《Meeting your ancestors》教学设计

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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 …
　　词       汇 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.),   sl,  punctuation
　　2. 词组
　　regardless of, cup up, look ahead，at most, fed up with, date back
　　语        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.
　　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 linlikely 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 talt 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 talt China’s brilliant civilization, lir 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 made of Its use Today’s alternative
　　1 clay lamp Clay/ pottery To light the house Electric light
　　2 Chinese chimes Metal, possibly bronze or brass To provide music Xylophone
　　3 stone/ jade axe Stone/ jade To chop wood Chain saw
　　4 death mask Gold To cover the face of the pharaoh after his death none
　　3. Then mammary 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
　　Talt 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 bacnd 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 oudian.
　　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
　　Talt Peking man in oudian 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 oudian 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 Peking man Accuracy
　　Places of living
　　Furniture
　　Entertainment
　　Food
　　Clothing
　　Step III Reading
　　1. Play the tape once, and ask the Ss what they have learned about oudian 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 oudian 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 t 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?
　　Modern people Peking man Accuracy
　　Places of living Modern architecture, which is huge, like boxes with flat roofs, sharp corners and glass walls Caves Very accurate
　　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 Inaccurate
　　Food A good variety of cooked food, which tastes delicious Natural food, such as nuts and fruits 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 oudian Cave.
　　3.