Task
Teaching Objectives:
1 to teach and instruct students some specific procedures when trying to achieve a goal
2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills
3 to make sure students have opportunities to combine the skills they have learned with reality
4 to aid students to choose and organize the information they have got and help them complete their products
5 to enhance students’ overall abilities and improve their integrated skills
Important and difficult points:
Make students learn how to write an outline of a speech and how to host a talk about a historical event.
Teaching procedures:
Step 1 Revision
Revise the grammar items in this unit (object complements, either…or…and neither…nor…, and subject-verb agreement).
Step 2 Lead-in
Get the students to know something about how to give a talk about a historical event.
Step 3 Skills building 1
Make students know how to listen to get the gist, and do the listening on P52. In step1, students use the skill to listen to a conversation and find the useful expressions.
Step 4 Skills building 2
Make the students how to describe an illustration and try to write a description of a historical place. In step2, write a description about the Attack on Pearl Harbor according to the information found on a website.
Step 5 Skills building 3
Make students know what a simple outline of a speech often includes and organize some notes into an outline for a speech. In step3, plan an outline to introduce your illustration and give your talk.Period 2 Reading Lost Civilizations (1)
Teaching 0bjectives:
1) To talk about lost civilizations
1) To help the students develop the ability of reading diary entries.
Important and difficult points:
The way of reading diary entries.
Teaching procedures:
Step1 Lead-in
1. Ask students to name some building that could represent ancient civilization in China.
1. Show students some pictures of Pompeii and Loulan and ask them to answer the following questions:
Where are the places in the pictures
What have you known about them
What else do you want to know about them
Step2 Reading comprehension.
1. Ask students to read the passage quickly and try to find answers to the questions in Part A.
1. Ask students to read again and complete Part C1.
1. Let students complete Part C2.
Step 3 Reading strategy
1. Discuss in pairs about what features are usually included in diary entries.
1. Let students read the Reading strategy.
1. Find out the facts and historical information about the two cities.
Pompeii time event
in the 8th century
in 89 BC
on 24th Aug. AD 79
in 1860
Loulan 2000 years ago
from AD 200 to AD 500
100 years ago
Step 4 Discussion
1. Is it useful for people to study things from the past Why or why not
1. Since as long ago as 1553 people have said, ‘History repeats itself.’ What do you think this saying means Do you agree with it Why or why not
Step 5 Homework.
1. Read the passage carefully and review the new words and phrases.
2. Make a summary of the text.
Period 3 Reading (2)
Teaching Objectives:
1） To understand the text better
1） To master some useful words and expressions
Important and difficult points:
Some useful words and expressions
Teaching procedures:
Step 1 Check the homework.
Step 2 Complete the summary with proper words.
Both Pompeii in ________and Loulan in China became ____ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC. On 24th Aug.AD79, Mount Vesuvius _________ and the city were _______ __________. Loulan was a _________ _________ on the Silk Road. It disappeared under the ________. There are just a few _________ left. Some _________, such as coins and painted pots, was found.
Step 3 Exercises on the new words.
Step 4 Word study
Step 5 Homework:
1. Review the new words.
1. Finish the exercises in the workbook.
PAGE
1Unit 3 Back to the Past
Word Power ( the first period)
●Teaching objectives:
1. Can develop the students’ ability of using the target language in real situation.
2. Can enlarge the students’ vocabulary by learning some words about archaeology.
3. Can expand the students’ knowledge archaeology.
4. .Can help the students grasp the use of some commonly used pair nouns and group nouns.
●Teaching methods:
1. Students-centered.
2. Teacher and students’ interaction
3. Multimedia way.
Task 1. Teach the pair nouns and group nouns
Step 1. Help the students to get the idea about pair nouns and group nouns by looking at some pictures.
e.g. a pair of sacks
a flock of birds
a herd of horses
Step 2. Label each picture, using an expression including a word in the box.( p.46)
Step 3. Help the students to summer up pair nouns and group nouns.
Task 2. Learn some words and information about archaeology.
Step 1. Students read Part A carefully, paying attention to the word in blue.
Step 2.Students read and fill in the blanks of Part B.
Step 3. Students have a group discussion and find out words related to the subject on archaeology.
Step 4. Ask the students to write out as many words as possible.
Task 3. Homework
1. Remember the pair nouns and group nouns.
2. Preview the grammar.
Unit 3 Back to the Past
Word Power ( the second period)
●Teaching objectives:
1. Can develop the students’ ability of using the grammar rules to make correct sentences.
2. Can help the students to grasp the rules of subject-verb agreement and the object complement.
3. Can use the compound sentences introduced by neither…nor…, either…or…, not only…but also…
●Teaching methods:
4. Students-centered.
5. Teacher and students’ interaction
6. Multimedia way.
Task 1.Learn the object complement
Step 1. Help the students to review the different types of objects.
Step 2. Learn the object complement by doing the exercises .
\Step 3. Help the students to summarize the grammar rules.
Task 2. Learn the subject-verb agreement.
Step 1. Ask the students to fill in the blanks with the correct verb forms.
Step 2. Help the students to summarize the grammar rules.
Step 3. Ask the students to do Part A and Part B.( p.51)
Task 3. Homework
1. Ask students to read Parts 1-6 one by one on page 50 and try to have a through understanding.
2. Preview Task: Giving a talk about a historical event.
3. Do Exercise C2 in Work Book p.102.
4.
PAGE
1Unit 3 Back to the past
Period 1 Welcome to the unit
Teaching Objectives:
1) Get students to conduct a free discussion about ancient civilizations.
2) Encourage the students to share their ideas with each other.
Important points and difficult points:
1) Students are expected to describe what they have known about the ancient civilizations.
2) Encourage the students to communicate with classmates.
Teaching procedures:
Step1 Lead in
Quiz: How much do you know about the ancient civilization
1) What are the four ancient civilized nations
2) What are the seven wonders of the world
Step2 Talking about the pictures
The Statue of Zeus:
Who is Zeus (A god of Greek mythology, Cronus and Rhea’s youngest son, the supreme ruler of both Mount Olympus and the Pantheon of gods residing there)
What does the name Zeus mean (It is said to be related to the Greek word ‘dios’, with ‘bright’ as its meaning.)
Where was the Statue of Zeus once located (On the western coast of Greece)
The Taj Mahal:
Who built it (Shah Jehan, the fifth Mughal Emperor.)
For whom and why was it built (It was built by Shah Jehan for his beloved wife as a monument of eternal love.)
When was it built (From 1631 to 1648)
Where is it (On the banks of India’s most sacred river, the river Yamuna in Agra)
The Hanging Gardens:
Who built it (King Nebuchadnezzar, who ruled ancient Babylon for dozens of years)
Why did it appear to be ‘hanging’ in the sky (It looked so because it was constructed entirely on the roofs of a building, with a lot of trees surrounding it.)
Why was it built (To cheer up Nebuchadnezzar’s wife who was said to be very homesick)
The Potala Palace:
Where is it located (On the Red Hill in the Lhasa Valley of Tibet, China)
When was it rebuilt (In the 17th century)
What was it used as (The residence of the Dalai Lamas since the 7th century, as well as the religious and political centre of old Tibet)
Step3 Group discussion
1 What do you think of the structures you saw just now
2 Do you think it is important to protect cultural heritage Why or why not Do you have any suggestions on how to protect it
Step 4 Homework : Preview reading.
Period 2 Reading Lost Civilizations (1)
Teaching aims:
1) To talk about lost civilizations
2) To help the students develop the ability of reading diary entries.
Important and difficult points:
The way of reading diary entries.
Teaching procedures:
Step1 Lead-in
1. Ask students to name some building that could represent ancient civilization in China.
2. Show students some pictures of Pompeii and Loulan and ask them to answer the following questions:
Where are the places in the pictures
What have you known about them
What else do you want to know about them
Step2 Reading comprehension.
1. Ask students to read the passage quickly and try to find answers to the questions in Part A.
2. Ask students to read again and complete Part C1.
3. Let students complete Part C2.
Step 3 Reading strategy
1. Discuss in pairs about what features are usually included in diary entries.
2. Let students read the Reading strategy.
3. Find out the facts and historical information about the two cities.
Pompeii time event
in the 8th century
in 89 BC
on 24th Aug. AD 79
in 1860
Loulan 2000 years ago
from AD 200 to AD 500
100 years ago
Step 4 Discussion
1. Is it useful for people to study things from the past Why or why not
2. Since as long ago as 1553 people have said, ‘History repeats itself.’ What do you think this saying means Do you agree with it Why or why not
Step 5 Homework.
1. Read the passage carefully and review the new words and phrases.
2. Make a summary of the text.
Period 3 Reading (2)
Teaching Objectives:
1） To understand the text better
2） To master some useful words and expressions
Important and difficult points:
Some useful words and expressions
Teaching procedures:
Step 1 Check the homework.
Step 2 Complete the summary with proper words.
Both Pompeii in ________and Loulan in China became ____ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC. On 24th Aug.AD79, Mount Vesuvius _________ and the city were _______ __________. Loulan was a _________ _________ on the Silk Road. It disappeared under the ________. There are just a few _________ left. Some _________, such as coins and painted pots, was found.
Step 3 Exercises on the new words.
Step 4 Word study
Step 5 Homework:
1. Review the new words.
2. Finish the exercises in the workbook.
3.
PAGE
1Unit 3 Back to the past
Project Creating an illustrated time chart
Part A
Step I Reading
Read the article and try to get the main idea of each paragraph
:
Paragraph 1 Main events in Rome and China between 753 BC and 479 BC.
Paragraph 2 Similarities between China and Rome during the Han Dynasty.
Paragraph 3 Both Rome and China influenced areas between 212 BC and 100 BC.
Paragraph 4 Rome and China had a difficult time in the following hundred years.
Read the article again and answer the following questions:
1. When did Rome become a republic and what happened in China then
2. When was China united and by whom
3.
3. Which city did Han Dynasty have as its capital Where is it now
4. What did China and Rome have in common during the Han Dynasty
5. When was Silk Road was in use And what was it used for
6.
6.When did the trade between China and Rome begin What goods were traded
7. When did Han Dynasty fall and what did it result in
8.
8.When was Roman Empire ended Was it the same story for China
Step 2 Time chart
Read the time chart carefully and answer the following questions:
1. What happened in both China and Rome in the year 509 BC
2. What about the year 27 BC
3.
3. When was Confucius born
4. How long did the Han Dynasty last
Conclusion:
What is a time chart
A time chart should be a chart marked with time periods and important events that take place in certain time periods.
Part B Creating an illustrated time chart
Steps for creating an illustrated time chart
Planning
Work in small groups and do the following:
1. Discuss and research time periods in history you are interested in.
2.
2. Choose one as the time period you will illustrate in your time chart.
3. Discuss the tasks for each member.
Research ________________
Write the outline _________________
Illustrate the time chart ____________
Present the time chart ______________
Preparing
1. Find information from various sources on the time period.
2. Sort the information by date.
3. Discuss the information and decide what to include in the time chart and what to leave out.
4. Write an outline, paying attention to the time period and its significance.
Producing
5. Design the time chart based on the outline.
6. Proofread it and add new ideas, if any.
Homework
Complete the time chart
Do Parts B1, B2 on page 101 and D1, D2 on page 103 in the workbook.
