高中英语人教版选修八教案unit5单元教案(word版)

人教版高中英语选修8《Unit5Meetingyourancestors》教案人教版高中英语选修8《Unit 5 Meeting your ancestors》教案核心单词1. alternativen.可供选择的事物;(两者或以上)可能的选择adj. 供选择的, 二选一的常用结构：have no alternative but to do sth.只能做某事;除¡¡外别无选择We have no alternative but to go on.除了继续下去,我们别无选择。

There was no other alternative but to fight till the victory.除了战斗到胜利,别无选择。

联想拓展：alternatively adv. 或者，二者择一地alternate vt. 使交替;vi.交替;adj. 交替的;轮流的高手过招：(1)单项填空In this school, the students have three courses, and seven courses. (2010¡¤01¡¤陕西师大附中月考)A. required; alternativeB. requiring; alternativeC. required; alternateD. requiring; alternate解析：选A。

require(尤指根据法规) 规定、需要，此处用过去分词required修饰courses，因为两者之间为被动关系。

后空意思为¡°选择，选其一¡±，alternative符合句意。

(2)单句改错 (原创)①I had no alternative but report him to the police.②You have the alternative to speaking or keeping quiet.③Tom and Harry do the work on alternative days.答案：①report前加to ②to→of③alternative→ alternate2. arrestvt. 逮捕，拘留，吸引(注意)n.[C]逮捕常用结构：be arrested for sth. 因某事而被捕arrest one s attention吸引某人的注意under arrest被捕;被拘留The criminal was arrested yesterday.那名罪犯昨天被捕了。

Unit 5 Meeting your ancestorsThe 1st period Speaking1 Ability goalsEnable the students to talk about archaeological evidence and knowledge and learn to describe people and practice giving opinions2 learning ability goalsHelp the students learn how to give opinions and describe objects3 Teaching important & difficult pointsLearn to describe objects and give opinions4 Teaching methodsOral practice and cooperative learningStep 1 Warming –up page 37Guide the students to talking about the ancient civilizationsAsk students to turn to page 37 and identify, discuss the pictures1 What may they have been made of ?2 What are the usage of them?3 Wan you think of the alternatives we would use today?Give students several minutes to discuss and then name same students to show their own opinionsAsk the students to fill the form on this partStep 2 Speaking on page 44Talk about the Sanxingdui Ruins with the studentsShow the pictures on page 44. tell the students they were found during an excavation in the Sabxingdui RuinsAsk the students to speak what they know about SanxingduiTeacher give student a belief introduce about SanxingduiShow the following questions in the screen and give students several minutes to discuss：1 Guess what they are2 Discuss what this objects are used for3 Discuss these objects, you should includeA The name of the site where the four objects were found and their possible dates BA description of each including appearance, shape and guess about the material it was mase ofC What we can learn form there objects about the people who lived then.Step 3 Deal with speaking task on page 84Turn to page 84, read the instructions and discuss the painting and fill in the Part 1. Then go on with part 2. ask the students to show their conclusion after discussion Step 4 HomeworkAsk the students to find out some information about Zhoukoudian Caves and Peking PersonPreview the readingThe 2nd -3rd period Reading （1）1 Ability goalsEnable the students to talk about the differences between modern people and PekingLearn how Peking man lived their lives2 learning ability goalsHelp the students learn how the differences between modern people and Peking3 Teaching important & difficult pointsTalk about Peking people on Zhoukoudian4 Teaching methodsListening, reading and discussionStep 1 ReviewCheck the homeworkThe students will show their information about Zhoukoudian CavesStep 2 ReadingAfter listening the text1st skimmingAsk the students to skim the text and write down what the text is about the tree stages of the archaeologist’s part of the dialogueStage 1 : the life in the caveStage 2: about the tools and the clothes Peking man madeStage 3: about the necklace and the information we can get from it2nd scanningAsk the students to read the text and get the main idea of the dialogue. And then ask them to write down the tree ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the question.Homes: cave, rocks and trees, fireplaceTools: needle: sew the clothesAxe-head: kill the animalScraper: clear the fat and the meatDress: animal skin clothes, necklace3rd: careful readinglet the students read the passage again and answer the following questionsshow the question on the screen1 How did they keep warm?2 What animals were their most dangerous enemies?3 How did they make clothes?4 What did they use to make necklace?5 what can we learn from the necklace they wore?Check the answers after several minutesStep 3 Post-readingAsk the students to fill in the chart on the life and habits if Peking man on page 37 and compare it with the list they made in the pre-reading.Step 4 ExplanationThe teacher explains the text and deal with language pointsStep 5 HomeworkGo over the textWrite a brief introduction to the Zhoukoudian CavesThe 4th period Language Study1 Ability goalsEnable the students to use the present perfect continuous tense.2 learning ability goalsHelp the students learn how to use the present perfect continuous tense.3 Teaching important & difficult pointsHow to use the present perfect continuous tense.4 Teaching methodsExplanation and practiceStep 1 ReviewCheck the homework . let some students read their workStep 2 Lead inAsk the students to underline the sentences that contain the structure as “ we have been excavating here for many years````” in the textStep 3 explanation现在完成时:基本用法：现在完成时表结果, 他的动作发生在过去, 但是对现在有影响, 而这种影响却往往是说话人的兴趣所在。

Unit 5 Meeting your ancestors【美文阅读】北京猿人复原头盖骨(1960年发现的) 北京猿人塑像Peking Man was discovered in Zhoukoudian village ，on the Longgu Mountain ，Fangshan district ，Beijing ，which was listed as a world cultural heritage site in 1987.In the 1920s archaeologists discovered a complete skull of an ape ­man dating back 600,000 years which was later named as Peking Man.Stone tools and evidence of Peking Man's use of fire were later found on the mountain.Studies have shown that Peking Man walked on his feet and lived 690,000 years ago.His society lived in groups in caves and survived by hunting.The group could make use of rough stone tools and knew how to use fire for heating and cooking.The discovery included six complete skulls of Peking Man,12 skull fragments,15 mandibles(下颌骨)，157 teeth and some sections of broken femurs(大腿骨)，shinbones(胫骨)，and upper arm bones belonging to more than 40 individuals of different ages and sexes.In addition 100,000 fragments of stone tools were found together with sites used for fire and burnt bones and stones.Peking Man created a unique Old Stone Culture which had much influence to the Old Stone Culture of North China.Stone tools arethe principal relics of this remote culture.Also discovered in Zhoukoudian are stone points，a new production tool then，and bone articles made and used by Peking Man.Found in the caves were such tools as the larger end of an antler(鹿角，茸角) that had been used as a hammer and the sharp end of an antler used as a digging tool.The use of fire was a milestone of the development of civilization and the discovery of Peking Man has pushed back the time that man first used it by tens of thousands of years.The largest ash pile discovered in the caves is six metres thick.Fire allowed people to eat cooked food instead of raw food and promoted the development of the brain and improved health.With his rough tools and simple living conditions，Peking Man created a unique and very ancient culture.【诱思导学】1．When was Peking Man Site at Zhoukoudian listed as a world cultural heritage?______________________________________________2．According to the studies，when did Peking Man live?______________________________________________3．What kind of tools did Peking Man use?______________________________________________【答案】 1.In 1987. 2.About 690,000 years ago.3．Stone tools.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。

2019学年度人教版选修八Unit 5 Meeting yourancestorsPeriod1Reading教案设计(A VISIT TO THE ZHOUKOUDIAN CA VES)AimsTo help students develop their reading abilityTo help students learn about ancestors of theirsTo help students revise the verb tensesProceduresI. Warming up by talking about ancestorsAn ancestor is a parent or (recursively) the parent of anancestor. So this includes a father or mother, as well as grandparents, great-grandparents, and so on, although the correct female form of the word is "ancestrix", pl: "ancestrixes" or "ancestrices". Two individuals have a genetic relationship if one is the ancestor of the other or if they share a common ancestor; in a curious use of language in evolutionary theory, this is called common descent. (Strictly speaking this may not be true for some bacteria and similar organisms which are capable of direct horizontal gene transfer.)Some societies have had a form of ancestor worship; most modern societies seem to have focused this into genealogy.II. Pre-readingWhat is archaeology or archeology?Archaeology or archeology is the study of human cultures through the recovery, documentation and analysis of material remains and environmental data, including architecture, artifacts, biofacts, human remains, and landscapes.The goals of archaeology are to document and explain the origins and development of human culture, understand culture history, chronicle cultural evolution, and study human behaviour and ecology, for both prehistoric and historic societies.III. Reading for forms of languageRead the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Copying and making sentencesYou are asked to copy all the useful expressions into your notebook after class as homework. YouVI. Closing down by reading more about ZhoukoudianIn December 1929, a Chinese paleoanthropologist named Pei Wenzhong discovered a complete skull of "Peking Man" on Dragon Bone Hill northwest of Zhoukoudian, in the southwest suburbs of Beijing. Later, archaeologists unearthed 40-odd individually fossilized skeletons of "Peking Man", male, female, old and young, all at the same site. Zhoukoudian, therefore, became the most common site for human remains with the most abundant fossils in the world from the same period. The discovery pushed the history of Beijing's civilization back to some 600,000 years. These fossilized remains prove that "Peking Man" was primitive man in an evolutionary process from ancient ape to modern man, and is the ancestor of the Chinese nation.Inside the 140-meter-long Peking Man Cave, stratum accumulation was of a depth of 40 meters. The inhabitants spanning more than 300,000 years left their remains, stone tools and traces of fire here. On Dragon Bone Hill were also found fossilized remains of Upper Cave Man, who lived 18,000 years ago, as well as sites of New Cave Man, who lived between Peking Man and Upper Cave Man.。

Unit 5Meeting your ancestorsPeriod 4Listening and Speaking整体设计教学内容分析The emphasis of this period will be placed on listening and speaking.There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook.The first one（on Page 42，Listening and discussing）is a dialogue between Zhou Heping and Richard Leakey，an archaeologist.Zhou Heping wants to find out how he dates the bones he finds.Richard Leakey tells him there are two main ways to date objects.One is to count the different layers of soil；the other is to measure the radiocarbon discovered in the bones.The second one（on Page 78，Listening）is a conversation between Zhou Lei and his foreign friend，Amanda Peters.Zhou Lei is a Chinese archaeologist，whose work is to preserve the terracotta warriors（兵马俑）．Amanda Peters wants to find out how they preserve the terracotta warriors.The third one（on Page 81，Listening Task）is a conversation between Wang Wei and Flinders Petrie.Flinders Petrie is one of the first Egyptian archaeologists working seriously in this area.Wang Wei is a Chinese student.He is very interested in archaeology.From the conversation we know how Wang Wei interviewed Flinders Petrie about his work in Egypt many years ago.三维目标设计Knowledge and skills1．To enable the students to understand the meanings of the new words，such as radioactivity （放射性）and mould，while hearing them on the tape.2．To enable the students to understand the dialogues on the tape.3．To help the students learn how to express suggestions，features，and assumptions using the given sentence patterns.Process and methods1．Smoothing away language problems if any before listening.Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.2．Listening for needed information.Before asking the students to listen to the tape for the first time give them one or two questions about the general idea of the text so as to lead the students to concentrate their mind only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.3．Speaking freely and making conversations.The students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.Emotion，attitude and value1．To stimulate students' sense of communication and cooperation.2．To help students learn more about archaeology.教学重点、难点1．The understanding of the listening texts；2．The expressions of suggestions，features，and assumption.教学过程Step 1Revision1．Get students to give the main idea of the text.2．Check the answers of the exercises in Learning about Language and explain the difficult ones.Step 2Listening1．Listen to Text 1（Page 42）and do the following exercises.（1）Listen to Part 1 of the tape and try to understand “the wastepaper basket” diagram and choose the best answer.①How many layers are there in the wastepaper basket?A．Two B．Three C．Four②Which layer is the last and the most recent?A．Orange skin. B．Used envelopes. C．Waste paper.（2）Listen to Part 2 and fill in the blanks.Radiocarbon dating uses radioactivity to measure the amount of ______in living things.The ______in a dead body ______at a ______rate.We know how long that takes，so we measure the amount of ______ and ______ how old a bone is.（3）Listen to the tape for a third time and check the answers.Suggested answers：（1）①C②B（2）carbon，carbon，disappears，fixed，carbon，work out2．Listen to Text 2（Page 78）and do the following exercises.（1）Listen for the first time and choose the main idea of the dialogue.A．Introduction of the terracotta warriors.B．How to protect the terracotta warriors.C．The terracotta warriors are facing mould problems.（2）Listen for a second time and choose the best answers to the following questions.①What caused the terracotta warriors to lose their color?A．Time. B．Temperature and sunlight. C．The earth.②What can solve the problem of losing color?A．By using a thin layer of chemical jelly.B．By keeping them away from sunlight.C．By drying them out.③What is the second problem?A．The statues are suffering from mould caused by damp.B．There are no treatments to the mould.C．They are caused by excavation.（3）Listen for a third time and fill in the blanks about the information of the terracotta warriors.①Material：______；Number：______；Features：______②Problems：____________；____________________③Solutions：__________________；______________________Suggested answers：（1）B（2）①B②A③A（3）①clay；8000；individual faces,1.96 meters tall②color faded；growth of more than 40 kinds of mould③chemical protection；new treatments being developed3．Listening practice on Page 81.Before listening，ask students to look at the pictures of the two graves.（1）Listen to the tape for the first time and give the main idea of the dialogue.________________________________________________________________________ （2）Listen to the tape for a second time and finish the true or false questions.①Poor people did not bury their dead family members with goods.②Both rich and poor people preserved the bodies of their family members after death.③The ancient Egyptians believed the spirits of dead people went to the afterlife.④The ancient Egyptians believed everyone was first tested to see if they had lived a good life.⑤If you had not lived a good life，you went into the afterlife anyway.⑥The God Anubis ate your spirit if you had led a bad life on the earth.（3）Listen to the tape for a third time and choose the best answers to the following questions.①In which aspect are the beliefs of rich and poor people similar?A．They don't believe in afterlife.B．They had no goods in the grave.C．They had their bodies persevered.②Which is not the different aspect between rich and poor people?A．There were many more goods in the rich people's graves.B．The rich people were buried in a special building，but the poor people were not.C．The poor people had guidebooks for the journey to the afterlife，while the rich did not.Suggested answers：（1）It tells us something about the tombs of both rich and poor people.（2）F T T T F T（3）①C ②CStep 3SpeakingSince the students have learned much knowledge about archaeology by both reading and listening.It's necessary for them to talk about it now.Teach them how to express suggestions，demonstrate their dialogues in front of the whole class.Step 4HomeworkWrite a paragraph about one of the archaeological objects.Step 5Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________教学参考1．Terracotta WarriorsThe Terracotta Warriors Museum lies 1.5 km east to the Tomb of Qin First Emperor.The Terracotta Warriors lie underground for more than 2000 years.In 1974，farmers digging a well about 1500 meters east of the tomb uncovered one of the greatest archaeological sites in the world.The firstly discovered site of Terracotta Warriors was named Vault One.In 1976，the other two vaults were uncovered 20-25 meters close to the Vault One，and were named Vault Two and Vault Three respectively.Excavation of the underground vaults of earth and timber revealed thousands of life—Terracotta Warriors in battle formation—a whole army which would accompany its emperor into immortality.The excavation was a real big shock to the whole world—the vaults are so big，the figures are so vivid and the number of the figure is so incredible!Every figure differs from those around in facial features and expressions，clothing，hairstyle，gesture.The horsemen，the longbow bearers，the archers，the senior officers and generals were positioned in strict accordance with the ancient directives on the art of war.Many of the figures originally held real weapons of the time，such as bronze swords，longbows，arrowheads，spears，dagger-axes and other long-shaft weapons.Surface treatment of the weapons made them resistant to rust and corrosion so that after being buried for over 2000 years they were still sharp.The Terracotta Warriors supply abundant and real objects of military，culture and economy to the study of the history of that period.The excavation of the Terracotta Warriors was regarded as one of the greatest discovery in the 20th century.In Dec.1987，the UNESCO ranked the Tomb of the First Emperor（including the Terracotta Warriors Vaults）into the list of World Cultural Heritages.Standing in the exhibition hall，one would be shocked by such a grand ancient army formation，which will lead you back to the ancient warring situation.The tomb is a treasury for the Chinese people and for the whole world as well.（from /e/voy1/u1a4040912.html）2．Ancient Egyptian social statusEgyptian society was highly stratified，and social status was expressly displayed.Farmers made up the bulk of the population，but agricultural produce was owned directly by the state，temple，or noble family that owned the land.Farmers were also subject to a labor tax and were required to work on irrigation or construction projects in a corvée system.Artists and craftsmen were of higher status than farmers，but they were also under state control，working in the shops attached to the temples and paid directly from the state treasury.Scribes and officials formed the upper class in ancient Egypt，the so­called “white kilt class” in reference to the bleached linen garments that served as a mark of their rank.The upper class prominently displayed their social status in art and literature.Below the nobility were the priests，physicians，and engineers with specialized training in their field.Slavery was known in ancient Egypt，but the extent and prevalence of its practice are unclear.The ancient Egyptians viewed men and women，including people from all social classes except slaves，as essentially equal under the law，and even the lowliest peasant was entitled to petition the vizier and his court for redress.Both men and women had the right to own and sell property，make contracts，marry and divorce，receive inheritance，and pursue legal disputes in court.Married couples could own property jointly and protect themselves from divorce byagreeing to marriage contracts，which stipulated the financial obligations of the husband to his wife and children should the marriage pared with their counterparts in ancient Greece，Rome，and even more modern places around the world，ancient Egyptian women had a greater range of personal choices and opportunities for achievement.Women such as Hatshepsut and Cleopatra even became pharaohs，while others wielded power as Divine Wives of Amun.Despite these freedoms，ancient Egyptian women did not take part in official roles in the administration，served only secondary roles in the temples，and were not as likely to be as educated as men.（from /wiki/Ancient_Egypt）3．Ancient Egyptian burial customsThe ancient Egyptians maintained an elaborate set of burial customs that they believed were necessary to ensure immortality after death.These customs involved preserving the body by mummification，performing burial ceremonies，and interring，along with the body，goods to be used by the deceased in the afterlife.Before the Old Kingdom，bodies buried in desert pits were naturally preserved by desiccation.The arid，desert conditions continued to be a boon throughout the history of ancient Egypt for the burials of the poor，who could not afford the elaborate burial preparations available to the elite.Wealthier Egyptians began to bury their dead in stone tombs and，as a result，they made use of artificial mummification，which involved removing the internal organs，wrapping the body in linen，and burying it in a rectangular stone sarcophagus or wooden coffin.Beginning in the Fourth Dynasty，some parts were preserved separately in canopic jars.By the New Kingdom，the ancient Egyptians had perfected the art of mummification；the best technique took 70 days and involved removing the internal organs，removing the brain through the nose，and desiccating the body in a mixture of salts called natron.The body was then wrapped in linen with protective amulets inserted between layers and placed in a decorated anthropoid coffin.Mummies of the Late Period were also placed in painted cartonnage mummy cases.Actual preservation practices declined during the Ptolemaic and Roman eras，while greater emphasis was placed on the outer appearance of the mummy，which was decorated.Wealthy Egyptians were buried with larger quantities of luxury items，but all burials，regardless of social status，included goods for the deceased.Beginning in the New Kingdom，books of the dead were included in the grave，along with shabti statues that were believed to perform manual labor for them in the afterlife.Rituals in which the deceased was magically re-animated accompanied burials.After burial，living relatives were expected to occasionally bring food to the tomb and recite prayers on behalf of the deceased.（from /wiki/Ancient_Egypt）精美句子1、善思则能“从无字句处读书”。

Unit 5Meeting your ancestors单元要览本单元的中心话题是“考古学”。

语言知识的选择和听说读写等语言技能的训练主要围绕这一主题展开，具体涉及“周口店遗址的北京猿人”、“早期人类的生活方式”、“如何判断遗址年份”、“秦始皇兵马俑”和“埃及金字塔”等。

本单元的目的在于帮助学生增长考古学知识，更好地了解人类文明的发展进程。

Pre-reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is a dialogue titledA Visit to the Zhoukoudian Caves.Warming Up presents four pictures of archaeological finds to arouse students' interest in learning about archaeology.Pre-reading provides a picture of a certain Peking Man's skull.By discussing today's daily equipment and predicting Peking Man's daily equipment，the teacher can lead students to think about the prehistory life and get prepared for the reading passage.Reading is a dialogue between a group of British students visiting Zhoukoudian caves and the archaeologist showing them around.Through the dialogue，students can get the insight into the lifestyle of the early people，increase the knowledge of archaeology，and experience the development of human civilization.Meanwhile，students' interest in archaeology and the desire to study early history can be stimulated.Comprehending consists of three kinds of exercises for the students so as to help the students to get a better understanding of the text，that is to say，to help the teacher check how much the students have understood the text.Exercise 1：read the passage and answer the questions；Exercise 2：let students find out three aspects in which modern people are different from early people；Exercise 3：let students find out the three topics that the archaeologist refers to when he talks about the Zhoukoudian caves.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases in this period：alternative（可能的选择），starvation（挨饿；饿死），tentative（试探性的；不确定的），accuracy（精确；准确），interrupt（打岔；暂时中断或中止），acute（有观察力的；敏锐的；深刻的），assume（假定；设想），regardless of（不管；不顾），mat（席子；垫子），quilt（被子），beast（野兽），at most（至多；最多），centimetre（厘米），sharpen（锋利；尖锐），sharpener （磨具；削具），cut up（切碎），ample（足够的；充足的；富裕的），messy（凌乱的；脏的），primitive（原始的；简陋的），botany（植物学），botanical（植物学的；与植物学有关的），analysis（分析），seashell（海贝壳），ripen（使……成熟；成熟）2．To learn something about the Zhoukoudian caves.3．To develop the students' reading ability by reading the passage.4．To develop the students' speaking ability by talking about archaeological finds and the life of early people.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students a picture of an archaeological object.Students can practice their oral English by describing it.By reading the passage，students can have a better understanding of what is archaeology.2．During Pre-reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student-centered and help students understand the life of the Peking Man.The teacher should lead the students to look at the organization of the reading passage and try to guess the main idea of the text.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of the passage.After detailed reading of the passage，students are encouraged to answer some questions and study the style of the text.4．To consolidate the contents of the reading passage，the students should be required to discuss questioning techniques the archaeologist uses in the passage.Emotion，attitude and value1．To arouse students' interest in archaeology.2．To develop students' sense of cooperative learning.教学重点、难点1．To enable the students to learn about the life that early people lived and to develop their reading ability.2．To enable the students to describe an archaeological object.教学过程Step 1Warming up1．Warming up by looking and talkingAsk the students to look at the following picture and discuss what it is and how much they know about it.The students should be encouraged to describe the picture using their own words.Suggested answers：It is Stonehenge，which is Britain's greatest national icon，symbolizing mystery，power and endurance.It wasn't constructed for any casual purpose.Only something very important to the ancients would have been worth the effort and investment that it took to construct Stonehenge.2．Warming up by reading a short passageWhat is archaeology?Archaeology is the study of ancient civilizations by scientific analysis of physical remains found in the ground.But unlike history，it often has to deal with civilizations that have no written records.So it is the job of archaeologists to try to find out as much as they can about the life and times of long dead people by looking at the places where they lived，what they wore，what tools they used and how they buried the dead.The study of archaeology is not just the study of objects.These are very important of course.But what is equally important for understanding how people lived is：Where the objects were found（on the floor of a house or with a body in the grave）Whether they were found with other similar objects or aloneWhat state they were inWhat they were made ofSo to get the most information about the site and the people who lived there，an excavation has to be organized in a very systematic and formal way.By excavating a site，archaeologists have destroyed the evidence.So writing and drawing everything in the place where it was found is extremely important.True or false：（1）Archaeology is the study of modern civilizations by scientific analysis of physical remains found in the ground.（2）The study of archaeology is not just the study of objects but also the study of how people lived.Suggested answers：（1）F（2）TStep 2Pre-reading1．Try a tentative guess about what Peking Man might have done and used thousands of years ago.（1）Places for living：_____________________________________________________ （2）Furniture：___________________________________________________________ （3）Entertainment：_______________________________________________________ （4）Food：_______________________________________________________________ （5）Clothing：_____________________________________________________________ Suggested answers：（1）caves（2）fireplaces（3）meals together（4）fish，meat，fruit in season（5）animal skins，leaves2．Ask students to discuss their answers and the reasons.Step 3Reading and comprehending1．Fast readingLet the students read the passage quickly and write down three ways in which the life of early people differs from that of modern ones.（1）______（2）______（3）________2．Detailed reading（1）Ask students to read the text carefully to get some specific information and do the true or false questions.①A group of students from England has come to the Zhoukoudian caves for a visit.（）②In the caves，human and animal bones，tools and ornaments have been found.（）③Fires were only used for keeping warm.（）④The most dangerous enemies for the earliest people were tigers and bears.（）⑤The earliest people wore clothes made from animal skins.（）⑥The primitive necklace was made of animal bones and shells.（）⑦There was no trade between early peoples.（）⑧The earliest people were called hunters or gatherers.（）（2）Ask students to do the following multiple choices.①According to the text，we can infer that ______.A．there was a large lake around the Zhoukoudian cavesB．the early people don't know how to catch or eat fishC．the early people didn't care about their appearance at allD．the early people wore nothing but some leaves②From the passage we can know when archaeologists explain something，they often state their ideas ______（A.definitely B．tentatively），that is，they often use ______（A.I know this B．It seems that...C．The evidence suggests that...D．It is reasonable to assume that...）．（3）Read the text again and find out the three topics that the archaeologist talked about.Topic one：_________________________________________________________________ Topic two：_________________________________________________________________ Topic three：________________________________________________________________ Suggested answers：1．（1）homes（2）clothes（3）tools2．（1）①T②T③F④T⑤T⑥T⑦F⑧T（2）①A②B；B，C，D（3）Topic one：Life in the cavesTopic two：What we can learn from a needleTopic three：What we can learn from a necklaceStep 4Language studyDeal with language problems if any（words or sentences students might not understand）to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them down in their notebooks after class as homework.Collocations：show sb.around；be aware（that）；regardless of；keep out；be made of；cut up；care about；look likeStep 6Studying the style of the textKeys for reference：This reading passage is written in the form of questions and answers.It is similar to an interview，but the questions follow an earlier question，which is different from an interview.It is also different from other styles of writing which use continuous prose.Step 7DiscussionGet students to discuss the questioning techniques that the archaeologist uses in the passage.Keys for reference：All the archaeologists will never say “I know this”．Instead，they will be tentative in their descriptions of life in the past.Step 8Homework1．Learn the useful new words and expressions in this period by heart.2．Find information about an archaeological object and try to introduce it to the classmates next period.Step 9Reflection after teaching________________________________________________________________________ ________________________________________________________________________教学参考1．Zhoukoudian（The Cave of Peking Man）Zhoukoudian，located in 50 kilometers to the southwest of Beijing proper，is the former residence of Peking Man，who lived here approximately 200 000 to 500 000 years ago.Since the discovery of a complete skull on December 2,1929，Zhoukoudian，which had more recently been noted for its production of lime，became world­famous as the “home of the Chinese ape­man”．After the establishment of the People's Republic of China，the number of sightseers and scientists increased rapidly，and Zhoukoudian has become a great tourist attraction.Peking Man chose Zhoukoudian as his residence because the limestone caves and crevices in the area provided an excellent habitat.The northern face of Dragon Bone Hill（Longgushan），which stands to the east of the Zhoukoudian Railway Station，is the site of the caves occupied by Peking Man.In fact，a total of four early residential sites have been discovered on this hill.Besides those belonging to Peking Man，the remains of a site occupied by Hilltop Caveman are the most representative.（From /travel/beijing_guide/2008-05/17/content_15297950.htm）2．Stonehenge（巨石阵）Stonehenge is surely Britain's greatest national icon，symbolizing mystery，power and endurance（耐久）．Its original purpose is unclear to us，but some have guessed that it was a temple made for the worship of ancient earth deities（神）．It has been called an astronomical observatory （天文台）for marking significant events on the prehistoric calendar.Others claim that it was a sacred（神的）site for the burial of high-ranking citizens from the societies of long ago.While we can't say with any degree of certainty what it was for，we can say that it wasn't constructed for any casual purpose.Only something very important to the ancients would have been worth the effort and investment that it took to construct Stonehenge.The stones we see today represent Stonehenge in ruins.Many of the original stones have fallen or been removed by previous generations for home construction or road repair.There has been serious damage to some of the smaller bluestones resulting from close visitor contact （forbidden since 1978）and the prehistoric carvings on the larger stones show signs of significant wear.（From /gallery/photo_464469.htm）。

Unit 5Meeting your ancestorsPeriod 6Summing Up，Learning Tip and Assessment整体设计教学内容分析This is the last teaching period of this unit，so the emphasis should be placed on going over and summarizing what has been learned in this unit.It includes the following parts：Summing Up，Learning Tip，Checking Yourself and some other consolidation exercises.Summing Up summarizes the whole unit from the aspects of topic，vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.Learning Tip gives students instructions on how to describe something.When you describe something，you often need to give more than one adjectives.It is important for students to know the rules that decide the order in which they should be placed in the sentence.Finally，ask students to finish Checking Yourself on Page 85 in the Workbook.This part aims at encouraging students to make a self-assessment after they finish learning this unit.It is very important to improve their learning.Of course，a testing assessment is also needed.In this period，the teacher should also provide more exercises to consolidate what students have learned in this unit.三维目标设计Knowledge and skills1．To get students to master all the useful new words and expressions in this unit.2．To have students understand the new grammar item—the present perfect continuous tense better，and enable them to use the present perfect continuous tense and the present perfect tense correctly.3．To develop the students' ability to use the important language points in this unit.Process and methodsDesign some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value1．To help students to have a better understanding of archaeology and know more about the life of the early people.2．To arouse students' desire to study history.教学重点、难点Using what they have learned in this unit to solve real problems.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Step 2Lead-inAsk the students to turn to Page 45.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned them.Step 3Summing upFive minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.Suggested answers：Write down what you have learned about archaeology.（Students' answers may vary.）From this unit I have learned what is archaeology and whatthe life of the early people was like.From this unit you have also learned：useful verbs：interrupt，assume，arrest，sharpen，ripen，spit，delete，scratch，pulse，applaud，howl，acceleratephrasal verbs：cut up，look ahead，date backuseful nouns：starvation，accuracy，mat，quilt，beast，centimeter，sharpener，botany，analysis，seashell，category，significance，album，academy，receptionist，onion，kindergarten，skateboard，yogurt，radioactivity，division，melon，wrinkle，spear，hammer，punctuation useful adjectives and adverbs：regardless，tentative，acute，ample，messy，primitive，botanical，systematic，radioactive，dizzy，gay，skillful，somehow，gailyuseful expressions：regardless of，at most，fed up withnew grammar item：the present perfect continuous tenseStep 4PracticeShow the exercises on the screen or give out exercise papers.Ⅰ．Word spelling.1．A river forms the ______（分界线）between the land and mine.2．Few of the early books have been ______（保存）．3．Living conditions in the camp were pretty______（原始）．4．A lot of ______（分析）of the accident showed what had happened.5．He is very ______（有条理的）in all he does.6．He is making a ______（试探性的）plan.7．It's not polite to i______ others when they are talking.8．After another glass of wine，I began to feel d______.9．You will have to be p______ with my mother—she is rather deaf.10．The knife needs s______.When I cut up meat with it，it doesn't work well.11．It is impossible to i______ the man among so many people.12．The other day the crowd a______his wonderful performance for five minutes.Ⅱ．Fill in the blanks with the expressions given e each expression only once and make changes where necessary.come to a conclusion，cut up，look ahead，regardless of，to one's relief，arrest one's attention，have no alternative but to do，（be）patient with，become skilful（at），lie in wait for 1．Whenever we are in trouble，we must ____________ and encourage ourselves.2．____________，my little son was found safe and well.3．This job is open to all，____________ previous experience.4．Her laughter ____________ and we all stared at her.5．Let's ______ the meat ______ and share with each other.6．Ralph was ____________ that Martin was only interested in himself.7．The new method caught on and many peasants ____________.8．Little did I know what troubles were ____________ me when I got home.9．He was endlessly kind and very ____________ children.10．If he wants to get to Chicago by tonight，he ____________ to go by air.Ⅲ．Rewrite the sentences below.1．Although there was some danger，he climbed the building.He climbed the building，______ ______ ______ ______.2．You must know that here we've found evidence of some of the earliest people living in this part of the world.You must ______ ______ that it's here ______ we've found evidence of some of the earliest people ______ ______ in this part of the world.3．Undoubtedly there were fish swimming in it.______ ______ ______ ______ that there were fish swimming in it.4．They had to rub a large quantity of salt onto the skin to make it soft.They had to rub ______ ______ ______ ______ salt onto the skin ______ ______ ______make it soft.5．They seemed to use the sharpened stone tools to cut up animals.______ ______ ______ they used the sharpened stone tools to cut up animals.6．Did they wear clothes that were made entirely of animal skins?Did they wear clothes ______ entirely ______ animal skins?7．Did early people really care about their appearance the way we do?Did early people really care about their appearance ______ we do?8．She walked to the caves hurriedly fearing that there might be wild animals in the bush.She walked to the caves hurriedly ______ ______ ______ there might be wild animals in the bush.Ⅳ．Multiple choice1．Operator！I've just been ______ while I was on the line to Sydney.Could you reconnect me，please?A．cut up B．cut down C．cut off D．cut through2．There is a lot of evidence to suggest that a short nap in the afternoon ______ you refreshed for the next four or five hours.A．will help B．leave C．will leave D．should remain3．—Where did you get to know Tom?—It was on the farm ______ we worked together 10 years ago.A．that B．which C．where D．when4．I had just stepped out of the bathroom and was busy drying myself with a towel ______ I heard the steps.A．while B．when C．since D．after5．Now，look，Presley，what trouble you've got into！If only you ______ your teacher's advice!A．followed B．would follow C．should have followed D．had followed 6．Who do you suggest ______ there to look after the patient?A．be sent B．should send C．that be sent D．being sent7．—I saw Dave in the lift this morning.—Really？He ______ around here for a long time.A．hadn't been seen B．hasn't been seen C．won't be seen D．wasn't seen 8．I was on the highway when this car went past followed by a police car.They ______ at least 150 kilometers an hour.A．should have been running B．would have runC．must have been running D．could have run9．Dundee，as Scotland's fourth largest city，has a long history ______ back to 800AD，as well as a population of about 166 000.A．dating B．dated C．dates D．to date10．I might fail，but ______ I insist on doing it.I don't mind it.A．however B．anyhow C．yet D．meanwhileFirst get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.Suggested answers：Ⅰ．1．division2．preserved3．primitive4．analyses5．systematic6．tentative 7．interrupt8．dizzy9．patient10．sharpening11．identify12．applauded Ⅱ．1．look ahead2．To my relief3．regardless of4．arrested our attention5．cut；up6．coming to a conclusion7．became skilful8．lying in wait for9．patient with10．has no alternative butⅢ．1．regardless of the danger2．be aware；that，who lived3．There is no doubt4．an ample amount of；in order to/so as to5．It seemed that6．made；of7．as8．for fear that Ⅳ．1-5 CCCBD6-10 ABCABStep 5Learning tipAsk students to turn to Page 45.Read through the Learning Tip and make sure theyunderstand it.Encourage them to understand and remember them because if they are doing so they will be teaching themselves a useful way of using adjectives correctly.Step 6AssessmentChecking Yourself（on Page 85 in the Workbook）First get the students to think about these questions individually.Then they can discuss in groups sharing their experience.The teacher can join in and give them advice and suggestions where necessary.Testing assessmentⅠ．Complete the following sentences.1．你认为他们用它可能还做了什么？What ______ do you think they ______ ______ ______ it ______？2．这根针好像是骨头做的。

Unit 5 Meeting your ancestorsPeriod 3 Grammar—Revise the Verb Tenses（Mainly Dealing With the Present Perfect Continuous Tense）整体设计教学内容分析This teaching period mainly deals with the grammar item：the present perfect continuous tense，which shows the action starts in the past，continues till now and will go on；or the action starts in the past，continues till now and ends.It can also be connected with one's emotion and attitude.The distinction between the present perfect tense and the present perfect continuous tense shouldn't be ignored.三维目标设计Knowledge and skills1．To let the students learn the use of the present perfect continuous tense.2．To enable the students to use the present perfect continuous tense correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the sentences using the present perfect continuous tense and write some on the blackboard.2．To ask the students to discover how the present perfect continuous tense is used in various ways.3．To ask the students to do the exercises in Discovering useful structures on Page 41 for students to master the use of the present perfect continuous tense.4．To ask the students to summarize the use of the present perfect continuous tense.5．To ask the students to do the exercises in Using Structures on Page 80 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重点、难点1．To get the students to master the structure of the present perfect continuous tense and how it is used.2．To enable the students to learn how to use the present perfect continuous tense.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English.（1）我们所有的建议都遭到拒绝，不管它们的价值多大。

Unit 5 Meeting your ancestors Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以General knowledge of archaeology and Anthropology as well as history 为话题，通过学习周口店洞穴北京人遗址、埃及古墓等古代文明，使学生了解一些考古学及人类发展变迁历史等方面的知识；激发学生热爱人类、热爱历史、热爱考古的兴趣，进而使学生懂得保护文化遗产的重要意义。

通过对一些古文物的识别、鉴定和描述，使学生学会鉴别、描述事物（考古现象）特征的方法。

1.1 Warming Up 给出了四幅图片，要求学生通过识别、描述古代中国、希腊、埃及的文物，使学生了解古代文明在人类社会发展史上的重大意义.1.2 Pre-reading 要求学生能从不同侧面比较、描述现代人和北京人的不同之处，为Reading 部分的学习做好准备。

1.3 Reading 是一位考古学家和来参观周口店北京人遗址的英格兰学生之间的一段对话。

要求学生通过阅读对话，了解周口店北京人在衣食住行、使用工具上的特点；了解古人类惊人的生活和创造能力。

1.4 Comprehending 共设计了三部分习题。

第一题是根据课文回答问题；第二题要求学生在理解课文的基础上，结合生活实际，写出北京人在居住、使用工具和衣着方面与现代人的三个不同之处；第三题训练学生的概括和写作能力。

要求学生通过分析归纳考古学家的介绍，写出关于周口店考古工作所经历的三个阶段的相关情况，并利用这些信息写一篇关于周口店洞穴的介绍。

1.5 Learning about Language分词汇和语法两部分。

其中Discovering useful words and expressions 中第一题要求学生运用所给词汇的适当形式填空；第二题要求所给短语完成句子。

通过这两个练习使学生掌握本单元的描述性语言。

Unit 5 Meeting your ancestorsPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(Revise the verb tenses <including the Present PerfectContinuous Tenses>)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to revise the verb tenses <including the Present Perfect Continuous Tenses>. The following steps of teaching may be taken: warming up by revising the verb tenses <including the Present Perfect Continuous Tenses>, reading aloud to the recording, discovering useful words and expressions, reading more about Davidson Black, revising the present perfect continuous tense, discovering useful structures and closing down by looking and saying.ObjectivesTo help students revise the verb tenses <including the Present Perfect Continuous Tenses>To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProcedures1. Warming up by revising the verb tenses <including the Present Perfect Continuous Tenses> Active TensesSimple PresentPresent Action or General Truths Non-action; Habitual Future TimeCondition Action•I hear you. •Here comes the bus. •There are thirtydays inSeptember.•I likemusic.•I run onTuesdaysandSundays.•The trainleaves at 4:00p.m.Present ProgressiveActivity in Progress Verbs of Perception•I am playing soccer now •He is feeling sadSimple PastCompleted Action Completed Condition•We visited the museum yesterday. •The weather was rainy last week.Past ProgressivePast Action that took place over a period of timePast Action interrupted byanother•They were climbing for twenty-seven days. •We were eating dinner when she told me.FutureWith will/won't -- Activity or event that will or won't exist or happen in the future With going to -- future in relation to circumstances in the present•I'll get up late tomorrow. •I won't get up early. •I'm hungry.•I'm going to get something to eat.Present PerfectWith verbs of state that begin in thepast and lead up to and include the present To express habitualor continued actionWith events occuring at anindefinited or unspecified time in thepast -- with ever, never, before•He has lived here for many years. •He hasworn glassesall his life.•Have you ever been toTokyo before?Present Perfect ProgressiveTo express duration of an action that began in the past, has continued into the present, and may continue into the future•David has been working for two hours, and he hasn't finished yet.Past Perfectto describe a past event or condition completed before anotherevent in the pastIn reported speech•When I arrived home, he had already called. •Jane said that she had gone to the movies.Future perfectto express action that will be completed by or before a specified time in the future •By next month we will have finished this job.•He won't have finished his work until 2:00.THE PASSIVE TENSESSimple presentactive: passive:•The company ships the computers to many foreign countries. •Computers are shipped to many foreign countries.Present Progressiveactive: passive:•The chef is preparing the food. •The food is being prepared. Simple Pastactive: passive:•The delivery man delivered the package yesterday. •The package was delivered yesterday.Past Progressiveactive: passive:•The producer was making an announcement. •An announcement was being made.Futureactive: passive:•Our representative will pick up thecomputer.•The computer will be picked up. Present Perfectactive: passive:•Someone has made the arrangements •The arrangements have been madefor us. for us. Past Perfectactive: passive:•They had given us visas for three months. •We had been given visas for three months.Future perfectactive: passive:•By next month we will have finished this job. •By next month this job will have been finished.Modalsactive: passive:•You can use the computer. •The computer can be used.2. Reading aloud to the recordingThe more you read aloud, the better you get at it; the better you get at it, the more you like it; and the more you like it, the more you do it.And the more you read aloud, the more you know; and the more you know, the smarter you grow. So listen and read to the recording of the text. Pay attention to the pronunciation, stress and intonation.3. Discovering useful words and expressionsTurn to page 40 and fill in the blank to complete the two exercises.4. Reading more about Davidson BlackDavidson Black (1884-1934)Davidson Black was born in Toronto, Canada in 1884. He learned early on that good communication skills with other cultures would aide him in learning about them. Black not only befriended the Indians and learned their languages in his early days; he also got along extremelywell with his Chinese colleagues. He was always eager to know more and this progressed throughout his life.He earned a degree in Medical Science in 1906 from the University of Toronto, then went back to study comparative anatomy. By 1909, Black was an Anatomy Instructor. After realizing his passion for human evolution, he gained his big break. In 1919 he was offered a position at Peking Union Medical College in China. In 1927, Black began an enormous excavation at Zhoukoudian, which is near Peking. It was there that a hominid lower molar of unusual distinction was discovered. After studying this tooth with intense focus, Black recognized the existence of a previously unknown hominid genus and species. He also pointed out the close relationships among Peking man and Pithecanthropus Erectus.Davidson Black inferred that the Peking man was ‘a thinking being, standing erect, dating to the beginning of the Ice Age.’ Some scientists were skeptical of Black’s findings, and in 1928, while Black was traveling to validate his beliefs to other scientists, half of a lower jaw was found with three teeth still intact. But the evidence he was really looking for was in the discovery of skull of the first Peking man.In 1932, Black was elected a Fellow of the Royal Society. His hard work and dedication carried him far in his experiments and discoveries, but the stress eventually got to him. He struggled with a congenital heart defect, which when he overworked would act up. He worked long days at his office, often returning again to work during the night, with very minimal sleep. This obsession eventually lead to his death at age 49, in March of 1934, while working alone in his office at night.5. Revising the present perfect continuous tensePresent Perfect ContinuousFORM Present Perfect Continuous[HAS / HAVE] + [BEEN] + [VERB+ing]EXAMPLES:I have been sitting here for two hours.She has only been studying Japanese for two years.NOTE:When you are using a verb tense with more than one part such as Present Perfect Continuous (has been studying), adverbs often come between the first part and the second part(has only been studying).USE 1Duration from the Past Until NowWe use the Present Perfect Continuous to show that something started in the past and has continued up until now. "For five minutes", "for two weeks", and "since Tuesday" are all durations which can be used with the Present Perfect Continuous.EXAMPLES:They have been talking for the last hour.She has been working at that company for three years.James has been teaching at the University since June.USE 2 Recently, LatelyYou can use the Present Perfect Continuous WITHOUT a duration such as "for five minutes", "for two weeks", and "since Tuesday". Without the durations, the this tense gives a more general meaning of "lately". We often use the words "lately" or "recently" in the sentence to strengthen this meaning.EXAMPLES:Recently, I have been feeling really tired.She has been watching too much television lately.Mary has been feeling a little depressed.IMPORTANTRemember that the Present Perfect Continuous has the meaning of "lately" or "recently." If you use the Present Perfect Continuous in a question such as "Have you been feeling alright?", it suggests that the person looks sick or unhealthy. A question such as "Have you been smoking?" suggests that you can smell the smoke on the person. Using this tense in a question suggests you can see, smell, hear, or feel the results of the action. It is possible to insult someone by using this tense incorrectly.IMPORTANT Non-Continuous Verbs/ Mixed VerbsIt is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed V erbs cannot be used in continuous tenses. To express the idea of Present Perfect Continuous with these exception verbs, you must use Present Perfect.EXAMPLES:Sam has been having his car for two years. Not CorrectSam has had his car for two years. CorrectACTIVE / PASSIVE Present Perfect ContinuousEXAMPLES:Recently, John has been doing the work. ACTIVERecently, the work has been being done by John. PASSIVENOTE: Present Perfect Continuous is rarely used in its passive form.6. Discovering useful structuresNow turn to page 40 and do exercises 1, 2 and 3.7. Closing down by looking and sayingNow to end this period, let’s look at the photo and say something about our ancestors. How did they live in the old days? What did they do for a living?。