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Lesson 1 Finding fossil man,, ,,Listening com
Lesson 1 Finding fossil man
Listening comprehension
1 Introduce the text
T: Today we'll talk about the methods available to us for learning about the distant past.
2 Understand the topic
T: What can you see in the picture?
3 Listening objective
T: Listen to the text (or read it silently) and see if you can answer this question:
Why are legends handed down by storytellers useful?
4 Play the tape or read the text or wait for the students to finish reading silently
5 Answer the question
After the reading, ask the question again: Why are legends handed down by storytellers useful?
Train the students not to shout out the answer. Instead, ask one student, then ask the others to agree or disagree with a show of hands.
Answer: Because they tell us something about events that took place before people could write. (11.4-5)
6 Intensive reading
Play the tape or read the text again, pausing after every sentence to check the students understand. Obtain brief explanations to difficulties in the text from the students themselves. Only use Chinese if a confirmatory translation is necessary.
7 Play the tape or read the text again
8 Reading aloud
Ask one or two students to read the text aloud.
Comprehension questions
1 Where did people first learn to write? (In the Near East.)
2 How long ago was that? (Five thousand years ago.)
3 Does that mean that we can read about their history? (Yes, it does.)
4 Are there still some parts of the world today where people can't write? (Yes, there are.)
5 What can such people do to preserve their history? (Recount it as sagas.)
6 What are sagas? (They are legends or stories that are handed down from one generation to another.)
7 In what way are these legends useful? (They can tell us something about the migrations of people who lived long ago.)
8 Which scientists or experts study this kind of information? (Anthropologists.)
9 What did anthropologists want to find out about the Polynesian peoples? (They wanted to find out where their remote ancestors had come from.)
10 According to their sagas, where had some of these people come from? (From Indonesia.)
11 How long ago had these migrations taken place? (About two thousand years ago.)
12 Do we know anything abut the sagas of the first people who were tike ourselves? (No, we don't.)
13 Why is this so? (Because they lived so long ago that even their sagas are (or have been) forgotten.)
14 Can archaeologists rely on history or legends to tell them about the first ‘modern men’? (No, they can't.)
15 But we do have some evidence of our remote ancestors, don't we? (Yes, we do.)
16 What sorts of things did ancient men make? (Tools of stone, especially flint.)
17 Why did they use flint? (Because it is easier to shape than other kinds of stone.)
18 Why don't we find wood and skins as well? (Because they have rotted away.)
19 What about the bones of the people who made these stone tools? (They have disappeared without trace.)
Asking questions: Ask me if…
T: Ask me if people first learned to write five thousand years ago. S : Did people first learn to write five thousand years ago?
T: When…?
S: When did people first learn to write?
1 people first learned to write five thousand years ago. (When)
2 there are still parts of the world where people cannot write: (How many)
3 they preserve their history by recounting sagas. (How)
4 sagas are legends handed down from one generation to another. (What)
5 these legends are useful to anthropologists. (In what way)
6 we learn something about the migrations of ancient peoples. (What… about)
7 the remote ancestors of the Polynesians came from Indonesia. (Where)
8 these migrations took place about two thousand years ago. (How long ago)
9 the sagas of the first ‘modern men’ are forgotten. (Why)
10 there is any written or spoken evidence of our remote ancestors. (Why isn't there)
11 ancient men made stone tools. (What kinds of tools)
12 they might also have used wood and skins. (What else)
Reconstruct the text
1 We read ---- things happened ---- 5,000 years ---- Near East---- first learned to write.
2 Some parts of world ---- even now ---- not write.
3 Only way ---- preserve history ---- recount as sagas ---- legends ---- handed down ---- one generation storytellers to another.
4 Legends useful ---- tell about migrations of people ---- lived long ago ---- but none ---- write down ---- what did.
5 Anthropologists wondered where ---- remote ancestors ---- Polynesian peoples ---- now living Pacific Islands came from.
6 Sagas explain ----- some of them ----- from Indonesia ---- 2,000 years ago.
7 But ---- first people ---- like ourselves ---- so long ago ---- even sagas forgotten.
8 So archaeologists ---- neither history nor legends ---- help them to find out ---- first ‘modern men’ from.
9 Fortunately---- ancient men ---- tools of stone - flint ---- because ---- easier to shape ---- other kinds.
10 May ---- used wood and skins ---- but rotted away.
11 Stone not decay ---- so tools ---- long ago ---- remain ---- bones of men ---- disappeared without trace.
Topics for discussion
1 What is the oldest piece of writing you know about? What is it about, and when was it written?
2 Describe the oldest object you have ever seen. Where was it? When was it made?
3 Do you think it is important to preserve a) stories from the past, b) old customs and traditions, c) historical buildings and artefacts ? Why?/Why not?
Key to Comprehension
Possible answers
1 Anthropologists can learn something about the history of ancient peoples who have not left written records by studying the sagas that have been handed down from one generation of storytellers to another.
2 Ancient men preferred to use flint for making tools because it is easier to shape than other kinds of stone.
Key to Vocabulary
A possible answer
In most countries, the money to preserve ancient buildings and works of art comes from tourism, but tourism can also destroy the things we seek to preserve.
The children sat in a circle while the actor recounted the story of the beginning of the world.
These days, scientists can test their theories about the migrations of early peoples by looking at the geographical distribution of particular genetic types within modern populations.
Recently, anthropologists at the British Museum presented an exhibition about the ceremonies and traditions of the Mexican Day of the Dead.
Rock and cave paintings made in the remote past have now been found in most parts of the world.
Left where they fall, dead trees gradually decay, providing a home for mushrooms and insects, so that the cycle of life begins again.
The painting was missing, and whoever had taken it had simply vanished without trace.
Key to Sentence structure
A possible answer
A See text.
B An archaeologist studies the remains left by people who lived long ago, such as their dwellings, their tools, their burials, so as to learn how and where they lived.
C
1 The earliest written records we have come from the Near East, and are about 5,000 years old.
2 For the period before written records began, we have to rely on sagas, stories handed down orally from one generation to another.
3 Stone tools which, unlike wood and skins, do not decay, also provide evidence of our remote ancestors.
Key to KS Exercises
A We can use either a past participle construction: tools made of stone, or a relative clause: which/who(m) + be + past participle:
Tools (which were) made of stone were used for scraping and cutting.
Legends (which have been) recorded in the form of sagas provide some information about the migrations of ancient peoples.
The remains (which were) found at the back of the cave were dated to about 20,000 years before the present.
B Say something to someone; tell someone something (not* tell to someone *)
1 say 2 told 3 say 4 tell
C We form phrasal verbs to express where something is ‘obtained from’: verb + object + from:
Do you mind my asking where you got it from?
I bought it from a second-hand shop in South London.
D After help + object, we can use either the infinitive with to or the bare infinitive:
Would you mind helping me to lift this box, please?
The children helped me make the tree decorations.
E See text.
F We use may + perfect infinitive to express possibility in the past. May have is slightly less certain than a simple past, and slightly less uncertain than might have:
1 Your mother may have called when you were out.
2 You may have left your umbrella in the waiting room.
3 He may have changed his mind.
Special difficulties
A
1 Part always refers to a part of a whole: a part of a country, a part of the world, parts of this building, etc.
Place refers to location: a place in town, a place on the shelf, places where things are kept.
2 History is an objective account of a series of events: the history of a country, a person's history, the history of our times.
A story is an account, possibly fictional or partly so, told from the teller's own point of view: a bedtime story, the story of my life.
3 Wonder = ask oneself: e.g. wonder what someone means;
wander = walk without paying attention to one's direction: e.g. wander around the house/around the town, trying to decide what to do.
4 Like (preposition) takes a direct object, which can be a noun (like this job), a pronoun (like someone ), or a noun clause (like what you do ).
As (adverb of manner or of comparison) introduces a clause and could be replaced with‘that which’:do as I say, or ‘in the way that’: think as you do.
5 Find out = learn, discover information, and is often intransitive: How did he find out/find out the truth/find out about this?
Find = come across or discover something that might be lost or not immediately available, e.g. find a missing letter, find somewhere to stay. We also use find to express an opinion based on experience: I find it hard to understand him. I find it best to say nothing.
6 Ancient = part of history, e.g. ancient manuscripts, ancient customs (and, giving exaggerated dignity to the idea of age, ancient friendships).
Old = not new, e.g. old buildings, old friendships, old injuries; and not young, e.g. old people, old age.
7 A tool is essentially an extension of the hand, and thus applies to processes that are mechanical, e.g. a cutting tool, a polishing tool, a machine tool.
An instrument is a device for non-mechanical tasks, e.g. a measuring instrument, a surgical instrument,a scientific instrument.
8 Stone is the material of which things can be built or made, e.g. building stone, stone quarry, a stone house, a stone bridge. Stone also refers to small accidental pieces of stone: a stone in my shoe, a sharp stone. Rock is the material in a state of nature: bedrock, igneous rock, a (natural) rock bridge, weathered rocks, rock cliffs. Rock also refers to a large, free-standing piece of rock, e.g. a round rock, rocks on the road.
9 Skin is the natural protective covering of a living person or thing, e.g. my skin, tiger skin, a banana skin. Leather is the material made from the cleaned, dried and processed skin of an animal such as a pig or cow, e.g. leather shoes, leather upholstery.
B
Possible answers
1 Do you happen to know where he comes from?
2 It so happens that he comes from the same town as me.
3 Can you tell me what happened at college yesterday?
Repetition drill
The forgery
Chorus, group or individual repetition
To elicit statements involving the use of may + perfect infinitive to express uncertainty.
T : Drill 1. The forgery. This is the situation. Listen. Do not speak. An important art gallery recently bought a valuable painting for ￡5 million. Experts now believe that the picture is a forgery. Miss West is a reporter. She is asking the Director of the gallery some questions about the picture. This is how their conversation begins:
(1) T: Do you think the artist used photographs?
S: He may have used photographs. It's hard to tell.
(2) T: Then perhaps he painted it in his own studio?
S: He may have painted it in his own studio. It's hard to tell.
(3) T: Could he have copied it from the original?
S: He may have copied it from the original. It's hard to tell.
T: Now you answer the questions in the same way. Ready?
1 As in (1) above.
2 As in (2) above.
3 As in (3) above.
4 T: Well, do you think he had access to the original?
S: He may have had access to the original. It's hard to tell.
5 T: Perhaps he used an canvas.
S: He may have used an old canvas. It's hard to tell.
6 T: Or perhaps he painted over an old picture?
S: He may have painted over an old picture. It's hard to tell.
7 T: Do you think he put it in an old frame?
S: He may have put it in an old frame. It's hard to tell.
8 T: Then do you think he made the frame himself?
S: He may have made the frame himself. It's hard to tell.
9 T: I suppose he must have painted it some time ago?
S: He may have painted it some time ago. It's hard to tell.
10 T: More probably, he must have done it fairly recently?
S: He may have done it fairly recently. It's hard to tell.
11 T: I wonder if he tried to sell it privately himself?
S：He may have tried to sell it privately himself. It's hard to tell.
12 T: Do you think he tried to sell it to other galleries first?
S: He may have tried to sell it to other galleries first. It's hard to tell.
T: Well, no wonder your gallery bought it. You're supposed to be an expert, but you don't seem to know much about it, do you?
Key to Multiple choice questions
1c 2a 3B 4d 5d
6B 7d 8a 9a 10c
11a 12b |
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发表于 2003-5-4 13:47
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