Using LanguageⅡ教案教学设计

Unit 5 Meeting your ancestors Speaking & Writing

教学设计

主备人：曹娟娟

复议：高二英语备课组

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。

本课时Speaking and Writing 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。

教材整合

本课时将Using Language I中Speaking 和Using Language II中Speaking and writing以及LEARNING TIP整合在一起，上一节综合实践课。

学情分析

在英语学习上，高二、10班的62个学生中，有优等生18人，中等生30人，潜能生14人，本节课上重点要求学生学会在描述，鉴别的基础上讨论三星堆遗址中出土的四件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，对于本班英语底子相对薄弱的学生而言有些难，面对这样的学情，除了使用一些学生感兴趣的图片和视频作为辅助材料易化教材内容来最大限度的调动学生学习的积极性和能动性外，还应在课堂教学中实施分层教学，使不同层次的学生都有所获。

Teaching goals

教学目标

1. Target language

目标语言

a. 重点词汇

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

b. 重点句型

The people at Sanxingdui could make bronze. They had high level of craftsmanship.(工艺）

The people had a quite high standard of living(生活水平）,they could made objects for decoration.(装饰）

They might have used the objects for religious purposes.(宗教) c. 交际用语

Practice giving opinions and describing objects It looks like

.... How large do you think it is? It may be used as/for

.... It could be made from

.... How large do you think it is? Is it in good/poor condition? What do you think it is? I think that we should... because...

2. Ability goals

能力目标

Enable the students to describe the life of early people. 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 , Speaking, Discussing ,Writing , cooperative learning & Stratified teaching method. 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 （

幻灯片3中插入听力音频

）

Lead in by listening and revising some important expressions in last period. Show the Chinese meaning to the students and ask them to translate into English. 1.

追溯到

date back to = date from 2. 不顾，不管

regardless of

3. 只要，但愿

if only

4. 向前看，做未来的打算

look ahead

5. 切碎

cut up

6. 厌烦的; 不满的

be fed up with

7. 至多;最多

at most

8. 为……做好准备

be prepared

to do sth.

for sth. 9. 意识到；知道

be aware

of sth.

that + 从句

设计意图：通过听熟悉的材料，可以有效提高全体学生的注意力，训练他们捕捉有效信息的能力，进而有效掌握基础知识，为后续几个环节展开高效学习做好基础铺垫。

Step II Speaking task 1

Talk about the life of early people. （

幻灯片5中插入视频1 ）

T: Good morning, boys and girls! Have you known something about the life of early people? Ss: Yes. T: What do you know about them? Let’s share a piece of vedio about the life of early people first, then share your idea together. S1: In Ancient, the early people hunted animals and then they cut fat and meat from animal bones .

S2: The early people could sharpen and scrape tools and they also could made objects for decoration.

S3: They could catch fish and rub stones for fires.

S4: They could pick fruit.

S5: The early people lived in caves. They used fur from animals for clothes and had fires burning all winter to keep warm..

T:

Great . Then all the students please fill in the following chart and read together loudly. Ss: The students in class 10 want to find out about how early people lived. There are no such sites in England while the Zhoukoudian caves provide an excellent example of a site where early people lived. Early people lived in caves. They used fur from animals for clothes and had fires burning all winter to keep warm. The archaeologist assumes they may have used animal skins

as doors. They ate animal meat, such as tigers and bears, and

fish from the lake nearby. They also picked fruit

when

it was ripe. T:

Excellent! I’m very happy that you’ve known so much about the life of early people. Then, we will talk about some other cultural heritage. 设计意图：本环节给学生展示古代人类生活的图片，要求学生通过观察，描述古

人类的衣食住行及他们的生产工具和生活方式，任务话题设置简单，旨在营造轻松的学习环境，尤其集体朗读部分可以重振自信，使一部分潜能生可以积极跟进课堂学习，为下一环节学习的展开做好铺垫。

Step III Speaking task 2 Talk about Sanxingdui Ruins with the students. （

幻灯片16中插入视频2 ）

T: We have looked at some cultural relics of Ancient Greece, China and Egypt above. Do you want to know more about Chinese cultural relics? Ss: 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 pictures 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 pictures on the screen. 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.

T:Can you assume the life of people at Sanxingdui by using the following structure? You can use the following expressions to help you. It is reasonable to assume that they might have religious meaning. Our evidence suggests that.... It seems that....

Perhaps there was.... We think that....

It suggests that ... The students are given 3 minutes to discuss. 3 minutes later, let the students give their opinions. T: Good. Now, can you assume the life of people at Sanxingdui? S1:The people at Sanxingdui could make bronze. S2:They had high level of craftsmanship.(工艺）

S3:The people had a quite high standard of living(生活水平）.They could made objects for decoration.(装饰）

S4: They might have used the objects for religious purposes.(宗教) 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.

T:

Excellent! All of you did a good job. Next let’s use the ideas and expressions we have learnt to help us complete the writing task. 设计意图：本环节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，大胆设想古三星堆人的生活文明，再到谈论古埃及文明及遗址，设置难易度适中的活动，积极训练不同层次学生的观察能力和推理判断能力，拓展他们的想象思维，为下一步的写作练习做好知识铺垫。

Step Ⅳ Writing task Task one: Simple description

T: Good. Now try to identify these pictures and try to describe them .

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. its name what it was made of

1. Oil lamp 2. Bianzhong 3. Stone axe bronze bronze stone

get light play music scrape and cut up things electricity ,

wind piano,

violin and

guitar axe made of other its use today’s

alternatives materials, for example, steel 4.Pharaoh mask gold preserve the face or enable nothing the spirit to realize the body Task two:

Fill in the chart in groups.

object

tree

size

365cm shape

tree with

branches;

fruit

on each branch mask

adult flat nose;

curly

hair;

good

condition

smiling

face bird

not known the wing has

3

feathers pointing to the sky pot

not known

tall

,

thin body ; 3

legs to stand on poor

condition

clay good

condition

bronze bronze appearance

good condition

material bronze

Task three: Write a description for the guidebook of Sanxingdui Ruins. (为三星堆导游手册写文物简介）

Two general rules:

1.general before specific

e.g.

a large Chinese vase

2.opinion before description

e.g.

a beautiful new car number size

a short shape slim color black origin British material bronze

use drinking noun girl Description of features（特征）



It looks like .... 

How large do you think it is ? 

It may be used as / for .... 

It could be made from .... 

It could be ... because .... 

Is there any ... on the ... ? 

Is it in good / poor condition? 

What do you think it is ? T: Now please choose one object from the four pictures and make a description of it by using the rules we just learnt, I’ll give you 8 minutes to do this task, clear?

Ss: Yes. 8 minutes later, ask several students to share their writing work to the whole class and check together. Sample description for guidebook

Sample writing 1:

bronze sacred tree

It is 395 cm high with some branches on the tree. There are three kinds of fruit on each branch. One of the fruit is a peach. The tree may have had a religious meaning and is connected with the sky and the earth. Sample writing 2:

bronze animal-face image

This is a man-face mask with two eyes, two ears and hair. It fits over an adult face.

You can see the teeth and they look as if the man was smiling. The eyebrows grow into the hair. The nose is very flat. This mask may have represented a god so that the person who wore it would have acted the role of the god. Sample writing 3:

bird-shaped ornament

This is a very realistic and lively bronze statue of a bird. Its wing is not realistic but shows some feathers pointing to the sky. It represented the idea that all animals have spirits and birds were especially important. It may have been used for religious purposes.

Sample writing 4:

pottery pot

This clay pot was found with the bronze objects already described. It rests on three thick legs which makes it very steady. It has a long straight body ending in a dome at the top of the lid. There is also an open mouth-like part to pour the liquid in or out. The handle reaches from below the open hole to the beginning of the three think legs. It could have been used to hold and pour wine or other liquid. It is elegant enough to be used by rich people at parties. The owners of this object clearly wanted a functional jug but one that had style and elegance. They were clearly people with artistic taste. It must have come from an old but sophisticated civilization. 设计意图：设计由易到难的写作练习，旨在积极调动和鼓励不同层次的学生都有写作欲望。本环节写作练习要求学生在描述、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，运用所学语言知识来谈论并描述古文物,掌握描述类文章的写作技巧。

Step Ⅴ Discussion How can we help to preserve important cultural sites ? T: Now, 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 creativities 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.

设计意图：通过组内讨论“如何保护秦始皇陵发现的古物”这一话题，进一步拓展学生的思维，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。

Step VI Practice

1.阅读下面材料，在空白处填入适当的内容（

1个单词

）或括号内单词的正确形式。

（

共10小题；每小题1.5分，满分15分

）

Lala turned for home quickly with her collections. Having heard 1.wolves

(wolf) howling , Lala speeded 2.

up

her walk up the path to 3. the

caves. She 4. had

(have) no man with his spear to protect 5.

her . She had almost reached her destination when a delicious smell arrested her progress 6. and she stopped. The smell of cooking meat filled the air surrounding her, and her senses became dizzy with 7.

hunger (hungry).She could see her mother and the older children

8.preparing (prepare)the deer and pig meat over the fire. Her aunts were making clothes

9. with

animal skins. Abruptly

(abrupt) she sat down, only to be scooped up by her laughing sister, Luna. Lala smiled with relief. It was good to have her family around her. 2.文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。

（共10小题；每小题1分，满分10分）

增加：在缺词处加一个漏字符号(∧)，并在其下面写出该加的词。

删除：把多余的词用斜线(\)划掉。

修改：在错的词下划一横线，并在该词下面写出修改后的词。

注意：1.每处错误及其修改均仅限一词；

2．只允许修改10处，多者(从第11处起)不计分。

Just then a tall man came up behind her. He a had large, square faces, with strong

face

strongly pronounced eyebrows or cheekbones. Under his shoulder he carried several fish and

and

Over some pieces Λ

wood under her arm. Lala smiled and hand some stone scrapers

of

his

handed over to Dahu , which smiled and went to outside the cave to begin his task.

who

去掉to 设计意图：以高考考纲要求为依据，将本课时相关的学习材料改编成强化练习题，一方面可以有目的的熟悉本课时内容，内化知识点，另一方面可以进一步明确考点，熟练掌握高考题型，在平时的训练中加强学生规范答题的意识，使不同层次的学生都有所获。

StepVII Consolidation

▲Useful words & Expressions :

archaeology, assume, centimetre ,ample, primitive, craftsmanship, Skilful, date back ▲New Sentence Structure : 1. Description of features

2. Assumption ▲About ancient cultural relics Sanxingdui Ruins: 1. Knowledge of ancient people’s life

2. Knowledge of ancient Sanxingdui Ruins 设计意图：小结本课时的重难点，旨在使学生心中有数，做到有的放矢。

Step VIII Homework 1.Make a description of the sewing needle found in Zhoukoudian Caves or the pyramids discovered in Egypt.

2.Polish your writing work, make corrections, then hand in the homework.

设计意图：分层布置作业，旨在夯实基础，切实提高能力，使优等生吃好，中等生吃饱，也使潜能生消化得了。

课后反思：本次作业布置旨在引导学生通过阅读报刊杂志或上网广泛查阅有关中西方古代文明遗址及古文物的资料，要求优等生完成对骨针及古埃及金字塔的描述，尽量拓展他们的思维，巧妙使用本节语言知识，要求行文语言连贯，没语法错误；要求中等生完成对骨针及古埃及金字塔的描述，要求行文基本语言连贯，基本没有或很少有语法错误；要求潜能生根据自己的实际，选择其中的一个文物来写作，要求语言基本规范，旨在从实际出发，调动他们的学习积极性和能动性，进一步拓展学生的思维，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。