The Fourth Period Integrating skills (Ⅰ)

Teaching goals 教學(xué)目標(biāo)

1. Target language目標(biāo)語言

a. 重點(diǎn)詞匯和短語

look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone arrowhead, axe, division, affection, affectionate, patient, skilful, exhausting

b. 重點(diǎn)句型

If only she had looked ahead and planned better!

She could see her mother and aunts preparing the meat of deer and pig over the five.

2. Ability goals 能力目標(biāo)

Enable the students to describe the life of early people.

3. Learning ability goals 學(xué)能目標(biāo)

Help the students learn how to describe early people’s life.

Teaching important & difficult points 教學(xué)重難點(diǎn)

Enable the students to know more about the early people’s life and describe it.

Teaching methods 教學(xué)方法

Task-based teaching method, reading and discussion.

Teaching aids 教具準(zhǔn)備

A recorder, a projector and a computer.

Teaching procedures & ways 教學(xué)過程與方式

Step Ⅰ Revision

Check the homework. Ask the students to recite some useful words and expressions.

Step Ⅱ Lead-in

T: In the previous period, we learned something about the life of Peking man. Peking Man life is part of our ancient ancestors. What about the general ancestors’ life? Now turn to page 43 and look at the pictures and think what these early people are doing?

S1: Some are preparing food.

S2: One is making tools by sharpened stone tools and scraper.

T: Good. From the picture, we can learn something about early people’s life. Now read the passage and find out what the life was like.

Step Ⅲ Reading

Play the tape for the students to listen. At the same time, the students are asked to find the answers to the following questions.

1. Which jobs did Dahu do?

2. Which jobs did Lala do?

3. Who works cooperatively and who does tasks alone?

4. Who does the most dangerous tasks?

5. Where does the danger come from?

After listening to the tape, the students discuss the above questions in groups and then try to find the answers to the above questions.

Sample answers:

1. To make tools, to catch fish, to cut up the meat, to scrape the fish, to welcome the guests.

2. To collect nuts and fruit, to prepare the meat over the fire.

3. 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. Men do the most dangerous tasks.

5. The danger comes from the wild animals.

Step Ⅳ Post-reading

T: From the reading passage, we can see that long ago men and women had quite separate responsibilities. In groups discuss what the possible work division was between men and women at that time.

After a few minutes, check the answers.

Sample answers:

Men’s tasks: making tools, fishing, making fire, protecting the family from wild animals, cutting up meat.

Women’s tasks: collecting nuts and fruit, making and sewing clothes, looking after baby, preparing food, doing housework.

T: Now look closely at the tasks above and discuss which adjectives best describe each of them. Give your reasons.

Sample answers:

adjectives best describe the women:

caring, affectionate, safe, co-operative

adjectives best describe the men:

protective, dangerous, patient, individual, exhausting

S1: The fact that when Lala sat down abruptly, she was scooped up by her sister shows women were caring. Women were safe because they usually stayed inside the caves preparing food over the fire.

S2: When men went out fishing and hunting, women stayed inside preparing food. So they were both co-operative.

S3: When Dahu went back with fish over his shoulder, and took the stone scrapers from Lala, he smiled and went outside the cave. From Dahu’s behavior, we can infer men were affectionate.

S4: From the descriptions about Dahu, such as “carried”, “smiled”, “l(fā)ooked carefully”, “went to a corner”, “pulled out more tools”, “chose one large stone”, “began to hit...”, we can see men were patient, and often did individual work. They did so many things and their work was dangerous and exhausting.

…

T: Good work. We often use adjectives to describe things and people. If we have two or more adjectives, how can you arrange these adjectives? Look at the following exercise:

Show the following.

What surprised him most happened ____ Sunday morning.

A. in a cold rainy     B. on a cold rainy

C. in a rainy cold      D. on a rainy cold

T: Which will you choose? If there are more adjectives, what will be the order? Now look at the following chart.

Show the following.

For example:  

a nice long new black British plastic pen.

some beautiful little red flowers.

Practice:

1. (2004江蘇32) The ____ house smells as if it hasn’t been lived in for years.

A. little white wooden B. little wooden white

C. white wooden little D. wooden white little

2. (2004遼寧22）John Smith, a successful bus businessman, has a ____ car.

A. large German white B. large white German

C. white large German   D. German Large white

3. (2005北京23）This ____ girl is Linda’s cousin.

A. pretty little Spanish B. Spanish Little pretty

C. Spanish pretty little D. little pretty Spanish

4. (2004浙江24)____ students are required to take part in the boat race.

A. Ten strong young Chinese     

B. Ten Chinese strong young

C. Chinese ten young strong     

D. Young strong ten Chinese

After a few minutes, check the answers together.

Key: 1. A     2. B     3. A     4. A

Step Ⅴ Homework

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