Learning about Language教学内容概述

The Third Period Language Points 一．Aims: Teaching aims 教学目标

1.Ability aims能力目标

Enable the students to use the Present Perfect Continuous tense. 2. Learning ability aims 学能目标

Help the students lean how to use the Present Perfect Continuous tense. Content 教学内容

1. identify vt. 确认，识别，鉴别

（1）~ sb. /sth. as sb./ sth.确认，证明某人/某物系某人/某物

e.g. She identified the man as her attacker. （2）~ sth. with sth.认为某事物与另一事物等同

e.g. One can’t ~ happiness with wealth.

扩展：identification n. identification card 身份证

2. alternative adj. 供选择的，其他的

e.g. The way was blocked ,so we had to go by ~ road. 这条路阻塞，我们只能走其他路。

3. interrupt vt. 1) 打断，中断，阻碍

The war ~ed the trade between the 2 countries. e.g.

战争打断了两国间的贸易。

②Sorry to interrupt you, but I have something to say. 打断某人的话

~ sb. /sth. with sth. 用……打扰/打断……

e.g.他用一个问题打断了他的老师。

He interrupted his teacher with a question. (2) interrupt sb. 打扰某人

e.g. ①Don’t interrupt me. I am very busy. 打扰某人

4. assume vt. 假定，设想；担任，承担

(1)assume后多跟

1) 名词，2)宾语+ to be + n. / adj., 3) that 从句

e.g. 1. The scientist ~ that there no animals on the moon. 科学家设想月球上没有动物．

2. I ~d the responsibility. 我来承担责任。

3. He assumed a great man. 他假装是伟人．

(2) assuming放在句首，表一种猜测。

e.g. Assuming it rains tomorrow, what shall we do? 扩展：

assumption n. make an assumption

５. regardless of 不管；不顾；不注意

e.g. He went ~ the risk. 他不顾危险地去了。

He is ~ his appearance. 他不注意自己的外表。

6. preserve vt.(1) 保存；保护；收藏

e.g. You can ~ meat or fish in salt. 你可以用盐来保存肉或鱼。

(2) 保持；维持

e.g. It is one of the duties of the police to ~ public order 7.sharpen. vt /vi 使变锐利

锋利

、磨快刀

sharpen a pencil with a knife. Sharpen a knife. Sharpene stone tools. n. sharpener 磨快的用具

adj. Sharp 锐利的、陡峭的、激烈的、凛冽的

8．Preserve vt 保存、保护

、保管

The city should take steps to preserve the old temple. Preserve… from..保护使免于

Oil preserves metal from rust. Vt.保存

、储藏

, 维持、保护

Preserve fruit in sugar cans. Preserve one’s strength.

9．I’m sorry to interrupt you, but how could they live here? I’m sorry, but ……

Excuse me , but….

10.We have been excavating layers of ash almost six meters thick, which suggest that they might have kept the fire burning all winter. six meters thick six years old The Forth period Learning about language and using language Teaching goals 教学目标

1. Target language目标语言：

重点词汇和短语

look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone, arrowhead, axe, division, affection, affectionate, patient, skillful, exhausting 2. Ability goals能力目标

Enable the Ss to describe the life of early people Task-based method, reading and discussion Content 教学内容

Step I Revision and Lead-in 1． heck the homework. 2．Ask the Ss to recite some useful words and expression_r_rs. Step II Lead-in Ask the Ss to turn to page 43 and look at the picture, then try to describe what are these early people are doing. And imagine what their life was like. Step III Language Points Play the tape for the Ss to listen. At the same time, the students are asked to find the answers to the following questions. 1. Which jobs did Dahu do? ( to make tools, catch fish, cut up meat, scraper the fish and welcome guests) 2. Which jobs did Lala do?(to collect nuts and fruit, to prepare the meat over the fire) 3. Who works cooperatively and who does tasks alone? (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. Who does the most dangerous tasks?( men do the most dangerous tasks) 5. Where does the danger come from? ( The danger comes from the wild animals) Step IV Post Reading 1. In groups discuss what the possible work division was between men and women at that time.

Mens’ tasks: making tools, fishing, making fire, protecting the family form wild animals, cutting up meat. Women’s tasks: collecting nuts and fruits, making and sewing clothes, looking after baby, preparing food, doing housework. 2. Then ask them to look at the above item and try to use adjective best describe each of them. Adjectives best describe the women: caring, affectionate, safe, co-operative Step Ⅴ

Homework Practicing using two or more adjectives to describe the Saxingdui Ruins objects on page44.