Unit 3 Back to the Past
Word Power ( the first period)
●Teaching objectives:
Can develop the students’ ability of using the target language in real situation.
Can enlarge the students’ vocabulary by learning some words about archaeology.
Can expand the students’ knowledge archaeology.
.Can help the students grasp the use of some commonly used pair nouns and group nouns.
●Teaching methods:
Students-centered.
Teacher and students’ interaction
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
Remember the pair nouns and group nouns.
Preview the grammar.
Unit 3 Back to the Past
Word Power ( the second period)
●Teaching objectives:
Can develop the students’ ability of using the grammar rules to make correct sentences.
Can help the students to grasp the rules of subject-verb agreement and the object complement.
Can use the compound sentences introduced by neither…nor…, either…or…, not only…but also…
●Teaching methods:
Students-centered.
Teacher and students’ interaction
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
Ask students to read Parts 1-6 one by one on page 50 and try to have a through understanding.
Preview Task: Giving a talk about a historical event.
Do Exercise C2 in Work Book p.102.(共12张PPT)
Unit 3 Back to the past
Project
Creating an illustrated time chart
Read the article and try to get the main idea of each paragraph
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Main events in Rome and China between 753 BC and 479 BC.
Similarities between China and Rome during the Han Dynasty.
Both Rome and China influenced areas between 212 BC and 100 BC.
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. Which city did Han Dynasty have as its capital Where is it now
In 509 BC. China suffered from fighting and many groups ruled China.
China was united in 221BC by Emperor Qinshihuang.
The city of Chang’an, which is now known as Xi’an in Shanxi Province.
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.When did the trade between China and Rome begin What goods were traded
Xi’an and Rome were both the two largest cities in the world at that time. In both China and Rome, poetry, literature and philosophy were being developed.
As early as 200 BC. It was a route for trade between the East and the West.
In AD 1. Silk, wine, spices, wool and other goods.
7.When did Han Dynasty fall and what did it result in
8.When was Roman Empire ended Was it the same story for China
In AD 220. China was once again ruled by many different groups and this caused many wars.
In AD 476.
No. With the formation of the Sui Dynasty in AD 581, China was reunited in AD 589.
Read the time chart carefully and answer the following questions
What happened in both China and Rome in the year 509 BC
What about the year 27 BC
When was Confucius born
How long did the Han Dynasty last
China suffered from fighting and many groups ruled China. Rome became a republic.
Rome became an empire and controlled many parts of Europe. China also influenced other countries.
In 551 BC.
426 years.
Part B
Creating an illustrated
time chart
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.
Planning
Discuss and research time periods in history you are interested in.
Choose one as the time period you will illustrate in your time chart.
Discuss the tasks for each member.
Research ________________
Write the outline _________________
Illustrate the time chart ____________
Present the time chart ______________
Preparing
Discuss the information and decide what to include in the time chart and what to leave out.
Sort the information by date.
Write an outline , paying attention to the time period and its significance.
Find information from various sources on the time period.
Producing
Design the time chart based on the outline.
Proofread it and add new ideas, if any.
Now it’s time for you to present your work to the class.(共20张PPT)
Reading Lost civilizations⑴
Unit 3 Back to the past
Where are the places in the pictures
What have you known about them
What else do you want to know about them
Pompeii
Loulan
1. What country is the author from
2. What is one main similarity between Pompeii and Loulan
3. Who was made director of the Pompeii dig in 1860
4. Who is Professor Zhang
Canada.
Both of them became lost civilization about 2,000
years ago.
The Italian archaeologist Giuseppe Fiorelli.
An archaeologist from the local cultural institute.
A Read the diary entries quickly and answer these questions.
C1 How well did you understand the details in the diary Read it
again carefully and answer the following questions.
What happened to Pompeii in August AD 79
2. How was the buried city discovered
Mount Vesuvius erupted and lava, ash and rocks
poured out of it onto the surrounding countryside.
All the people in Pompeii were buried alive, and
so was the city.
It was discovered in the 18th century when a farmer
found some stone with writing on it. People started
to dig in the area for treasure, which caused much
damage. So in 1860, the Italian archaeologist
Giuseppe Fiorelli was made director of the Pompeii
dig.
3. What were the stepping stones along the road in
Pompeii used for
4. Why was Loulan an important city about 2,000
years ago
5. How do many people think Loulan disappeared
6. According to the last sentence, how did the author
feel about the loss of Loulan
With the stones, people did not have to step in the
mud in the streets on rainy days.
Because it was a stopping point on the famous Silk
Road between the East and the West
It was gradually covered over by sandstorms from
AD 200 to AD 500.
She felt that it was a pity!
1 I feel lucky to have won a place on this trip.
2 This morning we went to a lecture about Pompeii.
3 Unfortunately, all the people were buried alive, and so was the city !
4 How amazing !
C2 The writers of diaries often record feelings or opinions
(emotions) as well as what they have done(actions). Do the
sentences below express emotions(E) or actions(A)
E / A
E / A
E / A
E / A
5 People started to dig in the area for treasure.
When I walked around the city, I saw streets just as they had been.
I am so excited to be here!
8 Sven found the remains of building buried under
the sand.
E / A
E / A
E / A
E / A
1 the city
2 which
3 there
4 it
5 that
D2 Find the following words in the text and decide what they
refer to.
Pompeii
the fact that people started to dig
in the area for treasure
near Pompeii
Loulan
the fact that the desert was once a
green land with enormous trees
Reading strategy: reading diary entries
When you are reading diary entries recording someone’s travels, you should look for:
⑴
⑵
⑶
dates and place names
facts and historical information
personal feelings and opinions
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
It was founded.
It was taken over by
the Romans.
Mount Vesuvius erupted.
Giuseppe Fiorelli was made
director of the Pompeii dig.
It existed as a commercial city.
It was covered over
gradually by sand storms.
It was discovered by a
Swedish explorer.
Find the historical information about Pompeii and Loulan.
Discussion
Is it useful for people to study things from the past Why or why not
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
Homework
Read the passage carefully and review the new
words and phrases.
2. Make a summary of the text.
Reading Lost civilizations⑵
Unit 3 Back to the past
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.
Fill in the blanks with proper words.
Italy
Iost
civilizations
founded
taken
over
erupted
buried
alive
stopping
point
storm
ruins
treasure
Give the English words according to the definitions.
（of a volcano）throw out of
lava and ash
act or speak for a group
sadly ，unluckily
rich
parts of a building that remain
after it has been badly
damaged or destroyed
huge
take control of
provide space for
erupt
represent
unfortunately
wealthy
ruins
enormous
take over
house
Word study
1. represent vt.
1) act or speak for a group
The competition attracted over 500 contestants
8 different countries.
representing
The President was at the ceremony by the Vice-President.
represented
2) to be a symbol of
Each color on the chart a different department.
represents
The rose a different department.
represents
2. take over: take control of
The army has the party.
The firm has by a large company.
When he was ill his son the business.
taken over
been taken over
took over
3. unfortunately adv. unluckily, regrettably
, he was injured in the first game.
,I won’t be able to attend the meeting.
Unfortunately
Unfortunately
unfortunate adj.
It was an accident.
It is that you missed the meeting.
unfortunate
unfortunate
4. alive adj. living, not dead
She was still when she was sent to the hospital.
He was buried in the earthquake.
alive
alive
*live, living, lively
She’s a child and popular with everyone.
fish
coverage of the World Cup
languages
lively
live
live
living
5. destroy vt. to damage sth. so badly that it no longer exists, works
The building was by fire.
They’ve all the evidence.
Her husband was killed in the war, which_________
her hopes of happiness.
destroyed
destroyed
6. house vt. to provide a space for
The government will take measures to the refugees.
The gallery 2000 works of modern art.
house
houses
destroyed
7. prevent sb./sth. (from) doing sth.:
stop sb. from doing sth.
Nothing will us (from) reaching our aims.
I was by illness from taking the exam.
prevent
prevented
8.
Tom has been to the Great Wall twice,
and . (他妹妹也去过两次）
If you go there, . （我也去）
so has his sister
so shall IUnit 3 Back to the past
Period 1 Welcome to the unit
Teaching Objectives:
Get students to conduct a free discussion about ancient civilizations.
Encourage the students to share their ideas with each other.
Important points and difficult points:
Students are expected to describe what they have known about the ancient civilizations.
Encourage the students to communicate with classmates.
Teaching procedures:
Step1 Lead in
Quiz: How much do you know about the ancient civilization
What are the four ancient civilized nations
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:
To talk about lost civilizations
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
Ask students to name some building that could represent ancient civilization in China.
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.
Ask students to read the passage quickly and try to find answers to the questions in Part A.
Ask students to read again and complete Part C1.
Let students complete Part C2.
Step 3 Reading strategy
Discuss in pairs about what features are usually included in diary entries.
Let students read the Reading strategy.
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
Is it useful for people to study things from the past Why or why not
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:
To understand the text better
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:
Review the new words.
Finish the exercises in the workbook.(共17张PPT)
Unit 3
Giving a talk about a historical event
Skills building 1: listening for the gist
Discuss the following questions in groups:
When you have conversations with your friends, what decides the topic you are talking about
Will the topic be different if someone else joins your conversation
Will the topic be different if you move to another place to talk
Will it be different if you are doing something else whild you are talking
When we are listening to get the gist , we should try to find out:
how many people are talking
where they are
what they are doing
what they are talking about
Listen to a short conversation and complete the note sheet below:
The number of people talking: (1)
The place they are talking in: (2) classroom
The thing they are doing while talking: (3)
The subject they are talking about: (4)
three
taking notes
learning from past experiences
Step1: finding useful expressions
Note sheet
I am now listening to (1) a quarrel / an interview / a chat between friends.
I can hear (2) one person / two people / three people talking.
The conversation takes place in a (3) classroom / restaurant / library.
The title of the girl’s talk is (4)___________________
the surprise attack
Listen to a conversation and fill in the note sheet:
Listen to the conversation again and pay much attention to the details:
Useful expressions to use when giving a talk
1 Greeting the audience
* Informal:
(1)_____________________________________
Hello, good to see you all here.
Nice to see you all here.
* Formal:
Welcome, ladies and gentlemen.
Good morning, ladies and gentlemen.
Good morning, everyone.
Expressing thanks to the audience
* Informal:
Thanks for coming. I’m so glad you could all join us.
Thank you for coming to the talk today.
* Formal:
Thank you all for taking the time to be here.
(2) __________________________________
Thank you for joining us, ladies and gentlemen.
Explaining the reason why you are talking to the audience
Today (3)______________________ show you some illustrations of the Attack on Pearl Harbor, and to tell you something about (4)___________________________ and what its consequences were. We’re all gathered here to view some…
I’m very grateful that you have come today.
I am here to
how it happened
4 Mentioning your hopes
I hope this has been informative and interesting for you.
(5)_______________________________________
Hopefully you have all learned something new.
5 Giving a final expression of thanks
Thank you for being such a good audience.
(6) _________________________________
Thanks again for coming.
6 Giving the audience a question-and-answer session
I’m now open for any questions you may have.
(7)__________________________________
Now that we’re finished, does anyone have any questions
I hope that you enjoyed this talk.
Thank you for your kind attention.
If you have any questions, please feel free to ask me.
Skills building 2: describing illustrations
When we are describing an illustration, we should pay attention to:
Do not wish to point out every detail of the illustration.
First, briefly mention the subject of the illustration
Second, focus on the related background information about the illustration
Look at the picture of Tian’anmen Gate and write a description for it according to the key words given:
Tian’anmen Gate 1st October 1949
The founding ceremony of the People’s Republic of China
Chairman Mao Zedong
On 1st October, 1949, the founding ceremony of the People’s Republic of China was held on the second floor of Tian’an men Gate. Chairman Mao announced the founding of the new country as he overlooked Tian’anmen Square.
Step2: writing descriptions for your illustrations
Prepare for a talk about the attack on Pearl Harbor
1.Have you ever heard about the attack on Pearl Harbor
2.When and where did it take place
3. What was the result
Group work
*Read the information on the web
*Discuss what information can be used from the web page to describe the illustrations
*Write the descriptions for the four illustrations on Page 55
These photos remind us of the attack carried out in 1941 by the Japanese on Pearl Harbor, an important US military base in Hawaii,during World War II.
This picture shows the night before the attack. Many Japanese ships and aircraft carriers sailed to the Hawaiian Islands and were waiting there for a surprise attack.
This picture shows the scene after the attack. As a result of the fatal attack, much of the US Pacific Fleet was destroyed.
The man in this picture is the former US President Franklin Roosevelt. He declared the war against Japan after the attack.
This picture shows the US national memorial at Pearl Harbor. It was established to remember those Americans who died in the attack in 1941.
Skills building 3: planning an outline for a speech
a simple outline of a speech often includes:
A greeting to the audience
An expression of thanks to the audience
An explanation of why the speaker is there, or what the speech is about
The main body of the speech: details, facts, names, dates, and/or history
Your vision and hopes for the future
The conclusion of the speech
A final expression of thanks
Organize the notes into an outline for the speech:
Future: UNESCO is going to help protect more sites around the world and provide more education to make sure that people can enjoy the treasures from the past.
Good afternoon, distinguished guests. 1
Explanation: what UNESCO has done to protect the world cultural heritage.
Thank you for your kind attention.
I am very honoured and grateful that you have come today.
Join us and support our project of protecting the world cultural heritage.
What our team has done in Lijiang, Yunnan Province, China: helping local people form an action plan to preserve the ancient town, move most factories out of town, improve the water supply and fire control.
5
3
7
2
6
4
Step3: giving your talk
Make preparations for a talk:
Organize the students into small group and choose some sets of illustrations
Plan an outline according to a set of illustrations
Give the talk in groups and pay attention to the points given on P57
Homework
Write a passage about the Grand canal in about 150 words according to the information given on P107(共18张PPT)
word power
word power
a pair of socks
a flock of birds
a team of students
a herd of horses
Pair nouns and group nouns
Read the following and try to remember them::
a pair of +plural nouns
a pair of boots / glasses / socks/ trousers/ chopsticks
2.a group of +plural nouns
a group of people/ children/ students / figures
3. a herd of +plural nouns
a herd of cows/ deer/ elephants/ cattle
a bunch of +plural nouns
a bunch of flowers/ grapes/ keys/ bananas/ roses
a pack of +plural nouns
a pack of dogs/ wolves/ playing cards/ cigarettes
a swam of +plural nouns
a swam of beers/ ants/ flies/ mosquitoes
a flock of +plural nouns
a flock of sheep/ goats/ birds
Words related to archaeology
Explain the following:
archaeology---
2.archaeologist----
3.archaeological site---
the study of civilizations by looking at things remaining from the time when civilization existed
the person who studies archaeology
the area that is being studied
The words that can be used to describe when an archaeologist is studying an archaeological site:
brush dig discover explore
remove record
Fill in the blanks with the words mentioned above ,paying attention to the forms of verbs:
Grammar and usage
Types of objects:
Simple Object
1. We should read English aloud in the morning.
2.Would you please lend me your dictionary
3.Young people today are living a happy life.
Object complement
1. A noun used as an object complement.
They called him Professor Wang.
We all made Li Hua our monitor.
2. An adjective used as object complement
The teacher asked us to leave the door open .
We find this advertisement very interesting.
3.A to-infinitive can be used as an object complement
We consider him to be an honest boy.
Teachers must forbid middle school students to smoke .
4. A bare infinitive can be used an object complement.
The maths teacher had him do the exercises again.
Why did you make him stay in the classroom a bit late
Pratice on the object complement
Complete the following sentences with an object complement:
1.His parents expect him ________ （ 当医生）.
2.On his arrival, he found a group of pioneers ___________
_________________ (手拿鲜花欢迎他们).
3. You’d better leave the window______during the day.(开着)
4.We consider him_________________ (是位诚实的孩子).
5.They all call the machine________(机器人).
6.Why did you have lights______all night(亮着)
to be a doctor
welcomig them
with flowers in their hands.
open
to be an honest boy
a robot
on
Subject-verb agreement
Fill in the blanks with the right verb forms:
1.The people’s republic of China _____(be) founded in 1949.
2.The food they offered on the plane ____(be) delicious.
The verb should be singular if the subject is.
3.Two hours_____(be) not enough for so much homework.
4.Twenty thousand dollars_____(be) a large amount of money to me.
The verb should be singular if the subject is a phrase of measurement,money or distance.
was
was
is
is
is
All of us _______ ( attend) the lecture about Pompeii .
Most of the lecture ______(be) about how the ancient city was discovered.
I spent only 30 yuan buying books and the rest of money_______(be) spent on my food.
When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.
have attended
was
was
An expert with some assistants_____ (be) sent to work in Gansu Province.
No on except two teachers________( know) the secret.
Xiao Ming as well as his parents_____(be) interested in music.
When the subject followed by with/ together with/as well as/, the verb agrees with the subject.
was
knows
is
Either the team leader or the guides _____ (be) looking after the students.
Neither noodles nor rice______(be) delicious today.
Either you or the headmaster_______(be) to hand out prizes to those gifted students at the meeting.
Not only you but also I_______(be) puzzled at her worried look.
When neither…nor/ either…or/ not only…but also…are used to join the subjects of a sentence, the verb agrees with the subject closest to it.
are
is
was
am
His family_____(be ) to move to the countryside next month.
His family _____all (be) fond of popular music.
Our school ______(be) a key school in Jiangsu Province.
Our school ______doing (do) morning exercises now on the playground.
When the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.
is
are
is
areTask
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.Unit 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:
When did Rome become a republic and what happened in China then
When was China united and by whom
3. Which city did Han Dynasty have as its capital Where is it now
What did China and Rome have in common during the Han Dynasty
When was Silk Road was in use And what was it used for
6.When did the trade between China and Rome begin What goods were traded
When did Han Dynasty fall and what did it result in
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:
What happened in both China and Rome in the year 509 BC
What about the year 27 BC
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:
Discuss and research time periods in history you are interested in.
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.Period 2 Reading Lost Civilizations (1)
Teaching 0bjectives:
To talk about lost civilizations
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
Ask students to name some building that could represent ancient civilization in China.
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.
Ask students to read the passage quickly and try to find answers to the questions in Part A.
Ask students to read again and complete Part C1.
Let students complete Part C2.
Step 3 Reading strategy
Discuss in pairs about what features are usually included in diary entries.
Let students read the Reading strategy.
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
Is it useful for people to study things from the past Why or why not
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:
To understand the text better
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:
Review the new words.
Finish the exercises in the workbook.(共30张PPT)
Module 3 Unit3
Unit 3 Back to the Past
Unit 3 Back to the past
Welcome to the unit
Pyramids
The Statue of Zeus
The seven wonders of the world
The Hanging Gardens
The Temple of Artemis at Ephesus
The Colossus of Rhodes
The Lighthouse of
Alexandria
The Mausoleum at
Halicarnassus King
Zeus is the supreme god of ancient Greece
mythology. The Statue of Zeus, sculpted by a great Greek artist in about 435 BC, was once located on the western coast of Greece. It was a seated figure of Zeus, holding his eagle-topped staff in his left
hand and the figure of
Nike (victory) in his
right hand.
The Mughal Emperor Shah Jahan built the Taj Mahal on the banks of the river Yamuna as a tomb for his wife. It was built in 22 years (1631 to 1653) by 20,000 workmen. The building is made of white marble . A beautiful garden surrounds the Taj Mahal. In front of the main entrance to the building there is Taj Mahal in the reflection from the water.
King Nebuchadnezzar Ⅱ of Babylon(605-562 BC) built the Hanging Gardens to cheer up his wife who missed the flowers and trees of her homeland. The garden got its name because it was built entirely on the roof of the building ,which was surrounded by trees. This gave the impression that it was hanging in the sky.
Potala Palace is located on “Red Hill” in Lhasa. It was originally built in the 640’s, during the reign of King Songtsan Gampo. The 13-story palace stands 117 meters high and covers an area of 130,000 square meters. It is divided into two sections, the Red Palace and the White Palace. It was used as the residence of the Dalai Lamas since the 7th century, as well as the religious and political centre of old Tibet.
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
Reading Lost civilizations⑴
Unit 3 Back to the past
Where are the places in the pictures
What have you known about them
What else do you want to know about them
Pompeii
Loulan
1. What country is the author from
2. What is one main similarity between Pompeii and Loulan
3. Who was made director of the Pompeii dig in 1860
4. Who is Professor Zhang
Canada.
Both of them became lost civilization about 2,000
years ago.
The Italian archaeologist Giuseppe Fiorelli.
An archaeologist from the local cultural institute.
A Read the diary entries quickly and answer these questions.
C1 How well did you understand the details in the diary Read it
again carefully and answer the following questions.
What happened to Pompeii in August AD 79
2. How was the buried city discovered
Mount Vesuvius erupted and lava, ash and rocks
poured out of it onto the surrounding countryside.
All the people in Pompeii were buried alive, and
so was the city.
It was discovered in the 18th century when a farmer
found some stone with writing on it. People started
to dig in the area for treasure, which caused much
damage. So in 1860, the Italian archaeologist
Giuseppe Fiorelli was made director of the Pompeii
dig.
3. What were the stepping stones along the road in
Pompeii used for
4. Why was Loulan an important city about 2,000
years ago
5. How do many people think Loulan disappeared
6. According to the last sentence, how did the author
feel about the loss of Loulan
With the stones, people did not have to step in the
mud in the streets on rainy days.
Because it was a stopping point on the famous Silk
Road between the East and the West
It was gradually covered over by sandstorms from
AD 200 to AD 500.
She felt that it was a pity!
1 I feel lucky to have won a place on this trip.
2 This morning we went to a lecture about Pompeii.
3 Unfortunately, all the people were buried alive, and so was the city !
4 How amazing !
C2 The writers of diaries often record feelings or opinions
(emotions) as well as what they have done(actions). Do the
sentences below express emotions(E) or actions(A)
E / A
E / A
E / A
E / A
5 People started to dig in the area for treasure.
When I walked around the city, I saw streets just as they had been.
I am so excited to be here!
8 Sven found the remains of building buried under
the sand.
E / A
E / A
E / A
E / A
1 the city
2 which
3 there
4 it
5 that
D2 Find the following words in the text and decide what they
refer to.
Pompeii
the fact that people started to dig
in the area for treasure
near Pompeii
Loulan
the fact that the desert was once a
green land with enormous trees
Reading strategy: reading diary entries
When you are reading diary entries recording someone’s travels, you should look for:
⑴
⑵
⑶
dates and place names
facts and historical information
personal feelings and opinions
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
It was founded.
It was taken over by
the Romans.
Mount Vesuvius erupted.
Giuseppe Fiorelli was made
director of the Pompeii dig.
It existed as a commercial city.
It was covered over
gradually by sand storms.
It was discovered by a
Swedish explorer.
Find the historical information about Pompeii and Loulan.
Discussion
Is it useful for people to study things from the past Why or why not
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
Homework
Read the passage carefully and review the new
words and phrases.
2. Make a summary of the text.
Reading Lost civilizations⑵
Unit 3 Back to the past
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.
Fill in the blanks with proper words.
Italy
Iost
civilizations
founded
taken
over
erupted
buried
alive
stopping
point
storm
ruins
treasure
Give the English words according to the definitions.
（of a volcano）throw out of
lava and ash
act or speak for a group
sadly ，unluckily
rich
parts of a building that remain
after it has been badly
damaged or destroyed
huge
take control of
provide space for
erupt
represent
unfortunately
wealthy
ruins
enormous
take over
house
Word study
1. represent vt.
1) act or speak for a group
The competition attracted over 500 contestants
8 different countries.
representing
The President was at the ceremony by the Vice-President.
represented
2) to be a symbol of
Each color on the chart a different department.
represents
The rose a different department.
represents
2. take over: take control of
The army has the party.
The firm has by a large company.
When he was ill his son the business.
taken over
been taken over
took over
3. unfortunately adv. unluckily, regrettably
, he was injured in the first game.
,I won’t be able to attend the meeting.
Unfortunately
Unfortunately
unfortunate adj.
It was an accident.
It is that you missed the meeting.
unfortunate
unfortunate
4. alive adj. living, not dead
She was still when she was sent to the hospital.
He was buried in the earthquake.
alive
alive
*live, living, lively
She’s a child and popular with everyone.
fish
coverage of the World Cup
languages
lively
live
live
living
5. destroy vt. to damage sth. so badly that it no longer exists, works
The building was by fire.
They’ve all the evidence.
Her husband was killed in the war, which_________
her hopes of happiness.
destroyed
destroyed
6. house vt. to provide a space for
The government will take measures to the refugees.
The gallery 2000 works of modern art.
house
houses
destroyed
7. prevent sb./sth. (from) doing sth.:
stop sb. from doing sth.
Nothing will us (from) reaching our aims.
I was by illness from taking the exam.
prevent
prevented
8.
Tom has been to the Great Wall twice,
and . (他妹妹也去过两次）
If you go there, . （我也去）
so has his sister
so shall I
