Using LanguageⅠ教学目标

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。

1.1 Warming Up 给出了四幅图片，要求学生通过识别、描述古代中国、希腊、埃及的文物，使学生了解古代文明在人类社会发展史上的重大意义.

1.2 Pre-reading 要求学生能从不同侧面比较、描述现代人和北京人的不同之处，为Reading 部分的学习做好准备。

1.3 Reading 是一位考古学家和来参观周口店北京人遗址的英格兰学生之间的一段对话。

要求学生通过阅读对话，了解周口店北京人在衣食住行、使用工具上的特点；了解古人类惊人的生活和创造能力。

1.4 Comprehending 共设计了三部分习题。第一题是根据课文回答问题；第二题要求学生在理解课文的基础上，结合生活实际，写出北京人在居住、使用工具和衣着方面与现代人的三个不同之处；第三题训练学生的概括和写作能力。要求学生通过分析归纳考古学家的介绍，写出关于周口店考古工作所经历的三个阶段的相关情况，并利用这些信息写一篇关于周口店洞穴的介绍。

1.5 Learning about Language分词汇和语法两部分。其中Discovering useful words and expressions 中第一题要求学生运用所给词汇的适当形式填空；第二题要求所给短语完成句子。通过这两个练习使学生掌握本单元的描述性语言。Discovering useful structures 在引导学生体验、探究、归纳现在完成进行时的基础上进行任务型巩固训练。第一题要求学生在Reading中找出含有现在完成进行时态的句子；第二题要求学生通过合作学习，练习现在完成进行时态的用法；第三题要求学生在特定的语境下灵活运用现在完成进行时态。

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

2.1 将Warming Up, Using Language中Listening and discussing, Speaking and writing中的speaking, Workbook中LISTENING, TALKING, LISTENING TASK和

SPEAKING TASK整合在一起，上一节听说课。

2.2 将Pre-reading，Reading和Comprehending整合在一起，上一节阅读课。

2.3 将Learning about Language和Workbook中USING WORDS AND EXPRESSIONS以及USING STRUCTURES 整合在一起，上一节语言学习课。

2.4 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)。

2.5 将Workbook 中READING TASK 和WRITING TASK整合在一起，上一节综合实践课(Ⅱ)。

3. 课型设计与课时分配

1st period

Listening & speaking Reading Language study Integrating skills (Ⅰ) Integrating skills (Ⅱ) 2nd period

3rd period

4th period

5th period

Ⅳ. 分课时教案

The First Period Listening & speaking Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和知识

archaeology, accurate, radioactivity, chronological, excavation, identify, alternative, household, date back to

b. 交际用语

Practice giving opinions and describing objects 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...? 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... 2. Ability goals 能力目标

Enable the students to talk about archaeological evidence and knowledge and learn to describe people and practice giving opinions. 3. Learning ability goals 学能目标

Help the students learn how to give opinions and describe objects. Teaching important & difficult points 教学重难点

Learn to describe objects and give opinions. Teaching methods 教学方法

Listening and cooperative learning. Teaching aids 教具准备

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

Step Ⅰ Lead-in Lead-in by talking about the ancient civilizations.

T: Good morning, boys and girls! You must have learned history in the past years, haven’t you?

S: Yes. T: Have you ever heard “Four Great Ancient Civilizations”?

S: Yes, they are Ancient China, Ancient Greece, Ancient Egypt and Ancient India. T: What do you know about them? S1: In Ancient China, we have “Four Great Inventions”. They are the compass, printing, gunpowder and papermaking, of which we are proud, and which, in the words of Roger Bacon, “changed the whole appearance and status of things in the world.”

S2: China was the first country in the world to make paper. Paper made during the Western Han Dynasty (202 BC-16 AD) has been found in Gansu Province, Xi’an and Shaanxi Province as well as Xinjiang. A further development of paper was credited to Cai Lun of the Eastern Han (25-220). He used plant fiber such as tree bark, bits of rope, rags and worn-out fishing nets as raw materials. In 105, Cai presented the first batch of paper made under his supervision to the Han emperor, who was so delighted that he named the material “Marquis Cai’s paper”.

S3: Before paper was invented, the ancient Chinese carved characters on pottery, animal bones and stones, cast them on bronzes, or wrote them on bamboo or wooden strips and silk fabric. These materials, however, were either too heavy or too expensive for widespread use. The invention and use of paper brought about a revolution in writing materials, paving the way for the invention of printing technology in the years to come.

S4: The invention of gunpowder was no doubt one of the most significant achievements of the Middle Ages in China. The correct prescription for making gunpowder with nitre, sulphur and carbon was probably discovered in the ninth century.

S5: Bi’s printing consisted of four processes: making the types, composing the text, printing and retrieving the movable types. According to Dream Stream Essays, Bi Sheng carved individual characters on squares of sticky clay, and then baked them to make clay type pieces. When composing a text, he put a large iron frame on a piece of iron board and arranged the words within the frame. While one plate was being

printed, another plate could be composed. After printing, the movable types were taken away and stored for future use. Movable type printing had a very important position in the history of printing, for all later printing methods such as wooden type, copper type and lead type printing invariably developed on the basis of movable clay types. Bi Sheng created movable type printing more than four hundred years earlier than it was invented in Europe.

S6: According to ancient records, natural magnets were employed in China as direction-finding devices. This led to the first compass, called a sinan (south-pointing ladle) during the Warring States Period. In the Han Dynasty compasses consisted of a bronze on which 24 directions were carved and a rod made from a natural magnet. Such devices were in use until the eighth century. In the Song Dynasty, Shen Kuo described the floating compass, suspended in water, a technique that minimized the effect of motion on the instrument. This enabled the compass to be used for sea navigation for the first time. The invention of the compass promoted maritime undertakings, and its use soon spread to the Arab world, and thence to Europe.

S7: China’s four great ancient inventions made tremendous contributions to the world’s economy and the culture of mankind. They were also important symbols of China’s role as a great world civilization. S8: Ancient Egypt is famous for pyramids and mummy. S9: Olympic games grew out of Ancient Greece. Besides, Ancient Greece is well known for its art, architecture and myth. S10: Ancient India is known for its culture of Buddha. T: Excellent! I’m very happy that you’ve known so much about Four Great Ancient Civilizations. Today, we will talk about some other cultural heritage. Step Ⅱ Warming up

Deal with the Warming Up part.

T: Now turn to page 37 and look at the pictures. What can you see in the pictures?

S: Some cultural relics from Ancient Greece, China and Egypt. T: Good. Now try to identify these pictures. Discuss what they may have been made of and explain their use. Can you think of the alternatives we would use today?

The students are given 3 minutes to discuss. 3 minutes later, let the students give their opinions. S1: The first picture is an oil lamp. I think it might have been made of bronze. It was used to get light. But now we get light by using electricity. S2: It is called “Bianzhong”. I guess it was made of bronze, too. It was used to play music. Today we use other musical instruments, such as violin, piano and guitar. S3: The third one is Stone Axe, which is certainly made of stone. It might have used to scrape and cut up things. Today we can use steel axe. S4: The last one is a burial mask of Pharaoh. It was made of gold and used to protect the face of Pharaoh; and the mask enabled the spirit to recognize the body. I think we never use masks when a person dies. But now we use masks to play or give performance.

…

T: Now I can give you some suggested answers. Look at the screen. Show the following.

Its name What it was made of 1. Oil lamp 2. Bianzhong Bronze Bronze Its use

Get light Play music Today’s alternatives electricity, wind Piano, violin and guitar 3. Stone axe Stone Scrape and cut up Axe made of other things materials, example, steel 4. Pharaoh mask Gold Preserve the face or Nothing enable the spirit to realize the body Step Ⅲ Speaking Talk about Sanxingdui Ruins with the students.

T: We have looked at some cultural relics of Ancient Greece, China and Egypt above. for

Do you want to know more about Chinese cultural relics? S: Yes. Then show the pictures on page 44. Tell the students they were found during an excavation in the Sanxingdui Ruins.

T: What do you know about Sanxingdui Ruins? S1: I know that Sanxingdui Ruins are found in Sichuan Province. S2: They are famous for gold masks, bronze wares, jade tablets and sacred trees. S3: And half human and half-animal masks. There is Sanxingdui International Mask Festival at the start of the May Day holiday. S4: It is believed that Sanxingdui was the capital of the ancient “Shu culture” of the Sichuan area, previously believed to be 3,000 years old. A metropolis of its time, covering about three square kilometers, Sanxingdui had highly developed agriculture, including wine-making ability, ceramic technology and sacrificial tools and mining. T: Good, Sanxingdui Ruins are very important cultural relics for us Chinese and even the whole world. Some 100 years ago, Sanxingdui in today’s Sichuan Province was nothing more than a typical rural area, and just 20 years ago its significance was not fully known. But in 1929 when a farmer found some jade, he unwittingly opened the door of an unknown culture between 3,000 to 5,000 years old.

But what no one could have expected was that this particular discovery would rewrite Chinese history. The area whose name means “three-star mounds” in English is not a place foreigners who aren’t archeologists would know to visit. And little is left for the common person to see but some ancient objects and many reproductions. Many objects at first seem somewhat commonplace for old cultures until you realize that the people making these objects were those living at the beginning of Chinese civilization. Now suppose you work in a museum, your job is to describe the objects as they are brought to the museum. Look at the pictures and discuss about these objects.

Show the following on the screen. Give the students three minutes to discuss.

1. Guess what they are. 2. Discuss what these objects were possibly used for. 3. Describe these objects. You should include:

a. The name of the site where the four objects were found and their possible dates; b. A description of each including appearance, shape and a guess about the material it was made of; c. What we can learn from these objects about the people who lived then. After a few minutes.

T: OK, so much for discussion. First look at the questions on the screen again. What are the answers? S1: In my opinion, the first one looks like a tree. It might be made of bronze. Also, it might be used to offer sacrifices to gods or ancestors. S2: I think the second picture is an animal-face image. It might also be made of bronze. It might stand for authority. S3: It looks like a bird. I think it could be made of bronze and it might be an ornament. S4: It may be a pottery pot, which is used to contain boiled water or wine. T: Well done. Your guesses sound reasonable. Look at the screen. These are what I have found about these things.

Show the following. 1. bronze sacred tree

442×802- 52kb. 2. bronze animal-face image

520×364-55kb.

3. bird-shaped ornament 1s500×815-50kb t1. 4. pottery pot

579×924-170kb. Deal with the SPEAKING TASK.

T: Above are objects in ancient China. Now let’s turn to a picture of ancient Egypt. Turn to page 84. Read the instructions and discuss the painting and then fill in the chart in Part 1.

A sample dialogue: S1: What can you find in the painting? S2: I can find some people are sitting on low stools, served by someone.

S1: Yes. In the lower part of the picture, someone is holding a plate with meat of poultry. And on the table there are other kinds of food.

S2: Look. There hang some clothes on the wall. They had to take off clothes when having dinner. S1: I agree. And we can see that their meals are arranged well. Maybe the soup must be first served, and then comes the meat. S2: Do you find someone dancing?

S1: Yes. Maybe they are watching the dancing while eating.

…

Ask the students to read their answers.

Food

Arrangements for the meal

Clothes Hygiene

Entertainment People Evidence from the wall painting Someone is holding a plate with goose meat in it Something like soup are served first, then another one presents the meat ... Clothes are hanging on the wall The room is clean and they took off clothes when eating.

Someone is dancing

Some are sitting on the tools and served by others who dress differently. Then go on with Part 2. Ask the students to show their conclusion after discussion.

A description of ancient Egyptian life: The few furnishings in the ancient Egyptian home were simple in design. The most common piece of furniture was a low stool, used by all Egyptians including the pharaoh. And someone was dancing for them while they are eating. Perhaps there was music too. It is reasonable to assume that the people sitting on the stools in the painting were of higher social positions.

As we can see from the painting, there hung some clothes on the wall. It seems that they should take off clothes when having dinner. We think they were doing well in hygiene.

Our evidence suggests that the ancient Egyptian people were very particular to their food and clothes, and paid great attention to hygiene.

Step Ⅳ Listening Give the students one minute to scan the questions first.

T: Now, tell me what you have learnt from the tape? S1: I’ve known the methods that archaeologists use to date bones. They’re layers in the ground and radiocarbon dating. S2: Besides, each layer looks different as they are uncovered, so we can tell where one layer starts and another finishes. S3: All living things have carbon in their bodies. When they die, the carbon will relive at a certain rate. Archaeologists can use radioactivity to tell how old the remains are. T: Good. Now please listen to the recording and fill in the diagram and the chart.

Check the answers with the class. Then ask the students to do Part 3.

Sample answers: I think the chronological order is B-C-A. I reached the conclusion by looking at the layers on the ground. From the picture, we can see B has no layers, which suggests it is built primitively; C has thin layers of ash, which suggests the building is built a bit later than B. A has the thickest layers, which suggests that the ground has been developing for many years and building A is built later than C. So my chronological order is B-C-A. Listening task

T: After we learned some archaeological knowledge, let’s look at something about ancient Egypt. Now turn to page 81, you are given three minutes to discuss the first question: what did the ancient Egyptians believe?

Three minutes later, let the students show their discussion. S1: According to the picture, I think the ancient Egyptians believed that the physical body had to be preserved to allow a place for their spirit to dwell in the afterlife. Because of this, mummification was performed to preserve the body. S2: Egyptians believed that the body was the link to a spiritual existence in the afterlife. The body was mummified so the spirit could get needed food and drink in

the afterlife. In case the body was destroyed or damaged, magical spells were placed on a statue of the deceased so the spirit could continue to have their needs met. …

Sample answers:

The Egyptians believed that death was simply a temporary interruption, rather than complete cessation, of life, and that eternal life could be ensured by means of like piety to the gods, preservation of the physical form, and the provision of statuary and other funerary equipment. The Name and Shadow were also living entities. To enjoy the afterlife, all these elements had to be sustained and protected from harm. Then play the tape and ask them to finish the rest exercises. Give the students several minutes to finish the listening exercises on page 78. Several minutes later, check the answers with the students. T: After listening, we know that the tomb of Emperor Qin Shihuang is a magnificent archaeological site. Then as an individual, what can you do to help preserve important cultural sites like this? S1: As individuals, we should learn first something about these cultural sites and then how to protect them. With these knowledge, we can do something useful.

S2: As an individual, I think we can do nothing but study hard. And when we travel, we can help preserve these cultural sites. For example, not throwing away rubbish, or not writing or cutting the statues.

…

T: OK, well done. We know that all kinds of cultural relics are important to us. They provide us precious historical information and real objects, which tell us the life of ancient people. Thanks to our ancestors, we can enjoy their great creativity and valuable gifts left to us. As a young generation, you should study hard and make up your mind to do something to help preserve these cultural sites.

Step Ⅴ Homework Ask the students to find some information about Zhoukoudian Caves.