Using LanguageⅠ教案和学案内容

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 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. Practice: 1. (2004江苏32) The ____ house smells as if it hasn’t been lived in for years. A. little white wooden

B. little wooden white C. white wooden little D. wooden white little 2. (2004辽宁22）John Smith, a successful bus businessman, has a ____ car. A. large German white B. large white German C. white large German

D. German Large white 3. (2005北京23）This ____ girl is Linda’s cousin. A. pretty little Spanish B. Spanish Little pretty C. Spanish pretty little D. little pretty Spanish

4. (2004浙江24) ____ students are required to take part in the boat race. A. Ten strong young Chinese

B. Ten Chinese strong young C. Chinese ten young strong

D. Young strong ten Chinese After a few minutes, check the answers together. Key: 1. A

2. B

3. A

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