《人教版高二英語選修8 Unit 5 Meeting your ancestors全單元教案》由會(huì)員分享，可在線閱讀，更多相關(guān)《人教版高二英語選修8 Unit 5 Meeting your ancestors全單元教案（4頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、Unit 5 Meeting your ancestors The First Period Warming up 一．Aims: Teaching aims 教學(xué)目標(biāo) 1．Learning goals Help the students learn how to give opinion and describe objects 2．Ability goals Enable the students to talk about the archaeological evidence and knowledge and learn to describe people a

2、nd practice giving opinions. 二．Contents Lead in by talking about the ancient civilization. 1. Ask them the four Great Ancient Civilizations. 2. Ask them to give some account of each great civilization, for example, speaking China, they can talk about China’s brilliant civilization, like four gr

3、eat inventions (papermaking, printing, gunpowder, compass) 3. Ask Ss to identify each picture in this part. 3. Ask them to have a discussion to complete the task listed in Activity 2 ( to complete the table), 4. What is it made of What’s its use And today’s alternatives 5. Then make a summary

4、 of this and show the PPT of the table list on the screen. S3. The Greek Goddess agreed to help and his wish was granted. Name material today Alternative Clay lame Chinese chimes Stone/ jade axe Death mask Homework Ask the students to find some information about

5、Zhoukoudian. The Second Period Reading 一．Aims: Teaching aims 教學(xué)目標(biāo) 1. Target language目標(biāo)語言： 重點(diǎn)詞匯與短語 archaeology, tentative, accuracy, excavate, interrupt, ornament, assume, regardless, sharpen, cut up, scrape, ample, primitive, preserve, bead, botany, botanical, analysis, specific, seashell,

6、specifically 2. Ability aims能力目標(biāo) Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives. Content: Step I Revision Check the homework. The Ss will how their information about Zhoukoudian Caves in the following steps. Step II L

7、ead in 1. Ask the Ss to identify the picture in the pre-reading part. (skullcap) 2. Ask Ss to assume what Peking man might have done and use thousands of years ago. 3. Then by showing the table following to show whether their assumptions are right or wrong. Modern people Peking man Accuracy

8、 Places of living Modern architecture, which is huge, like boxes with flat roofs, sharp corners and glass walls Caves Very accurate Furniture Beautiful furniture with lots of ornaments mostly made of wood or other special materials Natural furniture made of stone or wood Accurate Entertainme

9、nt Watching TV, surfing the Internet and traveling Enjoy the nature or family get-together Inaccurate Food A good variety of cooked food, which tastes delicious Natural food, such as nuts and fruits Accurate Clothing Clothes made form special material, such as cotton and wood Clothes made

10、form animal skins Accurate Step III Reading 1. Play the tape once, and ask the Ss what they have learned about Zhoukoudian Caves 2. Skimming (What is the text about And three stages of the archaeologist’s part of the dialogue: An archeologist is showing a group of students from England around th

11、e Zhoukoudian Caves and telling them something bout the caves.) 3. Scanning (Ask them to write down the three ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the questions. Homes: Peking man lived in Zhoukoudian Caves of rocks and trees. Tool

12、s: They used needle that was made of bone sharpened stone tools and scraper made by stones. Dress: They wore clothes form animal skins and they also wore necklace made from seashells or animal teeth. 4. Careful reading Step IV Post-reading Ask Ss to fill in the chart on the life and habits of P

13、eking man on page 37 and compare it with the list they made in the pre-reading. What differences are there And then to clarify Ss’ difficult points in the text. Step V Homework Write a brief introduction to the Zhoukoudian Cave. The Third Period Language Points 一．Aims: Teaching aims 教學(xué)目標(biāo) 1

14、.Ability aims能力目標(biāo) Enable the students to use the Present Perfect Continuous tense. 2. Learning ability aims 學(xué)能目標(biāo) Help the students lean how to use the Present Perfect Continuous tense. Content 教學(xué)內(nèi)容 1. identify vt. 確認(rèn)，識(shí)別，鑒別 （1）~ sb. /sth. as sb./ sth.確認(rèn)，證明某人/某物系某人/某物 e.g. She identified the m

15、an as her attacker. （2）~ sth. with sth.認(rèn)為某事物與另一事物等同 e.g. One can’t ~ happiness with wealth. 擴(kuò)展：identification n. identification card 身份證 2. alternative adj. 供選擇的，其他的 e.g. The way was blocked ,so we had to go by ~ road. 這條路阻塞，我們只能走其他路。 3. interrupt vt. 1) 打斷，中斷，阻礙 The war ~ed the trade bet

16、ween the 2 countries. e.g. 戰(zhàn)爭(zhēng)打斷了兩國間的貿(mào)易。 ②Sorry to interrupt you, but I have something to say. 打斷某人的話 ~ sb. /sth. with sth. 用……打擾/打斷…… e.g.他用一個(gè)問題打斷了他的教師。 He interrupted his teacher with a question. (2) interrupt sb. 打擾某人 e.g. ①Don’t interrupt me. I am very bu

17、sy. 打擾某人 4. assume vt. 假定，設(shè)想；擔(dān)任，承擔(dān) (1)assume后多跟 1) 名詞，2)賓語+ to be + n. / adj., 3) that 從句 e.g. 1. The scientist ~ that there no animals on the moon. 科學(xué)家設(shè)想月球上沒有動(dòng)物． 2. I ~d the responsibility. 我來承擔(dān)責(zé)任。 　　 3. He assumed a great man. 他假裝是偉人． (2) assuming放在句首，表一種猜測(cè)。 e.g. Assuming

18、 it rains tomorrow, what shall we do 擴(kuò)展： assumption n. make an assumption ５. regardless of 不管；不顧；不注意 e.g. He went ~ the risk. 他不顧危險(xiǎn)地去了。 He is ~ his appearance. 他不注意自己的外表。 6. preserve vt.(1) 保存；保護(hù)；收藏 e.g. You can ~ meat or fish in salt. 你可以用鹽來保存肉或魚。 (2) 保持；維持 e.g. It is one of th

19、e duties of the police to ~ public order 7.sharpen. vt /vi 使變銳利 鋒利 、磨快刀 sharpen a pencil with a knife. Sharpen a knife. Sharpene stone tools. n. sharpener 磨快的用具 adj. Sharp 銳利的、陡峭的、激烈的、凜冽的 8．Preserve vt 保存、保護(hù) 、保管 The city should take steps to preserve the old temple. Preserve… from..保護(hù)使免于

20、 Oil preserves metal from rust. Vt.保存 、儲(chǔ)藏 , 維持、保護(hù) Preserve fruit in sugar cans. Preserve one’s strength. 9．I’m sorry to interrupt you, but how could they live here I’m sorry, but …… Excuse me , but…. 10.We have been excavating layers of ash almost six meters thick, which suggest that they

21、 might have kept the fire burning all winter. six meters thick six years old The Forth period Learning about language and using language Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言： 重點(diǎn)詞匯與短語 look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone, arrowhead, axe, division, affecti

22、on, affectionate, patient, skillful, exhausting 2. Ability goals能力目標(biāo) Enable the Ss to describe the life of early people Task-based method, reading and discussion Content 教學(xué)內(nèi)容 Step I Revision and Lead-in 1． heck the homework. 2．Ask the Ss to recite some useful words and expressions. Step II

23、 Lead-in Ask the Ss to turn to page 43 and look at the picture, then try to describe what are these early people are doing. And imagine what their life was like. Step III Language Points Play the tape for the Ss to listen. At the same time, the students are asked to find the answers to the follow

24、ing questions. 1. Which jobs did Dahu do ( to make tools, catch fish, cut up meat, scraper the fish and welcome guests) 2. Which jobs did Lala do(to collect nuts and fruit, to prepare the meat over the fire) 3. Who works cooperatively and who does tasks alone (Both men and women work cooperativel

25、y. For example, Lala’s mother and aunts were preparing the meat of deer and pig over the fire. Men do tasks alone) 4. Who does the most dangerous tasks( men do the most dangerous tasks) 5. Where does the danger come from ( The danger comes from the wild animals) Step IV Post Reading 1. In groups

26、 discuss what the possible work division was between men and women at that time. Mens’ tasks: making tools, fishing, making fire, protecting the family form wild animals, cutting up meat. Women’s tasks: collecting nuts and fruits, making and sewing clothes, looking after baby, preparing food, doing housework. 2. Then ask them to look at the above item and try to use adjective best describe each of them. Adjectives best describe the women: caring, affectionate, safe, co-operative Step Ⅴ Homework Practicing using two or more adjectives to describe the Saxingdui Ruins objects on page44.