Using LanguageⅠ名师教学视频（文字实录）

Unit 5 Meeting your ancestors

Warming Up, Pre-reading and Reading

Teaching goals 教学目标

1.

Target language 目标语言：

重点词汇和短语

archaeology, tentative, accuracy, excavate, interrupt, ornament, assume, regardless, sharpen, cut

up, scrape, ample, primitive, preserve, bead, botany, botanical, analysis, specific, seashell, specifically 重点句子

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

We have been excavating layers of ash almost six meters thick, which suggest that they might

have kept the fire burning all winter. Yes, indeed, as the botanical analyses have been specifically showing us, all the fields around there used to be part of a large shallow lake. 2.

Ability goals 能力目标

Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives. 3.

Learning ability goals 学能目标

Help the Ss learn to tell the differences between modern people and Peking man and learn how Peking man lived their lives. Teaching important & difficult points 教学重难点

Talk about Peking man in Zhoukoudian Caves. Teaching methods 教学方法

Listening, reading and discussion

Teaching aids 教具准备

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

Step I Revision and Lead-in

Check the homework.

The Ss will how their information about Zhoukoudian Caves in the following steps.

Step II Lead in

1.

Ask the Ss to identify the picture in the pre-reading part. (skullcap)

2.

Ask Ss to assume what Peking man might have done and use thousands of years ago.

3.

Then by showing the table following to show whether their assumptions are right or wrong.

Modern people Places of living Modern architecture, which is Caves Peking man Accuracy Very accurate

huge, like boxes with flat roofs, sharp corners and glass walls Furniture Beautiful furniture with lots Natural furniture Accurate of ornaments mostly made of made of stone or wood or other special wood materials Entertainment Watching TV, surfing the Enjoy the nature or Inaccurate Internet and traveling Food family get-together A good variety of cooked Natural food, such as Accurate food, which tastes delicious nuts and fruits Clothing Clothes made form special Clothes made from Accurate material, such as cotton and animal skins wood

Step III Reading

1.

Play the tape once, and ask the Ss what they have learned about Zhoukoudian Caves

2.

Skimming (What is the text about? And three stages of the archaeologist’s part of the dialogue:

An archeologist is showing a group of students from England around the Zhoukoudian Caves and telling them something about the caves.) 3.

Scanning (Ask them to write down the three ways in which the life of early people differs from

modern ones. Ask them to work in pairs and discuss the questions. Homes: Peking man lived in Zhoukoudian Caves of rocks and trees.

Tools: They used needle that was made of bone sharpened stone tools and scraper made by stones.

Dress: They wore clothes form animal skins and they also wore necklace made from seashells or animal teeth. 4.

Careful reading

Let the Ss read the passage again and answer the following questions. Show the questions on the Screen.

1.

How did the keep warm?

2.

What animals were their most dangerous enemies?

3.

How did they make clothes?

4.

What can we learn from the necklace they wore?

Step IV Post-reading

Ask Ss to fill in the chart on the life and habits of Peking man on page 37 and compare it with the

list they made in the pre-reading. What differences are there? And then to clarify Ss’ difficult points in the text.

Step V Homework

1.

Go over the text.

2.

Write a brief introduction to the Zhoukoudian Cave.

Unit 5 Meeting your ancestors

Vocabulary and Useful Expressions

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 learn 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

Unit 5 Meeting your ancestors Listening, Speaking and Writing

Teaching goals 教学目标

1.

Target language 目标语言：

重点词汇和短语

archeology, accurate, radioactivity, chronological, excavation, identity, alternative, household, date back to 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 the 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 opinion and describe objects Teaching important & difficult points 教学重难点

Learn how to give opinion and describe objects

Teaching methods 教学方法

Listening and cooperative learning Teaching aids 教具准备

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

Step I Lead-in

Lead in by talking about the ancient civilization.

1.

Ask them the four Great Ancient Civilizations.

2.

Ask them to give some account of each great civilization, for example, speaking China, they

can talk about China’s brilliant civilization, like four great inventions (papermaking, printing, gunpowder, compass) Step II Warming-up

Deal with the Warming-up part.

1.

Ask Ss to identify each picture in this part.

2.

Ask them to have a discussion to complete the task listed in Activity 2 ( to complete the table),

What is it made of? What’s its use? And today’s alternatives? 3.

Then make a summary of this and show the PPT of the table list on the screen. S3. The Greek Goddess agreed to help and his wish was granted. Step III Speaking

Talk about Sanxindui Ruins with Ss.

1.

Show the pictures on page 44. Tell the Ss they were found during an excavation in Sanxindui

Ruins. 2.

Ask them if they know anything about SanXindui Ruins.

3.

Introduce some background information to them.

4.

Show a series of objects to them and ask them to complete the tasks shown on the screen.

1.

Guess what they are.

2.

Discuss what these objects wre possibly used for

3.

Describe these objects (including appearance, shape and a guess about the material, what

can we learn from these objects, etc.) Step Ⅳ

Listening

Do the Listening task on page 81.

Step V writing on page 85

1 turn to page 85 and look at the pictures and the questions below them. Discuss the questions 2 several minutes later, check the discussions 3 ask the students t write two paragraphs giving their own ideas as the information tells them to do 4 ask the students to read out their articles Step VI Homework

Ask the students to find some information about Zhoukoudian.

Unit 5 Meeting your ancestors Grammar and Useful Structures

Teaching goals 教学目标

1.

Target language 目标语言：

Grammar: Present Perfect Continuous Tense 2.

Ability goals 能力目标

Enable the students to use the Present Perfect Continuous tense. 3.

Learning ability goals 学能目标

Help the students learn how to use the Present Perfect Continuous tense. Teaching important & difficult points 教学重难点

How to use the Present Perfect Continuous tense. Teaching methods 教学方法

Explanation and practice

Teaching aids 教具准备

A computer and a projector, a blackboard

Teaching procedures & ways 教学过程与方法

Step I Revision

Check the students’ homework and let one read their work.

Step II Lead-in

Ask the Ss to point out the sentences that contain the structure as “We have been excavating here

for many years” in the text.

Step III Explanation

一、结构形式

现在完成进行时是由“助动词

have(has) + been+动词的现在分词”构成。

二、基本用法

1. 表示从过去某时开始一直延续到说话时还在进行，或可能还要继续下去的动作。它通常

和“for+段时间”或“since+点时间(也可以是从句)”的时间状语连用。例如：

I have been waiting for a letter from my parents. 我一直在等我父母的来信。

It has been raining for three hours. 雨已经下了三个小时了。

We have been studying here since 2004. 自从

2004 年以来，我们一直在这里学习。

2. 表示从过去某时开始，一直延续到说话时刻，可能刚刚结束的动作。例如：

She has been sweeping the street all day. She is too tired. 她一整天都在扫大街。她太累了。

We have been waiting for you for two hours. We don't want to wait any longer. 我们已经等你两个小时了。不想再等了。

三、常用句型

1. 肯定句：“主语+have(has) been+动词的现在分词+其他.”例如：

I have been sitting here all the afternoon.

我在这儿坐了一下午。

He has been collecting all kinds of stamps since he was ten years old. 自十岁起他就开始收集各式各样的邮票。

2. 否定句：“主语+have(has) not been+动词的现在分词+其他.”例如：

They haven't been meeting each other for five years. 他们有五年没见面了。

He hasn't been teaching here these years.

这些年他并没有一直在这儿教书。

3. 一般疑问句：“Have(Has) + 主语

+ been + 动词的现在分词？”其肯定回答：“Yes, 主语

+

have(has).”否定回答：“No,

主语

+ haven't (hasn't).”

【例如】：

—

Have you been studying for the English test today? 你今天一直在准备英语测试吗？

—

Yes, I have. / No, I haven't. 是的。

/ 不，我没有。

—

Has Daniel been skating for two years?

丹尼尔滑冰已经有两年了吗？

—

Yes, he has. / No, he hasn't. 是的。/ 不，他没有。

4. 特殊疑问句：“

特殊疑问词

+ 一般疑问句？”

【例如】：

What book have you been reading recently? 最近你在看什么书？

How has your uncle been getting on with his work?

你叔叔的工作进展得怎么样？

四、注意事项

有些不能用现在进行时的动词，如

be, have, like, love, know, see, hear 等，同样也不能用现在

完成进行时，而应用现在完成时。例如：

The poor woman has been ill for a long time. 那可怜的妇人已经病了好久了。

Have you seen her parents these days? 这些天你看见她的父母了吗？

时态对比

1. 现在完成进行时与现在进行时比较：

现在完成进行时强调某一动作从过去一直延续到现在；而现在进行时只指目前正在发生的动

作。试比较：

Susan has been reading that storybook since last night. 从昨晚开始苏珊就一直在看那本故事书。

Susan is reading a storybook now. 苏珊正在看一本故事书。

2. 现在完成进行时和现在完成时比较：

⑴有些动词(如：work, study, live, teach 等)用现在完成进行时与现在完成时表达的意思差不多。试

比较：

The teacher has been teaching at this school for ten years. 十年来，那位老师一直在这所学校教书。

The teacher has taught at this school for ten years. 那位老师在这所学校已经教了十年书了。

⑵英语中的多数动词在这两种时态中表示不同的含义。现在完成时如果不带表示一段时间的

状语，就只能表示动作的完成，而现在完成进行时则表示动作的延续。试比较：

They have built a new lab. 他们建造了一幢新的实验室。(表示动作的完成) They have been building a new lab (these years). 他们(这几年)一直在建造一幢新的实验室。(无论用时间状语还是不用时间状语，都表示动作

的延续)

Step IV Practice （Using Structures in Workbook）

Step V Homework

Ask the students finish Exercise in Word Study Part.