- 204.00 KB
- 2022-08-17 发布
- 1、本文档由用户上传,淘文库整理发布,可阅读全部内容。
- 2、本文档内容版权归属内容提供方,所产生的收益全部归内容提供方所有。如果您对本文有版权争议,请立即联系网站客服。
- 3、本文档由用户上传,本站不保证质量和数量令人满意,可能有诸多瑕疵,付费之前,请仔细阅读内容确认后进行付费下载。
- 网站客服QQ:403074932
Unit5MeetingyourancestorsⅠ.单元教学目标技能目标SkillGoals▲Takeaboutarchaeologicalevidenceandknowledge▲Practicegivingopinionsanddescribingobjects▲Learnaboutthepresentperfectcontinuoustense▲WriteadescriptiveparagraphⅡ.目标语言功能句式PracticegivingopinionsIthinkthatweshould...because...Isuggestwe...If...,thenmaybeweoughtto...Perhapsweshould/could...Wemustaskforhelpfrom...Whatif...?DescribeobjectsItseemslikely/unlikelythat...Itlookslike...Itcouldbe...because...Howlargedoyouthinkitis?Isthereany...onthe...?Itmay/mighthavebeenusedas/for..词1.四会词汇Alternative,starvation,tentative,accuracy,interrupt,acute,assume,regardless,mat,quilt,beast,centimeter,sharpen,ample,messy,\n汇primitive,botany,analysis,seashell,ripen,category,significance,somehow,systematic,spit,delete,album,scratch,academy,receptionist,onion,kindergarten,skateboard,yogurt,radioactive,division,melon,wrinkle,pulse,applaud,howl,accelerate,spear,arrest,dizzy,hammer,gay,skilful,punctuation2.认读词汇household,Pharaoh,archaeology,archaeological,archaeologist,ornament,centimeter,scraper,bead,botany,botanical,analysis,seashell,category,systematic,yogurt,radioactive,chronological,punctuation,artifact3.词组regardlessof,cutup,lookahead,besimilarto,lookahead,dateback4.重点词汇identify,tentative,interrupt,assume,ample,preserve,specific,applaud,accelerate结构现在完成进行时的用法重点句子1.I’msorrytointerruptyoubuthowcouldtheylivehere?P382.Wehavebeenexcavatinglayersofashalmostsixmetersthick,whichsuggeststhattheymighthavekeptthefireburningallwinter.P383.Yes,indeed,asthebotanicalanalyseshaveshownus,allthefieldsaroundhereusedtobepartofalargeshallowlake.P394.That’swhytheyarecalledhuntersandgatherers.P395.Worriedaboutthepreparationsforherfeast,Lalaquicklyturnedforhomewithhercollectionofnuts,melonandotherfruit.P43\n6.Ifonlyshehadlookedaheadandplannedbetter!P437.Lalaacceleratedherwalkupthepathtothecavesfearingthattheremightbewildbeastslyinginwaitforher.P438.Hechoseonelargestoneandbegantouseitlikeahammerstrikingtheedgeofthescraperthatneededsharpening.P43Ⅲ.教材分析和教材重组1.教材分析本单元以GeneralknowledgeofarchaeologyandAnthropologyaswellashistory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。1.1WarmingUp给出了四幅图片,要求学生通过识别、描述古代中国、希腊、埃及的文物,使学生了解古代文明在人类社会发展史上的重大意义.1.2Pre-reading要求学生能从不同侧面比较、描述现代人和北京人的不同之处,为Reading部分的学习做好准备。1.3Reading是一位考古学家和来参观周口店北京人遗址的英格兰学生之间的一段对话。要求学生通过阅读对话,了解周口店北京人在衣食住行、使用工具上的特点;了解古人类惊人的生活和创造能力。1.4Comprehending共设计了三部分习题。第一题是根据课文回答问题;第二题要求学生在理解课文的基础上,结合生活实际,写出北京人在居住、使用工具和衣着方面与现代人的三个不同之处;第三题训练学生的概括和写作能力。要求学生通过分析归纳考古学家的介绍,写出关于周口店考古工作所经历的三个阶段的相关情况,并利用这些信息写一篇关于周口店洞穴的介绍。1.5LearningaboutLanguage分词汇和语法两部分。其中Discoveringusefulwordsandexpressions\n中第一题要求学生运用所给词汇的适当形式填空;第二题要求所给短语完成句子。通过这两个练习使学生掌握本单元的描述性语言。Discoveringusefulstructures在引导学生体验、探究、归纳现在完成进行时的基础上进行任务型巩固训练。第一题要求学生在Reading中找出含有现在完成进行时态的句子;第二题要求学生通过合作学习,练习现在完成进行时态的用法;第三题要求学生在特定的语境下灵活运用现在完成进行时态。1.6UsingLanguage部分以Discussing为主要训练方式,训练学生的综合语言运用能力。第一部分Listeninganddiscussing要求学生在听取关于考古工作者是如何使考古资料的准确性得到保证的录音材料的基础上,先完成两个任务(Fillthelayersinthe“wastepaperbasket”diagram;fillinthechartabouthemethodsarchaeologistsusetodatebonesandhowthosemethodswork),了解利用地下岩层和放射二氧化碳可判断骨头的日期,然后利用这一知识来判断任务3中建筑物图片的考证顺序。第二部分Reading是一篇关于石器时代古人类的生活纪事。要求学生在阅读文章的基础上,分析文中人物Lala与Dahu的工作类别;讨论男女之间在古代社会中已经存在的不同社会分工并完成表格;并能运用恰当的形容词来描述他们的行为特征。第三部分Speakingandwring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。1.7LEARNINGTIP帮助学生学会用多个形容词来描述人或物品。2.教材重组2.1将WarmingUp,UsingLanguage中Listeninganddiscussing,Speakingandwriting中的speaking,Workbook中LISTENING,TALKING,LISTENINGTASK和SPEAKINGTASK整合在一起,上一节听说课。2.2将Pre-reading,Reading和Comprehending整合在一起,上一节阅读课。2.3将LearningaboutLanguage和Workbook中USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES整合在一起,上一节语言学习课。2.4将UsingLanguage中Reading和Speakingand\nwriting中的writing以及LEARNINGTIP整合在一起,上一节综合实践课(Ⅰ)。2.5将Workbook中READINGTASK和WRITINGTASK整合在一起,上一节综合实践课(Ⅱ)。3.课型设计与课时分配1stperiodListening&speaking2ndperiodReading3rdperiodLanguagestudy4thperiodIntegratingskills(Ⅰ)5thperiodIntegratingskills(Ⅱ)Ⅳ.分课时教案TheFirstPeriodListening&speakingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和知识archaeology,accurate,radioactivity,chronological,excavation,identify,alternative,household,datebacktob.交际用语PracticegivingopinionsanddescribingobjectsIthinkthatweshould...because...Isuggestwe...If...,thenmaybeweoughtto...Perhapsweshould/could...Wemustaskforhelpfrom...Whatif...?Itseemslikely/unlikelythat...\nItlookslike...Itcouldbe...because...Howlargedoyouthinkitis?Isthereany...onthe...?Itmay/mighthavebeenusedas/for...2.Abilitygoals能力目标Enablethestudentstotalkaboutarchaeologicalevidenceandknowledgeandlearntodescribepeopleandpracticegivingopinions.3.Learningabilitygoals学能目标Helpthestudentslearnhowtogiveopinionsanddescribeobjects.Teachingimportant&difficultpoints教学重难点Learntodescribeobjectsandgiveopinions.Teachingmethods教学方法Listeningandcooperativelearning.Teachingaids教具准备Atapereorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepⅠLead-inLead-inbytalkingabouttheancientcivilizations.T:Goodmorning,boysandgirls!Youmusthavelearnedhistoryinthepastyears,haven’tyou?S:Yes.T:Haveyoueverheard“FourGreatAncientCivilizations”?S:Yes,theyareAncientChina,AncientGreece,AncientEgyptandAncientIndia.T:Whatdoyouknowaboutthem?\nS1:InAncientChina,wehave“FourGreatInventions”.Theyarethecompass,printing,gunpowderandpapermaking,ofwhichweareproud,andwhich,inthewordsofRogerBacon,“changedthewholeappearanceandstatusofthingsintheworld.”S2:Chinawasthefirstcountryintheworldtomakepaper.PapermadeduringtheWesternHanDynasty(202BC-16AD)hasbeenfoundinGansuProvince,Xi’anandShaanxiProvinceaswellasXinjiang.AfurtherdevelopmentofpaperwascreditedtoCaiLunoftheEasternHan(25-220).Heusedplantfibersuchastreebark,bitsofrope,ragsandworn-outfishingnetsasrawmaterials.In105,CaipresentedthefirstbatchofpapermadeunderhissupervisiontotheHanemperor,whowassodelightedthathenamedthematerial“MarquisCai’spaper”.S3:Beforepaperwasinvented,theancientChinesecarvedcharactersonpottery,animalbonesandstones,castthemonbronzes,orwrotethemonbambooorwoodenstripsandsilkfabric.Thesematerials,however,wereeithertooheavyortooexpensiveforwidespreaduse.Theinventionanduseofpaperbroughtaboutarevolutioninwritingmaterials,pavingthewayfortheinventionofprintingtechnologyintheyearstocome.S4:TheinventionofgunpowderwasnodoubtoneofthemostsignificantachievementsoftheMiddleAgesinChina.Thecorrectprescriptionformakinggunpowderwithnitre,sulphurandcarbonwasprobablydiscoveredintheninthcentury.S5:Bi’sprintingconsistedoffourprocesses:makingthetypes,composingthetext,printingandretrievingthemovabletypes.AccordingtoDreamStreamEssays,BiShengcarvedindividualcharactersonsquaresofstickyclay,andthenbakedthemtomakeclaytypepieces.Whencomposingatext,heputalargeironframeonapieceofironboardandarrangedthewordswithinthe\nframe.Whileoneplatewasbeingprinted,anotherplatecouldbecomposed.Afterprinting,themovabletypesweretakenawayandstoredforfutureuse.Movabletypeprintinghadaveryimportantpositioninthehistoryofprinting,foralllaterprintingmethodssuchaswoodentype,coppertypeandleadtypeprintinginvariablydevelopedonthebasisofmovableclaytypes.BiShengcreatedmovabletypeprintingmorethanfourhundredyearsearlierthanitwasinventedinEurope.S6:Accordingtoancientrecords,naturalmagnetswereemployedinChinaasdirection-findingdevices.Thisledtothefirstcompass,calledasinan(south-pointingladle)duringtheWarringStatesPeriod.IntheHanDynastycompassesconsistedofabronzeonwhich24directionswerecarvedandarodmadefromanaturalmagnet.Suchdeviceswereinuseuntiltheeighthcentury.IntheSongDynasty,ShenKuodescribedthefloatingcompass,suspendedinwater,atechniquethatminimizedtheeffectofmotionontheinstrument.Thisenabledthecompasstobeusedforseanavigationforthefirsttime.Theinventionofthecompasspromotedmaritimeundertakings,anditsusesoonspreadtotheArabworld,andthencetoEurope.S7:China’sfourgreatancientinventionsmadetremendouscontributionstotheworld’seconomyandthecultureofmankind.TheywerealsoimportantsymbolsofChina’sroleasagreatworldcivilization.S8:AncientEgyptisfamousforpyramidsandmummy.S9:OlympicgamesgrewoutofAncientGreece.Besides,AncientGreeceiswellknownforitsart,architectureandmyth.S10:AncientIndiaisknownforitscultureofBuddha.T:Excellent!I’mveryhappythatyou’veknownsomuchaboutFourGreatAncientCivilizations.Today,wewilltalkaboutsomeotherculturalheritage.\nStepⅡWarmingupDealwiththeWarmingUppart.T:Nowturntopage37andlookatthepictures.Whatcanyouseeinthepictures?S:SomeculturalrelicsfromAncientGreece,ChinaandEgypt.T:Good.Nowtrytoidentifythesepictures.Discusswhattheymayhavebeenmadeofandexplaintheiruse.Canyouthinkofthealternativeswewouldusetoday?Thestudentsaregiven3minutestodiscuss.3minuteslater,letthestudentsgivetheiropinions.S1:Thefirstpictureisanoillamp.Ithinkitmighthavebeenmadeofbronze.Itwasusedtogetlight.Butnowwegetlightbyusingelectricity.S2:Itiscalled“Bianzhong”.Iguessitwasmadeofbronze,too.Itwasusedtoplaymusic.Todayweuseothermusicalinstruments,suchasviolin,pianoandguitar.S3:ThethirdoneisStoneAxe,whichiscertainlymadeofstone.Itmighthaveusedtoscrapeandcutupthings.Todaywecanusesteelaxe.S4:ThelastoneisaburialmaskofPharaoh.ItwasmadeofgoldandusedtoprotectthefaceofPharaoh;andthemaskenabledthespirittorecognizethebody.Ithinkweneverusemaskswhenapersondies.Butnowweusemaskstoplayorgiveperformance.…T:NowIcangiveyousomesuggestedanswers.Lookatthescreen.Showthefollowing.ItsnameWhatitwasmadeofItsuseToday’salternatives\n1.OillampBronzeGetlightelectricity,wind2.BianzhongBronzePlaymusicPiano,violinandguitar3.StoneaxeStoneScrapeandcutupthingsAxemadeofothermaterials,forexample,steel4.PharaohmaskGoldPreservethefaceorenablethespirittorealizethebodyNothingStepⅢSpeakingTalkaboutSanxingduiRuinswiththestudents.T:WehavelookedatsomeculturalrelicsofAncientGreece,ChinaandEgyptabove.DoyouwanttoknowmoreaboutChineseculturalrelics?S:Yes.Thenshowthepicturesonpage44.TellthestudentstheywerefoundduringanexcavationintheSanxingduiRuins.T:WhatdoyouknowaboutSanxingduiRuins?S1:IknowthatSanxingduiRuinsarefoundinSichuanProvince.S2:Theyarefamousforgoldmasks,bronzewares,jadetabletsandsacredtrees.S3:Andhalfhumanandhalf-animalmasks.ThereisSanxingduiInternationalMaskFestivalatthestartoftheMayDayholiday.S4:ItisbelievedthatSanxingduiwasthecapitaloftheancient“Shuculture”oftheSichuanarea,previouslybelievedtobe3,000yearsold.Ametropolisofitstime,coveringaboutthreesquarekilometers,Sanxingduihadhighlydeveloped\nagriculture,includingwine-makingability,ceramictechnologyandsacrificialtoolsandmining.T:Good,SanxingduiRuinsareveryimportantculturalrelicsforusChineseandeventhewholeworld.Some100yearsago,Sanxingduiintoday’sSichuanProvincewasnothingmorethanatypicalruralarea,andjust20yearsagoitssignificancewasnotfullyknown.Butin1929whenafarmerfoundsomejade,heunwittinglyopenedthedoorofanunknownculturebetween3,000to5,000yearsold.ButwhatnoonecouldhaveexpectedwasthatthisparticulardiscoverywouldrewriteChinesehistory.Theareawhosenamemeans“three-starmounds”inEnglishisnotaplaceforeignerswhoaren’tarcheologistswouldknowtovisit.Andlittleisleftforthecommonpersontoseebutsomeancientobjectsandmanyreproductions.ManyobjectsatfirstseemsomewhatcommonplaceforoldculturesuntilyourealizethatthepeoplemakingtheseobjectswerethoselivingatthebeginningofChinesecivilization.Nowsupposeyouworkinamuseum,yourjobistodescribetheobjectsastheyarebroughttothemuseum.Lookatthepicturesanddiscussabouttheseobjects.Showthefollowingonthescreen.Givethestudentsthreeminutestodiscuss.1.Guesswhattheyare.2.Discusswhattheseobjectswerepossiblyusedfor.3.Describetheseobjects.Youshouldinclude:a.Thenameofthesitewherethefourobjectswerefoundandtheirpossibledates;b.Adescriptionofeachincludingappearance,shapeandaguessaboutthematerialitwasmadeof;c.Whatwecanlearnfromtheseobjectsaboutthepeoplewholivedthen.Afterafewminutes.T:OK,somuchfordiscussion.Firstlookatthequestionsonthescreenagain.\nWhataretheanswers?S1:Inmyopinion,thefirstonelookslikeatree.Itmightbemadeofbronze.Also,itmightbeusedtooffersacrificestogodsorancestors.S2:Ithinkthesecondpictureisananimal-faceimage.Itmightalsobemadeofbronze.Itmightstandforauthority.S3:Itlookslikeabird.Ithinkitcouldbemadeofbronzeanditmightbeanornament.S4:Itmaybeapotterypot,whichisusedtocontainboiledwaterorwine.T:Welldone.Yourguessessoundreasonable.Lookatthescreen.ThesearewhatIhavefoundaboutthesethings.Showthefollowing.1.bronzesacredtree442×802-52kb.2.bronzeanimal-faceimage520×364-55kb.3.bird-shapedornament1s500×815-50kbt1.4.potterypot579×924-170kb.DealwiththeSPEAKINGTASK.T:AboveareobjectsinancientChina.Nowlet’sturntoapictureofancientEgypt.Turntopage84.ReadtheinstructionsanddiscussthepaintingandthenfillinthechartinPart1.Asampledialogue:S1:Whatcanyoufindinthepainting?S2:Icanfindsomepeoplearesittingonlowstools,servedbysomeone.S1:Yes.Inthelowerpartofthepicture,someoneisholdingaplatewithmeatofpoultry.Andonthetablethereareotherkindsoffood.S2:Look.Therehangsomeclothesonthewall.Theyhadtotakeoffclotheswhenhavingdinner.S1:Iagree.Andwecanseethattheirmealsarearrangedwell.Maybethesoup\nmustbefirstserved,andthencomesthemeat.S2:Doyoufindsomeonedancing?S1:Yes.Maybetheyarewatchingthedancingwhileeating.…Askthestudentstoreadtheiranswers.EvidencefromthewallpaintingFoodArrangementsforthemealClothesHygieneEntertainmentPeopleSomeoneisholdingaplatewithgoosemeatinitSomethinglikesoupareservedfirst,thenanotheronepresentsthemeat...ClothesarehangingonthewallTheroomiscleanandtheytookoffclotheswheneating.SomeoneisdancingSomearesittingonthetoolsandservedbyotherswhodressdifferently.ThengoonwithPart2.Askthestudentstoshowtheirconclusionafterdiscussion.AdescriptionofancientEgyptianlife:ThefewfurnishingsintheancientEgyptianhomeweresimpleindesign.Themostcommonpieceoffurniturewasalowstool,usedbyallEgyptiansincludingthepharaoh.Andsomeonewasdancingforthemwhiletheyareeating.Perhapstherewasmusictoo.Itisreasonabletoassumethatthepeoplesittingonthestoolsinthepaintingwereofhighersocialpositions.Aswecanseefromthepainting,therehungsomeclothesonthewall.Itseemsthattheyshouldtakeoffclotheswhenhavingdinner.Wethinktheyweredoing\nwellinhygiene.OurevidencesuggeststhattheancientEgyptianpeoplewereveryparticulartotheirfoodandclothes,andpaidgreatattentiontohygiene.StepⅣListeningGivethestudentsoneminutetoscanthequestionsfirst.T:Now,tellmewhatyouhavelearntfromthetape?S1:I’veknownthemethodsthatarchaeologistsusetodatebones.They’relayersinthegroundandradiocarbondating.S2:Besides,eachlayerlooksdifferentastheyareuncovered,sowecantellwhereonelayerstartsandanotherfinishes.S3:Alllivingthingshavecarbonintheirbodies.Whentheydie,thecarbonwillreliveatacertainrate.Archaeologistscanuseradioactivitytotellhowoldtheremainsare.T:Good.Nowpleaselistentotherecordingandfillinthediagramandthechart.Checktheanswerswiththeclass.ThenaskthestudentstodoPart3.Sampleanswers:IthinkthechronologicalorderisB-C-A.Ireachedtheconclusionbylookingatthelayersontheground.Fromthepicture,wecanseeBhasnolayers,whichsuggestsitisbuiltprimitively;Chasthinlayersofash,whichsuggeststhebuildingisbuiltabitlaterthanB.Ahasthethickestlayers,whichsuggeststhatthegroundhasbeendevelopingformanyyearsandbuildingAisbuiltlaterthanC.SomychronologicalorderisB-C-A.ListeningtaskT:Afterwelearnedsomearchaeologicalknowledge,let’slookatsomethingaboutancientEgypt.Nowturntopage81,youaregiventhreeminutestodiscussthefirstquestion:whatdidtheancientEgyptiansbelieve?\nThreeminuteslater,letthestudentsshowtheirdiscussion.S1:Accordingtothepicture,IthinktheancientEgyptiansbelievedthatthephysicalbodyhadtobepreservedtoallowaplacefortheirspirittodwellintheafterlife.Becauseofthis,mummificationwasperformedtopreservethebody.S2:Egyptiansbelievedthatthebodywasthelinktoaspiritualexistenceintheafterlife.Thebodywasmummifiedsothespiritcouldgetneededfoodanddrinkintheafterlife.Incasethebodywasdestroyedordamaged,magicalspellswereplacedonastatueofthedeceasedsothespiritcouldcontinuetohavetheirneedsmet.…Sampleanswers:TheEgyptiansbelievedthatdeathwassimplyatemporaryinterruption,ratherthancompletecessation,oflife,andthateternallifecouldbeensuredbymeansoflikepietytothegods,preservationofthephysicalform,andtheprovisionofstatuaryandotherfuneraryequipment.TheNameandShadowwerealsolivingentities.Toenjoytheafterlife,alltheseelementshadtobesustainedandprotectedfromharm.Thenplaythetapeandaskthemtofinishtherestexercises.Givethestudentsseveralminutestofinishthelisteningexercisesonpage78.Severalminuteslater,checktheanswerswiththestudents.T:Afterlistening,weknowthatthetombofEmperorQinShihuangisamagnificentarchaeologicalsite.Thenasanindividual,whatcanyoudotohelppreserveimportantculturalsiteslikethis?S1:Asindividuals,weshouldlearnfirstsomethingabouttheseculturalsitesandthenhowtoprotectthem.Withtheseknowledge,wecandosomethinguseful.S2:Asanindividual,Ithinkwecandonothingbutstudyhard.Andwhenwe\ntravel,wecanhelppreservetheseculturalsites.Forexample,notthrowingawayrubbish,ornotwritingorcuttingthestatues.…T:OK,welldone.Weknowthatallkindsofculturalrelicsareimportanttous.Theyprovideusprecioushistoricalinformationandrealobjects,whichtellusthelifeofancientpeople.Thankstoourancestors,wecanenjoytheirgreatcreativityandvaluablegiftslefttous.Asayounggeneration,youshouldstudyhardandmakeupyourmindtodosomethingtohelppreservetheseculturalsites.StepⅤHomeworkAskthestudentstofindsomeinformationaboutZhoukoudianCaves.TheSecondPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.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,specificallyb.重点句型I’msorrytointerruptyoubuthowcouldtheylivehere?Wehavebeenexcavatinglayersofashalmostsixmetersthick,whichsuggeststhattheymighthavekeptthefireburningallwinter.Yes,indeed,asthebotanicalanalyseshaveshownus,allthefieldsaroundhereusedtobepartofalargeshallowlake.That’swhytheyarecalledhuntersandgatherers.\n2.Abilitygoals能力目标EnablethestudentstotellthedifferencesbetweenmodernpeopleandPekingmanandlearnhowPekingmanlivedtheirlives.3.Learningabilitygoals学能目标HelpthestudentslearnhowtotellthedifferencesbetweenmodernpeopleandPekingmanandlearnhowPekingmanlivedtheirlives.Teachingimportantpoints教学重点TalkaboutPekingmaninZhoukoudianCaves.Teachingdifficultpoints教学难点Howtoexpressoneselfclearlyandcorrectly.Teachingmethods教学方法Listening,readinganddiscussion.Teachingaids教具准备Ataperecorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.ThestudentswillshowtheirinformationaboutZhoukoudianCavesinthefollowingsteps.StepⅡLead-inT:Inthelastperiod,welearnedaboutthelifeofancientEgypt.ButwhataboutthelifeofancientChinese?Lookatthepictureonpage37,andguesswhatitis.S:Itisaskullcap.T:Canyouguesswhoseskullcapitmaybe?S:Pekingman’sskullcap.\nT:Yes,youareright.Nowyouaregiven3minutestodiscussandimaginewhatPekingManmighthavedoneandusedthousandsofyearsago.Thencompareitwiththelifeofmodernpeople.3minuteslater.S1:PekingManmighthavelivedincavesofrocksandtrees,whilemodernpeopleliveinmodernbuildingswhicharehuge,likeboxeswithflatroofs,sharpcornersandglasswalls.S2:PekingManmighthaveusednaturalfurnituremadeofstoneorwood,whilemodernpeopleusebeautifulfurniturewithlotsofornaments,mostlymadeofwoodorotherspecialmaterials.S3:Pekingmanmighthavegotentertainmentfromnatureorfamilyget-together,whilemodernpeoplecanhaveagoodtimebywatchingTV,surfingtheInternetandtraveling.S4:Pekingmanmighthaveeatennaturalfood,suchasnutsandfruits.However,modernpeopleeatagoodvarietyofcookedfood,whichishealthier.S5:Pekingmanmighthavewornclothesmadefromanimalskins,whilemodernpeoplewearclothesmadefromspecialmaterial,suchascottonandwood.Thenshowthefollowing.ModernpeoplePekingmanAccuracyPlaceforlivingModernarchitecture,whichishuge,likeboxeswithflatroofs,sharpcornersandglasswalls.CavesVeryaccurateFurnitureBeautifulfurniturewithlotsofNaturalfurnituremadeAccurate\nornamentsmostlymadeofwoodorotherspecialmaterials.ofstoneorwood.EntertainmentWatchingTV,surfingtheInternetandtraveling.Enjoythenatureorfamilyget-together.InaccurateFoodAgoodvarietyofcookedfood,whichtastesdelicious.Naturalfood,suchasnutsandfruits.AccurateClothingClothesmadefromspecialmaterial,suchascottonandwood.Clothesmadefromanimalskins.AccurateT:NowdoyouknowwherewecanfindthePekingmansites?S:InZhoukoudianCaves.T:Yes.Let’svisitZhoukoudianCaveswithagroupofstudentsfromEngland.Nowlistentothedialoguebetweenanarchaeologistandthesestudents.StepⅢReadingAfterlistening.T:NowtellmewhatyouhaveknownaboutZhoukoudianCaves?S1:Zhoukoudianisasmallvillagesituatedabout50kmsouthwestofBeijing.ThePekingManSiteisjustonthewestsideofZhoukoudianVillage.S2:InDecember1929,aChinesearchaeologistnamedPeiWenzhongdiscoveredacompleteskullof“PekingMan”onDragonBoneHillnorthwestof\nZhoukoudian,inthesouthwestsuburbsofBeijing.Later,archaeologistsunearthed40-oddindividuallyfossilizedskeletonsof“PekingMan”,male,female,oldandyoung,allatthesamesite.Zhoukoudian,therefore,becamethemostcommonsiteforhumanremainswiththemostabundantfossilsintheworld.ThediscoverypushedthehistoryofBeijing’scivilizationbacktosome600,000years.Thesefossilizedremainsprovethat“PekingMan”wasprimitivemaninanevolutionaryprocessfromancientapetomodernman,andistheancestoroftheChinesenation.S3:In1987,theZhoukoudiancaveswerelistedasoneoftheworldculturalheritagesites.…T:Yes.Zhoukoudianisarelicofprimitiveculture,48kilometerssouthwestofdowntownBeijing,whereLonggushan(dragonskeletonmountain)isstanding.Severaldecadesago,localfarmersminedlime-stoneinZhoukoudian,cameuponsomebonefossilsandcalledthem“theDragonBones”.Zhoukoudianbecameknownas“DragonBoneMountain”.Drugstorespurchasedthebonesasamedicalingredient.Thenewsaboutthe“magicbones”drewattentionofscientists.In1929theselime-stonecavesbecameworldfamouswiththediscoveryofaskullandtwoteethdatingback200,000to500,000years.TheywerenamedPekingMan.ButthefossilswerelostduringWorldWarII.Manyoftheimplementsusedbythoseearlyhumans,andbonesofanimalstheyhuntedareondisplayatamuseumnearthesiteofthediscovery.Withthesteadilyincreasednumberofvisitorsfromallovertheworld,ZhoukoudianhasbecomeascenicspotofBeijing.Nowreadthedialoguealoudplease.SkimmingThisisanindividualwork.Askthestudentstoskimthetextandwritedown\nwhatthetextisaboutandthethreestagesofthearchaeologist’spartofthedialogue.T:First,I’dlikeyoutoskimthedialogueandthenwritedownwhatthetextisaboutandthethreestagesofthearchaeologist’spartofthedialogue.Twominuteslater,checktheanswerswiththewholeclass.S1:AnarchaeologistisshowingagroupofstudentsfromEnglandaroundtheZhoukoudianCavesandtellingthemsomethingabouttheCaves.S2:Stage1isabouthomesofPekingmaninZhou-koudianCaves,wheretheylive,howtheykeepwarm,cookfoodandscarewildanimalsaway.S3:Stage2isabouttoolsPekingmanusedandclothestheymade.S4:Stage3isabouttheappearanceofPekingman.Andlivingconditions.ScanningAskthestudentstoreadthetextandgetthemainideaofthedialogue.Andthenaskthemtowritedownthethreewaysinwhichthelifeofearlypeoplediffersfrommodernones.Askthemtoworkinpairsanddiscussthequestion.Sampleanswers:Homes:PekingmanlivedinZhoukoudianCavesofrocksandtrees.Tools:Theyusedneedlethatwasmadeofbonesharpenedstonetoolsandscrapermadebystones.Dress:Theyworeclothesfromanimalskinsandtheyalsoworenecklacemadefromseashellsoranimalteeth.CarefulreadingLetthestudentsreadthepassageagainandanswerthefollowingquestions.Showthequestionsonthescreen.1.WhyhavetheEnglishstudentscometotheZhoukoudiancaves?\n2.Wheredidearlypeoplelive?3.Howdidearlypeoplekeepwarm?4.Whatdidtheyusefordoors?5.Whatdidtheyeat?3minuteslater,checktheanswers.StepⅣPost-readingAskthestudentstofillinthechartonthelifeandhabitsofPekingmanonpage37andcompareitwiththelisttheymadeinthepre-reading.Whatdifferencesarethere?Givethestudents3minutestodiscusstheirconclusion.Thenchecktheanswers.Sampleanswers:Therearemanysimilarities.ButPekingManalsoconstructedfiresbywhichtheykeptwarm,cookedfoodandscaredwildanimalsaway.Theyusedneedlesmadeofbone.Besides,theyworenecklacemadeofanimalbonesorshells.Theytookpartintradeactivities.Andtheykilledanimalsforfood.…ExplanationDuringthisprocedure,thestudentswilllistentotherecordingagainandunderlinethedifficultsentences.Thentheteacherwillexplainthetextanddealwithlanguagepoints.T:Nowlistentothedialogueagainandunderlinethelanguagepointsyouthinkaredifficulttounderstand.Afterlisteningtothetext,explainsomedifficultsentences.T:Doyouhaveanydifficultieswiththetext?S1:Ifindthesentence“Youmustbeawarethatit’sherethatwehavefound\nevidenceofsomeoftheearliestpeoplewholivedinthispartoftheworld.”isdifficulttounderstand.Wouldyoupleaseexplainittous?T:Thestructureisabitcomplex.“Aware”isanadjective,meaninghavingknowledgeorunderstanding.“It’sherethatwe...”istoemphasize“here”,soweusesentencepattern“it’s...that...”“Wholivedinthispartoftheworld”isanAttributiveClause,whichisintroducedbytheRelativePronoun“who”.Because“theearliestpeople”isusedasSubjectintheAttributiveClause,weuse“whom”toleadtheAttributiveClause.S2:Howtounderstandthesentence“yes,indeed,asthebotanicalanalyseshaveshownus,allthefieldsaroundhereusedtobepartofalargeshallowlake”?T:Itmeans:Thebotanicalanalyseshavebeenspecificallyshowingusthatallthefieldsaroundhereusedtobepartofalargeshallowlake.“As”isusedtointroducetheAttributiveclause.…StepⅤSummaryandhomeworkT:TodaywelearnedaboutZhoukoudianCavesandthelifeofPekingMan.Doyouthinkitisimportantforustoknowaboutthem?Why?S1:Yes,thefollowingfactshowsthatitisveryimportant:ZhoukoudianCaveswereformallyinscribedonthe“WorldHeritageList”inDecember1987attheeleventhsessionofUNESCOWorldHeritageCommittee.TheinscriptionofthePekingManSiteontheWorldHeritageListconfirmstheexceptionalanduniversalvalueoftheculturalsite,whichrequiresprotectionforthebenefitofallhumanity.ThesiteisthereforenotonlyofChina,butalsooftheworldasawhole.T:Good.Nowtoday’shomework:1)Gooverthetext;2)Writeabrief\nintroductiontotheZhoukoudianCaves.TheThirdPeriodLanguagestudyTeachinggoals教学目标1.Targetlanguage目标语言Grammar:Presentperfectcontinuoustense.2.Abilitygoals能力目标Enablethestudentstousethepresentperfectcontinuoustense.3.Learningabilitygoals学能目标Helpthestudentslearnhowtousethepresentperfectcontinuoustense.Teachingimportant&difficultpoints教学重难点Howtousethepresentperfectcontinuoustense.Teachingmethods教学方法Explanationandpractice.Teachingaids教具准备Aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.Letsomestudentsreadtheirwork.Asampleversion:AbriefintroductiontotheZhoukoudianCavesZhoukoudianisasmallvillagesituatedabout50kmsouthwestofBeijingIn1928,DrC.C.Young,afamousChinesepaleontologist,andWenzhongPei,ayoungChinesegeologistjoinedtheexcavation.TwolowerjawsofPekingManwereunearthedinthisyear.Tomaketheexcavationmoresuccessful,DrWengandDrBlackestablished“CenozoicResearchLaboratory”in1929.ThePeking\nManSitealsoprovidesthemoreprecisescientificdataforthestudyoftheevolution,behaviour.OnthewesternsideofZhoukoudianVillage,therearetwoparallelhills.TheoneontheeastislowerandcalledDragon-boneHill.Zhoukoudianisarelicofprimitiveculture,48kilometerssouthwestofdowntownBeijing,whereLonggushan(dragonskeletonmountain)isstanding.Severaldecadesago,localfarmersminedlimestoneinZhoukoudian,cameuponsomebonefossilsandcalledthem“theDragonBones”.Zhoukoudianbecameknownas“DragonBoneMountain”.Drugstorespurchasedthebonesasamedicalingredient.Thenewsaboutthe“magicbones”drewattentionofscientists.In1929theselimestonecavesbecameworldfamouswiththediscoveryofaskullandtwoteethdatingback200,000to500,000years.TheywerenamedPekingman.ThehistoricalandculturalvalueoftheZhoukoudiansitehasbeenacknowledgedbyitslistingasaWorldHeritageSiteinDecember1987attheeleventhsessionofUNESCO.StepⅡLead-inAskthestudentstopointoutthesentencesthatcontainthestructureasin“Wehavebeenexcavatinghereformanyyears...”Samplesentences:1.Wehavebeenfindingthebonesoftigersandbearsinthecavesandwethinktheseweretheirmostdangerousenemies.2.Wehavebeenexcavatinglayersofashalmostsixmetersthick,whichsuggeststhattheymighthavekeptthefireburningallwinter.3.Yes,indeed,asthebotanicalanalyseshavebeenspecificallyshowingus,allthefieldsaroundhereusedtobepartofalargeshallowlake.T:Whatisthesamestructureinthesesentences?\nS:“have/hasbeendoing...”T:Yes,inthisunit,wewilllearn“have/hasbeendoingsth.”Thatisthepresentperfectcontinuoustense.StepⅢExplanationPresentPerfectContinuous[HAS/HAVE]+[BEEN]+[V+ing]Examples:Ihavebeenwaitingherefortwohours.ShehasonlybeenstudyingEnglishfortwoyears.Note:WhenyouareusingaverbtensewithmorethanonepartsuchasPresentPerfectContinuous(hasbeenstudying),adverbsoftencomebetweenthefirstpartandthesecondpart(hasonlybeenstudying).Use1DurationfromthePastuntilNowT:WeusethePresentPerfectContinuoustoshowthatsomethingstartedinthepastandhascontinuedupuntilnow.“forfiveminutes”,“fortwoweeks”,and“sinceTuesday”arealldurationswhichcanbeusedwiththePresentPerfectContinuous.Lookatthefollowingexamples.Showthefollowing.Theyhavebeentalkingforthelasthour.Shehasbeenworkingatthatcompanyforthreeyears.JameshasbeenteachingattheUniversitysinceJune.Use2Recently,Lately\nT:YoucanusethePresentPerfectContinuouswithoutadurationsuchas“forfiveminutes”,“fortwoweeks”,and“sinceTuesday”.Withoutthedurations,thetensegivesamoregeneralmeaningof“lately”.Weoftenusethewords“lately”or“recently”inthesentencetostrengthenthismeaning.Nowreadtheseexamples.Showthefollowing.Recently,Ihavebeenfeelingreallytired.Shehasbeenwatchingtoomuchtelevisionlately.Maryhasbeenfeelingalittledepressed.ImportantT:RememberthatthePresentPerfectContinuoushasthemeaningof“lately”or“recently.”IfthePresentPerfectContinuousisusedinaquestionsuchas“Haveyoubeenfeelingalright?”,itsuggeststhatthepersonlookssickorunhealthy.Aquestionsuchas“Haveyoubeensmoking?”suggeststhatyoucansmellthesmokeontheperson.Usingthistenseinaquestionsuggestsyoucansee,smell,hear,orfeeltheresultsoftheaction.Itispossibletoinsultsomeonebyusingthistenseincorrectly.Important:Non-ContinuousVerbs/MixedVerbsT:ItisimportanttorememberthatNon-ContinuousVerbscannotbeusedinanycontinuoustenses.Also,certainnon-continuousmeaningsforMixedVerbscannotbeusedincontinuoustenses.ToexpresstheideaofPresentPerfectContinuouswiththeseexceptionverbs,youmustusePresentPerfect.Herearesomeexamples.Showthefollowing.\nSamhasbeenhavinghiscarfortwoyears.(NotCorrect)Samhashadhiscarfortwoyears.(Correct)Active/PassivePresentPerfectContinuousExamples:Recently,Johnhasbeendoingthework.(Active)Recently,workhasbeenbeingdonebyJohn.(Passive)Note:PresentPerfectContinuousisrarelyusedinitspassiveform.StepⅣConsolidationShowtheseexercisesonthescreen.1.Hi,Tracy,youlooktired.I’mtired.I____inthelivingroomallday.A.paintedB.hadpaintedC.havebeenpaintingD.havepainted2.Thereissomuchsnowthesedays,isn’tthere?Yes,it____forafewdays.A.wassnowingB.hasbeensnowingC.hadbeensnowingD.snowed3.Althoughthesescientists____ontheprojectfornearlyfouryears,Idon’tknowhowlongitwilllast.A.havebeenworkingB.hadworkedC.wereworkingD.areworking4.Nowthatsheisoutofjob,Lucy____goingbacktoschool,butshehasn’tdecidedyet.A.hadconsideredB.hasbeenconsideringC.consideredD.isgoingtoconsider5.Thelittleboyisdirtyfromheadtofootbecausehe____inthemudall\nmorning.A.hasplayedB.isplayingC.hasbeenplayingD.wasplayingKey:1.C2.B3.A4.B5.CStepⅤPracticeAskthestudentstoworkinpairs,andtaketurnstoreadthestatementandturnitintoaquestionusingthepresentperfectcontinuoustense.1.S1:Samhasjustfinishedlearningtoflyanairplaneonsix-monthcourse.(Howlong)S2:Howlonghaveyoubeenlearningtoflyanairplane,Sam?2.S1:Heswamtillhefeltverytired.Hehasjuststeppedoutoftheswimmingpool.(Howalong)S2:Howlonghashebeenswimmingintheswimmingpool?3.S1:SallyandZhouXinhavebeenbusyallday.(What)S2:WhathaveSallyandZhouXinbeendoingallday?4.S1:Theyhavearguedeachotherforyearsaboutthebestwaytogrowpotatoes.(What)S2:Aboutwhathaveyoubeenarguingwitheachotherforyears?5.S1:JailYangusesaparticularkindofwashingpowderandhisclotheshavealwaysbeencleanandsoft.(What)S2:Whatkindofwashingpowderhaveyoubeenusingtomakeyourclothescleanandsoft,JailYang?StepⅥHomeworkWordstudyexercisesareassignedashomework.Studentsareaskedtofinish\nthemafterclass.Andaskthestudentstolearnusefulwordsandexpressionsbyheartandpracticethem.Finishexercises1and2onpages40and79.TheFourthPeriodIntegratingskills(Ⅰ)Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语lookahead,accelerate,arrest,dizzy,relief,eyebrow,cheekbonearrowhead,axe,division,affection,affectionate,patient,skilful,exhaustingb.重点句型Ifonlyshehadlookedaheadandplannedbetter!Shecouldseehermotherandauntspreparingthemeatofdeerandpigoverthefive.2.Abilitygoals能力目标Enablethestudentstodescribethelifeofearlypeople.3.Learningabilitygoals学能目标Helpthestudentslearnhowtodescribeearlypeople’slife.Teachingimportant&difficultpoints教学重难点Enablethestudentstoknowmoreabouttheearlypeople’slifeanddescribeit.Teachingmethods教学方法Task-basedteachingmethod,readinganddiscussion.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.Askthestudentstorecitesomeusefulwordsand\nexpressions.StepⅡLead-inT:Inthepreviousperiod,welearnedsomethingaboutthelifeofPekingman.PekingManlifeispartofourancientancestors.Whataboutthegeneralancestors’life?Nowturntopage43andlookatthepicturesandthinkwhattheseearlypeoplearedoing?S1:Somearepreparingfood.S2:Oneismakingtoolsbysharpenedstonetoolsandscraper.T:Good.Fromthepicture,wecanlearnsomethingaboutearlypeople’slife.Nowreadthepassageandfindoutwhatthelifewaslike.StepⅢReadingPlaythetapeforthestudentstolisten.Atthesametime,thestudentsareaskedtofindtheanswerstothefollowingquestions.1.WhichjobsdidDahudo?2.WhichjobsdidLalado?3.Whoworkscooperativelyandwhodoestasksalone?4.Whodoesthemostdangeroustasks?5.Wheredoesthedangercomefrom?Afterlisteningtothetape,thestudentsdiscusstheabovequestionsingroupsandthentrytofindtheanswerstotheabovequestions.Sampleanswers:1.Tomaketools,tocatchfish,tocutupthemeat,toscrapethefish,towelcometheguests.2.Tocollectnutsandfruit,topreparethemeatoverthefire.3.Bothmenandwomenworkcooperatively.Forexample,Lala’smotherand\nauntswerepreparingthemeatofdeerandpigoverthefire.Mendotasksalone.4.Mendothemostdangeroustasks.5.Thedangercomesfromthewildanimals.StepⅣPost-readingT:Fromthereadingpassage,wecanseethatlongagomenandwomenhadquiteseparateresponsibilities.Ingroupsdiscusswhatthepossibleworkdivisionwasbetweenmenandwomenatthattime.Afterafewminutes,checktheanswers.Sampleanswers:Men’stasks:makingtools,fishing,makingfire,protectingthefamilyfromwildanimals,cuttingupmeat.Women’stasks:collectingnutsandfruit,makingandsewingclothes,lookingafterbaby,preparingfood,doinghousework.T:Nowlookcloselyatthetasksaboveanddiscusswhichadjectivesbestdescribeeachofthem.Giveyourreasons.Sampleanswers:adjectivesbestdescribethewomen:caring,affectionate,safe,co-operativeadjectivesbestdescribethemen:protective,dangerous,patient,individual,exhaustingS1:ThefactthatwhenLalasatdownabruptly,shewasscoopedupbyhersistershowswomenwerecaring.Womenweresafebecausetheyusuallystayedinsidethecavespreparingfoodoverthefire.S2:Whenmenwentoutfishingandhunting,womenstayedinsidepreparingfood.Sotheywerebothco-operative.S3:WhenDahuwentbackwithfishoverhisshoulder,andtookthestone\nscrapersfromLala,hesmiledandwentoutsidethecave.FromDahu’sbehavior,wecaninfermenwereaffectionate.S4:FromthedescriptionsaboutDahu,suchas“carried”,“smiled”,“lookedcarefully”,“wenttoacorner”,“pulledoutmoretools”,“choseonelargestone”,“begantohit...”,wecanseemenwerepatient,andoftendidindividualwork.Theydidsomanythingsandtheirworkwasdangerousandexhausting.…T:Goodwork.Weoftenuseadjectivestodescribethingsandpeople.Ifwehavetwoormoreadjectives,howcanyouarrangetheseadjectives?Lookatthefollowingexercise:Showthefollowing.Whatsurprisedhimmosthappened____Sundaymorning.A.inacoldrainyB.onacoldrainyC.inarainycoldD.onarainycoldT:Whichwillyouchoose?Iftherearemoreadjectives,whatwillbetheorder?Nowlookatthefollowingchart.Showthefollowing.123456SizeShapeColorOriginMaterialUseAShortSlimBlackBritishGirlASmallBlueChineseServingDishForexample:anicelongnewblackBritishplasticpen.somebeautifullittleredflowers.\nPractice:1.(2004江苏32)The____housesmellsasifithasn’tbeenlivedinforyears.A.littlewhitewoodenB.littlewoodenwhiteC.whitewoodenlittleD.woodenwhitelittle2.(2004辽宁22)JohnSmith,asuccessfulbusbusinessman,hasa____car.A.largeGermanwhiteB.largewhiteGermanC.whitelargeGermanD.GermanLargewhite3.(2005北京23)This____girlisLinda’scousin.A.prettylittleSpanishB.SpanishLittleprettyC.SpanishprettylittleD.littleprettySpanish4.(2004浙江24)____studentsarerequiredtotakepartintheboatrace.A.TenstrongyoungChineseB.TenChinesestrongyoungC.ChinesetenyoungstrongD.YoungstrongtenChineseAfterafewminutes,checktheanswerstogether.Key:1.A2.B3.A4.AStepⅤHomeworkPracticeusingtwoormoreadjectivestodescribetheSanxingduiRuinsobjectsonpage44.TheFifthPeriodIntegratingskills(Ⅱ)Teachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语hint,hut,archaeologicaldiscovery,seal,marvelous,insignia,intestines2.Abilitygoals\nEnablethestudentstowritetwoparagraphssolvingtwoarchaeologicalproblems.3.LearningabilitygoalsHelpthestudentslearnhowtowritetwoparagraphssolvingtwoarchaeologicalproblems.Teachingimportantpoints教学重点Howtowritetwoparagraphssolvingtwoarchaeologicalproblems.Teachingdifficultpoints教学难点Learntosolvetwoarchaeologicalproblems.Teachingmethods教学方法Listening,writinganddiscussion.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.Askthestudentstoshowtheirwork.Asampleversion:ThefirstpictureisBronzeSacredTree.Thewholeheightofthesacredtreeis395cm.Therearethreekindsoffruitoneverybranch,includingpeaches.ThesacredtreeinSanxingduisymbolizesFishingandRoom,whichisconsideredtobeconnectedwiththeHeavenandtheEarth.ThesecondoneisBronzeAnimal-faceImageandthethirdoneisabird-shapedornament.Thefacesarealmostthesame:allwithsword-shapedeyebrows,chestnuteyes,toweringnosesandopenmouths;butthehairstylesaredifferentfromeachother.Somebustsarebald,whileotherswearacrown;somehavehaircoiled\nupandsomewearhairclasps;butallarelively.Somanybonzesaresuretobeacollectionofworshipedimages,representingpeopleofimperialofleakinggroups.TheyreflectthecharacteroftheancientShunsocietyinwhichgodsandhumansareconsideredtobeconnectedwitheachother,andalsopoliticsandrelation.Thebonzeanimalsculpturesofdragons,snakes,biers,chicks,arevivid.TheyreflecttheancientShunpeople’sideologythatallthingshavespiritsandshowtheirsinceritytogods.Amongthem,thesinceritytobirdsisthecore.Biers,suchasCinching,You,Day,etc,arethenamesofseveralancientShundynasties.Biersareregardedasthesymbolofthesun.Thelastoneisapotterypot,whichis579×924,170Kb.Itisusedtocontainwaterorwine.StepⅡListeningandreadingFirstaskthestudentstoreadthepassageandworkouttheanswerstothequestionsinPart2onpage83.T:HowardCarterwasanEnglisharchaeologistandEgyptologist.HewasmostfamousasthediscovererofKV62,thetombofTutankhamun.OnNovember4,1922CarterfoundTutankhamen’stomb,byfarthebestpreservedtombeverfoundintheValleyoftheKings.Nowreadaboutitandfindouttheanswerstothequestionsonpage83.Sampleanswers:1.Theroomorburialchamberwiththeking’sbodycontainedboxesofallshapesandsizes.Oneheldtheking’sbodyandhadhisnameonit,sotheyknewwhosetombitwas.2.Becausetheyfoundthemarvelouscollectionoftreasuresinthetomb,butdidnotknowanythingaboutit.\n3.Thiswasverysignificantasitwasclearlyatombofsomebodyimportant,andithadnotbeenrobbed.AskthestudentstolistentotherecordingandfillinthechartinPart1.Afterlisteningtothetape,thestudentshave2minutestoscanthepassageandthenfillinthechart.2minuteslater,checktheanswers.Sampleanswers:ObjectMaterialColourDecorationThestatuesoftheking…StrangeShoesGold…Boxes…BeautifullypaintedRoyalinsigniaGold…Lahars…DecoratedwiththeheadofanimalsandgodsFlowers……Vases…Decoratedwith\nsomebeautifulChests…WhiteflowerdesignsSeat…Golden…CartGold…ForthePharaohThenletthestudentsdiscusshowtosecureandprotectthesite.T:Nowdoyouthinkhowcanweprotectthesite?Givethestudentsseveralminutestodiscussthisproblem.Whentheclassdiscussionisover,voteonthebestideasforsecuringandprotectingthesite.Possibleideasforsecuringandprotectingthesite:1.Removetherubbish.2.Don’tthrowthingsroundthesite.3.Encourageotherstoprotectthesite.T:OK.Somuchforthispassage.StepⅢWritingT:Nowturntopage85andlookatthepicturesandquestionsbelowthem.Firstdiscussthesequestionsbelowthepictures.Threeminuteslater,checkthediscussion.S1:TheordershouldbeBAC.S2:TheearliestpyramidisB,whichiscalledsteppyramid.ItwasbuiltduringtheThirdDynasty(2800B.C.).SteppyramidisgenerallyconsideredthefirsttombinEgypttobebuiltentirelyofstoneanywhereintheworld.S3:ThesecondisA.Itwasbuiltinabout2,550B.C.,KingKhufu,thesecond\npharaohofthefourthdynasty,commissionedthebuildingofhistombatGiza.Accordingtoarchaeologists,thetopoftheKhufupyramidisinawayrippedoff,whichisincommonwiththefirstpicture.Thenthethirdoneisthethirdpicture.Itiscalledbentpyramid,whichwasbuiltforKhafre,thefourthpharaohofthefourthdynasty.ThebentpyramidatDahshurshowsusthattheancientEgyptiansexperimentedalotwiththeslopeofthepyramids.Inthemiddleofconstructionthebuildersmusthavedecidedthattheslopeofthebuildingwastoosteeptocontinue.Thus,thetophalfofthepyramidhasadifferentslope.S4:Thepyramidhadslopingsidessothatthedeadpharaohcouldclimbtotheskyandliveforever.S5:Thepyramidrepresentedtheraysofthesun.…T:Nowyoucanwritetwoparagraphsgivingyourideasandyouropinionsastheinformationtellsyoutodo.Severalminuteslater,letsomestudentsreadtheirwritings.Asampleversion:IthinkthechronologicalorderofbullingthepyramidsisB-A-C.TheearliestpyramidisB,whichiscalledsteppyramid.ItwasbuiltduringtheThirdDynasty(2800B.C.).SteppyramidisgenerallyconsideredthefirsttombinEgypttobebuiltentirelyofstone.ThesecondisA.Itwasbuiltabout2,550B.C.,KingKhufu,thesecondpharaohofthefourthdynasty,commissionedthebuildingofhistombatGiza.ThenthethirdoneisC.Itiscalledbentpyramid,whichwasbuiltforKhafre,thefourthpharaohofthefourthdynasty.ThebentpyramidatDahshurshowsusthattheancientEgyptiansexperimentedalotwiththeslopeofthepyramids.Inthemiddleofconstructionthebuildersmusthavedecidedthattheslopeofthebuildingwastoosteeptocontinue.Thus,thetophalfofthepyramidhasadifferentslope.\nAllthethreepyramidscometoapointatthetop.Asitsnamesuggests,steppyramidisaseriesofsixlevelsofstonedecreasinginsizeastheyascendtoabout200feet(60meters)inheight.Egyptologistshavedevelopedmanytheoriesaboutwhythetombsoftheearlypharaohswerebuiltinthepyramidshape.Variablereasonsarepossible:thepyramidrepresentedthefirstlandtoappearatthebeginningoftime—ahillcalledBen-Ben,thepyramidhadslopingsidessothatthedeadpharaohcouldsymbolicallyclimbtotheskyandliveforeverand thepyramidrepresentedtheraysofthesun.StepⅣHomeworkAskthestudentstosummarizewhattheyhavelearnedinthisunitandpreviewthenext.附件文化背景知识ThePekingManWorldHeritageSiteatZhoukoudianZhoukoudianisasmallvillagesituatedabout50kmsouthwestofBeijing.Embracedbyachainofmountainsfromthenorthwestandrollinghillsfromthenortheast,thevillageopenstothevastHuabeiplains.Onehalfkilometrenorth,onefindsanarrowpassleadingtoabasin.Baerhestreamwrigglesoutofthepassandflowsdownsouth.ItpassesthentothewestofZhoukoudianandfinallydrainsintoLiuliheabout10kmsouthofthevillage.ThePekingManSiteisjustonthewestsideofZhoukoudianVillage.TheexposureofsedimentarystrataaroundZhoukoudianisquiteextraordinary,especiallythoseofthePlioceneandPleistocene,andthereforeattractgeologiststovisitthearea.Ontheotherhand,theareaalsobearsrichOrdovicianlimestonewithwhichthelocalhabitantsmakelime.Itisby\nquarryingthelimestonethatlocalhabitantsfind,insomefissures,theso-calledDragonBones,whichscientistscallfossils.Withintheresearchframeworkofthelaboratory,FatherTeilharddeChardin,aneminentFrenchpaleontologist,andC.C.YoungstudiedthefossiliferousdepositsatZhoukoudiananddividedtheminto10layersin1929.Andthemostimportantdiscoveryofallwasmadeonthe2ndofDecemberin1929.ItwasinabranchingcavewhereafissurecrossesthemaincavethatPeifoundthefirstandalmostcompleteskullcapofPekingmanintheredsandyclay,whichisequivalenttothe10thlayerinthemainsection.Thediscoveryattractedgreatattentionfromscientificcircles.Thetwohuman-liketeethfoundbeforewerenotenoughtoconvinceeveryonethattheybelongtoPekingMan,buttheskullcapgavemoreanatomicalproofandwasmuchmoreconvincing.AnimportantPaleolithicsite,thissitewasfirstexcavatedin1927,inacaveonDragonBoneHillatZhoukoudian,southwestofBeijing.In1929,skullfossilsofPekingmanwerediscoveredhere,providingconcreteevidencefortheexistenceofprimitivemanintheBeijingareaandmarkingamile-stoneinthehistoryofpaleo-anthropology.Sofar,atotalof6skulls,15piecesoflowerjaw-bones,157teethandnumerousotherbonesegmentsfromthebodiesofabout40humanshavebeenexcavated,providingconcretedataforthestudyoftheevolutionofpre-historicbiologyandthedevelopmentofpre-historicculture.ThestudyofgeologicalstrataindicatedthatPekingmanlivedabout700,000to200,000yearsago.Theaveragebrainvolumeofthesepeoplewas1,088ml(theaverageformodernpeopleis1,400ml).Anditisestimatedthattheiraverageheightreached156cmformalesand150cmforfemales.PekingManwasamongthefirsthumanbeingstolearnhowtousefire,andcouldhuntlargeanimals.Theiraveragelifeexpectancywasshort;itisestimatedthat68.2%ofthemdiedbytheageof14,andonly4.5%livedupto\n50years.Fossilsofprimitivemenliving20,000yearsagowereexcavatedin1930nearthetopofDragonBoneHill,andwerenamedUpperCaveManfossils.In1973,fossilsofNewCaveManwerediscovered.NewCaveManwasbelievedtohavelivedintheperiodbetweenPekingmanandUppercaveMan,suggestingacontinuityofdevelopment.UnmaskingSanxingduiRuinsSome100yearsago,Sanxingduiintoday’sSichuanProvincehadn’tseemedtoanyoneanythingmorethanatypicalruralarea,andjust20yearsagoitssignificancewasnotfullyknown.Butwhenafarmerhollowingoutajust-dugditchin1929foundsomejadeheunwittinglyopenedthedooronanunknownculturebetween3,000to5,000yearsold.Perhapsit’snotsostartlinginitselfthatanaccidentalstrikeofthehoewouldunearthruinsasnewarcheologicalsitesfromChina’srichhistoryarebeingdiscoveredalmosteveryday.ButwhatnoonecouldhaveexpectedwasthatthisparticulardiscoverywouldrewriteChinesehistorybyunearthingaculturecontemporarywiththefirstcivilizationsofChinabutthathadleftnocluesinhistoricalrecords,thatseeminglydisappearedwithoutatraceandwhichleftartifactsneverbeforediscoveredelsewhereinChina.Thediscoveryofthejade,whichthefamilythoughttokeepsecretatfirst,laterbroughtarcheologists,thoughoneofthemhavepredictedinthe1930sthatthismightbethecapitaloftheancientShukingdom,theystillmighthavebeenstartledbyanotheraccidentaldiscoverybyworkersatabrickfactoryin1986.Twosacrificialpitswerefilledwithgoldmasks,bronzewares,jadetablets,elephanttusksandsacredtrees—andtheyopenedaworldofmystery.ThediscoverypushedbackthedateofthebronzeageinChinaandyettheobjects\nmadewereunlikeanymadeinanyotherperiodofChinesecivilizationwiththecreationofhuman-likefiguresandfacesparticularlyunique.Theyleftexpertsaskingwhatthepurposeoftheobjectswas,wheretheculturecamefrom,whytherewasnomentionofitinhistoricaltextsandhowsuchanancientculture,attheoriginofChinesecivilization,couldbesoadvanced.Theoriesabound,butwhatevertheanswer,theuniquepart-human,part-animalmaskshavebecomethesymbolofSanxingduiandofthemysteriousculture.SorecentlythelocalgovernmentinvitedsomeforeignjournaliststoparticipateintheopeningoftheSanxingduiInternationalMaskFestivalatthestartoftheMayDayholiday.Theareawhosenamemeans“three-starmounds”inEnglishisnotaplaceforeignerswhoaren’tarcheologistswouldknowtovisitandlittleisleftforthecommonpersontoseeoftheactualruinsbutsomeancientobjectsandmanyreproductionsshowingoffthisadvancedcultureareondisplayinthelocalmuseum.Themorewelearnedaboutthemysterybehindwhatwasdugup,themoreintriguingandimportantthissiteseemed.ManyobjectsatfirstseemsomewhatcommonplaceforoldculturesuntilyourealizethatthepeoplemakingtheseobjectswerethoselivingatthebeginningofChinesecivilization.ItisbelievedthatSanxingduiwascapitaloftheancient“Shuculture”oftheSichuanarea,previouslybelievedtobe3,000yearsold.Ametropolisofitstime,coveringaboutthreesquarekilometers,Sanxingduihadhighlydevelopedagriculture,includingwine-makingability,ceramictechnologyandsacrificialtoolsandminingwascommonplace.Thisdiscoveryenablesanoverallpictureofearlysociety,whichhavediverseoriginsinChina,andperhapssomewhatarethinkofjusthow“primitive”aprimitivecultureis.It’snottoolatetovisittheSanxingduiInternationalMaskFestivalandtheseancientruins,fastbecomingoneofthetop-promotedtourist\nsitesinChina.ThefestivalisbeingheldnearGuanghan,onlysome40kilometersfromChengdu,capitalofSichuanProvince,alreadyapopulardestinationforthosewishingtoseethegiantpandaorSichuan’sbeautifulspots.Accordingtolocalofficials,thefestivallastsfor300daysfromMay1.