高中英語Meetingyourancestors單元教案新人教版選修

1、Unit 5 Meeting your ancestors. 單元教學(xué)目標(biāo)技能目標(biāo)Skill GoalsTake about archaeological evidence and knowledge Practice giving opinions and describing objectsLearn about the present perfect continuous tenseWrite a descriptive paragraph. 目標(biāo)語言功 能 句 式Practice giving opinionsI think that we should. because.I sugg

2、est we.If ., then maybe we ought to.Perhaps we should /could.We must ask for help from.What if.?Describe objectsIt 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.詞 匯1 四會(huì)詞匯Alternative, starvation, t

3、entative, accuracy, interrupt, acute, assume, regardless, mat, quilt, beast, centimeter, sharpen, ample, messy, primitive, botany, analysis, seashell, ripen, category, significance, somehow, systematic, spit, delete, album, scratch, academy, receptionist, onion, kindergarten, skateboard, yogurt, rad

4、ioactive, division, melon, wrinkle, pulse, applaud, howl, accelerate, spear, arrest, dizzy, hammer, gay, skilful, punctuation2 認(rèn)讀詞匯household, Pharaoh, archaeology, archaeological, archaeologist, ornament, centimeter, scraper, bead, botany, botanical, analysis, seashell, category, systematic, yogurt,

5、 radioactive, chronological, punctuation, artifact3 詞組regardless of, cut up, look ahead, be similar to, look ahead, date back4 重點(diǎn)詞匯identify, tentative, interrupt, assume, ample, preserve, specific, applaud, accelerate結(jié) 構(gòu)現(xiàn)在完成進(jìn)行時(shí)的用法重點(diǎn)句子1. Im sorry to interrupt you but how could they live here? P382. W

6、e have been excavating layers of ash almost six meters thick, which suggests that they might have kept the fire burning all winter. P383. Yes, indeed, as the botanical analyses have shown us, all the fields around here used to be part of a large shallow lake. P394. Thats why they are called hunters

7、and gatherers. P395. Worried about the preparations for her feast, Lala quickly turned for home with her collection of nuts, melon and other fruit. P436. If only she had looked ahead and planned better! P437. Lala accelerated her walk up the path to the caves fearing that there might be wild beasts

8、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. 教材分析和教材重組1. 教材分析本單元以General knowledge of archaeology and Anthropology as well as history為話題，通過學(xué)習(xí)周口店洞穴北京人遺址、埃及古墓等古代文明，使學(xué)生了解一些考古學(xué)及人類發(fā)展變遷歷史等方面的知識(shí)；激發(fā)學(xué)生熱愛

9、人類、熱愛歷史、熱愛考古的興趣，進(jìn)而使學(xué)生懂得保護(hù)文化遺產(chǎn)的重要意義。通過對一些古文物的識(shí)別、鑒定和描述，使學(xué)生學(xué)會(huì)鑒別、描述事物（考古現(xiàn)象）特征的方法。1.1 Warming Up 給出了四幅圖片，要求學(xué)生通過識(shí)別、描述古代中國、希臘、埃及的文物，使學(xué)生了解古代文明在人類社會(huì)發(fā)展史上的重大意義.1.2 Pre-reading 要求學(xué)生能從不同側(cè)面比較、描述現(xiàn)代人和北京人的不同之處，為Reading 部分的學(xué)習(xí)做好準(zhǔn)備。1.3 Reading 是一位考古學(xué)家和來參觀周口店北京人遺址的英格蘭學(xué)生之間的一段對話。 要求學(xué)生通過閱讀對話，了解周口店北京人在衣食住行、使用工具上的特點(diǎn)；了解古人類驚人的

10、生活和創(chuàng)造能力。1.4 Comprehending 共設(shè)計(jì)了三部分習(xí)題。第一題是根據(jù)課文回答問題；第二題要求學(xué)生在理解課文的基礎(chǔ)上，結(jié)合生活實(shí)際，寫出北京人在居住、使用工具和衣著方面與現(xiàn)代人的三個(gè)不同之處；第三題訓(xùn)練學(xué)生的概括和寫作能力。要求學(xué)生通過分析歸納考古學(xué)家的介紹，寫出關(guān)于周口店考古工作所經(jīng)歷的三個(gè)階段的相關(guān)情況，并利用這些信息寫一篇關(guān)于周口店洞穴的介紹。1.5 Learning about Language分詞匯和語法兩部分。其中Discovering useful words and expressions 中第一題要求學(xué)生運(yùn)用所給詞匯的適當(dāng)形式填空；第二題要求所給短語完成句子。通

11、過這兩個(gè)練習(xí)使學(xué)生掌握本單元的描述性語言。Discovering useful structures 在引導(dǎo)學(xué)生體驗(yàn)、探究、歸納現(xiàn)在完成進(jìn)行時(shí)的基礎(chǔ)上進(jìn)行任務(wù)型鞏固訓(xùn)練。第一題要求學(xué)生在Reading中找出含有現(xiàn)在完成進(jìn)行時(shí)態(tài)的句子；第二題要求學(xué)生通過合作學(xué)習(xí)，練習(xí)現(xiàn)在完成進(jìn)行時(shí)態(tài)的用法；第三題要求學(xué)生在特定的語境下靈活運(yùn)用現(xiàn)在完成進(jìn)行時(shí)態(tài)。1.6 Using Language 部分以Discussing為主要訓(xùn)練方式，訓(xùn)練學(xué)生的綜合語言運(yùn)用能力。第一部分Listening and discussing 要求學(xué)生在聽取關(guān)于考古工作者是如何使考古資料的準(zhǔn)確性得到保證的錄音材料的基礎(chǔ)上，先完成兩個(gè)

12、任務(wù)（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），了解利用地下巖層和放射二氧化碳可判斷骨頭的日期，然后利用這一知識(shí)來判斷任務(wù)3中建筑物圖片的考證順序。第二部分Reading 是一篇關(guān)于石器時(shí)代古人類的生活紀(jì)事。要求學(xué)生在閱讀文章的基礎(chǔ)上，分析文中人物L(fēng)ala與Dahu的工作類別；討論男女之間在古代社會(huì)中已經(jīng)存在的不同社會(huì)分工并完成表格；并能運(yùn)用恰

13、當(dāng)?shù)男稳菰~來描述他們的行為特征。第三部分Speaking and wring 給學(xué)生展示出從三星堆遺址中出土的四件文物的圖片，要求學(xué)生在描述、鑒別的基礎(chǔ)上討論這些文物可能的用途并給介紹三星堆文化遺址的導(dǎo)游手冊撰文介紹這些文物的相關(guān)情況。 1.7 LEARNING TIP 幫助學(xué)生學(xué)會(huì)用多個(gè)形容詞來描述人或物品。2 教材重組2.1 將Warming Up, Using Language中Listening and discussing, Speaking and writing中的speaking, Workbook中LISTENING, TALKING, LISTENING TASK和 SPE

14、AKING TASK整合在一起，上一節(jié)聽說課。2.2 將Pre-reading，Reading和Comprehending整合在一起，上一節(jié)閱讀課。2.3 將Learning about Language和Workbook中USING WORDS AND EXPRESSIONS以及USING STRUCTURES 整合在一起，上一節(jié)語言學(xué)習(xí)課。2.4 將Using Language中Reading和Speaking and writing中的writing以及LEARNING TIP整合在一起，上一節(jié)綜合實(shí)踐課()。2.5 將Workbook 中READING TASK 和WRITING TA

15、SK整合在一起，上一節(jié)綜合實(shí)踐課()。 3. 課型設(shè)計(jì)與課時(shí)分配1st periodListening & speaking2nd periodReading3rd period Language study4th period Integrating skills ()5th period Integrating skills (). 分課時(shí)教案The First Period Listening & speakingTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語言a. 重點(diǎn)詞匯和知識(shí)archaeology, accurate, radioactivity

16、, chronological, excavation, identify, alternative, household, date back tob. 交際用語Practice giving opinions and describing objectsI 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 likely / unlikely that.It lo

17、oks 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 能力目標(biāo)Enable the students to talk about archaeological evidence and knowledge and learn to describe people and practice giving opinions.3. Learning ability goals 學(xué)能目

18、標(biāo)Help the students learn how to give opinions and describe objects.Teaching important & difficult points 教學(xué)重難點(diǎn)Learn to describe objects and give opinions.Teaching methods 教學(xué)方法Listening and cooperative learning.Teaching aids 教具準(zhǔn)備A tape reorder, a projector and a computer.Teaching procedures & ways 教學(xué)

19、過程與方式Step Lead-inLead-in by talking about the ancient civilizations. T: Good morning, boys and girls! You must have learned history in the past years, havent you?S: Yes.T: Have you ever heard “Four Great Ancient Civilizations”?S: Yes, they are Ancient China, Ancient Greece, Ancient Egypt and Ancient

20、 India.T: What do you know about them?S1: In Ancient China, we have “Four Great Inventions”. They are the compass, printing, gunpowder and papermaking, of which we are proud, and which, in the words of Roger Bacon, “changed the whole appearance and status of things in the world.”S2: China was the fi

21、rst country in the world to make paper. Paper made during the Western Han Dynasty (202 BC-16 AD) has been found in Gansu Province, Xian and Shaanxi Province as well as Xinjiang. A further development of paper was credited to Cai Lun of the Eastern Han (25-220). He used plant fiber such as tree bark,

22、 bits of rope, rags and worn-out fishing nets as raw materials. In 105, Cai presented the first batch of paper made under his supervision to the Han emperor, who was so delighted that he named the material “Marquis Cais paper”.S3: Before paper was invented, the ancient Chinese carved characters on p

23、ottery, animal bones and stones, cast them on bronzes, or wrote them on bamboo or wooden strips and silk fabric. These materials, however, were either too heavy or too expensive for widespread use. The invention and use of paper brought about a revolution in writing materials, paving the way for the

24、 invention of printing technology in the years to come. S4: The invention of gunpowder was no doubt one of the most significant achievements of the Middle Ages in China. The correct prescription for making gunpowder with nitre, sulphur and carbon was probably discovered in the ninth century. S5: Bis

25、 printing consisted of four processes: making the types, composing the text, printing and retrieving the movable types. According to Dream Stream Essays, Bi Sheng carved individual characters on squares of sticky clay, and then baked them to make clay type pieces. When composing a text, he put a lar

26、ge iron frame on a piece of iron board and arranged the words within the frame. While one plate was being printed, another plate could be composed. After printing, the movable types were taken away and stored for future use. Movable type printing had a very important position in the history of print

27、ing, for all later printing methods such as wooden type, copper type and lead type printing invariably developed on the basis of movable clay types. Bi Sheng created movable type printing more than four hundred years earlier than it was invented in Europe. S6: According to ancient records, natural m

28、agnets were employed in China as direction-finding devices. This led to the first compass, called a sinan (south-pointing ladle) during the Warring States Period. In the Han Dynasty compasses consisted of a bronze on which 24 directions were carved and a rod made from a natural magnet. Such devices

29、were in use until the eighth century. In the Song Dynasty, Shen Kuo described the floating compass, suspended in water, a technique that minimized the effect of motion on the instrument. This enabled the compass to be used for sea navigation for the first time. The invention of the compass promoted

30、maritime undertakings, and its use soon spread to the Arab world, and thence to Europe. S7: Chinas four great ancient inventions made tremendous contributions to the worlds economy and the culture of mankind. They were also important symbols of Chinas role as a great world civilization.S8: Ancient E

31、gypt is famous for pyramids and mummy.S9: Olympic games grew out of Ancient Greece. Besides, Ancient Greece is well known for its art, architecture and myth.S10: Ancient India is known for its culture of Buddha.T: Excellent! Im very happy that youve known so much about Four Great Ancient Civilizatio

32、ns. Today, we will talk about some other cultural heritage.Step Warming up Deal with the Warming Up part. T: Now turn to page 37 and look at the pictures. What can you see in the pictures? S: Some cultural relics from Ancient Greece, China and Egypt.T: Good. Now try to identify these pictures. Discu

33、ss what they may have been made of and explain their use. Can you think of the alternatives we would use today?The students are given 3 minutes to discuss. 3 minutes later, let the students give their opinions.S1: The first picture is an oil lamp. I think it might have been made of bronze. It was us

34、ed 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

35、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 p

36、lay or give performance. T: Now I can give you some suggested answers. Look at the screen.Show the following. Its nameWhat it wasmade ofIts useTodays alternatives1. Oil lampBronzeGet lightelectricity, wind2. BianzhongBronzePlay musicPiano, violin andguitar3. Stone axeStoneScrape and cut up thingsAxe

37、 made of other materials, for example, steel4. Pharaoh maskGoldPreserve the face or enable the spirit to realize the bodyNothingStep SpeakingTalk about Sanxingdui Ruins with the students. T: We have looked at some cultural relics of Ancient Greece, China and Egypt above. Do you want to know more abo

38、ut Chinese cultural relics?S: 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 wa

39、res, 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

40、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.

41、 Some 100 years ago, Sanxingdui in todays 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 wha

42、t 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 arent archeologists would know to visit. And little is left for the common person to see but some ancient objects and

43、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 mus

44、eum. Look at the pictures and discuss about these objects. Show the following 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 ob

45、jects 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

46、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:

47、 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.1. bron

48、ze sacred tree 442802- 52kb.2. bronze animal-face image 520364-55kb. 3. bird-shaped ornament 1s500815-50kb t1.4. pottery pot 579924-170kb.Deal with the SPEAKING TASK. T: Above are objects in ancient China. Now lets turn to a picture of ancient Egypt. Turn to page 84. Read the instructions and discus

49、s 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

50、 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 wa

51、tching the dancing while eating. Ask the students to read their answers. Evidence from the wall paintingFoodArrangements for the mealClothesHygieneEntertainmentPeopleSomeone is holding a plate with goose meat in itSomething like soup are served first, then another one presents the meat .Clothes are

52、hanging on the wallThe 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. A description of ancient Egyptian life:The few f

53、urnishings 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 t

54、he 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 p

55、articular to their food and clothes, and paid great attention to hygiene. Step ListeningGive the students one minute to scan the questions first. T: Now, tell me what you have learnt from the tape?S1: Ive known the methods that archaeologists use to date bones. Theyre layers in the ground and radioc

56、arbon dating.S2: Besides, each layer looks different as they are uncovered, so we can tell where one layer starts and another finishes.S3: All living things have carbon in their bodies. When they die, the carbon will relive at a certain rate. Archaeologists can use radioactivity to tell how old the

57、remains are.T: Good. Now please listen to the recording and fill in the diagram and the chart. Check the answers with the class. Then ask the students to do Part 3. Sample answers:I think the chronological order is B-C-A. I reached the conclusion by looking at the layers on the ground. From the pict

58、ure, we can see B has no layers, which suggests it is built primitively; C has thin layers of ash, which suggests the building is built a bit later than B. A has the thickest layers, which suggests that the ground has been developing for many years and building A is built later than C. So my chronol

59、ogical order is B-C-A.Listening task T: After we learned some archaeological knowledge, lets look at something about ancient Egypt. Now turn to page 81, you are given three minutes to discuss the first question: what did the ancient Egyptians believe? Three minutes later, let the students show their

60、 discussion.S1: According to the picture, I think the ancient Egyptians believed that the physical body had to be preserved to allow a place for their spirit to dwell in the afterlife. Because of this, mummification was performed to preserve the body.S2: Egyptians believed that the body was the link