Learning about Language优秀教案

Unit 5 Meeting your ancestors 教学设计

I 单元教学目标

话题Topics General knowledge of archaeology; Anthropology as well as history; II 目标语言

功

能

句

式

1.

存在与不存在（

Existence and non-existence）

Perhaps there was …

Is there any … on the …? Is there anything to …?

It could be

… because …

2.

度量（

Measurement）

How large do you think it is? It’s at most three centimeters long. … ash almost six metres thick. 3.

特征（

Features）

It looks like …

It may/ might have been used as/ for …

It could be made from …

It seems that …

It is reasonable to assume that …

What do you think the … is? We think that …

Our evidence suggests that …

1.

四会词汇

Alternative,

tentative,

accuracy,

interrupt,

assume,

regardless,

centimeter,

sharpen,

ample,

primitive,

preserve,

botany,

botanical,

analysis,

specific,

specifically,

seashell,

category,

significance,

somehow,

systematic,

yogurt,

radioactive,

radioactivity,

applaud,

accelerate,

arrest ,

dizzy,

relief,

division,

affection, affectionate,

patient(adj.),

skilful,

punctuation 2. 词组

regardless of, cup up, look ahead，at most, fed up with, date back

词

汇

法1.

复习动词时态

（Revise the verb tenses）

2.

学习现在完成进行时态

( Learn the Present Perfect Continuous Tense) We have been excavating here for many years. 语How long have you been driving? What have you been doing these years? 分课时教学设计：

The First Period Speaking and Listening

Teaching goals 教学目标

1. Target language目标语言：

重点词汇和短语

archaeology, 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 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?

Its name What it was Its use Today’s

made of

1 clay lamp

2 Chinese chimes

Clay/ pottery Metal, possibly bronze or brass 3 stone/ jade axe

4 death mask

Stone/ jade

Gold

To chop wood

To cover the face of the pharaoh after his death To light the house To provide music alternative Electric light

Xylophone Chain saw none 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 were possibly used for 3.

Describe these objects (including appearance, shape and a guess about the material, what can we learn from these objects, etc.) StepⅣ Listening Do the Listening task on page 81. Step V Homework Ask the students to find some information about Zhoukoudian. The Second Period 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 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.

Places of living Furniture Entertainment Food Clothing

Step III Reading

Modern people

Peking man

Accuracy 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 bout 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. Finish Comprehending 2: Homes: caves, perhaps with skins to keep out the cold.

Tools:

scrapers, axe-heads, bone needles

Dress:

animal skins sewn together with needles and thread, necklaces

4. Careful reading Let the Ss read the passage again and show the three stages in the PPT after the students finish Comprehending 3: Stage 1:

Life in the cave Stage 2: What we can learn from a needle Stage 3: What we can learn from a necklace 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?

Places of living Modern people Peking man Accuracy Very accurate Modern architecture, which Caves is huge, like boxes with flat roofs, sharp corners and glass walls Furniture Beautiful furniture with lots of ornaments mostly made of wood or other special materials Natural furniture made of stone or wood Accurate Entertainment Watching TV, surfing the Internet and traveling Enjoy the nature or family get-together Natural food, such as nuts and fruits Inaccurate Food A good variety of cooked food, which tastes delicious Accurate Clothing Clothes made form special material, such as cotton and wood Clothes made form animal skins Accurate And then clarify Ss’ difficult points in the text.

Step V Homework 1.

Go over the text. 2.

Write a brief introduction to the Zhoukoudian Cave. 3.

The Third Period Learning about language 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 lean 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 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）

一、单项选择。

1. How long have you been

here?

A. stood

B. to stand

C. standing

D. stands 2. The student has been

the novel since he finished school.

A. wrote

B. writing

C. written

D. writes 3. —

Hi, David! Are you tired?

—

Yes, I am tired. I

the classrooms for 4 hours.

A. am cleaning

B. was cleaning

C. have been cleaning

D. had cleaned 4. Where have you been? We

you everywhere.

A. have been looking for

B. has looked for

C. had looked for

D. has been looking for 5. —

It

for nearly a week. Will it last long?

—

No, it's reported that we'll have a fine weekend.

A. have rained

B. has been raining

C. rains

D. rained 二、句型转换。

1. He has been watching the interesting play for two hours. (改为否定句) He

watching the interesting play for two hours. 2. I have been learning English for two years. (改为一般疑问句并作否定回答) —

you

learning English for two years? —

No, I

. 3. My brother has been collecting stamps for five years. (对划线部分提问)

has your brother been

for five years? 4. The boy has been listening to the music videos since he was eight years old. (对划线部分提问)

has the boy been listening to the music videos? 5. She has been working in the hospital for six years. (对划线部分提问)

she been working for six years?

Step V Homework Ask the students finish Exercise in workbook: Using Words and Expressions and Using Structures.

The Fourth Period Extensive Reading 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 重点句子

If only she had looked ahead and planned better! She could see her mother and aunts preparing the meat of deer and pg over the fire. 2. Ability goals能力目标

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

Help the Ss learn how to describe the life of early people’s life

Teaching important & difficult points教学重难点

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

Teaching methods教学方法

Task-based method, reading and discussion

Teaching procedures & ways教学过程与方法

Step I Revision and Lead-in 1.

Check the homework. Ask the Ss to recite some useful words and expressions. 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 Reading Play the tape for the Ss to listen. At the same time, the students are asked to finish the following table: Men’s’ tasks

Women’s tasks

1.

making and repairing tools 2.

fishing 3.

cutting down trees 4.

hunting animals 5.

protecting the group form harm

Step IV Discussion 1.

collecting nuts ,fruits and water 2.

cutting up meat and fish for cooking 3.

prepare skins to make clothes 4.

preparing food 5.

looking after children 1.

In groups discuss which adjectives best describe each of the tasks. Men’s tasks:

patient ( tool making ), dangerous (hunting ),some individual( tool making and repairing ) and some co-operative (hunting ) , skilful ( tool making ),

protective( of group) Women’s tasks: affectionate ( to group ), co-operative ( cooking), caring ( providing food ) , patient ( collecting food), skilful (cooking), individual ( collecting nuts and fruits).

Step Ⅴ Homework Practicing using two or more adjectives to describe the Saxingdui Ruins objects on page 44. The Fifth Period Integrating Skills Teaching goals 教学目标

1. Target language目标语言：

重点词汇和短语

hint, hut, archaeological discovery, seal, marvelous, insignia, intestines 重点句子

This was very significant as it was clearly a tomb of somebody important\ When it is examined, it was found that the body had been turned into a mummy and placed within three boxes, one inside the other 2. Ability goals能力目标

Enable the Ss to write two paragraphs solving two archaeological problems.

3. Learning ability goals 学能目标

Help the Ss learn how to write two paragraphs solving two archaeological problems. Teaching important & difficult points教学重难点

Learn to solve two archaeological problems. Teaching methods教学方法

Task-based method, listening and reading

Teaching procedures & ways教学过程与方法

Step I Revision and Lead-in 1. Check the homework. Ask Ss to show their work. Step II Listening and reading task in workbook 1. First ask the Ss to read the passage and work out the answers to the questions in Part 2 on page 83. Sample answers: 1)

They read his name on a black box. 2)

Because they were so strange and wonderful---more wonderful than anyone could imagine. 3)

Because it meant that the tomb had not been opened by thieves. 2. Ask the Ss to listen to the tape and fill in the chart in Part1. Objects Two statues

Material / Color Black Decoration Wearing gold shoes and carrying royal insignia Chairs

Boxes Flowers Vases Boxes

Chests Seat Gold / / / / …

…

Golden

/ / / Black

White Golden With heads of animals and gods Beautifully painted / With beautiful flower designs / …

For the Pharaoh

Cart Gold Golden

/ 3. Ask Ss to discuss how to secure and protect the site. Step III Writing 1. Ask Ss turn to page 85 and look at the pictures and questions below them. First discuss these questions below the pictures. 2. Ask the Ss to write two paragraphs giving their ideas and opinions tell them to do. Step IV Homework

Complete the writing task and review the whole Unit.