Using LanguageⅡ优质课一等奖

Unit 5

Meeting your ancestors Using

language

Reading

The feast: 18,000 BC 湖北十堰市第二中学

李淑云

Teaching aims 教学目标

1.

Target language目标语言：

Important words &phrases: accelerate, arrest, dizzy, relief, howling, eyebrow, cheekbone, arrowhead, axe, division, affection, affectionate, patient, skillful, exhausting, cut up, look ahead Important sentences: 1) Having heard wolves howling in the forest, Lala accelerated her walk up the path to the caves fearing that there might be wild beasts lying in wait for her. 2) Abruptly she sat down, only to be scooped up by her laughing, shouting sister, Lula.

3) If only she had looked ahead and planned better! 2. Ability goals能力目标

1) Enable the Ss to describe the life of early people. 2) Help the Ss learn how to describe the life of early people’s life. 3) Help the Ss learn about archeology. 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 aids教具准备

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

Step 1. Revision

1.

Check the homework.

2.

A dictation for the Ss to write some useful words and expressions. Step 2. Lead-in and watch the ppt

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 3. Fast reading

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 4. Careful reading

1.

Ask the students to discuss what the possible work division was between men and women at that time

After a few minutes. Check the answers Men’s tasks

1 Making and repairing tools 2. Fishing 3. Cutting down trees 4. Hunting animals 5. Protecting the group from harm Women’s tasks

1. Collecting nuts, fruit and water 2. Cutting up meat and fish for cooking 3. Preparing skins to make clothes 4. Preparing food 5. Looking after children 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: eg: caring, affectionate, safe, co-operative, graceful, beautiful…

adjectives best describe the men: eg: protective, dangerous, patient, individual, exhausting, brave…

Step 5. Language Points The teacher explains the text and deal with language points 1). applaud vt. & vi.赞许；鼓掌赞许或欢迎

She had felt so proud as the group shouted loudly to applaud his choice. 当族人为他的选择欢呼鼓掌的时候，拉拉觉得非常自豪。

Everyone applaud (him / his performance) at the end of the concert. 演唱会结束时，大家都(为他/对他的表演)热烈鼓掌。

I applaud your decision. (=approve of赞成)

我赞成你的决定。

n. applause 掌声

2).arrest vt. & n.

逮捕; 吸引；阻止，中止

arrest one’s progress

be arrested for drunk driving

arrest one’s attention

be under arrest

resist arrest

arrest sb for

因……逮捕某人

3). accelerate

vi. / vt.

加速, 促进

她加快车速超过了前面的公共汽车。

She accelerated and passed the bus in front.

4). cut up 切碎；为----心碎伤心

She still seems very cut up about it. 【补充】

cut down 砍到

cut class逃课

cut off隔绝（断）；中断关系

cut away 去掉，砍掉

cut out删减（文章，新闻等）；戒除习惯等

5). in a pile with 与……堆在一起

6).If only she had looked ahead and planned better! 此句用了虚拟语气，if only…意为“要是……就好了”。

1)

if only…could/would/might do…表示对将来事情的愿望（不用should）

2)

if only…did…表示对与现在事实相反的愿望。

3)

if only…had done…表示对与过去事实相反的愿望

eg: If only I could drive a car, I could get out of this place. Step 6. Homework

Read the text

Review the language points in the text

Practice using two or more adjectives to describe the Sanxindui Ruins objects on page 44