【英语】2018届人教版必修八一轮复习：Unit1Alandofdiversity单元教案（36页） 45页

Unit 1 A land of diversity单元教案 The First Period Warming up 一．Aims:‎ ‎1. Teaching aims 教学目标：‎ Help the students learn more information about America.‎ 重点词汇和短语 ocean, coast, mountain, range, compare ‎2. Ability aims能力目标 Enable the students to know more about America and can give some cities’ names ‎ 二．Contents ‎ Step I ‎ Ask the students to talk about the names in groups, and then write down them on the map.‎ Step II ‎ Compare answers with other groups Step III ‎ ‎ Give the correct names to the students.‎ Step IV ‎ ‎ Tell the students some information about America to improve their interest. And ask some students to say what they know about America. ‎ Homework To observe an American map The Second Period Reading 一．Aims:‎ 1. Enable the students to talk about things about the USA.‎ 2. Help the students learn the huge diversity of races and cultures in America, especially in California.‎ 二．Contents:‎ Step 1 Warming up.‎ 1. Ask the students to describe what they learn about the USA.‎ 2. Group work: look at the map of the USA with your group. Write on the map the names of as many of the following as you can. Compare your names with other groups.‎ Step 2 Pre-reading 1. Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?‎ 2. Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.‎ Step 3 Fast reading 1. Read through the passage and get the main idea.‎ 2. Reading comprehension.‎ Ask the students the following questions:‎ 1) When you look at the title, what so you think of ?‎ A land of differences. California is a land of great differences — differences in climate, in landscape and attitude.‎ ‎2) Why is the USA called a melting pot?‎ ‎ There are many immigrants to the USA and there are many cultures and nationalities. So it is a place in which people, ideas, etc of different kinds gradually get mixed together.‎ 1. Beside each date note down an important event in Californian history.‎ ‎ ‎ Step 4 Detail reading ‎ Beside each cultural group , write the period in which they first came to California in large numbers.‎ Cultural groups Periods Cultural groups Periods Russians ‎ early 1800s Japanese ‎ Early 1900s Chinese ‎ Late 1840s/early 1850s Cambodians ‎ From about the 1970s Africans ‎ 1800s Koreans ‎ From about the 1970‎ Italians ‎ Late 1800s Danish ‎ 1911‎ Jewish ‎ 1920s Pakistanis ‎ From about the 1970s Step 5 After reading ‎ Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )‎ Step 6 Homework ‎ Finish “Learning about language” on page 4.‎ The Third Period Language Points 一．Aims:‎ 1. Learn expressions and phrases.‎ 2. Learn language points.‎ 二．Contents:‎ ‎1. means: a method or a way of doing. 方式，方法，手段（但复数同形）‎ Translate:‎ 一切可能的办法都试过了。‎ All possible means have been tried.‎ ‎= Every possible means has been tried.‎ by means of : by using 依靠，凭借 ‎2.occur: come into sb’s mind (想起，想到)‎ ‎　　　　happen, take place(发生)‎ ‎1)When did the accident occur?发生 ‎2)A good idea occurred to me all at once.想到 ‎3.multi-前缀，是“多，多方面，多方向”的意思 multi-coloured ‎ 多色的 multi-racial country ‎ 多种族国家 multi-media ‎ 多媒体 multiparty ‎ 多党 multiparty system ‎ 多党制 multi-purpose ‎ 多种用途 思维拓展：‎ mono-前缀：one, single 单 ‎　eg: a monolingual dictionary(单语词典)‎ bi-前缀：two, twice, double双 ‎　eg: a bilingual dictionary(双语词典) ‎ ‎4.Declare v.宣告，声称，宣称，申报 ‎　translate the following sentences ‎ 1) War was declared on the enemy.‎ ‎ 2) She declared that she knew nothing about it.‎ ‎ 3) Have you anything to declare.‎ declare oneself ‎ ‎ 发表态度 declare war on/upon ‎ 宣战 declare against ‎ 声明反对 declare for ‎ 声明支持 ‎5.Keep up:保持,坚持,持续 ‎ 1)The manager asked the workers to keep up the work.‎ ‎ 2)The rain kept up for two days and the roads were floaded.‎ Step 4 Exercises: translation ‎1.我就是想不起他的名字.(occur)‎ His name just didn’t occur to me.‎ ‎2.他宣称他是正确的.(declare)‎ He declared that he was right.‎ ‎3.鼓起勇气,成功就属于你.(keep up)‎ Keep up your courage, and success will be yours.‎ ‎4.他虽然不会说话,但能通过手势让别人知道他的意思.(by means of)‎ He couldn’t speak, but made himself understood by means of signs.‎ Step 5 Homework Review the language points.‎ The Forth period Learning about language and using language 一．Aims ‎ Target language Useful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a great many.‎ Teaching important and difficult points 1. Improve the students’ reading ability (skimming and scanning).‎ 2. enable the students to grasp the useful words and expressions.‎ 二．Contents ‎ Step 1 Lead-in 1. Look at George’s photos. Then quickly read George’s diary. Write the days he saw these things under the photos.‎ 2. Read George’s diary more slowly and answer the questions.‎ ‎1.Why did Andrew Hallidie invent the cable car system?‎ ‎2. Where did George eat lunch on his first day in San Francisco?‎ ‎3. Why did George hire a car? Why do you think he joined up with Terri and Peter?‎ ‎4. Name three things that visitors can do in Chinatown.‎ ‎5. What is Alcatraz Island famous for?‎ ‎3. Read George’s diary again. Put the mark”^” in the places where George has left out some words. Discuss with others in your class: Why did George leave out some words when he wrote his diary?‎ Step 2 Language points 1. Team up with: make an effort in cooperation with; work together with与……协力从事,合作 Translate:‎ ‎ He teamed up with an experienced worker in the project.‎ ‎2.hire 解雇 ‎ fire 租,雇佣 ‎1)You are _fired___, because you are so lazy for the work.‎ ‎ 2) I must ____hire_ a house when finding a job in the city.‎ ‎3.take in Step 3 Pair work and consolidation.‎ Make sentences with the new words learned in this lesson.‎ Step 4 Homework 1. Read the passage again 2. Prepare for the diction of the useful words and expressions of this unit ‎3. Prepare for the writing of the next lesson.‎ Unit 2 Cloning The First Period warming up Aims ‎1. Talk about cloning ‎2. Practice expressing and supporting an opinion Contents Task one: Looking and speaking ‎ In pairs, look at the pictures and discuss which ones are natural clones and which ones are man-made. Explain how they differ. ‎ A. Dolly the sheep B. A strawberry plant ‎ C. Twins D. Identical dogs ‎ Task two: Questions about cloning What is a clone?‎ How is a clone produced?‎ What benefits can humans gain from cloning?‎ What problems may arise when humans are cloned?‎ Task three: Free talk In pairs, discuss what you understand about cloning, then list the questions you want to find out. Share your lists with one another.‎ ‎1. Should we clone human?‎ ‎2. Could cloning replace sex as the means of creating new human life?‎ ‎3. Could a parent clone a child who is dying of a terminal illness?‎ The Second Period Reading Aims:‎ ‎1. Help the Ss to know how to describe cloning and how to catch the details of the text.‎ ‎2. Activate the Ss to show their opinions about the cloning and enable the Ss to write and article on this debate.‎ Contents:‎ Leading in by revision.‎ Task one: Fast reading What is a clone?‎ Show the following.‎ ‎1. Cloning means making a copy of an animal or a plant. (F. exact… another)‎ ‎2. Gardeners can make a lot of money by cloning plants.(T.)‎ ‎3. Cloning animals is as complicated as cloning plants.(F. more than)‎ ‎4. Dolly the sheep was the first successful clone of a mammal. (T.)‎ ‎5. Natural clones happen in animals as well as in plants.(T)‎ Task two: Careful reading Read the text again, try to answer the following questions and find out the main idea of each paragraph .‎ Questions:‎ ‎1. What’s the main idea of the text?‎ ‎2. How many years did the sheep that donated the somatic cell most probably live? ‎ ‎3. Why did the Cloning of Dolly the sheep succeed?‎ ‎4. What does the word ‘straightforward’ mean in the second paragraph?‎ ‎5. What is the writer’s attitude toward cloning in this passage?‎ The main idea of each paragraph:‎ Para. 1 Cloning is a way of making an copy of another animal and plant.‎ Para. 2 Cloning has two major uses.‎ Para. 3 The problems of Dolly.‎ Para. 4 The effect of Dolly.‎ Para. 5 It is forbidden to clone human being.‎ Task three: Notes for debating: Should we use cloning?‎ Argument for cloning:‎ Cloning will be beneficial to humans We could use cloning to cure illnesses.‎ Arguments against cloning:‎ healthy risks form mutation of genes emotional risks against nature risk of abuse of the technology Cloned animals get ill and die quite young;‎ The Third Period Language Points Aims:‎ ‎1. Enable the Ss to grasp the words of cloning.‎ Get the Ss to master some useful expressions.‎ Contents:‎ ‎1. differ v.‎ ‎1) “To be dissimilar or unlike in nature, quality, amount, or form”‎ eg：Ambition differs from greed.‎ ‎2) “To be of a different opinion; disagree”‎ eg：The critic differed with the author on several facts.‎ ‎2. exact adj. “Strictly and completely in accord with fact; not deviating from truth or reality”‎ eg：an exact account; an exact replica; your exact words.‎ ‎3. commercial adj. 1) “Of or relating to commerce” 2) “Engaged in commerce’ ‎ eg：a commercial loan; a commercial attaché; a commercial trucker.‎ ‎4. straightforward adj. 1) “honest’ 2) “easy to understand”‎ eg: a ~ explanation; written in ~ language; a ~ problem in algebra ‎5. procedure n.‎ ‎ 1) ‘A manner of proceeding; a way of performing or effecting something’‎ eg：complained to the manager, and by this procedure got the money back.‎ ‎2) “A series of steps taken to accomplish an end”‎ ‎6. undertake v. ‎ ‎1) “To take upon oneself; decide or agree to do”‎ eg：undertake a task.‎ ‎2) “To pledge or commit (oneself) to’‎ eg：undertake oneself to care for an elderly relative.‎ ‎7. breakthrough n. ‎ ‎1) “An act of overcoming or penetrating an obstacle or restriction.”‎ ‎2) ‘A military offensive that penetrates an enemy's lines of defense’‎ eg: a ~ in cancer research ‎8. disturb v. “break the quiet, calm and peace’‎ eg: She opened the door quietly so as not to disturb the sleeping boy.‎ ‎ Don’t ~ the papers on my desk.‎ ‎9. arbitrary adj. ‎ ‎1) “Determined by chance, whim, or impulse, and not by necessity, reason”‎ eg：stopped at the first motel we passed, an arbitrary choice; arbitrary division of the group into halves.‎ ‎2) “Based on or subject to individual judgment or preference”‎ eg：The diet imposes overall calorie limits, but daily menus are arbitrary.‎ ‎10. altogether adv. ‎ ‎1) “Entirely; completely; utterly”‎ eg：lost the TV picture altogether; an altogether new approach.‎ ‎2) “With all included or counted; all told”‎ eg：There were altogether 20 people at the dinner.‎ ‎11. objection n. “The act of objecting”‎ eg: He has a strong ~ to getting up early.‎ ‎ ~s to the plan will be listened to sympathetically.‎ ‎12. media n. 媒体 eg: The running for president drew the ~’s attention.‎ ‎ Now the press is an useful media.‎ ‎13. moral adj. ‎ 1) ‎“Of or concerned with the judgment of the goodness or badness”‎ eg：moral scrutiny; a moral quandary.‎ ‎2) “Teaching or exhibiting goodness or correctness of character” ‎ eg：a moral lesson.‎ ‎14. accumulate v. “To gather or pile up”‎ eg: By buying ten books every month, he soon ~d a library.‎ ‎ Dust soon ~s if the room is not swept. ‎ ‎15. forbid v. ‎ ‎1) “To command (someone) not to do something”‎ eg：I forbid you to go.‎ ‎2) “To command against the doing or use of (something); prohibit”‎ eg：forbid smoking on trains.‎ The Forth period Learning about language and Using language Aims:‎ Let the Ss know more about the cloning.‎ Improve the students’ listening, reading and writing ability.‎ Contents:‎ Task one: gap filling 1. Complete the sentences using suitable words or phrases from the prevision sections.‎ 2. Rewrite the sentences using words of similar meaning to replace the underlined words.‎ 3. Use the words and phrases below to fill in the passage.‎ Task two: reading and discussing 1. Read the passage and answer the questions.‎ 2. In pairs, discuss which extinct animals described below (which died out less than 10,000 years ago) are worth restoring by means of cloning.‎ a. Auroch (1627) b. Dodo bird (1755)‎ c. Great auk (1844) d. Quagga (1883)‎ Task three: listening and writing 1. Read the statements before listening. Tick those that you hear.‎ 2. Listen to the tape again and then work with a partner to fill in the chart on page 17.‎ 3. Whose idea do you agree with according to the listening materials? Get ready to write a composition. Think about the reasons for your point of view. Use your own ideas as well as those in the text. ‎ Unit 3 Inventors and inventions The First Period Warming up 一．Aims:‎ ‎1. Teaching aims 教学目标：‎ Help the students learn how to talk about inventions and discoveries.‎ 重点词汇和短语 discovery, application, evaluate, presentation, alternative, messenger, get together, make a case for, add up ‎2. Ability aims能力目标 Enable the students to talk about information and different.‎ 二．Contents ‎ Step I Ask the students to talk about the pictures with the teacher’s help, and then discuss the first two questions.‎ what is a discovery? ‎ What’s the difference between a discovery and an invention? ‎ Step II Work in pairs and talk about the three different things, telling them apart and giving reasons.‎ ‎1. Which these pictures show inventions? Does any of them show discoveries?‎ ‎2. Work out two rules that will help you decide what is a discovery and what is an invention?‎ Step III Go on with some other questions of this part. ‎ What modern inventions do you know? Describe them to your partner and how useful they are in life today.‎ Step IV Work in groups of four to discuss the question: Suppose you are working for a mobile company. It is your job to suggest new ways of developing a mobile. In pairs discuss some new applications of a mobile. Make a list of the ones you like and that seem the most useful. Choose one you both like and think will be popular with other people. ‎ The Second Period Reading 一．Aims:‎ ‎1. Teaching aims 教学目标 How s to describe the problem of the snakes and what has been done by the writer to solve the problem.‎ 重点词汇和短语 Patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case ‎2. Ability aims能力目标 Enable the students to describe the problem of the snakes and what has been done by the writer to solve the problem. Make them realize it takes steps to catch the snakes and it’s not easy to get a patent.‎ 二．Contents:‎ Step I Ask the Ss to guess about the content of the passage from the title.‎ Then ask the Ss to judge the right order of stages of inventions.‎ Step II Get the Ss to comprehend the passage carefully and accurately, and then divide the text into several parts and work out the main idea for each paragraph.‎ PartⅠ (Para.1) the discovery of the problem of snakes PartⅡ (Para.2-3) the research on the approaches to solve the problem PartⅢ (Para.4-6) the attempts to catch the snakes PartⅣ (Para.7-8) the requirements of getting a patent.‎ Step III Ask Ss to go over the whole text again and analyze the text in details.‎ Discuss the following questions:‎ ‎1.What are the writing techniques of this text?‎ ‎2.What’s the main idea of the text?‎ ‎3.What should we learn from this text?‎ ‎4.What’ the writing purpose of the writer?‎ Step IV Comprehending: Finish the exercise1, 2, 3.‎ The Third Period Language Points 一．Aims:‎ Talk about inventors and inventions Learn about the stages used in scientific research 二．Contents:‎ Step I words and phrase ‎1. Do you know the stages every inventor must go through before they can have their invention approved?‎ go through ‎(1)经历(2)通过,成功,成交(3)审阅,检查(4)翻找,查看(5)穿过,通过 Most families went through a lot in the war.‎ ‎2. I was researching into the habits of snakes so I could trap them in the easiest way.‎ ‎ do research on /into /in... 从事, 进行, 做研究 ‎ ‎ They are carrying out a research into the causes of cancer.‎ ‎ They are doing research into electricity.‎ ‎3. when I called up my mother in the countryside on the phone.‎ call up 打电话，使......回忆起 ‎ I’ll call you up tonight (call sb. /ring sb. up )‎ ‎ The old photo calls up memories of my childhood. (recall sth.) ‎ ‎4. Snakes come near the house now and then.‎ now and then 有时, 偶尔 ‎ I see them now and then, but not often. ‎ ‎5. Here was a chance for me to distinguish myself by inventing something that would catch snakes but not harm them.‎ ‎ distinguish oneself 显扬自己, 使自己扬名 ‎6. But there only seemed to be powders designed to kill snakes.‎ powder: n. 粉，粉末；药粉；火药 grain sth. into powder 把磨成粉 ‎7. I set about researching the habits of snakes so I could tap them in the easiest way.‎ ‎ set about 开始, 着手 The sooner we set about it , the sooner we’ll finish. ‎ ‎8. This was in the expectation that the snakes would bite again.‎ expectation: n. 预料，期待 Against all expectation, she won first prize.‎ ‎9. abruptly adv.‎ ‎ A man with an abrupt manner is not welcome here.‎ ‎10. convenient ‎ ‎ Come and see me whenever it is convenient to you.‎ ‎ If it is quite convenient to you, I’ll visit you next Tuesday. ‎ ‎11.If it passes that test, your application for a patent will be published 18 months from the date you ‎ apply.‎ application: n. 应用，运用；申请，请求；努力，专注 The invention had no practical application.‎ ‎12. bear (bore, borne) 忍受; 带有, 具有 ‎ I couldn’t bear to listen any longer, so I left the room.‎ ‎ bear doing 表示习惯性动作 bear to do sth. 表示一次具体动作 This letter bears french stamp.‎ ‎13. mess: n.杂乱,脏东西 v.无所事事, 混日子,胡闹 There is a lot of mess to clear up.‎ ‎14. but monitored carefully, the snakes proved to be no trouble and all went according to plan.‎ monitor: vt.监听，收听：监视 ‎15. I collected the passive snakes and the next day we released them all back into the wild.‎ passive: adj. 被动的，消极的；不抵抗的；不活跃的 He played a passive role in the marriage.‎ Step II sentences ‎1. The first thing I tried to do was to see if there were products that might help me, but there only seemed to be powders designed to kill snakes. P20‎ ‎2. Between the outside and inside walls of the bowl there is some jelly, which freezes hard when cooled. P20‎ ‎3. The criteria are so strict that it is difficult for new ideas to be accepted unless they are truly novel. P21‎ The Forth period Learning about language and Using language 一．Aims ‎ ‎1. Teaching aims 教学目标 Help the Ss learn how the famous inventor Alexander Graham Bell invented telephones 重点词汇和短语 forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beaten track, dive into, set out (to do), in truth 重点句子 He found that by pressing his lips against …‎ He designed a machine that …‎ Although he will always be known for …, he was …‎ He realized that by understanding how …‎ ‎2. Ability aims能力目标 Enable the Ss to learn about the famous inventor Alexander Graham Bell and his inventions.‎ 二．Contents ‎ Step I Check the homework. Get the Ss to finish the exercises on page 23-24.‎ Step II Ask the Ss to discuss the following questions:‎ ‎1.What do you know about the inventor?‎ ‎2.How useful is his invention to human society?‎ Step III Let the Ss read the four questions first to get general idea of what should be paid attention to and then play the tape for Ss to follow. When they finish, let them exchange notes with their partners and find the supporting sentences. Then check the answer with the ‎ whole class.‎ Step IV Give the Ss the reading task:‎ Do you know about the world famous painting “Mona Lisa”?‎ Do you know who painted the great picture?‎ Do you think Leoanrdo da Vinci is really a good painter? What else do you know he is famous for?‎ Step V Ask the Ss to do exercise 1 and exercise 2‎ Then ask the Ss to do Exercise 3, that is, having a discussion Unit four Pygmalion The First Period Warming up 一．Aims:‎ Teaching goals 教学目标 ‎1. Target language目标语言：‎ 重点词汇和短语adaptation, plot, professor, Pygmalion ‎2. Ability goals能力目标 Enable the students to talk about the Greek story Pygmalion 二．Contents:‎ Ask Students to look at a group of three pictures and try to describe them in their own words.‎ T: Yes, today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story.‎ S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife.‎ T: What problems do you think they will have?‎ S1: Maybe they can’t understand each other, because they come from different world.‎ S2: It’s very hard for Pygmalion to understand his wife, because his wife is made form a stone. She doesn’t know the words, behavior, anything about him.…‎ Step III Discussion Make a brief introduction about Shaw.‎ T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defenders of women’s rights, and advocate of equality of income,. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honor, but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can see how witty Shaw is!‎ T: Have you seen the film My Fair Lady? Do you like the film?‎ Say something about the film.‎ Step V Homework Ask the students to do the following.‎ ‎1. Find more information about Pygmalion ‎2.Pre-read the play and get ready for the next period.‎ The Second Period Reading 一．Aims:‎ ‎1. Ability goals能力目标 Enable the Ss to talk bout the play and use the play to work out the characteristics of each social group.‎ ‎2. Learning ability goals 学能目标 Help the Ss learn how to talk about the play and use the play to work out the characteristics of each social group.‎ 二．Contents:‎ Step I Revision and Lead-in Step II Reading Deal with the Reading part. Play the tape for the Ss to listen. Then analyze the play. ‎ Ask the students to read through the text. While reading, pay attention to the writing ‎ style.‎ Skimming Ask the Ss to read the play quickly and answer the questions.‎ T: Now please read the play. After a few minutes, I’ll ask you some questions. ‎ Show the followings.‎ 1. How many characters are there in the play?‎ 2. What is the weather like when the play begins?‎ 3. Do you think Eliza a well educated woman, why or why not?‎ 1. Why did Professor Higgins want to make notes of what Eliza said?‎ 2. What’ the meaning of the newly rich?‎ Scanning Ask three students to read to the play while other students scan it and get ready to answer the questions:‎ According to Higgins, if a person is very poor, he or she can still be better off at last. Do you agree with him? If so, how to realize the aim Who can complete the last sentence in the first line on page 30: Now once taught by me…?‎ What other things show one’s statue in society apart from how one speaks?‎ Do you think Pickering if of the upper class?‎ Step III Comprehending Ask Ss to listen to the tape as carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main idea of the play as well.‎ T: Pygmalion is about recognizing a person’s position in society by the way they behave and speak. Please listen to the tape and use the play to work out the characteristics of each social group.‎ And then fill in the blanks on page 30‎ Step IV Discussion Ask Ss to do part 5 on page 31.‎ T: Suppose you have a chance to help Eliza improve her use of the English language. Look at the sentences on page31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly.‎ Step V Homework 1. Read the play repeatedly and try to act out it.‎ 1. Preview the grammar part.‎ The Third Period Language Points 一．Aims:‎ Learn the language points and some important sentence patterns.‎ 二．Contents:‎ ‎1. work out 计算出，设法弄懂，精心制定出，逐渐解决，按某种方式发展。‎ ‎1) You can work out the answer by adding all the numbers.‎ ‎2.…an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society ‎(1) Convince vt. to cause to believer or feel certain; to persuade 说服；使相信，说动 （某人）‎ We convinced him to go by train rather than plane.‎ ‎2)(be) convinced + of 短语/ that 从句意思是“坚信…”;“确信…”。例如：‎ I am convinced of his guilt.‎ ‎3) convince (vt.) sb + of 短语/that 从句，“使…坚信…”; “使…确信…”。‎ Convinced adj.坚信的，意志坚定的Convincing adj.令人心服的 ‎3. set (1) vt. 安排；布置（岗哨）；定（时间、标准）；创造（记录）；专心于1） Set guards around the gate.‎ ‎(2) vt. 使――做某事；使――处于某状态 ‎5）I opened the cage and set the bird free.‎ ‎6) A spark set the soods on fire.‎ ‎(3) vi.（日、月等）下落；下沉 ‎7) It will be cooler when the sun has set.‎ ‎(4) n. 一套，一组；电器设备 ‎8） I bought a set of LuXun’s short stories.‎ 短语： set off 出发,动身 set out 出发，着手 Set about 开始，着手 set up 建立，成立 Set sb. a good example 为某人树立好榜样 ‎4． Hold up ‎ ‎1) raise; keep up举起 ‎2) show as an example 提出（作为榜样）‎ The teacher always holds up Tom as a model of hard work.‎ ‎3) to delay 阻滞 The building of the new road has held up by bad weather.‎ 短语：hold back 使固定；阻挡 hold down 压制 Hold to 遵循；坚持 hold together (使团结；连接在一起)‎ ‎5．Hand over 移交；让与；交给某人照料 ‎1)The captain was unwilling to hand over the command of his ship. 军舰的指挥权 ‎2）The thief was handed over to the policeman.‎ 短语： hand down 传给 hand over 传递 Hands up 举手 hand out 分发，分给 ‎6. But they betray themselves every time they open their mouths.‎ ‎ betray oneself 无意中露出本性；背叛 money.betray ‎1）vt.泄露（秘密）她不会把他的秘密泄露给我。‎ He betrayed the news to all his friends.‎ ‎2）vt. to be disloyal or unfaithful to 出卖；背叛 His best friend betrayed him.‎ He betrayed his country to the enemy ‎(3) to be a sign of (sth. One would like to hide)显露；显示 His face betrayed that he was angry.‎ ‎7. Condemn vt.谴责 condemn sb. / sth. 谴责某人/某事 Step II sentences ‎1.Generally speaking, people are more polite to those whom they think are of higher social class.‎ 总的来说，人们对那些他们认为属于较高社会阶层的人更礼貌一些。‎ ‎(1)本句中的of 表示”从属”关系。例如：‎ Birds of a feather flock together.‎ ‎(2) be of + 形容词+抽象名词=be +副词+与该抽象名词同根的形容词。例如：What I said is of great importance. = What I said is very important.‎ The Forth period Learning about language and Using language 一．Aims ‎ ‎1. Target language目标语言：‎ 重点词汇和短语 pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show… in, the other day, take away, in need of, fade out ‎2. Ability goals能力目标 Enable the Ss to learn about the play Making the bet 二．Contents ‎ Step I Revision and Lead-in 1. Check the homework.‎ Ask the Ss to review Act One: Fateful meetings.‎ Step II Reading Have the students read the play carefully and then answer the following questions.‎ After a few minutes.‎ T: Now answer my questions. First: Do you think Eliza is very ambitious? Why did Pickering fancy himself?‎ S: Yes. Because she still likes to learn even if Higgins treats her rudely. ‎ ‎ Because he can pronounce twenty-four distinct vowel sounds.‎ T: What habits did Eliza have?‎ S: She has never had a bath in her life; not over her whole body.‎ T: What do you think Higgins would have to do to change Eliza into a lady?‎ S: Teach her alphabet.‎ T: How do you like Colonel Pickering?‎ S: Well-educated and kind.‎ T: Why does Eliza collect Henry’s slippers for him although she is not a servant.‎ S: Although Eliza is not a servant, from her deep heart, she looks down upon herself, and thinks she is in the lower class. But Henry is in the higher class. So I think she collects his slipper willingly.‎ T: Why does she throw the shoes at him?‎ S: Because Henry looked down upon her, which hurts her. She is angry.‎ T: Why does Henry think he wins the bet?‎ S: Because he thinks it is he who makes Eliza attractive in the party.‎ T: Why does Eliza get upset when Henry does not congratulate her?‎ S: Because in Eliza’s opinion, it is she that tries her best to make other people attracted to her.‎ T: Why does Henry get upset when he hears Eliza will marry Freddy?‎ Step III Reading Task 1. Read the play once again.‎ 2. Pre-listen to the recording for listening and speaking part.‎ Unit 5 Meeting your ancestors The First Period Warming up 一．Aims:‎ Teaching aims 教学目标 ‎1．Learning goals ‎ Help the students learn how to give opinion and describe objects ‎2．Ability goals ‎ Enable the students to talk about the archaeological evidence and knowledge and learn to describe people and practice giving opinions.‎ 二．Contents ‎ Lead in by talking about the ancient civilization.‎ 1. Ask them the four Great Ancient Civilizations.‎ 2. Ask them to give some account of each great civilization, for example, speaking China, they can talk about China’s brilliant civilization, like four great inventions (papermaking, printing, gunpowder, compass)‎ ‎3. Ask Ss to identify each picture in this part.‎ 3. Ask them to have a discussion to complete the task listed in Activity 2 ( to complete the table),‎ 4. ‎ What is it made of? What’s its use? And today’s alternatives?‎ ‎5. Then make a summary of this and show the PPT of the table list on the screen.‎ S3. The Greek Goddess agreed to help and his wish was granted.‎ Name ‎ material today Alternative Clay lame Chinese chimes Stone/ jade axe Death mask ‎ Homework Ask the students to find some information about Zhoukoudian.‎ The Second Period Reading 一．Aims:‎ Teaching aims 教学目标 ‎1. Target language目标语言：‎ 重点词汇和短语 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能力目标 Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives.‎ Content:‎ Step I Revision ‎ Check the homework. ‎ The Ss will how their information about Zhoukoudian Caves in the following steps.‎ Step II Lead in 1. Ask the Ss to identify the picture in the pre-reading part. (skullcap)‎ 2. Ask Ss to assume what Peking man might have done and use thousands of years ago.‎ 3. Then by showing the table following to show whether their assumptions are right or wrong.‎ Modern people Peking man Accuracy 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? And three stages of the archaeologist’s part 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 write down the three ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the questions.‎ Homes: Peking man lived in Zhoukoudian Caves of rocks and trees.‎ 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 Step IV Post-reading Ask Ss to fill in the chart on the life and habits of Peking man on page 37 and compare it with the list they made in the pre-reading. What differences are there?‎ And then to clarify Ss’ difficult points in the text.‎ Step V Homework Write a brief introduction to the Zhoukoudian Cave.‎ The Third Period Language Points 一．Aims:‎ Teaching aims 教学目标 ‎1.Ability aims能力目标 Enable the students to use the Present Perfect Continuous tense.‎ ‎2. Learning ability aims 学能目标 Help the students lean how to use the Present Perfect Continuous tense.‎ Content 教学内容 ‎1. identify vt. 确认，识别，鉴别 ‎（1）~ sb. /sth. as sb./ sth.确认，证明某人/某物系某人/某物 e.g. She identified the man as her attacker.‎ ‎（2）~ sth. with sth.认为某事物与另一事物等同 e.g. One can’t ~ happiness with wealth.‎ 扩展：identification n. identification card 身份证 ‎2. alternative adj. 供选择的，其他的 e.g. The way was blocked ,so we had to go by ~ road.‎ ‎ 这条路阻塞，我们只能走其他路。‎ ‎3. interrupt vt. 1) 打断，中断，阻碍 The war ~ed the trade between the 2 countries. e.g. ‎ 战争打断了两国间的贸易。‎ ‎②Sorry to interrupt you, but I have something ‎ ‎ to say. 打断某人的话 ‎~ sb. /sth. with sth. ‎ ‎ 用……打扰/打断……‎ ‎ e.g.他用一个问题打断了他的老师。‎ ‎ He interrupted his teacher with a question.‎ ‎ (2) interrupt sb. 打扰某人 ‎ e.g. ①Don’t interrupt me. I am very busy. 打扰某人 ‎4. assume vt. 假定，设想；担任，承担 ‎(1)assume后多跟 1) 名词，2)宾语+ to be + n. / adj.,‎ ‎ 3) that 从句 e.g. 1. The scientist ~ that there no animals on the moon.‎ ‎ 科学家设想月球上没有动物．‎ ‎ 2. I ~d the responsibility. 我来承担责任。‎ ‎　　 3. He assumed a great man. 他假装是伟人．‎ ‎(2) assuming放在句首，表一种猜测。‎ e.g. Assuming it rains tomorrow, what shall we do?‎ 扩展： assumption n. make an assumption ‎５. regardless of 不管；不顾；不注意 e.g. He went ~ the risk. 他不顾危险地去了。‎ ‎ He is ~ his appearance. 他不注意自己的外表。‎ ‎6. preserve vt.(1) 保存；保护；收藏 e.g. You can ~ meat or fish in salt.‎ ‎ 你可以用盐来保存肉或鱼。‎ ‎(2) 保持；维持 e.g. It is one of the duties of the police to ~ public order ‎7.sharpen. vt /vi 使变锐利 锋利 、磨快刀 sharpen a pencil with a knife.‎ Sharpen a knife.‎ Sharpene stone tools.‎ n. sharpener 磨快的用具 adj. Sharp 锐利的、陡峭的、激烈的、凛冽的 ‎8．Preserve vt 保存、保护 、保管 ‎ The city should take steps to preserve the old temple.‎ Preserve… from..保护使免于 Oil preserves metal from rust.‎ Vt.保存 、储藏 , 维持、保护 Preserve fruit in sugar cans.‎ Preserve one’s strength.‎ ‎9．I’m sorry to interrupt you, but how could they live here?‎ ‎ I’m sorry, but ……‎ ‎ Excuse me , but….‎ ‎10.We have been excavating layers of ash almost six meters thick, which suggest that they might ‎ have kept the fire burning all winter.‎ six meters thick six years old The Forth period Learning about language and using language Teaching goals 教学目标 ‎1. Target language目标语言：‎ 重点词汇和短语 look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone, arrowhead, axe, division, affection, affectionate, patient, skillful, exhausting ‎2. Ability goals能力目标 Enable the Ss to describe the life of early people Task-based method, reading and discussion Content 教学内容 Step I Revision and Lead-in 1． heck the homework.‎ ‎2．Ask the Ss to recite some useful words and expressions.‎ Step II Lead-in Ask the Ss to turn to page 43 and look at the picture, then try to describe what are these early people are doing. And imagine what their life was like.‎ Step III Language Points Play the tape for the Ss to listen. At the same time, the students are asked to find the answers to the following questions.‎ 1. Which jobs did Dahu do? ( to make tools, catch fish, cut up meat, scraper the fish and welcome guests)‎ 2. Which jobs did Lala do?(to collect nuts and fruit, to prepare the meat over the fire)‎ 1. Who works cooperatively and who does tasks alone? (Both men and women work cooperatively. For example, Lala’s mother and aunts were preparing the meat of deer and pig over the fire. Men do tasks alone)‎ 2. Who does the most dangerous tasks?( men do the most dangerous tasks)‎ 3. Where does the danger come from? ( The danger comes from the wild animals)‎ Step IV Post Reading 1. In groups discuss what the possible work division was between men and women at that time.‎ Mens’ tasks: making tools, fishing, making fire, protecting the family form wild animals, cutting up meat.‎ Women’s tasks: collecting nuts and fruits, making and sewing clothes, looking after baby, preparing food, doing housework.‎ 2. Then ask them to look at the above item and try to use adjective best describe each of them.‎ Adjectives best describe the women:‎ caring, affectionate, safe, co-operative Step Ⅴ Homework Practicing using two or more adjectives to describe the Saxingdui Ruins objects on page44.‎