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高中英语真题:TeachingProcedures(教学过程)Unit5MeetingyourancestorsPeriod3GrammarandusinglanguagePeriod 1互动多媒体设计思路说明：Step 1: Review（温故）互动设计：教师让学生观看几组搞笑图片，逗同学们开心一笑。
通过搞笑图片来引出本课话题：英国人的幽默。
设计缘由：（1）同学们对于身边搞笑的图片是有所涉猎的，在课堂上展示几张搞笑图片，可以引起同学们的兴趣。
本单元的中心话题是“品味英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。
（2）让学生观看幽默图片，目的是引出本课的学习话题：幽默。
注：这个环节的内容是课本里所没有的，添加得非常科学合理，营造轻松有趣的学习氛围，激发学生的学习兴趣，了解东西方的幽默。
恰当的引入，能够为学生营造良好的学习环境，是成功教学的开端。
Step 2: Learning the New（知新）互动设计：共设计了3个互动活动（activities）（1）Activity 1: Watch the video （观看一段与幽默的憨豆相关的视频，谈论视频内容，开始讲解英国人的幽默）（2）Activity 2: Talk and Discuss（3）Activity 3: Learn some new words and phrases设计缘由：（1）活动一是欣赏一段与憨豆有关的视频，幽默风趣，目的是为学习课文做好准备，让学生初步本课学习内容是与幽默相关的。
（2）活动二是通过展示图片，向学生讲述不同种类的幽默之间的区别，并且还解释并介绍了中外幽默的区别。
（3）活动三是将课文的主要生词集中学习，通过图片以及跟读形式学习生词和短语，目的是以直观形式将生词呈现给学生以便更好理解和掌握。
同时为下一单元的READING部分的学习奠定基础。
注：添加活动一是为了让学习变得有意思，看看幽默视频，放松心情；添加活动二是为了向学生介绍中外之间幽默的区别。
感顿市安乐阳光实验学校Unit 5 Meeting your ancestors第二部分：英语知识运用（共两节，满分45分）第一节：单项填空（共15小题；每小题1分，满分15 分）从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
21. —I’m just fed up with my sister’s constant com-plaint!—_____A. I agree with you.B. It doesn’t matter.C. I suggest you have a talk with her.D. It’s none of your business.22. There is usually _____ trade between _____ neigh-boring countries,for example China and Russia.A. a; theB. 不填; 不填C. a; 不填D. 不填; the23. The new teacher feels very upset, because children _____ her in classsince the first day.A. interruptedB. are interruptingC. were interruptingD. have been interrupting24. — Peter, I was told you were late again this morning.—Well, I’m very sorry, Mr. White. If only I _____ by taxi.A. comeB. will comeC. have comeD. had come25. Our company treats all employees equally _____ where they come from.A. due toB. apart fromC. rather thanD. regardless of26. Marie had prepared everything for the meeting, only _____ that wascancelled at the last minute.A. to be toldB. toldC. tellingD. to tell27. Don’t be so optimistic yet. After all, the manager is just _____that the plan succeeds.A. announcingB. acceptingC. assumingD. agreeing28. This new discovery of oil is _____ great significance to this area’s economy.A. ofB. forC. inD. on29. You should _____ the food for the little baby, or he may choke on it.A. cut downB. cut upC. cut outD. cut off30. Looking ahead _____ sooner or later — as we all know, luck favorsonly the prepared mind.A. paid offB. pays offC. will pay offD. has paid off31. Tom is a hard-working student, which is _____ he always gets a highscore in tests.A. whyB. whatC. whenD. where32. The middle-aged couple dream of moving to a small town afterretirement, _____ people know little of.A. itB. oneC. thatD. what33. The famous academy dates back to the 1930s, _____ was full ofconflicts and wars throughout Europe.A. whichB. whenC. whatD. that34. I’m not satisfied with the suggestion that we should increase thebudget, so is there any _____ solution to the problem?A. personalB. primitiveC. similarD. alternative35. It was by using the way taught by his desk-mate _____ John workedout the math problem finally.A. whoB. with whomC. thatD. in which第二节：完形填空（共20小题；每小题1.5分，满分30 分）阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。
Unit5 语言点名师课前预习单Book 8 Unit 5 ：Meeting your ancestors课前预习题单【教材版本与册数】人教版高中英语选修八【单元名称】Unit5 Meeting your ancestors【课时】Section 2（第2课时）【课型】language points（知识点课）【预习任务描述】1.课前预习课文可能遇到的单词短语，提供完形填空可能需要的词汇。
2.了解重要单词短语的写法，提供语法填空需要的词汇。
3.重点词汇的讲解，提供词汇综合练习需要的词汇。
语言要点Ⅰ.词语辨析Ⅱ.词性变化Ⅲ.重点词汇1. interrupt vt.&vi. 阻断，中断；打岔；插嘴interruption n. 中断，打断[典例]1). Traffic in the city was interrupted by a snowstorm. 市内交通被暴风雪所阻断。
2). It is rude to interrupt. 打断别人的话，是不礼貌的。
[重点用法]interrupt (sb/sth) (with sth) 打断（某人）讲话；打岔；打扰[练习] 用interrupt的正确形式填空。
1). Electricity _________ (interrupt) in the course of work.2). Let’ s go somewhere where we can talk without _________ (interrupt).2. applaud vt. 鼓掌，称赞，赞成applause n. 鼓掌欢迎，欢呼[典例]1). Everyone applauded when the play ended. 演出结束时，大家都热烈鼓掌。
2). I applaud your decision. 我赞成你的决定。
[重点用法]applaud sb. for sth 因某事而赞扬某人applaud the decision赞成某个决定[练习] 根据句子的要求在括号里填入适当的词。
号顿市安谧阳光实验学校Unit 5 Meeting your ancestorsPeriod 1 A sample lesson plan for reading(A VISIT TO THE ZHOUKOUDIAN CAVES)IntroductionIn this period, after the warming up, students will first be guided to pre-read by getting to know what archaeology or archeology is. Then they shall be reading for forms of language, copying and making sentences, transforming information. Students will be reading the text again for the type of writing and summary of A VISIT TO ZHOUKOUDIAN CAVES. They will be asked to write a passage of their own. The period will end by students reading more about Zhoukoudian.ObjectivesTo help students understand the text’s forms and contents and learn about ancestorsTo help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by talking about ancestorsAn ancestor is a parent or (recursively) the parent of an ancestor. 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 modernsocieties seem to have focused this into genealogy.2. Pre-reading by getting to know what archaeology or archeology is 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.3. Reading for forms of languageAt your first reading of the text it is usually best not to stop and consult your dictionary. This will interrupt your process of reading and understanding. Often the meaning of unfamiliar words and phrases becomes clear as you continue to read through the text. The dictionary can be used at a later stage.Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.4. Finding collocations and making sentencesWhy do we learn collocations? •Your language will be more natural and more easily understood. •You will have alternative and richer ways of expressing yourself. •It is easier for our brains to remember and use language in chunks or blocks rather than as single words.Now read the text and find the collocations.5. Transforming information6. Reading the text for the type of writing and summary of A VISIT TO ZHOUKOUDIAN CAVESDetermining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.7． Write as they do. (仿写)Now you are to write a passage of your own based on the text you leaned on page 38 just now.A VISIT TO PINGYAOA group of students/ from Japan/ has come to Pingyao/ for a visit. A tourist guide is showing them around.A: Welcome to Pingyao/ here/ in Shanxi, China. It is a great pleasure/ to meet you, students/ from Japan/ who are interested in the ancient Shanxi businessmen. You must be awarethat/ it's here/ that we’vefound evidence of some of theearliest people/ who startedbanks/ in this country of China.We have been studying theancient Shanxi business/ h ere/for many years and…S1:I'm sorry/ to interrupt you/ but how could they start banks here? There are only farms and coal mines here.A: We have found bank houses and money caves/ in the city streets/ as well as account books/ and abacuses. So/ we think/ it is reasonable/ to assume/ banks in China were started in these streets here.S2：How did they keep money? It must have been very difficult.A: We have discovered caves/ in the centre of the courtyards/ where they dug caves. These caves would have kept gold and silver safe, held the coins/ and scared robbers away/ as well. We have been excavating layers of coins almost/ two meters thick, which suggests that/ the Pingyao businesses men or bankers might have kept the money in the caves/ all years. We haven't yet found any doors, but/ we think/ they might have placed stones/ at the cave mouth/ to keep out the robbers and thieves. S3: What robbers and thieves were there/ all that time ago?A: Well, we have been finding the bones of robbers and thieves/ and tools used by them/ in the caves/ and we think/these robbers and thieves were the banks’ most dangerous enemies. Now/ what do you think/ this tells us/ about the life of these early bankers? (shows a picture of the ancient Chinese coins)S2: That is an old coin. Goodness, does that mean/ they made coins? A: What else do you think/ they might have made?S4: Let me look at it. The diameter of the coin is about 2 meters. Ah yes, it seems to have been made of bronze. I wonder how they made the hole/ for the thread.S2: (interrupting) Do you mean to say/ they made their own coins? Where did they get the material?A: They didn't have material/ like we have/today. Can you guess what they used?S1: Wow！Did they used coins/ made entirely of bronze? What technique did they use/ to make? Bronze would be so difficult to shape/ and melt. A: Our evidence suggests/they did indeed use bank checks/ made from paper. We continue discovering tools/ that helped them cut/ and clean the paper. It seems that they might have used sharpened iron tools/ to cut up the paper/ and print the checks. Then/ smaller printers might have been used/ to print the pictures/ and numbers. After that/ they would have had to rub an ample amount of salt inside the paper/ to make it hard enough. Finally, they would have cut it/ and sewn the pieces together. Now look at this. (shows a bank check)S2: Why, it's a primitive bank check. Did early people really use bank checks/ like we do? It's surprising！A: Yes/ and/ so well preserved. What do you think/ it's made of?S4: Let me feel it. Oh, I think/ some of them are made of animal skins/ but some are made of paper?8. 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.In 1987, the Zhoukoudian caves were listed as one of the world cultural heritage sites.。
Section ⅡWarming Up & Reading－Language Pointsalternative n．[C]可能的选择adj. 供选择的；其他的(教材P37)Can you think of the alternatives we would use today?你能想出今天我们使用的已改进的代替品吗？(1)have no alternative/choice but to do sth.无选择只好做某事have the alternative of doing sth.有做……的选择，可以做……there's no alternative... ……别无选择(2)alternatively adv. 可供选择地①I had no alternative but to accept the offer.我除了接受该项提议之外，别无选择。
②If you don't like the school lunch，you have the alternative of bringing(bring) your own.要是你不喜欢学校准备的午餐，你可以自己带饭。
③We could walk or alternatively(alternative)we could go in Ted's car.我们可以走着去，也可以乘特德的车去。
[名师点津]表示“别无选择，只有……”的表达方式还有：have no choice but to do；can't choose but do；can't (help)but do；can do nothing but dostarvation n．挨饿；饿死(教材P37)Did they suffer from cold，starvation or disease?他们是否遭受了寒冷、饥饿或疾病？(1)suffer from starvation 挨饿，遭受饥饿die of starvation 死于饥饿，饿死(2)starve vt.&vi. (使)饿死；渴望starve(...)to death (使……)饿死starve for sth. 渴求/需要某事starve to do sth. 想要做某事①They starve for the experience of practical work.他们需要实际工作的经验。
Unit5MeetingyourancestorsⅠ.单句语法填空Ⅰ.单句语法填空1．They ________(interrupt) by a sudden and urgent knock at the door.答案：were interrupted 表示过去发生的动作，且主语they 与interrupt之间为被动关系，故应用一般过去时的被动语态，填were interrupted。
2．We have no alternative but ________(sell) our house to pa y the debt.答案：to sell have no alternative but to do ... “除……之外别无选择，只能做……”。
3．It is generally ________(assume) that stress is caused by t oo much work.答案：assumed It is assumed that ... “普遍认为……”。
4．We should bear in mind that teamwork is of great _______ _ (significant) to both our society and ourselves.答案：significance of great significance＝very significant “意义重大/非常重要”。
5．Once ________(arrest), he was likely to betray everything t o the police.答案：arrested arrest与其逻辑主语he之间为被动关系，故用过去分词在句中作状语。
6．If only I ________ (look) ahead a few days ago! Then I wou ldn't have been feeling so worried now.答案：had looked 由语境和句子结构可判断if only后应用虚拟语气；由时间状语a few days ago 可知表示与过去事实相反，故应填had looked。
Unit 5课时跟踪练(一) Warming Up & Reading — Pre-reading Ⅰ.阅读理解AA new course on world heritage and its conservation offers a good opportunity for the young people to learn about the legacy (遗产) of humanity and gain a sense of responsibility to help protect the planet we live on.According to a world heritage education programme jointlylaunched by the United Nations Educational, Scientific andCultural Organization (UNESCO) and China's Ministry ofEducation, the course will first be offered at several schoolsin Beijing before being included as a mandatory course (必修课) for high school students nationwide.The new course covers photos, slide shows and documentaries on the magnificence of the world heritage sites. The class aims to tell children what world heritage is and why and how it should be protected. A total of 177 nations, including China, have signed the Convention Concerning the Protection of World Cultural and Natural Heritage. Listed are 754 sites all over the world, of which 29 are in China — the third most after Spain and Italy. Currently, protection of the country's cultural and natural resources leaves much to be desired. Education is undoubtedly the best way to cultivate people's sense for protecting cultural and natural resources.The introduction of such a programme in Chinese classrooms will certainly help our young people realize the significance of common heritage, learning about world heritage sites, the history and traditions of different cultures, ecology, and the importance of protecting biological and cultural diversity.More importantly, it will help cultivate a sense of responsibility in the minds of young participants. This is critical in protecting these cultural and natural legacies, as well as our living environment and the limited resources for sustainable development.A．The world heritage education programme was jointly launched by the United States and China's Ministry of Education.B．The course will first be offered at all the schools in Beijing.C．Protection of the country's cultural and natural resources has been perfect thanks to people's efforts.D．China ranks high among the countries with 29 sites listed on the list.解析：选D 细节理解题。
根据第三段的“Listed are 754 sites all over the world, of which 29 are in China —the third most after Spain and Italy.”可知D项正确。
2．What can you expect to learn at the class?A．What world heritage is.B．Why we should protect heritage.C．How world heritage should be protected.D．All of the above.解析：选D 细节理解题。
根据第三段的“The class aims to tell children what world heritage is and why and how it should be protected.”可知课堂设置的目的是告诉孩子们世界遗产是什么，为什么要保护遗产以及如何保护遗产，故选D项。
3．The underlined word “cultivate” in the third paragrap h probably means “________”．A．distribute B．exploitC．develop D．improvise解析：选C 词义猜测题。
根据下文这种课程能帮助孩子意识到保护遗产的重要性，故此处指的是教育无疑是最好的提升孩子遗产保护意识的最好的方式，故选C项。
4．What's the purpose of the passage?A．To inform us of the reason for protecting the heritage.B．To tell us the way to protect the heritage.C．To tell us a new course.D．To tell us heritage preservation starts with education.解析：选D 写作意图题。
本文主要介绍了在教学中加入遗产保护的课程，写作的目的是告诉我们遗产保护从教育开始，故选D项。
BIf you and I met at a party，you would probably ask me what I do for a living, what town I live in —the kind of questions that would help you to build a picture of who I am.I might ask the same of you, but I probably wouldn't be listening.It's more likely I'd be looking at the label on your jeans，glancing at your shoes，and eyeing up your mobile phone.These are the things that really tell me who you are.In fact, I sincerely hope you would notice the same things about me.Well，that'sthe way it was a year ago.I began to behave like this at a very early age. I remember the first day of junior school，standing alone in the playground, desperately wanting to make friends.I headed straight for what seemed to be the most promising group of boys. They were talking to girls, trading football cards, eating green sweets — all the things I wanted to do. As I attempted to talk with them，one boy asked me, “Do you support Manchester United Football Club？” Another asked, “Are you into Michael Jackson？” I answered yes to them all, even though the truthful answer was no.Things seemed to be going well until one of the boys caught sight of my trainers. I'd never thought too much about them before. They were just plain blue sports shoes that Mum had bought，for playing in the back garden. At once, the group laughed very loudly, “Where did you g et those from? A charitable organization？”Looking at the boys in bewilderment (疑惑), I noticed for the first time that they all had similar shapes on the sides of their trainers, like the ones on footballers' boots on television. It wasn't just their shoes: crocodiles, eagles and tigers sat on the breasts of their Tshirts, and every single boy seemed to have the same school bag, a blue plastic bag with a leaping puma in silver on the side.I walked away quietly，depressed. From that day on, I was determined to be like them, if not more so.语篇解读：本文是记叙文。
