Unit5MeetingyourancestorsTheFirstPeriod Warmingup一．Aims:Teachingaims教学目标1．LearninggoalsHelpthestudentslearnhowtogiveopinionanddescribeobjects2．AbilitygoalsEnablethestudentstotalkaboutthearchaeologicalevidenceandknowledgeandlearntodescribepeopleandpracticegivingopinions.二．ContentsLeadinbytalkingabouttheancientcivilization.1. AskthemthefourGreatAncientCivilizations.2. Askthemtogivesomeaccountofeachgreatcivilization,forexample,speakingChina,theycantalkaboutChina’sbrilliantcivilization,likefourgreatinventions(papermaking,printing,gunpowder,compass)3. AskSstoidentifyeachpictureinthispart.3. AskthemtohaveadiscussiontocompletethetasklistedinActivity2(tocompletethetable),4. Whatisitmadeof?What’sitsuse?Andtoday’salternatives?5. ThenmakeasummaryofthisandshowthePPTofthetablelistonthescreen.10,S3.TheGreekGoddessagreedtohelpandhiswishwasgranted. NamematerialtodayAlternativeClaylameChinesechimesStone/jadeaxeDeathmask HomeworkAskthestudentstofindsomeinformationaboutZhoukoudian. TheSecondPeriod Reading一．Aims:Teachingaims教学目标1.Targetlanguage目标语言：重点词汇和短语archaeology,tentative,accuracy,excavate,interrupt,ornament,assume,regardless,sharpen,cutup,scrape,ample,primitive,preserve,bead,botany,botanical,analysis,specific,seashell,specifically10,2.Abilityaims能力目标EnabletheSstotellthedifferencesbetweenmodernpeopleandPekingmanandlearnhowPekingmanlivedtheirlives.Content:StepI RevisionCheckthehomework.TheSswillhowtheirinformationaboutZhoukoudianCavesinthefollowingsteps.StepII Leadin1. AsktheSstoidentifythepictureinthepre-readingpart.(skullcap)2. AskSstoassumewhatPekingmanmighthavedoneandusethousandsofyearsago.3. Thenbyshowingthetablefollowingtoshowwhethertheirassumptionsarerightorwrong. ModernpeoplePekingmanAccuracyPlacesoflivingModernarchitecture,whichishuge,likeboxeswithflatroofs,sharpcornersandglasswallsCavesVeryaccurateFurnitureBeautifulfurniturewithlotsofornamentsNaturalfurnituremadeofstoneorAccurate10,mostlymadeofwoodorotherspecialmaterialswoodEntertainmentWatchingTV,surfingtheInternetandtravelingEnjoythenatureorfamilyget-togetherInaccurateFoodAgoodvarietyofcookedfood,whichtastesdeliciousNaturalfood,suchasnutsandfruitsAccurateClothingClothesmadeformspecialmaterial,suchascottonandwoodClothesmadeformanimalskinsAccurate StepIIIReading1.Playthetapeonce,andasktheSswhattheyhavelearnedaboutZhoukoudianCaves2.Skimming(Whatisthetextabout?Andthreestagesofthearchaeologist’spartofthedialogue:AnarcheologistisshowingagroupofstudentsfromEnglandaroundtheZhoukoudianCavesandtellingthemsomethingboutthecaves.)3.Scanning(Askthemtowritedownthethreewaysinwhichthelifeofearlypeoplediffersfrommodernones.Askthemtoworkinpairsanddiscussthequestions.Homes:PekingmanlivedinZhoukoudianCavesofrocksandtrees.10,Tools:Theyusedneedlethatwasmadeofbonesharpenedstonetoolsandscrapermadebystones.Dress:Theyworeclothesformanimalskinsandtheyalsoworenecklacemadefromseashellsoranimalteeth.4.CarefulreadingStepIVPost-readingAskSstofillinthechartonthelifeandhabitsofPekingmanonpage37andcompareitwiththelisttheymadeinthepre-reading.Whatdifferencesarethere?AndthentoclarifySs’difficultpointsinthetext.StepVHomeworkWriteabriefintroductiontotheZhoukoudianCave. TheThirdPeriod LanguagePoints一．Aims:Teachingaims教学目标1.Abilityaims能力目标EnablethestudentstousethePresentPerfectContinuoustense.2.Learningabilityaims学能目标HelpthestudentsleanhowtousethePresentPerfectContinuoustense.Content教学内容10,1.identify vt.确认，识别，鉴别（1）~sb./sth.assb./sth.确认，证明某人/某物系某人/某物e.g.Sheidentifiedthemanasherattacker.（2）~sth.withsth.认为某事物与另一事物等同e.g.Onecan’t~happinesswithwealth.扩展：identification n.identificationcard身份证2.alternative adj.供选择的，其他的e.g.Thewaywasblocked,sowehadtogoby~road. 这条路阻塞，我们只能走其他路。3.interrupt vt.1)打断，中断，阻碍Thewar~edthetradebetweenthe2countries.e.g.战争打断了两国间的贸易。②Sorrytointerruptyou,butIhavesomething tosay. 打断某人的话~sb./sth.withsth. 用……打扰/打断…… e.g.他用一个问题打断了他的老师。 Heinterruptedhisteacherwithaquestion. (2)interruptsb. 打扰某人 e.g.①Don’tinterruptme.Iamverybusy.打扰某人10,4.assume vt.假定，设想；担任，承担(1)assume后多跟1)名词，2)宾语+tobe+n./adj., 3)that从句e.g. 1.Thescientist ~thattherenoanimalsonthemoon. 科学家设想月球上没有动物． 2. I ~dtheresponsibility. 我来承担责任。 3.Heassumedagreatman. 他假装是伟人．(2)assuming放在句首，表一种猜测。e.g.Assumingitrainstomorrow,whatshallwedo?扩展：assumption n. makeanassumption５.regardlessof 不管；不顾；不注意e.g. Hewent~therisk. 他不顾危险地去了。 Heis~hisappearance. 他不注意自己的外表。6.preserve vt.(1)保存；保护；收藏e.g.Youcan~meatorfishinsalt. 你可以用盐来保存肉或鱼。(2)保持；维持e.g.Itisoneofthedutiesofthepoliceto~publicorder7.sharpen.vt/vi使变锐利锋利、磨快刀sharpenapencilwithaknife.10,Sharpenaknife.Sharpenestonetools.n.sharpener磨快的用具adj.Sharp锐利的、陡峭的、激烈的、凛冽的8．Preservevt 保存、保护、保管Thecityshouldtakestepstopreservetheoldtemple.Preserve…from..保护使免于Oilpreservesmetalfromrust.Vt.保存、储藏,维持、保护Preservefruitinsugarcans.Preserveone’sstrength.9．I’msorrytointerruptyou,buthowcouldtheylivehere? I’msorry,but…… Excuseme,but….10.Wehavebeenexcavatinglayersofashalmostsixmetersthick,whichsuggestthattheymighthavekeptthefireburningallwinter.sixmetersthicksixyearsoldTheForthperiod LearningaboutlanguageandusinglanguageTeachinggoals教学目标10,1.Targetlanguage目标语言：重点词汇和短语lookahead,accelerate,arrest,dizzy,relief,eyebrow,cheekbone,arrowhead,axe,division, affection,affectionate,patient,skillful,exhausting2.Abilitygoals能力目标EnabletheSstodescribethelifeofearlypeopleTask-basedmethod,readinganddiscussionContent教学内容StepI RevisionandLead-in1． heckthehomework.2．AsktheSstorecitesomeusefulwordsandexpression_r_rs.StepII Lead-inAsktheSstoturntopage43andlookatthepicture,thentrytodescribewhataretheseearlypeoplearedoing.Andimaginewhattheirlifewaslike.StepIIILanguagePointsPlaythetapefortheSstolisten.Atthesametime,thestudentsareaskedtofindtheanswerstothefollowingquestions.1. WhichjobsdidDahudo?(tomaketools,catchfish,cutupmeat,scraperthefishandwelcomeguests)2. WhichjobsdidLalado?(tocollectnutsandfruit,topreparethemeatoverthefire)10,3. Whoworkscooperativelyandwhodoestasksalone?(Bothmenandwomenworkcooperatively.Forexample,Lala’smotherandauntswerepreparingthemeatofdeerandpigoverthefire.Mendotasksalone)4. Whodoesthemostdangeroustasks?(mendothemostdangeroustasks)5. Wheredoesthedangercomefrom?(Thedangercomesfromthewildanimals)StepIVPostReading1. Ingroupsdiscusswhatthepossibleworkdivisionwasbetweenmenandwomenatthattime.Mens’tasks:makingtools,fishing,makingfire,protectingthefamilyformwildanimals,cuttingupmeat.Women’stasks:collectingnutsandfruits,makingandsewingclothes,lookingafterbaby,preparingfood,doinghousework.2. Thenaskthemtolookattheaboveitemandtrytouseadjectivebestdescribeeachofthem.Adjectivesbestdescribethewomen:caring,affectionate,safe,co-operativeStepⅤHomeworkPracticingusingtwoormoreadjectivestodescribetheSaxingduiRuinsobjectsonpage44.10
