲Practice giving opinions and describing objects

▲Learn about the present perfect continuous tense

▲Write a descriptive paragraph

Ⅱ. 目标语言

功

能

句

式

Practice giving opinions I think that we should... because... I suggest we... If ..., then maybe we ought to... Perhaps we should /could... We must ask for help from... What if...? Describe objects It seems likely / unlikely that... It looks like... It could be... because... How large do you think it is? Is there any... on the...? It may/might have been used as/for..

1．

四会词汇

Alternative, starvation, tentative, accuracy, interrupt, acute, assume, regardless, mat, quilt, beast, centimeter, sharpen, ample, messy, primitive, botany, analysis, seashell, ripen, category, significance, somehow, 词

systematic, spit, delete, album, scratch, academy, receptionist, onion, 汇

kindergarten, skateboard, yogurt, radioactive, division, melon, wrinkle, pulse, applaud, howl, accelerate, spear, arrest, dizzy, hammer, gay, skilful,

punctuation 2．认读词汇

household, Pharaoh, archaeology, archaeological, archaeologist, ornament, centimeter, scraper, bead, botany, botanical, analysis, seashell, category, systematic, yogurt, radioactive, chronological, punctuation, artifact 3．词组

regardless of, cut up, look ahead, be similar to, look ahead, date back 4．重点词汇

identify, tentative, interrupt, assume, ample, preserve, specific, applaud, accelerate 结

现在完成进行时的用法

构

重

点

句

子

1. I’m sorry to interrupt you but how could they live here? P38 2. We have been excavating layers of ash almost six meters thick, which suggests that they might have kept the fire burning all winter. P38 3. Yes, indeed, as the botanical analyses have shown us, all the fields around here used to be part of a large shallow lake. P39 4. That’s why they are called hunters and gatherers. P39

5. Worried about the preparations for her feast, Lala quickly turned for home with her collection of nuts, melon and other fruit. P43 6. If only she had looked ahead and planned better! P43 7. Lala accelerated her walk up the path to the caves fearing that there might be wild beasts lying in wait for her. P43

8. He chose one large stone and began to use it like a hammer striking the edge of the scraper that needed sharpening. P43 Ⅲ. 教材分析和教材重组

1. 教材分析

本单元以General knowledge of archaeology and Anthropology as well as history为话题，通过学习周口店洞穴北京人遗址、埃及古墓等古代文明，使学生

了解一些考古学及人类发展变迁历史等方面的知识；激发学生热爱人类、热爱历史、热爱考古的兴趣，进而使学生懂得保护文化遗产的重要意义。通过对一些古文物的识别、鉴定和描述，使学生学会鉴别、描述事物（考古现象）特征的方法。

1.6 Using Language部分以Discussing为主要训练方式，训练学生的综合语言运用能力。第一部分Listening and discussing 要求学生在听取关于考古工作者是如何使考古资料的准确性得到保证的录音材料的基础上，先完成两个任务（Fill the layers in the “wastepaper basket” diagram; fill in the chart about he methods archaeologists use to date bones and how those methods work），了解利用地下岩层和放射二氧化碳可判断骨头的日期，然后利用这一知识来判断任务3中建筑物图片的考证顺序。第二部分Reading是一篇关于石器时代古人类的生活纪事。要求学生在阅读文章的基础上，分析文中人物Lala与Dahu的工作类别；讨论男女之间在古代社会中已经存在的不同社会分工并完成表格；并能运用恰当的形容词来描述他们的行为特征。第三部分Speaking and wring 给学生展示出从三星堆遗址中出土的四件文物的图片，要求学生在描述、鉴别的基础上讨论这些文物可能的用途并给介绍三星堆文化遗址的导游手册撰文介绍这些文物的相关情况。

1.7 LEARNING TIP 帮助学生学会用多个形容词来描述人或物品。

2．

教材重组

将Using Language中Reading和Speaking and writing中的writing以及LEARNING TIP整合在一起，上一节综合实践课(Ⅰ)。

3. 课型设计与课时分配

4th period

Integrating skills (Ⅰ) The Fourth Period Integrating skills (Ⅰ) Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone arrowhead, axe, division, affection, affectionate, patient, skilful, exhausting b. 重点句型

If only she had looked ahead and planned better!

She could see her mother and aunts preparing the meat of deer and pig over the five. 2. Ability goals 能力目标

Enable the students to describe the life of early people. 3. Learning ability goals 学能目标

Help the students learn how to describe early people’s life.

Teaching important & difficult points 教学重难点

Enable the students to know more about the early people’s life and describe it.

Teaching methods 教学方法

Task-based teaching method, reading and discussion. Teaching aids 教具准备

A recorder, a projector and a computer. Teaching procedures & ways 教学过程与方式

Step Ⅰ Revision Check the homework. Ask the students to recite some useful words and expressions. Step Ⅱ Lead-in

T: In the previous period, we learned something about the life of Peking man. Peking Man life is part of our ancient ancestors. What about the general ancestors’ life? Now turn to page 43 and look at the pictures and think what these early people are doing? S1: Some are preparing food. S2: One is making tools by sharpened stone tools and scraper. T: Good. From the picture, we can learn something about early people’s life. Now read the passage and find out what the life was like. Step Ⅲ Reading Play the tape for the students to listen. At the same time, the students are asked to find the answers to the following questions. 1. Which jobs did Dahu do? 2. Which jobs did Lala do? 3. Who works cooperatively and who does tasks alone? 4. Who does the most dangerous tasks? 5. Where does the danger come from?

After listening to the tape, the students discuss the above questions in groups and then try to find the answers to the above questions.

Sample answers: 1. To make tools, to catch fish, to cut up the meat, to scrape the fish, to welcome the guests. 2. To collect nuts and fruit, to prepare the meat over the fire.

3. Both men and women work cooperatively. For example, Lala’s mother and aunts were preparing the meat of deer and pig over the fire. Men do tasks alone. 4. Men do the most dangerous tasks. 5. The danger comes from the wild animals. Step Ⅳ Post-reading T: From the reading passage, we can see that long ago men and women had quite separate responsibilities. In groups discuss what the possible work division was between men and women at that time. After a few minutes, check the answers.

Sample answers:

Men’s tasks: making tools, fishing, making fire, protecting the family from wild animals, cutting up meat. Women’s tasks: collecting nuts and fruit, making and sewing clothes, looking after baby, preparing food, doing housework. T: Now look closely at the tasks above and discuss which adjectives best describe each of them. Give your reasons. Sample answers:

adjectives best describe the women: caring, affectionate, safe, co-operative adjectives best describe the men: protective, dangerous, patient, individual, exhausting S1: The fact that when Lala sat down abruptly, she was scooped up by her sister shows women were caring. Women were safe because they usually stayed inside the caves preparing food over the fire.

S2: When men went out fishing and hunting, women stayed inside preparing food. So they were both co-operative.

S3: When Dahu went back with fish over his shoulder, and took the stone scrapers from Lala, he smiled and went outside the cave. From Dahu’s behavior, we can infer men were affectionate.

S4: From the descriptions about Dahu, such as “carried”, “smiled”, “looked carefully”, “went to a corner”, “pulled out more tools”, “chose one large stone”, “began to hit...”, we can see men were patient, and often did individual work. They did so many things and their work was dangerous and exhausting.

…

T: Good work. We often use adjectives to describe things and people. If we have two or more adjectives, how can you arrange these adjectives? Look at the following exercise: Show the following.

What surprised him most happened ____ Sunday morning. A. in a cold rainy

B. on a cold rainy C. in a rainy cold

D. on a rainy cold T: Which will you choose? If there are more adjectives, what will be the order? Now look at the following chart.

Show the following.

1

2

Size

A

Slim

Black

A Small

Chinese

Serving Dish British

Girl

Shape 3 Color 4 Origin 5 6

Material

Use Short Blue For example:

a nice long new black British plastic pen. some beautiful little red flowers.

Step Ⅴ Homework Practice using two or more adjectives to describe the Sanxingdui Ruins objects on page 44.