高中英语 Unit5第6课时(文化背景知识)教案选修8（样例5）

第一篇：高中英语 Unit5第6课时(文化背景知识)教案选修8

英语选修8人教版新课标Unit 5第6课时教案（文化背景知识）

文化背景知识

The Peking Man World Heritage Site at Zhoukoudian Zhoukoudian is a small village situated about 50 km southwest of Beijing.Embraced by a chain of mountains from the northwest and rolling hills from the northeast, the village opens to the vast Huabei plains.One half kilometre north, one finds a narrow pass leading to a basin.Baerhe stream wriggles out of the pass and flows down south.It passes then to the west of Zhoukoudian and finally drains into Liulihe about 10 km south of the village.The Peking Man Site is just on the west side of Zhoukoudian Village.The exposure of sedimentary strata around Zhoukoudian is quite extraordinary, especially those of the Pliocene and Pleistocene, and therefore attract geologists to visit the area.On the other hand, the area also bears rich Ordovician limestone with which the local habitants make lime.It is by quarrying the limestone that local habitants find, in some fissures, the so-called Dragon Bones, which scientists call fossils.Within the research framework of the laboratory, Father Teilhard de Chardin, an eminent French paleontologist, and C.C.Young studied the fossiliferous deposits at Zhoukoudian and divided them into 10 layers in 1929.And the most important discovery of all was made on the 2nd of December in 1929.It was in a branching cave where a fissure crosses the main cave that Pei found the first and almost complete skullcap of Peking man in the red sandy clay, which is equivalent to the 10th layer in the main section.The discovery attracted great attention from scientific circles.The two human-like teeth found before were not enough to convince everyone that they belong to Peking Man, but the skullcap gave more anatomical proof and was much more convincing.An important Paleolithic site, this site was first excavated in 1927, in a cave on Dragon Bone Hill at Zhoukoudian, southwest of Beijing.In 1929, skull fossils of Peking man were discovered here, providing concrete evidence for the existence of primitive man in the Beijing area and marking a mile-stone in the history of paleo-anthropology.So far, a total of 6 skulls, 15 pieces of lower jaw-bones, 157 teeth and numerous other bone segments from the bodies of about 40 humans have been excavated, providing concrete data for the study of the evolution of pre-historic biology and the development of pre-historic culture.The study of geological strata indicated that Peking man lived about 700, 000 to 200,000 years ago.The average brain volume of these people was 1,088 ml(the average for modern people is 1,400 ml).And it is estimated that their average height reached 156 cm for males and 150 cm for females.Peking Man was among the first human beings to learn how to use fire, and could hunt large animals.Their average life expectancy was short;it is estimated that 68.2% of them died by the age of 14, and only 4.5% lived up to 50 years.Fossils of primitive men living 20,000 years ago were excavated in 1930 near the top of Dragon Bone Hill, and were named Upper Cave Man fossils.In 1973, fossils of New Cave Man were discovered.New Cave Man was believed to have lived in the period between Peking man and Upper cave Man, suggesting a continuity of development.Unmasking Sanxingdui Ruins Some 100 years ago, Sanxingdui in today’s Sichuan Province hadn’t seemed to anyone anything more than a typical rural area, and just 20 years ago its significance was not fully known.But when a farmer hollowing out a just-dug ditch in 1929 found some jade he unwittingly opened the door on an unknown culture between 3,000 to 5,000 years old.Perhaps it’s not so startling in itself that an accidental strike of the hoe would unearth ruins as new archeological sites from China’s rich history are being discovered almost every day.But what no one could have expected was that this particular discovery would rewrite Chinese history by unearthing a culture contemporary with the first civilizations of China but that had left no clues in historical records, that seemingly disappeared without a trace and which left artifacts never before discovered elsewhere in China.The discovery of the jade, which the family thought to keep secret at first, later brought archeologists, though one of them have predicted in the 1930s that this might be the capital of the ancient Shu kingdom, they still might have been startled by another accidental discovery by workers at a brick factory in 1986.Two sacrificial pits were filled with gold masks, bronze wares, jade tablets, elephant tusks and sacred trees — and they opened a world of mystery.The discovery pushed back the date of the bronzeage in China and yet the objects made were unlike any made in any other period of Chinese civilization with the creation of human-like figures and faces particularly unique.They left experts asking what the purpose of the objects was, where the culture came from, why there was no mention of it in historical texts and how such an ancient culture, at the origin of Chinese civilization, could be so advanced.Theories abound, but whatever the answer, the unique part-human, part-animal masks have become the symbol of Sanxingdui and of the mysterious culture.So recently the local government invited some foreign journalists to participate in the opening of the Sanxingdui International Mask Festival at the start of the May Day holiday.The area whose name means “three-star mounds” in English is not a place foreigners who aren’t archeologists would know to visit and little is left for the common person to see of the actual ruins but some ancient objects and many reproductions showing off this advanced culture are on display in the local museum.The more we learned about the mystery behind what was dug up, the more intriguing and important this site seemed.Many objects at first seem somewhat commonplace for old cultures until you realize that the people making these objects were those living at the beginning of Chinese civilization.It is believed that Sanxingdui was capital of the ancient “Shu culture” of the Sichuan area, previously believed to be 3,000 years old.A metropolis of its time, covering about three square kilometers, Sanxingdui had highly developed agriculture, including wine-making ability, ceramic technology and sacrificial tools and mining was commonplace.This discovery enables an overall picture of early society, which have diverse origins in China, and perhaps somewhat a rethink of just how “primitive” a primitive culture is.It’s not too late to visit the Sanxingdui International Mask Festival and these ancient ruins, fast becoming one of the top-promoted tourist sites in China.The festival is being held near Guanghan, only some 40 kilometers from Chengdu, capital of Sichuan Province, already a popular destination for those wishing to see the giant panda or Sichuan’s beautiful spots.According to local officials, the festival lasts for 300 days from May 1.

第二篇：【英语】高中英语新课标(人教版)选修六优秀教案 {Unit5 The power of nature Period 6}

Period 6 Summing 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 topics and 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 get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.Finally，ask students to finish Checking Yourself on Page 75 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 can also provide more practice to consolidate what students have learned in this unit.三维目标设计

Knowledge and skills

1．To get students to master all the useful new words and expressions in this unit.2．To have students grasp the grammar item—the －ing form better，and enable them to use the following structures correctly：“Waking along the street，I met Mary.” and “Having finished my work，I went home.”

3．To develop the students' ability of using the important language points in this unit.Process and methods

Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.Emotion，attitude and value

1．To encourage students to learn more about the power of nature.2．To train the students to express their feelings of joy，fear，anxiety and surprise.教学重、难点

Using what they have learned in this unit to solve real problems.教学过程

Step 1 Revision

1．Check the homework exercises.2．Dictate some useful new words and expressions in this unit.Step 2 Lead－in

Ask the students to turn to Page 40.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.Step 3 Summing up

Five minutes for the students to summarize what they have learned in this unit by themselves.Then ask them to write down what they have learned about natural forces.Check and

explain something where necessary.Suggested answers：

(Students' answers may vary.)From this unit we have learned some natural forces.From the Workbook we have learned some natural disasters that are caused by natural forces.From this unit you have also learned：

useful verbs：appoint，wave，suit，shoot，panic，guarantee，erupt，evaluate，fountain，tremble，sweat，bathe

phrasal verbs：make one's way，glance through，vary from...to...，burn to the ground，attach...to...，compare...with...，run out of，look down into，take...by surprise，pick up，protect sb./sth.against/from sth.，be covered with

useful nouns：potential，anxiety，diagram，volcano，eruption，ash，hurricane，questionnaire，equipment，database，helmet，boot，candidate，bungalow，typhoon，thunderstorm，novelist，fog，document，rainbow，balcony，shot，appreciation

useful adjectives and adverbs：absolute，actual，anxious，alongside，absolutely，precious，uncomfortable，unconscious，diverse

grammar item：the －ing form

Step 4 Practice

Show the exercises on the screen or give out exercise papers.Ⅰ.Word spelling

1．The story ______(使兴奋)the little boy very much.2．On hot days we often go ______(洗澡)in the river.3．I got into a ______(惊慌)when I found the door was locked.4．It was a cold，5．6．7．8．Suggested answers：

1．excited 2.bathing 3.panic 4.bored 5.erupted 6.fantastic 7.anxious 8.cancel Ⅱ.Fill in the blanks with the expressions given below.Use each expression only once and make changes where necessary.compare with give birth to look down into make one's way burn to the

ground make an effort out of the way vary from...to...protect...from glance

through

1．We must ______ to get new knowledge.2．The house was robbed by these cruel guys，and it ______.3．A car accident happened the time I ______ home.4．She could ______ deep greenwoods if she opens her window.5．I ______ the menu and chose a dish which is my sister's favorite.6．Schools have responsibility for ______ students ______ danger.7．The sign tells us to put the car ______ to make the traffic smoother.8．Their actual needs of energy will ______ person ______ person.9．Mrs Sanders ______ a healthy baby，which made her and her family very happy.Suggested answers：

1．make an effort 2.was burned to the ground 3.made my way 4.look down into

5.glanced through 6.protecting；from 7.out of the way 8.vary from；to 9.gave birth to

Ⅲ.Complete the following sentences according to the sample English sentences and the Chinese given.1．Have you ever considered how weak humans are compared with a volcano，hurricane or earthquake?

______(和整个世界相比)，this area is really small.2．Having collected and evaluated the information，I help other scientists to predict where lava from the volcano will flow next and how fast.______(在伦敦住了五年后)，the writer began writing a new detective novel.3．I was about to go back to sleep when suddenly my bedroom became as bright as day.______(Shirley正要离开)when she heard someone knocking at the door.4．The other two climbed down into the crater to collect some lava for later study，but this being my first experience，I stayed at the top and watched them.______(Eric 看着父亲)，his face became red.Suggested answers：

1．Compared with the whole world 2.Having lived in London for 5 years 3.Shirley was about to leave 4.Eric looking at his father

Ⅳ.Multiple choice

1．—Did you listen to the lecture?

—Yes，I have never heard such a ______ one.A．more excitingB．more excited

C．most excitingD．most excited

2．There are so many people that he has to ______ his way through them.A．forceB．make

C．takeD．get

3．______ other good students，the teacher thinks，Hank is ______ student.A．Compared with；a most satisfied

B．Compared to；the most satisfied

C．Compared to；the satisfying

D．Compared with；a more satisfying

4．They were ______ their daughter being out so late at night，and very ______ her return.A．anxious for；anxious about

B．eager for；eager about

C．anxious about；anxious for

D．anxious about；eager about

5．The patient was warned ______ oily food after the operation.A．to eat notB．eating not

C．not to eatD．not eating

6．There are a great ______ flowers shown in the park and ______ people go to have a look.A．plenty of；manyB．diversity of；many

C．diverse；many aD．diversity；a few

7．The teacher glanced ______ this student who was busy______ a picture.A．to；drawingB．at；draw

C．at；drawingD．at；to draw

8．It ______ that there will be no war in the world.A．hopesB．is hoping

C．hopedD．is hoped

9．You've made ______ mistakes in the writing ______ we can't quite catch what you meant.A．such many；soB．many of；that

C．so many；thatD．too many；that

10．The football match was said ______ in Rome，but it was held in London at last.A．to have been heldB．to be holding

C．to holdD．to have held

11．The visiting minister expressed his satisfaction with the talks，______ that he had enjoyed his stay here.A．having addedB．to add

C．addingD．added

12．______ any biscuits that morning，we had nothing to eat.A．Not bakingB．Not having baked

C．Not being bakedD．Not having been baked

第三篇：选修8第5单元教案

Unit 5 Meeting your ancestors(The First Period)Teaching content :New words and phrases in Unit 5 Teaching aims: 1.Enable students to read all of yhe words and expressions in this unit.2.Enable all students to use these words and phrases correctly ,especially some important words and phrases.3.Be able to finish all the exercises in this unit.Teaching important points : Teach all students to read and use these words and phrases correctly.Teaching difficult points : Finish all exercises about words in Unit 5 correctly.Teaching tolls: The recorder Teaching process: Step 1.Class organization 1.Greetings between the teacher and students.2.Tell the students the main purpose of this period –to learn the new words and expressions in Unit 5 Step 2.New words teaching 1.Play the tape ,and get the students to listen to and repeat after the tape.2.Help the students to read the words and phrases with the help of English phonetics.3.Help the students learn to use some important words and phrases by listening to and translating some sentences.Step 3.Practise consolidation 1.Ask the students to read through the sentences on page 40,ex 1, 2and 3,try to complete them with the words right forms learned in Unit 5.2.Check the students’answers and help them master the words learned in this lesson.Step 4.Homework 1.Read and remember the words and expressions in this unit,and try to finish the exercises on page about words in this unit ,page 79,ex1and 2.2.Preview the passage on page 37 to 39.(The Secondand and Third Period)Teaching content:Warming up,Reading Teaching aims:

1.Target language： Key words and phrases: archaeology, tentative, accuracy, excavate, interrupt, ornament, assume, regardless, sharpen, cut up, scrape, ample, primitive, preserve, bead, botany, botanical, analysis, specific, seashell, specifically 2.Ability aims 1).Help the students learn how to give opinion and describe objects 2)Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives 3)Enable the students to talk about the archaeological evidence and knowledge and learn to describe people and practice giving opinions.Teaching important point: 1.Help the student understand the passage better and learn something about primitive people’lives.2.How to help the students improve their reading ability.Teaching difficult point: Understand the text about the lives of our ancestors and know something about archaeology.Teaching aids: The media Teaching process: Step 1.Lead in and warming up 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 great inventions(papermaking, printing, gunpowder, compass)3.Ask Ss to identify each picture in this part.4.Ask them to have a discussion to complete the task listed in Activity 2(to complete the table), What is it made of? What’s its use? And today’s alternatives? Step 2 Pre-reading 1.Ask Ss to assume what Peking man might have done and use thousands of years ago.2.Then by showing the following pictures to show whether their assumptions are right or wrong.Modern people Peking man Accuracy 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 Entertainment 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 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? Andfind out the the main idea of the dialogue: An archeologist is showing a group of students from England around the Zhoukoudian Caves and telling them something bout the caves.3.Scanning Ask them to read puickly and discuss the questions.Ask them to write down the three ways in which the life of early people differs from modern ones.Homes: Peking man lived in Zhoukoudian Caves of rocks and trees.Tools: 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 Ask the student to read the text carefully again and try to understand the text completely ,underline the sentences and words that they can’t understand.Step IV Post-reading

1.Ask Ss to fill in the chart on the life and habits of Peking man on page 39 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.Ckeck the students’answers.2.Difficult sentences explanation.1).It a great pleasure to meet you students from England,who are interested in archaeology.2).You must be aware that it’s here that we found evidence of some of the earliest people who lived in this part of the world.3).We have been excavating here for mang years and...4).We have been excavating layers of ash almost six metres thick,which suggests that they might have kept the fire burning all winter.Step V Homework

Write a brief introduction to the Zhoukoudian Caves.(The fourth and fifth period)Teaching content: Extebsive reading 1.The feast :18,000 BC 2.A great archaeological discovery in the 20 century Teaching aims : 1.Get students to learn the useful new words and expressions in these two passages.2.Let students learn something about world great archaeological discoveries.3.Develop the students’reading ability.Teaching important points: 1.Let studens know some great world famous archaeological discoveries.2.Have students learn different reading skills.Teaching difficult points: 1.Develop students’ reading ability.2.Enable students to talk about primitive people’s lives and ancient archaeological discoveries.Teaching process : Step 1.revosion 1.Help students revise words and expressions learned in this unit.2.Revise the passage learned in this unit to consolidate some important language points learned last period.Step 2.Extensive reading.thTell students that today we are going to read two passages to knoe some further about primitive people’s lives and a world great archaeological discoveries.1.Get students to read THE FEAST :18,000BC on page 43 as quickly as possible and try to fillin the chart on page 42 about the possible work dixision between men and women in primitive societies then check their answers.2.Ask student to scan the passage again and try to answer the following questions: 1).When they work co-operatively and when they do tasks alone? 2).Who does the most dangerous tasks ? 3).Where the danger comes from ? 4).Whether the tasks are shared between men and women ? 3.Get students to read the passage on page 82 quickly,and try to complete the chart on page 83 about A GREAT ARCHAEOLOGICAL DISCOVERIES IN THE 20 CENTURARY.4.Scan the passage again ,trying to answer the following questions : 1）.How did they know whose tomb it was ? 2）.Why do you think they thought these things came from another civilization ? 3）Why did Carter get excited when he noticed the dooor to the tomb was still fatened ?(check students’ answer orally)Step 3.Home work.Ask students to write a famous world archaeological

THdiscovery themselves after searching information on the line.

第四篇：《中庸》第8课时教案

《中庸》第八课时教案

【教学内容】

《中庸》八章: 子曰：回之为人也，择乎中庸，得一善言则拳拳服膺，而弗失之矣。【教学目标】

学习文句的朗读,熟读成诵,理解君子之道：牢牢抓住，不要放弃【教学重难点】

明白文句的道理, 熟读成诵.【教具准备】

教学课件、教材《中华传统文化经典汇编第三册》.【教学过程】

一、新课引入

同学们，你们知道中庸之道的最高境界是什么吗？

二、初读课文

1、学生自由朗读（幻灯出示，带拼音读）。

2、正音：择乎、拳拳、服膺、弗；教师范读。

3、采用各种方式朗读。

三、整体认知

读了文句，你知道了什么？（指名汇报）

.四、理解文句

1、理解文句中的原意：

孔子说：“颜回就是这样一个人，他选择了中庸之道，得到了它的好处，就牢牢地把它放在心上，再也不让它失去。”

2、引导学生理解句子意思：

孔子有个非常得意的弟子颜回，下面是孔子称赞颜回的，你可以在孔子的著作里发现很多对颜回的称赞。子曰：“回之为人也，择乎中庸，得一善言则拳拳服膺，而弗失之矣。”他说：颜回这个人非常有个性，颜回就是这样一个人，他选择了中庸之道，得到了他的好处，哪怕一点好处都牢牢放在心上，并一直坚持下去，不再让他消失，不再丢弃。孔子要说做事要从一而终，不能半途而废，不能五十步笑百步。有一句话叫“行百里者半九十”，你本来要走一百里路，走了九十里停下了，就相当于这件事完成了一半，你根本就没完成，哪怕走了九十九里，也是没完成，孔子在《中庸》里面除了讲谁做到了中庸，中庸是什么样的，中庸很难做以外，他还告诉你要坚持下去，后边孔子说“夫妇之愚，可以与知焉”，就是说普通男女，以他们的智力，也可以了解、做到中庸，但是孔子紧跟着说：虽然他们能够做到，但做不到极致，也就是说你想做到中庸，很简单，想做到极致很难，就像佛家说的，想做到顿悟要有大智慧。

3、小组交流：说说自己对中庸之道的理解。

君子之道真正的意思是说，做事要从一而终，不能半途而废。

五、背诵原文

六、拓展

联系生活谈谈自己“得一善言则拳拳服膺，而弗失之矣。”的做法。

【板书设计】

子曰：回之为人也，择乎中庸，得一善言则拳拳服膺，而弗失之矣。（做事要从一而终，不能半途而废）

第五篇：北师大版选修8高中英语《Environmental Protection》教案2

Unit 22 Environmental Protection Lesson 2 Endangered Species---教案

Teaching aims 1.Words and phrases：

2.Listening: a lecture and a dialogue and take notes 3.To practise justifying arguments.Teaching time Two periods(两课时连堂)Teaching process Step 1 Revision Review the new words of last lesson Step 2 Learn the new words Step 3 Listening 1.Before you start a)Exercise 1: Match the names of the endangered species with the pictures.Ask students to look at the pictures and do the exercise individually.Then go through the pictures and check answers.b)Exercise 2 Students look at the words and explain the meaning of the words.Then do the exercise on the blackboard.2.Listen to learn a)Ask students to look at the listening strategies and review them together.b)Listen to the tape, do exercise 3.Let students write some notes.c)Exercise 4: Students work in pairs and use their notes to make sentences in turn.d)Check their answers.e)Exercise 5: Have a few pairs of students compare their notes.Let them tell the most important information that they got from the lecture.f)Exercise 6.play the tape, ask the students to complete the fact files, then go through the fact files with the class.用心

爱心

专心

高中英语 Unit5第6课时(文化背景知识)教案选修8（样例5）

第一篇：高中英语 Unit5第6课时(文化背景知识)教案选修8

第二篇：【英语】高中英语新课标(人教版)选修六优秀教案 {Unit5 The power of nature Period 6}

第三篇：选修8第5单元教案

第四篇：《中庸》第8课时教案

第五篇：北师大版选修8高中英语《Environmental Protection》教案2

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