高三下Book 9 Module 3 The Qin Tomb and the Terracotta Warriors全模块教案[下学期]

外研版英语高三下Book 9 Module 3 The Qin Tomb and the Terracotta Warriors全模块教案
I. 模块教学目标
技能目标Discuss the ancient Chinese dynasties and Emperor Qin ShihuangTalk about the discovery and secrets of the Terracotta Warriors Make a presentation about ancient ChinaWrite a formal letterWrite about famous figures in history
II. 目标语言
功能句式 Talk about the ancient Chinese dynasties and Emperor Qin ShihuangI think…because…I don’t think…because…I learn about…I would enjoy…because…I would dislike…If I had been…, I would have…
词 汇 1. 四会词汇archaeology, archaeological, terracotta, warrior, clay, unify, crossbow, pit, hollow, glue, inscribe, prosperity, rival, feudal, luxurious, mausoleum, subsequent, vault, formation, array, reproduction, stylized, revelation, inner, centralize, authority, stiff, simplicity, chubby, naively, veteran, accessory, distinction, rank, intermediate, stance, infantryman, archer, portray, invaluable2. 认读词汇tribe; individual, unsurprisingly, collapse, banish, raiment, gem, stud, bedecked, glimmer, pendant, undismayed, serpent, roam, bestride, outlast, supreme, savage, ford, gaze, chill, halt, oar, whirlpool, roar, bay, conscience, grieve3. 词组protect…from…; set off, be fully aware of, be impressed by; all in all4. 重点词汇unify, inscribe, formation, centralize, distinction, invaluable
重 点 句 子 Yes, it’s where the Emperor Qin Shihuang, more than 2,000 years ago, built an enormous tomb, and where, in 1974, 7,400 terracotta warriors made of clay were discovered. It took 700,000 workers 37 years to build the tomb, which was said to contain great treasures. As the whole world knows, when the archaeologists started digging, they found 6,000 clay warriors buried in an underground pit. It’s so strange to see them standing there in columns, all dressed and ready for battle. Every time I see one of these names, I think of the men who made these figures over 2,000 years ago. On becoming emperor, he threw himself into unifying China, which until then was divided into several rival states. He was fully aware of the importance of armed forces, and in order to protect him in the afterlife, he had images made of his troops, which were buried near him to guide his soul.
III. 教材分析与教材重组
1. 教材分析
本模块以The Qin Tomb and the Terracotta Warriors为话题，旨在通过模块教学，使学生
能正确认识秦墓和秦俑，并了解它们的特点、建造历史和发现过程；能灵活运用基础句型描述中国古代王朝的特征，谈论秦始皇的功过以及秦俑发现的现实意义；能根据要求阐述自己的特长和优势，写出一封正式的求职申请。
1.1 INTRODUCTION 分VOCABULARY 和SPEAKING两部分。提供了一幅关于秦俑
的图片，让学生运用已有的知识和经验，与同伴合作描述秦俑的相关史实，发表自己的观点，谈论中国古朝代。
1.2 READING AND VOCABULARY (1) 包含八个部分：（１）、（２）为FAST
READING，要求学生通读全文，了解大意，就文中所列举的话题内容进行正确的排序并回答几个概括性问题。（３）、（４）WORD GUESSING旨在培养学生通过上下文猜测词义的能力，并能灵活运用生词完成句子。（５）、（６）DETAILED READING要求学生再次细读两部分课文，对一些细节性问题做出选择。（７）DISCUSSION要求学生根据对文中重点句子的理解，回答一些延伸性问题。（８）FURTHER DISCUSSION要求学生展开讨论，评述秦始皇和本文作者，并设想自己在挖掘现场的感受。
1.3 LANGUAGE IN USE (1) 包含五个部分：（1）结合例句让学生回答问题，复习系
动词的功能意义。（2）、（3）要求学生就副词how的习惯搭配，先组句再分析其用法意义。（4）是关于补全介词of的改错练习。（5）是一综合对话填空题，复习此部分相关语法。
1.4 VOCABULARY AND LISTENING包含四个部分：（1）、（2）为PRE-LISTENING，
是LISTENING的热身活动。首先要求学生根据对重要词语的解释，来回答与单元话题相关的问题，然后列举出关于秦始皇的四项史实。
1.5 LANGUAGE IN USE (2) 包含五个部分：（1）、（2）结合例句让学生回答问题，复
习that在不同句式中是否可省略及其功能意义。（3）要求学生就动词go的句式搭配，再回答表示预测和计划的句式。（4）以一对话为例讨论been 和gone的用法及意义区别。（5）是一综合对话填空题，复习此部分相关语法。
1.6 READING AND VOCABULARY (2) 包含四个部分：（１）为FAST READING，要求学生通读全文，了解大意，给每段添加标题。（2）LANGUAGE FOCUS旨在培养学生通过上下文猜测词义的能力，并能灵活运用生词完成句子。（3）DETAILED READING要求学生再次细读两部分课文，回答一些细节性问题。（4）DISCUSSION要求学生根据对短文的理解，展开讨论回答一些延伸性问题，并设想对文章的改进方法。
1.7 PRESENTATION SKILLS 分四部分：第一部分READING要求学生阅读回答问题，
谈论正式书信和非正式书信的区别。第二部分NOTE MAKING 就一封成功求职信的各方面要求学生列举要点。第三部分PLANNING要求学生结合第二部分的内容计划如何写一封成功求职申请。 第四部分WRITING 要求学生参考所给提示要求写出一封求职信。
1.8 READING PRACTICE包含六个部分：（１）PREDICTION要求学生和同伴合作就
标题预测文章内容。（２）SCANNING让学生通读全文，验证预测性问题。（３）SKIMMING要求学生细读课文，对一些细节性问题做出选择。（４）DETAILED READING检查学生对文中重点句子的理解。（５）BACKGROUND FOCUS 围绕文章内容，要求学生回答一些与背景知识相关的延伸性问题。（６）DISCUSSION要求学生展开讨论，假想自己在挖掘现场的感受以及显示今日中国重要性的最佳艺术形式。
1.9 CULTURAL CORNER 要求学生阅读短文和诗歌回答问题，了解中国古代诗人屈原
和龙舟节的由来。
2.0 TASK 要求学生小组合作展示自己感兴趣的某一历史时期的重要人物、保存至今的
建筑和文物。先查找资料列举事实，再分工合作，向全班展示。
2. 教材重组
2.1 从话题内容上分析，INTRODUCTION 与SPEAKING相一致；而从训练目的上分
析与TASK比较一致。从教材份量来说，可将INTRODUCTION, SPEAKING和TASK整合在一起，设计成一节任务型“口语课”。
2.2 可将READING AND VOCABULARY (1) 、 (2)整合在一起上一节“阅读课（一）
(精读课)”。
2.3 将VOCABULARY AND LISTENING 和Workbook中的Listening整合在一起，设计成一节“听力课”。
2.4 可将LANGUAGE IN USE (1) 、 (2) 与Workbook中的Language in use和
Vocabulary语法练习题整合在一起上一节“语法课”。
2.5 可将READING PRACTICE, CULTURAL CORNER 和Workbook中的Reading整合
起来上一节“阅读课（二）（泛读课）”。
2.6 将PRESENTATION SKILLS和Workbook中的Writing and speaking整合成一节“写
作课”。
3. 课型设计与课时分配（经教材分析，根据学情，本模块可以用六课时教完）
1st Period Speaking
2nd Period Reading
3rd Period Listening
4th Period Grammar
5th Period Extensive Reading
6th Period Writing
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
army, battle, clay, column, emperor, expression, hairstyle, soldier, tomb, underground, uniform, be good for, be bad for
b. 交际用语
Talking about the picture, the order and important facts of different dynasties of ancient China, give reasons and persuade others to support your opinions.
I think…because…
I don’t think…because…
I know…
I think it was in…that…
In my opinion, he is good / bad for China because…
Do you think…
2. Ability goals能力目标
Enable the students to describe the terracotta warriors, talk about the order, characteristics, facts of different dynasties and the evaluation of Emperor Qin Shihuang with the target language.
3. Learning ability goals 学能目标
Help the students learn how to give description, express the historical facts, likes and dislikes, reasons and ideas.
Teaching important points教学重点
Learn to use the structures to express and support one’s opinions freely.
Teaching difficult points 教学难点
How to describe the picture of the terracotta warriors, important facts in history
and evaluation of Emperor Qin Shihuang.
Teaching methods教学方法
Looking at the pictures (individuals).
Pair work to discuss and group work. (cooperative learning).
Teaching aids教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Lead-in and Introduction
T: There is a saying, “You can’t say you have been to Egypt without visiting the pyramids; you can’t say you have been to China without seeing the terracotta warriors.” (不看金字塔，不算真正到过埃及；不看秦俑，不算真正到过中国。) As a great archeology discovery of 20 century, the terracotta warriors are widely regarded as the Eighth Wonder of the World. So what makes the terracotta warriors a wonder In this module, we’ll explore the Qin tomb and the terracotta warriors.
Call attention to the picture on page 29. Students talk about the picture with the teacher’s help, then discuss the questions given.
T: Work in pairs. Look at the picture and discuss the questions. Use the words in the box to help you.
Then ask some students to report their answers.
Sample discussion:
S1: I can see in the picture the terracotta warriors made of clay were ordered to be made by Emperor Qin Shihuang. They were discovered in an underground tomb in the city of Xi’an in China. The warriors all stood in columns, ready in battle formation. Not all the warriors are identical but many of them can be clearly identified because they each have individual faces and expressions. Some are standing and others kneel with swords drawn as if to withstand an attack.. Their various hairstyles and uniforms tell us that they had different positions in the army. I think the troop of terracotta warriors were made by the Emperor with the purpose of defending the country for his next life and helping him fighting against the enemies underground. The emperor believed that he could continue to enjoy these valuable objects in the underworld and the whole army that would follow him into immortality.
S2: It is now known to us all that these terracotta warriors discovered from the Qintomb in northwest China were ordered to be made by Emperor Qin Shihuang, an outstanding ruler of ancient China. These ancient soldiers neatly dressed in uniform all stand in columns, well prepared for a battle to come. Judging from their expressions, we can see that they are brave soldiers and officers of different status in the empire, as can be identified from their uniforms and hairstyles. In my opinion, Emperor Qin Shihuang had these life-size figures buried around his tomb because he believed that he had to unify all of China; he wanted to lead his
army into the netherworld to protect his spirit and perpetuate his rule.
T: All of us know that we have a long history and from these pictures we can see that the Terracotta warriors all serve as soldiers for the Qin Empire in the ancient Chinese dynasty. The brilliant civilization left us thousands of great cultural relics, which give us enough evidence to study history for the future generation. OK, let’s go on with the next part.
Deal with activities 2 and 3. Check the answers. Ask some pairs to report their answers.
Suggested answers:
2. 1-5-2-3-4-6.
3. The Great wall was first built in Qin Dynasty and it was in the same dynasty that China first became one unified country. The Grand Canal was first established in the Sui Dynasty and during the next dynasty, that is, the Tang Dynasty that some flourishing ages occurred and China became most powerful in history.
T: Good! We can make some conclusions from the historical facts. Next, let’s do group work and finish activity 4 of this part.
After group discussion.
T: Now who would like to give questions for the others to answer
S: The three more questions raised by us are as follows:
Q1: During which dynasty were the first times of peace and prosperity of the feudal society
Q2: When was powder invented in China
Q3: When was compass first used in navigation
T: Which group would like to answer them
S: Let me try.
A1: During the west Han dynasty were the first times of peace and prosperity of the feudal society
A2: Powder was invented in the middle of the Tang Dynasty.
A3: Compass was first used in navigation in the Song Dynasty.
T: Very good! I am glad to see that you have a good knowledge of history and you have thought a lot about them. It’s certain that we should draw lessons from history and the experience for reference. This is very useful for the present development of our modern society. Don’t you think so
Step II Speaking
T: Next, I’d like you to work in pairs to discuss the question: Was Emperor Qin Shihuang good or bad for China Think of reasons to support your opinion. Each of you should make notes while talking.
After short discussion, ask some pairs to report their ideas.
SA: I think Emperor Qin Shihuang was good for China and the reasons are listed as follows: In 246 BC, when Zheng was 13, his father became king but soon died, leaving Zheng to ascend the throne. After the sex scandal, King Zheng personally took charge of his kingdom and set about expanding it. He was a fierce military leader and a clever diplomat, and before he was 40 he had unified the previously warring Chinese states. Subsequently he laid the groundwork, on strictly Confucian principles, for the subsequent government of China - He gave his empire a single currency, a standardized system of weights and measurements, and a common written language. He was also responsible for the construction of the Great Wall of China, which remains one of the largest man-made objects in existence. In 1974, farmers digging a well near the First Emperor's tomb stumbled across the gravesite of an entire army made of terracotta (a type of ceramic clay). Archaeologists found four underground chambers containing some 7,000 life-sized soldiers and horses. The figures are very detailed, and no two are alike. It is believed that they were modeled after the First Emperor's real army and were intended to serve him in the afterlife. Forgotten for more than 2,000 years, the terra-cotta army is now considered the Eighth Wonder of the World. In a word, Emperor Qin Shihuang was an outstanding governor and a great contributor to the world in ancient China.
SB: I think Emperor Qin Shihuang was bad for China and the reasons lie in a variety of facts. As a ruthlessly brutal dictator, He sought to control the minds of his people by killing scholars and burning most of the books in China. No longer content to be called "king," he gave himself the title Shi Huangdi, "First August God," or First Emperor. His son would be the Second Emperor, and so on for 10,000 generations... at least, that was his plan. Even though his own dynasty barely outlasted his death in 210 B.C. 700,000 convicts worked in the tomb for 38 years, even after the Emperor's death. At Second Emperor Er Shi's command, the first Emperor's childless concubines and maids were buried alive in the First Emperor's vast underground tomb. Workers who had built the tomb met the same fate. He also tried to build a complete army of warriors and horses in terracotta to serve him in the underworld. The weapons they carry are real and the horses bridles are made out of bronze. Qin Shihuangdi has always been remembered as the emperor who built the Great Wall of China. Estimates of the wall's length vary because it has many sections and branches, but it's over 4,000 miles long. And in the 20th century the world learned that the Great Wall was not the only marvel that Shi Huangdi left behind. It is said that not only the tombs but the Great wall was made of the flesh and blood of millions of working people in the ancient times. Therefore, it is reasonable for us to believe that Emperor Qin Shihuang was bad for China.
T: Well done! It’s usually hard for us to evaluate a famous ruler in history. As can be seen in history, Emperor Qin Shihuang has contributed a lot to the people and society of his time. On the other hand, he made enemies while ruling with an iron hand. Besides, the long time of unifying the country had left tens of thousands of people in disaster. In short, a coin has two sides and it’s hard to say he was good or bad for China.
Step III Task
T: China is a country with a long history which can be divided into different periods from the Xia dynasty to the recent Qing dynasty. Now work in groups and try to think of a period of ancient china that interest you. You may choose two or three important people or aspects of that period. First make your plan.
After group discussion
T: Now, who’d like to report your group plan
S: I’ll try. We choose the early period of the Tang dynasty.
The ruler: tang Taizhong, Li Shimin, the emperor of the strongest Tang Dynasty in Chinese history
His achievements: his famous saying, the militarily expansion, the building of the silk road
Poets: Li Bai and Du Fu, who are among the greatest poets that China has produced
Buildings or relics that can still be seen today:
the two Wild-Goose pagodas (Dayanta 大雁塔 and Xiaoyanta 小雁塔) in Xi’an and the Great Hall of Nanchan Monastery 南禪寺 at Wutai Mountain 五台山 in Shanxi.
T: Good! Next please research the aspects you have chosen, using history books or the internet. Remember to take notes while making your research.
After researching, ask the students to plan their presentation. Each student in the group should
give a different part of the presentation.
After planning
T: Now, I’ d like some students of your group to present your plan of different parts.
S1: Well, I’ll present the ruler. In 618 Li Yuan, founded the Tang dynasty. His chief advisor was his second son, Li Shimin. In a power struggle Shimin killed his two brothers; his father had to give him the throne. This ambitious and capable young man turned out to be one of the wisest emperors of ancient China. He was later called TangTaizong, who said metaphorically that the emperor was like a boat and the people were as water. Water can move a boat, but can also capsize it .He collected taxes and made laws. He influenced religion, values, and economy and commanded the Generals, slaves, and priests. He has total command over everyone and everything. The 130 years from his time to the time of Tang Xuanzong was the heyday not only of the Tang dynasty, but of the whole feudal period of China. China was then the largest and strongest country in the world; it was also economically and culturally the most advanced.
S2: I’ll present his achievements. TangTaizong collected taxes and made laws. In 14th year of Zhenguan (639A.D.), kingdom Gaochang blocked the passway, Emperor Taizhong of Tang ordered General Xue Wanche and Hou Junji to command army and defeated Gaochang Army and captured its king. Later Emperor Taizhong of Tang Dynasty sent western-conquering Army to conquer twenty odd obstinate states, such as Yanqi, Guizi, Sule, and Yutian etc. All these annihilated states were put under the jurisdiction of Anxi district. In 658 AD Tang defeated the remnant part of Western Tujue. Since then, all kingdoms of the Western Regions that had been subject to western Tujue were all in Anxi district. Hence most land east of Chonglin became territory of Tang Dynasty. Tang Dynasty, besides expanding militarily along the Silk Road to mid-Asia, South Asia and West Asia. Tang was able to introduce the ancient oriental civilization, through silk, to comparatively poor and backward Asian and European Continent.
S3: I’ll present the poets. Li Bai (701 - 762) was born in Suiye in Central Asia.He wrote as many as 900 poems. Some of them describe the life of the people; some describe the magnificent scenery he saw; others express his own wishes and sorrows. His poems are characterized by unusual imagination and free and direct expression of feelings. That is why he is called a romantic poet. Du Fu (712 - 770) was born in Gongxian, Henan. Deep sympathy for the people is one of the main characteristics of Du Fu's poems. In this respect he surpassed all earlier poets. His poems have been called "poetic history," for they reflect the political and military situation of his time, and the life and miseries of the Li Bai and Du Fu are among the greatest poets that China has produced. Their poems have given the Chinese people boundless in-
spiration and have been taken as models of poetry. Han Yu, also a famous Tang poet, wrote: "The works of Li and Du are there; their brilliant light will shine forever.
S4: I’ll present the buildings or relics that can still be seen today. Under the Tang, the city was a major religious center, not only for Buddhism and Taoism but also for several religions which were relatively recent arrivals in China: Zoroastrianism, Nestorianism and Manichaeism. The oldest existant buildings in China date from the Tang Dynasty. Unfortunately, only a few pagodas and halls still exist today, among them the two Wild-Goose pagodas (Dayanta 大雁塔 and Xiaoyanta 小雁塔) in Xi'an and the Great Hall of Nanchan Monastery 南禪寺 at Wutai Mountain 五台山 in Shanxi. Tang architecture can still be admired today in Korea and Japan where halls of monasteries have been rebuilt and reconstructed since Buddhism came from Tang China to these two countries, for example the Great Hall of Todaiji monastery in Nara/Japan.
T: Good! Next let’s vote for the best presentation in class.
After each group has taken part, add up the scores and award the winner in class!
Step IV Homework
1. Tell each other something about Chinese dynasties in history.
2. Preview READING AND VOCABULARY (1) and answer two questions:
What is talked about in the text What is the writer
The Second Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
archaeology, unify, crossbow, pit, facial, inscribe, figure, construct, entrance, feature, glue, hairstyle, hollow, investigate, rob, solid, treasure
b. 重点句子
1. Yes, it’s where the Emperor Qin Shihuang, more than 2,000 years ago, built an enormous tomb, and where, in 1974, …
2. It took 700,000 workers 37 years to build…, which was said…
3. As the whole world knows, when…, they found…buried in…
4. It’s so strange to see them standing…, all dressed…
5. Every time I see one of…, I think of the men who…
2. Ability goals能力目标
Enable the students to describe the underground army and what the writer feels when working in the tomb.
3. Learning ability goals 学能目标
Teach the students learn how to describe with the target language in this module the construction, appearance and discovery of the terracotta warriors.
Teaching important points 教学重点
Help the students to deal with the three exercises of Comprehending in READING AND VOCABULARY.
Teaching difficult point 教学难点
Analyze the writing techniques of the text.
Teaching methods 教学方法
Skimming method, task-based method, role-play method
Teaching aid 教具准备
A recorder, a projector and some slides
Teaching procedures & ways教学过程与方式
Step I Revision
Get the students to tell each other something about Chinese dynasties in history.
Ask students two simple questions on the reading material
T: Who would like to answer the two questions:
What is talked about in the text What is the writer
S1: The text tells us about the underground army of Terracotta Warriors, which were constructed during the Qin Dynasty.
S2: The writer is an archaeology student from England, who joined in the work on digging the Qin tomb in China’s Shaanxi Province.
Step II Pre-reading
T: Now, Look at the title of the reading passage. What can you guess about the content of the passage from the title The title of the text is An Underground Army. Next, I’d like you to discuss this question with your partner. Then I’ll ask some students to report your work.
After a few minutes
T: Now who’d like to answer the question Volunteer!
S1: Let me try. We can see in the picture an army made up of terracotta warriors, which was discovered in the Qin tomb underground many years ago. So the text will give us more information about this.
S2: Judging from the title, I think the passage is mainly about the discovery of the underground army and the process of constructing these terracotta warriors in the Qin Dynasty.
S3: The title tells us that the content of the text will refer to the facts how the army was discovered underground, the reason why the warriors were made in the ancient dynasty and the vivid description of what has been found in the pit, from which we will feel proud to learn more about our brilliant history.
T: Very good! Now, let’s deal with activity 1 of READING AND VOCABULARY.
Ask the students to read the passage and number the topics in the order they read about them.
T: Well done! Since we have learnt about the different topics about the passage, we will go on to learn the text. Let’s look at activity 2. Skim the passage by reading for the useful information you want. After reading, I’d like you to talk with your partner before we have a check.
After a few minutes, ask some students to report their answers.
S: The underground tomb of Emperor Qin Shihuang lies in the northwest China’s Shaanxi Province, 36 kilometres east of Xi’an. The terracotta warriors were discovered in 1974, when some peasants were digging a well when one of them dug up the head of a clay warrior. Altogether more than 7,400 terracotta warriors have been discovered and it seems that Emperor Qin Shihuang had ordered the soldiers to be made in order to protect him in the next life, which we may throw doubt on nowadays.
T: Very good! Now let’s learn some new words from the text. Please look at the new words in activity 3. First find them out in the text and try to guess their meanings from the context.
Then get the students to work in pairs and choose the correct answers.
T: Next, let’s learn some useful verbs used in the passage. Look at the verbs listed in the box in activity 4. First find them out in the text and try to guess their meanings from the context.
Then get the students to read and complete the ten sentences with the correct form of the words in
the box. Check the answers first in pairs then in class.
Step III While-reading
Get the students to comprehend the passage carefully and accurately, and meanwhile help the students to form a good habit of reading.
T: Now, please read the passage carefully, divide the whole passage into several parts and find out the main idea of each part.
Suggested answers:
Para.1 Why the writer feels lucky about working in the Qin tomb
Para.2 What the writer know about the tomb and the terracotta warriors
Para.3 How the terracotta warriors were discovered
Para.4 What the underground army looks like
Para.5 How the soldiers were built
Para.6 Why the writer feels interested and proud
T: Now, please go through the whole text again and I’d like you to analyze the text in detail. Discuss these questions on the slides.
Show the following on the slide.
1. What are the writing techniques of this text
2. What’s the main idea of the text
3. What can you learn from this text
4. What’s the writing purpose of the writer
Suggested answers:
1. In this text the writer uses narration interspersed with comments. The experience of the writer working in the Qin tomb and his strong feeling about it are used as the threads of the story, of which the beginning and the end echo each other over a distance. In this way, the writer has efficiently record and narrated to the readers the start, the construction and the discovery of the underground army of the Qin dynasty with clear presentation and distinct gradation.
2. The writer narrates from his own work experience the description of the great wonder and the reason why the emperor who ordered it to be constructed, from which we have got a better knowledge of the Qin dynasty and strengthened the proper sense of pride of our great motherland. What’s more, we have formed the idea that it’s important for us students to work hard so as to do credit to our country and protect the priceless cultural relics for the next generation.
3. We can learn from the text the historical facts about the Qin dynasty, such as the Terracotta Warriors, the Qin tombs and the Emperor Qin Shihuang, besides, we have also learnt from the text the typical art of sculpture left by our ancestors in the old times.
4. The writer wants to inform us of the momentous current significance and far-reaching historical significance of manufacturing the underground army so that we students can not only broaden the horizons but heightened our confidence to expand the culture of our nation. We are also encouraged by the writer to be creative and hardworking so as to create more splendid civilization for human beings in the future.
Help the students to deal with the difficult language points in the text.
T: Now, everyone, I wonder if you have any difficulties in understanding the text
S1: I have one question. I can’t understand the tense of the second sentence in Para.1: I’ve been digging all day and I’ll be doing the same tomorrow. Would you please explain it and put it into Chinese
T: Sure. This sentence tells us what the writer has been doing all day and what he will do tomorrow. The verb form “have/has been doing” is used in present perfect continuous tense to show an action which lasts long and which may even continue to be done when the speaker speaks; The verb form of the future continuous tense “will be doing” in the next part of the sentence is used to refer to the future action.
全句汉语意思：我挖了整整一天了， 明天还要做同样的事， 后天、大后天都是。
S2: I don’t quite understand the sentence of the last but five lines of the first paragraph: Yes, it’s where the Emperor Qin Shihuang, more than 2,000 years ago, built an enormous tomb, and where, in 1974, 7,400 terracotta warriors made of clay were discovered. What’s the structure of the sentence What does it mean Please explain it in detail.
T: As a whole, this sentence is a coordinate predicative clause introduced by two interrogative words “where” so as to show the location of the archaeological site of the Qin tomb. The phrase of the past participle “made of clay” modifies the noun “terracotta warriors”.
全句意思：是的，它就是在二千多年前秦始皇建造巨大陵墓的地方，也是七
千四百个兵马俑于1974年被发现的地方。
S3: I find it difficult to understand the second sentence of Part 2: It’s so strange to see them standing there in columns, all dressed and ready for battle. Can you explain it Thank you.
T: Well, in this sentence “It” refers to the real subject “to see them standing there in columns, all dressed and ready for battle”. In this infinitive phrase, “see sb. doing” is used. The adjective phrase “all dressed and ready for battle” is used here to describe the state of the warriors standing there.
全句意为：看到他们排列整齐，全副武装，准备战斗，很令人奇怪。
Step IV Comprehending
T: Now, please read the passage again, pay attention to some detailed information and try to get the answers to activities 5 and 6.
After students have finished, check the answers.
The teacher may also play the tape of the reading material for students to finish the two activities.
Then check the answers.
T: Now, let’s read some specific sentences from the passage and answer some questions. Look at exercise 7 on this page. I’d like you to read the passage carefully again and check the answers in pairs first.
Suggested answers:
1. Because an archaeology student from London, England, and now he’s working on one of the most famous archaeological sites in the world.
2. Because it is said that if anyone steps across the entrance, the crossbows will fire.
3. I think it’s easy for the news about the discovery of the underground army to spread very quickly through mass media in this information age
4. We learn from this that Emperor Qin Shihuang had blind faith in superstition and believed that the warriors could fight or him in his next life. Besides, this also shows that it was ambitions, luxurious and cruel for Emperor Qin Shihuang to have so many people working for him underground for so long in order to unify the whole country again after his death.
5. The writer here means it’s hard to believe the emperor could be protected by the soldiers underground, who were actually made of clay.
6. Because the terracotta warriors made of dusty clay had been buried underground for so many years, they may now be protected with a large covering above, so they seem to be kept in half light.
7. As a student from a foreign country, the writer has been helping dig the Qin tomb during the summer holidays, from which he has seen a lot with his own eyes the underground army from ancient China and widened his field of vision about the Chinese history and culture.
Step V Further discussion
T: Now we have learnt a lot of detailed information from the text. Next let’s have further
discussion about the characters in the text. Please look at the questions in activity 8. Work in
pairs and make a discussion.
After discussion
T: Now, who would like to report your pair work and answer the three questions
S1: I know from the passage that Emperor Qin Shihuang was the Emperor who first unified China over 2,000 years ago. When he became king of the state of Qin at the age of 13, he soon ordered his underground tomb to be constructed, which showed that he was a brilliant ruler and a very cruel and luxurious man who had killed thousands of people in long terms of battles as well as the construction of the warriors.
S2: The writer is an archaeology student from London, England, and now he’s working on one of the most famous archaeological sites in the world. He feels proud and lucky to be chosen to enter the pits to dig and see so many soldiers in the Qin tomb, from which we know the writer is hardworking and eager to learn his major. In addition, he proves to be a good student who is self-confident, optimistic and has no blind faith in superstition.
S3: Yes, I would be well content to work on this site for a long time if I had an opportunity to see with my own eyes the massive regular underground army of ancient China. I would enjoy feeling the great momentum of the ancient army and learning more about our brilliant history. If only I could take some pictures with the terracotta warriors. However, I would dislike being covered all over in dust and getting tired in digging in the pits for long.
T: Well, so much for the questions and answers, So far you have learnt a lot about the underground army, the ancient emperor and the writer from England. And you know it’s really a great achievement and wonder for the terracotta warriors to be built in the old times. I hope you will work hard and learn more about history so as to research the cultural relics and make great contributions for the next generations in the future.
Step VI Reading and Vocabulary (2)
T: Now we have learnt something about Emperor Qin Shihuang and the terracotta warriors, we are
going to learn more about the Qin dynasty. Next I’ll give you six minutes to read a passage
made up of three parts and you please try to give a heading for each paragraph after that.
After reading, ask the students to check the answers with their partners first.
T: Now, who’d like to tell us your headings
S: I’ll try. The three headings are: 1. The Building of the Great Wall 2. The story of Men Jiangnu
3. The walk along the Great Wall
T: Quite good! Now, please look at the words and phrases in the box in activity 2. First read after me. Next, I’d like you to find them out in the passage and try to explain their meanings according to the context. You may work in pairs.
After students finish that
T: Now, please complete the sentences with the correct form of the words and phrases in the box.
Check the answers.
T: So far you have learned some key words and phrases in the text, I’d like you to read the passage again and answer the questions in activity 3.
Suggested answers:
1. The word “itinerary” can be replaced by the word “route”.
2. Emperor Qin Shihuang ordered the different sections of the wall to be joined to make one Great Wall.
3. Yes, I think the legend could be true because the Great Wall does exist as a great wonder in the world and it was in the Qin dynasty that the individual sections of the Great Wall were joined up. As the old saying goes, the Great Wall was made of the flesh and blood of millions of working people. It was certain in history that millions of people had devoted themselves to working on it. As a result, many people were killed and many families broke up for it. Therefore, it’s likely for the woman to cry over the death of her husband and it’s possible for some weak parts of the Great wall to fall into pieces after she had cried so bitterly, especially on some rainy days.
4. Because they can walk for long and appreciate the beautiful scenery and views all the way, during which they will learn a lot about the Great Wall. In addition, the food is provided for them in advance.
5. No, the walk does not sound tiring at all. Because they will take a 20 minute break every 40 minutes, during which they will have a lot of time to stop to admire the views and listen to talks. Besides, the good walking shoes and sun lotion will also make them comfortable.
T: Well, we have got the general ideas of the passage and next let’s have further discussion about the text. Please look at activity 4 and work in pairs.
Suggested answers:
1. Yes, it does. I think it’s well organized because the main activities have been announced before hand, including what has been offered and what should be taken. The walk is also attractive because the walkers can have enough time to enjoy the magnificent views and the talk about the Great Wall, from which they will benefit a lot.
2. Yes, I think it’s a good leaflet and it does make people want to go on the trip. The reasons lie in
the fact that it gives a lot of useful information for the walkers and offers proper food, rest,
knowledge, which sounds persuasive and attractive.
3. I’d include not only a map but some extra pictures of the beautiful views and in this way the leaflet will be perfect, I think.
Step VII Homework
1. Go over the whole passage.
2. Recite the key sentences in the text.
3. Preparation: VOCABULARY AND LISTENING.
The Third Period Listening
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
capable, declare, frontier, invade, ruthless, scholar, section, tribe, carry out, make
a change
b. 重点句子
1. How long did it take…to carry out…
2. Can you think of…that Qin Shihuang made when he was Emperor
3. Born in 259 BC, Zheng became…, at the age of 13, after the death of his father.
4. At one point he ordered all the books in the whole of China to be burnt.
5. This was because there were…because he was…
2. Ability goals能力目标
Train the students’ listening ability in getting the general idea of the lecture about the life and achievements of Emperor Qin Shihuang and catching the specific information about the different situations.
3. Learning ability goals学能目标
Help the students to explain the main achievements of Emperor Qin Shihuang.
Teaching important and difficult points 教学重难点
Listen to the lecture and decide what Emperor Qin Shihuang’s main achievements were.
Teaching methods 教学方法
Listening and cooperative learning
Teaching aid 教具准备
A recorder
Teaching procedures & ways 教学过程与方式
Step I Revision
Ask the students to retell the main idea of the text An Underground Army.
Sample retelling:
As an archaeology student, the writer felt lucky to help work on digging the terracotta warriors in
the Qin tomb, which were discovered in 1974 by some peasants. The underground army made of
clay were ordered to be constructed by the Emperor Qin Shihuang. It was strange to see them all
standing in columns, all dressed and ready for battle. Considering the construction of the warriors
the most extraordinary achievement, the writer felt it proud to be connected in some small way
with the great army of the Qin dynasty.
Ask the students to translate the following expressions in the passage:
an archaeological site; describe…as; facial expressions; the most extraordinary
achievement; 据说含有大量财宝；命令……被做；做……感到自豪；依据他们
的地位穿不同的制服
Suggested answers:
一处考古遗址；把……描述成……；面部表情；最杰出的成就；be said to contain great treasures;
order sth. to be made; feel proud to do sth.; wear different uniforms depending on their position
Step II Discussion
T: Before listening to the material in the textbook, let’s first review some words and phrases we have learnt. Work with your partner, try to explain the words and phrases in the box in your own words.
Then let them check with the meanings given below the box and answer the questions.
Suggested answers to the questions:
1. It took the workers 37 years to carry out the construction of Emperor Qin Shihuang’s tomb.
2. Because he was chosen from about 600 students to come and work in the famous Qin tomb during the summer holidays and he would benefit a lot from it.
3. China shares a frontier with some countries for example, India, Russia, Vietnam and so on.
4. Many states were invaded by the Qin dynasty, such as Yan, Zhao, Qi, Chu, Wei, and so on.
5. Yes, many people live in tribes in ancient China, especially people of minorities.
6. The southeast part of the Great Wall is nearest to us.
7. Yes, he was ruthless because he had millions of working people devote all their life constructing
palaces, tombs and the Great Wall for himself.
8. Scholars in China make research on certain subjects in certain fields of science.
9. The most capable person I know is Bill Gates, chairman of Microsoft Corporation, the worldwide leader in software, services and solutions that help people and businesses realize their full potential. His foresight and his vision for personal computing have been central to the success of Microsoft and the software industry. Under Gates' leadership, Microsoft's mission has been to continually advance and improve software technology, and to make it easier, more cost-effective and more enjoyable for people to use computers.
10. Yes, when he became Emperor, he made some important changes, for example, he unified the law, currencies and characters. He also made some political changes.
T: Now work in pairs. Write down four facts that you have been told about Emperor Qin Shihuang in this module.
Sample facts:
Fact 1: He first unified China over 2,000 years ago. And he first turned Qin into a state of great
prosperity and strength
Fact 2: When he became king of state of Qin at the age of 13, he immediately ordered workers to
construct an underground tomb for him.
Fact 3: He had individual sections of the Great Wall connected.
Fact 4: After he became king, he led his powerful military forces in a series of wars.
Step III Listening and speaking
T: The listening material is a short lecture about the life and achievements of Emperor Qin Shihuang. Listen and decide what his main achievements were. Take notes while listening like this:
Achievement 1:
Achievement 2:
Achievement 3:
Achievement 4:
…
Play the tape twice. Then let students check their notes with the facts they have
written in activity 2.
T: Next, look at the sentences in activity 4 and figure out their meanings. Then listen to the tape again, underline the extra words and phrases.
Play the tape again. Then let students check the answers in pairs first before check in class.
Step IV LISTENING (Workbook)
T: Before listening to the material in the textbook, let’s first look at the three questions on page 107. Discuss them with your partners.
If students have no idea about them, teacher can give them a brief introduction.
Louis XVI, 1754–93, king of France (1774–92), third son of the dauphin (Louis) and Marie Josèphe of Saxony, grandson and successor of King Louis XV. In 1770 he married the Austrian archduchess Marie Antoinette ( http: / / www. / ce6 / people / A0831824.html ). His early attempts to enact reforms and to appoint competent and upright ministers met with general approval, but his character was unsuited to provide the leadership needed to control the complex social and political conflict smoldering in France. Shy, dull, and corpulent, he preferred the hunting field and his locksmith's workshop to the council chamber; indecisiveness made him subject to the poor advice of his intimates.
Marie Antoinette 1755–93, queen of France, wife of King Louis XVI ( http: / / www. / ce6 / people / A0830398.html ) and daughter of Austrian Archduchess Maria Theresa ( http: / / www. / ce6 / people / A0831814.html ) and Holy Roman Emperor Francis I ( http: / / www. / ce6 / people / A0819427.html ). She was married in 1770 to the dauphin, who became king in 1774. Her marriage had been made to strengthen France's alliance with its long-time enemy, Austria. The union, however, was not altogether popular, and Marie Antoinette's actions only increased hostility toward her. She constantly sought the advice of the Austrian ambassador and attempted to influence French foreign policy in favor of Austria.
Suggested answers to the questions:
Louis XVI and Marie Antoinette were the last king and queen of France. They were executed to death by the national convention. Their death brought about ideas in other countries against the French Revolution and the country became a republic soon after that.
T: Good! You have known something about Louis XVI and Marie Antoinette and we’ll listen to some details about them, which you might feel more interested in. Now, look at activity 12 and get familiar with the topics you are going to hear. You are asked to number the topics in the order you hear them. You should form the habit of going through the instructions to get the important listening points. Make notes if necessary.
Listening points:
Hatred of Emperor Qin Shihuang
Emperor Qin Shihuang’s fear of being murdered
Last king and queen of France
Queen Marie Antoinette
Tutankhamen’s tomb
T: Please listen. I’ll play the tape twice. (After listening) Now, let me check your work.
After checking, deal with activity 13.
T: Now, listen again and check the true statements in activity13. First go through the statements. I’ll play the tape a third time.
Play the tape again and check the answers. For the false ones, students should know how to
correct them.
Step V Homework
Finish activities 5-7 in the workbook on page 104-105
Preview LANGUAGE IN USE
The Fourth Period Grammar
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
am, is, are, how, of, that, go, been, gone, at the moment, future arrangement, in a formal way
b. 重点句子
1. Which sentences refer to something happening in a period around the present time
2. It was said that he ordered hundreds of… to be buried alive.
3. Which grammar pattern is used to talk about predictions and plans
4. In which exchange has someone visited a place and not returned yet
2. Ability goals能力目标
Enable students to understand the useful words and practice using them.
3. Learning ability goals学能目标
Help students learn how to use the being verbs, how, of, that, go, been and gone and how to fill in the blanks using them.
Teaching important points教学重点
The use of the object complement
Teaching difficult point教学难点
How to teach students to finish exercises using the useful words
Teaching methods 教学方法
Study independently, practice
Teaching aid教具准备
A projector
Teaching procedures & ways教学过程与方式
Step I Revision
Get students to check activities 5-7 on pages 104-105, first in pairs and then in class.
Answer some questions on LANGUAGE IN USE.
T: What are the words practiced in LANGUAGE IN USE (1) and (2)
S1: In LANGUAGE IN USE (1), the usages of words am, is, are, how and of are talked about.
S2: LANGUAGE IN USE (2) deals with how to use “that/go” and the differences between “been” and “gone”.
T: Quite right! We are all familiar with these words and we are going to learn more about how to use them in different situations.
Step II Revising useful “being” verbs
T: You have already learnt the verbs “am/is/are”, but do you know what kind of verbs they are and how they are used
S: Yes, I know they are all being verbs and they are used to form the predicative parts of sentences.
T: Good! Now, let’s have a quiz in class. Look at the slide.
Show the following on the slide.
Find the state-of-being verb in each sentence.
1) Is Linda sick today
2) Sarah, you were being nice.
3) Are you ok Brandon
4) Was something hiding in the bush
5) I wonder if my lost dog has been found yet.
6) They are very strange creatures.
7) I am very happy for you.
8) I wish I could be a frog.
9) Henry is my pet lizard.
10) You were mean to that dog.
After three minutes, check the answers.
The being verbs are:
1) Is 2) were 3) Are 4) Was 5) been 6) are 7) am 8) be 9) is 10) were
T: Quite right! Altogether there are eight state of being verbs: is/am/are/was/were/be/ being/been. State of being verbs are often called linking verbs because they link the subject of the sentence with information about it. For example, The teacher is tall. In this sentence, “is” links “the teacher” to information about her — the fact that she is tall. That is her state of being.
Step III LANGUAGE IN USE (1)
T: More often these being verbs are used to help form different tenses in different present tenses. Now, we have six sentences in activity 1 on page 33. I’d like you to read them and underline their verb forms. Which tense is used in each sentence
Suggested answers: 1. present progressive tense
2. present progressive for future
3. simple present in passive
4. simple present
5. simple present for future
6. present progressive tense
T: Now try to answer the questions below. You can work with your partner.
Then check the answers.
After finishing activity 1, practice the use of “how”.
T: Next, Can you list some phrases using the word “how”
S: Yes, how often, how soon, how far, how tall, how fast, how interesting, how many, how much…
T: Good! Can you tell the functions of these phrases What are they used for Discuss in pairs first.
After discussion
T: Now, please look at activity 3 and check your answers.
Then ask the students to match the two parts of the sentences in activity 2 and write the complete
sentences.
After finishing activities 2 and 3
T: Now, let’s deal with activity 4. Please add the word “of” to the correct places.
After checking answers
T: We can find “of” is often used in these phrases, such as, some of…, part of…, a way of.., be proud of…, etc. Talk with your partner and tell the functions of the “of” phrases. Then we’ll check together.
S: In the first three sentences, the phrases using “of” expresses the relationship between the part and the whole unit. In the fourth sentence, the phrase using “‘of” explains the way of doing something and in the next two sentences, “of” is used in the set phrase and common sentence structure. In sentence 7, it expresses the subordinate relationship while in the last sentence, it expresses the unit of the nouns following it.
T: Good! Now, it’s practice time. Please read the dialogue in activity 5 first and try to fill in the blanks with the words we have just talked about.
Check the answers with the whole class and then let students practice reading the dialogue in
pairs.
Step IV LANGUAGE IN USE (2)
T: Look at activity 1 on page 35, read the sentences and tell me how the word “that” is used in each sentence and whether it can be omitted. Work in pairs first.
After pair work
S1: In sentence 1, the word “that” is used as a pronoun to refer to what the two speakers both know and of course, it can’t be omitted.
S2: In sentence 2, 3, 5, the word “that” is used as a conjunction to lead the objective clauses and of course, it can be omitted.
S3: In sentence 4, the word “that” is used as a conjunction to lead a subjective clause and usually it is not omitted.
S4: In sentence 6, the word “that” is used as a conjunction to lead an attributive clause, which acts as an object in the following attributive clause, so it can be omitted.
T: Good! Now look at the functions of the word “that” in activity 2 and match them with the sentences in activity 1.
Check the answers.
T: In English, some words are frequently used with different meanings in different patterns. For example, the word “go”. Can you list some patterns in which “go” is used
First let students think themselves. Then let them check with those listed in activity 3.
T: Now match the sentences with the grammar patterns.
Then let students give more sentences containing these patterns.
T: Next who can tell which grammar pattern is used to talk about predictions and plans
S: I’ll try. I think the grammar pattern (a) is used to talk about predictions and plans, as in sentence 4.
T: Good! Now, look at the two sentences on the screen.
Mary’s just been to Germany.
Mary’s just gone to Germany.
Underline “been” and “gone”.
T: Do you know anything about their meanings and differences First let’s have a quiz.
Fill in the blanks using “been” or “gone”.Have you ___________ to the post office yet 2. Have you ever ___________ to Thailand 3. A: Hello. Is Monica there
B: No, she isn't. She's ___________ out.4. When I got out of the river, all my clothes were ___________5. It's time to party. My parents have ___________ away for the weekend.6. How long has it ___________ since you were last in Madrid
Key: 1. been; 2. been; 3. gone; 4. gone; 5. gone; 6. been
T: Good! Now, can you explain the difference between the two
S: In the first sentence we mean that Mary went to Germany and now she is back. While In the second sentence we mean that Mary went to Germany and she is still in Germany.
T: Well, when you see or hear been to try to think of visited. It has the same meaning and when we say Mary's just visited Germany we all know she's back now. Next, please do this little exercise:
1. The President's _________ to Rome today. He'll come back late tonight.
2. John's ill. He's just _______ the doctor and now he's ____________to bed.
Answers:
The President's gone to Rome today (he's still in Rome)
John's just been to the doctor (he went there before)
He's gone to bed (he's in bed now)
T: Very good! Just keep in mind that “been to” means visited; “gone to” means still there and the difference is much clearer. Now, please look at activity 4, read the conversation and answer the questions.
After checking the answers
T: Next, let’s practice using the useful words we learnt and complete the passage in activity 5 with them.
Ask the students to check in pairs first before checking in class.
Then give students a few minutes to finish the exercises on pages 103-104, Language in use. If time is limited, this part can be treated as homework.
Step V Homework
1. Finish the grammar exercises in the workbook.
2. Preview the reading material in CULTURAL CORNER.
The Fifth Period Extensive Reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
prosperity, rival, subsequent, formation, reproduction, stylized, centralize, authority, stiff, simplicity, distinction, rank, intermediate, invaluable, be fully aware of, be impressed by, all in all
b. 重点句子
1. On becoming emperor, he threw himself into…, which until then was…
2. He was fully aware of the importance of…, and in order to…, he had images made of…, which were buried near him to…
3. When these warriors and horses were shown to…, everybody was impressed by the fact that…as well as…
4. The large numbers reflect the centralized authority in…, serving as…
5. Different costumes and hair accessories serve as…, including…, as well as…
2. Ability goals能力目标
Enable students to describe the main idea of the passage with the target language.
3. Learning ability goals学能目标：
Help students to talk about the details in the passages with the target language so as to choose the best answers to the questions and at the same time improve their extensive reading skills.
Teaching important and difficult points 教学重难点
Help students understand what the terracotta army tells us about the Qin Dynasty.
Teaching methods 教学方法
Prediction, scanning and skimming
Teaching aids 教具准备
A recorder, a projector
Teaching procedures & ways 教学过程与方式
StepⅠRevision
Check the answers of the grammar exercises.
Let students answer some simple questions on the reading material they preview.
T: What’s the passage in CULTURAL CORNER about
S: The life and poems of Qu Yuan, a famous patriotic poet in ancient china.
StepⅡPre-reading
T: Good! We have learnt a lot about the underground army of Qin Shihuang. In this period we are going to learn more about the army. Turn to page 39. Look at the title of the passage — Secrets of the Terracotta Army. What do you think the secrets of the terracotta army were
Ask students to work in pairs and predict the content of the passage.
After discussion
T: Well, Who would like to say something about your prediction
S1: I’ll try. In my opinion, the text will tell us something strange and unknown to people for a long period of time, for example, the myth of the battle array, the size of the warriors and the exact number of the soldiers built by the workers at first.
S2: I think the secrets will be centered on the reason why the warriors were constructed, maybe the images they represented during the very period of history and the advantages of their being built.
T: Very reasonable. Next, I’ll give you three minutes to read the whole passage and check your answer to activity 1.
About three minutes later
T: Now, who can tell us the secrets of the Terracotta army after reading the passage Or what’s the main idea of the passage
S: Let me try. I think there are many secrets discussed in the text about the Terracotta Army, including the information about when and why the terracotta warriors were built by Emperor Qin Shihuang, how they were discovered and what they looked like. At last, the text tells us about the great value of the Terracotta army.
Step Ⅲ Listening & Reading
Let students read the four questions in activity 3 first to get a general idea of what should be paid
attention to. Then play the tape for students to listen and find answers to the questions. When they
have finished, let them exchange notes with their partner and then check the answers with the
whole class.
T: Next please read the two statements in activity 4 and finish answers to the questions below each.
This activity checks students’ understanding of two difficult sentences and implied meanings
behind them.
Suggested answers:
1. (a) The working people, including the craftsmen and the soldiers, made the
image of his troops.
(b) The troops were made to protect him and guard his soul in the afterlife.
(c) The troops were buried near him.
2. (a) The large numbers refer to large quantities of Terracotta warriors.
(b) The large numbers are an example of round sculpture of human figures made of clay.
(C) This kind of sculpture made of clay is quite a different example from the western art of carving, which was usually made of stone.
Then let students finish activity 5. Check the answer.
Step IV Further discussion
T: So far we have learnt a lot about the secrets of the terracotta warriors. Next let’s have further discussion about the passage. Please look at activity 6, work in pairs and discuss your answers to the questions.
Suggested answers:
1. I would feel amazed at seeing so many wonderful sculptures of ancient warriors and I would also feel very proud of the relics our ancestors have left for us.
2. I think the best artistic way of showing the importance of China today is to give performances or exhibitions on our national arts, such as the Beijing Opera and some ancient sculptures throughout the world. What’s more, we may show some pictures on the internet about the great wonders in China, such as the Great Wall, the Yangzi River, the Yellow River and so on.
Step V CULTURAL CORNER
T: So far we have learnt a lot about the secrets of the underground army of terracotta warriors, which are most famous cultural relics. Next we are going to learn something about Qu Yuan. Please turn to CULTURAL CORNER on page 41. First look at the picture and title, then predict what the passage is about.
S: I’ll try. From the picture we can see many young able men are boating in a boat with the name Qu Yuan on either side. Obviously they are competing in the Dragon Boat Festival in honor of the great poet named Qu Yuan in ancient China.
T: Great! The passage we are going to learn is titled The Life and Poems of Qu Yuan. Read the passage and answer the two questions above.
Suggested answers:
1. Because he heard the news that Qin had invaded his motherland Chu and captured the capital.
2. Quyuan, who lived from 340 to 278 B.C. is one of China’s foremost famous
scholars. He was born to a traditional aristocratic family in the Chu State during the later years of the Warring States period. Profoundly learned, Quyuan was Zuoto-premier under the Chu Emperor. Externally, he advocated an alliance with the Qi State against the Qing State; internally, he advocated promoting those with demonstrated ability. Because of these views, he was fiercely attacked by the conservative aristocracy, and the Emperor gradually distanced himself from the Quyuan. As founder of the romantic but patriotic school of Chinese poetry, he created a number of brilliant verses, including "Li Shao" and "Nine Chapters", which were passed down from generation. His works show his anger against political corruption, his worries for people, and his strong spirit of self sacrifice for his principles. During his exile, Qu yuan often chatted with local fisherman at the ferry boat landing stage, and from time to time he read his verses aloud to them:
"The whole state is corrupt,
I alone am honest,
The public is drunk,
Only I am awake."
The tragic death of Quyuan is commemorated each year on the fifth day of the
fifth moon, when the fisherman’s attempt to save the poet is re-enacted in the
form of dragon boat races.
Step VI Reading (workbook)
T: Do you know about the world famous pyramids in Egypt
S: Sure. They are great wonders in the world and there are tombs of kings and queens ever found in them, including the mummies and great treasures buried around them.
T: Quite right! And there used to be Egypt’s Valley of the Kings, which was the burial place for ancient kings of Egypt. Do you know the King Tutankhamen and his tomb
S: Yes. He used to be a king of Egypt and he died when he was very young. A lot of treasure was buried with him in his tomb, which made him world famous ever since the 20th century.
T: Good, so you have known something about the King Tutankhamen and his tomb. Now, I’d like you to read a passage entitled The Tomb of Tutankhamen and choose the best summary from the four choices in activity 8.
After reading, ask the students to read the passage and choose the best summary.
Then deal with activity 9 and let students try to guess their meanings from the context.
At last try to match them with the meanings given.
Check the answers.
T: Well, you have got the main idea of the passage and the meanings of some key words. Next, please go through the questions on page 107 and discuss about the answers in pairs.
Suggested answers:
1. Because his employer, Lord Carnarvon, wanted to give up the search.
2. Because they had been excavating for some years in Egypt’s Valley of the Kings and had discovered nothing important, which maybe made the employer unhappy.
3. Because Carter and Carnarvon became the first people to enter Tutankhamen’s tomb in over 3,000 years. Besides the amazing treasures, the walls of the tombs were covered with murals, so the discovery of this tomb is a great archaeology discovery of the 20th century.
4. Because the Egyptians believed that life continued after death, and the treasures could help the king in his journey after death.
5. The mask was laid over the head of the king Tutankhamen, which was placed in the third gold coffin inside the burial room.
6. Carter gasped with wonder and admiration because they found the most lovely monument in the second room, known as the Treasury room.
7. Because they wanted to show Tutankhamen at various stages of his journey after death.
8. Because the treasures, including Tutankhamen’s mummy, were moved to the Cairo museum, where every child can queue to see them, besides the discovery created enormous interest in Tutankhamen himself, and although he was not an important king, he is nonetheless the pharaoh that every schoolchild knows about.
9. It was suspected that the king Tutankhamen had been murdered but it is now believed that he died from natural causes.
10. The king Tutankhamen became immortal because of the great discovery in his tomb.
11. It’s surprising that as an unimportant boy king ruling for only nine years, he has become immortal in the eyes of the world.
12. No, it’s not well worth traveling to Egypt only to see the treasures, especially for us poor senior school students.
Step VII Homework
1. Ask students to write a summary of the passage Secrets of the Terracotta Army.
2. Preview Writing a formal letter in PRESENTATION SKILLS.
The Sixth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
informal, aspect, applicant, appropriate, enthusiastic, at the site of, be physically fit, look forward to, in basic accommodation
b. 重点句子
I am writing to apply for…
There is an opportunity for…and work on…
I would be grateful if you could…
Make sure you put your address on…
Students who apply should be…and should know…
2. Ability goals能力目标
Enable students to write a formal letter of application.
3. Learning ability goals学能目标
Help students learn how to write an application letter for a certain purpose according to the procedures learned in this module.
Teaching important a